A large new shop was opened in the CBD of a town in the UK. Students from a local school decided to investigate the impact of the shop on the town centre. Fig. 13 (Insert) shows the location of the shop in the CBD of the town. The students agreed on the following hypotheses: Hypothesis 1: Opening the new shop has had a positive economic impact on the town centre. Hypothesis 2: Opening the new shop has had a negative impact on the environment of the town centre.

Mark scheme

Marking points from the official mark scheme (Oct/Nov 2015). The mark or mark type is shown in brackets.

1. [1] (a)(i) Central Business District
2. [1] (a)(ii) Factory
3. [3] (b)(i) Ideas such as: Choose a variety of people / choose people of different age or gender Don't just ask people you know Introduce yourself / explain purpose of survey Have a system for choosing people such as every 10th person / random / have a sampling method Accept if people don't want to answer or fill it in / don't argue / be polite / thank them Don't approach people in a big group / work in pairs / don't work alone Don't block pavement / doorway Go to different parts (of the CBD) / don't all go to the same area
4. [2] (b)(ii) 15-30 (or reasonable alternative between 30–40) 31 (or reasonable alternative) – 60 Accept reasonable ranges if not overlapping
5. [2] (b)(iii) Divided bar graph completion 1 mark for dividing lines at 71 and 91 1 mark for shading
6. [2] (b)(iv) 1 mark for 4 correct scores 1 mark for correct total = 64 Must have the + and – symbols
7. [1] (b)(v) Answer from b(iv) plotted accurately (ecf)
8. [4] (b)(vi) Hypothesis is correct / true / mostly true – 1 mark reserve (HA) Over half agreed with 3 of the 4 statements Majority agreed that shop has brought more goods and services / attracts people to town more often / has provided more jobs Less than half agreed / more than half or most disagreed that shop has increased competition Credit data if added together or paired for 1 mark max e.g. 64 agree that the store has brought more services (accept statement 1) e.g. 31 strongly agree and 40 agree / 71 agree that shop attracts people to the town centre (accept statement 2) All statements have positive scores People are most positive about jobs created People are least positive about competition to other shops Credit data for 1 mark max e.g. score / index for brought goods and services = 63 / shops attract people = 64 / provides jobs = 140 (accept reference to statements 1, 2, 3, 4) average score for all 4 statements is 68.75
9. [2] (c)(i) Scores may vary between students: Carry out pilot study Work in groups and discuss / agree / check score Calculate the average score from a group of students NOT: compare score with other groups Score may vary at different times: Make sure surveys are done at same time / agree a time for survey
10. [1] (c)(ii) Bar drawn to 22
11. [4] (c)(iii) Disagree with conclusion / students' decision / hypothesis is false – 1 mark reserve (HA) New town has a positive impact (on the environment) Higher EQ results or score / positive descriptions / scores over 21 are nearest to new shop / sites C or D Lower EQ results or score / negative descriptions / scores below 21 are furthest from new shop / sites B or E Credit contrasting paired data of total scores for 1 mark maximum e.g. C scores 27 and E scores 17, D scores 30 and B scores 14, Points C/D are nearer the new shop and have higher scores than points B/E which are further away = 2 marks If no decision credit evidence
12. [3] (d)(i) Recording sheet should include: Street name / location / sample point / site / survey point Number of pedestrians / tally label / example of tallying method (NOT blank space) Total number Time / day / date
13. [4] (d)(ii) 2 or 3 students / group go to each survey point All start the count at the same time / synchronise watches All count for the same length of time / finish at the same time / 30 mins Do more than one count in a day / do it on several days or on two different days / do one count in the morning and one in the afternoon Note down / record / count people passing the point / one person counts and one person writes down Fill in the recording sheet / fill in the tally / use a clicker