ALTERNATITVE TO COURSE WORK (P.

4)
Introduction
Paper 4 is the alternative to coursework paper that is worth 27.5% of your final IGCSE grade. It tests your
understanding of how coursework is carried out.
The paper is 1 hour and 30 minutes long and divided into two 30 marks compulsory questions. Most
questions are short in length, between 1 and 4 marks.
This paper requires a combination of knowledge and skills. The questions usually focus on coursework to
do with; coasts, rivers, weather, settlements, migration, agriculture, tourism but other topics are possible
too.
Formulating Aims and Hypotheses
Hypotheses statements form the basis of Coursework assignments. A hypothesis is a prediction or
statement that you make before you collect data. Field survey (data collection-inquiry) is done to prove or
disprove your hypothesis.
A hypothesis should always be SMART otherwise it can be impossible to prove or disprove them.
S = Specific, M = Measurable, A = Achievable, R = Realistic, T = Time-bound
Examples of SMART hypotheses
• The width of a river will increase as you move from the source to the mouth.
• The amount of traffic will increase as you move from the rural-urban fringe to the CBD.
• The amount of vegetation will increase as you move inland from the sea (distance = 200metres).
• The hottest part of the day will be between 12:00pm and 14:00pm.

Data collection
While collecting data, you must be as objective as possible and not subjective.
Being objective means that no bias or personal opinion affects the outcome of your results.
Objectivity can be achieved by;
• following a sampling technique
• collecting data in groups and
• following the methodology closely.
Being subjective simply means that your own personal views and biasness has influenced results.

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Other forms of Data
Quantitative data: This is any data that involves figures. This data is very easy to present and analyze
but it can be very general and excludes some data.
Qualitative data: This is written data or even photographs or pictures. It tends to be personal, but it can
be very hard to present and analyze.
Pilot survey
A pilot survey is a test survey that is carried out before the actual data collection.

Importance of pilot survey

• It allows the researcher to test data collection forms (recording sheets) to ensure that all the right
questions have been included.
• It allows the researcher to ensure that questionnaires have all the right categories of questions e.g.
closed and open ended questions
• It enables correct timing of different survey activities
• The researcher can test the different methods of data collection to become familiar with each
• The researcher can also be able to test and practice the use of different data collection tools
Data collection skills/Methods
• Sampling
• Questionnaire
• Observation

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 • Measurement
Sampling
Sampling is a system of data collection that involves selecting part of a whole to represent the rest.
There are three types of sampling;
1. Random Sampling
2. Systematic Sampling
3. Stratified Sampling

Random Sampling: This is when every area or person in your study area has an equal chance of being
selected or asked. A sample is selected without any specific order.
It may involve the use of random number generator or table of random numbers to decide who should be
asked. It can also be done by putting numbers in a bag and pick out to decide who should be asked.
Advantages
• Every person or every location/place/pebble has an equal chance of being selected
• It is quick and time saving
• It is simple to understand and use
• It is reliable
• It is a fair test
Disdvantages
• Results may be completely not representative e.g. all names picked may be males

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Systematic Sampling: This is when you collect data in a regular (orderly) pattern. E.g. asking questions
to every 10th person that passes you, recording land use every 50 meters or every 5th building, selecting a
pebble every 5 meters.
Advantages
• It gives better coverage of the area of study
• There is no bias in who/ what gets selected.
• It is very simple to understand and carry out.
• It is quick and time saving
• It is a fair test
Disadvantages
• There is some bias (subjectivity) since you decide how often to take a sample.
• It is possible to pick an unrepresentative sample e.g. if every 10th person to fill in a questionnaire
is a female.
Stratified sampling: This is where the researcher divides the survey population into groups (strata) then
randomly or systematically selects samples from each strata. With this method, a small sample size may
be used to give reliable results but may be time consuming.
Advantages
• A small sample size selected gives reliable results
• It avoids bias in selecting a sample
• It ensures that a represetative sample is selected
Disadvantages
• It is time consuming
Questionnaires
This is a set of questions that are designed to be answered by respondents.

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Questionnaires can be answered;
i. Orally (verbally-through talking)
ii. In written form.
Consideration should be given to factors influencing the successful design of questionnaires e.g.
• Layout (how questions appear on paper)
• format/type of questions (open or closed)
• the appropriate wording of questions
the number of questions.

When carrying out a questionnaire or interview you must do the following:

• Decide on your questions (what do you need to find out and what type of question are you going
to ask)
• Decide on the number of questions to ask-questionnaires should not be too long
• Whether to answer the questions orally or in written form (you may have to think about
translations)
• How you are going to pilot (test) your questions
• How you are going to record/store the answers (record them, write them on record sheet- trying to
remember is unreliable)
• How you are going to sample respondents (random, systematic, and stratified)
• Remember that you are representing yourself and the school - be polite to people and say thank
you

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 • Remember people don't have to answer questions they may be sensitive about e.g. age groups and
income scales so avoid such personal them.
Open ended questions: These are questions that have infinite/diverse answers. The respondent has no
restriction on how they might answer e.g. what have you enjoyed about El Salvador?
Advantages
You get the respondents’ personal opinion since they are not limited in their response.
Disadvantages
• Some responses might not be relevant to your research
• Respondents may not understand some questions and give you irrelevant responses
• Results are very hard to analyze using graphs or tables
• They take long to be completed
Closed questions: These are questions with a limited number of responses. These questions are often
multiple choice in style e.g. what have you enjoyed about El Salvador?
A: The people B: The weather
C: The beaches D: The Colonial Villages
E: Other. They are answered by circling or ticking
Advantages
• All answers will be relevant to your research
• The results are easy to analyze using graphs and tables
Disadvantages
• The results lack personal opinion. They can be very generalized
• “Other” answer does not clarify what the respondent thinks
• The responses are subjective since your personal opinion was placed in the questions and
responses.
Observation
• This involves the use of naked eyes to see and interpret geographical phenomenon. It can be
applied in surveying land-use in an urban area or river or coastal features. Maps, recording sheets,
field sketches and annotated photographs may all be used to record what has been observed.
• This method is quick and much data can be collected in a short time
Measurement
• This involves the use of calibrated and non-calibrated tools to acquire quantitative data such as
size, height, length, width etc.

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• When recording measurements, due consideration should be given to planning the layout of the
recording sheet and the sampling methods adopted to provide reliable data. Knowledge of the
equipment used in measurement is required.

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Methodology/procedure
In a real piece of coursework, you would explain how all your data was collected. Your description would
contain the following information;
• Date, time and location of data collection
• Group size (sample size)
• Description and copy of data collection forms used e.g. questionnaires or tally sheets
• Explanation of how the forms were used e.g. sample size, count period, count technique, etc.
• Description of equipment and an explanation of how it was used.
Data presentation
Knowledge of the illustrative techniques to present data across the topics for Paper 4 is required. This
should include various types of graphs, maps and diagrams e.g. line graphs, bar graphs, divided bar
graphs, histograms, flow diagrams, wind rose graphs, isoline maps, scatter graphs, pie graphs, triangular
graphs and radial graphs.

You may be asked to complete a graph, diagram or table, therefore you should remember the same
equipment as paper 2: Pencil, Ruler, Eraser, Sharpener, Protractor, Compass, and Calculator.
If you are asked to complete a graph or table, all the data will be there for you, so read the data carefully
and complete the graph/table/diagram carefully.
Data analysis
Candidates should be able to describe the patterns in data presented in graphs and tables of results.
Reference to relevant geographical knowledge and understanding is often required in the interpretation of
the data. Practice of this skill will improve success in Paper 4 questions.

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You may be asked to do some basic data analysis of graphs, tables, maps, photographs or sketches. When
doing data analysis remember the following:
• Look for trends and correlations (if there is not an overall trend, look for smaller trends)
• Look for anomalies (things that don't fit the general trend) and explain them
• Whenever you refer to trend and anomalies you must support with evidence e.g. facts and figures
from graph or table.
• Try and explain trends (refer back to theory or other information that you have discovered in your
investigation)
Making a conclusion from your Field Study
Conclusion is basically a summary of your investigation. If you are asked to write a conclusion
remember the following:
• Refer back to original hypothesis (do your findings agree or disagree with hypothesis?). You may
conclude that Hypothesis is True OR Hypothesis is incorrect/False OR Hypothesis is partly
correct and partly false.
• Use some data to support your conclusion.
Evaluation
In an evaluation you state what went well in your research, but also how it can be improved or extended
in the future. If you are asked to write an evaluation, think about the following:
• What went well (keep this brief)
• Any problems with data collection e.g. bad weather, missing data, sampling technique, questions,
data collection form and how best the could be/have been improved.
• Data that could be useful in the future e.g. secondary data from government, more questionnaires
(bigger sample)
• Additional hypothesis that you could have tested and methodology.
• Problems with time or money that could be changed in the future
RIVER SURVEY
Examples of Possible Hypothesis for River Surveys
Hypothesis 1: The area of the cross section of the river channel increases downstream.
Hypothesis 2: Water quality decreases downstream.
Hypothesis 3: The infiltration rate decreases as distance from the river increases.
Hypothesis 4: The infiltration rate decreases as soil moisture content increases.
Hypothesis 5: The River becomes wider and deeper downstream.
Hypothesis 6: The bed load becomes more rounded downstream.

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Things to consider in choosing fieldwork sites along a river
 Accessibility (from road /school)
 Safety whereby the site should be where the strength of current /speed of water is low to avoid
accidents
 Depth of the river at the study site should not be deep to avoid drowning
 The site should be free from sharp rocks. These could otherwise cut the student’s feet
 The width of the river should not be too wide so that it is easy to cross from one bank to the other
while carrying out measurements
 The river banks must be stable i.e. without risk of slipping or sliding into the river
 The site should also be free of dangerous animals that could harm students
 The river site should be of equal distance from other investigation sites along the river
 The river should be spread out upstream and downstream i.e. having a complete long profile
(upper, middle, lower course)
 The site should be away from human impact such as near a dam, artificial levees
 It should also be away from waterfalls and rapids to minimize dangers and also to ensure
consistent results especially in river velocity
Importance of carrying out a pilot study on a river
 It allows students to agree on methodology and on what measurements to take
 It enables learners to find out what doesn’t work and change it to avoid mistakes
 It gives room to practice fieldwork techniques and avoid time wastage during the actual field
work
 Learners are able to test or learn how to use equipment
 Students are able to gain experience of working as a team
 Students are able to determine how long to allocate each task
Tools used in measuring river variables

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Procedures or steps to measure the depth of river
• Select a site along the river where to do measurements and stretch a tape measure from bank to
bank.
• Rest a meter ruler vertically on a river bed
• Hold the ruler vertically or perpendicular to the surface
• Read and record the measurement where water level is or the wet part of the ruler
• Repeat the measurement at equal interval of 25cm or 30 cm across the channel and get the
average
• Repeat this for a different survey points along the river (Another group could do this)

Notable differences between different sites along a river

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 • Difference in width (wide, narrow)
• Differences in depth (deep, shallow)
• Differences in straightness of the channel (straight, winding)
• Differences in velocity (speed of flow-fast, slow)
• Differences in river load (amount, shape and also size of materials carried)
NB1: These differences can also apply on a single particular site but across the river
NB2: Statistics can also be included in describing the differences in the river either along or across
Calculating area of the cross section of a river
Obtain the width and the average depth of a particular point across the river
Use the formula: Width x mean depth

Wetted Perimeter is the part of the river’s bed and bank that is in contact with water.
To measure wetted perimeter, use a metallic chain from the water level at one bank and lay it on ground
across the channel to the water level of the opposite bank and put a mark on the chain.
Measure the whole length of the chain that was in water using a meter ruler and record.

Investigating River Velocity.

Procedure 1: Using Ranging poles, String, a Float and a stop watch
• Place a ranging Pole on either bank of the river to mark the starting point

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 • Tie a string/ropes and stretch it between the ranging poles across the river
• Measure a fixed distance along river e.g. 10m and place ranging poles and a string to mark the
end point
• Students stand at each end of the fixed distance to make observations and take records
• Place a floating object (an orange or Tennis ball) just before the string at the start point
• When the float reaches the string, start the timer until it reaches the string at the end point and
record the time it took.
• Repeat the measurement across river in 3 channels (sections) and at the different sites along the
river.

Procedure 2: Using a Digital Flow Meter

• At a selected site along a river, put flow meter below surface of river with the propeller facing
upstream
• Hold the flow meter in water for specified amount of time e.g. 1 minute
• Read the value displayed on the screen (meter) and record
• Repeat this for several times at the same site and calculate the average before going to the next
site.

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Determining roundness of a river’s load
Roundness is determined using an instrument called Pebble meter
Select a point along the river where to select pebbles
Select a specific number of pebbles i.e. 20 using random sampling method or systematic sampling using a
quadrant
Place the pebbles one by one in a pebble meter
Record the results on a recording sheet

However, it is also possible to determine roundness using the Power’s scale

Procedure

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 • Using systematic or random sampling, select a point along the river where to select pebbles
• Select a specific number of pebbles using random sampling method or a quadrant (systematic)
• Place a pebble one after the other on the power scale (chart) and see where it fits
• Record the result for each pebble and make conclusion.

However, using the Power’s scale has one problem; classification of pebbles may be subjective based on
student judgment since pebbles may look almost similar

However random sampling may pose the following problems

• Pebbles selected may not be typical of the pebbles at that site i.e. may be bigger or smaller and
therefore not representative
• All pebbles may have been taken from same area of river bed thereby missing out on some areas
making the sample not representative of the entire river
• Pebbles selection may not be fair or based on student bias and therefore the results may be
unreliable
Question: Explain why pebbles (bed load) generally become more rounded downstream.
• Abrasion: as the pebbles collide with river bed and bank while being moved by water, they break
and become more rounded
• Traction: as the pebbles are dragged along the river bed, they get eroded and become smooth
• Saltation: As pebbles bounce along the river bed, they become eroded and smoother
• Attrition: As rocks hit each other while being transported by the river, they gradually become
rounded and smaller
• Longer duration of being transported by the river makes the rocks become more rounded and
smooth

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Measuring the size of the pebbles
A pebble meter can also be used to measure the size of the pebbles being transported by a river. It is also
possible to use Calipers to measure pebble size.
Using a caliper
• Choose about 5 sites downstream at equal intervals from where to select sample pebbles
• Select a group of about 20 pebbles from each site across the river bed using systematic sampling
method (or any other)
• Place a pebble by its long axis into the caliper and adjust it to hold the pebble and record the
result
• Repeat this for all pebbles selected at each site
• Another student may measure again each pebble to check for consistency

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Determining the infiltration near a river
Infiltration refers to the process by which water sinks into the soil. Infiltration rate is the speed with which
water sinks into the soil
NB: Infiltration rate can be measured at different sites away from the river banks. This is because, soil
nearest to the river bank contains more moisture and therefore the infiltration rate is lower than a site far
from the bank. Dry soil absorbs water faster than soil with high moisture content. Also different soil types
have different rates of infiltration e.g. sandy soils, loam soils, clay soils. Differences in infiltration rate
may also be caused by the amount of soil cover e.g. grass. People also walk on ground and compress the
soil which reduces the level of infiltration.
How to measure infiltration rate
• Push a measuring cylinder into the ground
• Pour a measured amount of water into the cylinder
• Record the amount of water that remains in the tube per minute till there is no water left in tube
Use a stop watch for timing

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Plotting the rate of infiltration on a group line graph

Calculating the rate of infiltration

While calculating the rate of infiltration, we use a formula.

Measuring the moisture content in soil

• Take a sample of soil from several sites along a transect from a river outwards.
• Put the soil samples into separate plastic bags and label each bag with the site number.

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 • Take the soil samples back to the fieldwork centre.
• Put each soil sample into a small dish and weigh it to find out the weight of each sample.
• Put the soil samples into an oven and heat at 250°C for 30 minutes.
• Take the soil samples from the oven and weigh them again.
Calculate the soil moisture percentage by using the following formula:

Alternatively
• Switch on the digital soil moisture meter.
• Put the sensor probe into the soil to a depth of about 10 cm.
• Read the percentage displayed on the meter and record.
• Repeat this for different sites along a determined transect and at specific intervals
Advantages of using a digital soil moisture meter
• It is a simple method that can be used by all students
• Results are easy to read because they a displayed on a digital meter
• There is no need for calculations therefore eliminates mathematical errors by students
• The results are very accurate and reliable
• Several readings can be taken at once and an average worked out
• The moisture meter is portable and easy to carry around to different sites
Determining the level of river pollution (quality of water)
While determining the quality of water along a river, the following aspects are surveyed;
Suspended solids, Water color, Water weed, Stones in water, Dumped rubbish, Grey sewerage fungus,
Oil.
It is important to award a numerical value to each pollutant and later add the values to be able to conclude
or describe the level of pollution for the different sites as shown below.

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To avoid errors in the results; the following should be done.
• The students should agree on an average score if they award differently OR they may choose the
most popular score from different data sets
• Do a practice survey or pilot study before the actual data collection to avoid errors
• One student surveys at all sites so that the results are consistent
• Do the survey at all sites on the same day or at same time (by different groups)
• Repeat the survey in different seasons or months/weeks/several times during the year to have
conclusive results
• Complete the first survey under teacher guidance to minimize errors
NB: The data from the different sites can be represented on a graph (Bar or line graph).
The total score of pollutants at each site are plotted against the distance along the river (downstream)
Alternative methods to carry out a water quality test
• Use a Biotic Index by identifying the number of various types of organisms
• Look at how many animal species or wildlife are found in different sections of the river e.g. fish,
frogs, mosquitos

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• Measure PH (using a meter)
• Measure level of oxygen in the water
• Do a foam test
• Count number of dead fish
• Filter water sample and weigh solids
• Evaporate water sample and weigh solids

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Reasons why water quality varies along different sites
• The water quality depends on different types of land use e.g. industry, farming and sand mining
i.e. there is less pollution in agricultural than industry areas
• Intensive use of pesticide and fertilizer result into pollution when there is runoff from arable
farming area (eutrophication)
• Dirty materials including dung and urine are deposited in the river as run-off from animal farming
areas
• Dumping rubbish from shopping area
• Factory waste may be dumped into the river around industrial sites along the river
• Water is cleaned to attract visitors or to protect wildlife in countryside parks
Pollution is dispersed / diluted as river flows downstream from factory and as more tributaries join river

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Micro Climate Survey

Possible Hypothesis

Hypothesis 1: Temperature will be higher in the area of deciduous woodland than in the area of
coniferous woodland.

Hypothesis 2: The amount of light at ground level will differ in the two areas of woodland.

Hypothesis 3: The diurnal variation in temperature is greater in Pretoria than in Cape Town.

Hypothesis 4: The diurnal variation in temperature is the difference between the highest temperature
and the lowest temperature in a day.

Hypothesis 5: In Cape Town rainfall increases as the maximum temperature increases.

Hypothesis 6: Relative humidity is higher in areas where the ground cover is vegetation.

Hypothesis 7: Temperatures are higher nearer to buildings.

Hypothesis 8: Daily maximum temperatures increase and decrease as atmospheric pressure increases
and decreases.

Hypothesis 9: There is a relationship between changes in atmospheric pressure and changes in daily
rainfall totals.

Hypothesis 10: Less rainfall reaches the ground as the density of vegetation cover increases.

Hypothesis 11: Less rainfall reaches the ground in summer than in winter.

Hypothesis 12: Temperature will be highest next to buildings.

Hypothesis 13: Temperature will be higher on the south side of a building (the side facing the sun).

Hypothesis 14: Relative humidity is affected by vegetation on the ground.

Safety measures while Carrying out the Survey

• Keep together/stay as a group so that no one gets lost

• Stick to paths or in designated area of the survey to avoid getting lost especially in forests

• Use a map or compass to avoid getting lost in the woods

• Wear boots and appropriate clothes suitable for the environment where the survey is to be
conducted

• Don’t climb trees to avoid risks of falling

• Take a mobile phone to stay in touch with each other in case of separation

• Stay away from wild animals

• Use insect repellent and sunblock to guard against skin infections and insect bites.

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Investigating the Stevenson Screen.

