Cambridge IGCSE Geography 0460 — 2016 Oct/Nov Paper 4 · Variant 1

This document consists of 15 printed pages, 1 blank page and 1 Insert. DC (NF/CGW) 115403/5 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 0 4 9 5 7 6 6 4 4 4 * GEOGRAPHY 0460/41 Paper 4 Alternative to Coursework October/November 2016 1 hour 30 minutes Candidates answer on the Question Paper. Additional Materials: Calculator Ruler 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. Write your answer to each question in the space provided. If additional space is required, you should use the lined pages at the end of the booklet. The question number(s) must be clearly shown. Answer all questions. The Insert contains Fig. 1, Tables 1 and 2 and Photograph A for Question 1, and Fig. 6, Fig. 7 and Table 4 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.

2 0460/41/O/N/16 © UCLES 2016 1 Four students were learning about processes which take place in a drainage basin. (a) Use arrows to match the processes with the correct definitions in the table below. One has been completed for you. Process Definition Evaporation Leaves of trees stop rain from reaching the ground Infiltration Water moves through the soil Interception Water is heated and turns into water vapour Throughflow Water soaking into the ground [2] The students did some fieldwork to investigate infiltration rates in a park near their school. This is shown in Fig. 1 (Insert). They tested the following hypotheses: Hypothesis 1: The infiltration rate varies between different areas in the park. Hypothesis 2: The rate of infiltration is faster where there is more vegetation cover and less bare ground.

3 0460/41/O/N/16 © UCLES 2016 [Turn over (b) To measure the infiltration rate the students used a bottomless cylinder which they pushed into the ground. Inside the cylinder was a scale measured in centimetres. At each measuring site the students poured water into the cylinder up to a height of 10 cm. They recorded the water height in the cylinder at the end of every minute until all the water had infiltrated into the ground. (i) Complete the labels on Fig. 2 below to show how the fieldwork was carried out. How the infiltration rate was measured ground Water Measuring cylinder … … … … … … Stopwatch … … … cm 15 10 5 0 ground cm 15 10 5 0 minutes 0 minutes 5 ground ground [3] Fig. 2

4 0460/41/O/N/16 © UCLES 2016 (ii) The results of the students’ measurements are shown in Table 1 (Insert). Use these results to complete the line for the flower garden in Fig. 3 below. [2] 12 10 8 6 4 2 00 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 height of water in cylinder (cm) Speed of infiltration at different sites time (mins) Key Flower garden site 1 Playing field site 2 Woodland site 3 Flood plain site 4 Fig. 3 (iii) Their teacher made sure that the students understood that the infiltration rate is slower when it takes a longer time for water to soak into the ground. The students reached the conclusion that Hypothesis 1: The infiltration rate varies between different areas in the park was correct. What evidence in Table 1 (Insert) and Fig. 3 suggests that the infiltration rate was slowest on the flood plain and fastest in the woodland? Use data to support your answer. … … … … … … [3]

5 0460/41/O/N/16 © UCLES 2016 [Turn over (iv) Look again at Fig. 1 (Insert). Give three reasons why the infiltration rate varies within the park. 1 … … 2 … … 3 … … [3] (c) To investigate Hypothesis 2: The rate of infiltration is faster where there is more vegetation cover and less bare ground, the students used a quadrat to estimate the amounts of vegetation cover and bare ground in different areas of the park. A quadrat is shown in Photograph A (Insert). (i) Describe how the students used the quadrat. … … … … … … [3]

6 0460/41/O/N/16 © UCLES 2016 (ii) The students’ fieldwork results are shown in Table 2 (Insert). Use these results to plot on Fig. 4 below the percentage of vegetation cover and the percentage of bare ground in the flower garden. [1] 0 Flood plain site 4 Playing field site 2 Flower garden site 1 Woodland site 3 faster Key Vegetation cover Bare ground slower rate of infiltration 20 40 60 percentage Ground cover 80 100 10 30 50 70 90 Fig. 4 (iii) The students made the conclusion that Hypothesis 2: The rate of infiltration is faster where there is more vegetation cover and less bare ground was incorrect. Use evidence from Fig. 4 to support this conclusion. … … … … … … [3] (iv) Suggest why there would be no infiltration on the playground shown in Fig. 1 (Insert). … … … … [2]

