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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

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International General Certificate of Secondary Education

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*8868148792*

GEOGRAPHY 0460/04
Paper 4 Alternative to Coursework May/June 2008
1 hour 30 minutes
Candidates answer on the Question Paper.
Additional Materials: Calculator
Ruler

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE ON ANY BARCODES.

Answer all the questions.

The Insert contains Fig. 1 for Question 1 and Figs 6 and 8 for Question 2.
The Insert is not required by the Examiner.
Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.

At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.

For Examiner’s Use

Q1

Q2

Total

This document consists of 14 printed pages, 2 blank pages and 1 Insert.

SP (SM/CGW) T47815/6
© UCLES 2008 [Turn over
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1 Students at a school in the Netherlands, a northern European country, investigated the
microclimate around their school. This was to find out whether buildings and different types
of ground surface influenced the air temperature and the relative humidity.

The two hypotheses used by the students were

• ‘the school buildings increase the outside air temperature’

• ‘vegetation on the surface of the ground affects the relative humidity’

(a) (i) The recording of air temperature and relative humidity took place in calm, stable
conditions during November. Why was this important to the investigation?

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(ii) Study the map, Fig. 1 (Insert), which shows eight sites, labelled A to H, around
the school buildings. These sites were used by the students for measuring the
air temperature and relative humidity. Explain how school buildings in November
(a winter month) may influence the outside air temperature at different sites.

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(b) (i) The school’s Stevenson screen is located at Site A. Suggest reasons why this is
the best location for a Stevenson screen.

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(ii) A traditional maximum-minimum (Six’s) thermometer is located in the Stevenson
screen. Use Fig. 2 to identify maximum, minimum and present temperature shown
on the thermometer. Record these in the boxes on Fig. 2. [3]

°C
– 25 40

– 20 35

– 15 30
Maximum
– 10 temperature ...............°C 25

–5 20

0 15

5 Minimum 10
temperature ...............°C
10 5

15 0

20 Present –5
temperature ...............°C
25 – 10

30 – 15

35 – 20

40 – 25

Fig. 2

© UCLES 2008 0460/04/M/J/08 [Turn over

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(c) The air temperature at the other seven sites was measured using a hand-held digital
thermometer. Study the instructions from the teacher (Fig. 3).

Readings should be taken at each site at 08.00 and 15.00 hours.

Hold the digital thermometer at waist height for 30 seconds.
Write the air temperature on the recording sheet. Repeat the
measurement two minutes later. Calculate the average (mean)
temperature of the two readings. Record this on the sheet too.
Do this in the morning and in the afternoon for three days.

Fig. 3

(i) State a disadvantage of this method.

Disadvantage: ...........................................................................................................

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(ii) Suggest why the recordings were repeated each morning and afternoon.

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BLANK PAGE

QUESTION 1 CONTINUES ON PAGE 6

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(d) Study Table 1, which shows the air temperature at each site.

Table 1

Air temperature at each site (°C)

Site A B C D E F G H Average
temperature
Distance from building 32 m 2m 3m 40 m 1m 17 m 9m 2m (08.00 and 15.00)
Day 1, 08.00 5.0 5.3 5.8 5.3 5.7 5.5 5.8 6.5 5.6

Day 1, 15.00 12.0 11.8 13.0 11.6 11.5 11.8 12.0 12.3 12.0

Day 2, 08.00 3.0 3.8 3.8 3.0 3.5 2.9 3.2 3.5 3.3

Day 2, 15.00 3.0 3.4 4.4 3.4 4.6 3.3 3.3 3.8 3.6

Day 3, 08.00 3.0 3.1 4.5 2.8 4.2 3.1 2.9 3.0 3.3

Day 3, 15.00 5.0 5.9 7.0 4.6 6.2 5.1 5.3 5.8 5.6

Three day site average 5.2 5.5 6.4 5.1 5.9 5.2 5.4 5.8

Use the average temperature (08.00 and 15.00) data to describe the changes in air
temperature during the three days.

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(e) Study the scatter graph (Fig. 4), which shows the three day average air temperature at
each site.

6.5
average air temperature (°C) C

6.0
E

5.5 B
A
D
5.0

4.5

4.0

5 10 15 20 25 30 35 40
distance away from school buildings (m)

Fig. 4

(i) Use the three day site average temperatures from Table 1 to complete the scatter
graph (Fig. 4) for Sites F, G and H. [3]

(ii) Draw a line of best fit on the graph. [1]

(iii) How does the distance from the school buildings influence the air temperature?
State evidence from Fig. 4 and the school map Fig. 1 (Insert) to support your answer.

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(f) At the same times of each day, the students also used a digital hygrometer to measure
relative humidity at each site. The students observed and recorded the type of ground
surface.

Study Table 2, which shows the results of the students’ measurements and observations.