Characteristics and Purpose

• It is raised at least 1.2 meters (120 cm) above the ground to prevent heating from the ground
and also to tap freely moving air while measuring air pressure.

• It has a double boarded roof to protect the instruments from precipitation (rainfall) which could
affect the temperature or humidity readings

• It is painted white so as to reflect the incoming solar radiation and prevent heat absorption
which could be transferred on the instruments to give wrong readings

• The door of the screen always faces away from the sun to prevent direct heating on the
instruments inside it. I.e. in the northern hemisphere, it must always face the north

• The screen has slats or louvers to allow air to circulate freely around the instruments

• It is made of wood because wood is a poor conductor of heat

Good position for a Stevenson Screen

• The Stevenson screen is placed away from buildings to avoid heat from them or shadows of
buildings falling on it and affecting readings

• It is placed far from trees and hills to allow air to circulate freely around and inside the screen
and also to prevent shadows from falling on it

• It is placed on a grass surface to minimize radiation from the earth’s surface/ ground which
could affect temperature recordings

• It should be far from a major water body (lake or river ) so that relative humidity reading is not
affected by lake.

• It should be far from parking areas and busy roads because such concrete surfaces store heat
which could affect temperature readings. The cars (parked or moving) produce heat which may
also affect readings

• It should be situated in a fenced area to avoid destruction from animals and unauthorized
persons

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Methodology for Investigating Temperature Using Sixth Thermometer
• Identify a transect in the field along which temperatures are to be taken
• Place a sixth thermometer in an open place and raise it about 1 meter above the ground and at
equal interval between sites along the transect
• After 24 hours, read off the lowest temperature by looking at the bottom of the metal index in the
minimum limb at eye level and record, Read off the highest temperature by looking at the bottom

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 of metal index in the maximum limb and record. Current temperature can be read by looking at
the level of mercury in the minimum limb
• Use a magnet to reset the indices before taking other measurements
• Repeat this for different sites (25 meters apart) along a transect for comparison purposes

Using a digital thermometer to measure temperatures

• Hold a digital thermometer at a given height say one meter
• Look at the digital screen to check the temperatures (Minimum and Maximum and Current) and
record
Repeat this for different sites (25 meters apart along a transect) or at different times of the day
Advantages of Using a digital thermometer
• It is easy and convenient to read since it does not involve any calculations or guess work
• It saves time since Instant measurement can be taken very quickly by simply looking at the digital
display.
• It is very accurate and precise because it gives decimal point reading.
• It is compact and portable and therefore easy to carry around
• It is strong and therefore won’t break if droped. Also there is no liquid e.g. mercury to pour.
• It is very easy to reset with just a push of a button
• Results can easily be downloaded to a computer data base for comparison and future reference

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How to ensure Accuracy, Reliability of Temperature measurements (How to Improve the
Investigation)
• Take temperature readings at many different sites which are of the same small interval apart e.g.
25 meters
• Readings should be taken daily or weekly or monthly for comparison purposes and monitoring
the changes
• Take temperature readings over several days but at the same time each day.
• Check temperature readings in pairs to be sure that correct values are being recorded
• Take more readings at each site each time with different thermometers and calculate the average.
You may use two or more thermometers.
• You may calculate the temperature range by subtracting the minimum from maximum
temperature each day for comparison
• Two or more people take same readings and check results for accuracy and consistence

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Causes of Temperature Variations between areas (Rural and Urban)
• Difference in the color of surface. Dark surfaces absorb heat hence will have high temperatures
while bright colored surfaces reflect more heat (high albedo) hence temperatures will be lower
• Type of land-use whereby areas of thick vegetation (forests) or crop cover may have lower
temperatures while areas of bare ground will have more temperatures
• Nature of ground material e.g. surfaces covered with concrete, tarmac or bricks/stones will have
higher temperatures since such surfaces absorb more heat
• Difference in height above sea level whereby areas at high altitude have lower temperatures than
areas of low altitude
• Type of building materials e.g. stones, bricks and concrete and metal buildings absorb heat hence
have higher temperatures than buildings of mad, wattle and grass.
Presence of a water body mean that temperatures will be low due to latent heat transfer and difference in
heat absorption and retention capacities between water and land.
Causes of Temperature Variations between Buildings
• Type of building materials e.g. stones, bricks and concrete and metal buildings absorb heat hence
have higher temperatures than buildings of mad, wattle and grass.
• Difference in in-house heating e.g. if heating system is turned on inside a building, temperatures
may raise.
• Difference in the activities done within buildings e.g. buildings where cooking and baking are
done tend to have higher temperatures

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 • Amount of shade around different building may also cause temperature differences
• Buildings (different sides of a building) may be in different directions in relation to the position
of the sun.
Why take measurements every after same interval e.g. 25 meters a long a transect
• To get an equal distribution of sites which avoids bias and gives a fair comparison.
• To show how results change along a transect. The change may not be consistent if interval
between sites is different
• A 25 meter gap between sites is not too big to miss changes in results.
• 25 meters is an easy length that can easily be measured off with a tape measure.
• If the gap between sites is more than 25 meters, it would become very time-consuming to cover a
longer transect.
• With an interval of 25 meters, more sites can be covered along a transect which can give adequate
data for an accurate conclusion.
Considerations: Limitations and validity
• A sampling method should be decided upon to ascertain the method for data collection, e.g. the
locations to sample, the timings and frequency of recordings
• Some account should be taken of the fact that recordings will inevitably be taken at different
times in different locations – while cloud cover can change from one moment to the next,
affecting temperature and light readings
• Allow for some margin of error in using the instruments – different products vary in accuracy and
performance
• If using an analogue thermometer breakage is a health and safety consideration. Also, readings
may be affected by direct sunlight, or hand-heat. Ground temperatures are more extreme, so
readings should not be taken directly on the ground
• Cloud cover at the time of taking measurements could be recorded to help explain anomalies in
data.
Investigating Amount of Light
Procedure
• Hold a digital light meter at a given height e.g. one meter above the ground
• Read the figure displayed on the digital screen and record it as the amount of light
• Repeat this for different sites (25 meters apart along a transect) and at different times of the day
NB: Digital light meters are more accurate, user friendly and portable making it easy to carry around
However,
• If not well calibrated, they may give wrong measurements.

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 • Also they use batteries which can easily run out while in the field hence not usable.
• May not be water/moisture proof hence can easily be damaged in the field.
• Some digital instruments have a margin of error e.g. 10% hence the results may not be very
reliable.

Investigating Amount of Visible Sky while in a forest

Different vegetation types have different characteristics in form of closeness of trees, type and size of
leaves and nature of canopies and therefore the amount of sky that reaches or that can be seen in the
forest is different for each vegetation type.
To measure or estimate the amount of sky visible, a measuring device can be used. This device is made
up of a clear plastic viewing screen which is surrounded by a dark frame to make the viewing area clearer.
The viewing screen is divided into 100 equally sized squares. Each square equals 1%. It is used in the
same way as a quadrat.

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Procedure for Investigating Amount of Visible Sky while in a forest
• Stage 1. Hold the measuring device above your head and look vertically up to the sky.
• Stage 2. Count or estimate how many squares through which it is possible to see the sky.
• Stage 3. To check your result count or estimate in how many squares the sky is hidden by tree
cover.
• Stage 4. The total number of squares estimated or counted in stages 2 and 3 must add up to 100.
• Stage 5. Record your percentage result for the sky (stage 2) in the table.
Why temperature and the percentage of sky measured are different between sites (in forest).
• Trees are closer together in coniferous woodland which reduces amount of light reaching the
surface hence temperatures may be low. In deciduous forests, trees are spaced hence visible sky is
more and sunlight can easily penetrate to the forest floor hence high temperatures
• Unlike deciduous forests, coniferous woodland have a dense leafy canopy which reduces amount
of visible sky from below and the amount of light coming through and consequently temperatures
are low
• Coniferous woodland has higher shades which allow less sunlight to penetrate to the forest floor.
Investigating Relative Humidity Using Hygrometer (Wet and Dry Bulb Thermometer)
• Put hygrometer in a Stevenson Screen
• Measure air temperature with a dry bulb thermometer. At eye level, record the level of the liquid.
• Read off temperature shown by wet bulb thermometer and record.
• Calculate the depression of the wet bulb by subtracting the wet bulb temperature from dry bulb
temperature.
• Use relative humidity table to work out the relative humidity by looking at the intersection of the
dry bulb temperature and the depression
• Record humidity results in table / diary / chart as a percentage

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Investigating Relative Humidity using a Digital hygrometer
• Read figures from digital display on the digital hygrometer and record as a percentage
• Reset the instrument before taking another reading
• Take more measurements at each site and get the average

Why the thermometers (Dry and Wet) show different Temperature Readings
Dry bulb thermometer shows higher temperature because:
• It is exposed to the air hence it gives the air temperature as it is.
• There is no cooling effects on the bulb

Wet bulb thermometer shows lower temperature because:

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 • Its bulb is linked to container of water
• The bulb is wrapped in a wet muslin cloth which keeps it constantly cool
• Heat which would raise temperature is lost in evaporating water (latent heat transfer)

Investigating Humidity Using Cobalt Chloride Paper

Cobalt chloride paper is blue when it is dry and
turns pink when exposed to humid air.
Procedure
• Take a piece of cobalt chloride paper from the dry container
• where it is kept and hold it in the air.
• Use a stopwatch to measure how long it takes for the paper to change from blue to pink.
NOTE: The faster this change of color occurs, the greater the humidity of the air.

Investigating the Amount and Type of Cloud

Procedure for Investigating Amount of Cloud
• The amount of cloud is measured in eights (oktas) using a cloud mirror (Quadrant).
• Place a mirror demarcated into 8 squares on a flat surface.

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 • Observe the sky through the mirror to work out how much sky is covered by cloud.

Procedure for Investigating Type of Cloud

• Identify the type of cloud from knowledge basing on shape, color and height of the cloud. They
may also observe the cloud and compare from a cloud chart to determine the type.
• Name the cloud according to observable characteristics or seminaries with the cloud chart
example of cloud type

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Investigating the Amount of Rainfall using a Rain Gauge
How and Where to Set Up a Rain Gauge
• Put the rain gauge in deep soil in a grassed field (not on concrete), away from buildings and trees
so as to avoid interception and water dripping into the funnel from leaves or roofs.
• It should extend 30 cm from ground level to avoid water from splashing into the funnel
• It should be placed in an accessible location so that measurements can be obtained with ease
• Put the rain gauge on a flat surface (level ground) so that it won’t fall over.
• Check every after 24 hours to measure water level (amount of rainfall)
• Empty container and place it back into the set up for another measurement to be taken after
another 24 hours

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A homemade Rain gauge
• It has a simpler set up
• It is not as accurate to use when measuring rainfall
• It is made of plastic rather than metal and glass
• It is made of re-cycled material such as old bottles and not proper equipment
• It is cheaper to buy compared to an ordinary gauge
• It is wider and shorter than the normal rain gauge
• To measure the rain water collected in the bottle, it uses a separate ruler instead of a measuring
cylinder
• The funnel is made up of a cut off top of a bottle
• The measuring/collecting bottle is transparent not opaque.
NB: These descriptions and comparisons vary depending on who made the gauge and observable
characteristics

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Procedure for Measuring Rainfall
• Gauge is set up firmly into the ground and extends 30cm from the surface
• Funnel and collecting jar are placed in the metallic casing
• When it rains, rain enters the collecting jar through the funnel
• After 24 hours, water in the collecting jar is poured into measuring cylinder and readings are
taken in millimeters.
• Empty the measuring cylinder after measuring
• Set up the rain gauge again for measurements of the next 24 hours.
• Readings should be taken every day at same time.
Why use more rain gauges at each site
• It gives more results which are more reliable
• It avoid student error which creates anomalies that make it difficult to make correct conclusions
• Students can calculate average which is a more reliable than a single measure per site
Considerations, Limitations and validity
• Consider the accessibility of the site, is it local or remote. Which is better
• Time factor, checking every day
• Checking all gauges at the same time may be practically difficult
• Effect of vegetation, interception of rain or buildings providing shelter, these should be noted, but
may be interesting variables to investigate in their own right
• Evaporation, some open gauges allow evaporation which will affect readings
• Rain splash - gauges at same level with the ground may be affected by rain splash, therefore over
estimating precipitation
• Also, extremely heavy rain may cause excess runoff (especially from some surfaces) which may
run into flush rain gauges (gauges at ground level)
Why the amount of rainfall that reaches the ground varies between different types of vegetation.
• Amount: Where there is thick vegetation cover e.g. deciduous forest or tropical rainforests with a
canopy, more rain is intercepted and less reaches the ground. In coniferous woodland with small
needle like leaves, more rainfall is able to reach the ground due to low interception. Also if there
is no vegetation cover, there is no interception hence more water reaches the ground.
• Spacing: Widely spaced vegetation e.g. coniferous woodland lets more rain through while
deciduous forests with trees closer to one another, rain can’t get through to the ground easily

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 • Seasonality: Deciduous trees loose their leaves in winter hence there is no interception and more
rain water reaches the ground. Coniferous and tropical trees don’t shed off their leaves hence
interception occurs through all seasons.
Investigating the Amount of Sunshine using a Sunshine Recorder
Procedure for Using Campbell Stokes Sunshine Recorder
• Sunshine recorder is placed south facing in northern hemisphere (Or North facing in the Southern
Hemisphere)
• Put sunshine recorder in an open space where the sun’s rays are not affected by shade e.g. on top
of building or on a stand
• As the sun shines, the glass ball focuses the sun’s rays onto a sensitized card placed on a metal
frame
• Sun’s rays scorch burns a line in the card. Line may be discontinuous which shows period when
the rays were obscured by clouds.
• After sunset, measure the length of the burned line and record as hours of sunshine
• Place a new card into the sunshine recorder every after each measurement (each day)

Why the number and types of plant species vary between the sites
• Some plant species may have been removed for tourist facilities e.g. cabins and camp sites.

• Some places may be deforested to set up development infrastructures e.g. roads or factories
(saw mills).
• Tourists destroy vegetation species during hiking
• In some areas vegetation may have been removed to create space for coffee plantation
• Climate differences between places such as humidity allow varied growth of vegetation.
• Soil differences also mean that some places will have more vegetation growth than others e.g.
loam soils and silt.
• Difference in relief whereby more vegetation is able to grow in flat areas and on lower slopes of
mountains on the windward side while less vegetation can grow on the lee ward side of the
mountains.

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 • Altitude differences between places e.g. more vegetation cab can be seen in lower altitudes while
on summits of tall mountains, there is less, short and scattered vegetation.
COASTAL SURVEY
Possible Coastal investigative Hypothesis
Hypothesis 1: More longshore drift takes place on the unprotected coastline than on the protected
coastline.
Hypothesis 2: Groynes reduce the movement of material along a beach.
Hypothesis 3: The local beach is shaped by constructive waves.
Hypothesis 4: Longshore drift along the beach is from west to east.
Hypothesis 5: Local people are in favor of the coastal defenses used in the area.
Hypothesis 6: Vegetation cover and the number of plant species are greater in areas with no visitor
access.
Hypothesis 7: The impact of people on the sand dunes increases away from the beach.
Hypothesis 8: The size of beach material gets bigger away from the sea.
Safety precautions before undertaking the survey
• Check the time for high and low tide. It is safer to conduct the survey during the low tide because
at high tide the water level is high and may be dangerous.
• Check the weather forecast so that you may plan for proper clothing for the prevailing weather
condition.
• Ensure phones are fully charged so that in case of emergencies, you may call for help
• Don’t stand on the edge of the cliff to avoid accidental falls.
• Measure waves from a safe distance from sea (avoid entering far into the sea).
• Avoid stepping on sharp and slippery rocks.
INVESTIGATING BEACH PROFILES

Beach profile is the cross section of a beach from the low tide point to the cliff.
Procedure for investigating Beach Morphology/Shape/Structure
• Select sampling points for beach profiles across the width of the beach.
• At each sample point, lay a tape measure from low tide point to up the beach to create a transect
• Place a ranging pole at the start and finish of the transect and at each break in slope
• Use a tape measure to determine the distance between each break and record
• Use a clinometer to determine the slope angle between the break and record it alongside the
distance between.

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 • Tie a string from one ranging pole to another to direct where to focus the clinometer
• Repeat the processes for each break in slope that you have identified.

Figure above shows procedure for surveying the morphology/profile of the beach using a clinometer,
ranging poles, string and a tape measure. Data collected using this technique can be used to create beach
profiles.
Considerations and possible limitations.
• Varying tidal conditions can affect access and safety. Make sure you check tide times before you
embark on your fieldwork. Low tide is the best time to measure beach profiles, but the time is
shorter. To overcome this problems, different groups can survey different locations and share the
data.
• It is important to ensure that the ranging poles are held straight and prevented from sinking into
sand, both of which may affect angle readings.
• Sampling technique is an important consideration. It is important to balance the time available
and the number of locations to survey along the beach.
• There may be some user error when taking readings with a clinometer, and the sophistication of
models of clinometers can vary enormously therefore always repeat the measurements to
eliminate errors

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Using the data within an investigation.
Data can be used to draw profiles onto a graph paper using distance from sea as the horizontal axis and
using an angle measurer to complete the profiles. The graphs can then be analyzed and comparisons made
across the width of the beach.

Evidence to show that beach profile is shaped by constructive waves.

• The average wave frequency is below 13 w/m which is ideal for constrictive waves
• Beach profile plotted on graph is more similar to constructive beach profile.
• There are small bars near the sea with height of between 0–15m.
• There has been a buildup of a ridge or berm) towards the cliff (give the distance from low tide
point).
• The beach flattens off at the back after the ridge.
NB: Support your answers with measurements (figures) made.
SEDIMENT ANALYSIS
Sediments are materials deposited at the beach e.g. sand and shingle. These materials are different in
shape and size along the beach profile and along the width of the beach depending on a number of factors
like geology of the area and wave action.
Procedure to conduct a sediment analysis
A popular technique is to use the ‘stations' for profiling across the beach as sample points for sediment
analysis.
• Reach down with the index finger extended and select the first pebble it touches
• Measure the length of the longest axis of this pebble using a caliper
• Repeat this process, perhaps 10 times per location and get the average
• Record the distance from the low tide point for each sampling location

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 • Analyze your findings using a roundness index.

Alternatively quadrats can be used to select sediment for sampling.

• Put a quadrat on the ground/beach (at points along a selected transect).
• Select a pebble every 10th square within the quadrant and measure their long axis
• Do more than one measurement and calculate the average.
• Repeat this task at different selected locations of beach profile.

LONG SHORE DRIFT

Longshore drift is the movement of materials along the coast by waves which approach the shore at an
angle and retreat directly away from it.
Reminder: Process of long shore drift and how materials are moved
• Wind drives waves hence wave moves in direction of wind.
• Waves come to the beach (swash) at an oblique angle and bring pebbles with them.
• Backwash (waves) takes material (pebbles) back down the beach at right angles.

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 • The process is repeated and there is a zigzag movement of materials along the beach.

NB: The dotted lines marked X represents wave crests approaching the beach.
Investigating swash and backwash, and transport of material (Longshore drift)
A swash (fore wash) is the water that washes up on the beach after a wave has broken while a back wash
is the water that runs back down the beach. When swash is stronger than backwash, the wave is
constructive. Destructive waves have a wave frequency of between 10 t0 14 waves per minute.
Methodology/ Procedure
• Decide on an appropriate distance to measure long shore drift over, for example 10 meters from
the low tide point.
• Lay out the tape measure close to water and mark start and finish points.
• Place your float (orange or tennis ball) into the water in the breakwater zone at the start point.
• Observe and use a stop watch to time the object’s movement across the pre-set distance.

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Investigating long shore drift on a protected and unprotected coast
Long shore drift takes place more on an unprotected coast than on protected coast. This is because waves
travel very fast when there is nothing to block the moving water.
In order to investigate long shore drift on the two different coasts, the following procedure can be done.
• Chose about six sites at the edge of the water along the coast (3 protected and 3 unprotected).
• Use ranging poles to mark your starting points.
• Drop an orange at each ranging pole and let it move with the long shore drift.
• Use a stop watch to time as the oranges travel with the long shore drift for 5 minutes and record
the distance travelled.
• Repeat the test for at least three times at each site and record your results in a table each time.
NOTE: The data recorded can be plotted on a graph with distance traveled on the vertical axis and sites
on the horizontal axis.

