Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

GEOGRAPHY 0460/43
Paper 4 Alternative to Coursework October/November 2017
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.

® IGCSE is a registered trademark.

This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

This document consists of 7 printed pages.

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Question Answer Marks

1(a) A ridge of sand or shingle attached to the land at one end 1

1(b) Check tide times before setting off / do fieldwork at low tide 3
Avoid slippery rocks / coral
Measure waves frequency from safe position, not in sea / do not go too far /
deep into sea / face the sea
Wear suitable / waterproof clothes / shoes / gloves
Check weather conditions / for stormy weather / avoid big waves / avoid
strong current
Work in pairs / groups / not alone / not out of sight of others /
Take mobile / cell phone
Sunblock / first aid kit 3@1

1(c)(i) Count number of waves breaking / going up beach / hitting object or person 3
Use a stopwatch / clicker / timer
Do a number of counts and calculate the average

1(c)(ii) 7.4 1

1(d)(i) Waves approach the coastline at an angle 1

1(d)(ii) Corks are blown by wind 1

Corks float away from beach / out to sea so difficult to see where they finish
/ get lost / difficult to measure
Only measures rate of longshore drift for the cork
Only measures longshore drift on day of fieldwork

1(d)(iii) Take more than one measurement at each side of at the groyne 1
Take measurements at places along the groyne
More students measure and calculate average
Another student checks the measurement made / measures again

1(d)(iv) Plot average distance = 14.1 m 1

1(d)(v) Plot west side of groyne B = 1.45 m and correct shading 1

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Question Answer Marks

1(d)(vi) Hypothesis 1 is correct / true – 1 mark reserve 4

Corks / beach material / waves / longshore drift moved from east to

west along coast
Beach is higher on east side of groynes / gap between top of groyne &
beach is less on east side / height of top of groyne above beach is less on
east side / more sand or beach material on east side of groyne (credit
opposite answers for west side of groyne)

Credit data for 2 marks maximum e.g.

Wave frequency is less than 10 / average of 7.4 per minute
Corks moved between 13.7 and 14.5 m / average 14.1 m
At groyne A beach is 1.55 m below top of groyne on west side and 0.35 m
below top on east side / 1.2 m lower on west side OR
At groyne B beach is 1.45 m below top of groyne on west side and 0.25 m
below top on east side / 1.2 m lower on west side

Credit figures for top of groyne above beach (same figures as above)

No credit for Hypothesis is false / incorrect / partially correct

If no hypothesis conclusion in response credit evidence

1(d)(vii) To protect the villages / houses / buildings / sand dunes 2

To protect the beach / stop beach being eroded / keep material on beach
To encourage tourism (by building up the beach)
To slow down / reduce / stop / prevent longshore drift / stop sediment
accumulating at one end of beach
To stop the spit growing
To reduce the power of waves

1(e)(i) Complete tally and number counted (8) 1

1(e)(ii) Footpaths 2
go along / are along the coast / shore
go through / is in / either side / behind the sand dunes
go behind / next to the beach
go alongside the car park / information board / toilets / café / recycling
point
go along is on the spit / by or around the nature reserve

Credit 1 mark maximum for ‘from to ’ answer, e.g. from the café
to the spit

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Question Answer Marks

1(e)(iii) Hypothesis is true – 1 mark reserve 4

(Sustainable because) it attracts tourists / persuades tourists to visit / keeps

visitors coming

Protects environment / doesn’t destroy the environment / prevents damage

to vegetation / (bins) stops tourists from littering / (fence) guards nature
reserve

Credit example of encouraging features or management for 1 mark

Features encouraging tourists to visit: cafe, campsite, car park, tourist
information centre, nature reserve, protected beach, protected dunes
Management: board-walk, fence, footpath, information board, litter bin,
recycling point, toilets, groynes, nature reserve (no double credit)

No credit for saying Hypothesis is false

If no hypothesis conclusion in response credit evidence

1(f) Put tape measure out along transect line / to create a transect line 4
Measure distance between ranging poles
Put poles at equal distance / 5–10 m / put ranging poles at breaks of slope
Ensure poles are vertical
Rest poles on surface / equal depth into sand
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

