Untitled

Syllabus
Cambridge IGCSE®
Geography 0460
For examination in June and November 2020, 2021 and 2022.
Also available for examination in March 2020, 2021 and 2022 for India only.
Version 1
Why choose Cambridge?
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experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for
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Our mission is to provide educational benefit through provision of international programmes and qualifications for
school education and to be the world leader in this field. Together with schools, we develop Cambridge learners
who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with
an international education from Cambridge International.
‘We think the Cambridge curriculum is superb preparation for university.’

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Contents
1 Why choose this syllabus? ..................................................................................................... 2
2 Syllabus overview .................................................................................................................... 5

Aims 5
Content overview 5
Assessment overview 6
Assessment objectives 7
3 Subject content .........................................................................................................................9

Resources 9
Case studies 9
Theme 1: Population and settlement 10
Theme 2: The natural environment 13
Theme 3: Economic development 16
Using mathematical skills in geography 18
4 Details of the assessment ....................................................................................................19

Paper 1 – Geographical Themes 19
Paper 2 – Geographical Skills 20
Component 3 – Coursework 23
Paper 4 – Alternative to Coursework 29
Coursework assessment 32
Coursework guidance notes 34
Command words 35
5 What else you need to know .............................................................................................. 36

Before you start 36
Making entries 37
After the exam 38
How students and teachers can use the grades 38
Grade descriptions 38
Changes to this syllabus for 2020, 2021 and 2022 39
Changes to this syllabus

For information about changes to this syllabus for 2020, 2021 and 2022, go to page 39.
The latest syllabus is version 1, published September 2017. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2016 are still suitable for use with this
syllabus.
Cambridge IGCSE Geography 0460 syllabus for 2020, 2021 and 2022.
1 Why choose this syllabus?
Key benefits
Cambridge IGCSE® syllabuses are created especially for international students. For over 25 years, we have worked
with schools and teachers worldwide to develop syllabuses that are suitable for different countries, different types
of schools and for learners with a wide range of abilities.
Successful Cambridge IGCSE Geography candidates develop lifelong skills, including:

•• an understanding of the processes which affect physical and human environments
•• an understanding of location on a local, regional and global scale
•• the ability to use and understand geographical data and information
•• an understanding of how communities around the world are affected and constrained by different
environments.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
Our approach encourages learners to be:
Cambridge
learner
‘The strength of Cambridge IGCSE qualifications is internationally recognised and has provided
an international pathway for our students to continue their studies around the world.’
Gary Tan, Head of Schools and CEO, Raffles International Group of Schools, Indonesia
2 www.cambridgeinternational.org/igcse Back to contents page

Cambridge IGCSE Geography 0460 syllabus for 2020, 2021 and 2022. Why choose this syllabus?
Recognition and progression

The combination of knowledge and skills in Cambridge IGCSE Geography gives learners a solid foundation for
further study. Candidates who achieve grades A* to C are well prepared to follow a wide range of courses including
Cambridge International AS & A Level Geography.
Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of
academic achievement. Many universities require a combination of Cambridge International AS & A Levels and
Cambridge IGCSEs or equivalent to meet their entry requirements.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to
the standard of GCSE in the UK. This means students can be confident that their Cambridge IGCSE qualifications
are accepted as equivalent to UK GCSEs by leading universities worldwide.
Learn more at www.cambridgeinternational.org/recognition
‘Cambridge IGCSE is one of the most sought-after and recognised qualifications in the world. It
is very popular in Egypt because it provides the perfect preparation for success at advanced level
programmes.’
Mrs Omnia Kassabgy, Managing Director of British School in Egypt BSE
Back to contents page www.cambridgeinternational.org/igcse 3

Cambridge IGCSE Geography 0460 syllabus for 2020, 2021 and 2022. Why choose this syllabus?
Supporting teachers
We provide a wide range of practical resources, detailed guidance, and innovative training and professional
development so that you can give your learners the best possible preparation for Cambridge IGCSE.
Teaching resources Exam preparation resources

• The School Support Hub • Question papers
www.cambridgeinternational.org/support • Mark schemes
• Syllabus • Example candidate responses to understand
• Scheme of work what examiners are looking for at key grades
• Learner guide • Examiner reports to improve future teaching
• Discussion forum
• Resource list
• Endorsed textbooks and digital resources Support for
Cambridge
Training IGCSE Community
• Face-to-face workshops around the world You can find useful information, as well as
• Online self-study training share your ideas and experiences with other
teachers, on our social media channels and
• Online tutor-led training
community forums.
• Cambridge Professional Development
Find out more at
Qualifications
www.cambridgeinternational.org/social-media

2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

•• an understanding of location on a local, regional and global scale
•• an awareness of the characteristics, distribution and processes affecting contrasting physical and human
environments
•• an understanding of the ways in which people interact with each other and with their environment
•• an awareness of the contrasting opportunities and constraints presented by different environments
•• an appreciation of and concern for the environment
•• an appreciation of the earth including its people, places, landscapes, natural processes and phenomena.
Content overview
The syllabus is divided into three themes:
Theme 1: Population and settlement
Theme 2: The natural environment
Theme 3: Economic development.
The themes are designed to develop an understanding of natural and human environments.
Support for Cambridge IGCSE Geography

Our School Support Hub www.cambridgeinternational.org/support provides Cambridge schools with a
secure site for downloading specimen and past question papers, mark schemes, grade thresholds and other
curriculum resources specific to this syllabus. The School Support Hub community offers teachers the
opportunity to connect with each other and to ask questions related to the syllabus.

Cambridge IGCSE Geography 0460 syllabus for 2020, 2021 and 2022. Syllabus overview
Assessment overview
All candidates take three papers. All candidates take Paper 1 and Paper 2, and either Component 3 or Paper 4.
All candidates take:
Paper 1 1 hour 45 minutes

Geographical Themes 45%
75 marks, weighted to 100 marks
Candidates answer three questions, each
worth 25 marks. Candidates must answer one
question from each section
Externally assessed
and:
Paper 2 1 hour 30 minutes

Geographical Skills 27.5%
60 marks
Candidates answer all the questions
Externally assessed
and either: or:
Component 3 Paper 4 1 hour 30 minutes

Coursework 27.5% Alternative to Coursework 27.5%
60 marks 60 marks
Teachers set one centre-based assignment of Candidates answer two compulsory questions,
up to 2000 words completing a series of written tasks
Centre-based assessment* Externally assessed
* Centre-based assessments require the written approval of Cambridge International. This will only be given to
teachers who satisfy Cambridge International requirements concerning moderation. Cambridge International offers
schools in-service training courses which are held in Cambridge and elsewhere.

Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge with understanding
Candidates should be able to 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.
AO2 Skills and analysis
Candidates should be able to:

•• 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.
AO3 Judgement and decision-making
Through their geographical training, candidates should be able to:

•• reason and make judgements and decisions, including evaluation and conclusions, which demonstrate, where
appropriate
(a) an appreciation of the attitudes, values and beliefs of others in issues which have a geographical dimension
(b) an awareness of the contrasting opportunities and constraints of people living in different places and under
different physical and human conditions
(c) a willingness to review their own attitudes in the light of the views of others and new knowledge acquired
•• make judgements and decisions and recognise how these are made within a geographical context as affected
and constrained by
(a) the physical and human contexts in which decisions are made
(b) the values and perceptions of differing groups or individuals
(c) the choices available to decision-makers
(d) the increasing level of global interdependence and the need for sustainable development.

Weighting for assessment objectives

The approximate weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification
Assessment objective Weighting in IGCSE %
AO1 Knowledge with understanding 30
AO2 Skills and analysis 52
AO3 Judgement and decision-making 18
Assessment objectives as a percentage of each component
Assessment objective Weighting in components %
Paper 1 Paper 2 Component 3

and Paper 4
AO1 Knowledge with understanding 48 11 20
AO2 Skills and analysis 30 80 60
AO3 Judgement and decision-making 22 9 20

3 Subject content
The subject content is arranged into the three themes:

•• Population and settlement
•• The natural environment
•• Economic development.
The content listed is exhaustive except where the word ‘including’ is used. Where ‘including’ is used, candidates
must study everything in the list but may also study other relevant aspects. For example:
•• in Topic 2.3, all the coastal landforms you must cover are listed
•• in Topic 2.5, where ‘including’ is used, you may choose to introduce other climatic characteristics as well as the
ones listed.
Resources
Some questions in all the written papers are based on resource material, such as photographs, map extracts,
satellite images, drawings, diagrams, graphs, text extracts, statistics and tables of data.
To meet the aims of an international syllabus and examination, resource materials come from various areas of the
world. Candidates may not be familiar with the world areas used in the resources. The questions do not require
specific regional knowledge. The resources are designed to prompt candidates to use the general principles they
have studied.
The units used in all resources and papers are:

•• metres and kilometres for height and distance
•• degrees centigrade for temperature.
Questions in all papers may include references to latitude or longitude.
Case studies
Where a case study is specified in a topic, teachers should choose a suitable example to illustrate the subject
content. For example, Topic 1.6 requires a case study of an urban area. The case study can be from anywhere in the
world but it must illustrate all the content listed under Topic 1.6.
You can choose more than one case study for a topic. For example, for Topic 1.6 you could choose Settlement X for
a case study on land use and Settlement Y for a case study on urban problems.
You can also use the same case study for more than one topic as long as it is suitable for the subject content.

Cambridge IGCSE Geography 0460 syllabus for 2020, 2021 and 2022. Subject content
Theme 1: Population and settlement

Please see the guidance on case studies for the options when planning case studies and note whether the word
‘including’ is used in the further guidance column.
1.1 Population dynamics

Candidates should be able to: Further guidance
Describe and give reasons for the rapid increase in the Causes and consequences of over-population and
world’s population under-population
Show an understanding of over-population and How birth rate, death rate and migration contribute
under-population to the population of a country increasing or declining
Understand the main causes of a change in Impacts of social, economic and other factors
population size (including government policies, HIV/AIDS) on birth
Give reasons for contrasting rates of natural and death rates
population change
Describe and evaluate population policies
Case Studies required for 1.1
•• A country which is over-populated
•• A country which is under-populated
•• A country with a high rate of natural population growth
•• A country with a low rate of population growth (or population decline)
1.2 Migration
Explain and give reasons for population migration Internal movements such as rural-urban migration, as
well as international migrations, both voluntary and
involuntary
Demonstrate an understanding of the impacts of Positive and negative impacts on the destination
migration and origin of the migrants, and on the migrants
themselves
Case Study required for 1.2
•• An international migration
1.3 Population structure

Identify and give reasons for and implications of Age/sex pyramids of countries at different levels of
different types of population structure economic development
•• A country with a high dependent population

1.4 Population density and distribution

Describe the factors influencing the density and Physical, economic, social and political factors
distribution of population
•• A densely populated country or area (at any scale from local to regional)
•• A sparsely populated country or area (at any scale from local to regional)
1.5 Settlements (rural and urban) and service provision

Explain the patterns of settlement Dispersed, linear, and nucleated settlement patterns
Describe and explain the factors which may influence Influence of physical factors (including relief,
the sites, growth and functions of settlements soil, water supply) and other factors (including
Give reasons for the hierarchy of settlements and accessibility, resources)
services High-, middle- and low-order settlements and
services. Sphere of influence and threshold
population
•• Settlement and service provision in an area
1.6 Urban settlements

Describe and give reasons for the characteristics of, Land use zones including the Central Business District
and changes in, land use in urban areas (CBD), residential areas, industrial areas and the
rural-urban fringe of urban areas in countries at
different levels of economic development
The effect of change in land use and rapid urban
growth in an urban area including the effects of urban
sprawl
Explain the problems of urban areas, their causes and Different types of pollution (air, noise, water, visual),
possible solutions inequality, housing issues, traffic congestion and
conflicts over land use change
•• An urban area or urban areas

1.7 Urbanisation
Identify and suggest reasons for rapid urban growth Reference should be made to physical, economic and
social factors which result in rural depopulation and
the movement of people to major cities
Describe the impacts of urban growth on both rural The effects of urbanisation on the people and the
and urban areas, along with possible solutions to natural environment
reduce the negative impacts The characteristics of squatter settlements
Strategies to reduce the negative impacts of
urbanisation
•• A rapidly growing urban area in a developing country and migration to it

Theme 2: The natural environment

2.1 Earthquakes and volcanoes

Describe the main types and features of volcanoes Types of volcanoes (including strato-volcanoes
and earthquakes [composite cone] and shield volcano)
Features of volcanoes (including crater, vent, magma
chamber)
Features of earthquakes (including epicentre, focus,
magnitude)
Describe and explain the distribution of earthquakes The global pattern of plates and their structure;
and volcanoes an awareness of plate movements, subduction
zones and their effects – constructive/divergent,
destructive/convergent and conservative plate
boundaries
Describe the causes of earthquakes and volcanic
eruptions and their effects on people and the
environment
Demonstrate an understanding that volcanoes
present hazards and offer opportunities for people
Explain what can be done to reduce the impacts of
earthquakes and volcanoes
•• An earthquake
•• A volcano

2.2 Rivers
Explain the main hydrological characteristics and Characteristics of rivers (including width, depth,
processes which operate in rivers and drainage basins speed of flow, discharge) and drainage basins
(including watershed, tributary, confluence)
Processes which operate in a drainage basin
(including interception, infiltration, throughflow,
groundwater flow, evaporation, overland flow)
Demonstrate an understanding of the work of a river
in eroding, transporting and depositing
Describe and explain the formation of the landforms Forms of river valleys – long profile and shape in
associated with these processes cross-section, waterfalls, potholes, meanders, oxbow
lakes, deltas, levées and flood plains
Demonstrate an understanding that rivers present Causes of hazards (including flooding and river
hazards and offer opportunities for people erosion)
Opportunities of living on a flood plain or a delta or
near a river
Explain what can be done to manage the impacts of
river flooding
•• The opportunities presented by a river or rivers, the associated hazards and their management
2.3 Coasts
Demonstrate an understanding of the work of the sea
and wind in eroding, transporting and depositing
Describe and explain the formation of the landforms Cliffs, wave-cut platforms, caves, arches, stacks,
associated with these processes stumps, bay and headland coastlines, beaches, spits,
and coastal sand dunes
Describe coral reefs and mangrove swamps and the
conditions required for their development
Demonstrate an understanding that coasts present Hazards (including coastal erosion and tropical
hazards and offer opportunities for people storms)
Explain what can be done to manage the impacts of
coastal erosion
•• The opportunities presented by an area or areas of coastline, the associated hazards and their management

2.4 Weather
Describe how weather data are collected Describe and explain the characteristics, siting and
use made of a Stevenson Screen
Rain gauge, maximum-minimum thermometer,
wet-and-dry bulb thermometer (hygrometer),
sunshine recorder, barometer, anemometer and wind
vane, along with simple digital instruments which can
be used for weather observations; observations of
types and amounts of cloud
Make calculations using information from weather
instruments
Use and interpret graphs and other diagrams showing
weather and climate data
2.5 Climate and natural vegetation

Describe and explain the characteristics of two Climate characteristics (including temperature
climates: [mean temperature of the hottest month, mean
temperature of the coolest month, annual range];
•• equatorial
and precipitation including convection and relief
•• hot desert rainfall [the amount and seasonal distribution])
Factors influencing the characteristics of these
climates (including latitude, pressure systems, winds,
distance from the sea, altitude and ocean currents)
Climatic graphs showing the main characteristics of
temperature and rainfall of the two climates
Describe and explain the characteristics of tropical The relationship in each ecosystem of natural
rainforest and hot desert ecosystems vegetation, soil, wildlife and climate
Describe the causes and effects of deforestation of Effects on the natural environment (both locally and
tropical rainforest globally) and effects on people
•• An area of tropical rainforest
•• An area of hot desert

Theme 3: Economic development

3.1 Development
Use a variety of indicators to assess the level of Indicators of development (including GNP per capita,
development of a country literacy, life expectancy and composite indices, e.g.
Human Development Index (HDI))
Identify and explain inequalities between and within
countries
Classify production into different sectors and give Primary, secondary, tertiary and quaternary sectors
illustrations of each
Describe and explain how the proportions employed Use of indicators of development and employment
in each sector vary according to the level of structure to compare countries at different levels of
development economic development and over time
Describe and explain the process of globalisation, and The role of technology and transnational
consider its impacts corporations in globalisation along with economic
factors which give rise to globalisation
Impacts at a local, national and global scale
•• A transnational corporation and its global links
3.2 Food production

Describe and explain the main features of an Farming types: commercial and subsistence; arable,
agricultural system: inputs, processes and outputs pastoral and mixed; intensive and extensive
The influence of natural and human inputs on
agricultural land use (including natural inputs [relief,
climate and soil] and human inputs [economic and
social]). Their combined influences on the scale
of production, methods of organisation and the
products of agricultural systems
Recognise the causes and effects of food shortages Natural problems which cause food shortages
and describe possible solutions to this problem (including drought, floods, tropical storms, pests) and
economic and political factors (including low capital
investment, poor distribution/transport difficulties,
wars)
The negative effects of food shortages; the effects of
food shortages in encouraging food aid and measures
to increase output
•• A farm or agricultural system
•• A country or region suffering from food shortages

3.3 Industry
Demonstrate an understanding of an industrial Industry types: manufacturing, processing, assembly
system: inputs, processes and outputs (products and and high technology industry
waste)
Describe and explain the factors influencing the The influence of factors including land, labour, raw
distribution and location of factories and industrial materials and fuel and power, transport, markets and
zones political factors
Their combined influences on the location, scale
of production, methods of organisation and the
products of the system
Industrial zones and/or factories with respect to
locational and siting factors
•• An industrial zone or factory
3.4 Tourism
Describe and explain the growth of tourism in
relation to the main attractions of the physical and
human landscape
Evaluate the benefits and disadvantages of tourism
to receiving areas
Demonstrate an understanding that careful
management of tourism is required in order for it to
be sustainable
•• An area where tourism is important
3.5 Energy
Describe the importance of non-renewable fossil Non-renewable fossil fuels including coal, oil and
fuels, renewable energy supplies, nuclear power natural gas. Renewable energy supplies including
and fuelwood; globally and in different countries at geothermal, wind, HEP, wave and tidal power, solar
different levels of development power and biofuels
Evaluate the benefits and disadvantages of nuclear
power and renewable energy sources
•• Energy supply in a country or area

3.6 Water
Describe methods of water supply and the Methods of water supply (including reservoirs/dams,
proportions of water used for agriculture, domestic wells and bore holes, desalination)
and industrial purposes in countries at different levels
of economic development
Explain why there are water shortages in some The impact of lack of access to clean water on local
areas and demonstrate that careful management is people and the potential for economic development
required to ensure future supplies
•• Water supply in a country or area
3.7 Environmental risks of economic development

Describe how economic activities may pose threats Threats to the natural environment (including soil
to the natural environment and people, locally and erosion, desertification, enhanced global warming
globally and pollution [water, air, noise, visual])
Demonstrate the need for sustainable development
and management
Understand the importance of resource conservation
•• An area where economic development is taking place and causing the environment to be at risk
Using mathematical skills in geography

•• add, subtract, multiply and divide
•• understand map scale and the use of the scale line and representative fractions
•• understand the terms mean and range
•• use averages, decimals, fractions, percentages and ratios
•• use standard notation, including both positive and negative indices
•• understand significant figures and use them appropriately
•• recognise positive and negative relationships shown by scatter graphs
•• draw and interpret graphs from given data for the types of graph listed in the syllabus
•• select suitable scales and axes for graphs
•• use a ruler and protractor.
Calculators may be used in all examinations.

4 Details of the assessment
Paper 1 – Geographical Themes
Written paper, 1 hour 45 minutes, 75 marks
All candidates take Paper 1. They choose three questions.
Please note:
Candidates must comply with the instructions for Paper 1. They must choose only three questions, one from each
of the three sections. Sometimes there is a choice within a question. Candidates must not answer more than is
required.
Questions are structured with different levels of difficulty. They consist of a combination of resource-based tasks
and free-response writing requiring place-specific information.
For resource-based tasks, candidates should interpret and analyse the resource and use the data provided to
illustrate their understanding of the concept being assessed.
Candidates are expected to know the location of the continents.
All the other information they need to answer a resource-based question is in the resource. No other previous
knowledge is needed of the content of the resource.
Resources may be:

•• photographs • map extracts
•• sketch maps • drawings
•• diagrams • graphs
•• text extracts • statistics and tables of data-satellite images
•• GIS data.
Resource materials are chosen from different world areas. This means that candidates may be dealing with world
areas they are not familiar with. You should make it clear to candidates that they do not need any regional
knowledge to answer a resource-based question. Everything they need is provided. It is important that candidates
are not influenced in their choice of question by the nature or location of a resource.
Case studies
Candidates should refer to suitable case studies to illustrate the individual themes.
You may choose a case study because it relates to:

•• the local school area
•• a contemporary development such as the occurrence of a natural hazard in part of the world
•• a particular illustration with which you are familiar
•• a presentation in a newspaper or website or video or film, or a well-documented illustration in a textbook, etc.

Cambridge IGCSE Geography 0460 syllabus for 2020, 2021 and 2022. Details of the assessment
A case study may also be based on a field study undertaken as part of the work for Component 3 (Coursework) or
Paper 4 (Alternative to Coursework). Specific questions based on fieldwork will not be set in Paper 1, but candidates
may use information based on their fieldwork to illustrate answers in Paper 1.
The case studies should give candidates details which they can use in their answers to certain questions on Paper 1.
Some part questions ask candidates to refer to information from the specific case studies for each theme.
Candidates may also use details from these case studies to volunteer information when they are answering other
part questions.
Specific named illustrations of case studies are not included in the syllabus. This is to give you complete freedom in
selecting examples which you feel are most suitable for your candidates.
Candidates should be aware of the sub-marks for each part question. These are printed on the question paper.
Candidates should use them as a guide to the amount of detail and length of response expected and to help them
manage their time effectively.
Paper 2 – Geographical Skills
All candidates take Paper 2. They must answer all the questions.
The paper tests:

•• skills of application, interpretation and analysis of geographical information, for example:
–– topographical maps – tables of data
–– other maps – written material
–– diagrams – photographs and pictorial material
–– graphs
•• application of graphical and other techniques.
Candidates do not need any place-specific knowledge to answer questions in Paper 2. Questions that require
knowledge and understanding (AO1) will be based on topics from the three themes (see section 3).
Equipment for Paper 2

Candidates must have in the examination room:
•• a pencil, rubber, ruler, protractor and calculator
•• access to a sheet of plain paper for measuring distance or for assisting with cross-sections on the large-scale
map.
Mapwork question
All answers to the mapwork question must be based on map evidence only.
One question will be based on a large-scale map. The large-scale maps provided will be on a scale of either
1:25 000 or 1:50 000 and will always contain a full key.
One third of the marks for Paper 2 are for the mapwork question. Candidates are asked to describe and analyse a
large-scale map. This means that candidates must be proficient in map-reading and interpretation skills.

Candidates should be able to use a co-ordinate reference system and to give and read four-figure and six-figure grid
references to locate places.
In this example, the four-figure reference for the dot is 4665 and the six-figure grid reference for the dot is 463654:
46 47
66 66
9
8
7 2nd Reading
(NORTHINGS)
6
5
4
3
2
1
0
65 0 1 2 3 4 5 6 7 8 9
65
46 47
1st Reading (EASTINGS)
To give the six-figure grid reference, first identify the grid square, in this case 4665. The third figure is obtained
by dividing the space between grid lines 46 and 47 into ten equal parts. Similarly, the sixth figure is obtained by a
division of the gap between northings 65 and 66. This results in a grid reference of 463654 for the dot and 460650
for the star. Please note that the first tenth is 0 and the last tenth is 9 in the divided grid square.
Candidates should be able to give directions, both in terms of a 16-point compass (such as north, north-north east,
north east, etc.) and as a bearing from grid north of one place from another. For this reason candidates must have
protractors in the examination room.
Candidates should be able to measure horizontal distances. This is done most accurately by using a straight-
edged piece of paper and the scale line. If the line to be measured is curved, divide the curve into straight sections
and rotate the paper after each straight section to follow the next straight section. Finally, place the completed
straight-edged piece of paper along the linear scale line on the map extract and read off the distance in kilometres/
metres. This method avoids complicated mathematical calculations which can arise when rulers are used.
Candidates should also be able to:

•• calculate differences in height by means of contour reading
•• interpret, construct or complete a cross-section
•• translate the scale of a feature by describing its size and shape in real terms
•• be proficient in using the key to identify features on the map
•• draw inferences about the physical and human landscape by interpreting map evidence (including patterns of
relief, drainage, settlement, communication and land use)
•• identify basic landscape features (such as river valleys and uplands)
•• give brief descriptions of basic landscape features using suitable geographical terms (such as ridge, plateau,
scarp, flood plain) and simple adjectives showing an appreciation of their nature (such as broad, flat, steep-
sided, deeply cut, gently sloping)
•• recognise essential differences in density of drainage, stream patterns, gradients or sizes of streams in relation
to the relief
•• describe the physical features of coastlines and the shape and form of river channels as they are shown on
large-scale maps
•• describe variations in land use
•• recognise and analyse patterns of settlement (dispersed, nucleated, linear)

•• draw sketch maps illustrating these patterns

•• interpret and describe features of urban morphology as they are shown on large-scale maps
•• describe the functions of and services provided by settlements
•• give reasons for the site and growth of individual settlements
•• recognise communication networks in terms of their type and density in relation to physical and human features.
Maps, diagrams, graphs, tables of data, written material

Questions will be set using some or all of these resources, which are all important ways of representing
geographical data. Resources may be used to illustrate a basic principle which candidates must be able to interpret.
For example, a population pyramid may be used to illustrate the age and sex structure of a country. Maps based on
global and other scales may also be used.

•• Describe the broad features of the population structure and use the pyramid to identify comparisons and
contrasts between the male and female populations, the working and non-working population and the
young-, middle- and old-age groups.
•• Identify and describe significant features of the human and physical landscape on maps, for example,
population distribution, population movements, transport networks, settlement layout, relief and drainage.
•• Recognise patterns and deduce relationships.
•• Extract specified geographical information from graphs, diagrams, tables of data and written material. Various
types of graphs, maps and diagrams may be used, for example: pictograms, line graphs, bar graphs, divided bar
graphs, histograms, kite diagrams, flow diagrams, wind rose graphs, dispersion graphs, isoline maps, scatter
graphs, choropleth maps, pie graphs, triangular graphs and radial graphs.
•• Describe variations and identify trends in information. Graphs may show, for example, temperature, birth rate,
death rate, energy, rainfall distribution or river discharge.
•• Plot information on graphs when axes and scales are provided.
Data tables may provide various types of information on physical phenomena, economic activities, population,
settlement, agricultural and manufacturing output, etc. and candidates may be asked to describe and analyse
features and trends from the data provided. They may also be asked to suggest a suitable form of graphical
representation for the data provided.
Written material may be extracts from books, periodicals and newspapers, and candidates will need to show an
understanding of the material presented.
Photographic and pictorial material (including field sketches)

Questions may include field sketches of physical and human landscapes to stimulate geographical description and
annotation. Cartoons illustrating a geographical theme may be set for interpretation and analysis.
Some questions will include oblique photographs. Candidates should be able to:
•• Give simple descriptions of human and physical landscapes (landforms, natural vegetation, land use and
settlement) and geographical phenomena from photographs, aerial photographs, satellite images and GIS.
•• Add specified detail on maps or other material provided to show that they can apply geographical knowledge
and understanding.
•• Use supporting material in conjunction with large-scale maps to identify, describe and analyse features and
show that they can recognise patterns and deduce trends.

Component 3 – Coursework
Centre-based assessment, 60 marks
Candidates must complete one coursework assignment, set by teachers, of up to 2000 words.
Centres must submit proposals for candidates’ coursework in advance and these must be approved beforehand by
Cambridge.
Coursework assignments may be based on physical geography or human geography or on an interaction between
physical and human geography. Coursework must be clearly related to one or more of the subject themes (see
section 3).
The focus of assignments can be common to all candidates at a centre but they do not have to be. There should be
enough variety and differentiation of tasks, and opportunity for individual initiative in all assignments, to fulfil the
assessment criteria at all levels of achievement.
Coursework will be assessed on the quality of the content of the assignment in relation to the criteria on which
assessment is based. The time candidates spend on their coursework assignments should reflect the weighting of
the component in the total assessment (27.5 per cent).
Centre-based assessment provides a complementary assessment of the assessment objectives tested in Papers 1
and 2, with an emphasis on AO2, skills and analysis. Coursework assignments must cover the assessment criteria in
the proportions given below.
Assessment criteria Marks allocated

Observation and collection of data 12
Organisation and the presentation of data 12
Analysis and interpretation 12
AO3 Judgement and decision-making (conclusion and 12
evaluation)
Total: 60 marks
You should devise and structure coursework assignment(s) to enable all candidates to fulfil these assessment
criteria. Differentiation should be achieved by candidates engaging in enquiries appropriate to their abilities, which
will allow them to demonstrate what they know and can do.
Setting up a coursework assignment

You should structure each coursework assignment to promote the:
•• acquisition of geographical knowledge
•• understanding and application of ideas
•• development of skills and the clarification of values in a geographical context.

The coursework assignment should follow the accepted ‘route to geographical enquiry’ as below.
The route to geographical enquiry
1 Identification of issue, question or problem A topic for investigation is recognised through

observation, discussion, reading or previous study. The
design of hypotheses to test the issue, question or
problem.
2 Objectives of the study are defined The objectives of the study are defined in specific terms.
Decisions are made on:
(a) what data are relevant to the study
(b) how the data can be collected.
3 Collection of data Candidates carry out a group or individual set of tasks,

which may include fieldwork to collect primary data, such
as undertaking questionnaires, mapping or sketching,
observation, recording counts or measurements. This
may also involve gathering data from secondary sources
such as census information, the internet, published maps,
books, newspapers or magazines.
4 Selection and collation of data You may collate data for class use. Candidates select data
to develop the aims or hypotheses for the topic.
5 Presentation and recording of the results Candidates individually record results and present findings
in appropriate forms using a variety of maps, graphs, etc.
6 Analysis and interpretation Candidates individually analyse and interpret their findings
in response to the issue/question/problem with reference
to relevant geographical concepts.
7 Making effective conclusions, evaluation Candidates individually draw conclusions from their
and suggestions for further work findings and make evaluations related to the original
objectives.
If appropriate, comments may be made on the limitations
of the data and possibilities for further study.

Examples of suitable coursework assignments

The coursework assignments listed below identify issues, questions or problems which could be investigated.
Human geography
Theme 1: Population and settlement Topic
reference
•• What are the push and pull factors influencing migrants in a certain area? 1.2
•• Are the leisure facilities of a settlement area adequate for the needs of its population? 1.5
•• To what extent has the physical landscape influenced settlement patterns in an area? 1.5
[also listed under physical geography topics]
•• Do pedestrian and traffic patterns vary within the CBD of a local town/city? 1.5 / 1.6
•• How does the pattern of land use vary with distance from the centre of a settlement? 1.6
•• To what extent does an urban area match the Burgess concentric ring model of urban land 1.6
use?
•• How and why do housing types differ in the residential environments of a settlement? 1.6
•• How and why does the height of buildings vary with distance from the CBD? 1.6
•• Do most people employed in the CBD work in shops and service industries? 1.6
•• Use a particular city or town(s) to find out if newer housing areas have better 1.7
environments than older housing areas.
Theme 3: Economic development Topic

reference
•• What are the benefits and problems created by tourists visiting an area/settlement? 3.4
•• Where does a particular tourist resort fit in the Butler model of tourist development? 3.4
•• To what extent are problems of an uneven/unreliable water supply being solved by people 3.6
and organisations in an area?

Physical geography
Theme 1: Population and settlement Topic
reference
•• To what extent has the physical landscape influenced settlement patterns in an area? 1.5
[also listed under human geography topics]
•• Are temperatures near to and in the CBD always higher than temperatures on the rural- 1.6
urban fringe of a settlement?
Theme 2: The natural environment Topic

reference
•• Does river velocity increase downstream? 2.2
•• Does the bedload of a local river become smaller and more rounded downstream? 2.2
•• How far do a river’s characteristics fit the Bradshaw model? 2.2
•• Does pollution increase as a river flows downstream? 2.2 / 3.6
•• A comparison of two beaches to see if the size of beach material gets larger towards the 2.3
top of a beach nearer to the cliff.
•• Does the direction of the wind and waves influence the size and location of pebbles on a 2.3
beach?
•• Is there a relationship between the amount of rainfall and the wind direction in the local 2.4
area?
•• Is there a relationship between atmospheric pressure and the amount of rainfall in your 2.4
local area?
Where a single hypothesis is stated, it can be broken down into two sub-hypotheses. If the question is not in the
form of a hypothesis, it is hoped that one or more hypotheses may be derived from any particular one. This list is
not prescriptive and other titles are equally valid providing they fall within the syllabus.
It is important to note that, although data collection may be a collaborative exercise, a candidate’s actual
coursework should still be individual in its presentation and analysis. Only part of the total data collected by the
group may be relevant for a candidate’s particular hypothesis/hypotheses.
Each coursework assignment outline should show its specific ‘route to the enquiry’ and should be submitted
to Cambridge international for comment and approval in advance to make sure that it meets with the
requirements of the syllabus.

