2023 Cambridge IGCSE Geography (0460) Practice Paper with Answers

(a) (i) 15 per 1000 (accept 14 to 16 per 1000).
(ii) The death rate remained relatively stable, fluctuating between 5 and 6 per 1000, before showing a slight upward trend towards the end of the period, reaching approximately 7 per 1000 by 2022.
(iii) In 1970, South Korea had a high rate of natural increase as the birth rate (31 per 1000) was much higher than the death rate (6 per 1000). By 2022, South Korea experienced a natural decrease because the birth rate had fallen to 5 per 1000, which was lower than the death rate of 7 per 1000.
(iv) Birth rates are low in MEDCs due to: widespread availability and affordability of contraception; high cost of raising children and education; emancipation of women who focus on careers and higher education; delayed marriage and family planning; and low infant mortality rates meaning families do not need to have many children to ensure survival.

(b) (i) Economic problems of an ageing population include: a shrinking active workforce leading to labour shortages; increased government expenditure on state pensions and elderly healthcare; and a heavier tax burden on the smaller working-age population.
(ii) Strategies to address this include: raising the retirement age to keep people in the workforce longer; introducing pro-natalist policies such as subsidised childcare or tax incentives to encourage larger families; investing in automation and artificial intelligence to replace scarce manual labour; and encouraging immigration of skilled, working-age migrants from other nations.

(c) Case study of Niger:
Niger has a high rate of natural population growth driven by high birth rates and falling death rates. High birth rates are caused by early marriage (average age of marriage for girls is under 16), low levels of female literacy (less than 20%), and strong cultural preferences for large families to assist with subsistence farming. Furthermore, lack of access to family planning resources and high infant mortality rates (around 48 per 1000) encourage families to have more children to ensure some survive to adulthood. Concurrently, death rates have decreased due to improved medical interventions, vaccinations, and cleaner water supply projects funded by international aid.

1 (a) (i) 1 mark for correct identification of birth rate in 1990 (15 per 1000, accept 14–16).
(ii) 2 marks for describing the trend: fluctuates/stable around 5-6 per 1000 [1], rises slightly towards 2022 [1].
(iii) 3 marks: Statement identifying natural increase in 1970 and decrease/lower growth in 2022 [1]. Accurate paired data for 1970 (Birth rate 31, Death rate 6) [1]. Accurate paired data for 2022 (Birth rate 5, Death rate 7) [1].
(iv) 4 marks for explaining low birth rates: Contraception availability [1], high cost of living/children [1], women working/seeking careers [1], late marriage/lifestyle changes [1].

(b) (i) 3 marks for describing economic problems: Higher tax rates for working population [1], increased government spend on health/care homes [1], workforce/skills shortages [1].
(ii) 5 marks for suggesting strategies: Pro-natalist policies/childcare subsidies [1], raising retirement age [1], encouraging selective immigration [1], automation/mechanisation [1], private pension incentives [1].

(c) L1 (1-3 marks): Simple statements explaining high birth rates or falling death rates (e.g., they need children to work on farms, girls marry early, better healthcare).
L2 (4-6 marks): Developed explanations with specific linkages (e.g., girls marry early due to cultural traditions which increases their reproductive window, leading to high birth rates of over 6 children per woman).
L3 (7 marks): Comprehensive, well-developed explanation with reference to both births and deaths, including place-specific details for a named country (e.g., Niger, Niamey, fertility rate of 6.8).

(a) (i) The CBD is the commercial, retail, and business core of an urban area, usually characterised by high land values, high-density high-rise buildings, and accessibility.
(ii) There is an inverse relationship: as the distance from the CBD increases, the land value decreases rapidly at first, and then decreases more gradually towards the outer suburbs.
(iii) Building heights are greatest in the CBD because land prices are extremely high due to high demand and accessibility. Developers build vertically (skyscrapers) to maximise floor space and achieve a high return on investment per unit of land area.
(iv) Characteristics of the transition zone include: older, low-quality housing (e.g., tenement blocks); abandoned or active light industrial units/factories; derelict or vacant land awaiting redevelopment; high rates of social deprivation or crime; and processes of gentrification.

(b) (i) Characteristics shown in the photo: houses are constructed from non-traditional/scrap materials (such as corrugated iron, wooden pallets, and plastic sheeting); they are built very close together with minimal space between buildings; they are mostly single-storey structures with flat or poorly secured roofs.
(ii) Squatter settlements develop rapidly because of: high rates of rural-to-urban migration pushing people out of rural areas due to poverty; the pull of perceived jobs in the city; the lack of affordable formal housing provided by the government or private market; low wages or unemployment among migrants preventing them from renting or buying legal properties; and the lack of strict planning laws and police enforcement on marginal lands such as steep hillsides or marshlands.

(c) Case study of London, UK:
London manages transport congestion through several integrated strategies. First, the Congestion Charge zone, introduced in 2003, requires drivers to pay a daily fee to enter central London during peak hours, reducing traffic volume by 15-20%. Second, the city has expanded public transport capacity, notably through the construction of the Elizabeth Line (Crossrail), which increases passenger capacity and reduces pressure on central Underground lines. Third, the Cycle Superhighways network provides wide, segregated cycle lanes separating cyclists from motor vehicles, encouraging thousands of commuters to cycle instead of drive. Finally, low-emission zones (ULEZ) discourage high-polluting vehicles, improving air quality and encouraging cleaner, shared transport options.

2 (a) (i) 1 mark for definition of CBD (e.g., commercial core of the city, main business zone).
(ii) 2 marks for describing the relationship: negative correlation / land values fall as distance increases [1], steep drop near CBD and gentle drop further out [1].
(iii) 3 marks for explanation: land is expensive [1], high demand/competition for space [1], building upwards is cheaper than buying more footprint land [1].
(iv) 4 marks for transition zone characteristics: mixed land use [1], high density terraced housing [1], industrial decay/factories [1], high crime/social issues [1], redevelopment/gentrification [1].

(b) (i) 3 marks for describing informal housing from Fig. 2.2: built of scrap wood/iron/corrugated sheets [1], single-storey/low-rise [1], tightly packed/no garden space [1], uneven roof lines/makeshift [1].
(ii) 5 marks for explaining squatter growth: high rates of rural-to-urban migration [1], lack of affordable/formal housing [1], poverty/low wages of migrants [1], squatter sites built on marginal/unusable land [1], weak government planning enforcement [1].

