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Geography

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Seiyefa Beke
Seiyefa Beke

This document is a 16 page exam for the International General Certificate of Secondary Education in Geography. It contains two questions assessing students' understanding of environmental impacts in rural and urban areas. For question one, students investigated the effects of footpath erosion in a countryside area, including measuring vegetation cover and water infiltration rates across transects. For question two, students surveyed the environmental quality of different land uses in an urban area, ranking residential, industrial, shopping and open space areas. The exam tests students' ability to analyze data, draw conclusions, and evaluate methods.

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This document consists of 15 printed pages, 1 blank page, and 1 Insert. DC (NF/CGW) 10966/9 © UCLES 2009 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 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 questions. The Insert contains Fig. 1 and Tables 1 and 2 for Question 1 and Table 4 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. *6875729478* GEOGRAPHY 0460/04 Paper 4 Alternative to Coursework October/November 2009 1 hour 30 minutes Candidates answer on the Question Paper. Additional Materials: Ruler For Examiner’s Use Q1 Q2 Total
2 0460/04/O/N/09© UCLES 2009 For Examiner’s Use 1 A major impact of many people visiting countryside areas is the increase in footpath erosion. A lot of people walking over open ground presses down the soil and wears it away. Evidence used to indicate the amount of footpath erosion may involve factors such as: • the percentage of bare ground • the height of vegetation • infiltration time (how long it takes water to soak into the soil) Students who wanted to investigate the impact of this erosion decided to test the following hypotheses: Hypothesis 1: Footpath erosion decreases away from the centre of the footpath. Hypothesis 2: Footpath erosion affects the rate at which water soaks into the soil. The students carried out their investigation on a path that was very popular for walkers. They chose three sites at varying distances from the car park. These sites are shown on Fig. 1 (Insert). At each site, the students carried out their investigation across a 10 metre transect. This is shown in Fig. 2. Investigation site and equipment used quadrat ruler tape measure 0 1 2 3 4 5 6 7 8 9 10 11 Fig. 2
3 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (a) (i) First the students investigated vegetation and bare ground across each transect. The results of this investigation at Site A are shown in Table 1 (Insert). How were the results shown in Table 1 obtained? .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[4] (ii) Use the results in Table 1 (Insert) to complete the ‘kite’ diagram, Fig. 3, to show the percentage of bare ground at sample points 10 and 11 across the transect at Site A. Complete the shading to show the amount of bare ground. [3] 1 2 3 4 5 6 sample point 7 8 9 10 11 100 bareground(%) 80 60 40 20 0 20 40 60 80 100 100 Percentage of bare ground across the transect at Site A 80 60 40 20 0 20 40 60 80 100 Fig. 3
4 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (iii) Use the results in Table 1 (Insert) to complete Fig. 4, to show the average height of vegetation at points 8, 9, 10 and 11 across the transect at Site A. [2] 1 0 2 4 6 8 10 12 14 16 18 2 3 4 5 6 sample point Average height of vegetation at Site Aaverageheightofvegetation(cm) 7 8 9 10 11 Fig. 4 (iv) What conclusion could the students make about Hypothesis 1, Footpath erosion decreases away from the centre of the footpath? What evidence supports this conclusion? .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[3]
5 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (b) (i) Next, the students investigated infiltration of water into the soil across the transect. Study Fig. 5, which shows the equipment used by the students to measure infiltration. Their results are shown in Table 2 (Insert). Equipment used to measure infiltration water measuring jug stopwatch piece of drainpipe hammer or mallet 3258 3 69 12 15 2 4 6 8 10 12 1416 18 20 22 24 26 28 30 34 36 38 40 42 46 44 48 50 52 54 56 1/10 Fig. 5 Explain how they carried out this investigation. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[3]
6 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (ii) Use the results shown in Table 2 (Insert) to complete Fig. 6, to show the infiltration times at points 9, 10 and 11 across the transect. [2] 1 0 10 20 30 40 50 60 70 80 2 3 4 5 6 sample point Infiltration times at Site Ainfiltrationtime(seconds) 7 8 9 10 11 Fig. 6 (iii) Look again at Table 1 (Insert) and Fig. 6. What is the relationship between the percentage of bare ground and the infiltration time at the sample points at Site A? .................................................................................................................................. ..............................................................................................................................[1] (iv) Suggest why the infiltration time increases towards the centre of the path. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[2]
7 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (c) The students did the same investigations at Sites B and C, shown on Fig. 1 (Insert). How and why might these results differ from those at Site A? .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[3] (d) In this investigation into footpath erosion, the students studied the amount of vegetation cover and the rate at which water soaks into the soil. How might the following suggestions have improved their investigation? A pedestrian count .......................................................................................................................................... .......................................................................................................................................... A questionnaire .......................................................................................................................................... .......................................................................................................................................... Repeating the study at different times of the year .......................................................................................................................................... ......................................................................................................................................[3] (e) What techniques can be used to protect the natural environment in parts of the countryside which are popular with tourists? .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[4] [Total: 30 marks]