An example of an outline submission to Cambridge International

An investigation related to Topic 1.5 Settlements and (rural and urban) service provision:
‘Is there a pattern to the distribution of settlements in area X and the types of services they offer?’
1 Identification of issue, question or problem. Definition of the area to be studied. Relationship to concepts
studied for Topic 1.5 of the syllabus – in particular, site, situation and functions of small settlements; services in
relation to settlements – threshold, range of a service. Candidates will select hypotheses from the following list
and devise one additional statement:
‘Larger settlements will have a higher number of services.’
‘Residents travel further to obtain high-level goods.’
‘Services in smaller settlements serve the local community.’
‘The number of services in smaller settlements has decreased recently.’
2 Objectives of the study are defined – the characteristics of each settlement – its site, situation, size,
population, shops and other services, sphere of influence.
How may each of these characteristics be investigated?
What data collection methods are appropriate? The role of map study of both recent and older maps, counts,
observations and questionnaire layout and sampling techniques are discussed as a group and decisions made.
3 Collection of data – the methods of field investigation are outlined and carried out.
The site and situation of the settlements are described by combining visual evidence recorded at each location
with mapwork using a large-scale map.
The size of each settlement – a count of the number of inhabited and uninhabited houses.
The population of each settlement is calculated using an average head-per-household figure or secondary data
found.
Recordings are made of the numbers and types of services found in each settlement – shops, telephone boxes,
post boxes, bus stops, etc. Candidates are encouraged to make individual additional observations and take
photographs.
Questionnaires to residents to identify spheres of influence. More able candidates will devise three questions of
their own to include in the group questionnaire.
4 Selection and collation of data – to be completed by the teacher but candidates will select the data related to
their chosen hypotheses.
5 Presentation and recording of results – drawing of maps to show settlement distribution, desire lines for
certain services, graphs, etc. Candidates will select appropriate graphs to present their results.
6 Analysis and interpretation – candidates identify trends, patterns and findings, and explain what they mean
in relation to what they set out to investigate.
7 Making effective conclusions, evaluation and suggestions for further work – candidates draw conclusions
and identify the key pieces of evidence that support them. The evaluation indicates what worked well and
suggests improvements in the light of hindsight. Suggestions for future lines of enquiry are identified.
Teacher guidance
You must devise the coursework assignment and give candidates suitable guidance on their choices and methods.
Suitable guidance includes:

•• introducing the ‘route to geographical enquiry’
•• outlining the purpose and aims of the assignment
•• teaching the relevant geographical concepts to allow the assignment to be placed in context

•• discussing and giving instructions on data collection methods

•• introducing suitable presentation techniques
•• ensuring candidates understand the requirements for the finished assignment, including word counts
•• ensuring candidates are aware of the extent of individual initiative required to access higher levels in the
generic mark scheme.
Different candidates will need different levels of individual guidance on their choice of graphs, analytical comments
or conclusions. You should reflect the amount of guidance provided in the level of marks awarded.
Undertaking coursework assignments

The amount of time candidates spend on their assignment will vary. Assignments should follow a programme
of introductory work and should assess the outcomes of about four or five weeks’ work in the classroom plus
homework. You should incorporate coursework assignments into the course at a suitable time.
Candidates are encouraged to use computers to produce coursework for geography, both for word-processed text
and for computer-generated maps, diagrams and graphs. But you should also remind candidates that hand-drawn
maps, diagrams and graphs can sometimes be more suitable and more useful than those generated by computer.
Candidates will gain credit for selecting and using the most appropriate method for data presentation.

Paper 4 – Alternative to Coursework
Candidates must answer all the questions.
Alternative to Coursework will provide a complementary assessment of the assessment objectives tested in
Papers 1 and 2, with an emphasis on AO2, skills and analysis. The breakdown of marks in Alternative to Coursework
will assess the same assessment objectives in the same proportions as provided by the route to geographical
enquiry and generic mark scheme for the Coursework option.
Assessment criteria Marks allocated

Techniques for observing and collecting data 12
Techniques for organising and presenting data 12
Analysis and interpretation 12
AO3 Judgement and decision-making (conclusion and 12
evaluation)
Total: 60 marks
Candidates are set a series of tasks on issues relating to one or more of the subject themes (see section 3).
Questions test the methodology of questionnaires, observation, counts and measurement techniques, and involve
testing hypotheses appropriate to specific topics. Questions also test processing, presentation and analysis of data.
Candidates should be aware of the general requirements for this paper. To prepare for it they should follow the
route to geographical enquiry, as for Component 3 (Coursework). They should have some practical experience,
however limited, of coursework methodology. One approach is to introduce the appropriate enquiry skills
and techniques relevant to Paper 4 during the teaching of specific topics for Paper 1. For example, while you are
teaching Topic 2.2 Rivers, you could discuss how key aspects of the form of rivers can be measured, how depth
data can be plotted and how cross-sectional area and discharge can be calculated. You could introduce the skills
required for questionnaires, counts and observations in a variety of topics, wherever this is practical for the centre.
Candidates should be aware of the range of aspects involved in the route to geographical enquiry for coursework
assignments, such as identifying aims and hypotheses, using enquiry skills to collect data, using presentation
techniques to display data, making analyses of data and reaching conclusions. Enquiry skills involved in coursework
assignments are stated in items 1 to 7 of ‘The route to geographical enquiry’ in the section on Component 3
(Coursework).

Enquiry skills for Paper 4

1 Formulating aims and hypotheses
Candidates should be familiar with hypotheses as statements that form the basis of coursework assignments.
The hypotheses may investigate a geographical concept, for example, ‘A CBD has the highest concentration
of comparison shops.’ Hypotheses can be tested by collecting relevant data, by analysis and by drawing
conclusions using the data as evidence.
2 Enquiry skills to collect data

Questions will test knowledge and application of the methodology used in the following range of enquiry skills
to collect data.
Questionnaires
Questionnaires can be oral or written to gain information from an individual or a group of individuals.
Questionnaires can be used when studying a number of syllabus topics, including: spheres of influence; use of
services; shopping habits; a farm study; a factory or industrial study; leisure activities; tourism; or attitudes of
the public to developments associated with resource development.
Candidates should be aware of:
•• factors influencing the successful design of questionnaires, for example:
–– layout
–– format of questions
–– appropriate wording of questions
–– number of questions
•• the practical considerations involved in conducting a questionnaire, for example:
–– sampling methods
–– pilot survey
–– location of survey.
Observation
Examples of using observations to collect data include the recording of land use in an urban area or
observations of river or coastal features. Candidates can use maps, recording sheets, field sketches and
annotated photographs to record their observations.
Counts
Examples of counts are pedestrian and traffic counts. Candidates should be aware of suitable methods for
recording counts, including the layout of recording sheets, instructions and the information required to identify
the sheet following the count (time, date, location and name of recorder).
Measurement
Candidates should be aware that when they are recording measurements, it is important to plan the layout
of the recording sheet, the location of instruments and the sampling methods used to provide reliable data.
They should know what measurement equipment is required, such as the quadrat, the clinometer and the
pebbleometer or callipers. They should be familiar with:
•• river measurements of channel width, depth, speed of flow and the size and shape of bedload
•• beach studies of beach profile, the size and shape of pebbles and the movement of beach material
•• weather study instruments closely linked to Theme 2: The natural environment
•• measurement techniques associated with human fieldwork such as survey strategies and pedestrian/traffic
counts.

3 Data presentation techniques

Candidates need to know about the illustrative techniques that can be used to present data. These include
various types of graphs, maps and diagrams, for example:
•• line graphs
•• bar graphs
•• divided bar graphs
•• histograms, flow diagrams
•• wind-rose graphs
•• isoline maps
•• scatter graphs
•• pie graphs
•• triangular graphs
•• radial graphs
•• dispersion graphs
•• choropleth maps
•• kite diagrams
•• pictograms.
4 Analysis
Candidates should be able to describe the patterns in data presented in graphs and tables of results. Questions
often require candidates to refer to relevant geographical knowledge and understanding when they are
interpreting data.
5 Making conclusions
Using the evidence from the data, candidates should be able to make judgements on the validity of the original
hypothesis or the aims of the assignment. They must refer to the reliability of the data collected and give a
critical evaluation of the data collection methods chosen, along with suggestions for other possible hypotheses
and extension work.

Coursework assessment
When assessing coursework, you must use the generic mark scheme on the next page. The mark scheme allocates
marks out of a total of 60.
You should study the generic mark scheme closely at the same time as candidates are preparing topics for the
coursework assignments. This will help you ensure that topics will provide opportunities for each of the assessment
criteria at different levels of achievement.
There are two key stages in marking a coursework assignment.
Stage 1: Use the assessment criteria stated in the generic mark scheme and for each one identify the level of
achievement (Levels 1–3).
Stage 2: Then decide which mark within a level of achievement for each assessment criterion best fits the standard
achieved.
Guidance on using levels-based mark schemes

Marking of the coursework should be positive, rewarding achievement where possible but clearly differentiating
across the whole range of marks available.
In approaching the assessment process, the marker should look at the work and then make a ‘best fit’ judgement
as to which level statement it fits. In practice the work does not always match one level statement precisely so a
judgement may need to be made between two or more level statements.
Once a ‘best fit’ level statement has been identified, the following guide should be used to decide on a specific
mark:
•• Where the candidate’s work convincingly meets the level statement, the highest mark should be awarded
•• Where the candidate’s work adequately meets the level statement, the most appropriate mark in the middle
of the range should be awarded
•• Where the candidate’s work just meets the level statement, the lowest mark should be awarded.

Generic mark scheme for coursework assessment
Assessment criterion **Level 1 Level 2 Level 3

1–4 marks 5–8 marks 9–12 marks
Knowledge with Describes information Outlines relevant Provides comprehensive

understanding (within in simple geographical information using information with
the context of teaching terms and shows a appropriate a careful use
and guidance) tentative grasp of the geographical terms and of appropriate
(max 12 marks) aims. develops a clear link geographical terms and
between the aims and the aims are clearly
geographical ideas. related to relevant key
geographical ideas.
Skills and analysis Shows evidence of some Collects and records Collects and records
ability to collect and relevant information detailed data from a
•• Observation and
record basic information from valid sources range of valid sources
collection of data
from limited sources and with evidence of sound within a clear planning
(max 12 marks)
shows evidence of simple planning. design.
planning.
•• Organisation and The presentation is The presentation is A coherent presentation

presentation loosely ordered and uses logically ordered using a range of
(max 12 marks) one simple presentation using two or more appropriate techniques
technique appropriately. presentation techniques with accuracy and clear
appropriately and relevance to the aims.
effectively.
•• Analysis and Makes descriptive and Makes a number of A thorough

interpretation simple comments about valid statements about interpretation of the
(max 12 marks) the information. the data with some data with reasoned
explanations attempted. explanations and
comments.
•• Conclusion and States superficial States tentative States clear conclusions

evaluation conclusions showing conclusions linked to in the light of the aims,
(max 12 marks) tenuous links to the the original aims. Some clearly related to the
original aims. Simple judgements linked to evidence collected. Makes
evaluation showing information collected. a sound evaluation
little awareness of any Some evaluation identifying weaknesses
shortcomings. of a limited range of and suggesting
weaknesses. improvement.
** Level 0 (0 marks) is awarded for a criterion where there is no credit-worthy material.
Bold words are level indicators.

Coursework guidance notes

Outline proposal forms
Proposals for topics of study are submitted to Cambridge International for approval using the outline proposal
form. You should submit outline proposal forms for all candidates as this will assist each candidate with their
direction of study. These outline proposal forms, and the instructions for completing them, should be downloaded
from our secure online support for Cambridge teachers. Go to www.cambridgeinternational.org/support. The
database will ask you for the syllabus code (i.e. 0460) and your centre number after which it will take you to the
correct forms. Follow the instructions on the form itself when completing each form.
Recording and submitting candidates’ marks and work

Candidates’ marks for Component 3 Coursework (must be recorded on the Individual Candidate Record Card)
produced by Cambridge International. The marks recorded on the Record Card must be identical to the marks you
submit to us electronically. The Individual Candidate Record Card, and the instructions for completing it, should be
downloaded from the samples database at www.cambridgeinternational.org/samples. The database will ask you
for the syllabus code (i.e. 0460) and your centre number, after which it will take you to the correct forms. Follow
the instructions on the form itself when completing each form.
For information, dates and methods of submission of the coursework marks and sample, please refer to the samples
database at www.cambridgeinternational.org/samples
Moderation
If more than one teacher in your centre is marking internal assessments, you must make arrangements to
standardise your teachers so that all candidates are assessed to a common standard. Further information on the
process of internal moderation can be found on the samples database at www.cambridgeinternational.org/samples
The sample you submit to Cambridge International should include examples of the marking of each teacher. You
should record the internally moderated marks for all candidates on the Coursework Assessment Summary Form and
submit these marks to Cambridge International electronically or using the Internal Assessment Mark Sheet (MS1).
Cambridge International will externally moderate all internally assessed components.

•• You must submit the marks of all candidates to Cambridge International.
•• You must also submit the marked work of a sample of candidates to Cambridge International. The samples
database provides details of how the sample will be selected and how it should be submitted. The samples
database can be accessed at www.cambridgeinternational.org/samples
External moderators will produce a short report with feedback on your application of the mark scheme and
administration of the assessment.
Authenticity
•• A general discussion on the progress of assignments is a natural part of the teacher/candidate relationship, as
it is for other parts of the course. In addition, if plans and first drafts are completed under teacher supervision,
you can be assured of the authenticity of the final assignment.
•• You should not mark, correct or edit draft assignment material; candidates can certainly draft and redraft work,
but you should only give brief summative comment on progress during this phase.
•• It is the centre’s responsibility to make sure all coursework is the candidate’s original work. Candidates should
provide references to any secondary source material, listing these at the end of the assignment.

Avoidance of plagiarism
Candidates should be made aware of the academic conventions governing quotation and reference to the work
of others and taught to use them. This should include full reference to the publication, including date, author and
page number. If it is a website, the website address and the date the website was accessed should be included.
Command words
The table below includes command words used in the assessment for this syllabus. The use of the command word
will relate to the subject context.
Command word What it means

Calculate work out from given facts, figures or information
Compare identify / comment on similarities and/or differences
Define give precise meaning
Describe state the points of a topic / give characteristics and main features
Devise create a questionnaire to present other information according to specific requirements
Estimate use judgement to give a unit value to a distance or area
Explain set out purposes or reasons / make the relationships between things evident / provide why
and/or how and support with relevant evidence
Give produce an answer from a given source or recall/memory
Identify name/select/recognise
Justify support a case with evidence/argument
Locate indicate the position of a place, feature or entity from/on a resource
Plan create a method to obtain or present certain information (such as a questionnaire)
according to specific requirements
Predict suggest what may happen based on available information
Sketch make a simple freehand drawing showing the key features, taking care over proportions
State express in clear terms
Suggest apply knowledge and understanding to situations where there are a range of valid
responses in order to make proposals
Phrases such as ‘How far do you agree…..?’ and ‘To what extent…? may also be seen in the assessment for this
syllabus.

5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/examsofficers
Before you start

Previous study
We recommend that learners starting this course should have studied a geography curriculum such as the
Cambridge Lower Secondary programme or equivalent national educational framework. Learners in England will
normally have followed the Key Stage 3 programme of study within the National Curriculum for England.
Guided learning hours

We design Cambridge IGCSE syllabuses based on learners having about 130 guided learning hours for each subject
during the course but this is for guidance only. The number of hours a learner needs to achieve the qualification
may vary according to local practice and their previous experience of the subject.
Availability and timetables

You can enter candidates in the June and November exam series. If your school is in India, you can enter
your candidates in the March exam series. You can view the timetable for your administrative zone at
www.cambridgeinternational.org/timetables
Private candidates
Coursework options are not available to private candidates. For more information please refer to the Cambridge
Guide to Making Entries.
Private candidates can enter for this syllabus.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
•• Cambridge IGCSE (9–1) Geography (0976)
•• Cambridge O Level Geography (2217)
•• syllabuses with the same title at the same level.
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Group awards: Cambridge ICE

Cambridge ICE (International Certificate of Education) is a group award for Cambridge IGCSE. It allows schools
to offer a broad and balanced curriculum by recognising the achievements of learners who pass examinations in a
range of different subjects.
Learn more about Cambridge ICE at www.cambridgeinternational.org/cambridgeice

Cambridge IGCSE Geography 0460 syllabus for 2020, 2021 and 2022. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as ‘administrative
zones’. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Estimated entries
You must make estimated entries for this syllabus. Instructions and timescales for centres making estimated entries
are in the Cambridge Handbook.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/examsofficers
Retakes
Candidates can retake the whole qualification as many times as they want to. This is a linear qualification so
candidates cannot re-sit individual components.
For information on the resubmission of internally assessed coursework please see the Cambridge Handbook.
Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In compliance with the UK Equality Act (2010) we have designed this qualification to avoid any direct
and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning
difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and
receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair
advantage over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at

www.cambridgeinternational.org/examsofficers
Language
This syllabus and the related assessment materials are available in English only.

After the exam

Grading and reporting
Grades A*, A, B, C, D, E, F or G indicate the standard a candidate achieved at Cambridge IGCSE.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate. In
specific circumstances your candidates may see one of the following letters on their statement of results:
•• Q (result pending)
•• X (no result)
•• Y (to be issued)
These letters do not appear on the certificate.
How students and teachers can use the grades

Assessment at Cambridge IGCSE has two purposes.
•• To measure learning and achievement.
The assessment:
–– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
•• To show likely future success.
The outcomes:
–– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
–– help students choose the most suitable course or career.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE Geography will be published after the first assessment of the IGCSE in
2020. Find more information at www.cambridgeinternational.org/igcse

Changes to this syllabus for 2020, 2021 and 2022

The syllabus has been reviewed and revised for first examination in 2020.
The latest version of the syllabus is Version 1, published September 2017.
From 2020 this syllabus will no longer be regulated by the qualifications and examinations regulators in England,
Wales and Northern Ireland.
The syllabus and specimen papers have been updated to reflect the change in regulated status and our new name
Cambridge Assessment International Education.
There are no substantial changes to the syllabus or specimen assessment material.
Changes to syllabus content •• To improve clarity, we have made some changes to the wording of the
subject content and have corrected some inconsistencies. The subject
content has not changed.
•• Section 3 Subject content
Notes on using mathematical skills in geography have been added to
in order to make the mathematical requirements clear.
A statement has been added for clarification that ‘Questions in all
papers may include references to latitude or longitude.’
•• Section 4 Details of the assessment
The list of examples of suitable coursework assignments has been
revised to ensure that they all refer to issues, questions or problems.
The coursework guidance notes have been updated.
A list of command words used in the assessment has been updated.
Grade descriptions will be published after the first examination in
2020.
Changes to assessment •• We have updated the specimen materials for this syllabus.
(including changes to specimen •• There are no other changes to the assessment
papers)
In addition to reading the syllabus, teachers should refer to the updated specimen assessment materials.
You are strongly advised to read the whole syllabus before planning your teaching programme.
Any textbooks endorsed to support the syllabus for examination from 2016 are suitable for use with
this syllabus.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
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Cambridge Assessment International Education

1 Hills Road, Cambridge, CB1 2EU, United Kingdom
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Copyright © UCLES September 2017

Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/01
Paper 1 Geographical themes For Examination from 2016
SPECIMEN INSERT
1 hour 45 minutes
READ THESE INSTRUCTIONS FIRST
This Insert contains Photographs A, B and C for Question 2, Photograph D for Question 3 and Figs 8A and
8B for Question 5.
This document consists of 5 printed pages and 1 blank page.
© UCLES 2013 [Turn over

2
Photograph A for Question 2
Photograph B for Question 2
© UCLES 2013 0460/01/SI/16

3
Photograph C for Question 2
Photograph D for Question 3
© UCLES 2013 0460/01/SI/16 [Turn over

4
Fig. 8A for Question 5
10 °C
North
Island
8 °C
0 250
South km
Island
Key
land below 200 metres
land above 200 metres
winter average
temperature
mountain
6 °C annual rainfall of
2000 mm or more
© UCLES 2013 0460/01/SI/16

5
Fig. 8B for Question 5
Sheep Beef cattle

N N
A A
W W
BP BP
G G
HB HB
T T
MW MW
WL WL
TM TM
M M
WC WC
C Key C Key
sheep per square beef cattle per square
O kilometre of farmland O kilometre of farmland
S
0 – 200 S
0 – 20
201 – 400 21 – 50
over 400 over 50
Key to regions
Region
Northland (N)
Auckland (A)
Waikato (W)
Dairy cattle
Bay of Plenty (BP) N
Gisbourne (G) A
Hawke’s Bay (HB)
Taranaki (T)
Manawatu-Wanganui (MW) W
BP
G
Wellington (WL) HB
Tasman (TM) T
MW
Marlborough (M)
West Coast (WC) WL
Canterbury (C) TM
M
Otago (O) WC
Southland (S)
C
Key
dairy cattle per square
O kilometre of farmland
S 0 – 10
11 – 50
over 50
© UCLES 2013 0460/01/SI/16

6
BLANK PAGE
Copyright Acknowledgements
Question 2 Photograph A S. Sibley © UCLES

Question 2 Photograph B S. Sibley © UCLES
Question 2 Photograph C S. Sibley © UCLES
Question 2 Photograph D S. Sibley © UCLES
Question 6 Figure 11 © www.terradaily.com 7 September 2006
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2013 0460/01/SI/16

*0123456789*
GEOGRAPHY 0460/01
SPECIMEN PAPER
1 hour 45 minutes
Candidates answer on the Question Paper.
Additional Materials: Calculator
Ruler
Write your Centre number, candidate number and name in the spaces provided.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES
Write your answer to each question in the space provided.

If additional space is required, you should use the lined pages at the end of this booklet. The question
number(s) must be clearly shown.
Answer three questions, each from a different section.
The Insert contains Photographs A, B and C for Question 2, Photograph D for Question 3 and Figs 8A and
8B for Question 5.
Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This document consists of 28 printed pages, 2 blank pages and 1 Insert.

2
Section A
Answer one question from this section.
1 (a) Study Fig. 1, which shows population density in Mali (a country at a lower level of
development in Africa).
10° W 0 500 0° N
km
ALGERIA
20° N
100mm
MAURITANIA MALI
400mm Timbuktu
15° N
Nioro du Sahel
Mopti
Ségou
Kita San NIGER
Koulikoro
R
Bamako
iver
Bia BURKINA FASO N

ig e
r
1000m Sigasso NIGERIA
m
10° N
BENIN
SIERRA GUINEA
GHANA
LEONE IVORY COAST TOGO
LIBERIA
Key
100mm
annual precipitation
Population density (people per km2):
fewer than 1
Location of Mali
1.0 to 2
2.1 to 10
more than 10
Fig. 1
© UCLES 2013 0460/01/SP/16

3
(i) Which part of Mali has the lowest population density?
[1]
(ii) Describe two features of the location of areas where population density is over
10 people per square kilometre.
[2]
(iii) Suggest reasons why the population of Mali is unevenly distributed.
[3]
© UCLES 2013 0460/01/SP/16 [Turn over

4
(b) Study Fig. 2, which shows population statistics for Mali between 2000 and 2005.
year birth rate death rate net migration life expectancy
2000 49.23 19.10 – 0.37 46.66
2001 48.79 18.71 – 0.36 47.02
2002 48.37 18.32 – 0.35 47.39
2003 47.79 19.21 – 0.34 45.43
2004 47.29 19.12 – 0.33 45.28
2005 46.77 19.05 – 0.33 45.09
Fig. 2
(i) Calculate the population growth of Mali in 2005. You must show how you worked out
your answer.
[3]
(ii) Explain why birth rates are still high in countries at a lower level of development such as
Mali.
[4]
© UCLES 2013 0460/01/SP/16

5
(iii) Describe and suggest reasons for the changes in life expectancy in Mali between 2000
and 2005.
[5]
(c) Choose any example of international migration which you have studied and name the
countries between which people moved. Explain why many people made the decision to
migrate. You should refer both to pull and to push factors.
International migration chosen from to
[7]
[Total: 25 marks]

6
2 (a) Study Fig. 3, which shows the location of the CBD and two modern shopping centres in
Sheffield, a city in the UK.
A61
30
ROTHERHAM
A6
N
Ri
ve
A6
rD
A6135
10
on
2
1
34
8
M1
33 M1
A57 30 32
A6
SHEFFIELD A5
7
31
25
A6
2
21
M1
A6
A6
A6
0 5 13
5
km
30
Key
motorway ‘A’ road
31 motorway junction urban area

river CBD
Modern shopping centres:

1 Meadowhall
2 Crystal Peaks
Fig. 3
(i) What is meant by the initials CBD?
[1]
(ii) Meadowhall and Crystal Peaks are modern shopping centres. Identify one similarity and
one difference between their locations.
[2]
© UCLES 2013 0460/01/SP/16

7
(iii) Use evidence from Fig. 3 to suggest reasons for the location of Crystal Peaks shopping
centre.
[3]

8
(b) Study Fig. 4, which shows a hierarchy of settlements and services, and Photographs A, B
and C (Insert).
LARGE
• Large
Cities railway station HIGH
• Indoor shopping ORDER
centre
• Theatres • Museums
• Large sports stadium SPHERE
• Department stores OF INFLUENCE
• Specialist shops
• University
• Hospital
• Supermarkets • Bus station

Towns • Banks • Travel agents MIDDLE
ORDER
• Leisure centre • Secondary school
• Doctors’ surgery • General store/Post office LOW

Villages • Church • Primary school ORDER
SMALL
Fig. 4
(i) Photographs A, B and C (Insert) were taken in three different types of settlement.
For each photograph, state whether it was taken in a city, a town or a village, judging by
the services shown.
[3]
© UCLES 2013 0460/01/SP/16

9
(ii) Use the information in Fig. 4 to explain what is meant by hierarchy of settlements and
services.
[4]
(iii) Explain why people travel further for some shops and services than for others.
[5]

10
(c) The building of new housing, roads and services often results in urban sprawl.
Name an example of a town or city which you have studied where urban sprawl has taken
place. Describe its effects on people and the natural environment.
Name of town or city
[7]
[Total: 25 marks]
© UCLES 2013 0460/01/SP/16

11
TURN OVER FOR QUESTION 3

12
Section B
3 (a) Study Fig. 5A, which shows the location of the Mojave Desert, along with Fig. 5B, a graph
showing its climate.
NEVADA
UTAH
CALIFORNIA
Mojave
Desert
ARIZONA
Pacific
Ocean
0 250
km
Fig. 5A
Canada
USA
Area shown
by Fig. 5A
Mexico
© UCLES 2013 0460/01/SP/16

13
40
temperature (°C)
30
20
10
40 0
35
30
precipitation (mm)
25
20
15
10
0
J F M A M J J A S O N D
months
Fig. 5B
(i) Estimate the total annual precipitation in the Mojave Desert.
[1]
(ii) What is the annual temperature range in the Mojave Desert? You must show how you
worked out your answer.
[2]

14
(iii) Describe the location of the Mojave Desert.
[3]
(iv) Explain why tropical desert areas, such as the Mojave Desert, are hot and dry. You may
use labelled diagrams or sketch maps in your answer.
[4]
(b) Study Photograph D (Insert), which shows vegetation in part of the Mojave Desert.
(i) Describe the main features of the vegetation shown in Photograph D.
[3]
© UCLES 2013 0460/01/SP/16

15
(ii) Explain the effects of climate on the natural vegetation in tropical desert areas.
[5]
(c) Many areas of natural vegetation are at risk from deforestation. Name an area of tropical
rainforest which you have studied and explain the causes and effects of deforestation.
Name of area of tropical rainforest
[7]
[Total: 25 marks]

16
4 (a) Study Fig. 6, a map showing the drainage basin of the River Lee in the south of the UK.
Luton
Y
Stevenage
R. LE E
Welwyn E
AN
Garden
R. BE
City
Hatfield
R. R I B
Ware H
Hertford S
R. A
Hoddesdon Bishops
Cheshunt R. S Stortford
TO
R T
E
. LE Sawbridgeworth
R
Harlow
Enfield Waltham
Abbey
Greater
Epping
London Key
rivers
X built up
areas
0 15 30 watershed
km
Fig. 6
© UCLES 2013 0460/01/SP/16

17
(i) Name a tributary of the River Lee.
[1]
(ii) Give two reasons why the amount of water in the river is greater at X than Y.
[2]
(iii) Suggest three likely differences between the shape of the river valley at X and at Y.
[3]
(iv) Explain how the River Lee might bring both benefits and problems for people who live in
Hertford.
[4]

18
(b) Study Fig. 7, a diagram showing a waterfall and gorge.
direction of flow river

former position
of waterfall
hard rock
(limestone)
boulders
from rockfall
soft rock
original
plunge pool
debris washed
downstream
Fig. 7
(i) The river is eroding by hydraulic action, corrasion (abrasion) and corrosion.
Define each of these terms.
Hydraulic action
Corrasion (abrasion)
Corrosion
[3]
© UCLES 2013 0460/01/SP/16

19
(ii) Explain how the waterfall and gorge shown in Fig. 7 have been formed.
[5]

20
(c) Explain how an oxbow lake is formed. You should include fully labelled diagram(s).
[7]
[Total: 25 marks]
© UCLES 2013 0460/01/SP/16

21
Section C
5 (a) Study Fig. 8A (Insert), which shows information about the physical geography of New
Zealand, along with Fig. 8B (Insert), which shows information about pastoral farming in New
Zealand.
(i) What is meant by pastoral farming?
[1]
(ii) Using Fig. 8B (Insert), identify a region:
A where more dairy cattle are kept per square kilometre than beef cattle;
[1]
B which is one of the most important sheep farming regions in New Zealand.
[1]
(iii) Use evidence from Fig. 8B (Insert) to identify differences in farming between Taranaki
and Hawke’s Bay.
[3]
(iv) Suggest reasons why more cattle are kept on North Island than on South Island.
[4]

22
(b) Study Fig. 9, which shows the location of meat processing factories in New Zealand.
Key
N
main cities
Meat processing factories
sheep (lamb)
cattle (beef)
Auckland
Napier
Wellington
Christchurch
Dunedin
Invercargill 0 250
km
Fig. 9
(i) Describe the distribution of meat processing factories in New Zealand.
[3]
© UCLES 2013 0460/01/SP/16

23
(ii) Suggest reasons for the distribution of meat processing factories in New Zealand.
[5]

24
(c) Economic development may cause problems for the natural environment.
For an area you have studied explain how the environment is at risk from economic
development.
Name of area
[7]
[Total: 25 marks]
© UCLES 2013 0460/01/SP/16

25
TURN OVER FOR QUESTION 6

26
6 (a) Study Fig. 10, a scatter graph which shows the relationship between GDP and the
percentage of population with access to safe water in ten countries.
GDP is an indicator of the wealth of a country.
20 000
19 000 Portugal
18 000
17 000
16 000
15 000
14 000
13 000 Argentina
12 000
Malaysia
11 000
GDP
per 10 000
capita
(US$) 9 000
8 000 Romania Thailand
7 000
China
6 000
5 000
Guatemala
4 000 Morocco
3 000
Bolivia
2 000
1 000
Ethiopia
0
0 10 20 30 40 50 60 70 80 90 100
population with access to safe water
(%)
Fig. 10
© UCLES 2013 0460/01/SP/16

27
(i) Which country has a GDP per capita of US$8 200 and 62% of its population has access
to safe water?
[1]
(ii) What is the general relationship shown by Fig. 10 between GDP per capita and the
percentage of population with access to safe water? Use examples and figures to
illustrate your answer.
[2]
(iii) Suggest three reasons why there is better access to reliable supplies of safe water in
some countries than there is in others.
[3]
(iv) Explain how providing reliable supplies of clean water in countries at lower levels of
development improves the quality of life of the people.
[4]

28
(b) Study Fig. 11, which is an article from a website about drought in Portugal. Portugal is a
country at a high level of development in Europe.
Drought threatens water supply for 10 percent of Portuguese
Portugal is suffering its worst drought in decades. The country received an average of
542 millimetres of precipitation in 2004, compared with an average annual precipitation of
930 millimetres between 1961 and 1990.
The dry weather, which has harmed crops and caused livestock to starve, continued into
2005, with the country experiencing precipitation levels which were less than 20% of
normal levels in January.
The regions most at risk are those in the centre and south of the country, which rely
mostly on wells instead of dams for their water.
In January the Environment Minister threatened to ration water in the southern province of
Algarve, if the region did not receive enough rain by the end of the year.
Tourism industry officials had condemned talk of water rationing, arguing it could frighten
visitors away from the Algarve, the nation’s main tourist centre.
Environmentalists estimate Portugal wastes some three billion litres of water each year.
Fig. 11
(i) Use evidence from Fig. 11 to suggest three reasons why people are short of water in
some regions of Portugal.
[3]
© UCLES 2013 0460/01/SP/16

29
(ii) Describe methods which could be used to reduce water shortages.
[5]

30
(c) Name an area which you have studied where the tourist industry is important.
Explain why the tourist industry has grown up in the area. You should refer in detail to the
area’s physical and human attractions.
Name of area
[7]
[Total: 25 marks]
Question 2 Photograph A S. Sibley © UCLES

Question 2 Photograph B S. Sibley © UCLES
Question 2 Photograph C S. Sibley © UCLES
Question 2 Photograph D S. Sibley © UCLES
Question 6 Figure 11 © www.terradaily.com 7 September 2006
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been
included, the publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2013 0460/01/SP/16

GEOGRAPHY 0460/01
SPECIMEN MARK SCHEME
1 hour 45 minutes
MAXIMUM MARK: 75
This document consists of 14 printed pages.

2
The features of the marking scheme
Each question carries 25 marks. Candidates cannot earn above the maximum marks available within
each sub section.
The marking scheme attempts to give guidance about the requirements of each answer and lists a
number of responses which will earn marks along with the general principles to be applied when
marking each question.
It should be noted that candidates can earn marks if their answers are phrased differently provided
they convey the same meaning as those in the mark scheme. THE CANDIDATES DO NOT NEED
TO USE THE SAME WORDING TO EARN MARKS.
The notation ‘etc.’ at the end of an answer in the mark scheme signifies that there may well be other
correct responses or examples that can be given credit. Providing the statement is true, relevant to
the question asked and not repetition of a previous point made credit should be given.
A point made within one sub-section which is an answer to the question set in a different sub-section
should not be given credit as each sub-section asks different questions which require independent
answers.
The mark scheme uses semi colons (;) to separate marks and diagonals to separate alternative
answers.
Levels of response marking is used for section (c) of each question.