(c) L1 (1-3 marks): Simple statements describing transport strategies (e.g., they built more cycle lanes, they charge people to drive into the city, trains are improved).
L2 (4-6 marks): Developed explanations showing how the strategies reduce congestion (e.g., introducing a Congestion Charge in the city centre discourages private car ownership/use because of the high cost, reducing daily traffic levels by 15% and transferring commuters to public transport).
L3 (7 marks): Comprehensive explanation with detailed examples of successful strategies linked to a named city (e.g., London, Congestion Charge, Oyster Card, Elizabeth Line).

(a) (i) Longshore drift.
(ii) Two conditions required: an abundant supply of sediment (shingle/sand) and a sudden change in the direction of the coastline (e.g., an estuary or bay mouth).
(iii) The prevailing wind determines the direction of the incoming waves, ensuring they approach the beach at an oblique angle. This oblique wave approach causes the swash to carry sediment up the beach at an angle, while the backwash pulls it straight down under gravity, transport sediment along the coast.
(iv) A salt marsh develops behind a spit because: the spit creates a sheltered, low-energy zone of water; rivers deposit fine silts and mud in this calm water; salt-tolerant pioneer plants (halophytes) colonise the mud flats; these plants trap more sediment, raising the ground level above high-tide level over time.

(b) (i) Three hard engineering strategies shown: sea wall, groynes, and rip-rap (rock armour).
(ii) Managed retreat involves allowing some low-value land to flood naturally. Advantages: it is much cheaper to implement and maintain than building concrete sea walls; it creates valuable natural habitats like salt marshes for wildlife; and it absorbs wave energy naturally. Disadvantages: it results in the loss of land, which could be farmland or property; it requires compensating landowners; and it can cause social distress due to forced relocation of residents.

(c) Case study of Holderness Coast, UK:
The Holderness Coast provides diverse economic opportunities. Tourism is highly important, with sandy beaches and dramatic landscapes at Bridlington and Hornsea attracting holidaymakers, boosting local hotels, cafes, and shops. Agriculture benefits from the fertile boulder clay soils, which support arable farming of wheat and barley along the coastal plateau. Additionally, the deep-water channels of the nearby Humber Estuary allow the development of key industrial ports like Hull and Immingham, facilitating international trade and shipping. Offshore, the sea provides rich fishing grounds, supporting local fishing fleets in Bridlington.

3 (a) (i) 1 mark for identifying longshore drift.
(ii) 2 marks for conditions: large supply of sand/shingle [1], a change in coastline shape / estuary mouth [1], shallow water [1], waves approaching at an angle [1].
(iii) 3 marks for wind explanation: dictates wave direction [1], forces waves to strike coast obliquely [1], drives swash up at an angle which is the basis of longshore drift [1].
(iv) 4 marks for salt marsh development: spit blocks strong waves / creates calm water [1], rivers bring fine mud/silt [1], deposition of fine sediment occurs [1], salt-tolerant plants colonise [1], biological trapping of more sediment [1].

(b) (i) 3 marks for identifying strategies from Fig. 3.2: concrete sea wall [1], wooden/rock groynes [1], rip-rap/rock armour [1], gabions [1].
(ii) 5 marks for comparing managed retreat vs hard engineering: Managed retreat is cheaper [1], creates natural salt marsh habitats [1], absorbs wave energy safely [1]. Disadvantages: loses valuable farmland/land [1], requires relocation of people/compensation [1], hard engineering provides immediate full protection [1].

(c) L1 (1-3 marks): Simple statements of coastal opportunities (e.g., people fish in the sea, tourists visit the beaches, there is a port for ships).
L2 (4-6 marks): Developed explanations of opportunities (e.g., beautiful sandy beaches and steep cliffs attract thousands of tourists every summer to resorts like Hornsea, providing employment in hotels, restaurants, and souvenir shops).
L3 (7 marks): Comprehensive, well-developed explanation with place-specific details of opportunities for a named coast (e.g., Holderness Coast, Bridlington, Spurn Point, Humber ports).

(a) (i) 24°C (maximum temperature 36°C minus minimum temperature 12°C).
(ii) Rainfall is very low overall, with a total of under 100mm annually. It is highly seasonal, with most rain falling between January and April, and virtually no rainfall during the summer months (June to September).
(iii) Hot deserts have a high daily temperature range due to a lack of cloud cover. During the day, there are no clouds to block incoming solar radiation, causing temperatures to soar. At night, the lack of cloud cover allows long-wave heat energy to escape rapidly from the ground into space, causing temperatures to drop severely.
(iv) Hot deserts are dry because: they are located under areas of high atmospheric pressure where Hadley and Ferrel circulation cells meet; descending air warms up and cannot hold condensation, preventing cloud formation; and prevailing trade winds often blow over large landmasses (offshore winds) and therefore carry no moisture.

(b) (i) Desert plant adaptations: succulent stems/leaves to store water; long taproots that grow deep into the ground to reach the water table; and thick waxy cuticles or leaves modified into spines to reduce water loss through transpiration.
(ii) Desert animal adaptations: nocturnal behaviour to avoid extreme daytime heat; burrowing underground during the day where temperatures are cooler; physical adaptations such as large ears (e.g., fennec fox) to dissipate heat; metabolic water production and highly efficient kidneys to produce concentrated urine; and specialized humps or fat storage areas (e.g., camels) which prevent fat from acting as an insulating layer over the rest of the body.

(c) Case study of the Amazon Rainforest, Brazil:
Deforestation in the Amazon is caused by several factors. Large multinational companies clear extensive tracts of forest for commercial cattle ranching and soy cultivation. Infrastructure development, such as the Trans-Amazonian Highway, opens up previously inaccessible forest, encouraging logging for valuable hardwoods like mahogany, and subsistence farming by landless peasants. The environmental impacts are severe: burning the forest releases massive quantities of carbon dioxide, contributing to global warming; the removal of the tree canopy exposes the fragile soil to heavy equatorial rains, causing severe soil erosion and silting up local rivers; and the destruction of complex microhabitats leads to a massive loss of biodiversity, with many species facing extinction.

4 (a) (i) 1 mark for correct calculation: 24°C (accept 22°C to 25°C depending on minor reading variations).
(ii) 2 marks for describing rainfall pattern: very low total/dry [1], seasonal peak in winter/spring (Jan-Apr) / dry summer [1].
(iii) 3 marks for explanation: no clouds [1], high solar input during daytime [1], rapid heat radiation/loss at night [1].
(iv) 4 marks for atmospheric dryness factors: located around 30° latitude under subtropical high pressure [1], air is descending/sinking and warming up [1], warming air cannot condense/form clouds [1], offshore trade winds blow from land to sea [1], rain shadow effects of mountains [1].