8 0460/04/O/N/09© UCLES 2009 For Examiner’s Use 2 Students wanted to investigate the quality of the urban landscape in different parts of their town. To do this they decided to carry out an environmental survey, to find out if the quality of the environment varies between streets. They decided to focus their investigation on the following hypotheses: Hypothesis 1: The quality of the environment is affected by the type of land use. Hypothesis 2: The quality of the environment varies with distance from the town centre. The students selected 20 streets to survey. Their selection criteria were: • the street must have one main land use • the streets must be at different distances from the town centre They decided to have four land use categories: • residential • industrial • shopping • open space
9 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (a) The positions of the survey sites are shown on Fig. 7. 1 1 2 3 4 5 6 1 2 3 4 O1 F1 F5 F2 R3 R4 R2 F3 O4 S1 S2 R1 S4 S3 S5 O2 O3 F4 5 6 North Positions of survey sites South Key town centre position of survey point Land uses: R residential F industrial S shopping O open space EastWest km km km km 2 3 4 5 6 123456 Fig. 7 Complete Fig. 7 by marking on the position of the final two streets, using the information below. Land use Reference number Distance from town centre (km) Direction from town centre residential R5 2.0 north east open space O5 4.5 south west [2]
10 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (b) The students produced an environmental quality reference sheet to use at each site. This is shown in Table 3. Table 3 Environmental quality reference sheet Category Description Score Litter No litter 3 Small amount of litter 2 A lot of litter 1 All kinds of litter scattered widely 0 Roads and pavements Well maintained 3 Slightly uneven 2 Uneven 1 Very poor condition 0 Trees, shrubs and grass Well kept 3 Badly kept or poor quality 2 Damaged trees and shrubs, grass not cut 1 Derelict and unplanted areas 0 Street furniture (lamp posts, telephone boxes, street lights, bins) Well designed and in good condition 3 Adequate provision, satisfactory condition 2 Missing or inadequate 1 Badly cared for or vandalised 0 Road signs Well placed and visible 3 Badly placed 2 Confusing and cluttered 1 Inadequate information 0 Traffic 3 2 1 0 Noise Low level noise 3 2 Frequent disturbing and distracting noise 1 0
11 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (i) Complete the ‘Traffic’ section by inserting the following descriptions in the correct order on Table 3: Traffic moving freely, heavy parking Traffic congested, not moving freely Clear road with light parking Traffic moving freely, light parking [1] (ii) Complete the ‘Noise’ section of Table 3 by inserting appropriate descriptions. [2] (iii) What decisions would the students have to make in organising and carrying out the environmental quality survey? .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[4]
12 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (c) The students needed to record the results of their environmental quality survey. In Fig. 8, design a sheet which could be used to record their results for one street. [3] Environmental quality survey Name of street ………………………………………… Fig. 8 (d) The results of the environmental quality survey are shown in Table 4 (Insert). (i) Use these results to complete the dispersion graph, Fig. 9 opposite. Plot the environmental quality scores of the residential streets R1 and R4 and circle the median (middle) value for residential land use. [3]
13 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use Results of environmental quality survey 0 1 2 3 4 residential industrial land use categories shopping open space median (middle) value Key 5 6 7 8 9 10 11 13 12 14 15 17 16 18 20 19 21 22 23 24 25 environmentalqualityscore Fig. 9 (ii) In the space below, rank the four land use categories in order of their median (middle) score. Rank Land use category High Low [1] (iii) The students accepted Hypothesis 1, that ‘The quality of the environment is affected by the type of land use’. Do you agree with them? Support your decision with evidence from Fig. 9. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[2]
14 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (iv) Suggest reasons for the difference in results between the industrial areas and the shopping areas. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[3] (e) (i) Look again at the results sheet, Table 4 (Insert). Use these results to complete the scatter graph, Fig. 10, by plotting the environmental quality scores of the residential streets R1, R4 and R5. [3] 1 0 5 10 15 20 25 20 3 4 5 6 distance from town centre (km) How environmental quality varies with distance from town centre environmentalquality score Fig. 10 (ii) Looking at the results shown in Fig. 10, do you accept or reject Hypothesis 2, that ‘The quality of the environment varies with distance from the town centre’? Give evidence for your answer. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[2]
15 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (f) Having completed the survey, the students were discussing the methods they had used with their teacher. They identified the following two things that they felt could have been improved: • The environmental quality reference sheet (Table 3) • The four land use categories they had identified (residential, industrial, shopping, open space). What problems do you think the students might have identified about the environmental quality reference sheet and the four land use categories? The environmental quality reference sheet .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... The four land use categories .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[4] [Total: 30 marks]
16 0460/04/O/N/09 BLANK PAGE 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.

