igcse alternative to coursework geography

The Geography Study School

Geographically on par for your a star.

• Agriculture
• Case Studies
• Energy, water and the environment
• Industrial systems
• Map Skills-Paper 2

Paper 4: Alternative to coursework

• Plate tectonics
• River processes
• Weather, Climate & Ecosystems
• Recommended Resources
• Option G: Urban Environments
• Populations in Transition
• Changing space-the shrinking world
• Contact and Copyright

Except for Papers 1 (theory) and 2 (map skills), you may also be required to sit for Paper 4. This page summarises the main skills that you will need to learn to triumph in the exam hall.

Answer all questions

Many students lose points because they overlook some of the questions (has happened to me as well). Therefore, be sure to check that you have not missed tasks by checking for the square brackets to the right of the paper (which indicate the number of points you get). This is particularly important on pages with many tables, diagrams, graphs or maps.

Know your theory

The most common topics covered in the alternative to practical exams are: coasts , rivers , settlement and weather (so make sure you’ve revised the theory on these sections.

Measuring at coast lines

Beach profile is measured to survey the morphology (structure/elevation) of a beach and compare that to other beaches or coastlines, as well as examining correlation between beach processes and sediments.

• Appropriate sampling points are selected across the width of a beach at breaks of slope (changes in gradient)
• For each section between two sampling points, a clinometer and ranging rod are used to measure the slope angle (NB: points must be at identical height along the ranging rod, and ranging rods must be placed vertically into the ground.
• The distance between each section is measured using a tape measure, and the gradient is calculated.

This is best done at low tide and during stable weather conditions to ensure the safety of the surveyors.

Sediments size and structure may be recorded along different coast lines to investigate transport and erosion processes and the relationship between sediments and other factors such as beach profile. (the same method for sediment analysis applies to rivers)

• Sediments are selected using one of the sampling techniques, possibly by placing a quadrat on the beach along a transect.
• Calipers may be used to measure the length (long axis) of pebbles.
• An angularity chart or a pebbleometer may be used to investigate the roundness of the particles. (NB: an angularity chart is often subjective -different surveyors may come to different conclusions)
• The weight off a rock may be measured using electronic scales. Alternatively, the weight of a rock may be recorded uing a spring balance and a plastic bag. First, the weight of the empty plastic bag is recorded. Then the rock is put in the plastic bag, which is attached to the spring balance. The weight is read off from the scale and the total weight is subtracted from that of the plastic bag to find the weight of the rock.

Longshore drift may be measured to examine the transport of coastal material and predict the supply of sediments in future.

The “float” method may be used to measure longshore drift.

• A tape measure is laid out close to the water to mark start and finish points of the investigation (an appropriate distance should be selected beforehand)
• A float is placed in the water and the start mark.
• Direction and time of movement of the float is observed and recorded along the preset distance.

More detail on these fieldwork techniques can be found at the Royal Geographical Society .

Measuring river variables

Width and depth : Channel width can be measured by holding a tape measure across the channel from bank to bank. The wetted width is the channel width at water level, while bankful width refers to the distance from bank to bank. Channel depth is measured by using a ranging rod and measuring the depth of the river from water surface to bed on multiple locations across the channel and calculating the average.

The wetted perimeter is the length of the banks and bed that is in contact with the water. It is measured by recording the average depth and the wetted width.

Velocity : River velocity (rate of water movement varies across a stream): measured using a flow meter. A single measurement at 60% of the depth of the stream should be taken to supply a reliable average. The fastest part in the river channel is known as the Thalweg.

Discharge (m³/s) : cross-sectional area (m²) x velocity (m/s) Discharge normally increases downstream, as do width, depth and velocity.

A hydrograph can be used to map the discharge of a river against time at a specific point along the river. In a hydrograph. The highest point on a hydrograph gives us the peak discharge, or the highest rate of discharge. The time interval from the start of rainfall to peak discharge is known as time to peak.

When discharge of a river increases substantially over a long time, for example due to prolonged rainfall, this is shown as an upward curve on the hydrograph. This curve is known as concentration curve or rising limb.