(b) (i) 3 marks for plant adaptations: taproots/wide root systems [1], fleshy/succulent water storage [1], waxy skin/spines [1].
(ii) 5 marks for animal adaptations: nocturnal habits [1], burrowing [1], specialized fat storage (e.g., camel hump) [1], minimal water loss/no sweating [1], physical adaptations like large ears to lose heat [1].

(c) L1 (1-3 marks): Simple statements of deforestation causes or impacts (e.g., they cut down trees for wood, cows graze there, animals lose their homes, soil gets washed away).
L2 (4-6 marks): Developed explanations of causes and impacts (e.g., commercial cattle ranching clears massive areas of forest to meet global beef demand, which exposes topsoil to tropical rain, resulting in severe nutrient leaching and land degradation).
L3 (7 marks): Detailed, well-balanced explanation of both causes and impacts, with place-specific details for a named tropical rainforest (e.g., Amazon, Carajás iron ore mine, Madeira river, specific species endangered).

(a) (i) An industrial system is a series of operations consisting of inputs (resources), processes (actions that transform the inputs), and outputs (the final products and waste).
(ii) Physical input: flat land/site. Human input: skilled labour, capital investment, or machinery.
(iii) Processes include: robotic welding of the steel body panels; automatic spraying and painting of the car chassis; and manual/robotic installation of the engine and electronic systems.
(iv) Secondary manufacturing converts physical raw materials into tangible finished products (e.g., assembling car parts). Quaternary industry is non-tangible, focusing on knowledge-based activities such as scientific research, software development, product design, and advanced technology engineering.

(b) (i) High-tech industries locate near universities because: they have direct access to a pool of highly qualified, skilled graduates; they can collaborate with university departments on cutting-edge research; and they can share expensive laboratory facilities and equipment.
(ii) Transport links are crucial as they allow raw materials and components to be imported quickly (just-in-time delivery) and final products to be exported to domestic and international markets via motorways, railways, or ports. Government incentives, such as tax exemptions, low-interest loans, subsidies, or relaxed planning regulations in Enterprise Zones, lower start-up and running costs, attracting industries to specific locations.

(c) Case study of Toyota Motor Manufacturing at Burnaston, Derby, UK:
Several key factors influenced Toyota's choice of Burnaston. First, the site offered 280 hectares of flat, stable greenfield land (formerly an airfield), which was cheap and allowed room for future expansion. Second, transport links are excellent: the site sits directly adjacent to the A50 dual carriageway, which connects to the M1 and M6 motorways, facilitating rapid transport of parts from suppliers and shipment of assembled cars to ports. Third, the area had a strong industrial heritage with a highly skilled engineering workforce from nearby cities like Derby, Nottingham, and Leicester, with experience from companies like Rolls-Royce. Finally, the UK government provided substantial financial subsidies and development grants to secure the investment and create thousands of local jobs.

5 (a) (i) 1 mark for definition of industrial system: inputs, processes, and outputs combined to produce goods.
(ii) 2 marks: Physical input (e.g., flat land, raw materials) [1]; Human input (e.g., capital, skilled labour, transport) [1].
(iii) 3 marks for describing processes: welding the frame [1], painting [1], fitting the engine/components [1], quality testing [1].
(iv) 4 marks for secondary vs quaternary difference: secondary involves manufacturing physical products [1], using factories/machinery [1]; quaternary involves intellectual/research services [1], high-tech design/IT [1].

(b) (i) 3 marks for university link reasons: access to highly skilled graduates [1], research collaboration [1], sharing expensive high-tech facilities [1].
(ii) 5 marks for transport and government explanation: road links allow just-in-time delivery of parts [1], close to ports for exports [1], government grants reduce startup costs [1], tax holidays/subsidies increase profit margins [1], special enterprise zones offer free land/infrastructure [1].

(c) L1 (1-3 marks): Simple statements of location factors (e.g., there were good roads nearby, the land was cheap and flat, workers lived nearby, the government helped them).
L2 (4-6 marks): Developed explanations of factors (e.g., the factory was built next to the A50 dual carriageway, which connects to the M1 motorway, enabling fast delivery of components from component factories around the UK).
L3 (7 marks): Comprehensive explanation with detailed location factors linked to a named factory or industrial zone (e.g., Toyota at Burnaston, Derby, UK).

(a) (i) 2020.
(ii) The overall trend shows an increase, rising from approximately 1.5 million in 2010 to a peak of over 2 million in 2019, despite some minor annual fluctuations.
(iii) Global tourism has grown due to: rising disposable incomes allowing families to afford foreign holidays; cheaper air travel and the proliferation of budget airlines; and increased leisure time and paid annual leave from work.
(iv) Positive multiplier effects occur when tourists spend money directly on hotels, food, and tours. This direct revenue allows tourism businesses to purchase local goods (e.g., food from farmers) and services, creating indirect employment. Furthermore, the taxes collected from tourists and businesses are used by the government to improve infrastructure (roads, water, electricity), which benefits the wider local community.

(b) (i) Negative environmental impacts include: water pollution from sewage discharged by hotels into the sea; damage to coral reefs by tourists anchoring boats or stepping on corals; and littering and habitat fragmentation from resort construction, disrupting wildlife migration routes.
(ii) Sustainable tourism balances protection and benefits by: limiting tourist numbers (carrying capacity) to avoid ecosystem damage; using renewable energy and rainwater harvesting in eco-lodges; employing local residents as tour guides and managers to ensure wages stay in the community; sourcing organic food locally; and investing a portion of tourism profits directly into local conservation and education projects.

(c) Case study of Kenya:
Kenya attracts millions of tourists annually due to a combination of physical and human attractions. The primary physical attraction is the wildlife, with national parks like the Maasai Mara hosting the 'Big Five' and the spectacular annual wildebeest migration across the Mara River. The Great Rift Valley offers dramatic volcanic landscapes, freshwater lakes (like Lake Naivasha), and flocks of pink flamingos at Lake Nakuru. Additionally, Mombasa offers physical attractions with its warm climate and pristine white-sand beaches on the Indian Ocean. Human attractions complement these, notably the unique culture of the Maasai people, with whom tourists can engage in cultural visits, watch traditional dances, and buy beadwork. Historic human attractions include Fort Jesus in Mombasa, a 16th-century Portuguese fort, and Swahili architecture in Lamu Old Town, both designated UNESCO World Heritage sites.