Thus it is the quality of the response which determines which level an answer achieves rather than
the quantity of statements contained within it. However once assigned to a level the mark achieved
within that level is determined by the number of points made.
Levels 1 and 2 are distinguished by whether statements are simple (level 1) or developed/elaborated
(level 2). A candidate can immediately enter L2 by making developed points without making any L1
statements. In order to achieve L3 a candidate must have already reached the top end of L2 – in
addition his/her answer should have a clear example and place specific information.
Summary:
Level 1 (1 to 3 marks):
1 simple statement (1 mark)
2 simple statements (2 marks)
1 developed statement (4 marks)
2 developed statements (5 marks)
3 or more developed statements with e.g. (6 marks)
Level 3 (7 marks)
3 or more developed statements + named example with at least one piece of place specific detail
(7 marks)
© UCLES 2013 0460/01/SM/16

3
1 (a) (i) The north/20 °N or higher/North of Timbuktu/north of 100 mm isohyet/any correct latitude
and longitude coordinates
1 mark [1]
(ii) Features such as:

areas with over 400 mm rain/higher rainfall;
south (west) of country;
between 10–15 (18) degrees N;
close to river (Niger);
in or around urban areas (or named egs)/close to airport; etc.
2 @ 1 mark [2]
(iii) Ideas such as:

variations in water supply/the south has more water than the north;
thus lack of domestic/agricultural water supply in some areas (dev);
possible variations in terrain/the valley of the river Niger is an attractive area to settle;
as it may offer the best land to build settlements (dev);
communications (dev) most fertile land (dev);
some areas may be better served by communications/airport;
southern parts have more opportunities for trade; as they are closer to boundaries of
more countries (dev);
rural urban migration/urbanisation; because there are better health facilities or other
pulls/pushes (dev);
variation in natural resource availability; etc.
3 @ 1 mark or development [3]
(b) (i) BR – DR/46.77 minus 19.05 (1st mark)

plus or minus net migration/–0.33 (2nd mark)
Correct calculation = 27.39 (3rd mark)
3 @ 1 mark [3]
(ii) Ideas such as:

little availability of/no contraception;
not educated about contraception;
not likely to be able to afford contraception;
likely to want children to work on the land;
likely to want children to send out to earn money;
likely to want children to look after parents in old age;
not likely to be affected by government policy to reduce family size;
likely to have large families due to tradition/sign of virility/wanting a boy;
likely to have large families due to religious influences;
early marriage;
women not educated/lack of female emancipation/women do not have careers;
widespread prostitution;
high infant mortality; etc.
© UCLES 2013 0460/01/SM/16 [Turn over

4
(iii) Maximum of 4 marks on describe/suggest reasons:

Describe:
Rising up to 2002;
Decline from 2002 (or over whole period);
Further 2 MAX for use of statistics (e.g. overall drop of 1.57 from 2000 to 2005)
Reasons such as:

better treatment of diseases/or examples (up to 2002);
improved health care facilities/or examples (up to 2002);
investment in care homes/services for elderly (up to 2002);
improved diet/increased food production (up to 2002);
better water supply/sanitation (up to 2002);
impact of AIDS (2002 onwards);
(civil) war (2002 onwards);
drought (2002 onwards) etc.
(c) Levels marking
Level 1 (1–3 marks)

Statements including limited detail which suggest reasons for international migration.
(e.g. more/better jobs; better services; not enough food; war; drought etc.)

More developed statements which explain reasons for international migration.
(e.g. more jobs in destination country where they can work in service sector/factories; greater
access to schools/hospitals/clinics; can buy food from shops rather than rely on unproductive
farmland; refugees fleeing from war torn areas in fear of their lives; drought prevents them
from producing enough food to feed their families etc.)
Level 3 (7 marks)
3 or more developed statements + one named example with at least one piece of place
specific detail (e.g. Turkey to Germany, more jobs in Germany where they were employed in
rebuilding cities like Dresden after World War 2; greater access to schools/hospitals/clinics
than in remote mountainous areas of Turkey; refugees fleeing from war-torn areas close to
Iraqi border in fear of their lives; drought in regions such as central Anatolia prevents them
from producing enough food to feed their families etc.)
[7]
[Total: 25]
© UCLES 2013 0460/01/SM/16

5
2 (a) (i) Central Business District

1 mark [1]
(ii) One mark for a similarity and one for a difference.

Similarities such as both:
are on edge of city/away from centre;
are close to A roads/within easy reach of motorway/M1;
Differences such as:
Meadowhall is closer to centre (in urban area)/Crystal Peaks is in a more rural location;
Meadowhall is closer to motorway;
Meadowhall is further north;
Meadowhall near river/Crystal Peaks is not etc.
2 @ 1 mark [2]

low cost land in rural area;
plenty of space in rural area; for large car parks/expansion (dev);
proximity to urban area for large numbers of customers;
‘A’ road/motorway provides easy access for customers/delivery;
away from congested area in CBD; etc.
(b) (i) Photograph A = village

Photograph B = city
Photograph C = town
3 @ 1 mark [3]
(ii) Ideas such as:

a diagram showing the size/importance of settlements/services/an arrangement of
settlements by rank order;
in any area there will be more low order settlements/villages than high order/cities;
more services/variety of services are found in larger settlements/high order than small
ones/low order;
high order services in cities/high order settlements;
high order settlements/cities have a larger sphere of influence;
high order settlements/cities have a larger threshold population; etc.
4 @ 1 mark [4]

people will travel further for higher order services;
people will travel to buy specialist goods (or examples);
people travel further to buy comparison goods rather than convenience goods;
some services are likely to be used less/more frequently than others;
some centres offer more shops/wider range/opportunity to shop around/get cheaper
prices;
people travel further for some services to seek better quality;
some services may have a larger sphere of influence;
some people live in settlements with fewer services than other people/people who live in
villages have further to travel than city dwellers for many services; etc.
(5 @ 1 or development) [5]

6
(c) Levels marking

Statements including limited detail on likely effects on people or environment as a result of
urban sprawl.
(e.g. traffic congestion; loss of farmland; atmospheric pollution)

More developed statements on likely effects on people or environment as a result of urban
sprawl.
(e.g. traffic congestion as many people who live in new developments commute to work in
CBD; loss of farmland due to new housing developments/road construction; atmospheric
pollution from increased traffic etc.)
Level 3 (7 marks)
3 or more developed statements + named example (e.g. Nottingham) with at least one piece
of place specific detail of effects on both people and environment of urban sprawl.
(e.g. traffic congestion on radial roads into city as many people who live in villages like
Burton Joyce commute to work in the city; loss of farmland around Papplewick village due to
new housing developments; atmospheric pollution from increased traffic along A60 etc.)
[7]
[Total: 25]
© UCLES 2013 0460/01/SM/16

7
3 (a) (i) 210–220 mm

1 mark [1]
(ii) Highest temperature minus lowest temperature/34 – 8 °C (1st mark)

= 26 °C (2nd mark)
2 @ 1 mark [2]

in USA;
south/west/south west USA;
close to border with Mexico;
in state of California/Nevada/Utah/Arizona;
SE California;
SW Utah;
NW Arizona;
S Nevada;
3 @ 1 mark [3]
(iv) Candidates should explain why deserts are hot and dry rather than simply describing
their climatic features. Credit written answers or information included as part of labelled
diagrams or sketch maps (do not double credit here). Expect reference to ideas such
as:
distance from oceans;
absence of moderating influence of water body;
wind direction/trade winds;
blow over large areas of land hence no source of moisture;
lack of evaporation;
absence of cloud cover therefore hotter;
influence of overhead sun;
high pressure;
rain shadow; etc.
NB MAX of 3 marks if the answer focuses on only hot or dry
(b) (i) Features should be evident from photographic evidence. Ideas such as:
scattered/sparse/not much vegetation/some area without vegetation;
shrubs/bushes;
cacti;
plants with narrow/spiky leaves;
little variety of vegetation; etc.
3 @ 1 mark [3]
(ii) Ideas such as:

low precipitation/aridity results in scattered/sparse vegetation;
seeds/plants remain dormant during long dry spells;
narrow/spiky leaves reduce rates of evapotranspiration/because of high temperatures;
long roots/wide spreading roots search for water;
some plants/cacti store water in order to survive long periods of drought; etc.

8
(c) Levels marking

Statements including limited detail explaining how or why the area is at risk from human
activities.
(e.g. trees are being chopped down; the area is used for farming; resources are mined in the
area, animals are killed; it causes floods; it washes soil away; it makes the land bare etc.)

More developed statements explaining how or why the area is at risk from human activities.
(e.g. trees are being chopped down to export hardwoods; minerals such as copper are
extracted from the area from opencast mines; the area is used for commercial farming and
soils are exhausted; it kills animals threatening species with extinction; impacts on food
chain; loss of habitat reduces variety of species; reduces interception therefore increasing
run off and causing floods etc.)
Level 3 (7 marks)
3 or more developed statements + named example (e.g. Amazonia) with at least one piece of
place specific detail.
Comprehensive and accurate statements explaining how and why the area is at risk from
human activities.
(e.g. in Amazonia 1000s of species in the state of Mato Grosso are threatened with
extinction; trees are being chopped down to transport down river from settlements like
Manaus for export; raw materials such as iron ore are extracted from the opencast mines
such as the Carajas mine; loss of habitat in marshy areas alongside River Amazon, reduces
interception increasing runoff; causes floods as soil is washed into River Amazon and its
tributaries, reduces soil fertility etc.)
[7]
[Total: 25]
© UCLES 2013 0460/01/SM/16

9
4 (a) (i) Stort/Ash/Rib/Beane [1]
(ii) ideas such as:

more tributaries have joined;
further distance downstream/X is nearer to mouth;
more water will have been added by run off;
more concrete surfaces around X so more runoff; etc.
NB no need for comparative statements.
2 @ 1 mark [2]
(iii) Answer needs to be comparative or two discrete accounts.

ideas such as:
wider at X;
less V shaped at X;
more likely to have flood plain/flat land next to river at X;
steeper sides at Y; etc.
narrow at Y;
more V shaped at Y;
3 @ 1 mark [3]
(iv) Problems such as:

flooding of roads;
flooding of farmland/damage to crops/death of farm livestock;
damage to houses/property/evacuation of residents;
damage to/flooding of businesses;
river may be polluted;
need to build bridges for transport/difficult to travel;
drowning/deaths;
Benefits such as:

water supply;
fishing;
irrigation/water for livestock;
recreational value;
sewage/waste disposal;
HEP;
transport; etc.
Max 2 on each of problems/benefits
2 + 2 @ 1 mark [4]
(b) (i) hydraulic action – weight/power of water/loosening of unconsolidated/soft

materials/pressuring of air in cracks; etc.
Corrasion – river uses load it is carrying to erode/sandpapering action etc.
Corrosion – chemicals/acids in water/dissolve rocks; etc.
3 @ 1 mark [3]
(ii) Ideas such as:

rapid erosion of less resistant rock;
more resistant rock not worn away as rapidly;
power of falling water enlarges plunge pool;
undercutting of hard rock;
collapse of hard rock layer/lack of support;
waterfall retreats (to form gorge); etc.

10
(c) Levels marking

Statements including limited detail explaining how an oxbow lake is formed.
(e.g. river cuts off a meander; erosion during floods; outer bend of meander eroded etc.)

More developed statements on how/why an oxbow lake is formed.
(e.g. Outer bend of meanders eroded due to faster flowing water; neck of meander cut during
time of flood; former meander sealed by deposition etc.)
NB Max 6 marks without diagram
Level 3 (7 marks)
Comprehensive and accurate statements explaining how and why an oxbow lake is formed,
including appropriate labelled diagram(s).
NB 1. Diagram must be labelled (or numbers + key) for L3 credit.

2. Do not double credit text and annotation (other than allowing access to L3)
[7]
[Total: 25]
© UCLES 2013 0460/01/SM/16

11
5 (a) (i) Keeping of animals (on farms)

1 mark [1]
(ii) A Waikato/Taranaki [1]

B Hawke’s Bay/Manawatu-Wanganui/Wellington/Southland [1]

in Taranaki less sheep are kept per sq km than in Hawke’s Bay;
in Hawke’s Bay more beef cattle are kept per sq km than in Taranaki;
in Taranaki more dairy cattle are kept per sq km than in Hawke’s Bay;
in Hawke’s Bay beef cattle are most important but in Taranaki dairy cattle are most
important
in Hawke’s Bay sheep are more important than in Taranaki
3 @ 1 mark [3]
(iv) Ideas such as:

many parts of south island have an annual precipitation of over 2000 mm; which could
cause waterlogging of pastures (dev);
North island has milder/warmer (winter) temperatures;
so grass will grow all year round (dev);
animals can be grazed outside all year (dev);
many parts of south island are mountainous; therefore slopes could be too steep for
cattle (dev);
soil/grass quality poor; etc.;
(b) (i) Ideas such as:

unevenly distributed/clustered;
more on North Island;
mainly in coastal areas;
and near main cities; (or examples)
especially on east coast of south island; etc.
3 @ 1 mark [3]
(ii) Ideas such as:

proximity to areas producing meat products/pastoral farms;
to reduce costs of transport (dev);
as meat is perishable (dev);
close to main markets in cities;
where there is a larger labour force (dev);
close to ports for export of produce; etc.

12
(c) Levels marking

Statements including limited detail describing explaining how environment is at risk from
economic development
(e.g. causes air pollution; kills wildlife; causes more traffic etc.)

More developed statements explaining how environment is at risk from economic
development
(e.g. causes air pollution thus species are threatened; causes more traffic especially heavy
lorries increased noise levels for residents etc.)
Level 3 (7 marks)
3 or more developed statements + named example with at least one piece of place specific
detail (e.g. manufacturing industry in Cubatão in São Paulo State, Brazil). Latin America’s
biggest petrochemical complex, causes more traffic especially heavy lorries increased noise
levels for residents; fumes from industries such as a fertiliser factory/a cement works/there
are about 30 major industrial facilities in the vicinity; 473 tonnes a day of carbon monoxide;
182 tonnes a day of sulfur; 148 tonnes of polluted dust and particles; 41 tonnes of nitrogen
oxide; the infant mortality rate is significantly higher than anywhere else in the country; about
8% of all children born in the area suffer from abnormalities such as spinal problems and
missing bones; 44% of the Vila Parisi population have some kind of lung disease; no local
smoke control regulations etc.
[7]
[Total: 25]
© UCLES 2013 0460/01/SM/16

13
6 (a) (i) Romania

1 mark [1]
(ii) Generally positive relationship/higher GDP per capita greater percentage have access to
safe water (1st mark reserved);
Either two countries with accurate figures for illustration
or reference to anomaly/e.g. China much higher percentage safe water than expected
for GDP;
2 @ 1 mark [2]
(iii) Answer does not need to be comparative as comments about a country with a high
percentage of safe water implies a comparison. Expect reference to ideas such as:
amount of precipitation;
evaporation levels/temperatures;
level of development of water supply infrastructure/dams/reservoirs/pipes/taps;
ability to treat/recycle water;
development of sewage/sanitation infrastructure;
population density;
presence/absence of rivers/natural lakes;
presence/absence of water bearing rocks/aquifer;
levels of pollution;
being able to afford to import water; etc.
3 @ 1 mark [3]
(iv) Ideas such as:

the body needs water/cannot function without water;
otherwise dehydration occurs (dev);
reduction of water-borne diseases;
such as cholera, typhoid etc. (dev);
leads to improvement of hygiene;
lack of water can cause the body to become weak/having access to water keeps people
healthy;
therefore unable to work in order to produce food/earn money/walk long distances for
fuel (dev);
more water for irrigation for use in agriculture;
is likely to increase yields of crops/produce more food (dev); etc.

long lasting drought/low rainfall;
lack of dams/reservoirs/dependence on wells;
large demand from tourist industry;
water is wasted;
3 @ 1 mark [3]

14
(ii) Methods such as:

dam/reservoir/pipeline building;
desalination plants;
more boreholes/wells;
cloud seeding;
rationing;
increase cost of water;
cover wells;
afforestation;
treatment plants/use grey water/recycling;
import water; etc.
specific examples of water conservation methods to max 2;
(c) Levels marking

Statements including limited detail explaining why tourism has developed in an area,
referring to physical and/or human attractions.
(e.g. a hot climate; scenic beauty; beaches; tropical vegetation; Interesting culture; historical
buildings etc.)

More developed statements explaining why tourism has developed in an area, referring to
physical and/or human attractions.
(e.g. a hot climate with summer average temperatures at least 25 °C; sandy beaches; clear
blue seas; tropical vegetation with palm trees; historical buildings such as cathedrals etc.)
Level 3 (7 marks)
3 or more developed statements + named example (e.g. Mallorca) with at least one piece of
place specific detail.
Comprehensive and accurate statements explaining why tourism has developed in an area,
referring to physical and human attractions.
(e.g. a Mediterranean climate with hot, dry summers with average temperatures at least
25 °C and mild winters with no frost and snow; sandy beaches at resorts like Alcudia;
historical buildings such as the cathedral at Palma; theme parks/water parks etc.)
[7]
[Total: 25]
© UCLES 2013 0460/01/SM/16

GEOGRAPHY 0460/02
Paper 2 Geographical skills For Examination from 2016
SPECIMEN INSERT
1 hour 30 minutes
This Insert contains Photograph A for Question 4.
The Insert is not required by the Examiner.

2
Question 4 Photograph A A. Hudson © UCLES
© UCLES 2013 0460/02/SI/16

*0123456789*
GEOGRAPHY 0460/02
SPECIMEN PAPER
1 hour 30 minutes
Additional Materials: Ruler Protractor
Calculator
Plain paper
1:50 000 Survey Map Extract is enclosed with this question paper.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.

The Insert contains Photograph A for Question 4.
The Survey Map Extract and the Insert are not required by the Examiner.
This document consists of 13 printed pages, 1 blank page and 1 Insert.

2
1 Study the 1:50 000 map extract of the Rusape area in Zimbabwe.
(a) Identify the types of road found in grid square 9852.
[2]
(b) Fig. 1 shows a cross section along the line X to Y, which is marked on the map extract.
Height in Height in
metres metres
1700 1700
Sable
Range
1600 1600
1500 1500
1400 1400
1300 1300
98 99 00 01 02 03
X Y
Fig. 1
(i) On Fig. 1, complete the cross section by plotting the remaining contours. [3]
(ii) Mark with an arrow, and label with the letter shown in brackets, the following features
onto your completed cross section:
Pfunwa Hill (P); [1]
the 33 kV Power Line (PL); [1]
a stream (S); [1]
the main area of cultivated land (C), and also show how far it extends. [2]
(iii) Suggest a reason for the location of the cultivated land you have marked on the cross
section.
[1]
(c) In which direction is Tandi School (in grid square 9749) from Pfunwa Hill?
[1]
© UCLES 2013 0460/02/SP/16

3
(d) Describe the location of the huts in the western part of the map extract.
[2]
(e) The Rusape River flows across the area.
(i) Give two pieces of evidence which suggest that the river is flowing from the north east
towards the south west.
[2]
(ii) Measure the average width of the river in grid square 0242. Tick () one correct answer.
Tick
50 m
100 m
150 m
200 m
[1]
(iii) Which one of the following statements about the Rusape river is correct? Tick () one
correct answer.
Tick
the river has a wide flood plain
the river has no tributaries
the river has a delta shown on the map
the river has straight sections and meandering sections

[1]

4
(f) Fig. 2 shows the road in the north west of the map extract.
95 96 97 98 99
53 53
52 52
F Key
14
00
1400 contour metres
51 51 road
50 50
49 49
1300
48 48
47 47
95 96 97 98 99
Fig. 2
(i) On Fig. 2, the heights of two of the contours are shown. Label the heights of the other
four contours. [1]
(ii) Measure the distance in metres along the road between points E and F.
metres [1]
[Total: 20 marks]
© UCLES 2013 0460/02/SP/16

5
2 (a) Study Fig. 3, which shows the changing fertility rate in China. Fertility rate is the average
number of children a woman bears in her lifetime.
fertility rate (average number of children per woman) ‘One child’

policy
7 introduced
6 1500
×
×
total population (millions)

5 1200
4
× 900
3
× 600
2
300
1
1950
1960
1970
1980
1990
2000
2010
2020
2030
2040
2050
year
Key
fertility rate total population
predicted fertility rate predicted

total population
Fig. 3
What was the fertility rate in:
1960;
1980;
2000? [2]
(b) On Fig. 3, complete the line to show China’s predicted population growth. Use the figures in
the table below.
Year Population in millions
2030 1400
2050 1300
[2]

6
(c) Many people think that it is China’s ‘One child policy’ that has caused the reduction in fertility
rate. Does Fig. 3 support this idea?
[2]
(d) Name two social or economic factors (other than population data), which might help to
explain the changes in China’s population.
[2]
[Total: 8 marks]
© UCLES 2013 0460/02/SP/16

7
3 (a) Fig. 4 shows the highest and lowest annual rainfall totals in a recent ten year period for a
place in the Murray-Darling River Basin in Australia.
1000
highest
900
800
700
annual rainfall (mm)

600
500
400
300
lowest
200
100
Fig. 4
(i) The mean rainfall over a period of thirty years is 570 mm. Show this on Fig. 4, using an
arrow. [1]
(ii) How can water authority services in such areas ensure that water is available in dry
years?
[2]

8
(b) Study Fig. 5 and Table 1, which show the different uses of water in two states in Australia.
Northern Territory South Australia
Key
agriculture
domestic
industry
other
Fig. 5
Table 1
water use in South Australia %
agriculture 77
domestic 10
industry 5
other 8
(i) On Fig. 5, complete the pie graph for the state of South Australia using the information
for domestic and industry in Table 1. Use the key provided for shading. [3]
(ii) Which user consumes the largest amount of water in Northern Territory and what
proportion of the supplies does it use?
[1]
(iii) Using the information given only, compare water use for agriculture in the two states.
[1]
[Total: 8 marks]
© UCLES 2013 0460/02/SP/16

9
4 Study Photograph A (Insert), which shows a valley in southern Japan.
Describe the relief, settlement and land-use of the area shown in the photograph.
Relief
Settlement
Land-use
[8]
[Total: 8 marks]

10
5 Study Fig. 6, which shows Havana, the capital city of Cuba. Cuba is an island in the Caribbean.
No. of No. of
hotel AREA 2 hotel AREA 3
AREA 1 rooms rooms
5000 5000
No. of
hotel
rooms 2500 2500
5000
0 0
1988 2002 1988 2002
2500
Eastern Beaches
0
1988 2002 Central Old Havana
Havana
Marina
Havana City
Key
N
boundary of
city
INTERNATIONAL
AIRPORT main roads
0 2 4 tourist areas
km
Fig. 6
(a) Describe the location of the tourist areas shown on Fig. 6.
[2]
(b) (i) Which tourist area had the most hotel rooms in 2002?
[1]
(ii) Which area showed the biggest increase in number of hotel rooms between 1988 and
2002?
[1]
© UCLES 2013 0460/02/SP/16

11
(c) Describe how the number of hotel rooms changed between 1988 and 2002 in the three areas
shown on Fig. 6.
[3]
(d) Suggest one reason for the different growth rates of the tourist areas.
[1]
[Total: 8 marks]

12
6 Fig. 7 shows energy sources for four countries.
% China % UK
70 Total amount: 2080 Gw/h 70 Total amount: 396 Gw/h
60 60
50 50
40 40
30 30
20 20
10 10
HEP
HEP
coal
oil
natural
gas
nuclear
wind
other
coal
oil
natural
gas
nuclear
wind
other
% Japan % Italy
70 Total amount:
Total amount: 974
974 Gw/h
Gwh 70 Total amount: 303 Gw/h
60 60
50 50
40 40
30 30
20 20
10 10
HEP
HEP
coal
oil
natural
gas
nuclear
wind
other
coal
oil
natural
gas
nuclear
wind
other
Fig. 7
© UCLES 2013 0460/02/SP/16

13
(a) Using the examples on Fig. 7, identify one fossil fuel and one renewable energy source.
Fossil fuel
Renewable energy source [2]
(b) Fig. 7 shows that the governments of the four countries use very different percentages of
sources of power. Suggest why governments have made these different choices.
[2]
(c) Explain two changes in these percentages that might be suggested by an environmental
pressure group.
[4]
[Total: 8 marks]
© UCLES 2013 0460/02/SP/16

14
BLANK PAGE
Question 5 Figure 6 © R.B. Potter; Geographical Association, 2006
© UCLES 2013 0460/02/SP/16

GEOGRAPHY 0460/02
1 hour 30 minutes
MAXIMUM MARK: 60

2
1 (a) Gravel or earth

Track or cut line 2 @ 1 mark [2]
(b) (i) Completing section

inaccurate but shows a step in the slope 1 mark
2 accurately marked points 2 marks
3 accurately marked points 3 marks [3]
(ii) P, PL and S on cross section (3 possibilities for S) 3 @ 1 mark [3]

C – 1 mark for locating C on western part of section;
– 1 mark for accurately delimiting land. 2 @ 1 mark [2]
(iii) Flat land or gentle slopes. [1]
(c) WSW/SW [1]
(d) At foot of steep slope

Near/along track
Near/along stream or river
Edge of/on cultivation 2 @ 1 mark [2]
(e) (i) angle of confluences

build up of water behind dam
higher in NE/1400 m in NE and 1300 m in SW [2]
(ii) 50 m [1]
(iii) the river has straight sections and meandering sections [1]
(f) (i) 1320, 1340, 1360 and 1380 all labelled [1]
(ii) 5400–5800 [1]
[Total: 20 marks]
2 (a) 1960 – 6
1980 – 2.7 – 2.79
2000 – 1.51 – 1.60
3 correct = 2 marks; 2 correct = 1 mark [2]
(b) Two correct plots = 1 mark

Broken line = 1 mark [2]
(c) In support of the idea candidates might refer to fertility rate going
down and staying low after one child policy introduced c1980 1 mark
As evidence against the idea candidates might refer to decline
having started before policy and largest decline is pre 1970 2 marks [2]
© UCLES 2013 0460/02/SM/16

3
(d) Literacy rates

% women with education
% urbanised
GNP or similar
health indicators such as number of doctors etc.
Any other relevant set of data. 2 @ 1 mark [2]
[Total: 8 marks]
3 (a) (i) plot for 570 mm shown by arrow or line (mean need not be labelled)
tolerance for plot 561 to 579 and within 0.3 cm of the line [1]
(ii) store surplus water in wet years

store water in/make reservoirs/dam rivers
ration water for non-essential users in dry years
artificially recharge groundwater/sink boreholes during wet years
desalinisation
transfer water by canals from a wetter area [2]
(b) (i) check – if the largest segment has an angle 35–37° = 2 or

if the largest segment has an angle 33/34 or 38/39° = 1
(do not give if any part of the line is out of tolerance or if the line position is unclear)
if the largest segment is correctly shaded for domestic = 1
(accept any shading except if clearly patterned and ignore shading of industry unless it is
clearly wrong, in which case shading = 0) [3]
(ii) agriculture – one third/32–36% (user and figure both needed) [1]
(iii) Northern Territory much less/South Australia much more

Northern Territory 32–36% and South Australia 76–80%
Northern Territory a third and South Australia (just over) ¾
(NT a little v SA a lot = too vague) [1]
[Total: 8 marks]

4
4 Relief
Valley
Flat floor
Steep sides
Settlement
At foot of slope
Village
Gently sloping roofs
Land-use
Fields
Cultivation
Forest
Irrigation channel (on right)
Road
Reserve one mark for each heading 8 @ 1 mark [8]
[Total: 8 marks]
5 (a) North
Three separate areas
All on coast
(Mostly) within city boundary
Eastern beaches extend beyond city boundary
Area 2 spreads further inland
City Centre 2 @ 1 mark [2]
(b) (i) Area 2

Old Havana and central Havana [1]
(ii) Area 3
Eastern beaches [1]
(c) Increase in all areas

Small(est) increase in area 2
Area 1 went from 200 – 1000 in 1988 to 3500 – 4000 in 2002
Area 2 went from 3500 – 4000 in 1988 to 4250 – 4750 in 2002
Area 3 went from nothing in 1988 to 3500 – 4000 in 2002 3 @ 1 mark [3]
(d) Airport road goes directly to the central area

Already established tourism so slow growth
City centre has less space for new tourist accommodation
East has new development on coast for beaches
Coastal areas increased the most because of beach holidays
Marina attracts cruisers [1]
[Total: 8 marks]
© UCLES 2013 0460/02/SM/16

5
6 (a) Fossil fuel

Coal
Oil
Gas
Renewable fuel
HEP
Wind [2]
(b) Availability of coal/oil/resources

availability of large rivers/steep relief
safety/political concerns around nuclear power
commitment to green energy
cost factors [2]
(c) Reduce fossil fuels

Release of greenhouse gases
Discussion of acid rain
Will become exhausted
Increase renewables
Not releasing greenhouse gases
Not producing acid rain
Decrease nuclear
Difficult to dispose of dangerous waste
Produces material for bombs
One mark for each suggested change and one mark for each explanation [4]
[Total: 8 marks]
© UCLES 2013 0460/02/SM/16

6
BLANK PAGE
© UCLES 2013 0460/02/SM/16

GEOGRAPHY 0460/04
Paper 4 Alternative to Coursework For Examination from 2016
SPECIMEN INSERT
1 hour 30 minutes
This Insert contains Fig. 1 for Question 1 and Figs 6 and 11 for Question 2.

2
Fig. 1 for Question 1
Map of school buildings showing location of recording sites
N
F
School buildings
D
Key B
grass
small plants
trees G
B
water
concrete
tarmac
0 10 20 30 A
metres
© UCLES 2013 0460/04/SI/16

3
Questionnaire for tourists in Pescasseroli
Hello. Please could you give me a few minutes of your time? We are doing a survey about tourism
for our Geography Investigation.
Are you a resident or a visitor to the settlement? (If resident use other questionnaire)
T1 (i) How did you get to the National Park today?
Car Bus or Coach Train Bike
(ii) If you came by car did you find parking difficult?
Very difficult A little difficult Easy
T2 What is the main reason for your visit to the National Park?
See the wildlife Scenery Walking Cycling Skiing Other e.g. visiting friends
T3 How long are you staying in the village?
One day 2–3 days 4–7 days More than one week
T4 What type of accommodation are you staying in?
None Hotel Youth hostel Campsite Villa or cottage
Thank you for your time
Age: Under 20 years 20–40 years 41–60 years Over 60 years
Gender: Male Female
Questionnaire for residents in Pescasseroli
R1 How long have you lived in Pescasseroli?
Under 5 years 5–10 years 11–15 years Over 15 years
R2 In your opinion, what is the main problem with tourists visiting the settlement?
None Crowded Litter Traffic Noisy people
R3 Please answer YES or NO to the following questions.
– Is your job related to tourism? YES/NO

– Are the facilities for tourism adequate? YES/NO
– Is there adequate parking? YES/NO
– Has tourism improved facilities in the settlement? YES/NO
© UCLES 2013 0460/04/SI/16

4
BLANK PAGE
© UCLES 2013 0460/04/SI/16

*0123456789*
GEOGRAPHY 0460/04
SPECIMEN PAPER
1 hour 30 minutes
Ruler
Protractor
Answer all the questions.

The Insert contains Fig. 1 for Question 1 and Figs 6 and 11 for Question 2.
Sketch maps and diagrams should be draw whenever they serve to illustrate an answer.

2
1 Students at a school in the Netherlands, a northern European country, investigated the

microclimate around their school. This was to find out whether buildings and different types of
ground surface influenced the air temperature and the relative humidity.
The two hypotheses were:
Hypothesis 1: Temperatures are higher nearer to the buildings.
Hypothesis 2: Relative humidity is affected by vegetation on the ground.
(a) The students recorded temperature and relative humidity in calm and clear conditions during
November. Why were these conditions important for the investigation?
[2]
(b) Study the map, Fig. 1 (Insert). This shows eight sites, labelled A to H, around the school
buildings. These sites were used by the students for measuring temperature and relative
humidity.
(i) The school’s Stevenson screen is located at Site A. Suggest two reasons why this is a
good location for a Stevenson screen.
[2]
© UCLES 2013 0460/04/SP/16

3
(ii) A traditional maximum-minimum thermometer is located in the Stevenson screen. Use

Fig. 2 to identify maximum, minimum and present temperature shown on the
thermometer. Record these in the boxes on Fig. 2. [3]
°C
– 25 40
– 20 35
– 15 30
Maximum
– 10 temperature ...............°C 25
–5 20
0 15
5 Minimum 10
temperature ...............°C
10 5
15 0
20 Present –5
temperature ...............°C
25 – 10
30 – 15
35 – 20
40 – 25
Fig. 2

4
(c) The temperature at the other seven sites was measured using a hand-held digital
thermometer. The instructions from the teacher on how to use this thermometer are shown in
Fig. 3, below.
Readings should be taken at each site at 08.00 and 15.00 hours.