Conclusion from the survey results

Depending on the results got from each site each time, you can make conclusions by confirming that long
shore drift is more on unprotected coast than on protected cost or otherwise. You must support your
conclusions with evidence in form of figures (time and distance covered by the float).
NOTE: The best figures to use are the average figures not the individual site figures.
Possible limitations/problems while measuring longshore drift
• Tidal and wind conditions, the size and weight of float used and the slope angle of the beach may
all affect movement of the float hence measurements maybe unreliable.
• Obstructions to the movement of float, for example rock outcrops, may affect results.
• Floats may be lost during the investigation. Repeated experiments or the use of more than one
marker (floats) can reduce this problem.

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 • Stop watch may be started earlier before the float reaches the start point or maybe stopped late
after the float reached the end point. This could give wrong conclusions.
How limitations maybe overcome and improve results
• Take note of the wind speed and direction on the day the fieldwork is undertaken as this may
affect the speed at which the float is transported. This is important if further sampling for the
investigation is undertaken on another day.
• Floats should be placed in the water ahead of the start line to allow them to settle prior to
recording, and avoid giving the floats extra momentum.
• The float should lie low in the water to ensure that it is not influenced by the wind.
• The measuring should be undertaken in an area where there are no swimmers or paddlers for
safety reasons and to ensure the reliability of results.
• Any anomalies should be recorded, for example obstructions which may affect the movement of
the float.
Other method of measuring longshore drift
• Paint a certain number of pebbles e.g. 50 pebbles.
• Put them in the swash / backwash zone.
• Mark starting point.
• Leave them for period of time say 5 minutes.
• Find the pebbles and measure distance they have moved from starting point.

Determining the direction of long shore drift

Because the direction of the long shore drift is related to the direction of wind, then you can use
instruments like wind soak and wind vane to first understand the direction of prevailing wind and use it to
predict the direction of the long shore drift.
Other techniques
1. Use a compass.
2. Throw a piece of grass or any light material into the air and check the direction of flow on the
compass.

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 3. Observe the direction of features being blown by the wind.
4. Use a kite.
5. Monitor the direction of the long shore drift for months before the survey.

Investigating wave frequency

Wave frequency is the number of waves per minute.
Procedure to measure wave frequency.
• Decide on a point around low tide area where you wish to measure wave frequency and stand
there or place an object (ranging pole, big rock) there.
• Count the number of waves breaking up beach or hitting at your legs or the object for a specific
time period.
• Count for specified time period i.e. one minute using a stop watch and record.
• Repeat the process at least ten (10) times and take an average of the number of counts.

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Investigating the impact of groynes on the movement of sediment.
Groynes are low walls build into the sea to control/check erosion (movement of material).
Methodology
• Using the compass, identify and record the direction of each side of the groyne, e.g. the western
and eastern side of each groyne.
• Identify and use a suitable sampling strategy (if there are too many groynes to sample). The
sample size should be large to give reliable results.
• Use the meter ruler to measure from the top of the groyne to the surface of the sediment on each
side.
• Repeat measurement for each groyne to ensure accuracy.
• Get one students to check the measurements to confirm if they are accurate.
• Take digital pictures to illustrate differences in sediment levels.

Considerations and possible limitations

• Measurements should be taken at the same point along the length of each groyne.
• Tidal conditions and safety must be considered when taking this fieldwork.
• Care should be taken to ensure that the metre ruler doesn’t sink into the sand, and that it is held
straight.

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Conclusions on the impact of groynes after the survey
It is true that the groynes affect the movement of materials because;
Beach OR sand is higher on south side/lower on north side of the groyne.
OR: Height of groyne above the beach is greater on north side and less on south side.
NB: Give figures to support your conclusions e.g. the height of groynes on both sides in a comparison
format.
CLIFF SURVEYS.
A cliff is a vertical rock exposure OR a Vertical, steep sloping rock face.
Procedure for Measuring cliff height.
• Determine the height of the individual going to measure the cliff height.
• Use a tape measure to measure a safe distance say 10 meters from the foot of the cliff. NOTE:
The distance should depend on the size of the beach.
• Stand at the end of the measured distance and use a clinometer towards the top of the cliff to
measure the angle and record the results.
• Use the formula [Distance (A) x tan of angle (B) + height of observer] to calculate the height of
the cliff.

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Drawing a cliff sketch.
 Once cliff height has been established, the sketch can be drawn accurately to scale Use a plain
paper, pencil and rubber to draw a detailed sketch of the physical and human features of the cliffs
at predetermined sampling points.
 Observations and annotations should be made of:
• Obvious features, for example high tide level, caves, wave-cut notch, wave-cut platform,
gullying.
• Basic geology (can be added later).
• Structure, for example bedding planes and joints, folding and faulting.
• Conservation considerations, for example nesting birds, other animals.
• Type of vegetation and any evidence of effect on erosion.
• Evidence of erosion or mass movement, for example slumping, rock falls.
• Human activity, for example built structures, management/protection measures,
recreational activities.

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Causes of debris at the base of the cliff.
• Weathering [physical/chemical] of rock that form cliffs.
• Freeze-thaw could crack rocks leading to accumulation of debris at the base.
• Rock falls from the higher slope to the base under the influence of gravity.
• Undercutting of the cliff by wave erosion.
• Collapse of unsupported rocks.
• Strong waves (swash) carry rocks to cliff base.
• Weak backwash which fails to move the pebbles/rocks hence leaving them deposited at the base
of the cliff.
INVESTIGATING COASTAL LANDUSES AND MANAGEMENT
• Coastal areas are attractive places for a number of human activities such as residential, transport,
commercial (shops), farming, recreation at beach etc. These activities however may face dangers
due to different natural occurrences at the coast such as waves, weathering and erosion. The
human activities in turn are also dangerous to the natural coastal environment. The activities also
lead to existence of some coastal features.
• It is for these reasons that beach or coastal management becomes paramount. Defenses are often
built along the coast.
• Below is a table showing human activities and coastal management systems at selected locations
along the coast of North East England.

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NB: The nature and number of defenses at the coast depends on the value of the land use to be protected,
the value of the land and also the possibility of shifting/ moving the land use in case of danger.
Reasons for establishing defenses along a the coast or beach
• Occurrence of different land uses along coast such as residences, beaches e.g. around Collywell
bay.
• Higher land value in some areas i.e. land is worth more in resorts than farmland hence it is highly
protected with many defenses.
• Holiday resorts need protecting since they contain beaches and other features which encourages
tourism.
• People have businesses such as shops which need protecting against dangers like waves.
• Areas around the coast with houses or being used for residential need protecting with defenses.
• Main road near the coast needs protecting against weathering and erosion.
• Some land uses are mobile e.g. caravan site can be moved in case of danger and therefore may
not need protecting with defenses.
• Farmland is not worth protecting since cattle can be moved if there is any danger.

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NB: The nature and number of defenses at the coast depends on the value of the land use to be protected,
the value of the land and also the possibility of shifting/ moving the land use in case of danger.
INVESTIGATING COASTAL SAND DUNES AND COATAL VEGETATION
Coastal sand dunes is an accumulation of sand transported by wind and waves onto the beach.
Depending on the activities carried out around the coast (beach), different kinds of vegetation may grow
in the sand dunes. Areas with a high frequency of human activities are likely to have less vegetation
growing in the sand dunes compared to areas with less frequency of activities.

How sand dunes are formed.

• Onshore wind (wind from the sea) and waves blows and moves sand by saltation.
• Obstacle such as plants, stone on the beach create friction with the wind and reduces its speed and
energy to transport.
• Sand is then deposited and may collect around obstacle.
• Vegetation (marram grass) then starts to grow in the sand dunes.

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 • More deposition of sand makes dune grow even more.
• Vegetation helps to stabilize dunes around the coast and enables dunes to grow as it checks wind
speed.
Measuring vegetation cover at the coast
In order to measure the amount of vegetation cover, an instrument called a quadrant is used.
Procedure
• Using systematic or random sampling, select areas from which to measure amount of vegetation
• Place the quadrant on the ground at the selected spot where measurements are to be taken.
• Count the number of squares covered by vegetation.
• Repeat the measurements in different spots and calculate the average.

The impact of people on sand dunes

There are several activities that are carried out on the sand dunes and most important is recreation around
the beach. The presence of many people on a particular day may result into some negative impacts on the
environment around the beach e.g. lots of car tracks, burnt vegetation, footpath erosion, lots of litter and
noise among others. It should be noted however that these negative effects may vary from day to day
depending on the number of people that come around.

In order to investigate the impact of people on sand dunes, the following must be done;
• Decide on the particular days and time to carry out the investigations. This should depend on
peaks of visitors.
• Decide on the sites of sand dunes on which to conduct the survey and these places should not be
far from each other and the distance between them should be small and even/equal.

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 • Decide on which environmental impacts to survey and come up with a data collection form with
predetermined scores for each (Bi-polar survey sheet).
• Be as objective as possible while deciding the area, time and which impacts to survey to avoid
unreliable results.
NB: The data collected can be used to plot graphs for comparison purposes. i.e. a graph for each survey
site. Also depending on the results, a conclusion on a hypothesis such as “The impact of people on the
sand dunes increases away from the beach” may be done. It may be true or false but evidence must be
given to support the claim.
Measures that can be taken to protect sand dunes and vegetation
• Educate tourists through notice boards /visitor centre/signs/posters/flyers about things they should
not do on the sand dunes.
• Create more marked footpaths for tourists so that they don’t walk all through the dunes.
• Place boardwalk across the area to avoid footpath erosion.
• Build fence off areas that are being protected.
• Install barriers to prevent vehicle/cycle access to protected areas.
• Deploy guides/rangers to monitor to advise tourists on what to do and what not to do.
• Designate particular sites for picnic and BBQ to prevent burning vegetation on the sand dunes.
• Provide litter bins around the sand dunes so that people don’t litter anyhow.

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Investigating pollution on the beaches
• Classify types of pollution at the beach using an environmental index or bi-polar index.
• Observe the pollutants at the beach as per the index and award an appropriate value depending on
the amount of the pollutants.
• Compute the values and make a conclusion.
Alternatively.
1. Count pieces of litter.
2. Estimate the area of oil spillage or sewage coverage.
3. Take photographs of types of pollution or polluted areas and analyse.

Settlement Survey
Possible Hypothesis
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.
Hypothesis 3: Shops and services on the main shopping street have changed between 1981 and 2012.
Hypothesis 4: Most people in the local area have positive opinions about shopping in the town centre.
Hypothesis 5: There will be more people in the area where more shops sell comparison goods.
Hypothesis 6: The area where more shops sell comparison goods has a larger sphere of influence in
Berlin than the area where more shops sell convenience goods.
Hypothesis 7: The newer the housing area the better the environment.

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Hypothesis 8: Parking and traffic are problems for people living in all three inner city areas.
Hypothesis 9: The height of buildings decreases as distance from the CBD increases.
Hypothesis 10: The land-use in the CBD is different from that in the rest of the city.
Hypothesis 11: There is the same pattern of land use along all three roads.
Hypothesis 12: Most of the residential and business buildings on the three roads are old.
Hypothesis 13: Business buildings are taller than residential buildings.
Hypothesis 14: Different types of land-use are located in different areas of the city.
Hypothesis 15: There is a relationship between the main type of land-use and the height of buildings.
INVESTIGATING URBAN LAND-USE
Within an urban area, there are many land uses like residential, industry, retail, recreation, education,
medical etc. These land uses are executed from different types of buildings of varying sizes and age. An
investigation can be done to find out land uses along a transect (line) from CBD outwards.
Remember that land uses in any area may change over time. Conducting a land use survey at the present
and comparing it with available secondary data from the past can help to tell the changes that have taken
place.
The following Equipment/Tools maybe useful
• Base maps (GOAD map) of study locations
• Appropriate land use classification key
• Pencils and clipboard
• Notepad or record sheets
• Digital camera
NOTE: Goad maps a.k.a. Goad plans or Goad atlases are detailed street maps including individual
buildings and their uses. The maps are named after a civil engineer called Charles E. Goad who first
produced such maps for Fire Insurance companies.
Methodology for investigating Urban Land use
 Choose part of the urban area to conduct the survey and get its GOAD map.
 From the GOAD map of the study area, select a transect from the CBD outwards.
 Develop a land-use classification key for use during the data collection. i.e. color codes for
different functions.
 Walk your transect route and gradually build up information on your base/ GOAD map by adding
color codes for each function you see.
Investigating Services in the CBD

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 • Devise a suitable key for the different functions of the shops and services within the CBD, e.g.
food, shoes, clothes etc.
• Walk around the CBD (along a transect) and on a GOAD map of the area, carefully code or color
each unit according to your key

Investigating Nearest neighbor analysis

• Shops or services of a particular function e.g. clothes shops, are identified and marked onto a
GOAD map of the CBD area.

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 • The total study area is measured in cm2
• The linear distance (in cm) from each unit to its nearest neighbor is measured and an average is
calculated
• The figures are inputted into the formula to generate a number between 0 and 2.15 and make a
conclusion
NB: Zero = clustered, one = random, 2.15 = regular distribution
Nearest neighbor analysis is done to understand how close shops providing the same service are. Doing a
survey for two different areas (in CBD and out of town) can be used to compare how services are close to
each other.
Investigating Diversity index
Diversity index is a quantitative measure that reflects how many different types of a variable there is. E.g.
how many shops selling the same product or same service are in an area.
Procedure
• The shops and services in the CBD are classified using a classification key e.g. food shops, shoe
shops etc.
• Walk along the transect and mark each shop (service) according to the key e.g. using digit codes,
letter codes or color codes
• Tallies are made of the number of shops of each separate function, and the total number of shops
is recorded
NB: If looking at changes over time, historical GOAD maps can be used in the same way, and the DI
calculated for each time period and compared

60
 Investigating Pedestrian flow (footfall)

Before Going to the field;

=Decide on the criteria for comparison e.g.
• To compare the categories of shops e.g. those selling comparison goods with those selling
convenience goods
• To compare shops with large frontage to shops with small frontage
• To compare shops with promotions and those without
• To examine and compare the potential impact of shop appearance, e.g. colour, window display,
cleanliness
=First organize how data is to be collected i.e.
• At what time to do the counts and how long to do each count (you will need a stop watch for
timing)
• Decide how many times to do the counts per day/e.g. do it 3 times in the day
• Decide whether to do the counts on more than one day/repeat on a different day (working days
and weekend)
• Decide on the number of counting points/locations (should be many)
• Decide on the number of students per group then students get into groups and after, decide which
students/group goes to each counting point (need many students per group to ensure accuracy and
division of tasks)
• Make a recording sheet or tables
• Conduct a pilot study to test the recording sheet, timing and get familiar with the procedure
Procedure (Data collection in the field);
• Use tally method to count each individual passing at the counting point and individuals who
actually enter the shop
• Use a watch or timer to time the count i.e. start and end of the count
• Separate tasks in the group e.g. one student counts and one students records
• Add up the totals for each counting point and make comparisons and conclusions
Investigating Perception using Mental map
Procedure 1
• Number some main land-marks, shops and services onto a base map of the CBD.
• Ask people to attempt to correctly identify which number on the map corresponds to each shop,
service and land-mark on the map you present them
• Tally the results in a table to show the percentage of correct answers given for each location

61
 • Additional information could be obtained from each person, e.g. their age group, gender and
ethnicity, plus information about their shopping habits and how often they visit the area

Procedure 2
• People are provided with a base map of only a few key landmarks, for example a main road or a
park
• They are then asked to draw their own ‘mental maps’, showing whichever locations you ask them
to mark or the areas that they like to visit within the urban areas
• Tally the results in a table to show the percentage of correct answers given for each location
• Additional information could be obtained from each person, e.g. their age group, gender and
ethnicity, plus information about their shopping habits and how often they visit the area

62
INVESTIGATING URBAN CHANGES AND ISSUES
Equipment
• Historical maps of the study areas
• Current base maps (preferably GOAD maps) of the areas
• Keys to different land-uses / functions
• Coloured pencils
• Digital camera
• Questionnaires or interview questions
• Other survey sheets, for example environmental quality, perception surveys, mental maps
Investigating general changes over time
Procedure 1
• Get historical maps and photographs of the area being investigated
• Mark current land-uses, shops and services onto a base (GOAD) map using a suitable
classification key
• Compare the historical maps, photographs and the current maps to identify changes in land use,
shops and services over time
Other possible procedure
• Carry out questionnaires to obtain opinions on changes.
• Complete environmental quality surveys to investigate the quality of the urban area as it is today
and compare with records from the past.

63
 • Arrange interviews with representatives from companies, retail parks or industrial areas. Ask
about when the established and future plans
• Investigating changing shopping habits
• Possible procedures
• 1. Use questionnaires to evaluate people’s opinions and feelings about the shopping environment,
for example, how it has changed or is changing and the extent to which this influences their
shopping behavior.
• 2. Investigate the sphere of influence using questionnaires (where shoppers come from or
distance traveled). Data collected can be presented on a choropleth map for easy analysis

Advantage using a choropleth map:

• It shows the pattern of different categories
• It is easy to interpreted
• It shows similar areas within a category
• It can be easy to compare areas
• It has a good visual impression when well shaded

Disadvantage of using a choropleth map:

• It may hide differences within a categories
• Pattern which is displayed may be affected by selection of categories for shading

64
 • Does not show specific or exact values. (no accurate numbers are shown)
• Not easy to read/interpret when big intervals are used

3. Conduct a pedestrian flow to understand shoppers habits basing on specific factors e.g. window
display, lighting, discounts etc. (which shops they prefer to buy from)
4. Make a conclusions basing on factors such as accessibility, desirability, parking, cleanliness and other
facilities at each location
Investigating issues using mental maps
• Provide respondents with a base map of the study area, with a few key features marked on.
Depending on the aims of your investigation, ask them to shade the areas:
 Where they feel safest
 Where they perceive to be of greatest risk to their personal safety
 Which they consider to be the most attractive or desirable (in terms of living / shopping /
working environment)
 Which they consider to be cleaner, more polluted or run down
• Ask respondents to rank particular locations in the area according to certain criteria, for example
safety, desirability, attractiveness, cleanliness
• Examine any links between the age, gender, ethnicity and social background of the respondents
and their perceptions

65
Methods of investigating housing and service provision in Squatter settlement.
• Conduct interviews with people who live in squatter settlement
• Take photos (of different houses / services to show varying conditions)
• Collect secondary data from internet or local government records e.g. census data
• Draw field sketches of houses and services and label them to show conditions
• Do a housing quality survey
• Count and tally different types of services
• Count and tally the number of big houses or brick-built houses
Reasons why it is difficult to conduct a survey in squatter settlements
• Safety of students may not be guaranteed due to criminals in such places
• People may be reluctant to answer questions or may not answer truthfully while some are very
rude
• Students may get lost in the area since the settlement is not well planned and has poor transport
links
• Not finding enough people to make the survey accurate since some people work away and may
not be available during the survey
• Language difficulties for people to understand the survey due to high level of illiteracy.
• Poor sanitation inform of polluted water, air open rubbish, open drains or sewers which may
cause students illnesses.
• Busy, crowded and noisy streets make it difficult to use questionnaire with people
Investigating Heights of Buildings
Sample Hypothesis: Business buildings are taller than residential buildings.
Procedure 1
• Go to an area of residential and business buildings
• Count number of storeys for buildings of both residential and business
• Calculate average number of storey for each
• Record number of storeys
• Plot results on a bar / pie / divided bar graph
• Compare results / averages to see if they support hypothesis
Procedure 2
• Go to an area of residential and business buildings

66
 • Look at plans / records / documents that show height of buildings in the area OR
• Calculate the average height for buildings of both business and residential
• Record average height of buildings in a table
• Plot results on a bar graph or pie chart
• Compare results / averages to see if they support the hypothesis
Reasons why counting the number of storeys is an appropriate method of measuring the height of
buildings
• It is very easy and quick to count number of storey than measuring the height of each building
• It is very difficult and time consuming to measure the actual height of tall buildings
• Each storey is approximately same height on all buildings
The more storeys a building has, the higher the building will be
How to ensure Accuracy while surveying average building heights
• More or all buildings at each sample point should be considered
• More data collection locations/sites should be surveyed
• More students should be at each location to check for accuracy
• Obtain secondary data of building heights from city council offices.
Reasons why Height of Buildings vary in different areas of the city
• Value of land increases where there is limited amount (land shortage) hence people set up taller
buildings to earn more profit
• Higher cost of land forces people with small plots to build tall buildings to accommodate more
activities/people
• Competition for space means buildings must grow upwards
• Presence of large land means buildings are lower
• Presence of enough capital especially in the CBD means that people can build tall building
compared to rural urban fringe where people have less capital to build
• Different land uses shopping and commerce require tall buildings to accommodate malls and
offices while motor garages require lower buildings

67
Why land-use vary in different parts of a city
• Growth of city spatially means that CBD has more land uses than the rural urban fringe and inner
city areas
• Development of city over time whereby the more land uses are in the CBD where development
started from
• Transport links e.g. road / rail / air / river attract more land uses compared to areas that are
inaccessible
• Competition for land means that different land owners start up varying land uses
• Availability of land means more land uses can be accommodated in the area
• Relief of an area influences land uses where by more land uses can be found in flatter areas and
less land uses on flood plains, valleys and steep slopes
• Planning policy of the government where it allocates more activities in some places than other
places
• Availability of raw materials in some parts of the city means that more industries are established
there that places with no such raw materials
Investigating Environmental quality
Procedure

68
 • Decide on the sites where to conduct a survey
• Decide on the indicators of environmental quality that you wish to investigate
• Prepare a bi-polar survey sheet and include all the indicators and a range of scores to be awarded
on each indicator at different sites based on observable descriptions
• Work in groups to collect data at different sites and award scores for each indicator
• Add the scores on each data sheet for different sites and make conclusions and comparisons.
An Example of an Environmental quality survey sheet (Bi-polar survey sheet) is shown on the right

How to Use the data sheet above

• Since this same data sheet is to be used in different sites, you should circle the location for which
you are surveying i.e. A, B or C
• Observe each feature in the site being surveyed
• Make a decision or give opinion about the score for each category or feature i.e. 0, -3, 1, +2 etc.
to observable characteristics
• Put a tick in the appropriate row or box
• Work out total in the column
How to ensure effective data collection
• Work in groups so that other students check scores being given by the first group. This makes
results less subjective / biased but more consistent.

