Cambridge International General Certificate of Secondary Education
Cambridge International General Certificate of Secondary Education
Cambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/43
Paper 4 Alternative to Coursework May/June 2018
1 hour 30 minutes
Candidates answer on the Question Paper.
Additional Materials: Ruler
Calculator
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.
The Insert contains Figs. 1.1 and 1.6 and Table 1.1 for Question 1, and Figs. 2.1, 2.4 and 2.8 and Tables 2.2
and 2.3 for Question 2.
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.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (LK/SG) 145863/8
© UCLES 2018 [Turn over
2
1 Students at a college in southern England were studying how to collect weather data and if there
might be relationships between weather data measurements. One group of students focused their
study on rainfall. They investigated the following hypotheses:
Hypothesis 1: Daily rainfall totals are influenced by the direction from which the wind is blowing.
Hypothesis 2: Daily rainfall totals are higher when atmospheric pressure is higher.
(a) The students decided to collect their data at 09:00 on each day in February.
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(b) The students used a rain gauge and measuring cylinder to collect rainfall data. These are
shown in Fig. 1.1 (Insert).
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(ii) Which two of the following factors are important when deciding where to put the rain
gauge? Tick (3) your choices below.
(c) The students used a wind vane to collect data about wind direction.
(i) On Fig. 1.2 below, complete the boxes to show how the wind vane measures wind
direction. [2]
Fig. 1.2
(ii) Suggest a good position to put a wind vane and explain your choice.
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(d) The students used their daily measurements of rainfall and wind direction to plot data onto
Fig. 1.3 on page 4.
(i) On Fig. 1.3 plot the rainfall measurements for 4th and 27th February shown below.
Results of students’ measurements of wind direction and total daily rainfall from the
current year
5
mm
0
10 27 28
date
5 N
mm
0
16 17 25 NW NE
date 5
10 4
3 5
5 2 mm
mm 1 0
0 W E 22
15 18 26 date
date 25
20
5 mm
SW SE
mm 15
0
1 7 8 14 20
10
date
30 5
mm S
25 0
2 3 13
date
20
15 Key
10 15
5
5 10 4
mm 3 days
0 2
5
4 5 6 9 10 11 12 19 21 23 24 1
date 0
0
daily wind
rainfall direction
(bar graphs) (rose diagram)
Fig. 1.3
(ii) What conclusion would the students make about Hypothesis 1: Daily rainfall totals are
influenced by the direction from which the wind is blowing? Support your answer with
evidence from Fig. 1.3.
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The students compared their results with data collected in February of the previous year. This
is shown in Fig. 1.4 below.
Wind direction and total daily rainfall data from previous year
5
mm
10
0
3 4 7 8 9 mm
date 5
5
mm
N 0
0 5 6 14 15 16
1 2 10 17 21 26
NW NE date
date
5
10 4
mm 3
5 2
1
0 W E
12 22 23 24 27
date
5
mm SW SE
0 20 S
20 25
date
15
mm
10
0
11 13 18 19 28
date
Key
15
5
10 4
mm 3 days
2
5
1
0
0
daily wind
rainfall direction
(bar graphs) (rose diagram)
Fig. 1.4
(iii) Describe how wind direction in February varied between the two years shown in
Figs. 1.3 and 1.4. Use data in your answer.
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(iv) What effect did the difference in wind direction have on daily amounts of rainfall in
February in the two years?
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(e) To investigate Hypothesis 2: Daily rainfall totals are higher when atmospheric pressure is
higher, the students recorded atmospheric pressure daily.
(i) Which one of the following instruments would the students have used to measure
atmospheric pressure? Tick (3) your choice below.
(ii) The students plotted their measurements of atmospheric pressure and daily rainfall on
the scatter graph, Fig. 1.5 below.
Plot the data for the two days in the table below onto Fig. 1.5.
35
30
25
daily rainfall 20
(mm)
15
10
0
970 975 980 985 990 995 1000 1005 1010 1015
atmospheric pressure (mb)
Fig. 1.5
(iii) The students made the conclusion that Hypothesis 2: Daily rainfall totals are higher
when atmospheric pressure is higher is incorrect. How does Fig. 1.5 support this
conclusion? Refer to data in your answer.