Hold the digital thermometer at waist height for 30 seconds.
Write the air temperature on the recording sheet. Repeat the
measurement two minutes later. Calculate the average (mean)
temperature of the two readings. Record this on the sheet too.
Do this in the morning and in the afternoon for three days.
Fig. 3
(i) Suggest one advantage of using a digital thermometer over a maximum-minimum

thermometer.
[1]
(ii) Give one disadvantage of the method described in Fig. 3.
[1]
(iii) Suggest why the temperatures were taken each morning and afternoon.
[1]
© UCLES 2013 0460/04/SP/16

5
TURN OVER FOR QUESTION 1(d)

6
(d) Study Table 1, which shows the temperature measured at each site.
Table 1
Air temperature at each site (°C)
Site A B C D E F G H Average
temperature
Distance from building 32 m 2m 3m 40 m 1m 17 m 9m 2m (08.00 and 15.00)
Day 1, 08.00 5.0 5.3 5.8 5.3 5.7 5.5 5.8 6.5 5.6
Day 1, 15.00 12.0 11.8 13.0 11.6 11.5 11.8 12.0 12.3 12.0
Day 2, 08.00 3.0 3.8 3.8 3.0 3.5 2.9 3.2 3.5 3.3
Day 2, 15.00 3.0 3.4 4.4 3.4 4.6 3.3 3.3 3.8 3.6
Day 3, 08.00 3.0 3.1 4.5 2.8 4.2 3.1 2.9 3.0 3.3
Day 3, 15.00 5.0 5.9 7.0 4.6 6.2 5.1 5.3 5.8 5.6
Three day site average 5.2 5.5 6.4 5.1 5.9 5.2 5.4 5.8
Describe the change in average temperature (08.00 and 15.00) during the three days.
Support your answer with data from Table 1.
[4]
© UCLES 2013 0460/04/SP/16

7
(e) The scatter graph, Fig. 4, below shows the three day average temperature at each site.
6.5
C
average air temperature (°C)

6.0
E
5.5 B
F A
D
5.0
4.5
4.0
5 10 15 20 25 30 35 40
distance away from school buildings (m)
Fig. 4
(i) Use the three day site average temperatures from Table 1 to complete the scatter graph
for Sites G and H. [2]
(ii) Draw a best fit line on Fig. 4. [1]
(iii) What conclusion would the students make about Hypothesis 1: Temperatures are
higher nearer to the buildings? Use evidence from Table 1 and Fig. 4 to support your
answer.
[4]
(iv) Use Fig. 1 (Insert) to give two reasons why temperatures vary at the different sites.
[2]

8
(f) At the same times of day, the students also used a digital hygrometer to measure relative
humidity at each site. The students also observed and recorded the type of ground surface.
Table 2 below shows the results of the students’ measurements and observations.
Table 2
Site A B C D E F G H
Average
relative 75% 77% 76% 75% 73% 73% 75% 77%
humidity
Type of
small near
ground grass concrete tarmac concrete trees concrete
plants water
surface
Does the data in Table 2 show there is a higher relative humidity at the sites where there is
vegetation at the ground surface? Calculate your results below and state your answer.
Space for calculations and answer
Average relative humidity

for sites with vegetation
Average relative humidity

for sites without vegetation
Is there a higher relative

humidity at the sites where
there is vegetation on the
surface?
Your answer
[2]
© UCLES 2013 0460/04/SP/16

9
(g) (i) Does the data collected by the students support Hypothesis 2: Relative humidity is
affected by vegetation on the ground?
State your answer and explain your decision.
[2]
(ii) Suggest three improvements the students could have made to their data collection
methods.
[3]
[Total: 30 marks]

10
2 Students in Italy were investigating tourism in the village of Pescasseroli in the Abruzzi National
Park. They did their fieldwork during the summer holiday. They wanted to test the following
hypotheses:
Hypothesis 1: People of different ages visit the National Park for different reasons.
Hypothesis 2: Tourism has a positive effect on the village of Pescasseroli.
(a) The students used the Internet to find some information about Pescasseroli. This information
is given in Fig. 5 below.
Pescasseroli is a settlement of 2 000 inhabitants. It is located on a wide plain

surrounded by mountains, in the middle of the Abruzzi National Park. Activities in winter
include downhill skiing and cross country skiing. In the summer there are many
opportunities for a variety of walking and outdoor activities. There are six hotels in the
settlement and 11 restaurants for visitors and residents to use.
Fig. 5
(i) Which one of the following describes the Internet as a source of information? Circle your
answer.
Regular Sampling Secondary Tertiary [1]
(ii) The students also collected primary data. What is meant by a primary source of data?
[1]
(iii) Give one example of a primary source of data.
[1]
© UCLES 2013 0460/04/SP/16

11
(b) To find out information for Hypothesis 1 the students produced a questionnaire for tourists.
This is shown in Fig. 6 (Insert).
(i) The results to Question T1 (i) are shown in Table 3 below.
Table 3
Question T1 (i)
How did you get to the National Park today?
Method Number Percentage
Car 56 70
Bus or Coach 17 21
Train 7 9
Bike 0 0
Use these results to complete the pie chart, Fig. 7, below.
Method of transport used by tourists
0%
90 10
80 20
Car
Bus or Coach
Train
70 30
Bike
60 40
50
Fig. 7
[2]

12
(ii) Describe the pattern of transport shown by these results to Question T1 (i).
[2]
(iii) Suggest one reason for this pattern.
[1]
(iv) The results to Question T1 (ii) are shown in Table 4 below.
Table 4
Question T1 (ii)
If you came by car did you find parking difficult?
Opinion about parking Number Percentage
Very difficult 12 21
A little difficult 4 7
Easy 40 72
Use these results to complete the pictograph, Fig. 8, below, to show tourists’ opinions
about parking in Pescasseroli. [1]
Tourists’ opinions about parking
Very difficult
A little difficult
Easy
or or = 4 people
Fig. 8
© UCLES 2013 0460/04/SP/16

13
(c) (i) The results to Question T2 are shown in Table 5 below.
Table 5
Question T2
What is the main reason for your visit to the National Park?
Main reason Number Percentage
See the wildlife 20 25
Scenery 22 28
Walking 15 19
Cycling 14 17
Skiing 0 0
Other e.g. visiting friends 9 11
Use these results to complete the bar graph, Fig. 9, below. [2]
Reasons for visiting the Abruzzi National Park
number
25
20
15
10
0
wildlife
scenery
walking
cycling
skiing
other
Reason
Fig. 9

14
(ii) The students produced Table 6, below, in which they compared the reasons for the visit
with the ages of the visitors.
Table 6
Age
Main reason Under 20 20–40 41–60 Over 60 Total
See the wildlife 7 6 4 3 20
Scenery 6 8 3 5 22
Walking 3 7 4 1 15
Cycling 7 5 2 0 14
Skiing 0 0 0 0 0
Other e.g. visiting friends 3 2 3 1 9
Total 26 28 16 10 80
The students used the information in Table 6 to work out their conclusion to
Hypothesis 1: People of different ages visit the National Park for different reasons.
What conclusion would the students have made? Support your answer with evidence
from Table 6.
[4]
(iii) Suggest how the visitors’ main reason for visiting the National Park may change at a
different time of the year.
[2]
© UCLES 2013 0460/04/SP/16

15
(iv) The results of questions T3 and T4 in the questionnaire are shown in Tables 7 and 8
below.
Table 7
Question T3
How long are you staying in the village?
Length of stay Number Percentage
1 day 34 42
2–3 days 30 38
4–7 days 14 17
More than one week 2 3
Table 8
Question T4
What type of accommodation are you staying in?
Type of accommodation Number Percentage
None 34 42
Hotel 9 11
Youth hostel 23 29
Campsite 6 8
Villa or cottage 8 10
Explain how these results may affect tourism in the village.
[3]

16
(v) The data about the gender of visitors is shown in Table 9 below.
Table 9
Gender of visitors
Gender Percentage
Male 54
Female 46
Use the data in Table 9 to plot the percentage of visitors gender in the divided bar graph
below.
Key
male
female
10 20 30 40 50 60 70 80 90 100
%
Fig. 10
[2]
© UCLES 2013 0460/04/SP/16

17
TURN OVER FOR QUESTION 2(d)

18
(d) To find out information for Hypothesis 2: Tourism has a positive effect on the village of
Pescasseroli, the students produced a questionnaire for residents. This is shown in Fig 11
(Insert). The results of this questionnaire are shown in Fig. 12 below.
Results of questionnaire for residents (125 results)
Number %
R1 Length of residency Under 5 years 19 15
5–10 years 22 18
11–15 years 66 53
Over 15 years 18 14
R2 Opinion of main problems None 50 40
Crowded 18 14
Litter 15 12
Traffic 26 21
Noisy people 16 13
Yes No
R3 Residents’ views on Tourism related job 66% 34%

benefits of tourism
Adequate tourist facilities 72% 28%
Adequate parking 69% 31%
Improved facilities 83% 17%
Fig. 12
© UCLES 2013 0460/04/SP/16

19
What conclusion would the students make about Hypothesis 2? Support your decision with
data from Fig. 12.
[4]
(e) Describe how the students could collect data to investigate how tourism may increase the
amount of traffic in the village.
[4]
[Total: 30 marks]
© UCLES 2013 0460/04/SP/16

20
BLANK PAGE
© UCLES 2013 0460/04/SP/16

GEOGRAPHY 0460/04
1 hour 30 minutes
MAXIMUM MARK: 60

2
1 (a) Wind would affect temperature;

easier to see effects of building/ground surface;
rainfall would affect relative humidity 2 @ 1 mark [2]
(b) (i) Away from the influence of buildings;

no trees nearby to create shade;
on grass so this will not absorb heat/alter temperature. 2 @ 1 mark [2]
(ii) Max. temperature 12–13 °C inclusive;

min. temperature 1–2 °C inclusive;
present temperature 3–3.2 °C inclusive. 3 @ 1 mark [3]
(c) (i) Quick/instant reading

Accurate to a decimal point [1]
(ii) Unsure if same location for each reading;

height at waist will vary between people;
student error in timing;
3 days may not be long enough for reliable figure;
effect of body heat on reading. 1 @ 1 mark [1]
(iii) Temperature will change during the day;

shows the range of temperature during the day. 1 @ 1 mark [1]
(d) Day 1 cold morning but warm afternoon, day 2 colder, day 3 similar to
day 2;
mornings always colder than afternoons.
Use of paired statistics to show change to 2 marks max. [4]
(e) (i) G: 5.4° at 9 m, H: 5.8° at 2 m. 2 @ 1 mark [2]
(ii) Best fit line straight or curved; 1 @ 1 mark [1]
(iii) Hypothesis is true (1 mark reserve)

Negative relationship on graph/temperature decreases as distance
increases
Anomaly at C – highest temperature but not nearest to building
Use of paired statistics to show change to 1 mark maximum [4]
(iv) Buildings/tarmac/concrete absorb heat from sun or internal heating

system
Buildings radiate heat around them
Aspect/south facing/facing sun
Funnelling effect of buildings
Shade from sun by trees/buildings 2 @ 1 mark [2]
© UCLES 2013 0460/04/SM/16

3
(f) Sites with plants = A + B + F = 75 + 77 + 73 = 225/3 = 75%.

Sites without plants = C + D + E + G + H = 76 + 75 + 73 + 75 + 77 = 376/5
= 75.25%.
Credit “No” or negative statement.
not a higher relative humidity.
1 mark for calculations, 1 mark for decision [2]
(g) (i) Hypothesis 2 – To some extent/No (1);

little difference/almost same between areas with and without
vegetation. [2]
(ii) Collect data on more than three days;

collect data more than twice a day;
collect data in other months/other seasons;
students check each other’s readings;
Same person takes readings to reduce height difference. 3 @ 1 mark [3]
[Total: 30 marks]
2 (a) (i) Secondary [1]
(ii) Data collected by students/oneself [1]
(iii) Questionnaire/pedestrian count/traffic count/river depth measurements [1]
(b) (i) Pie chart completion

Dividing line = 1 mark, shading = 1 mark [2]
(ii) Most visitors come by car

More come by bus or coach than by train
None come by bike [2]
(iii) Car gives independence/flexibility to travel

Train service may be infrequent [1]
(iv) Completion of ‘very difficult’ = 3 symbols [1]
(c) (i) Completion of bar graph using No. column – walking = 15 and
other = 9
Do not credit % figures 2 @ 1 mark [2]
(ii) Hypothesis is true/partially true (1 mark reserve)

Physical activities/cycling is more popular with under 40 age groups
Walking is most popular with 20–60 age groups
Scenery is most popular with over 60 age group
Wildlife is popular with all age groups
Credit paired use of statistics to show differences to 2 marks max [4]
(iii) More visitors skiing in winter

Fewer come for other activities in winter – cycling/walking [2]

4
(iv) Length of stay:

If tourists stay longer in the village they spend more money
Demand for different services such as restaurants if people stay more
than 1 day
Accommodation:
If most people visit for 1 day less accommodation is needed
More demand for hotels creates most jobs/most income
Youth hostel/campsite may create more demand for bars/fast-food
1 mark reserve for length of stay and accommodation [3]
(v) Divided bar graph completion

dividing line correct = 1 mark, shading = 1 mark [2]
(d) Hypothesis is true/generally true (1 mark reserve)

Residents’ views on effects of tourism are generally positive
40% of residents say there are no main problems
Credit paired use of statistics to support evidence to 2 marks max [4]
(e) Equipment – recording sheet, watch

Suggested locations of traffic survey
Times of traffic survey during day
Different days of week – weekday and weekend
Different seasons to compare results
Methodology – tally system
Reliability – e.g. all surveys done at same time [4]
[Total: 30 marks]
© UCLES 2013 0460/04/SM/16

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
GEOGRAPHY 0460/11
Paper 1 May/June 2013
INSERT
1 hour 45 minutes
This Insert contains Photograph A for Question 4 and Photograph B for Question 6.
DC (NF/JG) 63678/6
2
© UCLES 2013 0460/11/INSERT/M/J/13

3
© UCLES 2013 0460/11/INSERT/M/J/13

4
BLANK PAGE
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
© UCLES 2013 0460/11/INSERT/M/J/13

* 6 5 2 3 0 1 9 7 8 8 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Additional Materials: Ruler
Calculator
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE ON ANY BARCODES.
Write your answer to each question in the space provided. If additional space is required, you should use the
lined page at the end of this booklet. The question number(s) must be clearly shown.
Answer three questions.
The Insert contains Photograph A for Question 4 and Photograph B for Question 6.
The Insert is not required by the Examiner. For Examiner’s Use
Sketch maps and diagrams should be drawn whenever they serve to illustrate an
answer. Q1
At the end of the examination, fasten all your work securely together. Q2
The number of marks is given in brackets [ ] at the end of each question or
part question.
Q3
Q4
Q5
Q6
Total
This document consists of 28 printed pages and 1 Insert.
DC (NF/JG) 63097/7
2
QUESTION 1 For
Examiner’s
1 (a) Study Fig. 1, which shows the population pyramids of Mexico (LEDC) and the USA Use
(MEDC).
Mexico USA
male 80+ female male 80+ female old
75-79 75-79 dependents
70-74 70-74
65-69 65-69
60-64 60-64
55-59 55-59
50-54 50-54 economically
45-49 45-49
40-44 40-44 active
35-39 35-39
30-34 30-34
25-29 25-29
20-24 20-24
15-19 15-19
10-14 10-14 young
5-9 5-9 dependents
0-4 0-4
8 6 4 2 0 0 2 4 6 8 8 6 4 2 0 0 2 4 6 8
percentage of population
Fig. 1
(i) What is meant by economically active?
..................................................................................................................................
............................................................................................................................. [1]
(ii) What evidence in the population pyramids shown in Fig. 1 suggests that:
A people in Mexico have a shorter life expectancy than people in the USA;
..................................................................................................................................
..................................................................................................................................
B the USA has a lower birth rate than Mexico?
..................................................................................................................................
............................................................................................................................. [2]
© UCLES 2013 0460/11/M/J/13

3
(iii) Compare the percentage of young dependents in Mexico with that in the USA. For
Support your answer with figures. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
(iv) Explain why, in LEDCs such as Mexico, young dependents make up a large
percentage of the population.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]
© UCLES 2013 0460/11/M/J/13 [Turn over

4
(b) Study Fig. 2, which shows changes in the number of old dependents in the UK (MEDC). For
Examiner’s
Use
8
7 Key
5
number
of people
(millions) 4
people people
3 aged aged
65 75
2 to and
74 over
1
0
2011 2021 2031
(expected) (expected)
year
Fig. 2
(i) Describe how the number of people aged 75 and over is expected to change in
the UK between 2011 and 2031. Support your answer with figures.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
© UCLES 2013 0460/11/M/J/13

5
(ii) Explain why the governments of MEDCs, such as the UK, are concerned about the For
ageing population. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [5]

6
(c) For a named country, state a policy which has been used to influence rates of population For
growth. Describe the impacts of this policy. Examiner’s
Use
Name of country ...................................................
Policy ...............................................................................................................................
Impacts ............................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 1
© UCLES 2013 0460/11/M/J/13

7
QUESTION 2 For
Examiner’s
2 (a) Study Fig. 3, which shows cities which are expected to have a population greater than Use
5 million by 2015.
Equator
Key
cities with expected
population over
5 million by 2015
Fig. 3
(i) Name the continent which will have most cities with a population greater than
5 million by 2015.
........................................... [1]
(ii) State two other features of the distribution of the cities shown in Fig. 3.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
............................................................................................................................. [2]

8
(iii) Explain how large cities in LEDCs can result from: For
Examiner’s
A natural population growth; Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
B migration.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]
© UCLES 2013 0460/11/M/J/13

9
(b) Study Fig. 4, which shows information about the urban population who lived in slums For
(poor quality housing) in 1990 and 2007 in a selection of LEDCs. Examiner’s
Use
urban slum
population,
2007 (millions)
29.9 Bangladesh
45.3 Nigeria
10.2 Iraq
27.5 Pakistan
109.5 India
174.0 China
8.4 South Africa Key

1990
45.7 Brazil 2007
26.9 Indonesia
5.5 Egypt
5.5 Colombia
11.8 Mexico
0 20 40 60 80 100
urban population living in slums (%)
Fig. 4
(i) Identify the country where:
A the highest number of people lived in slums in 2007;
....................................................
B the highest percentage of the population lived in slums in both 1990 and 2007;
....................................................
C the percentage of people living in slums increased between 1990 and 2007.
....................................................
[3]

10
(ii) Explain why many people in cities in LEDCs live in slums. For
Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [5]
(c) Name a city and describe what has been done to improve living conditions in the slums
found there.
Name of city .........................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 2
© UCLES 2013 0460/11/M/J/13
11
QUESTION 3 For
Examiner’s
3 (a) Study Figs 5A and 5B, which show a volcano before and after an eruption. Use
Before eruption
snow
old lava rocky

flows land
village
fertile
soil
Key Fig. 5A
ski lifts
houses and farms
fruit trees and crops
roads
After eruption
ash cloud
new lava ash fall

flows from volcano
cloud
village
fertile
soil
Fig. 5B

12
(i) Identify a tourist facility shown on Fig. 5A, which was destroyed by the volcanic For
eruption. Examiner’s
Use
.................................................................................................. [1]
(ii) Describe two likely problems for people who live in the area shown on Figs 5A and
5B as a result of the volcanic eruption.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
............................................................................................................................. [2]
(iii) Explain why some volcanoes erupt on constructive (divergent) plate boundaries.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
(iv) Describe the opportunities offered by volcanoes for people who live close to them.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]
© UCLES 2013 0460/11/M/J/13

13
(b) Study Fig. 6, which shows the location of the Himalayas mountains and Mt. Everest. For
Examiner’s
Use
70 E 80 E 90 E
CHINA N
AFG
Eurasian Plate
HI
PAKISTAN MA MT. EVEREST 30 N
LAY
AS
NEPAL BHUTAN
Indo-Australian
plate
BANGLADESH
INDIA MYANMAR
20 N Key
Direction of
BAY OF plate movement
BENGAL AFG AFGHANISTAN
ARABIAN
SEA
10 N
SRI 0 600
LANKA km
70 E 80 E 90 E
Fig. 6
(i) Describe the location of Mt. Everest.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]

14
(ii) Explain how the Himalayas were formed as a result of plate movement. For
Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [5]
(c) Name an area which you have studied where there has been an earthquake.
Describe the effects of this earthquake.
Name of area .......................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 3
© UCLES 2013 0460/11/M/J/13
15
QUESTION 4 For
Examiner’s
4 (a) Study Fig. 7, which shows an area of coastline. Use
N
20
10 m
m
10 m
20
m
landform X
Z 0 1
km
Key
10 m height above sea level
clay cliffs
sand and shingle
sand dunes
Fig. 7
(i) Identify the coastal landform labelled X on Fig. 7.
............................................................................................................................. [1]
(ii) Using evidence from Fig. 7 only, describe two features of the coastal landform
labelled X.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
............................................................................................................................. [2]

16
(iii) Explain how coastal processes formed landform X. You may include a labelled For
diagram. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
(iv) Explain how sand dunes are formed in areas of coastal lowland, such as area Z on
Fig. 7.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]
© UCLES 2013 0460/11/M/J/13

17
(b) Study Photograph A (Insert), which shows the cliffs labelled at Y on Fig. 7. For
Examiner’s
(i) Suggest why the cliffs shown in Photograph A are eroding rapidly. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
(ii) Explain how erosion of cliffs, such as those shown in Photograph A, could cause
problems for people.
..................................................................................................................................
..................................................................................................................................
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18
(c) Most deltas are located on the coast. Describe the benefits and problems of living on a For
delta which you have studied. Examiner’s
Use
Name of delta ................................................................
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[Total: 25 marks]
END OF QUESTION 4
© UCLES 2013 0460/11/M/J/13

19
QUESTION 5 For
Examiner’s
5 (a) Study Fig. 8, which shows information about domestic use of water in Norway (MEDC in Use
Europe) and Sudan (LEDC in Africa).
Norway
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180

litres per person per day
Sudan
Key
washing
toilet
0 10 20 30 40 50 cooking and drinking
litres per person per day washing dishes and cleaning
washing clothes
other uses
Fig. 8
(i) What is meant by domestic use of water?
..................................................................................................................................
............................................................................................................................. [1]
(ii) Compare the total daily domestic use of water per person in Norway and Sudan.
Use statistics from Fig. 8 in your answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]

20
(iii) Using evidence from Fig. 8 only, identify three other differences between the For
domestic use of water in Norway and Sudan. Examiner’s
Use
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
............................................................................................................................. [3]
(iv) Suggest reasons for differences in the domestic use of water in Norway and Sudan.
..................................................................................................................................
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............................................................................................................................. [4]
© UCLES 2013 0460/11/M/J/13

21
(b) Study Fig. 9, a map of the Mangla Reservoir and Dam in Pakistan. For
The Mangla Dam is a multi-purpose project which was completed in 1967. Recently the Examiner’s
height of the dam has been raised by over 9 metres. Use
r h
ive nc 0 5
Dudial R oo To Kotli
P km
Palak N
Khanabad
Bagam Batli
i Chaksawri
sh
iver K a n
R
Reservoir
Akalgarh
(Islamgarh)
Mangla
Dam
New Mirpur Jari
Jari
Sultanpur Dam
Mangla
B ong Cana
l Key
Pandori
railways
Riv
er
Jh main roads
e
lum
Dina canal
large towns
Fig. 9
(i) Describe the location of the Mangla Dam.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
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............................................................................................................................. [3]

22
(ii) Suggest the benefits and problems of increasing the height of the Mangla Dam for For
people living in the area shown in Fig. 9. Examiner’s
Use
..................................................................................................................................
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..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [5]
(c) Name an example of a sea, lake or river which has been polluted by human activity.
Describe the causes of pollution and its effects on the natural environment.
Name of sea, lake or river ........................................................
..........................................................................................................................................
..........................................................................................................................................
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[Total: 25 marks]
END OF QUESTION 5
© UCLES 2013 0460/11/M/J/13
23
QUESTION 6 For
Examiner’s
6 (a) Study Fig. 10, which shows the environmental impacts of producing a brand of Use
processed cheese, along with Photograph B (Insert) which shows this manufactured
product.
Greenhouse Energy Water

gas emissions (%) consumption (%) consumption (%)
Key
producing raw materials
manufacturing
packaging
transport
Fig. 10
(i) During which stage is there the greatest environmental impact?

Underline the correct answer.
producing raw materials
manufacturing
packaging
transport
[1]
(ii) Identify two ways in which the transport of the manufactured product may damage
the natural environment.
1 ................................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
............................................................................................................................. [2]

24
(iii) Suggest three ways in which the environmental impacts of producing and For
transporting this manufactured product could be reduced. Examiner’s
Use
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ................................................................................................................................
............................................................................................................................. [3]
(iv) Explain how greenhouse gas emissions may cause an increase in global
temperatures.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]
© UCLES 2013 0460/11/M/J/13

25
(b) Study Fig. 11, information about making silicon chips which are a component used in For
the manufacture of computers. Examiner’s
Use
chemicals water
energy silicon for

solar panels
silicon purified wafer circuit silicon

energy
mining silicon production etching chips
waste
waste
silicon
Fig. 11
(i) Identify an input, a process and an output in the manufacture of silicon chips.
Input ................................................
Process ................................................
Output ................................................ [3]

26
(ii) Silicon is also a component of solar panels which are used to generate solar For
energy, an alternative to using fossil fuels. Examiner’s
Explain why in many countries only small amounts of alternative energy sources Use
are used.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
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............................................................................................................................. [5]
© UCLES 2013 0460/11/M/J/13

27
(c) Name an area where manufacturing or processing industry is important and give an For
example of a type of industry (or factory) which you have studied in that area. Explain Examiner’s
the reasons for its growth at that location. Use
Name of area ...................................................................................................................
Type of industry ...............................................................................................................
..........................................................................................................................................
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..................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 6

28
Additional Page For

Examiner’s
If you use the following lined page to complete the answer(s) to any question(s), the question Use
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Copyright Acknowledgements:
Question 2 Fig. 4 © adapted: Slums Graph; http://filipspagnoli.wordpress.com/stats-on-human-rights/statistics-on-poverty/statistics-on-poverty-

urbanization-and-slums.
Question 4 Photograph A S Sibley © UCLES.
Question 5 Fig. 9 © adapted: Wideworld Magazine; Philip Allan Publishers; April 1997.
Question 6 Fig. 10 © adapted: http://www.groupe-bel.com/bebel/en/corporate-social-responsibility/sustainable-development-2-3/environment-and-
ecodesign.html.
Question 6 Fig. 11 © adapted: http://cartanova.ca/green-business-blog/item/71-the-environmental-impact-of-the-internet.
Question 6 Photograph B S Sibley © UCLES.
© UCLES 2013 0460/11/M/J/13

CAMBRIDGE INTERNATIONAL EXAMINATIONS
MARK SCHEME for the May/June 2013 series
0460 GEOGRAPHY
0460/11 Paper 1, maximum raw mark 75
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2013 0460 11
1 (a) (i) Population of working age/aged 15 to 64/people who work/people who can sustain
themselves/people who pay taxes/can financially provide for themselves; [1] [1]
(ii) A Smaller or less % in Mexico at 65+ or any appropriate age group (old
dependents/elderly/old people)/larger % at 65+ (or any appropriate age group) in
United States; United States pyramid has wider apex/top to pyramid/Mexico has
narrower apex/or could use appropriate comparative statistics; etc.
B Smaller or less percentage of population in younger age groups/young dependents

in United States/wider base to Mexican pyramid; etc.
NB must look for comparatives. [2 × 1] [2]
(iii) Candidates should compare here though we should link together two discrete accounts
providing they are not simple repetition of figures without interpretation.
Ideas such as:

greater proportion of young dependents in Mexico/smaller proportion of young
dependents in United States;
about 2x/double percentage in Mexico than United States;
about 44–47% of population of Mexico compared with about 22–24% of that of United
States;
e.g. 0–4 (or 5–9 or 10–14) 15/16% Mexico/7% United States
(MAX 1 on any identified age band) [3 × 1] [3]
(iv) Ideas such as:

high birth rates;
little availability of contraception/birth control/or examples;
not educated re: contraception;
likely to want children to work on the land/farms;
likely to want children to send out to work/earn money;
likely to want children to help around the house/look after younger children/collect water;
likely to have large families due to tradition/wealth/to get a son;
likely to have large families due to religious influences/religion does not allow
contraception;
no access to abortion;
high infant mortality rates/people have more children in the hope that some will survive;
women stay in the home/don’t work;
high death rates/low life expectancy;
poor health care;
poor sanitation;
low water quality;
lack of care homes/care for elderly;
AIDS; etc. [4 × 1] [4]
© Cambridge International Examinations 2013


population over 75 is expected to increase or rise by 2031 in UK/there will be more of
them in 2031;
increase is expected to be rapid after 2021/more than period before 2021/by 0.5m
between 2011–2021 and 2m by 2031;
expected to rise from 4.4 to 6.8 million (by 2.7 million);
allow tolerance of 4.4–4.5 to 6.8–6.9 (increase by 2.3–2.5)
increase by 57% from 2011 to 2031; [3 × 1] [3]
(ii) Ideas such as:

strain on working population/economy/government;
economically active/government have to support/take care of/look after more people;
higher taxation;
have to pay for pensions;
more money to be spent on health care/more health care needed;
need to establish/spend money on care homes/specified service for the elderly;
fewer workers available/older people do not contribute to economy/older people do not
work;
reduced supply of workers leads to increase in wages;
people have to retire later;
more immigration;
less people to defend country;
facilities for young people close/money taken away from schools;
longer waiting list in hospitals;
lack of innovation; etc. [5 × 1 mark or development] [5]
(c) Levels marking

Statements including limited detail describing the impacts of policies which have been used
to influence growth rates.

Uses named example.
More developed statements describing the impacts of policies which have been used to
influence growth rates.
(NB MAX 5 MARKS WITH NO EXAMPLE)
Level 3 (7 marks)
Uses named example
Comprehensive and accurate statements describing the impacts of policies which have been
used to influence growth rates including some place specific reference.
Answers are likely to refer to impacts such as:

changing population growth
imbalance in population structure and result of it
advantages/disadvantages of policy
subsequent policies
Advantages of incentives [7]
[Total: 25]

2 (a) (i) Asia [1] [1]
(ii) Ideas such as:

in South/South East Asia/India & China;
distribution is uneven/there are clusters in some parts of the world;
a lot/many/most cities of 5million+ are in northern hemisphere;
there are more in LEDCs than MEDCs;
they are widespread;
there are some in all continents except Australasia;
a lot/many/most are on or near to coasts; [2 × 1] [2]
(iii) A Ideas such as:

birth rates exceed death rates/high birth rate and low death rate;
reduction of death rates;
life expectancy increased; [3 × 1] [3]
B Ideas such as:

lots of/many people move there/migrate into;
from rural areas/from other countries;
due to better work opportunities/higher paid jobs;
better health care;
improved sanitation;
better water supplies;
education opportunities;
natural disaster or example;
war; etc.
NB MAX 3 marks for push or pull factors. [4 × 1] [4]
(b) (i) A China

B Bangladesh
C Iraq [3 × 1] [3]
(ii) Ideas such as:

many people are unable to obtain jobs/unemployed;
or they work for low pay/in informal sector;
so cannot afford better housing/so forced to live in slums (dev)/so build own houses
(dev);
inadequate investment in housing stock/not enough houses;
as authorities cannot cope with increases in population;
due to other government/local authority priorities;
lack of building space; etc. [5 × 1 mark or development] [5]

(c) Levels marking

Statements including limited detail on methods used to improve living conditions in cities.

Uses named example.
More developed statements on methods used to improve living conditions in cities (what has
been done to improve it).
Level 3 (7 marks)
Uses named example. Can be MEDC or LEDC example.
Comprehensive and accurate statements on methods used to improve conditions in cities,
including some place specific reference.

water
sanitation
housing
infrastructure
healthcare
education [7]
[Total: 25]
3 (a) (i) Ski lift [1] [1]
(ii) Problems such as:

destruction of houses/people homeless;
farmland/crops destroyed/livestock killed;
transport disruption/road covered by ash;
flooding from snow melt;
death/suffocation from ash;
injuries from lava/volcanic bombs;
tourists/skiers may not come;
loss of jobs in e.g. tourism/farming; etc. [2 × 1] [2]

plates move apart;
so a line of weakness/gap is created;
where magma or lava can reach the surface/forms islands/bubbles up/bursts through
crust; etc.
[3 × 1] [3]
(iv) Ideas such as:

fertile soils/high crop yields/good for farming;
geothermal power;
attract tourists/tour guides/souvenirs or other examples;
resource extraction/or examples e.g. sulphur;
volcanologists can study volcanoes; etc. [4 × 1] [4]


27–28N,
87–88E,
in Himalayas;
along border of China and Nepal/in Nepal/in North East Nepal;
North East of India (or correct direction from any named country);
North of Bay of Bengal;
Asia;
650–750 km from coast; etc. [3 × 1] [3]
(ii) Ideas such as:

plates move towards each other;
collision zone/convergent boundary (dev);
both are continental plates;
pressure/compression;
no subduction occurs;
as rocks are of same density;
rocks squeezed;
uplift occurs/land rises etc.; [5 × 1 mark or development] [5]
(c) Levels marking

Statements including limited detail describing effects of an earthquake.

Uses named example.
More developed statements describing effects of an earthquake.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements including some place specific reference.

deaths
injuries
damage to property
economy
agriculture
communications
infrastructure [7]
[Total: 25]

4 (a) (i) (Sand) spit/(sand and shingle) spit; [1] [1]
(ii) Ideas such as:

0.8–1.2 kilometres in length;
50–200 metres wide;
curved;
attached to land at one end;
stretching partly across estuary;
made of sand and shingle;
below 10m above sea level;
East-west/towards North East/orientation (max 1); etc; [2 × 1] [2]

prevailing winds from South West;
formed as a result of deposition;
longshore drift occurring;
movement of materials from west to east;
swash moves materials at oblique angle;
backwash at right angle;
materials move in zig-zag fashion;
causes sand spit to gradually extend across estuary;
change in direction of coastline/where it meets estuary/currents in river prevent it going
straight across estuary; etc.
[3 × 1] [3]
(iv) Ideas such as:

sand dries out;
wind picks up particles of sand/wind moves/wind blows;
from beaches/estuaries/onshore winds;
particularly at low tide;
initially deposited around an obstruction/stone/plant;
gradual accumulation/builds up over time/embryo dune to established dune;
colonized by Maram grass; etc.; [4 × 1] [3]

clay is soft/unconsolidated/not resistant to erosion;
stretch of coastline is exposed/not sheltered;
strong winds/storms;
large waves;
lack of protective measures;
water seepage/water lubricating lower cliff; etc. [3 × 1] [3]
(ii) Ideas such as:

farmland could be lost;
houss/properties could be damaged/destroyed/lost;
and residents may need to evacuate/move/relocate; (dev);
roads could be damaged;
making people travelling along the coast take long detours inland (dev);
cost of or difficulty of protecting coast;
could lead to increase in local taxation/money could not be used for other purposes
(dev);
cliff erosion could be dangerous/falling rocks;
which may put off tourists visiting(dev);
high cost of house insurance/difficulty of getting insurance;
difficulty of selling house/can’t sell houses; etc. [5 × 1 mark or development] [5]

(c) Levels marking

Statements including limited detail describing benefits or problems of living on a delta.