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Question Answer Marks

2(a)(i) Systematic sampling 3

Ask every tenth person/ go to every tenth house / regular pattern to identify
people
Avoid bias / fair test / quick method / reliable
OR
Random sampling
Use random numbers to identify people / ask next person they meet
Random numbers avoids bias / fair test / quick method / reliable
OR
Stratified / quota
Ask appropriate age / gender balance / get representative sample of
population (can be describe or explain)
Avoids bias / fair test / reliable

2(a)(ii) 10% is enough for) a reliable / representative sample / fewer will not be 2
reliable
Enough responses to reach a conclusion about the hypotheses
Larger sample will take too long / too much time (to complete / to do)
Too many responses will be time-consuming to compute / process / total up
/ plot on graphs / produce too much data to analyse

2(b)(i) Shading 11–20 category in Gujarat 1

2(b)(ii) Flow lines / located bar graphs 1

2(b)(iii) Hypothesis is correct / true – 1 mark reserve 3

Most migrants come from Rajasthan OR

More from Rajasthan / Madhya Pradesh / Uttar Pradesh / Haryana than
another named state e.g. more from Madhya Pradesh than West Bengal

Credit comparative data to 1 mark maximum e.g.

21–50 from Madhya Pradesh and 0 from Tamil Nadu
More than 100 from Rajasthan and 1–10 from Bihar
Credit ‘only’ with statistics as comparison statement, and credit statistics (so
2 marks)
No credit if response says Hypothesis is false / partly true
If no hypothesis conclusion in response credit evidence

2(b)(iv) Less distance / closer to / less time to travel from neighbouring / nearby 2
states
Cheaper to travel from neighbouring / nearby states / cannot afford to travel
long distance
More transport links / easier access from neighbouring / nearby states
Migrants have more knowledge / know people / have relatives / speak local
language of Jaipur in neighbouring states
There will be other large cities to attract migrants in other states

Can credit ‘opposite’ ideas from distant states

2(c)(i) Completion of pie graph – shops = 25%, handpumps = 11%, wells = 10% 3
2 marks for dividing lines at 77 and 88, 1 mark for shading

2(c)(ii) 13%–15% 1

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Question Answer Marks

2(c)(iii) Plot bar ‘Throw it on the road’ = 13% 1

2(c)(iv) 1 mark for each: water / lighting / rubbish 4

No mains water supply

Most / over half / main source of water from public taps
Water comes from public sources / do not have their own water / piped
water / do not have water in their house
Water must be collected which takes time
Water sources spread disease / contaminated water

No electric lighting / no electricity

Lighting is unreliable
45% / nearly half have no light of their own
Main source of light is kerosene lamps

No rubbish collection / waste management / rubbish disposal / no hygienic

way of waste disposal
Rubbish near to settlement
Rubbish will attract vermin / spread disease
Settlement is unclean / unhygienic
Main method of rubbish disposal is to leave it next to shelter

Credit 1 marks maximum for data (1% tolerance on stats) e.g.

52% depend on public taps
42–43% depend on kerosene lamps
42% dump rubbish on waste ground

2(d)(i) Divided bar graph completion – construction worker = 24%, making & 3
selling items = 12%, blacksmith = 10%
2 marks for plotting dividing lines, 1 mark for correct labelling of sections
2 marks maximum if measured from 46% down

2(d)(ii) Jobs will be poorly paid / low wages 2

Informal / unskilled jobs / need no education / qualifications
Unreliable wages
Hard / manual labour / dirty job

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Question Answer Marks

2(e) Solution A 4
Will improve housing / services / create living spaces / provide a house /
provide a shelter
Create good standard of living / good quality of life / provide basic needs
People can afford decent house / services
Reduce disease / hygienic / clean environment / healthy environment /
improve health
Safe – if developed e.g. from robbery

Solution B
Will force people out of their accommodation / force them
to move away / nowhere to live
Will just transfer the squatter settlement residents elsewhere
May lead to conflict with authorities / violence
People end up where they started / end up back on pavement / not a
permanent solution

Answer does not need to be comparative

Accept answers for A which are a reversal of B, e.g.
Solution A will not force people to move out of their houses
Credit if the answer says ‘it’ rather than solution A

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