A class of students did fieldwork in their town. They wanted to find out where the boundary of the CBD was located. They had learned in class that this is known as 'delimiting' the CBD. They discussed with their teacher several fieldwork methods they could use to delimit the CBD. One group of students also investigated the quality of shops in and around the CBD. The students decided to test the following hypotheses. Hypothesis 1: Different methods of delimiting the CBD produce the same result. Hypothesis 2: The shopping environment in and around the CBD varies.

1. (a)What does CBD stand for? C ______ B ______ D ______[1]
2. (b)(i)The students used the following methods to test Hypothesis 1: • pedestrian counts • survey of building heights • survey of traffic restrictions (controls) The students did pedestrian counts at 30 sites around the town centre. In the space below, draw a recording sheet the students could have used at each site.[3]
3. (b)(ii)Describe an appropriate method to ensure the students obtained reliable results from the pedestrian count.[4]
4. (b)(iii)The results of the pedestrian count are shown in Fig. 7.1 below. Isolines have been drawn on the map to show the variation in the number of pedestrians. On Fig. 7.1, complete the isoline that shows 200 pedestrians.[2]
5. (c)To collect data about the height of buildings the students selected five buildings at each of the pedestrian count sites. They then counted the number of storeys of each building and calculated an average. Give one advantage and one disadvantage of this method of working out the height of buildings. Advantage Disadvantage[2]
6. (d)The students marked on a map of the town two examples of traffic restrictions (controls) which they saw. These were a pedestrianised area and an area where there was restricted vehicle access. Give three other examples of traffic restrictions they could have recorded. 1 2 3[3]
7. (e)Having completed their data collection for Hypothesis 1 the students decided to use the following criteria to delimit the area of the CBD: • more than 300 pedestrians • buildings which are 3 or more storeys high • any traffic restrictions Using these criteria, the students located possible boundaries of the CBD. These are shown on Fig. 7.2 (Insert). The students decided that Hypothesis 1: Different methods of delimiting the CBD produce the same result, was false. Give two pieces of evidence from Fig. 7.2 (Insert) to support this decision. 1 2[2]
8. (f)Another group of students chose a different fieldwork method to delimit the CBD. They drew a land use map of the town centre and using this map they decided where the boundary of the CBD was. Describe how they would carry out these tasks.[3]
9. (g)(i)To investigate Hypothesis 2: The shopping environment in and around the CBD varies, the students did a survey using the shopping environment index shown in Fig. 7.3 (Insert). The results of the survey are shown in Table 7.1 (Insert). Draw the bar to show the shopping index score at site 12 in Fig. 7.4 below.[1]
10. (g)(ii)What conclusion would the students make about Hypothesis 2: The shopping environment in and around the CBD varies? Support your decision with evidence from Fig. 7.4 and Table 7.1 (Insert).[4]
11. (g)(iii)Suggest two ways that the students could have improved the reliability of their shopping environment survey.[2]
12. (h)After they completed their fieldwork the students discussed with their teacher how the CBD of a town changes over time. Suggest three ways that a CBD might change.[3]

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