Uses named example.
More developed statements describing benefits or problems of living on a delta.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements describing benefits and problems of living on a
delta, including some place specific reference.

floods
economic activities (e.g. salt extraction, fishing, tourism)
transport
fertile soil
flat land [7]
[Total: 25]
5 (a) (i) Use of water in the home/for household use/for personal use; [1] [1]
(ii) higher use in Norway/lower in Sudan;

180 litres per person Norway and 50 in Sudan;
About 3 times higher in Norway/higher in Norway by 130 litres [2 × 1] [2]
(iii) Differences such as:

more used for washing in Norway;
more used for flushing toilet in Norway;
more used for washing clothes in Norway;
more used for washing dishes and cleaning in Norway
more used for cooking/drinking in Sudan; etc.
NB Comparison needed (can accept figures for comparison if both sets are provided).
[3 × 1] [3]
(iv) Ideas such as:

washing machines/dishwashers use lots of water in Norway;
norwegian people will have greater access to flush toilets in the home;
more water used overall in Norway as more homes have easy access to piped
water/less water available in Sudan/can’t waste it/scarce so needed for drinking/more
available in Norway or vice versa;
more use for drinking in Sudan due to higher temperatures;
showers/baths in most homes in Norway so more used for
washing; etc.
NB Comparison not needed [4 × 1] [4]


north of Mangla;
2/3 km (north of Mangla);
South western corner of reservoir;
Where River Jhelum flows from reservoir;
At northern end of Bangla Canal; etc.
NB Credit accurate distance and/or direction from any named feature. [3 × 1] [3]
(ii) benefits such as:

increased storage of water;
therefore less likely to be shortages (dev);
employment in construction;
increased electricity supplies can be generated;
which may attract more manufacturing industry (dev);
foreign investment attracted;
improved flood protection for areas downstream; etc.
problems such as:

loss of farmland;
vegetation/trees/deforestation for fruit or firewood (must have link to people) etc;
greater visual impact of dams;
need to re-route some of roads/flood roads;
possible flooding of settlements/settlements relocated;
therefore people need to be relocated (dev);
extra noise/traffic/dust during construction (max 1);
costs a lot so taxes increased; etc. [5 × 1 mark or development] [5]
(c) Levels marking

Statements including limited detail describing the causes of pollution and/or its effects on the
natural environment.

Uses named example.
More developed statements describing the causes of pollution and/or its effects on the
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements describing the causes of pollution and its effects on
the natural environment, including some place specific reference.

Causes:
industry
sewage
agriculture
domestic waste

Effects:
drinking water quality
ecosystems
food chains
impacts on aquatic life [7]
[Total: 25]
6 (a) (i) Production of raw materials [1] [1]
(ii) Ideas such as:

emissions/exhaust gases/greenhouse gases/named gases/air pollution;
uses energy/uses fuel/depletes fuels/depletes oil;
noise pollution from vehicles;
deforestation/loss of habitats for road building;
increased road kill or examples; etc. [2 × 1] [2]

use less packaging/recycled packaging;
transport materials in bulk;
produce raw materials close to factory;
use renewable energy sources (or example);
catalytic convertors/ use fuel efficient engines/bio fuels;
conserve energy in factory by using…;
recycle water; etc. [3 × 1] [3]
(iv) Ideas such as:

build up in atmosphere;
let heat/sun`s rays through,
bounces/reflects from earth’s surface;
do not allow heat to escape;
insulates/acts like a greenhouse; etc. [4 × 1] [4]

Input = energy/chemicals/water/silicon;
Process = wafer production/circuit etching/purifying silicon;
Output = waste silicon/waste water/silicon chips/waste; [3 × 1] [3]

few alternative energy sources are available or potentially available;
some in early stages of development;
limited technology in many areas;
expense of development/set up;
solar limited by environmental factors/lack of sunshine;
wave/tidal limited to coastal locations;
geothermal to volcanic regions;
much of industry/transport geared up to using fossil fuels;
government doesn’t prioritise renewable energy; etc.
[5 × 1 mark or development] [5]

(c) Levels marking

Statements including limited detail explaining location of manufacturing/processing industry.

Uses named example.
More developed statements explaining location of manufacturing/processing industry.
Level 3 (7 marks)
Uses named example.

large workforce
good transport links
cheap land
raw materials
energy supply
water supply
(market if relevant) [7]
[Total: 25]

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
This Insert contains Photographs A, B and C for Question 3.
DC (KN/SW) 63686/6
2
© UCLES 2013 0460/21/INSERT/M/J/13

3
© UCLES 2013 0460/21/INSERT/M/J/13

4
BLANK PAGE
© UCLES 2013 0460/21/INSERT/M/J/13

* 8 6 7 0 3 5 9 2 2 7 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator
1:25 000 Survey Map Extract is enclosed with this question paper.
The Insert contains Photographs A, B and C for Question 3.

The Survey Map Extract and the Insert are not required by the Examiner. For Examiner’s Use
answer. Q1
At the end of the examination, fasten all your work securely together. Q2
The number of marks is given in brackets [ ] at the end of each question or part
question.
Q3
Q4
Q5
Q6
Total
DC (KN/SW) 63685/7
2
1 Study the map extract for Petite Rivière, Mauritius. The scale is 1:25 000. For
Examiner’s
(a) Fig. 1 shows some of the features in the south east part of the map extract. Study Fig. 1 Use
and the map extract, and answer the questions below.
89 90 91 92
99 99
B
Resr
C F
98 98
97 97
89 90 91 92
Fig. 1
Using the map extract, identify the following features shown on Fig. 1:
(i) the type of road at A;
.............................................................................................................................. [1]
(ii) feature B;
.............................................................................................................................. [1]
(iii) the name of river C;
.............................................................................................................................. [1]
(iv) feature D;
.............................................................................................................................. [1]
(v) the land use at E;
.............................................................................................................................. [1]
(vi) feature F.
.............................................................................................................................. [1]
© UCLES 2013 0460/21/M/J/13

3
(b) Fig. 2 shows the location of two grid squares in the north of the map extract. These are For
grid squares 9002 at Petit Verger and 9100 at Petite Rivière. Study the two grid squares Examiner’s
and answer the question below. Use
90 91 92
03 03
Petit
Verger
02 02
01 01
Petite
Rivière
00 00
90 91 92
Fig. 2
The table below compares the features of the two grid squares. Complete the table by
putting ticks in the correct five boxes. Use only one tick for each row.
Petit Verger Petite Rivière Both these Neither of

(9002) (9100) areas these areas
Example:
✓
sugar plantation
a temple
scattered trees or scrub
linear settlement
nucleated settlement
land over 50 metres
above sea level
[5]

4
(c) Fig. 3 is a cross section along northing 99 from the coast at 870990 to 900990. For
Examiner’s
Use
sugar plantations
80 80
70 70
60 60
metres 50 50 metres
above above
40 40
sea sea
30 30
level level
20 20
10 10
0 0
870990 900990
Fig. 3
On Fig. 3, using labelled arrows, mark the positions of:
(i) the Belle Eau river; [1]
(ii) the B78 Albion Road; [1]
(iii) the Feeder des Cocos river. [1]
(d) Look at the straight Simonet Road between Camp Créole Belle Eau (882989) and the
road junction at Canot (896973).
(i) Measure the distance along this part of the road. Give your answer in metres.
........................................... metres [1]
(ii) What is the compass direction along the road from Camp Créole Belle Eau to
Canot?
.............................................................................................................................. [1]
(iii) Look at the heights above sea level of the two places. How much lower is Camp
Créole Belle Eau than Canot? Tick one answer below.
Tick (✓)
20 m
40 m
80 m
120 m
[1]
© UCLES 2013 0460/21/M/J/13

5
(e) Suggest advantages and disadvantages that the area has for the development of a For
tourist industry. In each case, state map evidence. Examiner’s
Use
Advantages .....................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Disadvantages ................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
..................................................................................................................................... [3]
[Total: 20 marks]

6
2 Table 1 shows the weather for Buenos Aires, Argentina, for four days in May 2011. For
Examiner’s
Table 1 Use
Maximum Minimum Wind Relative Cloud

Wind
Day temperature temperature speed humidity cover
direction
(°C) (°C) (km/hr) (%) (oktas)
Wed 18th 20 13 SW 9 76 3
Thur 19th 21 15 S 12 71 0
Fri 20th 18 16 SE 9 88 8
Sat 21st 19 16 SW 8 73 8
(a) Name the weather instruments used to measure the following:
(i) wind direction; ...................................................................................................... [1]
(ii) wind speed; .......................................................................................................... [1]
(iii) humidity. ............................................................................................................... [1]
(b) (i) On which of the four days was the daily (diurnal) temperature range largest?
.............................................................................................................................. [1]
(ii) Describe the relationship between maximum temperatures and cloud cover shown
in Table 1.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
© UCLES 2013 0460/21/M/J/13

7
(c) Rainfall data is not shown in Table 1. Rainfall data can be collected using the instrument For
shown in Fig. 4 below. Examiner’s
Use
measuring
cylinder 90
30 funnel 70
cms
50
collecting 30
short
grass bottle 10
Fig. 4
Explain how the design of the instrument shown in Fig. 4 stops the following errors
occurring:
(i) raindrops splashing into the instrument making the readings too high;
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
(ii) water evaporating in the instrument making the readings too low.
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
[Total: 8 marks]

8
3 Photographs A, B and C (Insert) show the agriculture of three areas in Africa with low rainfall. For
For each of A, B and C, describe the features of the agriculture seen in the photograph. Examiner’s
Use
Photograph A
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
Photograph B
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
© UCLES 2013 0460/21/M/J/13

9
Photograph C For
Examiner’s
................................................................................................................................................ Use
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
................................................................................................................................................
............................................................................................................................................ [8]
[Total: 8 marks]

10
4 (a) Fig. 5 is a map showing the intensity (strength) of a weak earthquake in England, in For
April 2007. Table 2 shows the effects of earthquakes of different intensities. Examiner’s
Use
N
London sea
4 4
5 sea
4 5 5
5
2 3 4 5 6
4
Key
34 intensity
value
sea 0 20
km
Fig. 5
Table 2
Intensity value Description of effects

1 Not normally felt. Birds and animals uneasy
2 Felt only by a few people at rest
3 Vibrations like a large truck passing. Felt by most people at rest
4 Felt by people moving. Cars rock
5 Sleepers wakened. Some windows broken. Furniture moves
6 Small bells ring. Trees sway. Loose objects fall
7 Difficult to stand up. People run outdoors. Walls crack
8 Partial collapse of buildings. Chimneys fall
(i) On Fig. 5, label the likely position of the epicentre of the earthquake with the
letter E. [1]
(ii) On Fig. 5, draw a line to show the boundary between the area of intensity 4 and the
area of intensity 5. [1]
(iii) State one likely effect of the earthquake in London.
..................................................................................................................................
.............................................................................................................................. [1]
© UCLES 2013 0460/21/M/J/13

11
(b) Earthquakes stronger than the one in England in 2007 can have intensities of 9, 10, For
11 and 12. Their effects are described below but the table is not in the correct order. Examiner’s
Complete the table by adding the intensity values. Use one number (9, 10, 11 or 12) for Use
each row.
Description of effects Intensity value

Bridges destroyed. Many buildings destroyed
Total destruction. Ground surface rises and falls in waves
Ground cracks. Buildings move slightly. Pipes break
Landslides. Some buildings destroyed
[2]
(c) (i) Which one of the following will increase the damage caused by an earthquake?
Tick one box below.
Tick (✓)
The focus of the earthquake is deep beneath the surface
The earthquake releases a small amount of energy
Buildings are on hard rock like granite
Buildings are on sand and clay
[1]
(ii) Which one of the following will increase the number of deaths caused by an
earthquake? Tick one box below.
Tick (✓)
Population density is low
Buildings have been designed to withstand earthquakes
Schools have regular earthquake drills
The country has had few previous earthquakes to learn from
[1]
(iii) One possible effect of an earthquake is a tsunami. Which one of the following best
describes a tsunami? Tick one box below.
Tick (✓)
A tsunami is a giant ocean wave which is caused by tides
A tsunami gets smaller as it travels into shallower water
A tsunami can take hours to travel across an ocean and it is possible to
provide warnings
A tsunami does not affect lowlands next to the coast
[1]
[Total: 8 marks]
12
5 Fig. 6 compares the production of nuclear energy in Asia and Australasia with world For
production. Examiner’s
Use
3000 3000
2500 2500
nuclear nuclear
energy 2000 2000
energy
production production
(billion 1500 1500 (billion
kilowatt kilowatt
hours) hours)
1000 1000
500 500
0 0
1990 1995 2000 2007
year
Key
World
Asia and Australasia
Fig. 6
(a) In 2007, the world produced 2600 billion kilowatt hours of nuclear energy and Asia and
Australasia produced 500 billion kilowatt hours. Plot this information on Fig. 6. [2]
(b) Fig. 7 shows the production of nuclear energy in some countries in Asia and Australasia.
300
pan
Ja
nuclear
energy 200
production
(billion
kilowatt
hours) 100 e a
t h Kor
S ou
ina
Taiwan Ch
India
0
1990 1995 2000 2007
year
Fig. 7
© UCLES 2013 0460/21/M/J/13

13
Which country: For

Examiner’s
(i) decreased its production of nuclear energy between 2000 and 2007; ................. [1] Use
(ii) produced least since 1995; .................................................................................. [1]
(iii) had the greatest increase in production between 2000 and 2007?
.............................................................................................................................. [1]
(c) Nuclear power is a controversial topic. Fig. 8 describes some of the reasons why.
Nuclear power stations

The radioactive waste from nuclear power stations remains a health hazard for hundreds of
thousands of years, requires careful storage and is difficult to dispose of safely. The raw material
used is uranium ore. This will not run out for hundreds or even thousands of years and it does not
produce carbon dioxide or acid rain.
The cost of building nuclear power stations and shutting down old ones is very high. Very small
amounts of uranium are needed to produce large amounts of energy.
There have been serious incidents at nuclear power stations, leading to leaks of radioactivity.
Radioactivity is a known cause of serious diseases. The Sendai earthquake in Japan in March 2011
caused an explosion and leakage of radioactive material at the Fukushima nuclear plant. This raised
questions about the safety of nuclear plants in earthquake zones. However, the safety record of
nuclear power stations has improved and the industry is highly regulated in most countries.
Nuclear power stations produce material which can be used as the raw material for nuclear
weapons.
Fig. 8
Using information from Fig. 8 only, explain why a country might choose to develop
nuclear power.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
..................................................................................................................................... [3]
[Total: 8 marks]
14
6 New Zealand has 16 regions, 9 on North Island and 7 on South Island. Fig. 9 shows the For
changes in population caused by migration between these regions. Examiner’s
Use
Northland
Auckland
Waikato
Bay of Plenty
Gisborne
Hawke’s Bay
Taranaki
Manawatu-Wanganui
Wellington
Tasman
Nelson
Marlborough
West Coast
Canterbury
Otago
Southland
18 16 14 12 10 8 6 4 2 0 2 4 6 8 10
decrease increase
thousands of people
Fig. 9
(a) (i) State the number of regions with a decrease in population caused by migration.
.............................................................................................................................. [1]
(ii) The Bay of Plenty Region had an increase in population caused by migration of
6000. Plot this information on Fig. 9. [1]
(b) Fig. 10 (opposite) shows the location of the 16 regions on the north and south islands
of New Zealand and Tables 3A and 3B (opposite) give information about population
migration between the regions.
Using this information, describe the population migration in the following areas of
South Island.
(i) The west coast .........................................................................................................
..................................................................................................................................
(ii) The east coast ..........................................................................................................
..................................................................................................................................
© UCLES 2013 0460/21/M/J/13

15
(iii) The north coast ........................................................................................................ For

Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
.............................................................................................................................. [4]
Population migration: North Island
Table 3A
Decrease Increase
N caused by caused by
Region
migration migration
1 (thousands) (thousands)
1 Northland 1.5
2 2 Auckland 16.7
North 3 Waikato 5.4
Island 3 4 Bay of Plenty 6.0
4 5 5 Gisborne 1.5
6 Hawke’s Bay 0.8
7 6
Tasman 8 7 Taranaki 2.2
10 11
Sea 8 Manawatu- 2.7
Wanganui
9 9 Wellington 0.6
Total 23.9 13.5
13 12
14 Population migration: South Island

Table 3B
South
Island Decrease Increase
15 caused by caused by
Region
16 migration migration
0 400 (thousands) (thousands)
km 10 Tasman 3.8
11 Nelson 2.6
12 Marlborough 0.4
13 West Coast 0.4
Fig. 10 14 Canterbury 8.1
15 Otago 4.5
16 Southland 2.4
Total 5.4 16.8
(c) Has there been an overall movement of population from South Island to North Island?
Give evidence from Tables 3A and 3B to support your answer.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
..................................................................................................................................... [2]
[Total: 8 marks]
© UCLES 2013 0460/21/M/J/13
16
BLANK PAGE
Question 3 Photographs A, B & C D Kelly © UCLES.

Question 4 Fig. 5 © www.bgs.ac.uk/earthquakes
Question 5 Figs 6 & 7 © http://www.eia.gov/nuclear/data.cfm
Question 6 Figs 9 & 10 © www.stats.govt.nz
© UCLES 2013 0460/21/M/J/13

0460 GEOGRAPHY
1 (a) (i) main A/A/A3 (main = 0) [1]
(ii) reservoir [1]
(iii) (Feeder des) Cocos [1]
(iv) dam [1]
(v) sugar [1]
(vi) (trace of) old railway/light railway [1]
mark the first given
(b)
Petit Verger Petite Rivière Both these Neither of
(9002) (9100) areas these areas
a temple
scattered trees or scrub
linear settlement
nucleated settlement
land over 50 metres
above sea level
[5]
(c) (i) correct position of the Belle Eau river 32–39 mm from left [1]
(ii) correct position of the B78 Albion Road 50–53mm from left [1]
(iii) correct position of the Feeder des Cocos river 66–69mm from left [1]
(d) (i) 2100–2200 (metres)
(ii) south east
(iii) 80m

(e) Advantages: sand/beaches

cliff scenery
coral reef developed e.g. for trips, beauty etc.
little settlement therefore quiet
space for development
main road access
workforce from settlements
Disadvantages: lack of built attractions/cultural landmarks

no hotels
lack of roads along coast
quarry/prison/poultry farm not scenic
reserve one mark for each part [3]
2 (a) (i) wind vane/weather vane [1]
(ii) anemometer [1]
(iii) hygrometer
wet and dry bulb thermometers [1]
(b) (i) Wednesday 18th [1]
(ii) less cloud = higher temperatures/more cloud = lower temperatures

(at least one part needs to be comparative)
Wed 18 and Thur 19 low cloud and high temperatures

Fri 20 and Sat 21 cloudy and low temperatures
20 degrees or more = 3 otkas or less
19 degrees or less = 8 oktas
Must group days for last four points and not quote figures for single days
units not needed [2]
(c) (i) on grass

rim 30cm/(high) above ground [1]
(ii) collecting bottle enclosed/narrow neck

collecting bottle below ground [1]

3 Photograph A small scale/small plots

rectangular plots
basins/ditches/flooded areas
(water) pipe/tube
hoe/mattock/digging tool/hand tool/simple tool
vegetables/green crops/cabbage
fenced
dry area therefore irrigation
Photograph B large scale/large plots

canal/river for irrigation
crops in rows
greenhouses/covered areas
Photograph C sheep/goats/cattle
scrub/bushes/shrubs
bare ground/barren/sparse vegetation
fenced/enclosed/paddocks
Reserve one mark for each photograph [8]
4 (a) (i) position of epicentre within intensity 6 area or adjacent sea [1]
(all of E in correct area)
(ii) line drawn between 4s and 5s [1]
(iii) felt (only) by a few/some people (at rest)

birds and animals uneasy [1]
(b) 11, 12, 9, 10

all correct = 2
2 correct = 1 [2]
(c) (i) buildings are on sand and clay [1]
(ii) country has had few previous earthquakes to learn from [1]
(iii) a tsunami can take hours to travel across an ocean [1]
5 (a) correct plot and shading for world

correct plot and shading for Asia and Oceania
shadings missed or reversed = 1 [2]
(b) (i) Japan [1]
(ii) India [1]
(iii) China [1]

(c) uranium ore will not run out for a long time/hundreds of years (therefore sustainable)
does not produce carbon dioxide/acid rain therefore not polluting/
not contributing to greenhouse gases/not harmful to environment
small amounts of uranium are needed (therefore cheap/sustainable)
safety records of nuclear power stations has improved
the industry is highly-regulated in most countries therefore safer
raw materials for nuclear weapons [3]
6 (a) (i) 8 [1]
(ii) correct plot of 6 for Bay of Plenty [1]
(b) (i) lost population/population decrease/population increase if clear that Tasman included
e.g West Coast and Southland
(ii) gained population/population increase

e.g. Canterbury and Otago
(iii) no overall pattern

overall increase
Tasman/Malborough increased
Nelson decreased
reserve one mark for each part [4]
(c) no/no overall movement from south to north/north has lost and south has gained/
movement is north to south/it is the reverse
north has lost 10.4
south has gained 11.4 (allow without thousand)
north: 5 regions lost population and 4 gained
south: 4 regions gained population and 3 lost population [2]

GEOGRAPHY 0460/41
Paper 4 Alternative to Coursework May/June 2013
INSERT
1 hour 30 minutes
This Insert contains Photographs A and B, Table 2 and Fig. 2 for Question 1, and Figs 5 and 7 and Table 5 for
Question 2.
This document consists of 6 printed pages and 2 blank pages.
DC (SJF/CGW) 64733/6
2
© UCLES 2013 0460/41/INSERT/M/J/13

3
Table 2 for Question 1
Results of fieldwork
Distance
Average depth of Wetted perimeter
Site downstream from Width of river (m)
river (m) (m)
source (km)
1 0.8 1.6 0.04 1.75
2 9.7 6.1 0.14 6.3
3 10.7 6.2 0.15 6.9
4 15.6 10.6 0.20 11.1
5 21.0 9.9 0.27 12.1
Equipment used to test Hypothesis 2
mm
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
mm
Roundness score chart
Shape
Score 0 1 2 3 4 5
very angular a little a little rounded very

Description angular angular rounded rounded
© UCLES 2013 0460/41/INSERT/M/J/13 [Turn over

4
Resident questionnaire
We are doing a survey about the local mine as part of our Geography coursework.
Please will you answer the following questions?
1. Do you live in Jwaneng?
Yes No
2. What do you think are the local benefits of this mine?
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
3. What do you think are the main problems caused by this mine?
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
4. Overall do you think this mine is good or bad for local people?
Good Bad
Thank you for your time.
© UCLES 2013 0460/41/INSERT/M/J/13

5
Answers to Questions 2 and 3 of residents’ questionnaire
Question 2: What do you think are the local benefits of this mine? Number of
answers
There are jobs at the mine 40
Mine workers create jobs in other local businesses 37
The town has more services and amenities 25
Question 3: What do you think are the main problems caused by this mine? Number of
answers
Traffic going to and from the mine 38
Noise of blasting 21
Dust in the air caused by blasting 17

6
Mine worker questionnaire

We are doing a survey about the local mine as part of our Geography coursework.
Please will you answer the following questions?
1. In which town did you live before you moved to work at the mine?
.............................................................................................................................................................
2. Why did you move to work at the mine?
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
© UCLES 2013 0460/41/INSERT/M/J/13

7
BLANK PAGE
© UCLES 2013 0460/41/INSERT/M/J/13

8
BLANK PAGE
© UCLES 2013 0460/41/INSERT/M/J/13

* 9 0 1 5 3 7 9 1 2 5 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Ruler
The Insert contains Photographs A and B, Table 2 and Fig. 2 for Question 1, and Figs 5 and 7 and Table 5 for
Question 2.
For Examiner’s Use
Q1
Q2
Total
DC (SJF/CGW) 64732/7
2
1 Three students in New Zealand were investigating the characteristics of local rivers. They For
decided to do fieldwork at five sites along the Orere River. Examiner’s
Use
The two hypotheses which the students tested were:
Hypothesis 1: Width, depth and wetted perimeter of the river channel increase downstream.
Hypothesis 2: Rocks on the river bed become smaller and more rounded downstream.
(a) Before beginning their fieldwork the students discussed the fieldwork tasks they needed
to do.
(i) Suggest three factors the students should have considered in choosing their five
fieldwork sites.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]
(ii) The students decided to do a trial (pilot) study at a different river site near their
school. Give two advantages of doing a trial (pilot) study.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
.............................................................................................................................. [2]
© UCLES 2013 0460/41/M/J/13

3
(b) To investigate Hypothesis 1 the students measured the width of the river channel and For
the depth of the river at points across the channel. Examiner’s
Use
Photographs A and B (Insert) shows them involved in this work. What equipment are the
students using and how are they making their measurements?
width of channel ...............................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
depth of river ....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]

4
(c) The students measured the depth of the river at 0.5 m intervals across the channel. The For
results of their measurements at site 3 are shown in Table 1, below. Examiner’s
Use
Table 1
Results at site 3
Distance across
0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0
channel (m)
Depth of
0.02 0.05 0.07 0.11 0.13 0.17 0.18 0.16 0.21 0.27 0.25 0.15
river (m)
(i) Use these results to complete the cross-section of the channel at site 3 and shade
in the river channel on Fig. 1 opposite. [2]
(ii) The wetted perimeter is the part of the channel cross-section which the river
touches. This is labelled at site 2 on Fig. 1 (opposite).
Describe a method that the students could use to measure the wetted perimeter.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(iii) The wetted perimeter is one factor which affects a river’s speed of flow (velocity).
Give two other factors which also affect the speed of flow of a river.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
.............................................................................................................................. [2]
© UCLES 2013 0460/41/M/J/13

5
Cross-sections at sites 1–5 For

Examiner’s
site 1 Use
0
depth of
channel
(m)
0.5
0 1
width of channel (m)
site 2
0
depth of we the wetted perimeter is the part of
channel t t ed p e r i m r the channel cross-section which
e te
(m) the river touches
0.5
0 1 2 3 4 5 6
site 3
0 0
depth of
channel
(m)
0.5 0.5
0 1 2 3 4 5 6
site 4
0
depth of
channel
(m)
0.5
0 1 2 3 4 5 6 7 8 9 10
site 5
0
depth of
channel 0.5
(m)
1
0 1 2 3 4 5 6 7 8 9 10
Fig. 1

6
(iv) The students produced a summary table of their measurements at the five sites. For
This is shown in Table 2 (Insert). Examiner’s
Use
What conclusion did the students make about Hypothesis 1: Width, depth and
wetted perimeter of the river channel increase downstream?
Use evidence from Table 2 and Fig. 1 to support the conclusion.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(d) The students then made some measurements to investigate Hypothesis 2: Rocks on
the river bed become smaller and more rounded downstream.
(i) At each site a student selected 10 rocks at random from the bed of the river. He
then measured the size and roundness of the rocks using the equipment shown in
Fig. 2 (Insert). Suggest how he made the two measurements.
rock size ...................................................................................................................
..................................................................................................................................
roundness of rock .....................................................................................................
.............................................................................................................................. [2]
The results of the student’s work are shown in Table 3 below.
Table 3
Results of student’s work
Site 1 2 3 4 5
Average (mean)
29.3 24.5 22.5 14.5 3.5
rock size (cm)
Average
1.1 1.9 2.1 3.2 4.4
Roundness score
© UCLES 2013 0460/41/M/J/13

7
(ii) Plot the average rock size and roundness score for site 3 on Fig. 3 below. [2] For
Examiner’s
Rock measurements Use
30
25 5
20 4
average 15 3 average
rock roundness
size score
(cm)
10 2
5 1
0 0
1 2 3 4 5
site
Key
average average
rock size roundness score
Fig. 3
(iii) What conclusion would the students make about Hypothesis 2: Rocks on the river
bed become smaller and more rounded downstream?
..................................................................................................................................
.............................................................................................................................. [1]

8
(iv) Suggest why rock size and roundness change downstream. For
Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(e) Suggest four ways that the students could have improved their data collection methods
to make their results for both hypotheses more reliable.
1 .......................................................................................................................................
..........................................................................................................................................
2 .......................................................................................................................................
..........................................................................................................................................
3 .......................................................................................................................................
..........................................................................................................................................
4 .......................................................................................................................................
...................................................................................................................................... [4]
[Total: 30 marks]
© UCLES 2013 0460/41/M/J/13

9
2 A group of students in Botswana visited Jwaneng, a mining town. The mine is open-cast, For
where most mining is done by blasting and drilling at, or near, the surface. Examiner’s
Use
(a) Mining is an important industry in Botswana. This is shown Table 4 below.
Table 4
Economic sectors of Botswana
Economic sector % of GDP*

Service industries 45
Mining 36
Manufacturing industries 16
Agriculture 3
*GDP is a measurement of the total value of goods and services produced in a country
(i) Which one of the following sectors of industry produces the highest percentage of
Botswana’s GDP? Circle your answer below. [1]
Primary Secondary Tertiary
(ii) Use the data in Table 4 to complete the pie chart, Fig. 4 below. [2]
Percentage of GDP by economic sector in Botswana
0
90 10
Key
80 20
service industries
mining
manufacturing industries
agriculture
70 30
60 40
50
Fig. 4

10
The two hypotheses which the students tested were: For

Examiner’s
Hypothesis 1: The mine has a negative impact on local people in Jwaneng. Use
Hypothesis 2: Workers at the mine gained benefits from moving to Jwaneng.
(b) In Jwaneng the students used a questionnaire with local residents to study the impacts
of the mine. This questionnaire is shown in Fig. 5 (Insert).
(i) Before using the questionnaire the students thought about the best way to make
use of it. They decided to ask the opinions of 50 people.
Describe a suitable sampling method for the students to select 50 people. Explain
why you have chosen this method.
Name of sampling method .......................................................................................
Description of sampling method ...............................................................................
..................................................................................................................................
..................................................................................................................................
Why this sampling method was chosen ...................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(ii) When they showed their questionnaire to their teacher she suggested that they
should start the questionnaire by asking:
‘Do you live in Jwaneng?’
Why do you think the teacher made this suggestion?
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(iii) Having completed their survey the students classified their results.
The answers to Question 2 (What do you think are the local benefits of this mine?)
and Question 3 (What do you think are the main problems caused by this mine?)
are shown in Table 5 (Insert).
Use this data to complete the bar graphs in Figs 6A and 6B opposite. [2]
© UCLES 2013 0460/41/M/J/13

11
Answers to Questions 2 and 3 For

Examiner’s
Local benefits of this mine Use
There are jobs at the mine
Mine workers create jobs in other local

businesses
The town has more services and

amenities
0 5 10 15 20 25 30 35 40
number of answers
Fig. 6A
Main problems of this mine
Traffic going to and from the mine
Noise of blasting
Dust in the air caused by blasting
0 5 10 15 20 25 30 35 40
number of answers
Fig. 6B

12
(iv) Answers to Question 4 (Overall do you think this mine is good or bad for local For
people?) are shown in Table 6 below. Examiner’s
Use
Table 6
Answers to Question 4
Good for local people 42 people

Bad for local people 8 people
What conclusion did the students make about Hypothesis 1: The mine has a
negative impact on local people in Jwaneng? Support your answer with evidence
from Tables 5 and 6 and Figs 6A and 6B.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(v) Suggest three ways to overcome the problems of the mine suggested in answers
to Question 3 in the questionnaire shown in Table 5.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]
© UCLES 2013 0460/41/M/J/13

13
BLANK PAGE
Question 2(c) begins on page 14

14
(c) The students used a different questionnaire to investigate Hypothesis 2: Workers at the mine
gained benefits from moving to Jwaneng.
This questionnaire, which they used with workers at the mine, is shown in Fig. 7 (Insert).
(i) The students decided to plot the answers to Question 1 (In which town did you live before
you moved to work at the mine?) on the flow line map, Fig. 8 below.
Towns where miners at Jwaneng mine previously lived
NAMIBIA
ZIMBABWE
BOTSWANA
Orapa Francistown
N
0 100
Kanye
km
Tshabong
Key
SOUTH AFRICA
0
1 mm = 1 person
5
Jwaneng mine
home town of miners
international boundary
Fig. 8
© UCLES 2013 0460/41/M/J/13
15
Plot the information in Table 7 below onto Fig. 8 (opposite). For

Examiner’s
Table 7 Use
Town Number of workers

Orapa 5
Francistown 1
[2]
(ii) Describe three features of the distribution of the towns where miners lived before
they came to work at Jwaneng.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]
(iii) Why is the flow line map shown in Fig. 8 an appropriate method to show this data?
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]

16
(iv) Some answers to Question 2 (Why did you move to work at the mine?) are shown For
in Table 8 below. Examiner’s
Use
The students reached the conclusion that Hypothesis 2: Workers at the mine
gained benefits from moving to Jwaneng was generally correct.
Which three answers in Table 8 best support their conclusion? Tick your three
choices below.
Table 8
Answers to Question 2:
Why did you move to work at the mine?
Answers Tick ✓
Working in a mine is better paid than jobs in my home town
No qualifications to get any other job
Not allowed to work in South Africa where wages are higher
Relatives already worked at the mine
Send money to my family back home
There are no jobs in my home town
[3]
(d) The students could have asked the mine workers about problems of working at the
mine. Suggest three possible problems for these workers.
1 .......................................................................................................................................
..........................................................................................................................................
2 .......................................................................................................................................
..........................................................................................................................................
3 .......................................................................................................................................
...................................................................................................................................... [3]
[Total: 30 marks]
Question 1 Photograph A © Anna Vaughan; www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniques/Rivers.