Table 2

Site A B C D E F G H

Average
relative 75% 77% 76% 75% 73% 73% 75% 77%
humidity

Type of
small near
ground grass concrete tarmac concrete trees concrete
plants water
surface

Is there a higher relative humidity at the sites where there is vegetation on the surface?
Use the space below, and the average relative humidity data in Table 2 to calculate your
result and state your answer.

Space for calculations and answer

Average relative humidity

for sites with vegetation

Average relative humidity

for sites without
vegetation

Is there a higher relative

humidity at the sites
where there is vegetation
on the surface?

Your answer

[2]

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(g) (i) Does the data collected by the students support the original hypotheses?

• ‘the school buildings increase the outside air temperature’

• ‘vegetation on the surface of the ground affects the relative humidity’

Ring your answer for each hypothesis and explain your decision.

Hypothesis 1 – ‘the school buildings increase the outside air temperature’

Answer YES TO SOME EXTENT NO

Reason .....................................................................................................................

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Hypothesis 2 – ‘vegetation on the surface of the ground affects the relative humidity’

Answer YES TO SOME EXTENT NO

Reason .....................................................................................................................

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(ii) Critically evaluate the data collection methods used in this investigation.

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[Total: 30 marks]

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2 Students investigated the impact of tourists on the settlement of Pescasseroli in the Abruzzi
National Park in central Italy. The hypothesis for the investigation was ‘the tourists who visit
the National Park have a positive impact on the settlement of Pescasseroli’. Information
about the settlement of Pescasseroli is shown below.

Pescasseroli is a settlement of 2 000 inhabitants. It is located on a wide plain surrounded

by mountains, in the heart of the Abruzzi National Park. Activities in winter include
downhill skiing and cross country skiing. In the summer there are ample opportunities
for a variety of trekking and outdoor activities. There are six hotels in the settlement
and 11 restaurants for visitors and residents to use.

Fig. 5

(a) The students used the Internet to find out about the settlement. The information
in Fig. 5 is from this secondary source of data. They also collected primary data.

(i) What is meant by a primary source of data?

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(ii) State two examples of a primary source of data.

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(b) The students designed questionnaires for the tourists and residents to assess the impact
of tourists. Fig. 6 (Insert) shows the questionnaires.
Question T1 (i) to the tourists was designed to investigate the method of transport used
by tourists to reach the National Park. Fig. 7 is a pie chart of the results.

Method of transport used by tourists

Car
Bus / Coach
Train and Bus

Fig. 7

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(i) Describe the pattern shown by these results.
Suggest one reason for this pattern.

Describe ...................................................................................................................

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Reason .....................................................................................................................

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(ii) Fig. 8 (Insert) shows the results of the questionnaire for tourists. Use the results
from question T1 (ii) to complete the pictograph on Fig. 9, to represent the tourists’
opinions about parking problems in the settlement. [2]

Tourists’ opinions about parking

Very difficult

A little difficult

No problem

or or = 4 people

Fig. 9

(c) Study question T2 and question T3 of the questionnaire for tourists, Fig. 6 (Insert).
Explain why these are important questions for the investigation.

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(d) Study the results of question T4 of the questionnaire for tourists, Fig. 8 (Insert). Draw a
bar graph on Fig. 10 to show the main reasons why visitors come to the Abruzzi National
Park. [4]

Reasons for visiting the Abruzzi National Park

Fig. 10

(e) (i) Use the age and gender information from Fig. 8 (Insert) to explain whether the
tourist questionnaire results in this sample are reliable and representative.

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(ii) Suggest how the main reason for visiting the National Park may change at a
different time of the year or at a different time of the day.

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Results of questionnaire for residents (125 results)

Number %

R1 Length of Under 5 years 19 15

residency
5–10 years 22 18

11–15 years 66 53

Over 15 years 18 14

R2 Opinion of main None 50 40

problems
Crowded 18 14

Litter 15 12

Traffic 26 21

Noisy people 16 13

Yes No

R3 Residents’ views Tourism related job 66% 34%

on benefits of
tourism Adequate tourist facilities 72% 28%

Adequate parking 69% 31%

Improved facilities 83% 17%

Fig. 11

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(f) Study the results of the questionnaire for tourists, Fig. 8 (Insert) again, together with the
results of the questionnaire for residents, Fig. 11.
Write a conclusion to this investigation, ensuring that you state whether you agree with
the original hypothesis, that ‘the tourists who visit the National Park have a positive
impact on the settlement of Pescasseroli’. You must refer to data results from both
questionnaires to support your comments.

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(g) Suggest, in detail, how the students could collect data to investigate the extent that
tourists may increase the litter, noise and traffic in the settlement.

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[Total: 30 marks]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.

University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2008 0460/04/M/J/08