Channel efficiency (measured by hydraulic radius): cross-sectional area/ wetted perimeter. The higher the hydraulic radius, the more efficiently the river transports its load

Gradient (slope) : using ranging rods positioned equidistantly upstream and downstream of the cross- section sites and clinometer to measure slope angle.

Settlement surveys

Traffic count:  Traffic counts can be performed to gain information on use of roads and means of travel, aiding urban planning.

• Find a suitable location or suitable transect.
• Use a tally chart to record different modes of transport

Identifying land use and function: Land use may be surveyed to establish boundaries of the CBD and identify management strategies to develop certain areas.

• Use a map of the city to select an appropriate transect for data collection.
• Classify different types of land use eg. industrial, residential, commercial
• Decide on a suitable sampling technique and record the data on the map.

From what I’ve seen looking at the past papers, most questions ask how weather instruments work or where they need to be sited.Also, you may be asked to interpret data (which is a major component of this paper).

Please refer to the notes on Weather, Climate and Ecosystems for how to use the weather instruments and Paper 2 for data representation .

Environmental surveys

Geographical equipment

A stopwatch is used to record time, eg. in traffic counts or in measuring velocity, in which it is used in conjunction with other equipment.

A compass is used to measure direction eg. of a course of a river or to see where the wind is coming from.

A tape measure is used to measure medium distances (between several metres to 30/50 metres). [the yellow thing used for measuring the distance in long jump]

A metre rule is used for measuring short distances eg. the depth of a river.

Calipers are used to measure the width, length or height of small objects.

A pebbleometer is used to measure the angularity (roundness) of river materials.

Ranging rods are used to measure the depth of a river, or the angle of a slope with a clinometer. A clinometer is used to measure the angle of elevation (slope) by placing at eye level at a ranging rod (that stands vertically in the ground).The clinometer is directed to the other ranging rod at eyelevel, and the angle is read off.

Flowmeters are used for measuring the velocity of water eg. in rivers. Flow meters have a small propeller that is placed under the surface of the water. Movement of the propeller created a digital reading that notes the speed of the water.

A quadrat is a  square divided into many smaller squares. A quadrat is used for measuring vegetation cover or selecting samples along a river or beach.

Data collection

Often you will be asked to describe what methods have been used to collect certain data. In that case specify the equipment used, how measurements have been taken and how they have been recorded.

Primary vs. secondary data

When collecting data, we can distinguish between primary and secondary data.

Primary data is data that has been collected personally (by you or your team) using surveying or sampling methods. Examples include pedestrian counts, environmental indexes and questionnaires.

Primary data contains only the information you wanted to obtain and in the format you need. It should be up to date. On the other hand, primary data collection may time-consuming and information may be biased.

Secondary data is data that has been collected by another person or research team ie. information from books or the internet.

Secondary allows you to collect information from a larger sample or samples that would not usually be accessible to you, however it may be in the wrong format and contain too much materials. You may not know the source of the data and the collection method.

There are three main types of sampling: random, systematic and stratified

In random sampling, a number generator or number chart is used to determine which samples  to survey. Each sample has equal chances of being selected. Random sampling avoids bias, as opposed to systematic sampling and is comparatively quick and simple. However, results may not be representative of the overall trend.

In systematic sampling, the samples are selected from a list of elements in a regular pattern (eg. every 4th sample). Systematic sampling gives better coverage of the sample group, however it may be biased (subjectivity of which pattern to follow) and the result may not be representative of the overall trend.

In stratified sampling the samples are divided into strata (categories) by some characteristics (eg. gender, location) Then a sample is taken either by random or systematic sampling. Systematic sampling is used to give a more representative result.

Questionnaires

Questionnaires may be conducted verbally or in written form. When constructing a questionnaire, it is very important to use the right structure and layout, as well as asking the right questions. Also, you need to choose on a sampling method before conducting a questionnaire survey.

A good questionnaire starts off with an introduction eg. We are from Bayport High School and for our geography classes we need to conduct a survey on … . Would you mind, if we ask you a few questions?