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  • 1. This document consists of 15 printed pages, 1 blank page, and 1 Insert. DC (NF/CGW) 10966/9 © UCLES 2009 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 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 questions. The Insert contains Fig. 1 and Tables 1 and 2 for Question 1 and Table 4 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. *6875729478* GEOGRAPHY 0460/04 Paper 4 Alternative to Coursework October/November 2009 1 hour 30 minutes Candidates answer on the Question Paper. Additional Materials: Ruler For Examiner’s Use Q1 Q2 Total
  • 2. 2 0460/04/O/N/09© UCLES 2009 For Examiner’s Use 1 A major impact of many people visiting countryside areas is the increase in footpath erosion. A lot of people walking over open ground presses down the soil and wears it away. Evidence used to indicate the amount of footpath erosion may involve factors such as: • the percentage of bare ground • the height of vegetation • infiltration time (how long it takes water to soak into the soil) Students who wanted to investigate the impact of this erosion decided to test the following hypotheses: Hypothesis 1: Footpath erosion decreases away from the centre of the footpath. Hypothesis 2: Footpath erosion affects the rate at which water soaks into the soil. The students carried out their investigation on a path that was very popular for walkers. They chose three sites at varying distances from the car park. These sites are shown on Fig. 1 (Insert). At each site, the students carried out their investigation across a 10 metre transect. This is shown in Fig. 2. Investigation site and equipment used quadrat ruler tape measure 0 1 2 3 4 5 6 7 8 9 10 11 Fig. 2
  • 3. 3 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (a) (i) First the students investigated vegetation and bare ground across each transect. The results of this investigation at Site A are shown in Table 1 (Insert). How were the results shown in Table 1 obtained? .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[4] (ii) Use the results in Table 1 (Insert) to complete the ‘kite’ diagram, Fig. 3, to show the percentage of bare ground at sample points 10 and 11 across the transect at Site A. Complete the shading to show the amount of bare ground. [3] 1 2 3 4 5 6 sample point 7 8 9 10 11 100 bareground(%) 80 60 40 20 0 20 40 60 80 100 100 Percentage of bare ground across the transect at Site A 80 60 40 20 0 20 40 60 80 100 Fig. 3
  • 4. 4 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (iii) Use the results in Table 1 (Insert) to complete Fig. 4, to show the average height of vegetation at points 8, 9, 10 and 11 across the transect at Site A. [2] 1 0 2 4 6 8 10 12 14 16 18 2 3 4 5 6 sample point Average height of vegetation at Site Aaverageheightofvegetation(cm) 7 8 9 10 11 Fig. 4 (iv) What conclusion could the students make about Hypothesis 1, Footpath erosion decreases away from the centre of the footpath? What evidence supports this conclusion? .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[3]
  • 5. 5 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (b) (i) Next, the students investigated infiltration of water into the soil across the transect. Study Fig. 5, which shows the equipment used by the students to measure infiltration. Their results are shown in Table 2 (Insert). Equipment used to measure infiltration water measuring jug stopwatch piece of drainpipe hammer or mallet 3258 3 69 12 15 2 4 6 8 10 12 1416 18 20 22 24 26 28 30 34 36 38 40 42 46 44 48 50 52 54 56 1/10 Fig. 5 Explain how they carried out this investigation. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[3]
  • 6. 6 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (ii) Use the results shown in Table 2 (Insert) to complete Fig. 6, to show the infiltration times at points 9, 10 and 11 across the transect. [2] 1 0 10 20 30 40 50 60 70 80 2 3 4 5 6 sample point Infiltration times at Site Ainfiltrationtime(seconds) 7 8 9 10 11 Fig. 6 (iii) Look again at Table 1 (Insert) and Fig. 6. What is the relationship between the percentage of bare ground and the infiltration time at the sample points at Site A? .................................................................................................................................. ..............................................................................................................................[1] (iv) Suggest why the infiltration time increases towards the centre of the path. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[2]
  • 7. 7 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (c) The students did the same investigations at Sites B and C, shown on Fig. 1 (Insert). How and why might these results differ from those at Site A? .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[3] (d) In this investigation into footpath erosion, the students studied the amount of vegetation cover and the rate at which water soaks into the soil. How might the following suggestions have improved their investigation? A pedestrian count .......................................................................................................................................... .......................................................................................................................................... A questionnaire .......................................................................................................................................... .......................................................................................................................................... Repeating the study at different times of the year .......................................................................................................................................... ......................................................................................................................................[3] (e) What techniques can be used to protect the natural environment in parts of the countryside which are popular with tourists? .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[4] [Total: 30 marks]