6 (a) (i) 1 mark for correct identification: 2020.
(ii) 2 marks for describing overall trend: overall increase/growth [1], fluctuations/minor dips around mid-decade [1].
(iii) 3 marks for growth reasons: increased disposable incomes [1], budget/cheaper airlines [1], internet/easy booking [1], more paid holidays [1].
(iv) 4 marks for positive multiplier explanation: tourist spending increases hotel revenue [1], hotels buy local food/supplies (indirect jobs) [1], local workers spend wages in other sectors [1], government collects taxes to build local infrastructure [1].

(b) (i) 3 marks for environmental negatives: pollution (air, water, noise) [1], ecosystem/coral destruction [1], wildlife disruption/loss of habitat [1].
(ii) 5 marks for sustainable strategies explanation: local employment/guides [1], eco-lodges use renewable energy/water conservation [1], capping visitor numbers [1], tourist taxes fund conservation [1], locally-sourced goods reduce leakage [1].

(c) L1 (1-3 marks): Simple statements of attractions (e.g., they go to see lions and zebras, the beaches are warm, they visit local tribes, there are nice historical forts).
L2 (4-6 marks): Developed explanations of how attractions encourage visits (e.g., the Maasai Mara national park allows tourists to go on safaris to see the Big Five in their natural habitat, which is a major draw for wildlife enthusiasts who pay high prices for game drives).
L3 (7 marks): Comprehensive explanation of both physical and human attractions, with place-specific details for a named destination (e.g., Kenya, Maasai Mara, Lake Nakuru, Mombasa beaches, Fort Jesus).

(a)
(i) Identify road at A: A92 / Dual carriageway / Primary route / Main road.
(ii) Identify B: Place of worship / Church with spire or tower.
(iii) Identify C: Post office (indicated by PO symbol).
(iv) Identify contour D: 60 metres.

(b)
(i) Measurement along the railway line: 2.7 km (acceptable range: 2.65 km to 2.75 km).
(ii) Six-figure grid reference: 873854 (acceptable range: 872853 to 874855).

(c)
(i) Feature X is the River Cowie (or Cowie Water).
(ii) Feature Y is the disused quarry.
(iii) Draw missing profile line on Fig 1.2 representing the hilltop reaching an altitude between 80m and 90m, descending to 45m at the eastern end.

(d)
Coniferous woodland is distributed unevenly:
- Mainly located in the north-west quadrant.
- Concentrated along steep slopes of the Cowie Water valley.
- Small isolated patches/copses in the north-east.
- Absent from the immediate coastal strip and the main urban built-up area.

(e)
Site characteristics:
- Situated on low-lying coastal land (less than 20m above sea level).
- Centred around the mouth of the Cowie Water and Carron Water rivers.
- Located on a sheltered natural harbor/bay.
- Built on gently sloping land rising to flatter cliff tops.

Functions:
- Transport: Route center with railway station, main dual carriageway (A90/A92), and local road network.
- Residential: Large areas of housing/grid street patterns.
- Tourism/Recreation: Caravan park, beach, historic harbor, coastal walking path, golf course.
- Services: Schools, hospital, post office, places of worship.

Total Marks: 20

(a) [4 marks]
(i) Main road / A-road / Primary route / Dual carriageway [1]
(ii) Place of worship / Church (with tower/spire) [1]
(iii) Post office / PO [1]
(iv) 60 (metres) [1]

(b) [2 marks]
(i) 2.65 - 2.75 (km) [1]
(ii) 873854 (Allow 872853 to 874855) [1]

(c) [4 marks]
(i) River / Cowie Water / Watercourse [1]
(ii) Quarry / Disused quarry [1]
(iii) Hilltop profile completed: peak must top between 80m and 90m [1]; must intersect eastern axis between 40m and 50m [1].

(d) [3 marks]
Describe distribution of coniferous forest (Max 3 marks):
- Uneven/scattered [1]
- Mainly in the north-west/inland [1]
- In river valleys / steep slopes [1]
- Absent from coastal areas/urban settlement [1]

(e) [7 marks]
Site and functions of Stonehaven (Reserve 2 marks for Site, 2 marks for Functions):

Site [Max 4 marks]:
- Coastal location / bay / harbor [1]
- Low-lying land (under 20m) [1]
- Mouth of rivers / confluence of Cowie Water & Carron Water [1]
- Gently sloping land [1]

Functions [Max 4 marks]:
- Transport (railway station, harbor, A92 dual carriageway) [1]
- Residential (large areas of housing) [1]
- Tourism/Leisure (beach, caravan site, golf course, castle nearby) [1]
- Administrative/Services (school, hospital, church) [1]

(a) (i) Read directly from 14:00 row: 24 °C.
(ii) Observe that as temperature increases from 12 to 24 °C, relative humidity falls from 92% to 55%.
(iii) Lowest pressure is 1007 hPa at 14:00 hours; wind direction is SE.
(b) (i) A wind vane is used to measure wind direction.
(ii) A wind vane must be placed in an open area, on top of a building or a tall pole, to prevent wind blockage and turbulence from obstacles like trees and buildings.

(a) (i) 24 (°C) [1]
(ii) Inverse relationship / as temperature increases, relative humidity decreases [1]; support with contrast from table (e.g. at 14:00 temp is highest at 24 °C and humidity is lowest at 55%, whereas at 06:00 temp is lowest at 12 °C and humidity is highest at 92%) [1]
(iii) SE / South-East [1]
(b) (i) Wind vane [1]
(ii) Any three of:
- Placed in an open area / away from trees / away from buildings [1]
- On a high pole / raised high / on a roof [1]
- Free from local wind obstructions / turbulence [1]
- Aligned correctly with compass directions (North marker pointing north) [1]

(a) (i) Threshold population is the minimum level of demand (number of customers) required to make a business viable.
(ii) Service Y is a high-order service because it requires a large population to make it profitable (50,000) and is used rarely (annually).
(b) (i) Services with a high threshold population also have a large sphere of influence because they draw customers from a wider geographic area to meet their high population requirements.
(ii) Bakeries (Service X) provide convenience goods used daily, so consumers use the closest one. Jewellers (Service Y) provide comparison/specialist goods bought rarely, so consumers are willing to travel further, expanding its sphere of influence.