Questions should be organised in a logical manner. There are two types of questions: closed ended and open-ended. A good questionnaire will contain both closed and open-ended questions, so as to ask for the opinions of the participants, while also making the questions relevant and precise.

Closed-ended questions give a set possibility of answers, and participants usually tick their responses. Good closed-ended questions usually have one option saying “other”, should the participants not fit into any of the suggested categories. Closed ended questions are usually more subjective.

Open-ended questions allow the participants to formulate their own response. While this allows for more variety, data can be harder to display graphically and participants are more likely to give irrelevant responses.

Evaluating hypotheses

Evaluating hypotheses is one of the most scoring (and most common) questions on the paper. For each hypotheses:

• State whether it is true, partially true or false.
• Give a reason for your answer
• Use statistics to support your answer
• State any anomalies
• Support anomalies using figures (data)

How surveys can be improved

Each paper that I have seen so far, asks how survey (collection) methods can be improved. These are the most common answers, of which at least two should always be applicable.

• Do counts more regularly e.g. every one or two hours
• Do counts, surveys or indexes in more locations
• Do counts, surveys and indexes on different days of the week (including weekends)
• Get two groups doing the same survey, index or count so that an average may be taken
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Cambridge International IGCSE Geography Learner guide

Topic outline.

• Select activity Syllabus content - what you need to know about Syllabus content - what you need to know about

You will have three assessments:

• Two theory papers:
• Paper 1 (Geographical Themes)

Paper 2 (Geographical Skills)

• One practical assessment
• either Component 3 (Coursework)
• or Paper 4 (Alternative to Coursework).

Your teacher will be able to tell you whether you are doing coursework (Component 3) or taking Paper 4.

• If you are doing coursework, you will complete one assignment and take Paper 1 and Paper 2 in the examination.
• if you are not doing coursework, you will take three papers in the examination, Paper 1, Paper 2 and Paper 4.

Make sure you always check the latest syllabus, which is available at  www.cambridgeinternational.org .

• Select activity How you will be assessed How you will be assessed
• Select activity Please rotate your device Please rotate your device
• Select activity What skills will be assessed? What skills will be assessed?

We take account of the following skill areas in your examination papers:

• your knowledge (what you remember) and understanding (how you use what you know and apply it to new situations)
• how you interpret and analyse information, e.g. data, graphs, diagrams, photographs
• how you make judgements and decisions, including conclusions, based on information.

These skills are called assessment objectives. They are explained in the sections below. Your teacher will be able to give you more information about how each of these is tested in the examination papers.

What does the AO mean?

Remembering facts and applying these facts to new situations

What do you need to be able to do?

Demonstrate knowledge and understanding of:

• the wide range of processes, including human actions, contributing to the development of a. physical, economic and social environments and their effects on the landscape b. spatial patterns and interactions which are important within these environments
• the relationships between human activity and the environment
• the importance of scale (whether local, regional or global)
• the changes which occur through time in places, landscapes and spatial distribution

How you select information and apply geographical understanding to explain the information

• Interpret and analyse geographical data
• Use and apply geographical knowledge and understanding to maps and in numerical, diagrammatic, pictorial, photographic and graphical form
• Use geographical data to recognise patterns in such data and to deduce relationships
• Select and show understanding of techniques for observing and collecting data
• Select and use techniques for organising and presenting data.

Being able to make judgements based on information and recognise possible decisions

Use your geographical training to:

• an appreciation of the attitudes, values and beliefs of others in issues which have a geographical dimension
• an awareness of the contrasting opportunities and constraints of people living in different places and under different physical and human conditions
• a willingness to review their own attitudes in the light of the views of others and new knowledge acquired
• the physical and human contexts in which decisions are made
• the values and perceptions of differing groups or individuals
• the choices available to decision makers
• the increasing level of global interdependence and the need for sustainable development.
• Select activity Command words Command words
• Select activity The flipcards below include command words used in ... The flipcards below include command words used in the assessment for this syllabus. The use of the command word will relate to the subject context.
• Select activity Example candidate response Example candidate response
• Select activity All information and advice in this section is spec... All information and advice in this section is specific to the example question and response being demonstrated. It should give you an idea of how your responses might be viewed by an examiner but it is not a list of what to do in all questions. In your own examination, you will need to pay careful attention to what each question is asking you to do.
• Select activity Question The question used in this example is from... Question  The question used in this example is from Paper 1 and is an example of a structured-answer question. Now let’s look at the question to see what the ‘command words’ for this question mean for your answer. (c) For a named country you have studied, describe the problems caused by over population. Describe is the command word in this question. This means that you state the main features of the problems caused by overpopulation. Using examples is an excellent way of supporting your descriptions.