Question 1 Photograph B © Amy Hatchwell; www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniques/Rivers.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible.
Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been
included, the publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University
of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
© UCLES 2013 0460/41/M/J/13

0460 GEOGRAPHY
0460/41 Paper 4 (Alternative to Coursework), maximum raw mark 60
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE Advanced
Level and Advanced Subsidiary Level components and some Ordinary Level components.
1 (a) (i) Factors such as:

Safety
Width / depth / amount of water – not too wide / not too deep / variable widths
Accessibility / private land / environmentally sensitive areas
Distance between sites / equidistant from other sites / evenly spaced / not too close
together
Away from human impact / polluted water 3@1 [3]
(ii) Agree methodology on what measurements to take faults in methodology / how to

improve methodology
Practise fieldwork techniques / know what to do
Test equipment 2@1 [2]
(b) Width of channel:

Equipment: tape measure
Stretch tape measure across river / from bank to bank /

One side of river to the other (1 + 1)
Depth of river:
Equipment: ruler / metre stick / measuring stick / metre rule
(1 + 1)
1 mark for equipment & 1 mark for method for both measurements [4]
(c) (i) Completion of cross-section:

2 accurate plots + line = 2 marks
2 accurate plots but no line = 1 mark
1 accurate plot + line = 1 mark
Ignore shading and line to 0 [2]
(ii) Use a tape measure / rope / chain

Work across river bed from water level on one side to water level on other side
Keep tape in contact with bed / channel
OR
Measure wetted perimeter line on cross-section
Use scale [2]

(iii) Gradient / steepness of slope /angle of slope

Volume of water / discharge / tributary joins
Straight / presence of meanders
Amount of rainfall / snowmelt
Interference by people, e.g. dam / weir
Bed roughness / rocks in river / plants in river
2@1 [2]
(iv) Hypothesis is generally / partially true / true / Yes / do increase downstream HA
But not true for width / only true for wetted perimeter & depth
Site 5 is an anomaly in width / site 4 is wider than site 5 / site 5 is narrower than site 4
Credit paired data to 2 max.
Need 2 sites + 2 measurements
e.g. depth at site 1 is 0.04(m) & at site 5 is 0.27(m)
w.p at site 1 is 1.75 & at site 2 is 6.3
Width at site 4 is 10.6 & at site 5 is 9.9
If false = 0 [4]
(d) (i) Rock size: use ruler to measure long axis / length / width / height of rock
Roundness: compare rock with chart (1 + 1) [2]
(ii) Plotting two bars on graph

Size = 22.5, roundness = 2.1
Ignore shading 2@1 [2]
(iii) Hypothesis 2 is correct rocks do become … [1]
(iv) Attrition / pebbles crash into each other

Corrasion / pebbles crash into bed and banks
Smaller / rounder pebbles are moved further downstream because they are easier to
transport
Longer duration of transport [2]
(e) Measure depth at more points across channel / smaller intervals

Measure at more sites / smaller intervals
Repeat during different day / month / season
Sample more rocks at each site
Different sampling techniques rather than random
Get rocks from underneath surface of bed
More students use Roundness Scoring chart to check results
Measure volume / weight of rocks 4@1 [4]
[Total: 30]

2 (a) (i) Tertiary [1]
(ii) Completion of pie chart – service industries & mining

1 mark for shading, 1 mark for correct position of line [2]
(b) (i) Systematic sampling

Ask every tenth person
Avoid bias / fair test / equal chance for everybody
OR
Random sampling
Use random numbers / ask next person they meet / no order
OR:
Stratified
Ask appropriate age / gender balance
Avoids bias / fair test / more representative
Credit 3 answers separately 3@1 [3]
(ii) Students only want to ask residents or locals / not ask visitors / students want to know if
someone is a resident or live there
Residents or locals will know about the mine / visitors won’t know about mine
Not waste people’s time [2]
(iii) Completion of bar graphs – town has more services = 25

dust in the air = 17 2@1 [2]
(iv) Hypothesis is false – 1 mark reserve

Mine has a positive impact
Most / almost all / over half / majority of people say mining is good
Reference to named benefits from mining, with supporting data to

1 mark max e.g. 40 said there are jobs at the mine [4]

(v) Divert mining lorries around town

Construction of railway to mine
More buses for workers
More roads / wider roads / by-pass road
Limit times of blasting
Sound-proof building / double glazing
Drilling / digging for rock / mining underground
Announce when blasting is happening
Noise barriers
Wear ear muffs
Dust controlled by water sprays
Wears masks 3@1 [3]
(c) (i) Completion of lines on flow line map

Orapa = 5, Francistown = 1
Needs to be same width along all arrow 2@1 [2]
(ii) 1 max per idea below
Grouping: Clustered / grouped / widespread / scattered
Direction: Comment e.g. towns are mainly in south of country / towns are NE of mine /
none from north Botswana
Distance: Comment e.g. close to mine / different distances from mine
All in Botswana / none from other countries / none from Zimbabwe / many close to
borders
Data: e.g. 8 towns in NE, all within 500km of mine 3@1 [3]
(iii) Show direction of movement

Shows number of people / how many there are
Easy to interpret / clear picture / can easily see pattern [2]
(iv) Working in a mine is better paid than jobs in my home town

Send money to my family back home
There are no jobs in my home town
If make 4 choices deduct one mark 3@1 [3]
(d) Must leave their family / work away from their family / away from home
Poor working conditions / long working hours / dirty job / hot in mine
Dangerous work / mine collapse
Dust causing health problems / breathing difficulties
Noise causes hearing problems
Vibrations cause ‘shakes’
Boring work / lifestyle
Low wages / poorly paid / exploitation
Heavy / manual work 3@1 [3]
[Total: 30]

GEOGRAPHY 0460/11
Paper 1 October/November 2013
INSERT
1 hour 45 minutes
This Insert contains Figs 3A and 3B for Question 2, Photograph A for Question 3, Photograph B for Question 4,
and Photographs C, D and E for Question 6.
DC (LEG/JG) 66067/3
2
0 1 2 3 N
Luc-sur-Mer
km
Lion-sur-Mer
La Brèche
d’Hermanville
Riva-Bella
Hermanville-
sur-Mer
OIUSTREHAM
Plumetot Key
settlement
road
river
Périers-sur-
le-Dan St Aubin
d’Arquenay
0 1 Putot- N
km en-Auge
Brocottes
Key
farm
Le Ham
road
river
© UCLES 2013 0460/11/INSERT/O/N/13

3
© UCLES 2013 0460/11/INSERT/O/N/13 [Turn over

4
© UCLES 2013 0460/11/INSERT/O/N/13

5

6
© UCLES 2013 0460/11/INSERT/O/N/13

7
Photograph E for Question 6
© UCLES 2013 0460/11/INSERT/O/N/13

8
BLANK PAGE
© UCLES 2013 0460/11/INSERT/O/N/13

* 0 8 8 3 4 5 0 1 7 6 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator

If additional space is required, you should use the lined page at the end of this booklet. The question number(s)
must be clearly shown.
This Insert contains Figs 3A and 3B for Question 2, Photograph A for Question For Examiner’s Use
3, Photograph B for Question 4, and Photographs C, D and E for Question 6.
The Insert is not required by the Examiner. Q1
Sketch maps and diagrams should be drawn whenever they serve to illustrate
an answer. Q2
The number of marks is given in brackets [ ] at the end of each question or part Q3
question.
Q4
Q5
Q6
Total
DC (LEG/JG) 66066/4
2
QUESTION 1 For
Examiner’s
(a) Study Fig. 1, which shows information about the birth and death rates of Sudan (LEDC) Use
and Canada (MEDC).
Country Birth rate Death rate Infant mortality rate

(per 1000 of population) (per 1000 of population) (per 1000 live births)
Sudan 36.1 11.0 68.1
Canada 10.2 8.0 4.9
Fig. 1
(i) Sudan has an infant mortality rate of 68.1. What is meant by this?
..................................................................................................................................
.............................................................................................................................. [1]
(ii) Calculate the natural population growth rate of Canada.

You must show your calculations in the box below.
Natural population growth rate = ................. per 1000

[2]
(iii) Give three reasons why there are low death rates in MEDCs such as Canada.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]
© UCLES 2013 0460/11/O/N/13

3
(iv) Explain why there are high birth rates in LEDCs such as Sudan. For
Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
© UCLES 2013 0460/11/O/N/13 [Turn over

4
(b) Study Fig. 2, which shows information about population change. For
Examiner’s
Use
Population Change (%)
Key
population population
decrease increase
+0 to 1.0 %
+1.1 % to 2.0 %
+2.1 % to 3.0 %
+3.1 % to 5.0 %
Fig. 2
(i) Compare the population change in Africa with that in South America. Refer to
information from Fig. 2.
..................................................................................................................................
..................................................................................................................................
.................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
© UCLES 2013 0460/11/O/N/13

5
(ii) Explain why the governments of many LEDCs are trying to reduce their country’s For
rates of population growth. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [5]

6
(c) The population of a country can change as a result of migration. For

Examiner’s
Choose an example of an international migration which you have studied and name Use
the countries between which people moved. By reference to both pull and push factors,
explain why many people made the decision to migrate.
Example of international migration From .............................. to ...................................
.........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 1
© UCLES 2013 0460/11/O/N/13

7
QUESTION 2 For
Examiner’s
(a) Study Figs 3A and 3B (Insert), maps which show areas close to Caen in France. Use
(i) The maps in Figs 3A and 3B show both urban and rural settlements. What is the
difference between an urban and a rural settlement?
..................................................................................................................................
.............................................................................................................................. [1]
(ii) Find the settlements of La Brèche d’Hermanville and St. Aubin d’Arquenay on
Fig. 3A. For each settlement underline the correct word which describes it.
La Brèche d’Hermanville
nucleated linear dispersed
St. Aubin d’Arquenay
nucleated linear dispersed [2]
(iii) Between Le Ham and Brocottes, shown on Fig. 3B, there is an area of dispersed
rural settlement. Describe three characteristics of an area of dispersed rural
settlement.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]

8
(b) Study Figs 4A, 4B and 4C, which show information about the town of Savignano in Italy For
(MEDC in Europe). Examiner’s
Use
(looking South)
Savignano
open countryside
main
valley 0 100
N
ITALY km
river railway
Ap
en
ni
ne
Fig. 4A
s
Foggia
0 5 Naples Savignano
km N
Ap
en
ni
ne
s
To Foggia
Greci
Savignano
MEDITERRANEAN
SEA
s
Ap
le
To Nap
en
Fig. 4C
nin
es
Key
Over 1000 metres
400–999 metres
Under 400 metres
settlement
railway
Fig. 4B
© UCLES 2013 0460/11/O/N/13

9
(i) Describe the site of Savignano. For

Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(ii) Suggest reasons to explain the site of Savignano.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(iii) Suggest the likely impacts of the growth of urban areas such as Savignano on the
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [5]

10
(c) State one function of a large urban area which you have studied. For
Explain why the urban area has this function. Examiner’s
Use
Name of urban area .......................................................
Function .........................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 2
© UCLES 2013 0460/11/O/N/13

11
QUESTION 3 For
Examiner’s
(a) Study Fig. 5, which shows different types of weathering and their causes. Use
Key
FUNGI ANIMALS type of
weathering
BACTERIA
cause of
weathering
PLANTS BIOLOGICAL
Weathering WATER
CHEMICAL OXYGEN
PHYSICAL (MECHANICAL)
PLANTS ACID
TEMPERATURE PLANTS ICE

CHANGE
Fig. 5
(i) Using Fig. 5, identify one cause of physical (mechanical) weathering and one
cause of chemical weathering.
Cause of physical (mechanical) weathering .............................................................
Cause of chemical weathering ............................................................................. [1]
(ii) Name:
a type of physical (mechanical) weathering caused by ice;
..................................................................................................................................
a type of chemical weathering caused by acid.
.............................................................................................................................. [2]

12
(iii) Describe how biological weathering occurs. For

Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(iv) Explain the main factors which influence the type and rate of weathering.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(b) Study Photograph A (Insert), which shows a landscape formed in a tropical desert area.
(i) Describe the appearance of the landscape shown on Photograph A.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
© UCLES 2013 0460/11/O/N/13

13
(ii) Exfoliation is one process of weathering operating in the area shown in Photograph A. For
Describe how this process occurs. Examiner’s
You may use a labelled diagram in your answer. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[5]

14
(c) For a named area of tropical desert which you have studied, describe and explain the For
characteristics of its climate. Examiner’s
Use
Name of tropical desert .......................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 3
© UCLES 2013 0460/11/O/N/13

15
QUESTION 4 For
Examiner’s
(a) Study Fig. 6, a map which shows part of a river and its tributaries, along with Photograph B Use
(Insert) which shows a waterfall.
N
X 0 Z
60
0
65
650
U
0
65
Key
0
600
contours
70
600 550 in metres

550
550
W Y
V
500
0
65
0 1 2
km
Fig. 6
(i) What feature is labelled A on Photograph B? Underline the correct answer from the
list below.
hard rock layer plunge pool source

[1]
(ii) Which labelled point on Fig. 6, U, V, W or X, is the most likely position of the
waterfall shown in Photograph B? Give a reason for your answer.
Position of waterfall ............................
Reason .....................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]

16
(iii) Briefly explain how waterfalls, such as the one shown in Photograph B, are formed. For
Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(iv) State four likely differences between the river and its valley at Y and at Z on Fig. 6.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
..................................................................................................................................
4 ...............................................................................................................................
.............................................................................................................................. [4]
(b) Study Fig. 7, which shows the delta of the River Ganges.
R. BRAHMAPUTRA
R. GANGES
BAN G L AD E S H
INDIA
DHAKA
0 100 200
km
KOLKATA
Key CHITTAGONG
major cities
international
boundary
rivers Bay of Bengal
Fig. 7
© UCLES 2013 0460/11/O/N/13
17
(i) Using information from Fig. 7 only, describe three features of the Ganges Delta. For
Examiner’s
1 ............................................................................................................................... Use
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]
(ii) Explain how a delta is formed.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [5]

18
(c) Describe the benefits and difficulties for people of living on a delta. For
You should refer to a named delta. Examiner’s
Use
Name of delta .......................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 4
© UCLES 2013 0460/11/O/N/13

19
QUESTION 5 For
Examiner’s
(a) Study Fig. 8, which shows information about changes in employment in selected Use
industries in an MEDC in Europe between 1980 and 2010.
computer manufacture
pharmaceuticals
instrument engineering
aerospace Key
decrease in number
machine tools of workers
increase in number
coalmining of workers
iron & steel
motor vehicles
textiles
300 200 100 0 100

decrease increase
workers (thousands)
Fig. 8
(i) Identify one industry shown on Fig. 8 which is in the primary sector.
.............................................................................................................................. [1]
(ii) Compare the changes in employment in computer manufacture and the motor
vehicle industry between 1980 and 2010. Refer to figures in your answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]

20
(iii) Suggest three reasons for the decrease in employment in many manufacturing For
industries between 1980 and 2010. Examiner’s
Use
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]
(iv) Suggest the likely impacts of the changes in employment shown by Fig. 8 on the
people and economy of the country.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(b) Study Fig. 9, a simple flow diagram of industrial production.
INPUTS PROCESSES OUTPUTS
Fig. 9
(i) Define the terms inputs, processes and outputs of a factory.
Inputs .......................................................................................................................
..................................................................................................................................
Processes ................................................................................................................
..................................................................................................................................
Outputs .....................................................................................................................
.............................................................................................................................. [3]
© UCLES 2013 0460/11/O/N/13

21
(ii) Name a type of manufacturing (or processing) industry which you have studied. For
(You must NOT choose a high technology industry). Examiner’s
Use
To what extent did the raw materials used influence the location of the industry
which you have named? Explain your answer.
Type of manufacturing (or processing) industry .......................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [5]

22
(c) For a named example of an area where high technology industry has been located, For
explain the factors which have attracted this type of industry. Examiner’s
Use
Name of area .......................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
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...................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 5
© UCLES 2013 0460/11/O/N/13

23
QUESTION 6 For
Examiner’s
(a) Study Photographs C, D and E (Insert), which show different types of farming. Use
(i) Which one of the photographs, C, D or E, shows pastoral farming?
Photograph ................................ [1]
(ii) All three farms shown in Photographs C, D and E are commercial farms.
Explain why many farmers are commercial farmers.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(iii) Describe the activities which are taking place on the farm shown in Photograph C.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(iv) Suggest how the farming system shown in Photograph D may be influenced by
physical factors.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]

24
(b) Study Fig. 10, which shows information about changes in an agricultural area in Belgium For
between 1950 and 2000. Examiner’s
Use
Village 1950
Village 2000
Key N
houses for agricultural minor country roads
workers
dual carriageway
non agricultural
workers houses woodland
new housing estate 0 100
(under construction) fields
metres
Fig. 10
© UCLES 2013 0460/11/O/N/13
25
(i) Identify three changes which have taken place in the area shown by Fig. 10 For
between 1950 and 2000. Examiner’s
Use
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]
(ii) Suggest ways in which commercial farmers in the area shown in Fig. 10 may have
been able to increase their output.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [5]

26
(c) For a named area or country you have studied which suffers from food shortage, explain For
why there is a shortage of food. Examiner’s
Use
Name of area or country .......................................................
..........................................................................................................................................
..........................................................................................................................................
........................................................................................................................................
..........................................................................................................................................
........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
........................................................................................................................................
..........................................................................................................................................
........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 6
© UCLES 2013 0460/11/O/N/13

27
Additional Page For

Examiner’s
If you use the following lined page to complete the answer(s) to any question(s), the question Use
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© UCLES 2013 0460/11/O/N/13
28
BLANK PAGE
Question 2 Figs 3A & 3B © N Graves et al; People & Environment: A World Perspective; Heinemann Educational; 1987.
Question 2 Figs 4A, 4B & 4C © J Baumber et al; Questioning Geography; Collins Educational; 1984.
Question 3 Photograph A S. Sibley © UCLES.
Question 4 Photograph B S. Sibley © UCLES.
Question 6 Photographs C, D & E S. Sibley © UCLES.
© UCLES 2013 0460/11/O/N/13

MARK SCHEME for the October/November 2013 series
0460 GEOGRAPHY
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
IGCSE – October/November 2013 0460 11
1 (a) (i) 68.1babies/infants/children out of 1000 die in their 1st year/before their first birthday
[1] [1]
(ii) 10.2 – 8.00 [1]

= 2.2 (per 1000) [1]
[2 × 1] [2]

long life expectancy/higher life expectancy;
good treatment of diseases/medicines/vaccinations/can afford medicines;
good health care facilities/medical facilities/hospitals;
investment in doctors/nurses etc.;
investment in care homes/services for elderly;
availability of pensions;
good diet/food supply/no famine/no starvation/no hunger;
no drought/good water supply;
sanitation/hygiene;
education/advertisements/government support about diseases/what’s good or bad for
health;
low levels of named diseases; etc. [3 × 1] [3]
(iv) Ideas such as:

Little availability of contraception/do not use protection/family planning;
not educated re. Contraception/family planning;
not likely to be able to afford contraception/family planning;
likely to have large families due to tradition/culture;
high infant mortality rate/high death rate amongst children;
want boys so keep trying;
many women don’t work;
male status/virility;
people marry young;
people have children from a younger age; etc. [4 × 1] [4]


Generally higher in Africa/lower in South America;
Many between 2 and 3% in Africa most below 2% in South America;
Some countries in both continents with same growth rates/some anomalies (or example
of anomaly);
Max 2 for evidence e.g.: 1 country & statistic from Africa;
1 country & statistic from South America;
etc. [3 × 1] [3]
(ii) Ideas such as:

people do not have enough resources/overpopulation;
such as food supplies/starvation occurs/famine (dev.);
or overuse of agricultural land/overgrazing (dev.);
lack of work;
pressure on/poor access to/not enough education/want to improve education levels;
want to reduce levels of disease or examples/not enough/poor access to health care/lack
of hospitals/overcrowded hospitals/can’t afford hospitals;
overcrowded housing/not enough space to live in/not enough houses;
traffic congestion;
atmospheric pollution;
inadequate water supply/sanitation;
deforestation/loss of natural vegetation;
increased poverty;
high cost for governments;
low/less economic development;
start to construct shanty towns; etc.
NB: question is not about dependency [5 × 1] [5]
(c) Levels marking
Level 1 [1–3 marks)]

Statements including limited detail which suggest reasons for international migration.
Level 2 [4–6 marks]

Uses named example.
More developed statements which explain reasons for international migration.
NB MAX 5 with no named example.
Level 3 [7 marks]
Uses named example (e.g. Turkey to Germany).
Comprehensive and accurate statements referring to both pulls and pushes, including
some place specific reference. [7]
Candidates may refer to ideas such as:
Employment opportunities
Salary
Services
Food supply
War
Drought
Natural disasters
[Total: 25]

2 (a) (i) may be expressed in many different ways e.g.:

Rural are smaller/urban are more built up
Rural more spread out/urban more clustered
Rural areas has less services/urban has more services
Rural has lower population density/urban has higher population density
Rural has less people living there/urban has more people living there
etc.
NB: Must be comparative [1] [1]
(ii) A = Linear B = Nucleated [2 × 1] [2]

Buildings are far apart/spread out;
And separated by countryside/farmland etc.;
Population density is low;
There is likely to be few services;
No clear centre to a settlement;
etc. [3 × 1] [3]

on a hill/mountain/high land/in an upland area;
on flat land at the top of a hill/plateau;
over 1000 metres above sea level;
Apennines;
etc. [3 × 1] [3]
(ii) Ideas such as:

Defensive site;
Controls passage through valley;
Above flood level of river;
Building materials/woodland;
Near railway line/good communications or transport;
Route to Foggia and Naples;
Near a water supply/river for water/river for fish;
etc. [4 × 1] [4]

loss of woodland/forest/deforestation;
loss of farmland/hedgerows/fields;
habitats destroyed;
destroys ecosystems/food chains;
species under threat/extinction;
reclamation of wetlands/swamps;
air pollution;
water/river pollution;
specified impact of litter on environment;
acid rain (dev.);
specified impact of noise pollution;
etc. [5 × 1] [5]

(c) Levels marking

Statements including limited detail on reasons for function of
settlement.

Uses named example
More developed statements on reasons for function of settlement.
NB MAX 5 marks if no named example
Level 3 [7 marks]
Uses named example (e.g. Liverpool).
More developed statements on reasons for function of named
settlement including some place specific reference.
Candidates may refer to functions such as:
Capital city
Industrial town
Administrative centre
Market town
Port
Tourist resort [7]
[Total: 25]
3 (a) (i) Physical = plants/ice/temperature change

Chemical = water/oxygen/acids/plants
Both needed for 1 mark [1]
(ii) A = Freeze/thaw/frost shattering

B = Carbonation/solution [2 × 1] [2]

seeds fall into cracks in rocks;
seeds/plants/roots grow in cracks;
cracks widened/rocks broken apart;
organic acids help decomposition of rocks;
animals may burrow/weaken rocks;
etc. [3 × 1] [3]
(iv) Ideas such as:

rocks with cracks are likely to experience freeze-thaw
weathering ;
some rocks/carbonates may be dissolved by chemicals in rainwater;
in areas where temperatures fluctuate around zero freeze thaw is
more likely to occur;
high temperature range will lead to exfoliation;
higher temperatures increase rate of weathering/ doubles with every
rise of 10C;
presence of absence of plants/animals/vegetation will encourage/discourage biological
weathering;
etc. [4 × 1] [4]


large areas of bare rock/not many plants/not much vegetation;
jointed rock/cracks;
red/orange/brown rock;
steep/vertical slopes/cliff;
scree/loose rock/boulders;
less steep at base;
short grass/low plants/scattered plants;
caves/holes in rock;
etc. [3 × 1] [3]
(ii) Ideas such as:

High temperatures during the day;
Heat outer layers of rock;
Therefore expansion/rock expands (dev.);
Colder temperatures at night;
Cause contraction /rock contracts (dev.);
Causes stresses/strains in rock;
So outer layer peels away/like onion skin;
Constant repetition etc.
Credit information in text or labelling of diagram but do not double credit.
NB: Diagram is not compulsory [5 × 1] [5]
(c) Levels marking

Statements including limited detail describing and/or explaining characteristics of climate of
tropical desert.

Uses named example.
More developed statements describing and/or explaining characteristics of climate of tropical
desert.
NB MAX 5 marks of no named example
Level 3 [7 marks]
Uses named example (e.g. Sahara Desert).
Comprehensive and accurate statements describing and explaining characteristics of climate
of tropical desert, including some place specific reference.

Temperature
Precipitation
Distance from ocean
High pressure
Latitude
Cold ocean currents
Rain shadow [7]
[Total: 25]

4 (a) (i) Plunge pool

[1] [1]
(ii) W = 1 mark
there is a steep gradient/contours are close together = 2nd mark [2 × 1] [2]

Hard rock & soft rock layers;
Hard rock is resistant to erosion/soft rock is less resistant to erosion;
Soft rock below is undercut/hard rock forms an overhang;
Collapse of hard rock/overhang falls/hard rock falls;
Moves back/retreats/forms a gorge;
Max 1 for processes hydraulic action/abrasion/solution;
etc. [3 × 1] [3]
(iv) Differences such as at Y:

Valley is wider;
More likely to have a flood plain;
More gently sloping;
Less V-shaped
River is wider;
And deeper/more volume;
River more likely to be carrying out deposition;
More gentle long profile;
Is faster flowing;
Z is a tributary but Y is the main river;
etc.
NB 1. Accept above approach or the reverse in relation to F

2. Answer must be comparative (or 2 sets of discrete statements which can be linked)
[4 × 1] [4]
(a) (i) Ideas such as:

distributaries/river splits into many branches;
formed by Ganges and Brahmaputra/two rivers;
200km across;
Close to Bay of Bengal/north of/next to/flows into;
In Bangladesh;
Arcuate;
etc. [3 × 1] [3]
(ii) Ideas such as:

Deposition of sediment/alluvium by river;
As speed of flow slows down/cannot carry load;
Especially if river is heavily laden with silt (dev.);
Absence of major tidal flows/currents;
Impact of salt water causes further deposition;
Growth of vegetation raises it above sea level;
Distributaries form/river divides into many branches;
etc.
[5 × 1] [5]

(c) Levels marking

Statements including limited detail describing benefits and/or
difficulties of living on a delta.

Uses named example
More developed statements describing benefits and/or

difficulties of living on a delta.
NB MAX 5 marks if no named example.
Level 3 [7 marks]
Uses named example (e.g. Ganges Delta).
Comprehensive and accurate statements describing benefits and/or difficulties of living on a
delta.
Candidates may refer to benefits and difficulties such as:
Irrigation
Agriculture
Flooding
Food supply
Construction difficulties
Transport [7]
[Total: 25]
5 (a) (i) Coal mining [1] [1]
(ii) Decline in motor vehicle industry but increase in

computer manufacture;
Loss of 200 000 employees compared with increase of 30 000 [2 × 1] [2]

Competition from abroad/foreign companies;
Substitute materials/e.g. plastics replacing iron and steel;
Impacts of mechanization/automation/development of technology;
Factories relocated abroad/cheaper to make things abroad;
etc. [3 × 1] [3]

(iv) Ideas such as:

Recession/economic decline/country earns less money;
Loss of jobs/unemployment;
Poverty;
Negative multiplier;
Less money available to spend locally/less government spending on schools/hospitals
etc.;
Shops may have to close down;
Suppliers may go out of business;
Need for workforce to retrain/people left with wrong skills;
Less atmospheric pollution;
Employment opportunities for computer technicians;
Less exports;
Out migration;
etc. [4 × 1] [4]
(b) (i) Inputs = items which are brought into the factory to use in
production/raw materials for the industry
Processes = what happens in the factory to convert the raw

materials into finished products
Outputs = the finished products/the items which have been made in the factory.
[3 × 1] [3]
(ii) Ideas to credit will depend on the industry chosen:

e.g. sugar beet refining -
the raw materials have influenced the location to a great extent/it
is a raw material location/located near sugar beet farms (eval);
as it uses large quantities of raw materials/sugar beet;
raw materials are more bulky than finished products;
as weight is lost in processing (dev.);
transport costs can be saved by locating close to farms;
sugar is delivered nationwide/market is not just in one
area so location next to it is impossible;
sugar is not perishable etc.
NB: Be prepared to accept any example of manufacturing or processing (but not high
technology industry). It is valid to choose an industry (such as bread making) where the
location has been barely influenced by where the raw materials are obtained as it is a
market location.
One mark reserved for evaluative element.
Examples of high technology industries are:

Aircraft industry
Pharmaceuticals
Computers/software
Mobile phone technology

(c) Levels marking

Statements including limited detail explaining the factors which have attracted high
technology industries.

Uses named example
More developed statements explaining the factors which have attracted high technology
industries.
NB MAX 5 if no named example
Level 3 [7 marks]
Uses named example (e.g. Cambridge Science Park).

Workforce
Transport
Land availability
Cost of land
Government incentives/investment
Universities
Environmental factors [7]
[Total: 25]
6 (a) (i) E [1] [1]
(ii) Ideas such as:

people want to farm to earn a living/make a profit/make money;
they can produce large surplus/quantities of products/more than family can eat;
there is good access to markets/large demand for products;
family business;
etc. [2 × 1] [2]

harvesting is taking place/cutting the crop;
mechanised/using machinery;
manual/hand labour/collecting waste/picking up crop;
tractors/trailers/truck taking crop away;
etc. [3 × 1] [3]

(iv) Ideas such as:

crops need to be grown where there is an adequate growing season;
there must be sufficient rainfall for crops to grow;
some crops need sunshine to ripen;
too much rainfall may waterlog/flood crops;
irrigation is used when rainfall is low;
glasshouses are used when temperatures are low/to protect from frost;
in areas with frost/long winter hardy crops will be grown;
gently sloping land is easy to mechanize;
fertile soils enable good crop growth;
strong winds/hail will ruin the crops;
fertilisers will be needed if soil is poor;
etc. [4 × 1] [4]
(b) (i) Changes such as:

Field sizes have been increased/not so many fields;
Field boundaries have been removed;
Woodland has been cut down/deforestation;
A new housing estate has been built;
More houses are used by non-agricultural workers/less houses for workers;
Country road changed to dual carriageway/dual carriageway has been built;
etc. [3 × 1] [3]
(ii) Ideas such as:

more mechanisation;
as fields are bigger they can use bigger machines (dev.);
use of fertilizers;
use of pesticides/herbicides;
greater use of irrigation;
such as sprays which use water pumped from aquifer (dev.);
battery farming of poultry/pigs;
more space as hedgerows removed/field boundaries removed/more space for farming
as there is less woodland;
GM crops/HYV’s/green revolution/or examples;
etc.
(c) Levels marking

Statements including limited detail which explain why there are food shortages.

Uses named example
More developed statements which explain why there are food shortages.
[NB MAX 5 if no named example]
Level 3 [7]
Uses named example (e.g. Ethiopia).
Comprehensive and accurate statements, explain why there are food shortages, with some
place specific reference.

