Cambridge Assessment International Education Cambridge IGCSE™ CANDIDATE i: NAME HAMMAAD ALL MUGHAL CENTRE CANDIDATE NUMBER NUMBER GEOGRAPHY 0460/43 Paper 4 Alternative to Coursework OctoberiNovember 2021 1 hour 30 minutes ‘You must answer on the question paper. You will need: Insert (enclosed) Ruler Calculator Protractor INSTRUCTIONS ‘Answer all questions. Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. Write your name, centre number and candidate number in the boxes at the top of the page. ‘Write your answer to each question in the space provided. Do not use an erasable pen or correction fui. Do not write on any bar codes, lf additional space is needed, you should use the lined pages at the end of this booklet; the question ‘number or numbers must be clearly shown, INFORMATION ‘© The total mark for this paper is 60, ‘© The number of marks for each question or part question is shown in brackets { ] ‘© The insert contains additional resources referred to in the questions, This document has 16 pages. Any blank pages are indicated Dc (parcaw) 19972077 SUCLES 2021 [Tun over2 1 Aclass of students did fieldwork at five sites along a local river to see how it changed downstream. One group chose to investigate river velocity and the shape of rocks on the river bed (bedload), The two hypotheses which the students tested were: Hypothesis 1: There is a relationship between river velocity and the wetted perimeter of the river channel. The wetted perimeter is the part of the river channel cross-section which is in contact with the water. Hypothesis 2: Rocks on the bed of the river become more rounded downstream. (a) Before beginning their fieldwork, the class of students discussed safety in and around a river. ‘They produced a risk assessment table to identify possible risks and ways to reduce them. This is shown in Fig. 1.1 below. Complete the table by suggesting different ways to reduce the three possible risks. Risk asses possible risk ment how to reduce the risk 8) slipping on rocks on the river bed WEB GLEE AAR. lie lackang....dawreke....or...wollaa... getting a disease or illness from the river water getting wet whilst making measurements in the river sect. hac halve... ibe daa: Anetl tafe desilesingy wear waterproof clothing falling into the river and getting injured wD. 502k... edaadiat te Mie kt bes thier... getting hypothermia in cold temperatures wear warm clothing whilst outside in cold temperatures Fig. 1.4 ‘euctes 2021 ossous0w21eno wing] vzmoren09%0 zy bla ‘weensumop weensdn ous, Sous yuas0yIP Ie AyOO10n al “MO|9Q Z"| ‘Bij UO g eNS 405 nsa1 949 JoId “(UESU!) |°1 IGE UI UMOYS ale AyDOIOA Jo sjUEWOINSeEU! siUEpMIS ey (1) eps pra days wr “saponin Bip pare yieoronge ‘Aygojen sonu esnseow 0} poyous au0 equosea (1) “2118 HoMpiey Yoke Ye B0UO MyJ0IeA ein paiNseaUi sjUepnys ayy YeUUEYO JenL ay) Jo Jo}aUILIED aliam ey) pue Ayo0j@A JaAy uaeMjeq diysuonejeu e S! Arey, | SISayVOUAH }eOnsanui o1 ( ©4 (c) The technique which the students used to measure the wetted perimeter of the river channel is shown in Fig. 1.3 (Insert) which is from a student's notebook. (i) Suggest two difficulties of this method of measuring the wetted perimeter of the river channel. Mate. 8N Be BM. te AA. Ate. pracy ate. teed LSA. A... SAnte ie. Soe lice. Ah ete. Mate ME. ia. seetladaagy (i) The students’ results are shown in Table 1.1 (Insert). Complete Fig. 1.4 below by plotting the result for site 4. t Relationship between velocity and wetted perimeter 2.0 1.87 16 14 12. velocity (m/sec) 08 06 04 02 entra Rers Secor ey cb uaro eet iOle (eer ame at ‘wetted perimeter (m) Fig. 1.4 euctes 2021 4e01831000214000 wing] zmworevionr0 creyrmerad ponte mr pre Rmoyen yan, sms vmod opronfrthe om air ys ot te ob “Sade asco areelctaataael see pecan 4 POE eee APIS ROPE ADT” “1-1 01981 pue #1 “14 wos eouepin ye uotsvep snok voddng youueyo sony ou) Jo Jejouiied peyom otf pue AyD9I0n 1011) veoMeg dysuonees e s) exeus :b sieeunodky inoge eyeui swepnis 24 pnom UoIsNOUOD 124A (a)(4) To investigate Hypothesis 2: Rocks on the bed of the river become more rounded downstream, the students picked up 20 pebbles at random from the bed of the river at each site. They then measured the roundness of the pebbles by comparing them with the Powers’ ‘Scale of Roundness which is shown in Fig. 1.5 (Insert). (i) Suggest one problem of using the Powers’ Scale to measure roundness. Hin atatannctc alt. Aa nent Bee er PRAM Meth. Aap ehh S Sb. tn 1 The students simplified their investigation by combining descriptions on the Powers! Scale. Their results are shown in Table 1.2 (Insert). Use these results to complete the pie graph for site 2 in Fig. 1.6 opposite. B) The students decided that Hypothesis 2: Rocks on the bed of the river become more rounded downstream was partly true with some exceptions. Use evidence from Fig. 1.6 and Table 1.2 to explain why they reached this conclusion. PA tha NA halter Ah BR. ek? A Ate en AD nn EEN AA Re Dec SDN Sn A. aleda.het.laagepsHrkctnn,. peta, cae 3) (iv) Explain why rocks on the river bed generally become more rounded downstream. That nse0tdea...ak...caceedted... 