69
 • Go to different areas so that you may survey as many transects as possible in each area. This can
also ensure a larger sample and makes efficient use of time
• Do surveys on same day or at same time or under same conditions so that comparisons between
areas are more consistent
Investigating traffic flow. (Traffic Count)
• Form research groups and divide jobs/tasks between students in each group i.e. some count while
others record
• Decide on appropriate roads to conduct the traffic count
• Decide on the day and time when to do the traffic counts
• Decide the duration of traffic counts i.e. 25 minutes
• Agree on vehicle categories
• Decides the information to include on recording sheet e.g. location name (road name), date and
time,
• Go to 2 sites on each road and on opposite sides of the road on each site
• Use stopwatch for timing the count
• Count each vehicles that passes at the count site (point) for the agreed time period
• Start and finish the count on all roads and sites at same time
• Use tally method to record each vehicle counted
• Represent the tally results for each road on a chart or bar graph

70
How to ensure that results of the count are reliable
• Use a stopwatch to get exact time the count is to take
• Count for same length of time
• Survey both locations at same time
• More than one student to count and record at each location
• Use a tally method to keep track of all cars that pass at a point

71
 • Do the count on different days or seasons for consistent results or comparisons
Difficulties students might face during traffic survey.
• Being unable to count accurately at busy times due to lots of traffic or vehicles going too fast.
• Being unable to count accurately due to too many lanes to count.
• Students may get bored and loose concentration if they count for long without a break.
• They may experience breathing difficulties due to lots of exhaust fumes from automobiles
• Timings is hard to synchronize for the different counting locations
• Specific weather difficulties e.g. heavy rain may ruin papers (recording sheets) while strong
sunshine may be difficult to work under
• It may be hard to keep returning to do count at different times of the day and at different days
Methods of investigating sphere of influence
• Use questionnaires on people in a shopping area to find out where they live
• Use the data to plot locations where shoppers came from on a choropleth map or on a flow
diagram
• Draw a boundary around the plots to show sphere of influence

Investigating Migration in and out of the City

72
The best way to find information about whether individuals have migrated is to use questionnaire method.
The first question should always be, “Have you migrated to live in this area?” BECAUSE,
• Some people may only be visitors into the area and therefore the information they give may be
irrelevant to the study and if considered, the results of the study will be inaccurate and unreliable.
• Students only want to ask people who have moved into the area (migrants) and not the in born of
the area so that they don’t waste time.
NOTE: A particular sampling method (random, systematic or stratified) should be used to select
respondents of the questionnaire. Remember that not all people will be willing or having time to answer
your questionnaire.

Investigating Tourism in an area

The best way to find information about whether individuals are tourists in an area is to use questionnaire
method. The first question should always be, “Are you a tourist in this area?” BECAUSE,
• Some people may be residents of the area and therefore the information they give may be
irrelevant to the study and if considered, the results of the study will be inaccurate and unreliable.
• Students only want to ask tourists and not the residents so that they don’t waste time.

73
Investigating Negative Impacts of tourism on the natural environment.
Procedure.
• Conduct a Bi-polar analysis for environmental quality by identifying specific indicators and their
descriptions e.g. litter, amount of vegetation, water pollutants.
• Make observations around a tourist site and award scores on each indicator based on personal
judgement.
• Add the scores for all indicators and make conclusions.
Other Methods/ Procedures
• Use a Quadrat to calculate the amount of vegetation cover
• Count the amount of Litter in the area
• Identify the number of species of animals in the area/water
• Take photographs and compare them with photographs of the area taken before.

74
Advantages of Tourism
• Tourism brings money into the area and the economy and may increase the country’s GDP
• Local people may sell products e.g. food and crafts to tourists and earn money
• It creates jobs for local people e.g. tour guides, waiters, drivers
• Local people experience cultures from other countries
• It encourages preservation of local culture since it is an important attract
• Improves local services e.g. public transport, health and education
Disadvantages of Tourism
• Disturbance to local people through noise
• It increases traffic congestion
• Tourists don’t respect local culture and religion
• It may promote evils like alcoholism, drugs, racial tension and prostitution
• Tourist facilities like hotels, zoos take up farmland and some local houses may be knocked down
• Hotels may spoil the natural view of the area
• Tourist industry uses scarce resources and may increase pressure on them e.g. water and
electricity
• Air pollution / water pollution / waste / litter may be increased by tourist developments
• Jobs in the tourist industry are seasonal hence people may remain jobless e.g. during winter

75
 • Increased price of goods property in tourist areas and this negatively affects local residents who
may not have a lot of money
Paper 4 Question Bank
River survey
1 Students in southern England did fieldwork at six sites on the River Meon.
The two hypotheses which the students tested were:
Hypothesis 1: The cross sectional area of the river increases downstream.
Hypothesis 2: There is a relationship between the length and roundness of pebbles on the river bed.
a)Which three of the following factors would be important to consider when choosing these fieldwork
sites? Tick (V) your choices below

b) To investigate Hypothesis 1, the students measured the width of the river and its depth at points across
the channel at each site. Describe how they made these measurements.
width .........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
depth .........................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) The results of the students’ measurements at site 5 are shown in Table 1.1 (Insert). Use these results
to complete the cross section of the river at site 5, shown on Fig. 1.1 below. [2]

76
 Cross section of the river at site 5

(d) The students recorded the width and calculated the mean (average) depth of the river at each site.
Using these results, they also calculated the cross sectional area of the river at each site. These results are
shown in Table 1.2 (Insert).
(i) Using Table 1.2, tick one statement below which describes the change in width and mean (average)
depth of the river between the six sites.
Tick (V) your choice.

(ii) Use the results of site 5 in Table 1.2 to complete Fig. 1.2, below. [1]

77
Relationship between width and mean (average) depth at the six sites

78
(iv) The students’ conclusion about Hypothesis 1: The cross sectional area of the river increases
downstream was that it was partly true.
Use evidence from Table 1.2 and Fig. 1.3 to support their conclusion.
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..................................................................................................................................................................[4]
(v) Explain why the width and depth of a river usually increase downstream.
..........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
.................................................................................................................................................................[3]
(e) The students then made some measurements to investigate Hypothesis 2: There is a relationship
between the length and roundness of pebbles on the river bed.
(i) At each site the students selected 20 pebbles at random from the bed of the river. They then measured
the length (long axis) of the pebbles using callipers which are shown in Fig. 1.4 (Insert). Describe how the
students measured the length of a pebble.
..........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
...................................................................................................................................................................[2]
(ii) The students also classified each pebble into one of the six categories of the Power’s Scale of
Roundness which is shown in Fig. 1.5 (Insert).
The results of their classification of the pebbles at site 3 are shown in Table 1.3 (Insert).
Which two pebbles at site 3 are classified as rounded?
Pebble numbers ............ and ............ [1]
(iii) The mean (average) pebble length and pebble roundness results for each site are shown in Table 1.4
(Insert). Plot the results of site 5 on Fig. 1.6 below. [2]

79
 Mean (average) pebble length and pebble roundness

(iv) Which conclusion in the table below is most accurate for Hypothesis 2: There is a relationship
between the length and roundness of pebbles on the river bed? [1]

Tick your answer (V).

(v) Support your conclusion with data from two sites.

..........................................................................................................................................................................
.................................................................................................................................................................. [1]
(f) Suggest how the students could have improved their data collection methods.
..........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................

80
.........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
..................................................................................................................................................................[4]

[Total: 30]

81
82
0460/42/F/M/18

2. Three students in New Zealand were investigating the characteristics of local rivers. They decided to
do fieldwork at five sites along the Orere River.

The two hypotheses which the students tested were:

Hypothesis 1: Width, depth and wetted perimeter of the river channel increase downstream.
Hypothesis 2: Rocks on the river bed become smaller and more rounded downstream.
(a) Before beginning their fieldwork the students discussed the fieldwork tasks they needed to do.
(i) Suggest three factors the students should have considered in choosing their five fieldwork sites.
1 ....................................................................................................................................................................
.......................................................................................................................................................................
2 ....................................................................................................................................................................
.......................................................................................................................................................................

83
 3 ...................................................................................................................................................................
...................................................................................................................................................................[3]
(ii) The students decided to do a trial (pilot) study at a different river site near their school. Give two
advantages of doing a trial (pilot) study.
1 .....................................................................................................................................................................
........................................................................................................................................................................

2 .....................................................................................................................................................................
....................................................................................................................................................................[2]

(b) To investigate Hypothesis 1 the students measured the width of the river channel and the depth of the
river at points across the channel. Photographs A and B (Insert) shows them involved in this work. What
equipment are the students using and how are they making their measurements?
width of channel
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
depth of river
....................................................................................................................................................................
....................................................................................................................................................................
...................................................................................................................................................................
....................................................................................................................................................................
..............................................................................................................................................................[4]
(c) The students measured the depth of the river at 0.5 m intervals across the channel. The results of their
measurements at site 3 are shown in Table 1, below.

(i)Use these results to complete the cross-section of the channel at site 3 and shade in the river channel on
Fig. 1 opposite. [2]
(ii) The wetted perimeter is the part of the channel cross-section which the river touches. This is labelled
at site 2 on Fig. 1 (opposite).
Describe a method that the students could use to measure the wetted perimeter.
..........................................................................................................................................................................
. .......................................................................................................................................................................

84
.........................................................................................................................................................................
.................................................................................................................................................................[2]
(iii) The wetted perimeter is one factor which affects a river’s speed of flow (velocity). Give two other
factors which also affect the speed of flow of a river.
1 .......................................................................................................................................................................
..........................................................................................................................................................................
2 .....................................................................................................................................................................
....................................................................................................................................................................[2]

85
(iv) The students produced a summary table of their measurements at the five sites. This is shown in
Table 2 (Insert). What conclusion did the students make about Hypothesis 1: Width, depth and wetted
perimeter of the river channel increase downstream?
Use evidence from Table 2 and Fig. 1 to support the conclusion.
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
..............................................................................................................................................................[4]

(d) The students then made some measurements to investigate Hypothesis 2: Rocks on the river bed
become smaller and more rounded downstream.
(i) At each site a student selected 10 rocks at random from the bed of the river. He then measured the size
and roundness of the rocks using the equipment shown in Fig. 2 (Insert). Suggest how he made the two
measurements.
rock size ...................................................................................................................
..................................................................................................................................
roundness of rock .....................................................................................................
..............................................................................................................................[2]
The results of the student’s work are shown in Table 3 below.

86
 Table 3
Results of student’s work

(ii) Plot the average rock size and roundness score for site 3 on Fig. 3 below. [2]

Rock measurements

(iii) What conclusion would the students make about Hypothesis 2: Rocks on the river bed become
smaller and more rounded downstream?

87
........................................................................................................................................................................
..................................................................................................................................................................[1]

(iv) Suggest why rock size and roundness change downstream.

........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................[2]

(e) Suggest four ways that the students could have improved their data collection methods to make
their results for both hypotheses more reliable.

1 ...................................................................................................................................................................
.......................................................................................................................................................................

2 ....................................................................................................................................................................
.......................................................................................................................................................................

3 ...................................................................................................................................................................
.......................................................................................................................................................................

4 ...................................................................................................................................................................
...................................................................................................................................................................[4]

Insert

88
0460/41/M/J/13

89
3. Two groups of students were investigating the characteristics of a local river which flowed for 15 km
from its source to the sea. They wanted to investigate possible reasons for changes in velocity (speed of
flow) downstream. They carried out their fieldwork at five sites along the course of the river.
They decided to test the following hypotheses:
Hypothesis 1: Velocity increases as the river bed slopes more steeply.
Hypothesis 2: Velocity increases as the wetted perimeter of the river channel increases.
(a) Before they began the fieldwork their teacher spoke to them about safety in and around the river.
Suggest two pieces of advice their teacher could have given them.
1 .....................................................................................................................................................................
..........................................................................................................................................................................
2 .......................................................................................................................................................................
.....................................................................................................................................................................[2]
(b) First the students used a floating object to measure velocity over a distance of 10 metres. The results
from Group A at site 1 are shown in Fig. 4 below.

(i)Name three different pieces of equipment the group would use to carry out their fieldwork at this site.

1 .....................................................................................................................................................................
2 ...................................................................................................................................................................
3 ..............................................................................................................................................................[3]
(ii) Calculate the average velocity at site 1 using the results shown in Fig. 4. Show your working and your
answer in the box below. [3]

90
(iii) When they had completed their measurements at site 1 the two groups compared their results. These
results are shown in Table 6 below.
Table 6

Times for a floating object to travel 10 metres at site 1

Suggest two reasons why the results obtained by the two groups were different.
1 ......................................................................................................................................................................
….....................................................................................................................................................................
2 .....................................................................................................................................................................
...................................................................................................................................................................[2]
(iv) At each site the students also measured the downstream slope (gradient) of the river bed using a
clinometer and ranging poles. Photograph A (Insert) shows the measurement being taken.
Describe how the students measured the downstream slope.
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
...................................................................................................................................................................[3]
(v) The downstream slope and average velocity results which group B obtained at the five sampling sites
are shown in Table 7 below.

91
 Table 7

Results of group B

What conclusion would the students have made about Hypothesis 1: Velocity increases as the river bed
slopes more steeply? Use evidence from Table 7 to support the conclusion.
..........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
......................................................................................................................................................................
(c) To investigate Hypothesis 2: Velocity increases as the wetted perimeter of the river channel increases,
the students needed to measure the width of the river channel and the depth of the river at each site.
(i) Complete Fig. 5 below to identify the two different pieces of equipment used to measure the width of
the river. [2]

(ii) The students measured the depth of the river every 0.5 m across the channel. Their results for site 1
are shown in Table 8, below.
Table 8

Results for site 1

92
(iii) Photograph B (Insert) shows how students measured the wetted perimeter of a river. The wetted
perimeter is the part of the channel cross-section which the river touches.
Their method is described in Fig. 7, below, which is part of a student’s fieldwork notebook.
Extract from fieldwork notebook

The students’ results are shown in Table 9 (Insert). Use these results to complete Fig. 8 below by plotting
the result for site 1. [1]

Scatter graph of length of wetted perimeter and average velocity

93
(iv) Do their results support Hypothesis 2: Velocity increases as the wetted perimeter of the river channel
increases? Support your conclusion with evidence from Table 9 and Fig. 8.
..........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
..................................................................................................................................................................[3]
(v) Suggest two disadvantages of their method for measuring the wetted perimeter in a large river.
1 ................................................................................................................................................................
...................................................................................................................................................................
2 ...............................................................................................................................................................
..................................................................................................................................................................[2]
(c) To extend their fieldwork the students investigated the impact of people on the river. State one
impact people may have on a river. Describe how the impact could be investigated.
Impact of people
........................................................................................................................................................................
.........................................................................................................................................................................

94
Investigation
.........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
......................................................................................................................................................................
...............................................................................................................................................................[4]
Insert

0460/43/M/J/13

1 A class of students planned to do fieldwork on the River Gulp in the Netherlands (an MEDC in
Europe). The Gulp is a tributary of the River Maas, which flows through the Maas drainage basin.

(a)(i) What is a tributary?

.........................................................................................................................................................................
.. .............................................................................................................................................................. [1]
(ii) Explain what is meant by a drainage basin.
.........................................................................................................................................................................
.........................................................................................................................................................................

95
........................................................................................................................................................................
............................................................................................................................................................... [2]
Some students decided to investigate possible differences in velocity (speed of flow) and channel cross-
section between meanders and straight sections of the river. Two groups of students chose the following
hypotheses:
Hypothesis 1: The velocity is faster on the outside of the channel in river meanders.
Hypothesis 2: The velocity is faster in the middle of the channel in straight sections of the river.
a)One group of students did their fieldwork at three different meanders and the other group did their
fieldwork at three different straight sections of the river channel.
To investigate the two hypotheses the students used the following equipment:

i)Describe how the students would use this equipment to measure river velocity.
........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
.................................................................................................................................................................. [4]
(ii) The results of one group’s measurements at one site are shown in Fig. 1.1. Fill in the students’
working in the two boxes in Fig. 1.1. [2]

River velocity recording sheet

96
(iii) Suggest two reasons why the results of the five measurements of time for the float to travel 10
metres, shown in Fig. 1.1, were different.
1 ......................................................................................................................................................................
........................................................................................................................................................................
2....................................................................................................................................................................
............................................................................................................................................................ [2]
(c) The results of the average river velocity at the six sites are shown in Table 1.1 (Insert).

(i) Use the results in Table 1.1 to complete the average velocity graph for meander site 3 in Fig. 1.2. [2]

97
(ii) Which one of the following conclusions would the students make about Hypothesis 1: The velocity is
faster on the outside of the channel in river meanders?

98
Tick (V) your decision below and support it with data from Fig. 1.2 and Table 1.1.

......................................................................................................................................................................
......................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
.............................................................................................................................................................. [4]

(iii) The students reached the conclusion that Hypothesis 2: The velocity is faster in the middle of the
channel in straight sections of the river was true for one site. For which site is Hypothesis 2 true? Support
your decision with data from Fig. 1.2 and Table 1.1.
Hypothesis 2 is true for straight section site number .......... Supporting data
......................................................................................................................................................................
................................................................................................................................................................... [2]
(d) Other students in the class compared the cross-sections between meanders and straight sections of the
river. They measured the depth of the river every 0.2m across the channel at each fieldwork site.
(i) Describe how the students would make their measurements. Refer to the equipment they would use.
........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
. ............................................................................................................................................................... [3]
(ii) Using their measurements, the students drew cross-sections for each site. One meander cross-section
and one cross-section on a straight river site are shown in Fig. 1.3. Use the results in the table below to
complete the cross-section of the river channel on the straight section and shade in the river channel in
Fig. 1.3. [2]

99
 (iii) Describe the differences between the two cross-sections shown in Fig. 1.3. Do not use data in your
answer.
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.............................................................................................................................................................. [3]
(d) Fig. 1.4 (Insert) is a diagram from a textbook. It shows a typical river meander. Use the information on
Fig. 1.4 to explain the shape of the meander cross-section.
.........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................

