w
w
ap
eP
m
e
tr
.X
w
om
.c
s
er
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 7 6 9 6 8 1 6 5 1 7 *
0460/41
GEOGRAPHY
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.
This document consists of 14 printed pages, 2 blank pages and 1 Insert.
DC (NH/CGW) 80066/7
© UCLES 2014
[Turn over
2
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:
•
•
(ii)
a clothes store at point X;
a bank at point Y.
[2]
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]
© UCLES 2014
0460/41/M/J/14
3
Shopping area in 2010
Swan Lane
Bedford Street
FI
NN N C C C C
market
Davey Place
SH
Fu
C N
N
C
N
N
E
N
V N N SE
C V
N
V
C
C
E N SE
N
N
N
C
V V
N
F
C
C
C
F
V
White
Lion S
tre
SE
SE
SE
Haymarket
C
et
F F
Y
C
Arcade Street
E
F
t
N
N
F V
F
F V
F F
F
E
C
N
V
SE
C
N S
H
SE
F
SE
F
F
F
E
F
V
SH
SE SH
E
V C
C
e
Lane
C
C
SE
C
N
N
N
N
N
C
FI
F
Castle Meadow
C
C
re
London S t
SE
E
C
Castle Stre
et
X
F CC
N N
C
C
C
N
N F
N
D
FI
SH
D
V
F
F
C
SH
Exchange Street
E
SH C
E
SH SH
Key
shops
C
clothes
D
department store
F
food
Fu
furniture
N
specialist non-food
SH other shops
services
FI
finance
E
entertainment
SE other services
V
vacant (empty) buildings
N
F
C
N
Fu
N
SH
E
E
V
C
Brig
g
N
N
N
Stre
e
N
t
N
C
E FF
O r fo r d P l a
C V
N
V
F
ce
D
0
100
200
m
Fig. 1
© UCLES 2014
0460/41/M/J/14
[Turn over
4
(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
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
Finance
6
4
Entertainment (including nightclubs, theatres)
7
11
Other services (including travel agents,
solicitors)
9
11
Vacant (empty) buildings
7
15
153
157
Shops
Services
Total
(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.
© UCLES 2014
Fieldwork data
Primary data
Sampling data
Secondary data
0460/41/M/J/14
[1]
5
(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
other services
entertainment
finance
services
vacant (empty) buildings
shops
other shops
specialist non-food
furniture
food
department store
+20
+19
+18
+17
+16
+15
+14
+13
+12
+11
+10
+9
+8
+7
+6
+5
+4
+3
+2
number of +1
shops and
0
−1
services
−2
−3
−4
−5
−6
−7
−8
−9
−10
−11
−12
−13
−14
−15
−16
−17
−18
−19
−20
decrease
clothes
increase
Fig. 2
© UCLES 2014
0460/41/M/J/14
[Turn over
6
(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]
© UCLES 2014
0460/41/M/J/14
7
(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]
0
90
10
Key
80
20
0 – 15 minutes
16 – 30 minutes
31 – 59 minutes
70
30
1 – 2 hours
more than 2 hours
60
40
50
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]
© UCLES 2014
0460/41/M/J/14
[Turn over
8
(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]
© UCLES 2014
0460/41/M/J/14
9
QUESTION 2 BEGINS ON PAGE 10
© UCLES 2014
0460/41/M/J/14
[Turn over
10
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
scale
3) To get an accurate
measurement you should
funnel
........................................
measuring
cylinder
surface
ground
2) The rainwater is poured
from ................................
outer
cylinder
collecting jar
........................................
into .................................
........................................
1) The rain gauge is partly
buried in the ground to
.......................................
.......................................
.......................................
Fig. 5
© UCLES 2014
0460/41/M/J/14
........................................
........................................
11
(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]
© UCLES 2014
0460/41/M/J/14
[Turn over
12
(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
(ii)
[1]
At what time and day was the highest rainfall amount recorded?
Time ........................... Day .....................................
(iii)
[1]
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:
•
•
© UCLES 2014
temperature and wind direction at 00.00 hours on day 14;
temperature and wind direction at 18.00 hours on day 2.
0460/41/M/J/14
[2]
13
Results of temperature and wind direction measurements for Hypothesis 2
20
19
18
17
16
15
14
13
12
11
temperature
(°C) 10
9
8
7
6
5
4
3
2
1
0
N
NE
E
SE
S
SW
W
NW
direction from which wind is blowing
Fig. 7
© UCLES 2014
0460/41/M/J/14
[Turn over
14
(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]
© UCLES 2014
0460/41/M/J/14
15
BLANK PAGE
© UCLES 2014
0460/41/M/J/14
16
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.
© UCLES 2014
0460/41/M/J/14