• Select activity Example candidate response and examiner comments Example candidate response and examiner comments
• Select activity (c) For a named country you have studied, describe... (c) For a named country you have studied, describe the problems caused by over population. Name of country: Ghana Ghana is noted to be one of the top countries known to be overly populated. With this, we see that there is pressure on Ghana’s resources. The population of Ghana is very high and because of this water supply would reduce, there would be pressure on the electricity in Ghana because so many people in the country are using the power. Ghana’s government revenue would reduce. The government of Ghana would put in a bit of money to improve medication to new ones, rebuild hospitals, care homes, provide new and well trained doctors, re-construct roads bring more water from another place where there is no supply of water. Ghana has a high rate of crime due to overpopulation. When there is a crowded area people who are uneducated would want to cause a scene and steal and kill people. There is a high spread of so many diseases in Ghana. Diseases such as cholera due to the water we drink as a country and also people use dirty hands to eat. When there are crowded, immediately one person gets the disease it spreads to another person and moves on. The settlements in Ghana are congested. An example is Nima. Nima is very congested and the homes are all together and there is even no space for a car to park. Over-population brings about unemployment because there are a lot of people in the country. Over-population brings noise.
• Select activity Revision Revision
• Select activity Explore the advice below to help you revise and pr... Explore the advice below to help you revise and prepare for the examinations.  It is divided into general advice for all papers and more specific advice for Paper 1, Paper 2, and Paper 4.
• Find out when the examinations are and plan your revision so you have time to revise.
• Create a revision timetable and divide it into sections to cover each topic.
• Find out how long each paper is, how many questions you have to answer, how many marks there are for each question, and work out how long you have for each question.
• Find out the choices you have on each paper, make sure you know how many sections there are and which sections you should answer from.
• When there is a choice of questions in a section, make sure you revise enough to have a choice.
• Know the meaning of the command words used in questions and how to apply them to the information given.
• Look at past examination papers and highlight the command words and check what they mean.
• Make revision notes. Try different styles of notes.
• Work for short periods then have a break.
• Revise small sections of the syllabus at a time.
• Test yourself by writing out key points, redrawing diagrams, etc.
• Make sure you define geographical terms accurately, e.g. deforestation is not simply ‘cutting down trees’, it is ‘the total deliberate removal or clearance of forest/trees by cutting and/or burning at rates faster than natural regeneration or without replanting’.
• Definitions must not reuse the words to be defined. E.g. land pollution means the contamination (pollution) of the earth’s surface (land) by the unplanned or illegal disposal of waste substances.
• Make your own dictionary or draw up a glossary of key terms for each section of the syllabus. Look at maps, diagrams, tables, etc. to find out what they show; e.g., recognising landforms and settlement patterns on maps and photographs.
• Practise drawing clear, IGO, neat, fully-labelled diagrams and maps.
• Learn your case studies thoroughly. What do they show? How you might use them? Where in the world are they? Are they are local, regional, international or global scale?
• Make a list of case studies for each section of the syllabus.
• Look at past questions and decide which case study would be best to answer each one.
• Know your own local case studies, whenever possible.
• Learn to spell geographical terms correctly.
• Have a look at past questions so that you are clear of what to expect in an examination.
• Look at mark schemes to help you to understand how the marks are awarded for each question.
• Read the instructions carefully and answer the right number of questions from the right sections.
• Do not answer more questions than are needed, as this will not gain you more marks in the examination.
• Plan your time according to the marks for each question. For example, a question worth three marks requires less time and a shorter answer than one worth 10 marks.
• If a question has several parts, then the parts with more marks will need more time and more developed answers.
• Do not leave out questions or parts of questions.
• Remember, no answer means no mark.
• Identify the command words – you could underline or highlight them
• Identify the other key words and perhaps underline them too
• Try to put the question into your own words to understand what it is really asking.
• Read all parts of a question before starting your answer. Think carefully about what is needed for each part. You will not need to repeat material.