7 0460/41/O/N/16 © UCLES 2016 [Turn over (d) To extend their fieldwork the students decided to investigate the impact of people walking across the grassland and creating a path, which is shown in Fig. 1 (Insert). This is known as ‘footpath erosion’. (i) The students stretched a tape measure across the path and measured the distance from the tape to the ground at equal intervals. Each of the four students had a different task in the investigation. Complete the table below by suggesting tasks for the other three students. Student Investigation task 1 Hold the tape measure at one side of the path 2 3 4 [3] (ii) Using their results a student drew a diagram of the cross section of the path. This is shown in Fig. 5 below. How deep is the path at its deepest point? … cm [1] 0 0.5 1 1.5 2 &URVVVHFWLRQRIWKHSDWKDFURVVWKHJUDVVODQG 2.5 3 3.5 4 0.25 0 5 10 depth of footpath (cm) 15 0.75 1.25 1.75 2.25 2.75 distance across path (m) 3.25 3.75 Fig. 5 (iii) Describe how footpath erosion may affect infiltration. … … [1] (iv) Suggest three ways to prevent footpath erosion from happening in the park. 1 … … 2 … … 3 … … [3] [Total: 30 marks]

8 0460/41/O/N/16 © UCLES 2016 2 Students in the UK were studying a settlement in the rural-urban fringe which used to be a farming village. They wanted to investigate how the area had changed. Their study area is located on a main road which goes to a nearby city and links to the motorway. (a) Before beginning their fieldwork the students looked at a map in the library which showed housing areas in the settlement. (i) What type of information source is this map? Circle your answer below. primary questionnaire secondary stratified [1] (ii) Using the map from the library the students drew a base map which is shown in Fig. 6 (Insert). Use the information on this map to complete the table below which describes the different types of houses. One has been completed for you. Description of housing area Area (A, B, C or D) Modern estate containing curved roads and cul-de-sacs Old cottages built when the settlement was a farming village C Houses built in a linear arrangement along both sides of the main road Houses built on the river flood plain [2] (iii) Suggest two reasons for the expansion of the settlement in the rural-urban fringe. 1 … … 2 … … [2] Some of the students investigated the following hypotheses: Hypothesis 1: Most people have lived in the settlement for more than ten years. Hypothesis 2: Working people who have lived in the settlement for the longest time travel furthest to work.

9 0460/41/O/N/16 © UCLES 2016 [Turn over (b) (i) The students were able to complete their survey of residents at the houses marked with an X on Fig. 6 (Insert). They visited the houses between 13.00 hours and 17.00 hours on a working day. Give one advantage and two disadvantages of their survey method. Advantage … … Disadvantages 1 … … 2 … … [3] (ii) At each house the students asked the residents to complete the questionnaire survey which is shown in Fig. 7 (Insert). The results of Question 1 on their questionnaire are shown in Table 3 below. Table 3 Question 1: How many years have you lived in the settlement? Number of people Time (years) Area A Area B Area C Area D Total less than 5 2 8 0 0 10 5 to 10 0 2 0 1 3 11 to 20 1 0 1 0 2 21 to 35 0 0 4 0 4 more than 35 2 0 10 4 16 Total 5 10 15 5 35

10 0460/41/O/N/16 © UCLES 2016 Use Table 3 to plot the results to the responses ‘21 to 35 years’ and ‘more than 35 years’ on the histogram, Fig. 8 below. [2] less than 5 How many years have you lived in the settlement? 5 to 10 0 2 4 6 8 10 total number of people 12 14 16 18 20 11 to 20 years 21 to 35 more than 35 Fig. 8 (iii) Do the results of Question 1 support Hypothesis 1: Most people have lived in the settlement for more than ten years? Support your conclusion with data from Fig. 8 and Table 3. … … … … [2] (iv) Describe the main differences in how long people had lived in the settlement between areas B and C. Use statistics from Table 3 in your answer. … … … … … … [3]

11 0460/41/O/N/16 © UCLES 2016 [Turn over (c) The answers to all questions from the questionnaire are shown in Table 4 (Insert). (i) Plot the answers given by residents 34 and 35 on Fig. 9 below. [2] Answers to Questions 1 and 2 60 50 40 30 20 10 0 0 5 10 15 20 number of years lived in settlement distance of journey to work (km) 25 30 35 40 45 Fig. 9 (ii) What conclusion would the students make about Hypothesis 2: Working people who have lived in the settlement for the longest time travel furthest to work? Circle your decision below and support the decision with evidence from Fig. 9. Hypothesis 2 is correct Hypothesis 2 is incorrect … … … … … … … … [4] (iii) Suggest why the relationship between the two variables shown in Fig. 9 occurs. … … … … [2]