(a) (i) Minimum number of people / customers needed to support a service / make a shop or service profitable [1]
(ii) Service Y / Specialist Jeweller [1]
Reason: High threshold population (50,000) / low frequency of use (annually) / specialist nature of goods [1]
(b) (i) Positive relationship / direct link [1]; services with larger threshold populations require a larger geographic area / sphere of influence to attract enough customers [1]
(ii) Any three of:
- Service X is a low-order / convenience service / daily need [1]
- Service Y is a high-order / specialist / comparison service [1]
- People travel short distances for convenience goods (Service X) / will not travel far for bread [1]
- People are willing to travel long distances for specialist goods (Service Y) [1]
- Bakeries are more numerous / jewellers are rare [1]

(a) (i) Longshore drift is the main sediment transport process on coastlines.
(ii) Sediment is carried up the beach by the swash at an angle. The backwash then drags the sediment directly back down the beach at a 90-degree angle to the shore. This causes sediment to move in a zig-zag fashion along the coast.
(b) (i) Constructive waves build up beaches because they have a dominant swash, whereas destructive waves destroy beaches because they have a dominant backwash that removes material.
(ii) Bays are sheltered, meaning wave energy is low. This allows fine sand to accumulate, creating a curved, gently sloping sandy beach.

(a) (i) Longshore drift [1]
(ii) Three marks for:
- Swash carries material up the beach at an angle / at 45 degrees [1]
- Backwash drags material back down the beach at a right angle / 90 degrees / straight down [1]
- Due to gravity [1]
- Repeats to move sediment in a zig-zag pattern along the shore [1]
(b) (i) Two marks for comparing differences:
- Constructive waves have strong swash and weak backwash, whereas destructive waves have weak swash and strong backwash [1]
- Constructive waves build up / deposit material, whereas destructive waves erode / remove material [1]
- Constructive waves are lower in height / less frequent, whereas destructive waves are higher / more frequent [1]
(ii) Two marks for:
- Gently sloping beach [1]
- Fine sediment / sandy [1]
- Curved / crescent shape [1]
- Low wave energy features / spits / spits at ends [1]

(a) (i) Observe the arrivals column from 2012 (240k) to 2018 (620k). It is a steady upward trend.
(ii) The dramatic drop in 2020 was caused by the COVID-19 pandemic and subsequent global travel lockdowns.
(b) Tourism provides direct jobs, increases GDP through foreign exchange, and stimulates other economic sectors like agriculture and transport (the multiplier effect).
(c) Tropical destinations typically offer natural physical features like beautiful beaches, tropical weather, and reefs for diving.

(a) (i) Steady / continuous increase [1]; support with data (e.g., from 240,000 in 2012 to 620,000 in 2018 / an increase of 380,000) [1]
(ii) COVID-19 pandemic / travel restrictions / economic recession / natural disaster (e.g. hurricane) / political instability [1]
(b) Three marks for explaining economic benefits:
- Job creation / employment in hotels / restaurants / tours [1]
- Generation of foreign currency / increases GDP [1]
- Multiplier effect / local businesses (farmers, taxi drivers) benefit from tourist spending [1]
- Infrastructure development (roads, airports) funded by tourism taxes [1]
(c) Two marks for physical attractions:
- Sandy beaches / clean coastlines [1]
- Warm / sunny climate [1]
- Coral reefs / clear blue sea [1]
- Tropical forests / waterfalls / wildlife [1]

(a) (i) Subduction is the term for one plate sinking beneath another.
(ii) Friction between the two plates stops them from sliding smoothly. Tension builds up, and when the friction is overcome, the plates slip, releasing energy as an earthquake.
(b) (i) Acidic, high-silica magma is characteristic of destructive boundaries, whereas basic, low-silica magma occurs at constructive boundaries.
(ii) High viscosity prevents gas bubbles from escaping easily. This causes a massive buildup of pressure until the volcano erupts explosively, throwing ash and pyroclastic flows.

(a) (i) Subduction [1]
(ii) Friction / plates lock together [1]; pressure / tension builds up [1]; sudden release of energy when plates slip / fault breaks [1] (Max 2)
(b) (i) Two marks for contrasting properties:
- Destructive magma is highly viscous / thick, while constructive magma is runny / low viscosity [1]
- Destructive magma has high silica content, while constructive magma has low silica content / basaltic [1]
- Destructive magma is cooler, while constructive magma is hotter [1]
(ii) Three marks for:
- High viscosity magma traps gases / prevents gas from escaping easily [1]
- Pressure builds up inside the chamber / vent [1]
- Violent / explosive release of gases / pyroclastic flow / ash clouds [1]
- In contrast, constructive boundaries allow gas to escape easily, leading to gentle, effusive lava flows [1]

(a) (i) Safety precautions include: wearing sturdy non-slip footwear/wading boots to prevent slipping on wet rocks, checking the weather forecast to avoid flash flooding risks, never working alone/working in groups, and using a ranging pole to test depth before stepping into the water.

(a) (ii) The students measure a 10-meter stretch along the river bank using a tape measure. They mark the start and end points with ranging poles. A student stands at the start line and drops the float (orange peel) into the main flow of the current. Another student stands at the finish line and starts a stopwatch when the float passes the start line, stopping it when the float passes the finish line. The process is repeated at least three times to calculate an average travel time. The velocity is then calculated as distance (10m) divided by average time.

(a) (iii) A digital flow meter provides a direct, precise measurement of velocity at varying depths (such as 0.6 depth) rather than just surface velocity. It is not affected by wind resistance, does not get caught in surface debris or eddies, and eliminates human stopwatch errors.

(b) (i) Average velocity = (0.45 + 0.41 + 0.49) / 3 = 0.45 m/s.

(b) (ii) Locate 4.5 km on the horizontal (x) axis, follow it vertically to meet 0.45 m/s on the vertical (y) axis, and mark this intersection point with a clear 'X' or dot.

(b) (iii) The students would conclude that Hypothesis 1 is true/fully supported. Velocity increases steadily from the upper to the lower course. For example, the velocity increases from 0.24 m/s at Site 1 (0.5 km downstream) to 0.65 m/s at Site 5 (10.0 km downstream), representing an overall increase of 0.41 m/s.

(c) (i) The students can use systematic sampling: they stretch a tape measure across the wet channel width and select a pebble at regular intervals (e.g., every 50 cm) to ensure the entire river bed is sampled without choosing only the largest or most colorful pebbles.