2a ect tate 2 arse Soll A FQ ROMAN Pa. La, . [2] (v) Suggest ways in which the students could have improved the reliability of their method for testing Hypothesis 2. Ting. tdi dade. ccc. aegis. the debratal stl GOR tarp Ba AE anetagerethy sated (vee pen... Bich h al fal a Ltaecrfeitin... Uadebdrigcaamtite) tech. hes, he. Mol Nee nacre... tect 2 recat ‘© uctes 2021 o4enai0n214ano wing] anvorevoor0 tz0z esto ob Bia weexsumop 4 ous pepunos Aiea pue pepunos pepunos Anusiss ue sejn6ue AAYoIs oan seinBue pue seinBue Asan cous zeus ' ous weexysdn SoU!s jua10yIp ye $4904 Jo SsoupuNoY, L8 (e) Other students in he class measured the size ofthe rocks on the river bed at each site to test another hypothesis. Which two pieces of equipment below could the students use to measure the size of each rock? Tick (7) your choices. 2) | equipment | tick (7) calipers cinometer | quadrat wy, ranging pole an ruler wae (While doing fieldwork one observant student noticed that the river valley was different at ‘each of the five sites. Describe possible changes in the features of the river and its valley downstream. 8 (Total: 30) ‘ouctes 2021 o4ens3101021sno wing] sznorer09¥0 02 s310n@ oe Pa ener opp a a aiAs Pig ope Re Raa MOINES zeiep ,Auepuooes, syinseu sey ave Ay “(uosui) 1-2 1g] Ul uMoYs aie syinse: esau, “peronasucD sem ssed-Aq oun au0Jeq "91.02 UI @BEIIA OUT ur auop Kenins owes © J0 sjinsas au) ¥e Pa¥00} sjuepMs a4) "YiOmpJey sFey) UeBEG Kay) B10}eq (q) | wisn | wz'y 7 wre wize fai yon | s9ueysip uw ‘mojea @ige} 24) Ul aa!04O INO (4) OU. "@ pue y sjujod ueemjeq peos ssed-Aq oy) Buoje aouelsip ey) eyewnsy (uesut) 1°2 “614 UI UMoYs s1 ssed-Aq 24) Jo eines euL (e) ‘Aep ou noybnosy ewes ey) si ssed-Aq oxy uo oWje.n Jo JUNoWe oy) :z SISeNNOdAH ‘payonuysu09 sem ssed-fq 94) eouis pabueyo sey eBe/IA oy) Wj 24JeN) JO JUNOWE Je}0} BYL :| S1SyIOdKH :henuns owen e Bulop £q seseuodAy Gumolo} atp are6nsenut 0} poproop KouL, wysed 61106 ower, 104 ayno4 enyewsoye Ue apinoid 0} abe ou undue se06 YyoIyM peo & SI sil “payeidwoo seq Anusdes pey pedi ssed-kq e o1oYM aBeIA e UI pani s\UEPMS Zz, 6al 10 (€) The sites chosen for the traffic survey are shown in Fig. 2.1 (Insert) ‘The students agreed to do five separate counts at the same times as the survey was done in 2016. The recording sheet used by the students is shown in Fig. 2.2 (Insert). (i) Which one of the following methods would the students use to complete their ad sheet? Tick (7) your choice in the table below. method tick (7) estimate interview measure sample tally v (il) Describe how the students would carry out the traffic survey. (iil) Suggest three difficulties which the students had when doing their traffic survey. @uctes 2001 osaravoineteno wing] anworerioar0 202 e310 @ eee eee may “mojaq soMsue INOK APA gsrequinu oye, [e}0) 40 syinse1 euy moYs 0} poyjew! 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LMG 139 =F 2890). ese a cbt Yee aeed AS 2 et (e) The students then considered Hypothesis 2: The amount of traffic on the by-pass: throughout the day. First, they used their recording sheet to count the number of each category at the different times. Their results are shown in Table 2.3 (Insert) (i) Use the results in Table 2.3 to complete the divided bar graph in Fig. 24 show the results for 16:30 to 17:00. Number of vehicles in each category at ferent times. 07:30- 08:00 ORF 10+ £20++307401¢50t60: io 90 100!} 1101120844: 10:30- 11:00 ‘30+1401 501160. 90 (4008+ 16:30- 17:00 Bs 100140112054 OF 102013014050 70118011 90! 19:30- 20:00 10 20 30 40 50 60 number of vehicles 0 Key car/bike/ —van/__lorry/bus/ taxi minibus coach Fig. 2.4 eucies 2021 460143100021Lzmiorerioer0 \z0e sz10 2 Pig dy worney’ owe ‘oBeIqn oy pundIe peor ssed-Aq © Buyonssuce Jo eldoed 10) seBeuenpesip pue seBeuerpe Arex 12e66ns w ‘Kep oy Buunp ssed-Aq, oxy 6uoje Sujenes seppyer jo soquunu eu UW UONeUEA ou) 40) suosee! om 1S966NS (mi) ios “seuoboye9 quevoyIP Ul SaPIYeA Jo Jequinu pue ssequinu epiyen ye mnoge (vesul) €z OIGeL Pue ¥'2 “BL WOH PIED erat yofsnove> si epeUl Ke) Kym LIEK “98Ie) Sem Aep ou) ynoyBnowy ewes uy $1 ssed-Aq 94) Uo oye} Jo uNoWe eu :Z SISEMVOGAH Jen Pepnjoudo steps SUL wy tu TWEET OT esesnquullu pue suen jo Jequinu auy uetp e10u saygedo pue sesnq ‘seluo| Jo Joquinu ein sem ou Aarne LOK W(t) eb