12 0460/41/O/N/16 © UCLES 2016 (d) Another group of students used the answers from Question 3 in the questionnaire to consider why residents live in the settlement. (i) Use the answers in Table 4 (Insert) to complete the reasons which are listed in rank order in Table 5 below. [1] Table 5 Reasons for living in the settlement Main reason for living in the settlement Number of residents Quick journey to work in the city 14 Work or worked in the old village 7 6 5 3 (ii) Which one of the following would be most suitable for a student to display the data shown in Table 5? Circle your answer. Flow map Pie graph Scatter graph Spider diagram [1] (iii) Which one conclusion below is correct for Question 3 in the questionnaire? Tick your choice. [1] Conclusion Tick (✓) Over half the residents have a quick journey to work in the city The natural environment is the main attraction More people work in the old village than in the city More people have moved into the settlement than were born in it

13 0460/41/O/N/16 © UCLES 2016 (e) Describe a piece of fieldwork, other than using a questionnaire, which the students could do to compare the shops and services in different villages in the rural-urban fringe. … … … … … … … … [4] [Total: 30 marks]

14 0460/41/O/N/16 © UCLES 2016 Additional Pages If you use the following lined pages to complete the answer(s) to any question(s), the question number(s) must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … …

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16 0460/41/O/N/16 © UCLES 2016 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. 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.