(c) (ii) They use a sliding caliper or ruler to measure the longest straight axis of the pebble in centimeters or millimeters. They compare the overall shape and sharpness of the corners to a standard visual chart of Power's Scale of Roundness to categorize it.

(c) (iii) On the horizontal axis, list the roundness categories (Angular, Sub-Angular, etc.). On the vertical axis, label 'Number of Pebbles' from 0 to 6. Draw vertical bars of equal width for each category, with heights corresponding to their frequency (e.g., Rounded bar height is 5 units).

(c) (iv) Agree with Hypothesis 2. The average long-axis pebble size decreases significantly downstream from 14.5 cm at Site 1 to 3.2 cm at Site 5. Meanwhile, roundness increases as pebbles at Site 1 are mostly Sharp/Angular, while at Site 5 they are smoother/more rounded (12 out of 15 are Sub-Rounded, Rounded, or Well Rounded).

(d) Repeat the measurements at more sites along the river, perform more trials for velocity to minimize anomalies, use more accurate digital flow meters and calipers, and perform the study during different seasons to compare discharge impacts.

(e) Stretch a tape measure tightly across the river channel from one wet bank to the other at 90 degrees to the flow to record width. At regular horizontal intervals (e.g., every 10% of width), lower a meter rule or graduated measuring pole vertically into the water until it touches the river bed. Read the depth from the waterline, ensuring the flat edge of the ruler is parallel to the flow to prevent water pile-up on the ruler.

(a) (i) 1 mark per valid precaution (max 2). Reject general statements like 'be careful'. Accept: non-slip boots, check weather/flood warnings, safety ropes, check water depth first.

(a) (ii)
- Mark 10-meter distance along the channel using a tape measure / ranging poles [1]
- Release float slightly upstream of the start line [1]
- Start stopwatch as float passes start line, stop as it passes end line [1]
- Repeat trials and find average time [1]

(a) (iii) 1 mark for identifying a limitation of the float (e.g., wind influence, surface-only, human reaction error) and 1 mark for how the flow meter solves it (e.g., measures deep current, digital display, instant reading) [2].

(b) (i) 0.45 (m/s) [1]

(b) (ii) Award mark for correct description of locating 4.5 km on x-axis and 0.45 m/s on y-axis and marking with X/dot [1].

(b) (iii)
- Hypothesis is true / fully supported [1]
- Cites correct data for Site 1 (0.24 m/s at 0.5 km) and Site 5 (0.65 m/s at 10.0 km) [1]
- Shows overall calculated trend/increase (increase of 0.41 m/s) [1]

(c) (i) Identify systematic sampling / describe stretching a tape across the width [1]; select pebbles at equal intervals [1].

(c) (ii)
- Use caliper/ruler to measure the longest axis of the pebble [1]
- Ensure measurement is in mm/cm [1]
- Compare pebble shape to a visual visual Power's Scale chart [1]

(c) (iii) Award 1 mark for correct labeling of axes (Y: Number of Pebbles, X: Roundness Categories) [1] and 1 mark for describing equal-width bars corresponding to frequency [1].

(c) (iv)
- Hypothesis is true / supported [1]
- Size decrease data: 14.5 cm at Site 1 to 3.2 cm at Site 5 [1]
- Roundness increase data: Site 1 mostly Angular / Site 5 mostly Sub-Rounded or Rounded (at least 12/15) [1]
- Link change to physical processes of attrition/abrasion over distance [1]

(d) 1 mark per valid suggestion (max 3): sample more sites, use larger sample size (e.g., 30 pebbles), conduct at different times of the year, use flow meters instead of floats.

(e)
- Stretch tape measure wet bank to wet bank to measure total width [1]
- Take depth readings at regular intervals (e.g., every 50 cm) across the width [1]
- Use graduated ruler/ranging pole lowered vertically to the bed [1]

(a) (i) To ensure comparable results, the students must conduct the pedestrian counts simultaneously at all 6 sites. They should use a standardized count duration (e.g., exactly 10 minutes). The counts must be conducted during the same weather conditions and on the same day of the week (ideally a weekday to capture typical patterns). Students must use a clicker or tally chart and stand in a safe, visible position without blocking the pedestrian flow, counting every pedestrian that crosses a designated line/line of sight.

(a) (ii) Two factors include: time of day (e.g., morning rush hour vs. midday), and current weather conditions (e.g., rain reducing pedestrian activity compared to a sunny day).

(b) (i) For each site, the students rate each of the 4 individual environmental categories from -2 to +2 based on the descriptors. They sum the scores from the 4 categories to produce a single total score. The theoretical range of total scores is from -8 (minimum: -2 x 4) to +8 (maximum: +2 x 4).

(b) (ii) Subjective indices are prone to personal bias (different students have different standards of what is 'noisy' or 'littered'). To minimize this, the students can work in groups of 3 or 4 at each site, negotiate an agreed score, or average their individual scores to minimize personal anomalies.

(b) (iii) Locate 'Site D' on the horizontal axis. Draw a vertical bar centered above 'Site D' rising upwards into the positive grid space to stop exactly at the '+2' line on the vertical axis, then shade the bar according to the key.

(b) (iv) Hypothesis 1 is fully supported by the EQI data. The environmental quality index decreases systematically as distance from the pedestrianised zone increases. For instance, the site closest to the zone, Site A (50m), has a very positive score of +7, whereas the furthest site, Site F (700m), has a negative score of -5, showing an overall decline of 12 points as you move away from the pedestrianised zone.

(c) (i) The students should exclude public transit buses, emergency vehicles (ambulances/police), and non-motorized vehicles (bicycles/scooters).

(c) (ii) The traffic volume at the boundary site (Site B) is 88 vehicles, which is more than double (54 vehicles higher than) the volume at the more distant road (Site E, 34 vehicles).

(c) (iii) The students would conclude that Hypothesis 2 is fully supported. Traffic counts are significantly higher on the roads immediately bordering the pedestrian zone (Sites A, B, and C) and drop sharply as distance increases. For example, Site A (50m) has 95 vehicles, while Site D (250m) drops to 45 vehicles, and Site F (700m) drops further to just 30 vehicles.

(d) (i) The students can design a structured questionnaire/interview sheet. They should select a representative sample of shop owners (e.g., targeting different business sectors such as retail, cafes, services) along the proposed extension streets. They visit the shops during quiet trade hours, ask standardized closed questions (e.g., 'Do you support the extension? Yes/No/Neutral') and open questions (e.g., 'What are your main worries?'), and record the responses systematically.