• Read the title, key, axes of graphs, etc. to find out exactly what it is showing you
• Look for dates, scale, and location
• Try using coloured pencils or pens to pick out anything that the question asks you about.
• Answer the question. This is very important! Use your knowledge and understanding. Do not just write all you know, only write what is needed to answer the question.
• Plan your answers. Clear, concise, well-ordered, well-argued, well-supported answers get more marks than long, rambling, muddled, repetitive ones. Quality is better than quantity.
• Use geographical terms in your answers as much as possible.
• Use the resource material given in the question to support your answer. Annotated maps, diagrams and graphs can help you, and be used to support your answer. Use them whenever possible but do not then repeat the information in words.
• Use case study material even when it is not required specifically by the question. Case studies and examples can come from your home area
• Make sure your writing is clear and easy to read. It is no good writing a brilliant answer if the examiner cannot read it.
• Look at the instructions on the front of the paper. You have to choose three out of the six questions, one out of two questions in each section so that you answer a question on each of the three themes.
• Do not try to answer all the questions, you will not have time to answer them properly.
• Write the answers to the questions in the spaces in the question and answer booklet provided, using this as a rough guide to the amount of detail and length of answer that is needed.
• If you run out of space continue the answer on the spare lined sheet at the back of the booklet. Make sure you number any continuation answers carefully and also indicate that your answer is continued on the extra page at the end of your partly-written answer.
• Look at the number of marks available for each part of a question. Do not spend too much time on one part if it is only worth one or two marks, or alternatively write only a short answer when a question is worth more marks.
• Timing is important, do not spend too much time on your first chosen question, otherwise you will have to rush the last question.
• Just in case you run out of time, if there is a question which you are not confident on, answer it last.
• Read the information given in the stem of the question carefully as well as the questions themselves.
• Wherever possible in your answers try to include relevant examples and case studies. There may be local examples which you could use in your answers.
• Where you are asked to complete an answer by labelling or drawing on a resource you must do this rather than writing an answer.
• If you use any extra sheets make sure that you put your name on them and attach them to your answer booklet before handing it in.
• When you are asked to use a written resource you will not be given marks for copying out sections from it.
• Look at the question you are being asked and try to show your understanding by answering in your own words.
• If you are asked to compare or describe the differences between two things it is no good just writing about one. You could use words like ‘bigger’ or ‘more’ to help you compare or a word like ‘whereas’ in the middle of your sentence, e.g. ‘a constructive wave deposits material on the coast whereas a destructive wave erodes material from it’.
• Try to be as precise as possible as vague statements are unlikely to get you many marks. e.g. ‘A Stevenson Screen is used to get accurate readings’ is far too vague. You need to give details explaining why readings are accurate when a Stevenson Screen is used (the louvers allow a free flow of air, the white surface reflects the sun’s rays, it allows you to take temperatures in the shade etc.).
• Make sure you know the differences between global environmental problems which you may have studied. Many people mix up global warming, ozone depletion and acid rain.
• You must also make sure you do not mix up causes and effects / consequences – you may be asked for one or the other so read the question carefully.
• This paper is testing a range of skills.
• Try to be as accurate as you can with measuring and plotting.
• Take your time, take care and always use a ruler to complete graphs and measure straight line distances.
• Many questions ask you to ‘use the evidence’ in the resources provided such as the maps, photographs and graphs.
• You must make sure that you do so rather than using your background knowledge, e.g. if you are asked to describe the features of an industry shown in a photograph there is no need to include general information about that industry and its location.
• If you are asked to describe features of a coastal area shown on a map there will be no credit for explaining how they were formed.
• If you are asked to use evidence from the map to explain why there are no settlements in some areas there is no point in referring to the climate as the map extract is unlikely to include information about it.