100
.....................................................................................................................................................................
.....................................................................................................................................................................
............................................................................................................................................................ [3]

Insert

0460/42/M/J/22

101
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. Why is it important to
collect data at the same time each day?
.......................................................................................................................................................................
..............................................................................................................................................................[1]
(b) The students used a rain gauge and measuring cylinder to collect rainfall data. These are shown in Fig.
1.1 (Insert).
(i) Describe how this equipment is used to measure daily rainfall.
.......................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
.....................................................................................................................................................................[4]
(ii) Which two of the following factors are important when deciding where to put the rain gauge?
Tick (v) 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]

102
(ii) Suggest a good position to put a wind vane and explain your choice.
.........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
....................................................................................................................................................................[2]
(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

103
 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.
..........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
....................................................................................................................................................................[4]

104
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

Fig 1.4

105
(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.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
...................................................................................................................................................................[2]
(iv) What effect did the difference in wind direction have on daily amounts of rainfall in February in the
two years?
......................................................................................................................................................................

..............................................................................................................................................................[1]

(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 (v) 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

106
 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.
........................................................................................................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

....................................................................................................................................................................[2]

(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.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
....................................................................................................................................................................[2]

107
 (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.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
....................................................................................................................................................................[3]

[Total: 30]

INSERTS

Atmospheric pressure data collected by students in February of the current year and from February of the
previous year

108
0460/43/M/J/18

2 .Students in South Korea investigated differences in temperatures around their school. They chose 10
sites at which to measure temperature, 5 in a built-up area and 5 in a rural area.
The 10 sites are shown on Fig. 1.1 (Insert). The students investigated the following hypotheses:
Hypothesis 1: Temperatures are higher in the built-up area than in the rural area.
Hypothesis 2: Daily temperatures differ more in the built-up area than in the rural area.
(a) To measure the temperature the students used a digital thermometer. This is shown in Fig. 1.2
(Insert).
(i) Give three advantages of using a digital thermometer such as the one shown in Fig. 1.2.
1 ......................................................................................................................................................................
..........................................................................................................................................................................
2 ......................................................................................................................................................................
..........................................................................................................................................................................

3 ....................................................................................................................................................................

.................................................................................................................................................................. [3]

109
 (ii) Suggest two ways that the students could check that their temperature measurements were correct. 1
.....................................................................................................................................................................
........................................................................................................................................................................
2 ...................................................................................................................................................................
................................................................................................................................................................. [2]
(b) The students measured the temperature in the morning and afternoon at each of the 10 sites. Their
results are shown in Table 1.1 below.
Table 1.1
Students’ results

i)Calculate the average temperature and the difference in temperature between morning and afternoon at
the large car park.
Write your answers in Table 1.1. [2]
(ii) The students decided not to use the results from the car park. Look again at Table 1.1 and Fig. 1.1 and
suggest why they made this decision

.......................................................................................................................................................................

........................................................................................................................................................................

.......................................................................................................................................................................

.......................................................................................................................................................................

......................................................................................................................................................................

.............................................................................................................................................................. [3]

110
(iii) Use the results in Table 1.1 to complete Fig. 1.3 below by plotting the average temperatures of the
sites in the residential area for students and the large dense woodland

(iv) What is your conclusion to Hypothesis 1: Temperatures are higher in the built-up area
than in the rural area? Support your decision with evidence from Fig. 1.3 and Table 1.1.
Do not refer to results from the car park in your answer
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................

111
........................................................................................................................................................................
................................................................................................................................................................... [3]

(c) To investigate Hypothesis 2: Daily temperatures differ more in the built-up area than in the rural area,
the students studied the results of their morning and afternoon measurements (not including the car park).
(i) Use the results in Table 1.1 to plot on Fig. 1.4 below the temperatures of the site on artificial grass
next to the sports hall

Fig 1.4
(ii) Which conclusion to Hypothesis 2: Daily temperatures differ more in the built-up area than in the
rural area is most accurate?
Tick your decision and support your answer with data from Fig. 1.4 and Table 1.1. Do not refer to results
from the car park in your answer.

112
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
................................................................................................................................................................. [3]

(iii) Suggest reasons for the difference in temperatures between built-up and rural areas shown in Fig. 1.4
and Table 1.1
..........................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................. [4]
(d) Explain how and why an increase in the amount of cloud cover might affect daytime temperatures in
the area around the school.
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
................................................................................................................................................................ [2]
(e) Whilst measuring the temperatures at different sites the students realised that wind speed varied. An
instrument to measure wind speed is shown in Fig. 1.5 (Insert).
(i) What is the instrument used to measure wind speed called? ....................................................... [1]
(ii) Explain how this instrument measures wind speed.
.......................................................................................................................................................................
..........................................................................................................................................................................
.....................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................. [3]

[Total: 30]

INSERT

113
114
0460/42/M/J/19

3. Students in Northern Ireland were studying the topic of weather and how to measure and collect
weather data. Their school had a variety of instruments to measure elements of weather, including
traditional instruments and digital equipment linked to the school’s computer network.
a)(i) Fig. 1.1 (Insert) is a diagram of a traditional weather station. What are the pieces of equipment
labelled A and B?
A .......................................................
B ....................................................... [2]
(ii) Describe three features of equipment A and explain why each feature is important.
1 ................................................................................................................................................................

115
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
2 ...............................................................................................................................................................
..................................................................................................................................................................
...................................................................................................................................................................
.................................................................................................................................................................
3 ..............................................................................................................................................................
...............................................................................................................................................................
..............................................................................................................................................................
............................................................................................................................................................. [6]
The students noticed that the weather was forecast to change over the next three days, so they decided to
take some measurements to investigate these changes. One pair of students decided to test the following
hypotheses:
Hypothesis 1: As atmospheric pressure changes rainfall amounts will vary.
Hypothesis 2: Atmospheric pressure affects the direction from which the wind blows. The two students
measured atmospheric pressure, rainfall and which direction the wind was blowing from. They took
measurements every three hours using a combination of traditional and digital instruments.
(b) (i) Which one of the following instruments is used to measure atmospheric pressure?
Tick (v) your answer in the box below [1]

(ii) A rain gauge is shown in Fig. 1.1 (Insert). Explain how it is used to measure rainfall.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
............................................................................................................................................................ [4]

116
 (iii) Explain how a wind vane, which is also shown in Fig. 1.1 (Insert), is used to show the direction from
which the wind is blowing.
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................. [2]

(c) The students’ results are shown in Table 1.1 (Insert). Use information from the table to complete the
following tasks in Fig. 1.2 below

i)Complete the atmospheric pressure line graph at 16:00, 19:00 and 22:00 hours on Day 3. [1]
(ii) Draw the rainfall bar at 16:00 hours on Day 2. [1]
(iii) On which day and at what time was the following set of results recorded?

117
(d) Using their results, the students made conclusions about their two hypotheses.
(i) What is your conclusion to Hypothesis 1: As atmospheric pressure changes rainfall amounts will vary ?
Support your conclusion with data from Fig. 1.2 and Table 1.1.
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
................................................................................................................................................................... [4]
(ii) The students decided that Hypothesis 2: Atmospheric pressure affects the direction from which the
wind blows, was partly true. Support their conclusion with evidence from Fig. 1.2 and Table 1.1.
........................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
................................................................................................................................................................... [3]
(e) Another pair of students investigated how the amount of cloud cover and cloud type had changed over
the three days.
(i) Fig. 1.3 (below) shows two examples of the amount of cloud cover they recorded. The students
recorded the amounts in oktas (eighths). Choose from the values below and fill in the correct number of
oktas for each example. [2]
Choose from the following:
1 okta 3 oktas 7 oktas 8 oktas

(ii) Fig. 1.4 (Insert) shows three different types of cloud recorded by the students. Identify the cloud type
in each photograph.

118
Type A .....................................................
Type B .....................................................
Type C ..................................................... [3]
[Total: 30]

Insert

119
120
0460/41/M/J/20
4 .Geography students at schools in Singapore and Albany (USA) wanted to compare the weather in the
two cities. They planned a fieldwork investigation using internet links between the two schools.
They wanted to compare temperature and rainfall in the two cities and see if there was a link between
temperature, rainfall and atmospheric pressure.
The students agreed to investigate the following hypotheses:
Hypothesis 1: Daily maximum temperatures increase and decrease as atmospheric pressure increases and
decreases.
Hypothesis 2: There is a relationship between changes in atmospheric pressure and changes in daily
rainfall totals.

121
(a) The students in Albany used traditional instruments to measure and record weather data.

(i) What instrument would they use to measure atmospheric pressure?

....................................................................................................................................... [1]
(ii) Which one of the following units is used to measure and record atmospheric pressure? [1]
Tick your answer.

(iii) Photograph A (Insert) shows a maximum-minimum thermometer. Explain how the students would
use it to measure temperature.
........................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
..................................................................................................................................................................[3]
(iv) The students in Singapore used a digital maximum-minimum thermometer like the one shown in
Photograph B (Insert). Why might students prefer to use a digital maximum and minimum thermometer
rather than a traditional maximum-minimum thermometer?
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
...................................................................................................................................................................[2]
(b) The students’ measurements of daily maximum and minimum temperatures are shown in Figs. 6A
and 7A (Insert).
(i) Calculate the largest daily temperature range in Singapore. ......................................................°C [1]
(ii) On what date is the smallest daily temperature range in Albany? .......................April [1]
(iii) The students’ measurements of daily atmospheric pressure are shown in Figs. 6B and 7B (Insert).
Describe the general pattern of change in atmospheric pressure in Singapore and Albany.
Singapore .....................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................

122
Albany .......................................................................................................................................................
....................................................................................................................................................................
..............................................................................................................................................................[2]
(iv) Do the measurements shown in Figs. 6A, 6B, 7A and 7B support Hypothesis 1: Daily maximum
temperatures increase and decrease as atmospheric pressure increases and decreases? Support your
decision with data from both Singapore and Albany.
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
...............................................................................................................................................................[3]
(c) To investigate Hypothesis 2: There is a relationship between changes in atmospheric pressure and
changes in daily rainfall totals, the students in both cities used a rain gauge like the one shown in
Photograph C (Insert) to measure daily rainfall.
(i) Suggest three factors which the students should have considered when choosing a site for this rain
gauge.
1 .................................................................................................................................................................
...................................................................................................................................................................
2 ................................................................................................................................................................
....................................................................................................................................................................
3 ..................................................................................................................................................................
................................................................................................................................................................[3]
(ii) The results of the rainfall measurements are shown in Figs. 8A and 8B (Insert).
How much rain fell in Albany on 20th April? ...................................................... mm [1]
(iii) The students in Singapore decided that Hypothesis 2: There is a relationship between changes in
atmospheric pressure and changes in daily rainfall totals was false in their city.
What evidence in Figs. 6B and 8A supports their conclusion?
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
.................................................................................................................................................................[2]
(iv) What conclusion about Hypothesis 2: There is a relationship between changes in atmospheric
pressure and changes in daily rainfall totals would the students in Albany make from the measurements in
their city? Support your decision with evidence from Figs. 7B and 8B.
.....................................................................................................................................................................
.....................................................................................................................................................................
....................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................

123
.....................................................................................................................................................................
......................................................................................................................................................................
............................................................................................................................................................[4]

(d) To extend their fieldwork, the students in both cities measured wind speed and direction.

(i) The results of their measurements for one day are shown in Table 7 below.

Complete Fig. 9 opposite to show the wind speed and wind direction at Albany on 16th April. [2]
(ii) The students used an anemometer and wind vane, which are shown in Photograph D (Insert), to make
their measurements.
Explain how they measured wind speed and wind direction.
wind speed ....................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
wind direction ...............................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
...................................................................................................................................................................[4]

[Total: 30 marks]

Wind speed and wind direction on 16th April

124
Insert

125
126
127
128
129
0460/42/F/M/17

130
5 .A class of students from a school in France were studying how to measure rainfall. The students had
made simple rain gauges and also had some traditional rain gauges in school.
a)(i) The two different rain gauges are shown in Figs 1 and 2 (Insert). Describe two differences between
these rain gauges.
1 ....................................................................................................................................................................
.......................................................................................................................................................................

2 ..................................................................................................................................................................
...............................................................................................................................................................[2]

(ii) Describe how the students would use the simple rain gauges they had made.
These are shown in Fig. 1.
......................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.................................................................................................................................................................[3]
The students used their homemade rain gauges to measure rainfall in their local area. They tested the
following hypotheses:
Hypothesis 1: Less rainfall reaches the ground as the density of vegetation cover increases.
Hypothesis 2: Less rainfall reaches the ground in summer than in winter.
(b) The students chose three different locations near their school to measure the amount of rainfall which
reached the ground. There is some information about each location in a factfile, Fig. 3 and Photographs
A, B, C and D (Insert).
To collect rainfall data the students placed a rain gauge at six different sites for each location.
i)Suggest why they decided to use six rain gauges at each location.
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
..................................................................................................................................................................[2]
The students decided to measure daily rainfall for the next two weeks which was during winter.

131
 Table 1, below, shows their recording sheet for the six sites in the bare ground location. (Bare ground is
an area without vegetation).

(ii) Calculate the average rainfall which reached the ground on day 1. Show your working. Insert your
answer into Table 1. [2]
(iii) Put in rank order the three days with the highest average rainfall shown in Table 1.
1 ......................................................................
2 .......................................................................
3 ....................................................................... [1]
(iv) The average results calculated for each location are shown in Table 2 (Insert). Use these results to
plot the following figures on Fig. 4 below.
• the average rainfall reaching the ground in the deciduous woodland location on day 13
• the average rainfall reaching the ground in the coniferous woodland location on day 4. [2]

132
(v) Do these results prove that Hypothesis 1: Less rainfall reaches the ground as the density of vegetation
cover increases is correct? Support your answer with data from Fig. 4 and Table 2.
.......................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
......................................................................................................................................................................
.................................................................................................................................................................[4]

(vi) Explain why the amount of rainfall which reaches the ground varies between different types of
vegetation

.
......................................................................................................................................................................
.......................................................................................................................................................................

133
.......................................................................................................................................................................
..................................................................................................................................................................[2]

(c) To investigate Hypothesis 2: Less rainfall reaches the ground in summer than in winter, the students
used secondary rainfall data collected in summer of the previous year to compare with their primary data
collected in winter.
(i) Students often get both primary and secondary data to investigate an hypothesis. Complete the table
below, which shows ways of getting both types of data, by putting the following methods under the
correct heading.
- getting information from a newspaper report - using a barometer
-measuring the speed of river flow -researching on the internet [2]

The primary data collected in winter and secondary data collected in summer are shown in Table 3,
below.

(ii) Look at Table 3 which compares the rainfall reaching the ground in each of the three locations in
winter and summer. In which location is the difference in rainfall reaching the ground greatest?
Circle your choice below. [1]
bare ground deciduous woodland coniferous woodland
(iii) Do these results prove that Hypothesis 2: Less rainfall reaches the ground in summer than in winter
is correct? Consider both deciduous woodland and coniferous woodland.
Use data from Table 3 to support your answer.

134
Deciduous woodland ...................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
Coniferous woodland ....................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
..................................................................................................................................................................[4]
(iv) Suggest why there is a difference in the results between deciduous woodland and coniferous
woodland shown in Table 3. Use the factfile in Fig. 3 and Photographs A, B, C and D (Insert) to help you
to answer. .....................................................................................................................................................
.......................................................................................................................................................................
.....................................................................................................................................................................
.................................................................................................................................................................[2]
(d) Describe how the students could use a maximum-minimum thermometer in a Stevenson Screen to
investigate temperature change at their school.
.........................................................................................................................................................................
....................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
.....................................................................................................................................................................
.................................................................................................................................................................[3]
[Total: 30 marks]

Insert

135
136
137
0460/41/O/N/13
6. Students at Princeton University in the USA investigated temperature differences around the campus.
One group studied the effect of buildings on temperature and tested the following hypotheses. Hypothesis
1: Temperature will be highest next to buildings.
Hypothesis 2: Temperature will be higher on the south side of a building (the side facing the sun). Fig. 1
(Insert) shows a sketch map of the study area. The students decided to measure temperatures near to two
buildings at six times of the day during one day in July (summer).

138
 (a) To measure temperature they used a digital thermometer. This is shown in Photograph A (Insert).
(i) Give three advantages of the digital thermometer over a maximum-minimum thermometer.
1 .....................................................................................................................................................................
.....................................................................................................................................................................
2 ..................................................................................................................................................................
......................................................................................................................................................................
3 ..................................................................................................................................................................
................................................................................................................................................................ [3]
(ii) How could the students check that their temperature readings were accurate?
......................................................................................................................................................................
.....................................................................................................................................................................
....................................................................................................................................................................
................................................................................................................................................................ [2]
(b) The results of the students’ measurements are shown in Table 1 (Insert).
(i) What was the highest temperature recorded on the north facing side of the Guyot building?
......................... °C [1]
(ii) At what distance from the Guyot building was the largest variation in temperature?
............................. metres (m) [1]
(iii)Use the results in Table 1 to complete Fig. 2B on page 4. [2]

139
(iv) At which location do the temperature measurements better support
Hypothesis 1: Temperature will be highest next to buildings?
Circle your chosen location below.
• The Guyot building
• The Eno building Support your choice with evidence from Table 1 and Figs 2A and 2B.
......................................................................................................................................................................
......................................................................................................................................................................
.....................................................................................................................................................................
................................................................................................................................................................ [3]
(v) Suggest why temperatures may be higher nearer to a building.
.......................................................................................................................................................................
................................................................................................................................................................. [1]
(vi) One student noticed that a tree was partially shading one measuring site near the Eno building. Look
again at Table 1 and circle below the measuring site where the tree was located.
Distance of sites from the Eno building:
0.5m 1.0m 2.0m 4.0m 8.0m [1]

140
(c) To investigate Hypothesis 2: Temperature will be higher on the south side of a building (the side
facing the sun), the students calculated the average temperature at each time of day at the two locations.
These are shown in Table 1 (Insert).
(i) Calculate the average temperature at 12.30 at the Eno building and write your answer on the line
below. ......................... °C [1]
(ii) Plot the average temperature calculated in c(i) on Fig. 3 below. [1]

(iii) The students decided that Hypothesis 2: Temperature will be higher on the south side of a building
(the side facing the sun) was true. Support their conclusion with evidence from Fig. 3 and Table 1.
........................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.....................................................................................................................................................................
.......................................................................................................................................................................
............................................................................................................................................................ [3]

141
 (iv) Look again at Table 1 (Insert). Why is there a difference in temperature between the two buildings
at 09.30? .......................................................................................................................................................
............................................................................................................................................................... [1]

(v) Suggest one other factor that could cause temperature variation in a small area.
.......................................................................................................................................................................
.................................................................................................................................................................. [1]

(vi) The students discussed how they could improve their investigation to make it more reliable.

Suggest two ways to improve the reliability of their investigation.

1 .....................................................................................................................................................................
........................................................................................................................................................................

2 ....................................................................................................................................................................
.................................................................................................................................................................. [2]

(d) Another feature of weather which may vary over a small area is relative humidity.

(i) Which one of the following is the correct definition of relative humidity?

Tick your answer in the box below. [1]

(ii) Relative humidity is calculated by using a wet and dry bulb thermometer (hygrometer).

This is shown in Fig. 4 (Insert). Explain why the two thermometers show different temperatures.
........................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
................................................................................................................................................................. [4]

(iii) Read the temperature of the wet bulb thermometer shown in Fig. 4 and use the relative humidity
table shown in Fig. 5 (Insert) to calculate the relative humidity of the example shown.