(d) (ii) Shop owners might worry about: difficulty of receiving deliveries/unloading stock without vehicle access, and a potential reduction in customers who prefer to drive and park close to the shop.

(a) (i)
- Conduct counts at the same time/simultaneously across all sites [1]
- Standardized time limit (e.g., 10 minutes) [1]
- Use of standard recording sheets/tally charts or clickers [1]
- Standardized positioning at each site (e.g., crossing a designated line) [1]

(a) (ii) Award 1 mark for each valid factor (max 2): weather conditions, day of week, time of day (rush hour vs. lunch), presence of attractions (e.g., a metro exit or popular cafe nearby).

(b) (i)
- Rates 4 individual categories from -2 to +2 [1]
- Sums the 4 scores together to get a total [1]
- Maximum score is +8, minimum is -8 [1]

(b) (ii)subjectivity / personal bias [1]; working in groups to find an average / using precise descriptor definitions [1].

(b) (iii) Bar plotted correctly at +2 for Site D [1].

(b) (iv)
- Hypothesis 1 is fully supported [1]
- Correctly quotes EQI for a near site (e.g., Site A, 50m = +7) [1]
- Correctly quotes EQI for a far site (e.g., Site F, 700m = -5) [1]
- Identifies the trend that EQI decreases as distance increases [1]

(c) (i) 1 mark per valid exclusion (max 2): public buses, bicycles/scooters, emergency vehicles, delivery trucks (if excluded to focus on private cars).

(c) (ii) Award 1 mark for quoting 88 vs 34 [1] and 1 mark for calculating the difference (54 vehicles) or stating it is more than double [1].

(c) (iii)
- Hypothesis is supported [1]
- High traffic near boundary: A (50m) = 95, B (100m) = 88 [1]
- Much lower traffic further away: E (450m) = 34, F (700m) = 30 [1]
- Clear statement of the drop/trend over distance [1]

(d) (i)
- Standardized questionnaire/survey design [1]
- Sampling strategy (e.g., target different types of shops systematically) [1]
- Appropriate execution (visit in person, polite introduction, ask standardized questions) [1]
- Record answers on a template sheet [1]

(d) (ii) 1 mark per valid economic worry (max 2): loss of drive-by trade/customers, delivery/loading restrictions, cost of adapting storefront, parking displacement driving customers to out-of-town malls.

(a) (i) Safety precautions include: wearing sturdy non-slip footwear/wading boots to prevent slipping on wet rocks, checking the weather forecast to avoid flash flooding risks, never working alone/working in groups, and using a ranging pole to test depth before stepping into the water.

(a) (ii) The students measure a 10-meter stretch along the river bank using a tape measure. They mark the start and end points with ranging poles. A student stands at the start line and drops the float (orange peel) into the main flow of the current. Another student stands at the finish line and starts a stopwatch when the float passes the start line, stopping it when the float passes the finish line. The process is repeated at least three times to calculate an average travel time. The velocity is then calculated as distance (10m) divided by average time.

(a) (iii) A digital flow meter provides a direct, precise measurement of velocity at varying depths (such as 0.6 depth) rather than just surface velocity. It is not affected by wind resistance, does not get caught in surface debris or eddies, and eliminates human stopwatch errors.

(b) (i) Average velocity = (0.45 + 0.41 + 0.49) / 3 = 0.45 m/s.

(b) (ii) Locate 4.5 km on the horizontal (x) axis, follow it vertically to meet 0.45 m/s on the vertical (y) axis, and mark this intersection point with a clear 'X' or dot.

(b) (iii) The students would conclude that Hypothesis 1 is true/fully supported. Velocity increases steadily from the upper to the lower course. For example, the velocity increases from 0.24 m/s at Site 1 (0.5 km downstream) to 0.65 m/s at Site 5 (10.0 km downstream), representing an overall increase of 0.41 m/s.

(c) (i) The students can use systematic sampling: they stretch a tape measure across the wet channel width and select a pebble at regular intervals (e.g., every 50 cm) to ensure the entire river bed is sampled without choosing only the largest or most colorful pebbles.

(c) (ii) They use a sliding caliper or ruler to measure the longest straight axis of the pebble in centimeters or millimeters. They compare the overall shape and sharpness of the corners to a standard visual chart of Power's Scale of Roundness to categorize it.

(c) (iii) On the horizontal axis, list the roundness categories (Angular, Sub-Angular, etc.). On the vertical axis, label 'Number of Pebbles' from 0 to 6. Draw vertical bars of equal width for each category, with heights corresponding to their frequency (e.g., Rounded bar height is 5 units).

(c) (iv) Agree with Hypothesis 2. The average long-axis pebble size decreases significantly downstream from 14.5 cm at Site 1 to 3.2 cm at Site 5. Meanwhile, roundness increases as pebbles at Site 1 are mostly Sharp/Angular, while at Site 5 they are smoother/more rounded (12 out of 15 are Sub-Rounded, Rounded, or Well Rounded).

(d) Repeat the measurements at more sites along the river, perform more trials for velocity to minimize anomalies, use more accurate digital flow meters and calipers, and perform the study during different seasons to compare discharge impacts.

(e) Stretch a tape measure tightly across the river channel from one wet bank to the other at 90 degrees to the flow to record width. At regular horizontal intervals (e.g., every 10% of width), lower a meter rule or graduated measuring pole vertically into the water until it touches the river bed. Read the depth from the waterline, ensuring the flat edge of the ruler is parallel to the flow to prevent water pile-up on the ruler.

(a) (i) 1 mark per valid precaution (max 2). Reject general statements like 'be careful'. Accept: non-slip boots, check weather/flood warnings, safety ropes, check water depth first.

(a) (ii)
- Mark 10-meter distance along the channel using a tape measure / ranging poles [1]
- Release float slightly upstream of the start line [1]
- Start stopwatch as float passes start line, stop as it passes end line [1]
- Repeat trials and find average time [1]

(a) (iii) 1 mark for identifying a limitation of the float (e.g., wind influence, surface-only, human reaction error) and 1 mark for how the flow meter solves it (e.g., measures deep current, digital display, instant reading) [2].

(b) (i) 0.45 (m/s) [1]

(b) (ii) Award mark for correct description of locating 4.5 km on x-axis and 0.45 m/s on y-axis and marking with X/dot [1].