® IGCSE is the registered trademark of Cambridge International Examinations. This document consists of 6 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education GEOGRAPHY 0460/41 Paper 4 Alternative to Coursework October/November 2016 MARK SCHEME Maximum Mark: 60 Published 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 2016 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 2016 0460 41 © UCLES 2016 1 (a) Evaporation: water is heated and turns into water vapour Interception: leaves of trees stop rain from reaching the ground Throughflow: Water moves through the soil 3 correct = 2 marks, 1 or 2 correct =1 mark [2] (b) (i) (Water) is poured into / added to / put in the cylinder (Stopwatch) records / measures time / every minute / 5 minutes (Measuring cylinder) is pushed into the ground / water to height of 10 cm / water up to 10 cm [3] (ii) Completion of flower garden line graph Plots at 3,4 and 5 mins = 1 mark (need triangle), line = 1 mark [2] (iii) Infiltration / water soaking in takes long time on the floodplain Infiltration / water soaking in takes short time in the woodland Infiltration takes more time / longer on flood plain (than in woodland) = 2 marks Credit 1 mark maximum for paired times to show difference e.g. Water to soak into ground / go down to 0 takes 3 mins in woodland and 16 mins on floodplain After 1 min = 5 cm in woodland and 9 cm on floodplain Water to soak into ground / go down to 0 only takes 3 mins in woodland and 16 mins on floodplain = 2 marks No need for units but NOT seconds / hours No hypothesis mark [3] (iv) Different (types of) soil or ground / clay or sandy OR link one soil type to infiltration e.g. infiltration increases on sandy soil / infiltration decreases on clay soil Different (types of) vegetation or land use / different amount of vegetation / trees or flowers or grass (any 2) OR link one type of vegetation to infiltration e.g. people on grass compress soil reducing infiltration e.g. in woodland roots increase infiltration Nearer river / how near the sites are to the river / on flood plain / away from flood plain OR one site linked to infiltration e.g. site in floodplain is already wet so less infiltration ^ type of soil / amount of vegetation / type of vegetation [3] (c) (i) Put / place quadrat (on ground) / throw quadrat / drop quadrat Count the number of squares with vegetation or grass or bare ground / estimate number of squares / estimate percentage Do more than one measurement and calculate average Do task in different areas of the park / different places [3]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 41 © UCLES 2016 (ii) Complete divided bar graph for flower garden – 45% vegetation cover, 55% bare ground Need both dividing line at 45% and shading No credit if dividing line at 55% and shading incorrect [1] (iii) Faster or more infiltration with least vegetation cover / most bare ground OR Slower or less infiltration with most vegetation cover / least bare ground 1 mark maximum for comparing any two types of vegetation e.g. faster infiltration in woodland than floodplain faster infiltration in flower garden than playing field fastest infiltration in the woodland Credit paired contrasting data from different vegetation areas for 1 mark e.g. 90% vegetation cover (or 10% bare ground) on flood plain and 25% vegetation cover (or 75% bare ground) in woodland OR 90% vegetation cover on floodplain and 75% bare ground in woodland No hypothesis mark [3] (iv) Made from concrete Impermeable surface / doesn’t allow water to pass / not absorbed / not soak into / not get into / not permeable [2] (d) (i) Hold the tape measure at the other side (of) / across the path Measure 25 cm / equal intervals across tape Measure from tape to ground / measure depth of path Record / write down results / read results off ruler / read measurements / take notes of measurement [3] (ii) 14 cm [1] (iii) There is less infiltration where there is most footpath erosion OR Footpath erosion / compaction / people walking may stop / slow / reduce / not allow infiltration OR It will decrease rate of infiltration OR Deeper the footpath the slower the rate of infiltration [1] (iv) Ideas such as: Permanent path / tarmac path / concrete path / artificial path / rocks in path / bricks / tiles / steps (to go uphill) Restore eroded footpaths / fill in hole / replace soil Alternative / signposted paths / more paths / new paths / build paths Put fencing along edge of path Improve drainage Re-seeding around footpath / more grass around path Prohibit use / allow treated paths time to recover / restrict access times / ‘keep off’ signs / don’t let people walk on path Small / low bridges / boardwalks / walkways / platforms Education about / raise awareness of footpath erosion / park rangers [3] [Total: 30 marks]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 41 © UCLES 2016 2 (a) (i) Secondary [1] (ii) Modern estate: B Linear arrangement: A Houses built on floodplain: D 3 correct = 2 marks, 1 or 2 correct = 1 mark [2] (iii) People moving from the city / urban-rural movement Increase in car ownership Growth of commuting to work Attraction of living (in countryside) / peaceful / less polluted / better living conditions / attractive scenery OR problem of city e.g. dangerous / expensive housing / noisy traffic New housing / new industry / growth of housing or industry Near to main road / motorway Growth in population / people move to city / people move for work / move closer to work Cheaper land Rural to urban migration More jobs [2] (b) (i) Advantage: Not stopping people who are going somewhere / more time to answer / can talk directly to people Covers all or different areas of the settlement / evenly distributed Daylight Disadvantages: People out at work / not at home Disturbing people at home / having a sleep / people angry because they have come to the house / people are busy Unbalanced number of residents from different areas No control over sample of residents / mainly old people [3] (ii) Completion of histogram: 21–35 years = 4 and more than 35 years = 16 2 @ 1 [2] (iii) Yes / hypothesis is correct / majority or more than half have lived there for more than 10 years – 1 mark reserve 22 out of 35 people have lived there for more than 10 years OR 22 have lived there for more than 10 years and 13 have lived there for less than 10 years OR 63% have lived there for more than 10 years [2]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 41 © UCLES 2016 (iv) People in area B lived there less time than people in area C Comparisons such as: In area B (all) people lived there for less than 10 years and in area C (all) people lived there for more than 10 years In area B most people lived there for less than 5 years and in area C most people lived there for more than 35 years More people have lived in settlement C for more than 35 years 1 mark maximum for simple statistical comparisons between two areas e.g. Less than 5 years: 8 people in area B, 0 in area C Less than 10 years: 10 people in area B, 0 in area C More than 10 years: 0 people in area B, 15 in area C More than 35 years: 0 people in area B, 10 in area C 21–35 years: 0 people in area B, 4 in area C 8 people have lived in area B for less than 5 years and 15 people have lived in area C for more than 10 years No credit for comparison of 5–10 years, 11–20 years, total populations [3] (c) (i) Plotting on scattergraph (Resident 34): 37 years and 4 km (Resident 35): 8 years and 48 km 2 @ 1 [2] (ii) Hypothesis is incorrect – 1 mark reserve People who have lived in the settlement longest / long time travel less / shorter distance to work OR People who have lived in the settlement shortest/ short time travel more / greater distance to work OR Negative correlation between distance to journey to work and number of years lived in settlement 2 marks maximum for general trend statements such as: People who have lived in the settlement less than 10 years travel over 20 km to work People who have lived in the settlement more than 30 years travel less than 20 km to work Anomaly of 1 person / resident 12 has lived in the settlement 1 year and travels 7 km to work 1 mark maximum for two contrasting individual residents e.g. 4 years resident = 55 km travelled and 40 years resident = 1 km travelled [4]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0460 41 © UCLES 2016 (iii) Newer residents commute to / work in town / city / CBD People who have lived longer / born in the settlement work in farm / industry / village / market [2] (d) (i) Born in the settlement = 6 Attractive scenery = 5 Peaceful location =3 [1] (ii) Pie graph [1] (iii) More people have moved into the settlement than were born in it [1] (e) Mark on map different shops / services Map land use in local villages / do land use survey / create own map Use a key to show different shops and services Classify shops and services / create categories / e.g. of classification Tally number of shops and services in different categories / count different shops / count shops Record results of fieldwork in table Sketch / photo of different shops Different groups of students go to different villages Compare different sized villages or different functions of villages [4] [Total: 30 marks]