Dry bulb temperature = 24 °C

Wet bulb temperature = .................... °C

142
Temperature difference = .................... °C

Relative Humidity = .................... % [2]

[Total: 30 marks]

Insert

143
144
0460/42/O/N/15

7. Students at a school in Seattle, USA, measured atmospheric pressure, temperature and rainfall during
15 days in November. They tested the following hypotheses:
Hypothesis 1: Temperatures increase as atmospheric pressure rises and decrease as atmospheric pressure
falls.
Hypothesis 2: There is a relationship between atmospheric pressure and daily rainfall totals.
a)(i) The students measured the maximum and minimum temperature for each day using a thermometer
like the one shown in Fig. 1.1 (Insert).
Explain how the students would use the thermometer to measure temperature.
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
................................................................................................................................................................. [4]
(ii) The results of the students’ measurements of temperature are shown in Table 1.1 (Insert).
Plot the maximum temperature for 13 November on the graph, Fig. 1.2 below. [1]

145
(iii) On which date in November was the largest temperature range? ................................................. [1]
(b) The results of the students’ measurements of atmospheric pressure are also shown in Table 1.1 (Insert)
and in Fig. 1.2.
(i) Which one of the following instruments would the students use to measure atmospheric pressure?
Circle your answer.

146
 anemometer barometer hygrometer [1]
(ii) To measure atmospheric pressure the students took readings at midday (12:00 hours) each day. Why
was it important to take readings at the same time of day?
.......................................................................................................................................................................
................................................................................................................................................................. [1]
(iii) What conclusion did the students make about Hypothesis 1: Temperatures increase as atmospheric
pressure rises and decrease as atmospheric pressure falls? Refer to both maximum and minimum
temperatures and support your answer with evidence from Table 1.1 and Fig. 1.2.
....................................................................................................................................................................
...................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
....................................................................................................................................................................
............................................................................................................................................................... [4]
(c) (i) The students used the instrument shown in Fig. 1.3 (Insert) to measure daily rainfall.
Describe how the instrument is used to measure rainfall.
........................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.............................................................................................................................................................. [3]
(ii) Suggest two factors which the students should consider when choosing a site for the instrument
shown in Fig. 1.3 (Insert). Explain why each factor is important in choosing the site.

Factor 1

......................................................................................................................................................................

Explanation

...........................................................................................................................................
...........................................................................................................................................

Factor 2 ...........................................................................................................................................
Explanation

...........................................................................................................................................
..................................................................................................................................... [4]

(iii) The results of the rainfall measurements are shown in Table 1.2 (Insert). Plot the rainfall for 13
November on Fig. 1.4, below

147
(iv) The students decided that Hypothesis 2: There is a relationship between atmospheric pressure and
daily rainfall totals was true.
Describe the relationship between atmospheric pressure and daily rainfall totals. Use evidence from Fig.
1.4 and Tables 1.1 and 1.2 to support the relationship.
........................................................................................................................................................................
......................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
.....................................................................................................................................................................
................................................................................................................................................................... [3]

148
(d) (i) To extend their fieldwork the students measured the wind speed and wind direction at midday
(12:00 hours). Describe how they would make these measurements.
Wind speed ..................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
....................................................................................................................................................................
.....................................................................................................................................................................
Wind direction ..............................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
.....................................................................................................................................................................
......................................................................................................................................................................
............................................................................................................................................................ [4]
(ii) The results of their measurements of wind speed and wind direction are shown in Table 1.3 (Insert).
Complete the wind rose diagram, Fig. 1.5 below, by adding the number of days that the wind direction
was from the south. [1]

(iii) What evidence from Table 1.3 supports the statement that there is a relationship between wind speed
and wind direction (the direction from which the wind is blowing)?
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................. [2]

[Total: 30]

Insert

149
150
0460/42/O/N/20

Coastal survey
1. Students from a school in Dorset in south west England carried out fieldwork to investigate the
characteristics of two contrasting local beaches.
One is a long beach on a straight coast and the other beach is in a sheltered bay surrounded by cliffs.

151
a) Before they began their fieldwork their teacher reminded them of the need to be safe near the sea. The
table below shows three possible dangerous situations. Suggest one different precaution that the students
could take to reduce the danger in each situation.

The students tested the following hypotheses in their fieldwork on the two beaches:
Hypothesis 1: The bay beach has a steeper profile than the long beach.
Hypothesis 2: Beach material gets larger further away from the sea

(b) To investigate Hypothesis 1 the students measured the changing profile from the sea to the back of
the beach. Fig. 2.1 (Insert) shows their method.
(i) Describe how the students measured the beach profile.
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
............................................................................................................................................................. [4]

152
Is Hypothesis 1: The bay beach has a steeper profile than the long beach true? Support your conclusion
with evidence from Fig. 2.2.
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
............................................................................................................................................................... [4]

(c) To investigate Hypothesis 2: Beach material gets larger further away from the sea, the students
measured the size of a sample of beach material every two metres from the low water mark to the back of
the beach.
(i) A completed data recording sheet for one site is shown in Table 2.1 below.
Table 2.1

153
 Data recording sheet

Describe a possible method the students used to collect the data shown in Table 2.1.
..........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
................................................................................................................................................................... [3]
(ii) The average size of all the beach material samples are shown in Table 2.2 (Insert).
On Fig. 2.3 below, plot the result for 10 metres from the low water mark on the bay beach. [1]

154
(iii) Do the results of the fieldwork agree with Hypothesis 2: Beach material gets larger further away from
the sea?
Tick your decision below and support your decision with data from Table 2.2 and Fig. 2.3

.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
.....................................................................................................................................................................
.......................................................................................................................................................................

155
........................................................................................................................................................................
................................................................................................................................................................... [4]

(iv) Suggest why the size of beach material varies between low water mark and the back of the beach.
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
................................................................................................................................................................. [2]
(v) Suggest two ways the students could have improved the fieldwork methods to make their results more
reliable.
1 ....................................................................................................................................................................
.........................................................................................................................................................................
2 ......................................................................................................................................................................
................................................................................................................................................................... [2]
(d) (i) The students planned an additional piece of fieldwork to investigate if wave frequency affected the
beach profile and size of beach material.
Describe a method to measure wave frequency.
..........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
.................................................................................................................................................................. [3]
(ii) Destructive and constructive waves have different wave frequencies. Describe how destructive and
constructive waves are different.
........................................................................................................................................................................
. .....................................................................................................................................................................
………..............................................................................................................................................................
......................................................................................................................................................................
....................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
................................................................................................................................................................. [4]

[Total: 30]

156
Insert

0460/42/F/M/19

157
2. A class of students went on a field visit to some coastal sand dunes in northern Brittany, France.
Having studied the formation of sand dunes in class, the students wanted to find out more about their
shape and the vegetation that grows on them.
a)Put the following statements in the correct order in the table below to show the correct sequence of
how sand dunes are formed. The first statement has been done for you.
• The growth of marram grass helps to stabilise the dunes.
• Wind picks up sand and moves it up the beach.
• Sand is deposited around the obstacle and the dune begins to grow.
• Friction with an obstacle on the beach slows down the wind.

The students agreed to test two hypotheses.

Hypothesis 1: The profile of sand dunes in the area matches a model profile drawn in a textbook.
Hypothesis 2: The amount of vegetation growing on the sand dunes increases with distance away from the
sea.
(b) To investigate Hypothesis 1, the students measured the changing angle of slope across the sand dunes
inland from the sea. The method they used is shown in Fig. 1.1 (Insert).
Explain how the following equipment was used.
Ranging poles
........................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
Tape measure
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................

158
 Clinometer ...................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
................................................................................................................................................................... [6]

(c) From their measurements, the students drew a profile across the sand dunes.
This is shown in Fig. 1.2 below.

Compare the students’ profile (Fig. 1.2) with the model profile drawn in a textbook, which is shown in
Fig. 1.3 (Insert). What conclusion would the students make about Hypothesis 1: The profile of sand dunes
in the area matches a model profile drawn in a textbook? Support your conclusion with evidence from
Figs. 1.2 and 1.3.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................. [3]
(d) To investigate Hypothesis 2: The amount of vegetation growing on the sand dunes increases with
distance away from the sea, the students measured the amount of vegetation cover at points along their
profile (shown in Fig. 1.2).
(i) They used the equipment shown in Fig. 1.4 (Insert) to do this task. What is this piece of fieldwork
equipment called? ....................................................... [1]
(ii) The students’ results are shown in Table 1.1 (Insert). Which site does the photograph in Fig. 1.4
show? Site number ......................
(iii) Plot the result at site 7 in Fig. 1.5 below. [1]

159
(iv) Do the students’ results support Hypothesis 2: The amount of vegetation growing on the sand dunes
increases with distance away from the sea?
Choose from the following conclusions and circle your choice. Use evidence from Fig. 1.5 and Table 1.1
to support your decision.
completely partially not at all
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
.............................................................................................................................................................. [3]
(e) Suggest two ways that the students could have improved their fieldwork methods when collecting data
for Hypotheses 1 and 2 to make sure that their results were reliable.
1 ......................................................................................................................................................................
.........................................................................................................................................................................
2 ................................................................................................................................................
............................................................................................................................................. [2]

160
(f) Whilst measuring the amount of vegetation, one student thought that the number of different
vegetation species varied between sampling sites.
(i) The student could not identify some of the species of vegetation. Suggest two ways that he could find
out what they were.
1 .....................................................................................................................................................................
........................................................................................................................................................................

2 ....................................................................................................................................................................
................................................................................................................................................................. [2]

(ii) The student counted the number of different vegetation species at each sampling site. His results are
shown in Table 1.2 (Insert).
Use these results to plot the number of different vegetation species at site 10 in Fig. 1.6 below. [1]

(iii) Using Fig. 1.6, what did the student find out about the variation in the number of species between
different sites? ...........................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
....................................................................................................................................................................
............................................................................................................................................................... [3]
(g) Fig. 1.7 (Insert) shows different methods to protect sand dunes and help them to develop. Describe
how each method will do this.
Method 1 ...................................................................................................................................................
...................................................................................................................................................
Method 2 ...................................................................................................................................................
...................................................................................................................................................

161
Method 3 ...................................................................................................................................................
...................................................................................................................................................
Method 4 ...................................................................................................................................................
............................................................................................................................................. [4]

[Total: 30]
0460/42/F/M/20

Insert

162
163
164
165
3. Students who lived on a Mediterranean island carried out fieldwork at two local beaches. Cala Blanca
is a pebble beach in a bay surrounded by cliffs and Cala Bassa is a long, straight sandy beach.
(a) Before they began their fieldwork their teacher reminded them of the need to be safe near the sea.
Suggest three safety precautions that the students could take to reduce the risk of accident.

1 ...............................................................................................................................................................
..................................................................................................................................................................

2 ..............................................................................................................................................................
...............................................................................................................................................................

3 .............................................................................................................................................................
............................................................................................................................................................[3]

In studying the two different beaches the students tested the following hypotheses:
Hypothesis 1: The pebble beach has a steeper profile than the sandy beach.
Hypothesis 2: The size of beach material gets bigger away from the sea.
(b) To investigate Hypothesis 1 the students used a rope to make a transect line from the edge of the
sea to the top of the beach. They then measured the different angles of slope. Fig. 4 (Insert) is a
diagram which shows their method.
(i) Describe how the students measured the beach profile.
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
...................................................................................................................................................................

166
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
.............................................................................................................................................................[4]
(ii) The results of the measurements on both beaches are shown in Fig. 5, opposite. Use these results
to compare the width of the two beaches.
...................................................................................................................................................................
.............................................................................................................................................................[1]
(iii) What conclusion could the students reach about Hypothesis 1: The pebble beach has a steeper
profile than the sandy beach? Support your answer with evidence from Fig. 5.
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
..................................................................................................................................................................
............................................................................................................................................................[4]

167
b)To investigate Hypothesis 2: The size of beach material gets bigger away from the sea, the students
used a quadrat to estimate the percentage of different beach material in each section of their beach
profiles.
Their results are shown in Tables 6 and 7, below.

i)Describe how the students used the quadrat to collect this data.
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
....................................................................................................................................................................[3]
(ii) Suggest one problem of classifying beach material into sand, shingle, pebble or cobble.
..........................................................................................................................................................................
................................................................................................................................................................[1]
(iii) Use Table 6 to complete the divided bar graph for section D – E on Cala Blanca beach in Fig. 6
below

168
(iv) Do the results of the fieldwork support Hypothesis 2: The size of beach material gets bigger away
from the sea?
Support your decision about both beaches with data from Tables 6 and 7 and Figs 6 and 7. Cala Blanca
beach ..............................................................................................................................................................

169
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
Cala Bassa beach ............................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
....................................................................................................................................................................[4]
(v) Explain why the size of beach material varies along the beach profile between low water mark and
the back of Cala Blanca beach.
..........................................................................................................................................................................
.........................................................................................................................................................................
.......................................................................................................................................................................
....................................................................................................................................................................[2]
d) (i) Suggest a hypothesis to investigate longshore drift.
.........................................................................................................................................................................
...................................................................................................................................................................[1]
(ii) Describe how the students could investigate this hypothesis.
......................................................................................................................................................................
.....................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.................................................................................................................................................................[4]
[Total: 30 marks]

Insert

170
0460/43/O/N/13

4. A class of students went on a field visit to two beaches in Dorset, South West England. One beach was
in a sheltered bay and the other beach was exposed to the sea.
In class, the students had been studying how different types of wave affected beaches.
a)(i) Before they went on the visit, the students had studied constructive and destructive waves.
Add the following labels to Fig. 1 (below) to show important features of the two types of waves.
Waves close together Waves far apart

Breaking wave spills forward Breaking wave plunges downwards [2]

171
(ii) Wave frequency is the number of waves per minute.
The students had learned that destructive waves have a higher frequency than constructive waves.
Describe a method they could use to measure wave frequency on the field visit.
..........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
..................................................................................................................................................................[3]
The students tested the following hypotheses:
Hypothesis 1: The beach profile is steeper where wave frequency is higher.
Hypothesis 2: The size of beach material is larger on the beach where wave frequency is higher.
b)The students measured wave frequency ten times at each of the two beaches.
The results are shown in Table 1 below.

(i) Calculate the average wave frequency for Beach B. Write your answer into Table 1. [1]

172
(ii) Use the results in Table 1 to complete Fig. 2, below, by plotting the number of measurements at
Beach A where a frequency of 15 waves per minute was recorded. [1]

(iii) Use the information in Fig. 2 to complete the following table.

Circle the type of wave that was breaking on each beach.

i)The students measured the profiles of the two beaches. They used a tape measure, two ranging poles and
a clinometer.
Describe how they measured the profiles.
.....................................................................................................................................................................
...................................................................................................................................................................

173
.....................................................................................................................................................................
.....................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
..................................................................................................................................................................[4]

(ii) The students used their results to draw profiles of beaches A and B. These are shown in Fig. 3 (Insert).
What conclusion would the students make about
Hypothesis 1: The beach profile is steeper where wave frequency is higher ?
Use data from Table 1 and Figs 2 and 3 to support your decision.
.........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................[3]
(iii) Explain why type of wave and its frequency can affect the steepness of beach profiles.
.........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
...................................................................................................................................................................[2]

(d) To investigate Hypothesis 2: The size of beach material is larger on the beach where wave frequency
is higher, the students obtained a sample of pebbles from both beaches.
(i) The students chose 25 pebbles from each beach using a systematic sampling method.
Describe how they did this.
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
.................................................................................................................................................................[3]
(ii) Describe a method to measure the size (length) of each pebble the students collected.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
....................................................................................................................................................................[2]
(iii) Use the following information to complete graphs, Figs 4A and 4B opposite. [2]

174
175
(iv) What conclusion would the students make about
Hypothesis 2: The size of beach material is larger on the beach where wave frequency is higher?
Support your decision with evidence from Figs 4A and 4B.
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
..................................................................................................................................................................[3]
(e) The students also did a fieldwork investigation to compare pollution on the two beaches.
Explain how they could collect appropriate data for their investigation.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
...................................................................................................................................................................[3]
[Total: 30 marks]

Insert

0460/41/O/N/14

176
5. A class of students was studying beach processes. They then went on a field visit to local beaches to
find out more about the beach cross-section (profile) and longshore drift.
(a) Before they began their fieldwork their teacher reminded them about safety near the sea.

Suggest three safety precautions that the students could take to reduce the risk of accident.

1 .....................................................................................................................................................................
.......................................................................................................................................................................

2 ...................................................................................................................................................................
........................................................................................................................................................................

3 ....................................................................................................................................................................
....................................................................................................................................................................[3]

b)The students tested the following hypotheses:

Hypothesis 1: The cross-section (profile) of the beach will be similar to a textbook example of a typical
beach. The textbook example is shown in Fig. 1 (Insert).
Hypothesis 2: The size of beach material gets larger towards the top of the beach nearer to the cliff.
i)The students’ technique for measuring the cross-section is shown in Fig. 2 (Insert).
Suggest one advantage and two disadvantages of this method.
Advantage
...............................................................................................................................................................
................................................................................................................................................................
...............................................................................................................................................................

Disadvantages

1 ...................................................................................................................................................................
........................................................................................................................................................................

2 ....................................................................................................................................................................
..................................................................................................................................................................[3]

(ii) To measure the size of beach material the students picked up a pebble every metre along their cross-
section line.
Explain one disadvantage of this method and how it could be improved.
.......................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
.................................................................................................................................................................[2]
(c) The results of the students’ measurements are shown in Table 1 (Insert).
(i) Use these results to complete the cross-section of the beach on Fig. 3 below. [2]

177
(ii) Give two similarities and two differences between the fieldwork cross-section of the beach shown in
Fig. 3 and the textbook example shown in Fig. 1 (Insert).
Similarities
1 .....................................................................................................................................................................
.........................................................................................................................................................................
2 ......................................................................................................................................................................
........................................................................................................................................................................
Differences
1 .....................................................................................................................................................................
.........................................................................................................................................................................
2 ......................................................................................................................................................................
.................................................................................................................................................................... [4]
(iii) What conclusion would the students make about Hypothesis 1: The cross-section (profile) of the
beach will be similar to a textbook example of a typical beach?
..........................................................................................................................................................................
.................................................................................................................................................................[1]
(iv) Use the results in Table 1 (Insert) to plot the pebble size measurements at 7m and 15m from the cliff
on the graph, Fig. 4 below. [2]

178
(v) Draw a best-fit line onto Fig. 4. [1]

(vi) Do the results of the students’ fieldwork support Hypothesis 2: The size of beach material gets larger
towards the top of the beach nearer to the cliff? Support your decision with data from Fig. 4 and Table 1.
..........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
....................................................................................................................................................................[4]
(vii) Suggest two reasons why the size of beach material varies across the beach as shown in Fig. 4.
1 ......................................................................................................................................................................
.........................................................................................................................................................................
2 ....................................................................................................................................................................
....................................................................................................................................................................[2]
(d) (i) Longshore drift is an important process on a coastline. Explain how longshore drift takes place
You may use a diagram in your answer.
..........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................

179
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................

(ii) Describe a fieldwork investigation to prove that longshore drift is taking place along a beach.
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
....................................................................................................................................................................[3]
[Total: 30 marks]
Insert

180
0460/42/O/N/14

Infiltration
1. A class of students in Nairobi was studying the processes which operate in a drainage basin. They
learned that infiltration is affected by factors such as:
• how steeply the land slopes

181
• type of vegetation cover
• soil moisture content
• distance from a river or lake
• amount of human activity.
They did some fieldwork to investigate infiltration in an area close to Lake Naivasha in Kenya.
(a) Identify the correct definition of infiltration below.