• Practise basic map skills, for example six-figure grid references. Candidates sometimes get the third and sixth figures confused.
• Make sure you give the reference for the position of the symbol rather than the name of the place.
• If you are asked to measure a distance it is worth using the linear scale below the map and a straight edged piece of paper. By doing this you will be less likely to make mistakes which are possible when using calculation to convert centimetres to kilometres and metres.
• Look carefully at what units you need to use, whether you should answer to the nearest kilometre or in metres.
• Make sure you always give the units in your answer rather than just writing down the number.
• You could be asked to give a direction or a compass bearing.
• Make sure you know the difference and check which of the features you are measuring from and to, by looking carefully at the wording of the question.
• If you are asked to draw a graph be as accurate as you can, measuring carefully and using a ruler.
• Take care to draw the type of graph that the question asks for rather than a different type of graph.
• Make sure you know how to draw and read a divided bar graph; it is used in a different way from a normal bar graph.
• This paper is an alternative to coursework and to prepare for it you need to be able to answer questions about collecting, presenting and analysing data like you would in a geographical investigation. There is nearly always a question that asks you to write a conclusion and an evaluation. You need to practise these skills.
• Many of these questions are based on a hypothesis. Make sure you are familiar with testing hypotheses.
• You will be given resources to use in the examination which you have not seen before, perhaps different types of graphs or diagrams. Look at the diagrams carefully and think carefully about what they are showing before you answer the questions. You may be asked to complete a diagram, in which case you need to complete it accurately and carefully.
• You will have to answer questions about data which has already been collected as part of an investigation. This could be a set of figures, graphs or maps. One of the things you will be asked to do is to recognise and describe patterns or trends, e.g. the distribution of rainfall over an area as shown on a map or over time as shown on a graph, the amount of erosion alongside a footpath as shown on a diagram. You should practise this skill, using data which you have collected yourself, or data from your teacher.
• If you are asked questions about the data in the resources you will be expected to use that data rather than simply listing or repeating the figures, e.g. you may be asked to compare two sets of data about different places, look for a relationship between two or more sets of data or recognise similarities and differences. However it is always useful to support your answer by referring back to the resource and quoting data from it.
• Learn about the different types of samples that can be used when collecting data – you may be asked to describe the advantages of using systematic or stratified sampling for example. Many candidates assume that the only sample that can be taken is a random sample.
• You may be asked to suggest practical ways in which something could be improved. This could be an actual investigation or something which has been investigated, e.g. the amount and distribution of pollution in a river. You will be expected to be realistic in your suggestions so always think about whether they are practical. For example to suggest that all the residents of a town should be interviewed rather than taking a sample is unrealistic. Similarly, to suggest that all factories alongside the river are shut down is not a suggestion which is practical.
• When asked to write a conclusion you need to look at the evidence and then say whether you think the hypothesis is correct or not. In a few cases it may be only partly correct. You must then give evidence to support your conclusion. This evidence must be based on the data provided in the question.

Theme 1: Population and settlement

• Select activity 1.1 Population dynamics 1.2 Migration 1.3 Populati... 1.1 Population dynamics 1.2 Migration 1.3 Population structure 1.4 Population density and distribution 1.5 Settlements and service provision 1.6 Urban settlements 1.7 Urbanisation

Theme 2: The natural environment

• Select activity 2.1 Earthquakes and volcanoes 2.2 Rivers 2.3 Coast... 2.1 Earthquakes and volcanoes 2.2 Rivers 2.3 Coasts 2.4 Weather 2.5 Climate and natural vegetation

Theme 3: Economic development

• Select activity 3.1 Development 3.2 Food production 3.3 Industry 3... 3.1 Development 3.2 Food production 3.3 Industry 3.4 Tourism 3.5 Energy 3.6 Water
• Select activity Useful websites Useful websites
• Select activity The websites listed below are useful resources to ... The websites listed below are useful resources to support your Cambridge IGCSE Geography studies

The Best Collection of Past Papers

Geography - 0460 / 41 Paper 4 - Alternative to Coursework Mark Scheme - May / June 2022 IGCSE - Cambridge International Examination