Drought
Extreme weather events
Flooding
Poor farming practices
War
Lack of agricultural technology/knowledge
Natural disaster [7]
[Total: 25]

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
This Insert contains Photographs A, B and C for Question 3, and Photograph D for Question 5.
DC (CW/CGW) 66045/5
2
© UCLES 2013 0460/21/INSERT/O/N/13

3
© UCLES 2013 0460/21/INSERT/O/N/13

4
BLANK PAGE
© UCLES 2013 0460/21/INSERT/O/N/13

* 0 6 6 8 3 5 3 0 3 8 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator
1:50 000 Survey Map Extract is enclosed with this Question Paper.
The Insert contains Photographs A, B and C for Question 3, and Photograph D For Examiner’s Use
for Question 5.
The Survey Map Extract and the Insert are not required by the Examiner. Q1
answer.
Q2
The number of marks is given in brackets [ ] at the end of each question or part Q3
question.
Q4
Q5
Q6
Total
DC (CW/CGW) 66044/6
2
1 Study the map extract, which is for Buffalo Range, Zimbabwe. The scale is 1:50 000. For
Examiner’s
(a) Fig. 1 shows some of the features in the north west part of the map extract. Study Fig. 1 Use
and the map extract, and answer the questions below.
52 53 54 55 56
77 77
E
D
76 76
C
75 75
74 74
A
73 73
52 53 54 55 56
Fig. 1
Using the map extract, identify the following transport features shown on Fig. 1:
(i) feature A;
.............................................................................................................................. [1]
(ii) the type of road at B;
.............................................................................................................................. [1]
(iii) features C;
.............................................................................................................................. [1]
(iv) feature D;
.............................................................................................................................. [1]
(v) feature E.
.............................................................................................................................. [1]
© UCLES 2013 0460/21/O/N/13

3
(b) Fig. 2 shows an area in the north east of the map extract. For
Examiner’s
Use
58 59 60 61 62 63 64
77 77
76 76
75 75
74 74
58 59 60 61 62 63 64
Fig. 2
(i) In which direction does the main river (Luhlangwalungwe) in this area flow? Circle
one correct answer.
north west south west north east south east [1]
(ii) Describe other features of the drainage in this area.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(c) (i) A contour is shown on Fig. 2. What height above sea level is shown by this contour?
.............................................................................................................................. [1]
(ii) On Fig. 2, mark the position of a quarry. Use the symbol shown in the key on the
map extract. [1]

4
(d) Fig. 3 shows the location of two hills in the east part of the map extract, Chitsanga Hill For
and Chipoto Hill. Examiner’s
Use
62 63 64
72 72
Chitsanga
71 71
70 70
69 69
68 68
67 Chipoto 67
66 66
62 63 64
Fig. 3
(i) Identify the feature at the summit (top) of Chitsanga Hill.
.............................................................................................................................. [1]
(ii) Give the six figure grid reference of the feature at the summit of Chitsanga Hill.
.............................................................................................................................. [1]
(iii) Measure the distance in a straight line between the summits of the two hills. Give
your answer in metres.
.............................................................................................................................. [1]
(iv) Measure the bearing from grid north from Chitsanga Hill to Chipoto Hill.
...................................... degrees [1]
(v) The summit of Chipoto Hill is 640 m above sea level. Which is the higher of the two
hills and by how much?
.............................................................................................................................. [1]
© UCLES 2013 0460/21/O/N/13
5
(e) Study the area of cultivation which covers much of the south of the map extract. For
Examiner’s
(i) Which one of the following statements describes the relief of this area? Tick (✓) Use
one correct answer.
Statement Tick (✓)

steeply sloping
cliffs
gently sloping
ridge
[1]
(ii) How have water supplies been developed in the cultivated area?
..................................................................................................................................
.............................................................................................................................. [1]
(iii) What is the map evidence of power supplies to the cultivated area?
..................................................................................................................................
.............................................................................................................................. [1]
(iv) What map evidence shows that housing is available for workers?
..................................................................................................................................
.............................................................................................................................. [1]
[Total: 20 marks]

6
2 Fig. 4 shows the percentage of the population aged 0 – 14 in selected countries from 2000 to For
2010. Examiner’s
Use
Turkey
30
25
Ireland
20
percentage of Sweden
population Germany
15
aged
0 – 14
10
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
year
Fig. 4
(a) (i) In 2005 29% of the population of Turkey was aged 0 – 14. Complete Fig. 4 by
adding this information. [1]
(ii) What percentage of the population of Germany was aged 0 – 14 in 2010?
...................................... percent [1]
(iii) Describe the general changes in the percentage of the population aged 0–14
between 2000 and 2010, shown on Fig. 4. There is no need to use figures in your
answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
© UCLES 2013 0460/21/O/N/13

7
For
2010
Examiner’s
Use
15
2000
2010
10
2000
birth rate
(per
2000
2010
1000
population)
5
0
Ireland Sweden Germany
Fig. 5
(b) Fig. 5 shows the birth rates for three of the countries shown on Fig. 4 in 2000 and 2010.
Using Fig. 5, state the birth rate of Germany in 2000.
...................................................................................................................................... [1]
(c) (i) Using Figs 4 and 5, which country is most likely to have fewer young people in the
future? Tick (✓) one answer below.
Tick (✓)
Ireland
Sweden
Germany
[1]
(ii) Using Figs 4 and 5, which country is most likely to have the largest percentage of
young people in the future? Tick (✓) one answer below.
Tick (✓)
Ireland
Sweden
Germany
[1]
(d) Suggest one advantage for a country of having a large percentage of young people.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 8 marks]

8
BLANK PAGE
© UCLES 2013 0460/21/O/N/13

9
3 Photographs A, B and C (Insert) show three urban areas in Africa. For

Examiner’s
(a) Complete the table below by placing a tick (✓) in the four correct boxes. Use one tick Use
only for each row.
None of the
Photograph A Photograph B Photograph C
photographs
high class
residential zone
industrial zone
CBD
squatter (informal
or shanty) area
[4]
(b) Describe the buildings shown in Photograph A.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
[Total: 8 marks]

10
4 Fig. 6 shows cross-sections of two types of volcano, Volcano A and Volcano B. Study Fig. 6 For
and answer the questions on the opposite page. Examiner’s
Use
Volcano A
1500 metres
15 km
Key
lava
ash
Volcano B
8000 metres
100 km
Fig. 6
© UCLES 2013 0460/21/O/N/13

11
(a) Describe the differences between Volcano A and Volcano B. For

Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
(b) Give reasons for the differences that you have described in part (a).
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 8 marks]

12
5 Photograph D (Insert) shows a coastal area. For

Examiner’s
(a) Identify features W, X, Y and Z shown on Photograph D. Choose from: Use
beach
arch
stack
wave-cut platform
cliff
spit
plateau
(i) W ……………………………………. [1]
(ii) X ……………………………………. [1]
(iii) Y ……………………………………. [1]
(iv) Z ……………………………………. [1]
© UCLES 2013 0460/21/O/N/13

13
(b) Explain how feature X was formed. For

Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
[Total: 8 marks]

14
6 Fig. 7 gives information about air pollution in Pennsylvania, an industrialised area of the For
USA. Examiner’s
The sources of three air pollutants: carbon monoxide, sulfur dioxide and nitrogen oxides are Use
shown.
Carbon monoxide Sulfur dioxide
Nitrogen oxides
Key
from vehicles
from power stations
from industry
from other sources
Fig. 7
© UCLES 2013 0460/21/O/N/13

15
(a) Complete Fig. 7 by adding the following information: 27% of nitrogen oxides came from For
power stations and 12% came from industry. Use the key provided. [3] Examiner’s
Use
(b) Table 1 gives information about the effects of each type of air pollution.
Table 1
Pollutant Effect
Carbon monoxide It can reduce the supply of oxygen to the heart, particularly
(CO) for people suffering from heart disease
Sulfur dioxide Causes coughing and irritation of the lungs. It increases the
(SO2) acidity of rain
Nitrogen oxides
Cause coughing and irritation of the lungs. They help to form
including nitrogen
ozone which causes photochemical smog
dioxide (NO2)
Using information from Fig. 7 and Table 1, explain why the following people may be in
favour of reducing emissions from power stations.
(i) a doctor;
..................................................................................................................................
.............................................................................................................................. [1]
(ii) an environmental pressure group.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(c) The government might propose changing power stations to reduce these harmful
emissions. Suggest why other people might oppose these changes.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
[Total: 8 marks]
© UCLES 2013 0460/21/O/N/13

16
BLANK PAGE
Question 2 Figs 4 & 5 © adapted: Eurostat ; http://epp.eurostat.ec.europa.eu

Question 3 Photograph A D Kelly © UCLES.
Question 3 Photograph B D Kelly © UCLES.
Question 3 Photograph C D Kelly © UCLES.
Question 5 Photograph D D Kelly © UCLES.
Question 6 Fig. 7 © adapted: United States Environmental Protection Agency; www.epa.gov
© UCLES 2013 0460/21/O/N/13

0460 GEOGRAPHY
components.
1 (a) (i) railway, [1]
(ii) wide tarred, [1]
(iii) track(s)/cut line(s), [1]
(iv) canal/narrow gravel (road)/earth, [1]
(v) airport/aerodrome landing area, [1]
More than one answer = 0.
(b) (i) north east, [1]
(ii) small rivers/streams,

high drainage density/many rivers,
tributaries/confluences/affluents,
dendritic,
tributaries join at acute angles, [3]
(c) (i) 400m, [1]
(ii) correct position of quarry (two options), [1]
(d) (i) trigonometrical station, [1]
(ii) 629713, [1]
(iii) 4600 – 4850 (metres), [1]
(iv) 171 – 173˚, [1]
(v) Chipoto by 79/79.1/80 (metres), (also allow 59/59.1/60 metres) [1]
(e) (i) gently sloping, [1]
(ii) dam(s)/canal(s)/furrow(s), (reservoir, lake = 0) [1]
(iii) power line/33kV, [1]
(iv) compounds/buildings, [1]

2 (a) (i) 29% and line correctly plotted, [1]
(ii) 13(%), [1]
(iii) (slight) reduction (in number of young)/aging population,

occurs in all countries,
changes are small/gentle/slight, [2]
(b) 9 per thousand, [1]
(c) (i) Germany, [1]
(ii) Ireland, [1]
(d) bigger workforce (for the future),

fewer old dependants to support,
innovative population,
personnel for army,
higher income from taxes,
more spending power, [1]

3 (a)
Photograph A Photograph B Photograph C None of the
photographs
high class
residential zone
industrial zone
CBD
squatter
(informal or
shanty) area
[4]
(b) single storey,

small,
flat/gentle roofs,
no/few windows,
metal/corrugated sheeting/old/recycled/improvised materials/scrap,
in compounds/fenced area,
weights/tyres on roofs,
chimney out of side,
detached/separate buildings,
painted/colours, [4]
4 (a) A narrower/B wider, Allow A smaller/B larger if neither of the

A shorter/B taller, first two points is made. Also allow pairs of figures.
A steeper/B gentler,
A concave but B straight slopes,
A lava and ash but B just lava/B doesn’t have ash,
A two vents/parasitic/secondary cone but B one vent,
A no/narrow crater but B broad crater,
Allow the last two lines without terms or terms used interchanged if clear. [5]
(b) A more viscous lava/runs slower,

A possibly more silicic lava/A acid B basic,
A andesite/rhyolite B basalt,
A lava at lower temperature,
A more explosive,
A lava solidifies more quickly/cools more quickly,
A lava doesn’t flow as far,
A less volume of lava/magma,
A has blockages,
Or emphasis on B [3]

5 (a) (i) wave-cut platform, [1]
(ii) stack, [1]
(iii) cliff, [1]
(iv) beach, [1]
(b) headland,
wave/sea erosion,
hydraulic action/abrasion,
weakness in rock/cliff,
cave(s)/notch(es) eroded/formed,
caves join/arch formed,
arch collapses, [4]
6 (a) largest segment 96 – 99˚ = 2,

largest segment 94 – 101˚ = 1,
key correct = 1,
Marked independently. [3]
(b) (i) reduce/cause lung problems, (allow heart problems) [1]
(ii) SO2 causes acid rain,

O3/NOx cause (photochemical) smog, [2]
(c) changes may be costly (for owners/government),

fuel suppliers affected,
alternative sources of fuel may not be available,
energy prices may rise,
alternatives less effective/produce less energy/have specific problem,
job losses,
local economy suffers, [2]

GEOGRAPHY 0460/41
Paper 4 Alternative to Coursework October/November 2013
INSERT
1 hour 30 minutes
This Insert contains Figs 1, 2, and 3, Table 2 and Photographs A, B, C and D for Question 1, and Figs 5, 6 and
8 for Question 2.
DC (CW/CGW) 66202/6
2
A simple rain gauge made from a plastic bottle
cut the top off 30 cm

and use it to ruler
make a funnel
3 litre
plastic bottle
rain
collects
here
Rain gauge
measuring
cylinder 90
30 70
cms funnel
50
collecting 30
short grass bottle 10
© UCLES 2013 0460/41/INSERT/O/N/13

3
Factfile about vegetation in the three fieldwork locations
Location Vegetation characteristics

Increasing Bare ground • No vegetation is growing
density of
vegetation Deciduous • Leaves are large and flat
cover woodland • Leaves fall off and trees are bare by the beginning of
winter. New leaves grow in spring.
• Trees are more widely spaced than in coniferous
woodland.
• Common trees are oak, beech and ash.
Coniferous • Leaves are thin and sharp like needles
woodland • Leaves fall off throughout the year and are continuously
replaced
• Trees grow nearer to each other than in deciduous
woodland
• Common trees are pine, fir and spruce
Turn over to pages 4 and 5 for Photographs A, B, C and D of the three fieldwork locations

4
Photographs A and B for Question 1
Photographs of fieldwork locations
Photograph A
Bare ground
Photograph B
Deciduous woodland – summer
© UCLES 2013 0460/41/INSERT/O/N/13

5
Photographs C and D for Question 1
Photograph C
Deciduous woodland – winter
Photograph D
Coniferous woodland

6
Average daily rainfall (mm) reaching the ground at each location
Days when measuring was done in winter

Location 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Bare
16.5 0 19.5 12.8 15.3 15.5 20 0 13 0 0 16.7 17.8
ground
Deciduous
13.4 13.5 0 16.8 10.2 13.6 13.8 17.7 0 11.3 0 0 14 14.9
woodland
Coniferous
1.8 2.3 0 2.8 1.6 2 2.2 3.2 0 1.8 0 0 2.3 2.9
woodland
© UCLES 2013 0460/41/INSERT/O/N/13

7
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8
Questionnaire 1
Hello. I am a student looking at visitors to this area. I want

to ask you some questions.
1. Why have you come here?
2. Have you been here before?
Yes No
Can‛t remember Don‛t know
3. How long do you intend to stay here?
Few hours Less than one day
Several days Week
4. Where have you come from?
5. Do you like this national park?
6. How old are you?
Thanks
© UCLES 2013 0460/41/INSERT/O/N/13

9
Questionnaire 2
Hello, I‛m a student from the Field Study centre. I want to do a survey
of visitors to the area to help me complete my geography fieldwork.
Male Female
1. Which of the following age groups do you belong to?
Age: Under 20 20 – 35 36 – 50
51 – 65 Over 65
2. How far have you travelled to get here today?
20 km or less 21 – 40 km 41 – 60 km
61 – 80 km More than 80 km
3. What is the main reason for your visit to this area today?
Walking – less than 5 km Walking – more

than 5 km
Climbing Having a picnic
Sightseeing Bird watching
Cycling / mountain biking Horse riding
Driving Running/jogging
Shopping Visiting historic

monument / building
Other (please specify) ..............................................................

10
Questions asked in interview with local resident
Hello, I‛m a student from the Field Study centre. Can I do a brief
interview with you to help me complete my geography fieldwork?
1. Do you live in the village?
Yes No
(If the answer is no, thank the person and finish the interview)
2. I have listed some of the possible problems of tourism in the local

area.
How much of a problem do you think these are? (Tick the relevant box)
Very severe Quite severe Slight Not a

problem problem problem problem
Litter
Noise
Anti-social
behaviour /
Impoliteness
Traffic
Parking
Can you think of any other problems?
......................................................................................................................................
......................................................................................................................................
© UCLES 2013 0460/41/INSERT/O/N/13

11
3. I have listed some of the possible benefits of tourism in the local

area.
How important do you think these benefits are?
Very Quite Slightly Not

Benefit
important important important important
Creates jobs
in the local
area
Brings
money into
the area
Local
residents
can use
tourist
facilities
Can you think of any other benefits?
......................................................................................................................................
......................................................................................................................................
Thank you.
© UCLES 2013 0460/41/INSERT/O/N/13

12
BLANK PAGE
© UCLES 2013 0460/41/INSERT/O/N/13

* 1 1 8 2 1 1 2 5 3 9 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Ruler
Protractor
The Insert contains Figs 1, 2, and 3, Table 2 and Photographs A, B, C and D for Question 1, and Figs 5, 6 and
8 for Question 2.
For Examiner’s Use
Q1
Q2
Total
DC (CW/CGW) 66200/6
2
1 A class of students from a school in France were studying how to measure rainfall. The For
students had made simple rain gauges and also had some traditional rain gauges in school. Examiner’s
Use
(a) (i) The two different rain gauges are shown in Figs 1 and 2 (Insert). Describe two
differences between these rain gauges.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
.............................................................................................................................. [2]
(ii) Describe how the students would use the simple rain gauges they had made. These
are shown in Fig. 1.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
The students used their homemade rain gauges to measure rainfall in their local
area. They tested the following hypotheses:
Hypothesis 1: Less rainfall reaches the ground as the density of vegetation

cover increases.
Hypothesis 2: Less rainfall reaches the ground in summer than in winter.
(b) The students chose three different locations near their school to measure the amount
of rainfall which reached the ground. There is some information about each location
in a factfile, Fig. 3 and Photographs A, B, C and D (Insert). To collect rainfall data the
students placed a rain gauge at six different sites for each location.
(i) Suggest why they decided to use six rain gauges at each location.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
© UCLES 2013 0460/41/O/N/13

3
The students decided to measure daily rainfall for the next two weeks which was during For
winter. Examiner’s
Use
Table 1, below, shows their recording sheet for the six sites in the bare ground location.
(Bare ground is an area without vegetation).
Table 1
Rainfall (mm) measured on bare ground
Days when measuring was done in winter

Site 1 2 3 4 5 6 7 8 9 10 11 12 13 14
1 14 15 0 20 11 16 15 21 0 14 0 0 16 17
2 16 18 0 21 13 13 14 22 0 12 0 0 17 16
3 16 16 0 18 13 14 17 19 0 14 0 0 15 16
4 17 15 0 19 14 16 14 18 0 11 0 0 16 20
5 15 16 0 17 12 17 16 19 0 13 0 0 17 19
6 18 19 0 22 14 16 17 21 0 14 0 0 19 19
Average 16.5 0 19.5 12.8 15.3 15.5 20 0 13 0 0 16.7 17.8
(ii) Calculate the average rainfall which reached the ground on day 1.
Show your working. Insert your answer into Table 1.
[2]
(iii) Put in rank order the three days with the highest average rainfall shown in Table 1.
1 ...........................
2 ...........................
3 ........................... [1]

4
(iv) The average results calculated for each location are shown in Table 2 (Insert). Use For
these results to plot the following figures on Fig. 4 below. Examiner’s
• the average rainfall reaching the ground in the deciduous woodland location Use
on day 13
• the average rainfall reaching the ground in the coniferous woodland location
on day 4. [2]
Average rainfall reaching the ground at each location
25
20
15
average rainfall
reaching ground
(mm)
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
day
Key
bare ground
increasing density
of vegetation cover deciduous woodland
coniferous woodland
There was no rainfall on days
3, 9, 11 and 12.
Fig. 4
© UCLES 2013 0460/41/O/N/13

5
(v) Do these results prove that Hypothesis 1: Less rainfall reaches the ground as the For
density of vegetation cover increases is correct? Support your answer with data Examiner’s
from Fig. 4 and Table 2. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(vi) Explain why the amount of rainfall which reaches the ground varies between
different types of vegetation.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(c) To investigate Hypothesis 2: Less rainfall reaches the ground in summer than in winter,
the students used secondary rainfall data collected in summer of the previous year to
compare with their primary data collected in winter.
(i) Students often get both primary and secondary data to investigate an hypothesis.
Complete the table below, which shows ways of getting both types of data, by
putting the following methods under the correct heading.
getting information from a newspaper report using a barometer
measuring the speed of river flow researching on the internet [2]
Primary data Secondary data

doing a wave count getting information from an atlas map

6
The primary data collected in winter and secondary data collected in summer are For
shown in Table 3, below. Examiner’s
Use
Table 3
Average daily rainfall (mm) reaching the ground at the three locations
in winter and summer
Location Winter Summer
Bare ground 16.3 16.1
Deciduous
13.9 7.1
woodland
Coniferous
2.3 2.3
woodland
Note: the students calculated the average for the 10 days when rain fell and ignored
the 4 days when there was no rainfall.
(ii) Look at Table 3 which compares the rainfall reaching the ground in each of the
three locations in winter and summer. In which location is the difference in rainfall
reaching the ground greatest?
Circle your choice below. [1]
bare ground deciduous woodland coniferous woodland
(iii) Do these results prove that Hypothesis 2: Less rainfall reaches the ground
in summer than in winter is correct? Consider both deciduous woodland and
coniferous woodland. Use data from Table 3 to support your answer.
Deciduous woodland ................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
Coniferous woodland ................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
© UCLES 2013 0460/41/O/N/13

7
(iv) Suggest why there is a difference in the results between deciduous woodland and For
coniferous woodland shown in Table 3. Use the factfile in Fig. 3 and Photographs A, Examiner’s
B, C and D (Insert) to help you to answer. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(d) Describe how the students could use a maximum-minimum thermometer in a Stevenson
Screen to investigate temperature change at their school.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 30 marks]

8
2 Four students decided to do an investigation into tourism in a village in a national park. They For
agreed to test the following hypotheses: Examiner’s
Use
Hypothesis 1: People of different ages have different reasons for visiting the area.
Hypothesis 2: Local residents believe that tourism has a negative impact on the area.
(a) (i) To begin their investigation the students divided into two pairs to think of some
questions to include in a questionnaire. The two questionnaires are shown in
Figs 5 and 6 (Insert). Give three ways that Questionnaire 2 (Fig. 6) is better than
Questionnaire 1 (Fig. 5).
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]
(ii) Before using the questionnaire shown in Fig. 6, the four students thought about the
best way to make use of it. They decided to ask the opinion of 100 people.
Name and describe a suitable sampling method for the students to select 100
people.
Name of sampling method ............................................
Description of method ..............................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(iii) The students decided to put their questions to visitors returning to their cars before
leaving the car park.
Suggest why they made this decision and one possible disadvantage of their
decision.
Why they made the decision ....................................................................................
..................................................................................................................................
Disadvantage ...........................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
© UCLES 2013 0460/41/O/N/13
9
(b) The results of Question 2 from the questionnaire are shown in Table 4 below. For
Examiner’s
Table 4 Use
Results of Question 2: How far have you travelled to get here today?
Distance (km) Number of visitors

20 or less 8
21 – 40 16
41 – 60 19
61 – 80 26
more than 80 31
(i) Use the results in Table 4 to complete the pie chart, Fig. 7, below. [2]
Number of visitors
0
90 10
Key
distance travelled
80 20 in kms
20 or less
21 – 40
70 30 41 – 60
61 – 80
more than 80
60 40
50
Fig. 7
(ii) Use the results of Question 2 from the questionnaire to identify two conclusions
that the students could make about the distance travelled by visitors to the area.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
.............................................................................................................................. [2]

10
(iii) The results of Question 3 are shown in Table 5, below, with the age groups of the For
people interviewed. Examiner’s
Use
Complete Table 5 by:

• recording that 2 people aged 20 – 35 and 1 person aged over 65 were visiting
friends;
• inserting the total number of people interviewed who were aged between
36 – 50. [2]
Table 5
Results of Question 3: What is the main reason for your visit to this area today?
Age group
Under Over
Main reason for visit 20 – 35 36 – 50 51 – 65 Total
20 65
Walking less than 5 km 4 4 5 5 3 21
Walking more than 5 km 1 5 6 2 14
Climbing 3 4 7
Having a picnic 2 2 4
Sightseeing 2 5 4 11
Bird watching 2 2
Cycling / mountain biking 5 2 2 9
Horse riding 3 2 5
Driving 2 2 2 6
Running / jogging 2 1 1 4
Shopping 3 1 3 7
Visiting historic monument /
2 3 2 7
building
Other: includes visiting
3
friends
Total 19 19 20 15 100
© UCLES 2013 0460/41/O/N/13

11
(iv) The students used the information in Table 5 to work out a conclusion about For
Hypothesis 1: People of different ages have different reasons for visiting the area. Examiner’s
Do you think the hypothesis is correct? Support your conclusion with evidence from Use
Table 5.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(c) To investigate Hypothesis 2: Local residents believe that tourism has a negative impact
on the area, the students interviewed 50 residents to get their opinions about tourism.
The questions which they asked in the interview are shown in Fig. 8 (Insert).
(i) Suggest why the students asked Do you live in the village? at the beginning of the
interview.
..................................................................................................................................
.............................................................................................................................. [1]

12
(ii) The results of Question 2 in the interview are shown in Table 6 below. For
Examiner’s
Table 6 Use
Results of Question 2: How much of a problem do you think these are?
Very severe Quite severe Slight Not a

problem problem problem problem
Litter 30 10 10 0
Noise 18 18 10 4
Anti-social
behaviour / 16 18 10 6
Impoliteness
Traffic 20 18 12 0
Parking 16 16 10 8
© UCLES 2013 0460/41/O/N/13

13
Using the results from Table 6 complete Fig. 9 below to show what local people For
think about the problem of parking. [3] Examiner’s
Use
The opinions of 50 local residents
0 5 10 15 20 25 30 35 40 45 50
Litter
Noise
Anti-social
behaviour / impoliteness
Traffic
Parking
0 5 10 15 20 25 30 35 40 45 50
residents
Key
very quite slight not a

severe severe problem problem
problem problem
Fig. 9
(iii) One other problem suggested by a local resident was that ‘75% of the tourists come
between April and September’.
Suggest one reason why the resident considers this to be a problem.
..................................................................................................................................
.............................................................................................................................. [1]

14
(iv) The results of Question 3 are shown in Table 7 below. For

Examiner’s
Table 7 Use
Results of Question 3: How important do you think these benefits are?
Very Quite Slightly Not

Benefit
important important important important
Creates jobs in the
10 11 19 10
local area
Brings money into
11 15 18 6
the area
Local residents can
7 13 16 14
use tourist facilities
Which one of the benefits shown in Table 7 is thought by residents to be most

important? Circle your answer below.
Creates jobs in the local area
Brings money into the area
Local residents can use tourist facilities [1]
(v) What conclusion would the students make about Hypothesis 2: Local residents
believe that tourism has a negative impact on the area? Refer to data in Tables 6
and 7 to explain your answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(d) Suggest how the students could do some fieldwork to investigate the traffic problem in
the village in the national park.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 30 marks]
© UCLES 2013 0460/41/O/N/13
15
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© UCLES 2013 0460/41/O/N/13

16
BLANK PAGE
Question 1 Photograph A © http://www.geograph.org.uk/photo/186033

Question 1 Photograph B © http://www.countrysideinfo.co.uk/maps_website/wetwland.htm
Question 1 Photograph C © http://en.wikipedia.org/wiki/File:Peckforton_Woods_wiki.jpg
Question 1 Photograph D © http://www.offwell.free-online.co.uk/maps_website/coniferouswoodland.htm
© UCLES 2013 0460/41/O/N/13

0460 GEOGRAPHY
components.
1 (a) (i) Must be comparative

Homemade rain / Fig. 1 gauge is:
Simpler
Not as accurate to use
Plastic rather than metal / glass
Re-cycled material / old bottle compared to proper equipment
Cheaper
Wider / shorter
Separate ruler not measuring cylinder
Cut off top from bottle compared to proper funnel
Transparent not opaque measuring bottle 2@1 [2]
(ii) Put the rain gauge in soil / in a field / away from buildings / away from trees / on grass /
not on concrete
Leave for 24 hours (max) / wait a certain or set time / check level at the same time each
day
Use ruler to measure water level / measure amount of rain
Empty container and replace [3]
(b) (i) Bigger sample of results / more results / more reliable

Avoid student error / anomaly
Can calculate average [2]
(ii) 96/6 OR 14 + 16 + 16 + 17 + 15 + 13 / 6
= 16 [2]
(iii) Days 8, 4, 14 All correct for 1 mark [1]
(iv) Figures plotted on Fig. 4

Circle at 14 mm on day 13; square at 2.8 mm on day 4 – need correct symbol
2@1 [2]
(v) Yes / hypothesis is correct / less rainfall reaches ground as density of vegetation cover
increases – 1 mark reserve
Least rainfall reaches ground OR lower reading in coniferous woodland / densest

vegetation cover / wood with vegetation cover all year / higher readings in deciduous
than coniferous woodland
More rainfall reaches ground OR higher reading on bare ground / no vegetation cover
/ less rain reaches ground in deciduous woodland than bare ground
1 mark max for paired data comparing two vegetation types e.g. on day 14–2.9 mm in
coniferous woodland and 17.8 mm on bare ground average for 14 days: 1.6 mm in
coniferous woodland, 9.9 mm in deciduous woodland, 11.6 / 11.7 mm on bare ground
(any 2 figures for 1 mark)
lowest in coniferous woodland = 1.6 mm and lowest in bare ground = 12.8 mm
Hypothesis conclusion is incorrect / partly correct no credit [4]

(vi) Amount: Where there is most vegetation cover / coniferous woodland more rainfall /
water is intercepted / stops rain / water reaching ground / catches more rain / where
there is no vegetation cover / on exposed bare ground there is no interception
Spacing: Widely spaced vegetation lets more rain through / denser vegetation prevents
rain getting through
Seasonality: Deciduous trees / some trees loose leaves in winter but coniferous / others
don’t [2]
(c) (i) Primary data: using a barometer & measuring the speed of river flow
Secondary data: getting information from a newspaper report and researching on the
internet
All 4 correct = 2 marks
2 or 3 correct = 1 mark [2]
(ii) Deciduous woodland [1]
(iii) Hypothesis is correct for deciduous woodland

1 mark reserve
13.9 mm in winter compared with 7.1 mm in summer / 6.8 mm more in winter
Hypothesis conclusion is incorrect no credit
Hypothesis is not correct for coniferous woodland

1 mark reserve
2.3 mm in both summer and winter
Hypothesis conclusion is true / correct no credit [4]
(iv) Deciduous trees have more leaves in summer / lose leaves in winter
Coniferous woodland stays the same all year round / fall off throughout the year and are
replaced / don’t lose leaves in winter
Don’t need link to interception [2]
(d) Ideas such as:

Measure / record maximum and minimum temperature / read the temperatures (must be
plural)
Method of measuring by using thermometer – index, magnet to reset – to 2 marks max
When readings are made – daily / weekly / monthly NOT hourly
Take reading at same time each day / fixed period of time
Calculate difference between max and min temperatures [3]
[Total: 30]

2 (a) (i) Comparison may be implied from point of view of Questionnaire 2:

Gives a scale of agreement / quantitative answer
Includes gender
Asks for age group information / age group rather than asking age / does not ask exact
age
Includes the purpose of the questionnaire / includes where student is from
Tick boxes / options to choose from
Fewer questions / all questions are relevant
If answer from point of view of questionnaire 1 there must be direct comparison

3@1 [3]
(ii) Stratified / systematic / random – 1 mark reserve

Stratified / Quota sampling –
Get an appropriate gender balance;
Get an appropriate age balance;
Break population down into groups
Systematic sampling –
Ask people at regular intervals / pattern
Ask every tenth person
Random / Opportunity sampling –

Ask the next person they meet / ask any person
Random number tables to generate order to ask people [3]
(iii) Why: People would be better equipped to answer Q 3 / talk about what they had done /
have views about the day’s activities
Waited until people have finished the day’s activities / will not disturb people whilst doing
activities
(1 mark maximum) [2]
Disadvantage: People are tired at end of a busy day / cannot be bothered to answer
questions
People in a rush to set off for home
May not get enough answers and too late to do anything about it
Only visitors travelling by car will be surveyed / ignores visitors coming by train or bus or
walking
(1 mark maximum) [2]
(b) (i) Pie graph – completion 1 mark (61–80 = 26%; more than 80 = 31%)
1 mark for dividing line; 1 mark for shading [2]
(ii) Many / more / most visitors came from far away / least visitors come from nearby
More visitors as distance increases
Largest number / travelled more than 80 km
Most visitors travelled less than 80 km
Smallest number travelled less than 20 km
Over half of the visitors travelled more than 60 km [2]

(iii) Insert figures

Visiting friends: 2 in 20–35 age group and 1 in over 65 age group
(both for 1 mark)
27 in total of 35–50 column [2]
(iv) Conclusion that hypothesis is correct / partially correct – 1 mark reserve
Active / energetic activities (or description) such as / cycling / mountain biking / horse
riding / running / jogging are more popular with younger people (under 35)
Passive / relaxing activities (or description) such as / sightseeing / driving / visiting

historic buildings / bird watching are more popular with older people (over 50)
Walking is popular with most age groups / visiting historic buildings or friends has fairly
even split of young and old, so doesn’t support hypothesis
No credit for stats without interpretation
Hypothesis conclusion in incorrect = no credit [4]
(c) (i) Only wanted local people / residents / not tourists

Not waste time doing the interview / if they don’t live in the village they will not know
impact [1]
(ii) Completion of divided bar – dividing lines at 32 and 42 = 1 mark each

(if 32 is incorrect, add 10 to line for second line placement)
Shading = 1 mark – must be in correct order [3]
(iii) Many jobs will be seasonal

Money spent in the area will drop for 6 months
Congestion / overcrowding between April and September / in these months / in
summer
Traffic congestion / noise / litter in summer / in these months [1]
(iv) Brings money into the area [1]
(v) No Hypothesis mark. Allow any hypothesis choice but credit supporting evidence and
data.
e.g. Support hypothesis / hypothesis is correct
Most / many people see problems as very severe / quite severe OR very important /
quite important
Most / many people see benefits are slightly important / not important
Credit data which illustrates problems or benefits for 1 mark reserve –

data must be related to total or is comparative or proportionate e.g. 30 out of 50 people
thought that litter was a very severe problem. [3]

(d) Do a traffic survey / count vehicles

Do it in different streets / areas of village
Do survey in different seasons
Do it at different times of day
Tally method of counting,
Do for 10 minute period
Compile a questionnaire / interview

Ask drivers / visitors / pedestrians what are the traffic problems
Ask questions such as: where is congestion worst – 1 max
Think about sampling technique
Observe traffic jam and time how long it takes to get through village [3]
[Total: 30]

GEOGRAPHY 0460/11
INSERT
1 hour 45 minutes
*6106806618-I*
This Insert contains Photographs A, B and C and Fig. 1B for Question 1, and Photographs D and E for
Question 3.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF/JG) 81513/6
2
Northern
Territory N
Queensland
Western
Australia
New
South
Wales
South Australia
0 500 1000
km
Victoria
Key Tasmania
state boundary
1 dot = 1000 people
© UCLES 2014 0460/11/INSERT/O/N/14

3

4
© UCLES 2014 0460/11/INSERT/O/N/14

5

6
© UCLES 2014 0460/11/INSERT/O/N/14

7
© UCLES 2014 0460/11/INSERT/O/N/14

8
BLANK PAGE
Question 1 Fig. 1B © http://sgrhs.unisa.edu.au/student/prep_rural_prac/1-major_issues.htm

Question 1 Photographs A–C S. Sibley © UCLES.
Question 2 Fig. 2 http://www.meath.ie/CountyCouncil/Publications/PlanningandDevelopmentPublications/CountyMeathDevelopmentPlan2007-
2013-Adopted/
Question 2 Fig. 3 http://igeogers.weebly.com/changing-hic-cities.html
Question 3 Photographs D–E S. Sibley © UCLES.
Question 6 Fig. 10 http://www.westbasin.org/water-reliability-2020/planning/water-reliability
© UCLES 2014 0460/11/INSERT/O/N/14

* 6 1 0 6 8 0 6 6 1 8 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator
You may use an HB pencil for any diagrams or graphs.