Tick (✓) your answer

The students tested a variety of hypotheses. The two hypotheses chosen by one group were:
Hypothesis 1: The rate of infiltration increases as you go further from the lake.
Hypothesis 2: The rate of infiltration is greater on steeper sloping land.
(b) The class of students did their fieldwork along transect lines going down to the shore of the lake. The
class was divided into three groups and each group worked on a different transect line. These are shown
in Fig. 2.1 (Insert).
(i) To investigate Hypothesis 1, the students identified six fieldwork sites at increasing distances away
from the lake. At each site they measured the rate (speed) of infiltration by using the equipment shown in
Fig. 2.2 (Insert). Describe how the students measured infiltration.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
....................................................................................................................................................................
.............................................................................................................................................................. [4]

(ii) The students recorded the water level in the plastic tube every minute for 10 minutes. The results of
the measurements along transect line A are shown in Table 2.1 (Insert). Use these results to complete the
measurements for site 4 on transect A in Fig. 2.3 below. [2]

182
(iii) Compare the fall in water level for site 1 and site 5 on transect A.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(iv) The students calculated the infiltration rate at each site. Use the data in Table 2.1 to show the
calculation which produced the result for site 2 on transect A in the space below

183
(v) The measurements of distance from the lake and infiltration rate at the different fieldwork sites on the
three transect lines are shown in Table 2.2 (Insert). The students plotted these results on a graph, Fig. 2.4
on page 13. Plot the results at site 6 on transects A and C. [2]
(vi) Which transect line agrees with Hypothesis 1: The rate of infiltration increases as you go further
from the lake?

Tick (✓) your choice below and support your answer with evidence from Fig. 2.4 and Table 2.2.

......................................................................................................................................................................
......................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
...................................................................................................................................................................
..................................................................................................................................... …………………….[3]

184
(c) To investigate Hypothesis 2: The rate of infiltration is greater on steeper sloping land, the students
measured the slope gradient at each site along the transect lines.
(i) Describe a method to measure the slope gradient. Refer to the equipment the students would use.
........................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
........................................................................................................................................................................
................................................................................................................................................................ [4]
(ii) The results for transect C are shown in Table 2.3 (Insert). Use this data to plot the result at site 6 in
Fig. 2.5 below. [1]

185
(iii) What conclusion would the students working on transect C make about Hypothesis 2: The rate of
infiltration is greater on steeper sloping land? Support your decision with evidence from Fig. 2.5 and
Table 2.3. ......................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
................................................................................................................................................................. [3]

(d) Whilst doing their fieldwork, the students also recorded the vegetation found at each measuring site.
Their results are shown in Table 2.4 (Insert). How do these results show that the infiltration rate is
affected by vegetation?
....................................................................................................................................................................
.....................................................................................................................................................................
....................................................................................................................................................................
...................................................................................................................................................................

186
.......................................................................................................................................................................
.................................................................................................................................................................. [3]

(e) The area around the lake where the students did their fieldwork is a popular tourist area. How might
people walking in the area affect the infiltration rate? Explain why this would happen.
........................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
................................................................................................................................................................. [3]

[Total: 30]

187
188
0460/43/M/J/20

189
2. Students in Brazil did fieldwork to investigate infiltration. Infiltration is the process by which water
soaks into the soil.
a)The students worked in two groups to do their fieldwork in a river valley. They created two transects (A
and B) going away from the river.
These are shown in Fig. 1 (Insert). Which one of the following pieces of equipment would they use to
create a transect?
Tick (v) your answer

The hypotheses investigated by the students were:

Hypothesis 1: The infiltration rate decreases as distance from the river increases.
Hypothesis 2: The infiltration rate decreases as soil moisture content increases. Soil moisture content
is the quantity of water in the soil.
b)(i) To investigate Hypothesis 1 the students in group A collected data to measure the rate (speed) of
infiltration at equal distances along transect A. Fig. 2 (Insert) shows the method they used to do this.
Describe how the students measured the rate (speed) of infiltration to get the results shown in Table 1
(Insert). ...........................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
....................................................................................................................................................................[3]
(ii) The students recorded the water level in the tube every minute for 10 minutes or until there was no
water left. The results of their measurements at sites 4 and 7 are shown in Table 1 (Insert).
Use these results to complete the measurements for site 4 in Fig. 3 below. [2]
Results of measurement of water height at two sites on transect A

190
(iii) The students then calculated the infiltration rate at each site. Their calculation for site 4 is shown
below.

(iv) The measurements of distance from the river and infiltration rate at the different fieldwork sites on
transect A are shown in Table 2 (Insert). The students plotted these results on a graph, Fig. 4 below.
Complete the graph by plotting the result for site 7. [1]

191
(v) What conclusion would the students in group A make about Hypothesis 1: The infiltration rate
decreases as distance from the river increases?
Support your answer with evidence from Fig. 4 and Table 2.
..........................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................[3]
(c) The students in group B did the same fieldwork along transect B shown in Fig. 1 (Insert).

192
i)Compare the results of the two groups on transects A and B. Use evidence from Figs. 4 and 5 in your
answer. ..........................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
.................................................................................................................................................................[2]
(ii) As the results of the two groups were different their teacher checked their measurements and
calculations and agreed that they had not made any errors. Suggest why the two groups got different
results. Look at Fig. 1 to help you to answer.
.......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
...................................................................................................................................................................[4]
(d) To investigate Hypothesis 2: The infiltration rate decreases as soil moisture content increases, the two
groups of students measured the soil moisture content at each sampling site along their transects. Fig. 6
(Insert) shows students’ fieldwork notes which describe the two different methods that the groups used.
(i) Suggest three advantages of method 2 for measuring soil moisture content.

193
1 .....................................................................................................................................................................
........................................................................................................................................................................

2 .....................................................................................................................................................................
........................................................................................................................................................................

3 ..................................................................................................................................................................
..............................................................................................................................................................[3]

(ii) The results for transects A and B are shown in Table 3 (Insert). Use this data to plot the results at site
3 on transect B in Fig. 7 below. [2]

Results of measurements of infiltration rate and soil moisture content

194
(iii) Which group’s results agree with Hypothesis 2: The infiltration rate decreases as soil moisture
content increases? Circle your decision below.
Group A on Transect A Group B on Transect B
Support your decision with evidence from Fig. 7 and Table 3.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
.................................................................................................................................................................[3]
(e) If the students repeated their infiltration measurements after a week of heavy rain, how and why
would the infiltration rates be different?
.......................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
...................................................................................................................................................................[2]
(f) The area around the river where the students did their fieldwork is a popular tourist area. Suggest how
and explain why people walking in the area might affect the infiltration rate.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
....................................................................................................................................................................

195
....................................................................................................................................................................
.................................................................................................................................................................[3]

[Total: 30 marks]

Insert

196
197
198
0460/42/O/N/17

1 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

The students did some fieldwork to investigate vegetation cover and infiltration around a path created by
people walking across grassland. They tested the following hypotheses:
Hypothesis 1: Vegetation cover increases as distance from the centre of the path increases.
Hypothesis 2: The rate of infiltration is faster where there is more vegetation cover.
(b) To estimate the amount of vegetation cover at each site the students used a quadrat at seven sites on
and around the path.
(i) In the space below draw a labelled diagram of a quadrat to show a result of 60% vegetation cover and
40% bare soil. [3]

(ii) The results of the students’ measurements of vegetation cover at each site are shown in Table 1.1
(Insert). Use these results to complete the divided bar at site 6 in Fig. 1.1. [1]

199
(iii) The students made the conclusion that Hypothesis 1: Vegetation cover increases as distance from
the centre of the path increases was partially correct. Use data from Table 1.1 and Fig. 1.1 to explain
why they made this conclusion.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
................................................................................................................................................................. [3]

(c) Fig. 1.2 (Insert) describes and shows the students’ method to measure the speed of infiltration.
(i) What did the students use the following equipment for?

200
 bottomless cylinder
...........................................................................................................................................
...........................................................................................................................................

ruler ...........................................................................................................................................
...........................................................................................................................................

stop-watch ...........................................................................................................................................
..................................................................................................................................... [3]

(ii) The students measured infiltration at the seven fieldwork sites. The results of their measurements
are shown in Table 1.2 (Insert). Compare the fall in water level between site 1 and site 4.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
............................................................................................................................................................... [2]

(iii) The students then calculated the infiltration rate at each site. Use the data in Table 1.2 to complete
the calculation for site 7 in the space below. [1]

(iv) The students’ calculations of the infiltration rate at each site are shown in Table 1.3.

Table 1.3

Infiltration rate at each site

201
(d) (i) To make their conclusion to Hypothesis 2: The rate of infiltration is faster where there is more
vegetation cover, the students plotted a scatter graph, Fig. 1.3, to compare the rate of infiltration and
amount of vegetation cover. Plot the data in Table 1.4 into Fig. 1.3. [1]
Table 1.4

(ii) What conclusion would the students make about Hypothesis 2: The rate of infiltration is faster where
there is more vegetation cover? Support your decision with evidence from Fig. 1.3 and Table 1.4.
..........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
................................................................................................................................................................. [3]
(e) To extend their fieldwork the students decided to investigate the impact of people creating the path by
walking across grassland. This is known as ‘footpath erosion’.
(i) Fig. 1.4 (Insert) is a diagram in a student’s fieldwork notebook which shows their method. Describe
how the students would carry out this task.

202
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
................................................................................................................................................................ [3]
(ii) The results of the students’ fieldwork are shown in Table 1.5 (Insert). Use these results to complete
the cross-section of the path in Fig. 1.5 below [2]
Cross-section of path

(iii) Explain how footpath erosion may affect infiltration.

........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
................................................................................................................................................................. [2]
(iv) Suggest three ways to prevent footpath erosion happening.
1 ......................................................................................................................................................................
..........................................................................................................................................................................
2 ......................................................................................................................................................................
..........................................................................................................................................................................
3 ......................................................................................................................................................................
................................................................................................................................................................... [3]
Insert

203
204
0460/41/M/J/22

205
Settlement survey
1. Students who lived in a settlement near the edge of a large city in the UK were studying how their town
had grown from a small village.
(a) Which one of the following describes the area where the town has grown?
Tick (v) your choice.

b)Look at Fig. 2.1 (Insert), a map of the settlement.

(i) Describe the shape of the original village.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................. [2]
(ii) Use evidence from Fig. 2.1 to describe how the settlement has grown since 1980.
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.................................................................................................................................................................. [2]
(iii) Suggest two reasons for the expansion of the settlement.
1 .................................................................................................................................................................
…....................................................................................................................................................................
2 .....................................................................................................................................................................
............................................................................................................................................................... [2]
(c) The students used the national census website to find information about the population of the
settlement. The results are shown in Table 2.1 (Insert).
(i) Why is the national census website ‘secondary’ data?
.......................................................................................................................................................................
................................................................................................................................................................. [1]

206
 (ii) Use the data in Table 2.1 to complete Fig. 2.2 below. [1]

The students decided to test the following hypotheses:

Hypothesis 1: Most people have lived in the settlement for less than 20 years.
Hypothesis 2: Most people who live in the settlement travel more than 20km to work.
(d) To investigate their hypotheses the students made a questionnaire.
They decided to stand on the main street and asked people who were in the working age group of 18 to
65 to complete the questionnaire.
(i) Suggest a suitable day and time for the students to carry out the questionnaire survey.
Day .................................................... Time .................................................... [1]
(ii) Give a reason for your answer to (d) (i)
.....................................................................................................................................................................
................................................................................................................................................................. [1]

207
(iii) Their teacher suggested some things to do and things not to do while using a questionnaire.

Use the suggestion number to put the following ideas under the correct headings in Table 2.2 below. [2]
1. Ask the person’s name
2. Be polite
3. Explain why you are doing the survey before you ask questions
4. Keep the questionnaire short
5. Only ask people who are sitting down 6. Stand in a shop doorway to do the questionnaire

(e) The students’ questionnaire is shown in Fig. 2.3 (Insert).

(i) How could the students make sure that they only used their questionnaire with people who lived in the
town? ..............................................................................................................................................................
.............................................................................................................................................................. [1]
(ii) The students asked every tenth person who passed them on the street to complete their questionnaire.
Which one of the following is the correct term for this sampling method?
Tick (v) your answer below. [1]

(f) The results of Question 1 in the questionnaire are shown in Table 2.3 (Insert).
(i) Use the results in Table 2.3 to complete the pie graph, Fig. 2.4, below. [2]

208
 Answers to Question 1

(ii) What conclusion did the students make to

Hypothesis 1: Most people have lived in the settlement for less than 20 years? Support your answer with
evidence from Fig. 2.4 and Table 2.3.
........................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
............................................................................................................................................................. [3]

(iii) The results of Question 2 in the questionnaire are shown in Table 2.4 (Insert).
Use these results to complete the histogram, Fig. 2.5 below, to show the percentage of people who travel
between 21 and 30km to get to work. [1]
Answers to Question 2

209
(iv) Do you think Hypothesis 2: Most people who live in the settlement travel more than 20km to work is
correct?
Support your conclusion with evidence from Fig. 2.5 and Table 2.4.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
................................................................................................................................................................. [2]
(g) The students put the answers to Question 3 ‘What is your main reason for living in the town?’ into six
groups.
These groups are shown in Fig. 2.6 below

In which group in Fig. 2.6 would the following answers to Question 3 be included?
The town is a safe place for my family.
Group ........................................................................................................................................

210
There is a quick rail link to my workplace in the nearby city.
Group ........................................................................................................................................
There are plenty of open areas nearby for walking.
Group .................................................................................................................................. [3]
(h) Suggest how the growth of the settlement has affected local people and the local natural environment.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
................................................................................................................................................................. [4]

[Total: 30]

Insert

211
2.A class of students from a rural area of Wales was studying settlement and service provision.

212
(a) (i) In class the students revised ‘hierarchy of services’. Services can be classified as high-order,
middle-order and low-order.
Table 2.1 below shows examples of different services in the hierarchy of services.
Complete the table by adding the following services:
bus stop fire station airport

(ii) Which one of the following is the correct definition of ‘low-order service’?
Tick (v) your answer

The students tested the following hypotheses:

Hypothesis 1: There is a positive correlation (relationship) between the population size of settlements and
the number of different services found in the settlement.
Hypothesis 2: People travel further to use high-order services than low-order services.
b)The students decided to visit eight settlements to investigate which different services were found there.
They recorded the services they found in each settlement.
Their results are shown in Table 2.2, on page 11.
i)Which service is present in the highest number of settlements? ................................................. [1]
(ii) Insert into Table 2.2 (on page 11) the total number of different services found in settlement F . [1]
(iii) Complete the following table to put the settlements in rank order based on the number of different
services they contain. [2]

213
(c) The students found out the population living in each settlement from a census.
(i) Explain why census statistics are known as secondary data.
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.................................................................................................................................................................. [2]

(ii) Complete Fig. 2.1 below by plotting the population and the number of different services found in
settlement G shown in Table 2.2. [1]

214
(iii) What conclusion did the students make about Hypothesis 1: There is a positive correlation
(relationship) between the population size of settlements and the number of different services found in the
settlement?
Support your answer with evidence from Fig. 2.1 and Table 2.2.
...................................................................................................................................................................
.................................................................................................................................................................
..................................................................................................................................................................
....................................................................................................................................................................
...................................................................................................................................................................
............................................................................................................................................................... [3]

(d) (i) The students compared their results with data from 1990 which is shown in Table 2.3 (Insert).
Identify one change between the services recorded in 1990 and those found by the students in 2018 for
each of the following settlements.
Settlement D ...........................................................................................................................................
...................................................................................................................................................................
Settlement H ...........................................................................................................................................
........................................................................................................................................................... [2]
(ii) Suggest reasons why changes like these have occurred.
.........................................................................................................................................................................

215
.........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
.................................................................................................................................................................... [3]
(e) To investigate Hypothesis 2: People travel further to use high-order services than low-order services,
the students made a questionnaire to use with 30 residents in settlement F.

(i) Describe three features of a good questionnaire.

1 ................................................................................................................................................................
...................................................................................................................................................................

2 .................................................................................................................................................................
....................................................................................................................................................................

3 ...................................................................................................................................................................
.................................................................................................................................................................. [3]

(ii) In their questionnaire the students included a question about how far people travelled to get different
services. Their results for four services are shown in Table 2.4 (Insert).
Use the information in Table 2.4 to plot the number of people who travelled more than
20km to a clothes shop on Fig. 2.2 below. [1]

216
 (f) The students wanted to find out more about how settlement H had grown since 1990. They obtained a
land use map of the settlement in 1990.
Describe a piece of fieldwork to investigate how land use in the settlement changed between 1990 and
2018. ..............................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
............................................................................................................................................................... [4]

[Total: 30]
0460/42/O/N/20

Insert

217
3) Students in the UK were studying a village in the rural–urban fringe. They wanted to find out how the
village of Tickton had changed.
a)Which one of the following is the correct definition of rural–urban fringe?
Tick (v) your choice

(b) The students studied a map which showed how the village had changed up to 2005. They visited the
village and drew onto the map new areas of buildings developed since 2005. This map is shown in Fig.
2.1 (Insert).
(i) Describe and explain the shape of the original village built before 1960.
........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
.................................................................................................................................................................. [2]
(ii) Describe how the village has changed since 1960.
.........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
............................................................................................................................................................... [2]
(iii) Fig. 2.2 (Insert) is a photograph which the students took in the village. Which location (1–5) in Fig.
2.1 does the photograph show? Circle your choice below and give a reason for your choice.
location 1 location 2 location 3 location 4 location 5

218
 Reason for choice
.........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
................................................................................................................................................................ [2]
The students decided to test the following hypotheses:
Hypothesis 1: The main reason why residents live in the village is because they were born there.
Hypothesis 2: Most employed residents work within 20km of the village.
To conduct their investigation, the students produced a questionnaire to use with a sample of residents in
the village. Their questionnaire is shown in Fig. 2.3 (Insert).
(c) Name a sampling method that the students could use to select people to answer their questionnaire.
Explain why you chose this method.
Sampling method .......................................................
Explanation for choice
.........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.................................................................................................................................................................. [3]

(d) The results of Question 1 in the questionnaire are shown in Table 2.1 (Insert).
(i) Use the results in Table 2.1 to complete the pie graph, Fig. 2.4, below. [2 ]

219
(ii) What conclusion did the students make about Hypothesis 1: The main reason why residents live in the
village is because they were born there? Support your answer with evidence from Fig. 2.4 and Table 2.1.
..........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
................................................................................................................................................................. [3]
(iii) The results of Question 2 in the questionnaire are shown in Table 2.2 (Insert). Use these results to
draw a flow line in Fig. 2.5 below to show the number of residents who work in Bridlington [1]

(iv) Do you think Hypothesis 2: Most employed residents work within 20km of the village is correct?
Support your conclusion with evidence from Fig. 2.5 and Table 2.2.
..........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.........................................................................................................................................................................
................................................................................................................................................................. [3]

220
(e) One student used the national census website to find out the population of a local village in different
years. Her results are shown in Table 2.3 (Insert).
(i) What type of data source is the national census website? Tick (v) your answer below. [1]

(ii) Use the results to plot the population in 1971 and 1981 on Fig. 2.6 below. [2]

(iii) Describe how the population of the village has changed since 1901.
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
.................................................................................................................................................................. [2]

221
 (iv) Suggest two problems that the change in size and population of the village might cause in the local
natural environment.
1 ...................................................................................................................................................................
......................................................................................................................................................................
2 ...................................................................................................................................................................
................................................................................................................................................................ [2]
(f) Some students wanted to do fieldwork about shops and services found in a village. Describe a suitable
method for their fieldwork investigation.
..........................................................................................................................................................................
.........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
........................................................................................................................................................................
..........................................................................................................................................................................
.................................................................................................................................................................. [4]

[Total: 30]
Insert

222
223
0460/42/F/M/20

224
1 Students from a town in Portugal were learning about different types of shops and services. The
students did fieldwork to compare shops and services in the old town centre with those in a new shopping
area on the edge of the town. They decided to test the following hypotheses:
Hypothesis 1: There are a greater number and variety of shops and services in the town centre than in the
shopping area on the edge of the town.
Hypothesis 2: The reasons why people go to the town centre shops and the shopping area on the edge of
the town have the same importance.
(a) To find out more about the shops and services the students drew land use maps of the town centre
shopping area and the shopping area on the edge of the town. Fig. 1.1 (Insert) shows part of the town
centre shopping area and Fig. 1.2 (Insert) shows the shopping area on the edge of the town.
(i) Use the key to identify the type of shop located 90m north west of the shop selling bread and cakes in
the town centre (Fig. 1.1). ....................................................... [1]
(ii) Give two examples of services located in the area of the town centre shown in Fig. 1.1.
1 ................................................................................................................................................................
2 .............................................................................................................................................................. [2]
(iii) Suggest two reasons why many shops and services are located in a town centre.
1 .................................................................................................................................................................
.....................................................................................................................................................................
2 .................................................................................................................................................................
................................................................................................................................................................ [2]
(iv) The students used their maps to count the number of different shops and services in the two shopping
areas.
Their results are shown in Table 1.1 (Insert). What conclusion would the students make to Hypothesis 1:
There are a greater number and variety of shops and services in the town centre than in the shopping area
on the edge of the town? Support your answer with evidence from Table 1.1 and Figs. 1.1 and 1.2.
......................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
............................................................................................................................................................... [4]

(b) The students knew that shops could be classified into two main groups: those which sold convenience
(low-order) goods and those which sold comparison (high-order) goods.
(i) Which two of the following statements about different types of goods are correct?