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(iv) The students again compared their results with data collected in February of the previous
year. Atmospheric pressure data for both months is shown in Table 1.1 (Insert). Describe
the differences in atmospheric pressure between the two months. Use data in your
answer.
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(f) Another group of students compared data they had collected on average daily temperatures
and wind direction. This is shown in Fig. 1.6 (Insert). Describe how the direction from which
the wind was blowing affected average daily temperatures.
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[Total: 30]
2 Students in Thailand did fieldwork to investigate the effects of urban sprawl taking place around
their school.
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One group of students measured variations in water pollution in local lakes, and did an
environmental quality survey in areas near the school.
They concentrated their investigation on the following hypotheses:
Hypothesis 1: Lakes are more polluted in areas where housing has been there longer.
Hypothesis 2: The overall quality of the environment is better in the older housing area.
The students selected three sites in different areas around their school to do their fieldwork.
They are described in Table 2.1 below.
Table 2.1
(b) To investigate Hypothesis 1 the students did two tests to measure the pH value and clarity of
the water. These two tests are described in Fig. 2.1 (Insert), which is taken from a student’s
fieldwork notebook.
Suggest why the method to measure pH may be more reliable than the method to measure
clarity.
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(c) The results of the tests are shown in Tables 2.2 and 2.3 (Insert).
(i) Plot the average pH value of the water at site 2 on Fig. 2.2 below. [1]
site 1
site 2: modern housing
5 6 7
pH value
more polluted
Fig. 2.2
(ii) Plot the average depth of clear water at site 2 on Fig. 2.3 below. [1]
10
30
site 1
40
50
Fig. 2.3
(iii) What conclusion would the students make about Hypothesis 1: Lakes are more polluted
in areas where housing has been there longer?
Circle your decision below and support it with evidence from Figs. 2.2 and 2.3 and
Tables 2.2 and 2.3.
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(iv) Look again at Table 2.1. Suggest reasons to explain why the level of water pollution
varies between the three sites.
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(d) To investigate Hypothesis 2: The overall quality of the environment is better in the older
housing area, the students did an environmental quality survey at each site. Their survey
sheet is shown in Fig. 2.4 (Insert).
(i) The decisions made by two students about buildings at the same site are shown in
Fig. 2.5 below and opposite.
extensive vandalism or
no vandalism or graffiti 3
graffiti
Student B
Site number surveyed: 2
extensive vandalism or
no vandalism or graffiti 3
graffiti
Fig. 2.5
Suggest two reasons why the decisions made by the two students are different.
1 ........................................................................................................................................
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[2]
(ii) Suggest two ways the group of students could have organised themselves to make sure
that their results were reliable.
Give a different reason for each way you suggest.
Suggestion 1 .....................................................................................................................
Reason ..............................................................................................................................
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Suggestion 2 .....................................................................................................................
Reason ..............................................................................................................................
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[4]
(iii) Fig. 2.7 (on page 15) shows the results of the environmental quality survey at the three sites.
Use the information in Fig. 2.6 below to plot the results for general features at site 2 on
Fig. 2.7.
[2]
Fig. 2.6
(iv) Fig. 2.7 shows that the score for condition of the buildings was the same at sites 1 and 2.
Identify one other description of the buildings which also had the same score at sites
1 and 2.
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(v) Use data from Fig. 2.7 to calculate the difference in the total score for the Open space
category between Sites 1 and 3.
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(vi) What conclusion would the students make about Hypothesis 2: The overall quality of
the environment is better in the older housing area? Support your decision with evidence
from Fig. 2.7.
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(e) The students did the same environmental quality survey at another local site which had not
been developed and was still covered by trees and bushes. Their completed survey sheet is
shown in Fig. 2.8 (Insert).
Suggest reasons for the positive scores given by the students for this site on Fig. 2.8.
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[Total: 30]
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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