(b) (iii)
- Hypothesis is true / fully supported [1]
- Cites correct data for Site 1 (0.24 m/s at 0.5 km) and Site 5 (0.65 m/s at 10.0 km) [1]
- Shows overall calculated trend/increase (increase of 0.41 m/s) [1]

(c) (i) Identify systematic sampling / describe stretching a tape across the width [1]; select pebbles at equal intervals [1].

(c) (ii)
- Use caliper/ruler to measure the longest axis of the pebble [1]
- Ensure measurement is in mm/cm [1]
- Compare pebble shape to a visual visual Power's Scale chart [1]

(c) (iii) Award 1 mark for correct labeling of axes (Y: Number of Pebbles, X: Roundness Categories) [1] and 1 mark for describing equal-width bars corresponding to frequency [1].

(c) (iv)
- Hypothesis is true / supported [1]
- Size decrease data: 14.5 cm at Site 1 to 3.2 cm at Site 5 [1]
- Roundness increase data: Site 1 mostly Angular / Site 5 mostly Sub-Rounded or Rounded (at least 12/15) [1]
- Link change to physical processes of attrition/abrasion over distance [1]

(d) 1 mark per valid suggestion (max 3): sample more sites, use larger sample size (e.g., 30 pebbles), conduct at different times of the year, use flow meters instead of floats.

(e)
- Stretch tape measure wet bank to wet bank to measure total width [1]
- Take depth readings at regular intervals (e.g., every 50 cm) across the width [1]
- Use graduated ruler/ranging pole lowered vertically to the bed [1]

(a) (i) To ensure comparable results, the students must conduct the pedestrian counts simultaneously at all 6 sites. They should use a standardized count duration (e.g., exactly 10 minutes). The counts must be conducted during the same weather conditions and on the same day of the week (ideally a weekday to capture typical patterns). Students must use a clicker or tally chart and stand in a safe, visible position without blocking the pedestrian flow, counting every pedestrian that crosses a designated line/line of sight.

(a) (ii) Two factors include: time of day (e.g., morning rush hour vs. midday), and current weather conditions (e.g., rain reducing pedestrian activity compared to a sunny day).

(b) (i) For each site, the students rate each of the 4 individual environmental categories from -2 to +2 based on the descriptors. They sum the scores from the 4 categories to produce a single total score. The theoretical range of total scores is from -8 (minimum: -2 x 4) to +8 (maximum: +2 x 4).

(b) (ii) Subjective indices are prone to personal bias (different students have different standards of what is 'noisy' or 'littered'). To minimize this, the students can work in groups of 3 or 4 at each site, negotiate an agreed score, or average their individual scores to minimize personal anomalies.

(b) (iii) Locate 'Site D' on the horizontal axis. Draw a vertical bar centered above 'Site D' rising upwards into the positive grid space to stop exactly at the '+2' line on the vertical axis, then shade the bar according to the key.

(b) (iv) Hypothesis 1 is fully supported by the EQI data. The environmental quality index decreases systematically as distance from the pedestrianised zone increases. For instance, the site closest to the zone, Site A (50m), has a very positive score of +7, whereas the furthest site, Site F (700m), has a negative score of -5, showing an overall decline of 12 points as you move away from the pedestrianised zone.

(c) (i) The students should exclude public transit buses, emergency vehicles (ambulances/police), and non-motorized vehicles (bicycles/scooters).

(c) (ii) The traffic volume at the boundary site (Site B) is 88 vehicles, which is more than double (54 vehicles higher than) the volume at the more distant road (Site E, 34 vehicles).

(c) (iii) The students would conclude that Hypothesis 2 is fully supported. Traffic counts are significantly higher on the roads immediately bordering the pedestrian zone (Sites A, B, and C) and drop sharply as distance increases. For example, Site A (50m) has 95 vehicles, while Site D (250m) drops to 45 vehicles, and Site F (700m) drops further to just 30 vehicles.

(d) (i) The students can design a structured questionnaire/interview sheet. They should select a representative sample of shop owners (e.g., targeting different business sectors such as retail, cafes, services) along the proposed extension streets. They visit the shops during quiet trade hours, ask standardized closed questions (e.g., 'Do you support the extension? Yes/No/Neutral') and open questions (e.g., 'What are your main worries?'), and record the responses systematically.

(d) (ii) Shop owners might worry about: difficulty of receiving deliveries/unloading stock without vehicle access, and a potential reduction in customers who prefer to drive and park close to the shop.

(a) (i)
- Conduct counts at the same time/simultaneously across all sites [1]
- Standardized time limit (e.g., 10 minutes) [1]
- Use of standard recording sheets/tally charts or clickers [1]
- Standardized positioning at each site (e.g., crossing a designated line) [1]

(a) (ii) Award 1 mark for each valid factor (max 2): weather conditions, day of week, time of day (rush hour vs. lunch), presence of attractions (e.g., a metro exit or popular cafe nearby).

(b) (i)
- Rates 4 individual categories from -2 to +2 [1]
- Sums the 4 scores together to get a total [1]
- Maximum score is +8, minimum is -8 [1]

(b) (ii)subjectivity / personal bias [1]; working in groups to find an average / using precise descriptor definitions [1].

(b) (iii) Bar plotted correctly at +2 for Site D [1].

(b) (iv)
- Hypothesis 1 is fully supported [1]
- Correctly quotes EQI for a near site (e.g., Site A, 50m = +7) [1]
- Correctly quotes EQI for a far site (e.g., Site F, 700m = -5) [1]
- Identifies the trend that EQI decreases as distance increases [1]

(c) (i) 1 mark per valid exclusion (max 2): public buses, bicycles/scooters, emergency vehicles, delivery trucks (if excluded to focus on private cars).

(c) (ii) Award 1 mark for quoting 88 vs 34 [1] and 1 mark for calculating the difference (54 vehicles) or stating it is more than double [1].

(c) (iii)
- Hypothesis is supported [1]
- High traffic near boundary: A (50m) = 95, B (100m) = 88 [1]
- Much lower traffic further away: E (450m) = 34, F (700m) = 30 [1]
- Clear statement of the drop/trend over distance [1]

(d) (i)
- Standardized questionnaire/survey design [1]
- Sampling strategy (e.g., target different types of shops systematically) [1]
- Appropriate execution (visit in person, polite introduction, ask standardized questions) [1]
- Record answers on a template sheet [1]

(d) (ii) 1 mark per valid economic worry (max 2): loss of drive-by trade/customers, delivery/loading restrictions, cost of adapting storefront, parking displacement driving customers to out-of-town malls.