  • 8. 8 0460/04/O/N/09© UCLES 2009 For Examiner’s Use 2 Students wanted to investigate the quality of the urban landscape in different parts of their town. To do this they decided to carry out an environmental survey, to find out if the quality of the environment varies between streets. They decided to focus their investigation on the following hypotheses: Hypothesis 1: The quality of the environment is affected by the type of land use. Hypothesis 2: The quality of the environment varies with distance from the town centre. The students selected 20 streets to survey. Their selection criteria were: • the street must have one main land use • the streets must be at different distances from the town centre They decided to have four land use categories: • residential • industrial • shopping • open space
  • 9. 9 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (a) The positions of the survey sites are shown on Fig. 7. 1 1 2 3 4 5 6 1 2 3 4 O1 F1 F5 F2 R3 R4 R2 F3 O4 S1 S2 R1 S4 S3 S5 O2 O3 F4 5 6 North Positions of survey sites South Key town centre position of survey point Land uses: R residential F industrial S shopping O open space EastWest km km km km 2 3 4 5 6 123456 Fig. 7 Complete Fig. 7 by marking on the position of the final two streets, using the information below. Land use Reference number Distance from town centre (km) Direction from town centre residential R5 2.0 north east open space O5 4.5 south west [2]
  • 10. 10 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (b) The students produced an environmental quality reference sheet to use at each site. This is shown in Table 3. Table 3 Environmental quality reference sheet Category Description Score Litter No litter 3 Small amount of litter 2 A lot of litter 1 All kinds of litter scattered widely 0 Roads and pavements Well maintained 3 Slightly uneven 2 Uneven 1 Very poor condition 0 Trees, shrubs and grass Well kept 3 Badly kept or poor quality 2 Damaged trees and shrubs, grass not cut 1 Derelict and unplanted areas 0 Street furniture (lamp posts, telephone boxes, street lights, bins) Well designed and in good condition 3 Adequate provision, satisfactory condition 2 Missing or inadequate 1 Badly cared for or vandalised 0 Road signs Well placed and visible 3 Badly placed 2 Confusing and cluttered 1 Inadequate information 0 Traffic 3 2 1 0 Noise Low level noise 3 2 Frequent disturbing and distracting noise 1 0
  • 11. 11 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use (i) Complete the ‘Traffic’ section by inserting the following descriptions in the correct order on Table 3: Traffic moving freely, heavy parking Traffic congested, not moving freely Clear road with light parking Traffic moving freely, light parking [1] (ii) Complete the ‘Noise’ section of Table 3 by inserting appropriate descriptions. [2] (iii) What decisions would the students have to make in organising and carrying out the environmental quality survey? .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[4]
  • 12. 12 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (c) The students needed to record the results of their environmental quality survey. In Fig. 8, design a sheet which could be used to record their results for one street. [3] Environmental quality survey Name of street ………………………………………… Fig. 8 (d) The results of the environmental quality survey are shown in Table 4 (Insert). (i) Use these results to complete the dispersion graph, Fig. 9 opposite. Plot the environmental quality scores of the residential streets R1 and R4 and circle the median (middle) value for residential land use. [3]
  • 13. 13 0460/04/O/N/09© UCLES 2009 [Turn over For Examiner’s Use Results of environmental quality survey 0 1 2 3 4 residential industrial land use categories shopping open space median (middle) value Key 5 6 7 8 9 10 11 13 12 14 15 17 16 18 20 19 21 22 23 24 25 environmentalqualityscore Fig. 9 (ii) In the space below, rank the four land use categories in order of their median (middle) score. Rank Land use category High Low [1] (iii) The students accepted Hypothesis 1, that ‘The quality of the environment is affected by the type of land use’. Do you agree with them? Support your decision with evidence from Fig. 9. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[2]
  • 14. 14 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (iv) Suggest reasons for the difference in results between the industrial areas and the shopping areas. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[3] (e) (i) Look again at the results sheet, Table 4 (Insert). Use these results to complete the scatter graph, Fig. 10, by plotting the environmental quality scores of the residential streets R1, R4 and R5. [3] 1 0 5 10 15 20 25 20 3 4 5 6 distance from town centre (km) How environmental quality varies with distance from town centre environmentalquality score Fig. 10 (ii) Looking at the results shown in Fig. 10, do you accept or reject Hypothesis 2, that ‘The quality of the environment varies with distance from the town centre’? Give evidence for your answer. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[2]
  • 15. 15 0460/04/O/N/09© UCLES 2009 For Examiner’s Use (f) Having completed the survey, the students were discussing the methods they had used with their teacher. They identified the following two things that they felt could have been improved: • The environmental quality reference sheet (Table 3) • The four land use categories they had identified (residential, industrial, shopping, open space). What problems do you think the students might have identified about the environmental quality reference sheet and the four land use categories? The environmental quality reference sheet .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... The four land use categories .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[4] [Total: 30 marks]
  • 16. 16 0460/04/O/N/09 BLANK PAGE 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.