Tick (✓) your choices in the table below.

225
(ii) From Fig. 1.2 (Insert) give an example of a type of shop in the edge of the town shopping areas which
sells
convenience goods .......................................................
comparison goods. ....................................................... [2]
(iii) The students classified the shops and services in the two shopping areas. Their classification results
are shown in Table 1.2 (Insert).
Use the results from Table 1.2 to draw the graph for the edge of town shopping area in Fig. 1.3 on the
page opposite. [3]

(c) To test Hypothesis 2: The reasons why people go to the town centre shops and the shopping area on
the edge of the town have the same importance, the students decided to use a questionnaire with people in
the two shopping areas. This questionnaire is shown in Fig. 1.4 (Insert).
(i) Their teacher approved the questionnaire. Suggest three pieces of advice which she gave to the
students about using their questionnaire with people who are shopping.
1 ........................................................................................................................................
...........................................................................................................................................

226
2 ........................................................................................................................................
...........................................................................................................................................

3 ........................................................................................................................................
..................................................................................................................................... [3]

(ii) Table 1.3 (Insert) shows the results of Question 1 in the questionnaire.

Use the results from Table 1.3 (Insert) to complete the graph for the town centre in Fig. 1.5 below. [2]

(iii) Table 1.4 (Insert) shows the results of Question 2 in the questionnaire.
Use the results from Table 1.4 (Insert) to complete the pie graph for the edge of town shopping area in
Fig. 1.6 below. [3]

227
 Answers to Question 2:

What are the main items you are buying here today?

(iv) Do the results of the questionnaire support Hypothesis 2: The reasons why people go to the town
centre shops and the shopping area on the edge of the town have the same importance?
Use evidence from Figs. 1.5 and 1.6 and Tables 1.3 and 1.4 to support your conclusion.
......................................................................................................................................................................
....................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................

228
........................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
................................................................................................................................................................. [4]

(d) The students wanted to find out more about shopping patterns in the two shopping areas. Suggest
another hypothesis which they could test and a question which they could add to their questionnaire to
test this additional hypothesis.
Hypothesis ...................................................................................................................................................
...................................................................................................................................................
Question ...................................................................................................................
............................................................................................................................................. [2]

[Total: 30]

Insert

229
230
 Table 1.1 for Question 1
Number of shops and services in the town centre and edge of town shopping areas

231
0460/42/F/M/19
2 .Students in the UK wanted to investigate how areas of their city were different from each other. In
particular they decided to find out about differences in the quality of the urban environment and access to
local services. The students selected six sites to do their fieldwork in different areas of the city. These are
shown in Fig. 8 (Insert).
The students decided to test the following hypotheses: Hypothesis 1: The quality of the urban
environment improves as distance from the city centre increases. Hypothesis 2: Access to local services
is better further away from the city centre. (a) To investigate Hypothesis 1 the students did an
environmental quality survey at one site in each area of the city. Their recording sheet is shown in Fig. 9
(Insert).

i)Describe how the students would use the recording sheet.

......................................................................................................................................................................
.....................................................................................................................................................................
......................................................................................................................................................................
...............................................................................................................................................................[2]

232
(ii) Explain how an environmental quality survey should be organised and carried out to make sure that
results are reliable.
......................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
.....................................................................................................................................................................
......................................................................................................................................................................
..................................................................................................................................................................[4]
(b) The results of the environmental quality survey are shown in Table 4 (Insert).
(i) Identify one difference in the quality of the urban environment between each of the following areas:
• Tettenhall and Pendeford
.................................................................................................................................................................
................................................................................................................................................................
• Whitmore Reans and Low Hill
.................................................................................................................................................................
..........................................................................................................................................................[2]
(c) (ii) Use the data in Table 4 to complete the bi-polar graph for Low Hill in Fig. 10 below. [1]

Bi-polar graph to show environmental quality scores in Low Hill

iii) Using the data in Table 4 the students plotted the total environmental quality score for each area on
Fig. 11 below.
Use the scale to plot the total environmental quality score for Whitmore Reans on Fig. 11. [1]

233
(iv) Which one of the following conclusions about Hypothesis 1: The quality of the urban environment
improves as distance from the city centre increases is correct?
Support your decision with evidence from Fig. 11 and Table 4.

234
...................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
......................................................................................................................................................................
.....................................................................................................................................................................
.................................................................................................................................................................[4]

(d) To investigate Hypothesis 2: Access to local services is better further away from the city centre, the
students asked residents in each area to tell them how much time they took to walk to different
services. The students used a random sampling method to select people to interview. Describe this
method and give one advantage of the method.
Description
...................................................................................................................................................
...................................................................................................................................................
Advantage
...................................................................................................................................................
.............................................................................................................................................. .[2]
(e) Fig. 12 below is an example of a partly completed survey sheet

i)Complete Fig. 12 using the following information.

• Time taken to walk to the nearest park: 7 minutes;

• Time taken to walk to the nearest secondary school: 40 minutes. [2]
ii)Why might the question used in the survey (How many minutes does it take you to walk to the nearest
service for each of the following?) result in an answer that is not useful?

235
.......................................................................................................................................................................
..........................................................................................................................................................................
........................................................................................................................................................................
...................................................................................................................................................................[2]
(iii) When the students had completed the survey they produced a ‘household convenience index’ by
giving a score to each answer circled on the survey sheet. The scoring system is shown below

Use this scoring system to complete Fig. 13, below, which shows the household convenience index for
one person’s answers in Low Hill. Insert the score for the local store and the total index score. [2]

(e) The students then calculated a percentage household convenience score for each area of the city.
These results are shown in Table 5 (Insert).
(i) Complete Fig. 14 below by plotting the percentage household convenience score for Fordhouses.
[1]

236
(ii) What conclusions would the students make about Hypothesis 2: Access to local services is better
further away from the city centre? Support your decision with evidence from Fig. 14 and Table 5.
.....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
.....................................................................................................................................................................
.....................................................................................................................................................................
...............................................................................................................................................................[3]

f)For extension work the students wanted to investigate how the amount of traffic might vary between
different areas of the city. Describe a fieldwork method for this investigation.

.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
. ...............................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................

237
 .................................................................................................................................................................
.........................................................................................................................................................[4]
[Total: 30 marks]

Insert

238
0460/42/O/N/17

239
Traffic survey

1. Students from a popular tourist town in England wanted to find out how tourism affected traffic in
the town. They decided to do a traffic survey to investigate this issue. Each student chose different
hypotheses to investigate. One student tested the following hypotheses:

Hypothesis 1: Cars are the main category (type) of vehicle in the town throughout the day.

Hypothesis 2: The percentage of tourist coaches varies during the day.

(a) To investigate the hypotheses the students did a traffic survey at four sites around the town centre.
The table below shows different features of a reliable traffic survey.

Complete the table to explain how each feature makes a survey reliable. The first explanation has been
done for you.

(b) The students agreed to count the traffic in different parts of the town for 30 minutes at six times
during the day. The results of the traffic counts between 08:30 and 09:00 and between 10:30 and 11:00
are shown in Tables 2.1 and 2.2 (Insert).
(i) Which category (type) of vehicle has the same total at both times? .............................. [1]
(ii) What do the results show about the number of cars counted between 08:30 and 09:00 and between
10:30 and 11:00?

240
Tick (v) your answer below.

(iii) An example of the students’ recording sheet is shown in Fig. 2.1 below. Use the data in Table 2.3
(Insert) to complete the recording sheet. [3]

(i) Use the results for the period 08:30 to 09:00 in Table 2.1 (Insert) to complete the graph in Fig. 2.2. [3]
(ii) At which survey time was the percentage of taxis greater than the percentage of motorbikes?
.................................. [1]
b)The students constructed divided bar graphs from the total results of their traffic survey. These are
shown in Fig. 2.2 below.

241
(iii) What conclusion would you make about Hypothesis 1: Cars are the main category (type) of vehicle in
the town throughout the day? Support your decision with evidence from Fig. 2.2.
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
................................................................................................................................................................... [4]
(iv) Suggest different reasons for the variation in the percentage of cars and lorries/vans during the day.
Cars .............................................................................................................................................................
.....................................................................................................................................................................
Lorries / vans .................................................................................................................................................
.................................................................................................................................................................. [2]
(d) The student decided that Hypothesis 2: The percentage of tourist coaches varies during the day was
true. Use evidence from Fig. 2.2 to support this conclusion.
........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................

242
......................................................................................................................................................................
.............................................................................................................................................................. [3]
(e) To extend her fieldwork the student decided to use a questionnaire to find out what opinions people
had about the traffic-free zone in the centre of the town.
(i) Name and describe a sampling method to use with the questionnaire.
Name of sampling method ....................................................................
Description of method
........................................................................................................................................................................
........................................................................................................................................................................
.......................................................................................................................................................................
................................................................................................................................................................... [3]
(ii) Give two advantages and two disadvantages of a traffic-free zone in a town centre.
Advantages
1 ....................................................................................................................................................................
........................................................................................................................................................................
2 ...................................................................................................................................................................
.....................................................................................................................................................................
Disadvantages
1 .....................................................................................................................................................................
........................................................................................................................................................................
2 ....................................................................................................................................................................
.................................................................................................................................................................. [4]
[Total: 30]
Insert

243
0460/42/M/J/19

244
3.) Students were learning about problems in urban settlements. They agreed with their teacher that traffic
was a problem in the centre of their local town. They decided to do fieldwork to investigate the issue. The
students tested the following hypotheses:
Hypothesis 1: The number of vehicles in the town centre varies throughout the day.
Hypothesis 2: Traffic congestion is a big problem in the town centre.
(a) To investigate Hypothesis 1 the students did a traffic count at different sites in the town centre. These
sites are shown on Fig. 1.1 (Insert).
(i) Which two of the following are important features of a traffic count?
Tick (v) your choices below

245
246
247
248
249
Insert

250
251
252
0460/41/O/N/18

Environmental survey
1.)Students in Thailand did fieldwork to investigate the effects of urban sprawl taking place around their
school.
(a) What is meant by urban sprawl?
........................................................................................................................................................................
.......................................................................................................................................................................
......................................................................................................................................................................
.................................................................................................................................................................[2]

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.

253
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.
.......................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
...................................................................................................................................................................[2]
(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]

(ii) Plot the average depth of clear water at site 2 on Fig. 2.3 below. [1]

254
(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
. Hypothesis is true Hypothesis is partly true Hypothesis is false
.......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
................................................................................................................................................................[4]
(iv) Look again at Table 2.1. Suggest reasons to explain why the level of water pollution varies between
the three sites. ...........................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
.................................................................................................................................................................[2]
(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.

255
Suggest two reasons why the decisions made by the two students are different.
1 .....................................................................................................................................................................
........................................................................................................................................................................
2 ................................................................................................................................................................
............................................................................................................................................................. [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 ..........................................................................................................................................................
........................................................................................................................................................................

256
Suggestion 2 ..................................................................................................................................................
Reason .........................................................................................................................................................
.................................................................................................................................................................. [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]

257
(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.
....................................................................................................................................................................[1]
(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.
................................................................................................................................................................[1]
(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.
....................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
....................................................................................................................................................................
.....................................................................................................................................................................
...................................................................................................................................................................
.................................................................................................................................................................[4]
(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.
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..................................................................................................................................................................[4]
[Total: 30]

258
Insert

259
Employment survey
1.) A group of students in The Gambia visited Bafoloto quarry. The location of the quarry is shown in
Fig. 2.1 (Insert).
a)The Gambia is a small country in Africa. It is about 50km wide at the coast and narrows to only 24km
wide inland. Use Fig. 2.1 to measure the length of The Gambia from west to east.
Tick (v) your answer below

b)Mining and quarrying contribute a small proportion of the total GDP of The Gambia. This is shown in
Table 2.1 below

GDP is a measurement of the total value of goods and services produced in a country.
i)Which one of the following sectors of industry produces the highest percentage of The Gambia’s GDP?
Circle your answer below.
Primary Secondary Tertiary [1]
(ii) Use the data in Table 2.1 to complete the pie graph, Fig. 2.2 below. [2]

260
 Percentage of GDP produced by each economic sector

c)Bafoloto quarry is shown in Fig. 2.3 (Insert). Laterite, which is used in building, is dug out at the
quarry. Describe two features of work at the quarry which are shown in Fig. 2.3
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
............................................................................................................................................. [2]
The two hypotheses which the students tested were:
Hypothesis 1: Over half of the quarry workers are male and from The Gambia.
Hypothesis 2: People gained benefits from going to work at Bafoloto quarry.
(d) To investigate these hypotheses the students used a questionnaire with 50 of the 400 workers at the
quarry. This questionnaire is shown in Fig. 2.4 (Insert).
(i) Before using the questionnaire, the students thought about the best way to make use of it. Name and
describe a suitable sampling method for the students to use to select 50 workers. Explain why you have
chosen this method.
Name of sampling method .................................................................. ……………………………..
Description of sampling method
....................................................................................................................................................................
....................................................................................................................................................................

261
Why this sampling method was chosen
.........................................................................................................................................................................
.................................................................................................................................................................. [3]
(ii) Two age groups are missing from the questionnaire in Fig. 2.4. Add the two missing age groups to
the table below.

(iii) Answers to Question 1 in the questionnaire (Which country do you come from?) are shown in
Table 2.2 (Insert).
Use this data to plot the numbers of male and female workers from Senegal on Fig. 2.5 below. [2]

262
 Fig2.5

(iv) What conclusion did the students make to Hypothesis 1: Over half of the quarry workers are male and
from The Gambia? Support your answer with evidence from Fig. 2.5 and Table 2.2.
......................................................................................................................................................................
.....................................................................................................................................................................
......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
............................................................................................................................................................. [4]

263
(v) Answers to Question 2 in the questionnaire (How long have you worked at the quarry?) are shown in
Table 2.3 (Insert). Use these results to complete the divided bar graph in Fig. 2.6 below . [2]

f)To investigate Hypothesis 2: People gained benefits from going to work at Bafoloto quarry, the students
used the answers to Question 3 in the questionnaire (Why do you work at the quarry?). Some answers to
Question 3 are shown in Table 2.4 below.
The students reached the conclusion that Hypothesis 2: People gained benefits from going to work at
Bafoloto quarry, was generally true.
Which three answers in Table 2.4 best support their conclusion?
Tick (v) your three choices below

(f) To extend their fieldwork the students wanted to find out about working conditions and safety at
the quarry.

264
 (i) Describe how they could collect information. Do not include a questionnaire survey in your
method. ....................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
............................................................................................................................................................ [4]
(ii) Suggest why it might be difficult for the students to collect information about working conditions
and safety at the quarry.
.................................................................................................................................................................
.................................................................................................................................................................
...............................................................................................................................................................
........................................................................................................................................................... [2]

(iii) Suggest two possible problems of working at the quarry.

1 ...............................................................................................................................................................
...................................................................................................................................................................

2 ..................................................................................................................................................................
................................................................................................................................................................. [2]

[Total: 30]
Insert

265
266
0460/43/O/N/20

Qn.Describe a method to measure the slope gradient. Refer to the equipment the students would
use.
Ans:Put tape measure out along transect line Measure distance between ranging poles Put poles at
equal distance put ranging poles at six sites on transect Ensure poles are vertical Rest poles on surface
Student holds clinometer next to top / at agreed height on ranging pole / at eye level Sight other
ranging pole at top / same height Read angle / measure angle / record angle

Tourism
1 Students in Rome, the capital city of Italy (an MEDC), were studying tourism. Tourism is an important
industry in Italy and earns much foreign income.
(a) Fig. 1.1 (Insert) is a graph which shows the number of international tourists coming to Rome from
different countries during one month.
(i) How did the students obtain this data? Tick (V) your choice in the table below.

267
(ii) How many tourists came from Japan? ................................. [1]

(iii) From which continent did most tourists come? Circle your choice below. Australasia Europe North
America South America
[1]
The students decided to investigate why international tourists came to Rome and whether they thought
that Rome was a ‘tourist-friendly’ city. The students described a ‘tourist-friendly’ city as one that:
• has efficient and cheap public transport
• has residents that speak many languages
• has a clean environment
• has well-maintained attractions
• provides accessibility for people with disabilities
• is easy to move around with areas free from vehicles
• has a low level of crime
• has a low risk of terrorism.
Their two hypotheses were:
Hypothesis 1: Most tourists come to Rome to visit historical buildings and areas.
Hypothesis 2: Tourists think that Rome is a ‘tourist-friendly’ city
(b) To investigate their hypotheses the students produced a questionnaire to ask 100 tourists. This is
shown in Fig. 1.2 (Insert).
(i) Their teacher suggested that before using the questionnaire the students should ask: ‘Are you a tourist
or do you live in Rome?’ Why do you think the teacher made this suggestion?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) The students used a sampling method of asking every tenth person they met to complete the
questionnaire.

268
What is this method of sampling called?
..................................................................................................................................... [1]
(iii) Give two advantages of this method of sampling.
1 .......................................................................................................................................................................
........................................................................................................................................................................
2 ....................................................................................................................................................................
.................................................................................................................................................................. [2]
(c) The students compared their answers to question 1 in the questionnaire (Which country do you come
from?) with the figures shown in Fig. 1.1 which they converted to percentages. These are shown in Table
1.1 (Insert). (i) Compare the two sets of data shown in Table 1.1. Refer to similarities and differences.
.........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
............................................................................................................................................................. [3]
(ii) The answers to question 2 in the questionnaire (Which attractions have you come to visit in Rome?)
are shown in Table 1.2 (Insert).
Use this data to complete the graph in Fig. 1.3, to show the number of tourists who came to visit the parks
and gardens, and musical and cultural performances. [2]

269
(iii) What conclusion would the students make to Hypothesis 1: Most tourists come to Rome to visit
historical buildings and areas? Support your decision with evidence from Fig. 1.3 and Table 1.2.
..........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
................................................................................................................................................................ [2]

(d) The students used the results of question 3 in the questionnaire to investigate Hypothesis 2: Tourists
think that Rome is a ‘tourist-friendly’ city. Their results are shown in Table 1.3 (Insert).

(i) The students used the results in Table 1.3 to draw the graph in Fig. 1.4. Plot the results for ‘There is a
low risk of terrorism’ on Fig. 1.4. [2]

270
 Results of question 3 in the questionnaire (Do you think Rome is a tourist-friendly city?)

(ii) To what extent would the students agree with Hypothesis 2: Tourists think that Rome is a ‘tourist-
friendly’ city?
Tick (V) your decision below and support it with evidence from Fig. 1.4 and Table 1.3.

........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................

271
........................................................................................................................................................................
.................................................................................................................................................................. [4]

(e) To extend their fieldwork some students wanted to find out residents’ opinions about tourism in
Rome. They decided to interview some residents.
(i) Suggest three pieces of advice the teacher would give the students about how to carry out an interview
at the homes of residents.
1 .......................................................................................................................................................................
.........................................................................................................................................................................
2 ....................................................................................................................................................................
......................................................................................................................................................................
3 ...................................................................................................................................................................
............................................................................................................................................................. [3]
(ii) Suggest two questions which the students could include in the interview to find out residents’
opinions about the benefits of tourism in Rome.
1 .......................................................................................................................................................................
.........................................................................................................................................................................
2 ......................................................................................................................................................................
.................................................................................................................................................................. [2]
(f) Describe the problems caused by tourism in a tourist city.
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
..........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
................................................................................................................................................................... [4]

Insert

272
273
274
275
0460/43/M/J/22

276