If additional space is required, you should use the lined page at the end of this booklet. The question number(s)
The Insert contains Photographs A, B and C and Fig. 1B for Question 1, and Photographs D and E for
Question 3.
DC (NF/JG) 81512/10
2
QUESTION 1
(a) Study Fig. 1A, which shows information about the population density in Australia, and Fig. 1B
(Insert) which shows information about the population distribution in Australia.
30
25
20
population density
(people per 15
sq. km)
10
0
Wales
South
New
Victoria
Tasmania
Queensland
Australia
South
Australia
Western
Territory
Northern
state
Fig. 1A
(i) Using Fig. 1A, compare the population density of Victoria and New South Wales.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) What is the difference between population density and population distribution?
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iii) Using Fig. 1B (Insert), describe three features of the distribution of Australia’s population.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2014 0460/11/O/N/14

3
(b) Study Photographs A, B and C (Insert), which show areas which are sparsely populated.
(i) Give one reason why each of the areas shown has a low population density. You should
choose a different reason for each photograph.
Photograph A ....................................................................................................................
...........................................................................................................................................
Photograph B ....................................................................................................................
...........................................................................................................................................
Photograph C ....................................................................................................................
...................................................................................................................................... [3]
(ii) Explain how climate can influence population density.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
...................................................................................................................................... [4]
(iii) Explain why many coastal areas are densely populated.
...........................................................................................................................................
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...........................................................................................................................................
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...................................................................................................................................... [5]
4
(c) For a named country you have studied, explain why it has a high rate of population growth.
Name of country ......................................
...................................................................................................................................................
...................................................................................................................................................
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[Total: 25 marks]
END OF QUESTION 1
© UCLES 2014 0460/11/O/N/14

5
QUESTION 2
(a) Study Fig. 2, which shows information about the settlement hierarchy in Meath County in the
Republic of Ireland.
I R I S H
C A V A N
L O U T H
Key
Nobber
large town
S E A
small town
large village
small village
county
Navan boundary
W E S T M E AT H M E A T H
0 5 10
km
D U B L I N
O F F A LY K I L D A R E
Fig. 2
(i) What is meant by settlement hierarchy?
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Describe the relationship between settlement size and number of settlements in Meath
County. Use evidence from Fig. 2 to support your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]

6
(iii) Describe three likely differences between the services in Navan and Nobber.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...................................................................................................................................... [3]
(iv) Dublin is the capital city of the Republic of Ireland. Suggest reasons why many people
who live in Meath County will travel regularly to Dublin, even though it is 50 kilometres
away.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
...................................................................................................................................... [4]
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(b) Study Fig. 3, which shows the advantages of the rural-urban fringe for economic development.
Cheap land Room for expansion
ral-urban fring
Ru e
Outer
Inner
Plenty of car-parking
CBD Attractive environment
space
with little pollution
Su
burbs
S u bu r b s
Workers available Good accessibility

close by
Fig. 3
(i) Choose three of the advantages shown in Fig. 3. For each of the advantages chosen,
explain why it is important to a developer who is building an out-of-town shopping centre
in the rural-urban fringe.
Advantage 1 ......................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Advantage 2 ......................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Advantage 3 ......................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]

8
(ii) Explain the likely impacts of a new out-of-town shopping centre on services in other
parts of the urban area.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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9
(c) For a named example you have studied of a town or city in an MEDC, describe the
environmental problems which have occurred in the rural-urban fringe as a result of urban
sprawl.
Name of city .............................................
...................................................................................................................................................
...................................................................................................................................................
..................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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.............................................................................................................................................. [7]
[Total: 25 marks]
END OF QUESTION 2

10
QUESTION 3
(a) Study Fig. 4A, a table of data collected at a school weather station in Southern Africa during a
week in August.
Day Maximum Minimum Relative Air Wind Wind

temperature temperature humidity pressure direction speed
(°C) (°C) (%) (mb) (km per
hour)
Sunday 10 5 74 1014 NW 2
Monday 13 7 98 992 NW 12
Tuesday 11 4 97 996 W 9
Wednesday 9 3 72 1004 S 4
Thursday 8 3 66 1012 SW 2
Friday 12 4 63 1018 NW 2
Saturday 10 6 59 1020 W 1
Fig. 4A
(i) Which day had the highest range of temperature?
........................................ [1]
(ii) Using Fig. 4A, complete the graph below (Fig. 4B) which shows maximum and minimum
temperatures.
16 16
14 14
12 12
maximum
temperature 10 10 temperature
(° C) (° C)
8 8
6 6
4 4
minimum
2 2
0 0
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
[2]
Fig. 4B
© UCLES 2014 0460/11/O/N/14

11
(iii) Identify the weather characteristic shown in Fig. 4A which is measured by each of the
following instruments:
Wind vane ..............................................
Barometer ..............................................
Wet and dry bulb thermometer (hygrometer) .............................................. [3]
(iv) Describe how information about the amount of precipitation (rainfall) can be collected.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]

12
(b) Study Photographs D and E (Insert), which show different types of cloud.
(i) Describe three differences between the clouds shown in Photographs D and E.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...................................................................................................................................... [3]
(ii) Explain why more cloud forms in tropical rainforest areas than in tropical deserts.
...........................................................................................................................................
...........................................................................................................................................
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13
(c) For a named country or area where drought occurs, describe its impacts on people and the
Country or area ......................................
...................................................................................................................................................
...................................................................................................................................................
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[Total: 25 marks]
END OF QUESTION 3

14
QUESTION 4
(a) Study Fig. 5, which shows major plates and zones of tectonic activity.
Key
plate boundary
direction of movement Y
major earthquake
zones Eurasian Plate
North American
Plate Pacific
Plate
Arabian Philippine
Plate X Plate
African Plate
Caribbean
Plate
Cocos
Pacific Plate Plate South
American Indo-Australian
Plate Plate
Nazca Plate
Antarctic Plate
Fig. 5
(i) What is a tectonic plate?
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) On Fig. 5 label the following:
– a constructive (divergent) boundary (label with “P”);
– a destructive (convergent) boundary (label with “Q”). [2]
(iii) Explain fully why major earthquakes are more likely to occur in the area marked X on
Fig. 5 than in the area marked Y.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2014 0460/11/O/N/14
15
(iv) Explain why volcanic eruptions occur on destructive (convergent) plate boundaries.
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
(b) Study Fig. 6, an article about a natural disaster.
3 Volcanic activity triggers a sudden NOT TO

release; gases rise to the surface. 4 SCALE
Gas cloud blows across the
land and kills or injures those
who come into contact with it.
LAKE NYOS
N
Site of gas CHAD
release
1 NIGERIA Wum
Hot magma Bamenda CENTRAL
2 CAMEROON AFRICAN
releases gases. REP.
Gases collect in s(YDROGENSULPHIDE Yaounde
lake bed sediment s#ARBONDIOXIDE
for many years. EQ.
s#ARBONMONOXIDE D.R.
GUINEA
GABON CONGO
0 250 500
-ANY PEOPLE DIED IN THEIR km
SLEEPWHENTHEVOLCANIC,AKE
.YOS ERUPTED ON 4HURSDAY
night, sending a cloud of
POISONOUSGASESINTOTHEAIR
The official death toll rose
yesterday to 1,534, although
MILITARY REPORTS PUT THE FIGURE
as high as 2,000.
A further 300 victims were
BEING TREATED IN HOSPITAL FOR
internal burns after breathing
INTOXICFUMES
Fig. 6
16
(i) Describe the processes which caused the disaster shown in Fig. 6.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(ii) Explain why people continue to live in areas of volcanic activity.
...........................................................................................................................................
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17
(c) Describe the impacts of an earthquake on an area you have studied.
Area where earthquake occurred .......................................
...................................................................................................................................................
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[Total: 25 marks]
END OF QUESTION 4

18
QUESTION 5
(a) Study Fig. 7, which shows information about the main export earnings of Switzerland (an
MEDC) in 2011.
100 100
80 80
export export
earnings earnings
(billion 60 60 (billion
Swiss Swiss
francs) 40 40 francs)
20 20
0 0
metals chemicals watch tourism textiles
and and making
machines medicines
Fig. 7
(i) How much was earned from tourism in Switzerland in 2011?
.................................. billion Swiss Francs [1]
(ii) Describe two ways in which tourism can earn money for a country.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...................................................................................................................................... [2]
(iii) Give three different ways in which tourism creates employment.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2014 0460/11/O/N/14

19
(iv) Explain why tourism leads to the development of a country’s infrastructure.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
(b) Study Fig. 8, which shows an area in Switzerland which attracts many tourists.
Key N
land over
1000 m Lake
land below Brienz
1000 m
Lake Interlaken
mountain Thun
summit
glacier
(ice and
snow) Grindelwald
Wengen R
railway M
Lauterbrunnen
MR mountain
railway
MR
Eiger
cable car 3975m
Schilthorn
chair lift 3500m Mürren
Jungfrau
4166m
lake
0 5 10
village / km
Mürren town
Fig. 8
(i) Identify three different natural (physical) attractions for tourists in the area shown by
Fig. 8.
1 ........................................................................................................................................
2 ........................................................................................................................................
3 ................................................................................................................................... [3]

20
(ii) Suggest how tourism can cause problems for residents of towns like Interlaken.
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [5]
(c) For a named country or area you have studied, describe the impacts of tourism on the natural
environment.
Name of area or country .............................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
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[Total: 25 marks]
END OF QUESTION 5
© UCLES 2014 0460/11/O/N/14
21
QUESTION 6
(a) Study Fig. 9, which shows access to safe water and energy consumption per person in
selected countries.
Country Population with access to Energy consumption per

safe water (percentage) person (kgs oil equivalent)
Bolivia (LEDC) 83 480
Canada (MEDC) 100 7100
Ecuador (LEDC) 85 726
Mexico (LEDC) 77 1437
Nicaragua (LEDC) 79 250
USA (MEDC) 100 6700
Fig. 9
(i) Identify the country shown on Fig. 9 with the lowest percentage of the population with
access to safe water.
.......................................................... [1]
(ii) Compare the energy consumption per person in Canada and Ecuador. You should use
statistics in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iii) Explain why more energy is used per person in MEDCs than in LEDCs.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]

22
(iv) Suggest reasons why it is important for LEDCs to improve water supplies.
...........................................................................................................................................
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...................................................................................................................................... [4]
© UCLES 2014 0460/11/O/N/14

23
(b) Study Fig. 10, which shows information about water supply in Southern California (USA) in
1990 and 2020 (estimated).
1990
21%
groundwater
79%
imported water
2020 21%
groundwater
43%
15%
imported water
recycling
9% 12%
desalination conservation
Fig. 10
(i) What is meant by the following methods of water supply?
Use of groundwater ...........................................................................................................
...........................................................................................................................................
Desalination ......................................................................................................................
...........................................................................................................................................
Recycling ...........................................................................................................................
...................................................................................................................................... [3]

24
(ii) The conservation of water is becoming increasingly important. Describe methods which
can be used to conserve water.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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...................................................................................................................................... [5]
© UCLES 2014 0460/11/O/N/14

25
(c) For a named area or country you have studied, describe how it obtains its energy.
Name of area or country .............................................
...................................................................................................................................................
...................................................................................................................................................
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.............................................................................................................................................. [7]
[Total: 25 marks]
END OF QUESTION 6

26
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© UCLES 2014 0460/11/O/N/14

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BLANK PAGE
Question 1 Fig. 1B © http://sgrhs.unisa.edu.au/student/prep_rural_prac/1-major_issues.htm

Question 1 Photographs A–C S. Sibley © UCLES.
Question 2 Fig. 2 http://www.meath.ie/CountyCouncil/Publications/PlanningandDevelopmentPublications/CountyMeathDevelopmentPlan2007-
2013-Adopted/
Question 2 Fig. 3 http://igeogers.weebly.com/changing-hic-cities.html
Question 3 Photographs D–E S. Sibley © UCLES.
Question 6 Fig. 10 http://www.westbasin.org/water-reliability-2020/planning/water-reliability
© UCLES 2014 0460/11/O/N/14

0460 GEOGRAPHY
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
® IGCSE is the registered trademark of Cambridge International Examinations.

Cambridge IGCSE – October/November 2014 0460 11
1 (a) (i) Higher/more density in Victoria/26 (per sq km) (Victoria) compared with 9/10
(per sq km) (NSW)/Victoria is denser/more than double/triple/has twice as
many people living there; etc.
N.B.: Need to state which region they are referring to. [1] [1]
(ii) Density is a measure of how closely packed they are/number of people per
sq km or unit area; [1]
Distribution shows how people are spread around the area/where they live. [1] [2]

• Population distribution is uneven;
• Mainly coastal;
• Especially in eastern/south/south east;
• Coasts of states such as Queensland/NSW;
• Many inland/central areas are empty/desert area is empty/few in
Northern territory/Western Australia;
• Population more evenly spread across Victoria/Tasmania; etc. [3 × 1] [3]

• Steep slopes/mountainous/high land/no flat land; A and C
• Agricultural land; B
• Lack of employment; A, B and C
• Isolation/inaccessible/remote; A, B and C
• Densely vegetated; A
• Infertile soils/can’t grow crops/produce food; etc. C [3 × 1] [3]
(ii) Ideas such as:

High density:
• People prefer to live there or there is a higher population density in
temperate climates or areas that are warm/not too hot/not too
cold/medium amount of rainfall;
• Explanation – for example, it is easier to grow crops;
Low density:
• People do not want to live there or there is a lower population density in
areas of extreme climate/harsh climate/arid areas/(very) cold areas/icy
areas/areas that are too wet etc.;
• Explanation – for example, there is a lack of water supply for drinking.
N.B: No double credit on explanations for opposites. Must be climatic ideas. [4 × 1] [4]


• Flat land;
• Less expensive to build infrastructure;
• Easy to construct settlement;
• Good accessibility;
• Ease of trade/exporting goods/build ports/harbours;
• Fishing;
• Work in tourism or examples leisure/tourism/tourist activities;
• Sporting activities;
• Water for industry;
• Scenic value/retirement/clean sea air/sea breeze; etc. [5 × 1] [5]
(c) Levels marking

Statements including limited detail which explain why it has a high rate of
population growth.

Uses named example.
More developed statements which explain why it has a high rate of population
growth.
(N.B. Max 5 if no named example)
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements including some place specific
reference.
Content Guide:
Answers are likely to refer to:
Contraception,
Religion,
Tradition,
Women`s education,
Economic value of children,
Care in old age,
Lack of government policy,
Migration etc.
Place-specific reference is likely to consist of:

Named parts of the chosen country/locational detail,
Population data etc. [7]
[Total: 25]

2 (a) (i) Settlements in an area in order of size/importance/services/population/a list

of settlements in a pyramid shape. [1] [1]
(ii) There are more smaller settlements than large ones/not many big
settlements and lots of small/there are more smaller settlements than large
ones. (1)
E.g. Only 2 large towns but 14 small towns/only 5 large villages but 17 small
ones. (1) [2 × 1] [2]

• Higher order in Navan;
• Larger sphere of influence in Navan;
• More public transport or examples in Navan;
• More specialist in Navan;
• More services in Navan;
• Shopping malls in Navan/bigger shops in Navan;
• More schools/secondary school in Navan, primary school in Nobber;
• More hospitals/bigger hospitals in Navan/clinic in Nobber but hospital in
Navan/hospital in Navan none in Nobber; etc.
N.B: expect that answer refers to Navan unless otherwise stated but must be
comparative. Can state opposite ideas e.g. smaller/less in Nobber. [3 × 1] [3]
(iv) Ideas such as:

• For work;
• Buy specialist goods/shopping trips/comparison goods/chain
stores/specialist services/greater choice/variety of shops;
• University;
• Specialist hospital/large hospital;
• Entertainment or example (e.g. international football/rugby
match/theatre);
• Government departments (e.g. to get a passport);
• To see family and friends; etc. [4 × 1] [4]

(b) (i) Ideas must relate to the developer not shoppers or workers, such as:
• Cheap land = so money can be saved;
• Room for expansion = as large areas may be needed to extend the mall
in the future;
• Plenty of parking space = as people go there by car/increases number of
likely customers;
• Good accessibility = for shoppers/deliveries so they are not stuck in
traffic jams;
• Attractive environment = to attract more families/shoppers;
• Workers close by = so it is easy to obtain labour force; etc. [3 × 1] [3]
(ii) Ideas such as:

• Less business for other services/shops/loss of customers;
• Reduced profits;
• Closure of shops;
• Properties are left empty;
• Empty properties may be vandalised/graffitied;
• Dereliction of parts of CBD/doughnut effect;
• It becomes less busy/noisy/crowded; etc. [5 × 1] [5]
(c) Levels marking

Statements including limited detail which describe the environmental problems as
a result of urban sprawl.

Uses named example.
More developed statements which describe the environmental problems as a
result of urban sprawl.
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements including some place-specific
reference.
Content Guide:
Loss of vegetation,
Loss of habitats,
Extinction of species,
Water pollution,
Air pollution etc.

Named parts of the city/locational detail,
Specific reference to species etc.
N.B.: LEDC example is max 5. [7]
[Total: 25]

3 (a) (i) Friday [1] [1]
(ii) Graph completion [2 × 1] [2]
(iii) Wind vane = wind direction
Barometer = Air/atmospheric pressure
Wet and dry bulb thermometer = (Relative) humidity [3 × 1] [3]
(iv) Ideas such as:

• Use rain gauge;
• Rainfall enters through funnel;
• Check at set time each day/every 24 hours;
• Pour from container into measuring cylinder;
• Read off level;
• Digital rain gauge; etc. [4 × 1] [4]

• D is more likely to produce rain E is not/D is stormy E is fair weather;
• D are dark and E are white;
• D cover the whole sky E do not;
• D are lower than E;
• D are nimbus/cumulonimbus E are cirrus;
• D is thick or dense/E is thin or wispy or sparse;
• D has more clouds/fewer or less in E; etc.
N.B: Need comparison or to state which picture they are referring to. [3 × 1] [3]
(ii) Ideas such as:

• High humidity in TRF;
• More evaporation in TRF than desert;
• More vegetation in TRF;
• More transpiration in TRF;
• More condensation/saturation in TRF;
• Air rises in TRF/sinks in desert;
• High pressure in desert/low pressure in TRF;
• Deserts are further away from water sources/sea/lack of water to
evaporate;
• Winds have lost their moisture blowing over large areas of land; etc.
N.B: Reserve 1 on each area (TRF and Desert). Don’t need comparison. [5 × 1] [5]

(c) Levels marking

Statements including limited detail which describe impacts of drought on people
and/or the natural environment.

Uses named example.
More developed statements which describe impacts of drought on people and/or
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements which describe impacts of drought on
people and the natural environment, including some place-specific reference.
Content Guide:
Loss of vegetation/species,
Loss of habitats,
Extinction of species,
Lack of food/low crop yields,
No drinking water,
Death/dehydration/starvation etc.

Named parts of the country or countries within the area (if large area like the
Sahel chosen)/locational detail,
Specific reference to species/tribal groups,
Statistical information etc.
N.B: Can be LEDC or MEDC but impacts will be different. [7]
[Total: 25]

4 (a) (i) Large part/piece/section of the earth’s crust or surface/the way in which the
Earth’s surface is broken or fractured into pieces; [1] [1]
(ii) On Fig. 5. [2 × 1] [2]

• X is closer to a plate boundary/Y is further away;
• X is weaker part of the crust than Y;
• Plates move in relation to each other at X but not at Y;
• At X friction/plate boundaries lock;
• Friction overcome/jolts apart; etc.
N.B: Assume referring to X unless otherwise stated. No need for comparison.[3 × 1] [3]
(iv) Ideas such as:

• Convection currents moving in mantle;
• Plates move together;
• Subduction occurs/denser plate sinks/forced under;
• Friction/heating;
• Destruction/melting of crust;
• Pressure builds up/gases build up/magma builds up;
• Magma forced upwards/magma finds its way to surface (through
cracks); etc. [4 × 1] [4]

• Gases produced/gases released by hot magma;
• Volcanic activity releases gases/causes gases to escape;
• Gas cloud moved by wind/blown away.
N.B: Points must show some understanding and not be directly copied from
Fig. 6. If all three points are directly copied then 1 mark max. [3 × 1] [3]
(ii) Ideas such as:

• They can`t afford to move;
• They have lived there all their lives/sentimental attachment;
• Lack of space elsewhere;
• Population pressure;
• They do not want to move away from work/farmland/education;
• Work in tourist industry;
• Relatives/friends in area;
• Confidence in prediction;
• They are unaware of the risk;
• Willing to take the risk/benefits outweigh the risk (or example);
• Fertile soils;
• High yields of crops;
• Geothermal power;
• A cheap source of energy;
• Scientists/study the volcano;
• Minerals/quarries/lava;
• Worship volcano;
• Use of hot springs for health benefits/tourism; etc. [5 × 1] [5]

(c) Levels marking

Statements including limited detail which describe impacts of earthquake.

Uses named example.
More developed statements which describe impacts of earthquake.
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements, including some place-specific
reference.
Content Guide:
Damage to buildings,
Fire/explosions,
Death/injury,
Impacts on infrastructure,
Economic impacts/loss of work,
Cost of rebuilding etc.

Named parts of the city or area/locational detail,
Reference to specific plates,
Statistical information/date/magnitude, etc. [7]
[Total: 25]

5 (a) (i) 15–16 billion Swiss francs. [1] [1]
(ii) Ideas such as:

• Renting rooms/hotels/stay in hotels;
• Selling souvenirs/trade in shops/buy from shops/paying for goods;
• Providing food for tourists;
• Transportation for tourists;
• Currency exchange;
• Entry fees into museums/tourist attractions or examples;
• Work (in tourist industry) so earn wages/pay taxes;
• Selling of visas; etc. [2 × 1] [2]

• Hotels;
• Restaurants;
• Transportation/taxi drivers/bus drivers etc.;
• Entertainment industry (or example e.g. busker)/at tourist attractions;
max.1
• Shop/selling fruit/souvenirs/jewellery;
• Construction;
• Jobs on farms producing food for tourists;
• Tour guides/holiday reps;
• Keeping area clean;
• Travel agencies;
• Water/ski instructor (or other type of instructor); etc. [3 × 1] [3]
(iv) Ideas such as:

• Earns more money so can afford to do so;
• (Build/better/improve) roads/railways;
• (Build/extend) airport;
• (Build) ports;
• Electricity network/supply electricity;
• Water pipes/supply water;
• Sewage disposal facilities/public toilets;
• Better infrastructure to attract more/cope with numbers of tourists; etc. [4 × 1] [4]
(b) (i) Natural attractions such as;

• Mountains;
• Glacier/ice and snow;
• Lakes etc. [3 × 1] [3]

(ii) Ideas such as (must be problems for people):

• Increase in local traffic/congestion;
• Atmospheric pollution causes asthma or breathing problems;
• Loss of local culture/traditional way of life/lack of respect for local
cultures/people;
• Impact of behaviour of tourists/drunkenness etc.;
• Noise;
• Exploitation/low paid jobs/long hours;
• Seasonal work;
• Shortage of water supplies;
• Litter from tourists;
• Lack of privacy;
• Loss of land for building/loss of farmland;
• Increase in property prices;
• Railway too busy/no seats on trains/long queues in shops;
• Prices in shops increase;
• Water pollution (impact on people);
• Visual impact;
• Crime or example; etc. [5 × 1] [5]
(c) Levels marking

Statements including limited detail which describe the impacts of tourism on the

Uses named example.
More developed statements which describe the impacts of tourism on the natural
environment.
Level 3 [7 marks]
Uses named example.
reference.
Content Guide:
Answers could be positive or negative and are likely to refer to:
Loss of vegetation/deforestation,
Impact on habitats and food chains,
Pollution of lakes, seas and rivers,
Atmospheric pollution,
Conservation of natural environment by National Parks etc.

Locational details,
Specific details of species affected,
Named settlements in tourist area, etc. [7]
[Total: 25]

6 (a) (i) Mexico. [1] [1]
(ii) More in Canada/less in Ecuador/greater/only; (1)

7100 in Canada compared with 726 in Ecuador/10× as much in Canada, etc.
N.B.: Must state which country referring to. [2 × 1] [2]

• More mechanization of farms in MEDCs;
• More people work in industry/more factories/machines used in factories
in MEDCs/more farms in LEDC’s;
• Greater amount of transport in MEDCs;
• Electricity more likely to be used in the home in MEDCs or examples
e.g. fridge/cooker/vacuum;
• More energy used for heating/air conditioning/lighting in homes in
MEDCs;
• MEDC’s are more urbanized; etc.
N.B: Assume referring to MEDC unless otherwise stated. Don’t need

comparison. [3 × 1] [3]
(iv) Ideas such as:

• Water is a basic need for survival/the body needs water/cannot function
without water/prevent dehydration/prevents people being thirsty;
• Reduction of water borne diseases or examples e.g. cholera,
typhoid/dirty water kills people;
• People are able to work/able to produce food/earn money;
• More water for irrigation for use in agriculture/increases yields of crops;
• Develop manufacturing industry (or example); etc. [4 × 1] [4]
(b) (i) • Groundwater = water in the rocks/aquifer/below the

surface/underground;
• Desalination = taking salt out of (sea)water;
• Recycling = treated or cleaned and reused; [3 × 1] [3]
(ii) Ideas such as:

• Treatment of waste water;
• Regulations on pollution of rivers;
• Strict enforcement;
• Hosepipe bans/use buckets instead;
• Use of water meters;
• Paying for water;
• Use showers not baths/take shorter showers;
• Put brick in toilet cistern;
• Turn off taps when not being used;
• Use of roof-top tanks/water butts/collecting rainwater;
• Mend leaking pipes;
• Use of drip irrigation;
• Educate people about the careful use of water;
• Re-use/recycle water or examples; etc. [5 × 1] [5]

(c) Levels marking

Statements including limited detail describing how a country obtains its energy.

Uses named example.
More developed statements describing how a country obtains its energy.
(N.B. max 5 if no named example)
Level 3 [7 marks]
Uses named example.
reference.
Content Guide:
Fossil fuels,
Nuclear power,
HEP schemes,
Solar/wind/wave/tidal energy,
Geothermal energy,
Fracking, etc.

References to places within the country/locational details;
Statistical information, etc. [7]
[Total: 25]

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
*1686914389-I*
This Insert contains Photographs A and B for Question 3.
DC (NF/CGW) 80065/1
2
X Z
Question 2 Fig. 4 © Garrett Nagle and Briony Cooke; Geography; OUP; 2011; ISBN 0199135436.
Question 3 Photographs A & B D Kelly © UCLES.
Question 5 Fig. 8 Adapted from: www.eng.stat.kz
Question 6 Table 2 © http://www.industrial-zones.com/rakovski_eng.html
© UCLES 2014 0460/21/INSERT/O/N/14

* 1 6 8 6 9 1 4 3 8 9 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator
The Insert contains Photographs A and B for Question 3.

DC (NF/CGW) 80064/5
2
1 Study the map extract, which is for Matshiya, Zimbabwe. The scale is 1:50 000.
(a) Fig. 1 shows some of the features in the south east of the map extract. Study Fig. 1 and the
map extract, and answer the questions on the opposite page.
31 32 33 34
92 92
91 91
B
90 90
C
89 89
D E
88 88
87 87
R
86 86
F
85 85
31 32 33 34
Fig. 1
© UCLES 2014 0460/21/O/N/14

3
(i) the name of river A;
...................................................................................................................................... [1]
(ii) feature B;
...................................................................................................................................... [1]
(iii) feature C;
...................................................................................................................................... [1]
(iv) the height above sea level at point D;
...................................................................................................................................... [1]
(v) the main land use in area E;
...................................................................................................................................... [1]
(vi) feature F.
...................................................................................................................................... [1]
(b) Look at the Nkazhe river in the south of the map extract. Which four of the following statements
about the river are true? Tick four boxes in the table below.
The river flows towards the north
The river is about 100 metres wide
The river flows across land lower than 800 metres above sea level
The river runs through orchard or plantation
The river has many tributaries
The river flows towards the east
There is a dam on the river
There are rapids on the river
The river meanders
There are waterfalls on the river

[4]

4
(c) (i) What is the main settlement pattern shown on the map? Tick (✓) one correct answer
below.
Tick (✓)
dispersed
linear
nucleated
[1]
(ii) Suggest one reason why this settlement pattern has developed.
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) Study the settlements shown on the map. What is the main type of building in the
settlements?
............................................ [1]
(d) Fig. 2 is a cross section from north to south through Banbanika hill and the Nkazhe river from
282900 to 282850.
north south
1200 1200
metres 1120 1120 metres
above 1040 1040 above
sea level 960 960 sea level
880 880
282900 282850
Fig. 2
On Fig. 2, using labelled arrows, mark the positions of:
(i) the Nkazhe river; [1]

(ii) the south facing slope of Banbanika hill; [1]
(iii) a track. [1]
© UCLES 2014 0460/21/O/N/14

5
(e) A person travels along the road from Nkazhi School to Matshiya School. The location of the
two schools and the road is shown on Fig. 3.
22 23 24 25 26 27 28
94 94
Nkazhi
93 93
School
Matshiya
92 School 92
91 91
22 23 24 25 26 27 28
Fig. 3
(i) What is the main type of land-use on either side of the road?
...................................................................................................................................... [1]
(ii) In which compass direction does the person travel from Nkazhi School to Matshiya
School? Tick (✓) one correct answer in the table below.
Tick (✓)
north
south
east
west
[1]
(iii) Estimate the distance that the person travels. Tick (✓) one correct answer in the table
below.
Tick (✓)
5 km
7 km
9 km
11 km
[1]

6
(iv) What is the average height above sea level of the road? Tick (✓) one correct answer in
the table below.
Tick (✓)
900 metres
940 metres
980 metres
1000 metres
[1]
[Total: 20 marks]
© UCLES 2014 0460/21/O/N/14

7
2 (a) Fig. 4 shows some recent international population migrations affecting Asia.
Arctic Ocean
Russia
UK
USA
Atlantic China
Pakistan
Ocean
Philippines
N India
Indian Key
Pacific Ocean
Ocean population
migration
Fig. 4
Using Fig. 4 only, describe the different population migrations affecting Asia.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]

8
(b) Fig. 5 gives information about the populations of four countries. It shows statistics about the
percentage of each country’s population born in another country.
total total total total

4.9 5.8 38.3 5.9
million million million million
20 20
15 15
% %
of total 10 10 of total
5 5
0 0
France UK USA Canada
Fig. 5
(i) Which one of the four countries has the greatest percentage of people born in another
country and what is the percentage?
Country ...................................... .......................% [1]
(ii) Which one of the four countries has the least number of people born in another country
and what is the number?
Country ...................................... ....................... million [1]
(iii) Using information from Fig. 5, how do the statistics for the USA differ from those of the
other three countries?
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 8 marks]
© UCLES 2014 0460/21/O/N/14

9
3 Photographs A and B (Insert) show two river valleys.
(a) Identify features X, Y and Z on Photograph A.
Choose your answers from the list below:
flood plain, V-shaped valley, meanders, plateau, levees, interlocking spurs.
X ................................................................
Y ................................................................
Z ................................................................ [3]
(b) Describe the river and the relief of the valley in Photograph B.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 8 marks]

10
4 Fig. 6 shows the areas of tropical rainforest climate and tropical desert climate in South America.
Fig. 7 shows the climates of Arica in the tropical desert and Iquitos in the tropical rainforest. Study
Figs 6 and 7 and answer the questions on the opposite page.
0°
Iquitos
Arica
23½°S
Key
tropical rainforest
climate
tropical desert
climate
0 1000
km
Fig. 6
Arica Iquitos
mean temperature (°C)
mean temperature (°C)
25 25
20 20
15 15
annual rainfall 2878 mm
300 300
annual annual
200 rainfall 200 rainfall
annual rainfall 0.8 mm (mm) (mm)
100 100
0 0
J F M A M J J A S O N D J F M A M J J A S O N D
Fig. 7
© UCLES 2014 0460/21/O/N/14
11
(a) Describe the distribution of the area of tropical rainforest climate shown on Fig. 6.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) Describe the difference between the annual temperature range at Arica and the annual
temperature range at Iquitos shown on Fig. 7.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) (i) Give reasons for the amount of rainfall at Arica.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Give reasons for the temperatures at Iquitos.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 8 marks]

12
5 Table 1 shows the use of agricultural land in Kazakhstan.
Table 1
Land use Percentage of total area
pasture 61
arable 32
fallow 4
hay 3
(a) Use information from Table 1 to complete Fig. 8 below. Use the key provided. [2]
pasture
arable
fallow
hay
Fig. 8
(b) (i) What is the difference between commercial farming and subsistence farming?
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Describe one difference between intensive farming and extensive farming.
...........................................................................................................................................
...................................................................................................................................... [1]
© UCLES 2014 0460/21/O/N/14

13
(c) Fig. 9 gives information about wheat farming in Kazakhstan.
Wheat farming in Kazakhstan
Kazakhstan is one of the world’s big producers and exporters of wheat. Wheat is mainly grown
in north-central Kazakhstan where there are fertile soils and the land is flat. Individual fields
frequently measure over 400 hectares. Precipitation is low, about 450 mm per year, and wheat
fields in this region are not irrigated. The region is subject to frequent drought.
The use of fertilizer increased by nearly 500% between 1999 and 2007 and continues to
increase due in part to the government subsidising prices. A technological factor contributing
to the improvement in Kazakhstan’s wheat yield is the increase in the use of improved seeds.
The government provides support to agricultural research facilities.
The efficiency of Kazakhstan’s agricultural machinery is improving, mainly because of the

replacement of ageing combined harvesters with new equipment. 77% of the total grain output
is produced on farms that are larger than 5000 hectares. Family farms are substantially smaller
than this. Family farms and the larger farms produce mainly for sale rather than for private
consumption.
Fig. 9
(i) Using Fig. 9 only, give one physical input of wheat farming in Kazakhstan.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Using Fig. 9 only, give one human input of wheat farming in Kazakhstan.
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) Is wheat farming in Kazakhstan commercial or subsistence? Give one piece of evidence
from Fig. 9 to support your answer.
...........................................................................................................................................
...................................................................................................................................... [1]
(iv) Is wheat farming in Kazakhstan intensive or extensive? Give one piece of evidence from
Fig. 9 to support your answer.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 8 marks]

14
6 Bulgaria, a country in eastern Europe, is encouraging industrial development.
(a) Table 2 shows the current employment structure in Bulgaria.
Table 2
Sector Percentage of employment
primary 8
secondary 35
tertiary 57
Use the information in Table 2 to complete Fig. 10, the divided bar graph below. Use the key
provided. [2]
0 50 100
%
Key primary secondary tertiary
Fig. 10
(b) Development is being encouraged at three industrial sites near the city of Plovdiv. These are
at Kuklen, Maritsa and Parvomay. The three sites and their sizes are shown on Fig. 11. Study
Fig. 11 and answer the questions on pages 15 and 16.
Maritsa
(2 000 000 m2)
Parvomay
Plovdiv
(population 340 000) A (1 000 000 m2)
Kuklen
(470 000 m2) 0 10
to resorts in Rodopi Mountains Asenovgrad (population 60 000) km
Key
industrial site and area (m2) motorway
urban area main road
A airport railway
Fig. 11
© UCLES 2014 0460/21/O/N/14
15
For each of the following factors, choose the site which offers the best facilities. Tick one box
for each factor and give a reason for your choice.
(i) Road transport
Site Kuklen Maritsa Parvomay No difference
Tick (✓)
Reason ....................................................................................................................................
............................................................................................................................................ [1]
(ii) Air transport
Tick (✓)
Reason ..............................................................................................................................
...................................................................................................................................... [1]
(iii) Rail transport
Tick (✓)
Reason ..............................................................................................................................
...................................................................................................................................... [1]
(iv) Market and labour supply
Tick (✓)
Reason ..............................................................................................................................
...................................................................................................................................... [1]

16
(v) Amount of land available
Tick (✓)
Reason ..............................................................................................................................
...................................................................................................................................... [1]
(vi) Closeness to resorts
Tick (✓)
Reason ..............................................................................................................................
...................................................................................................................................... [1]
[Total: 8 marks]
Question 2 Fig. 4 © Garrett Nagle and Briony Cooke; Geography; OUP; 2011; ISBN 0199135436.
Question 3 Photographs A & B D Kelly © UCLES.
Question 5 Fig. 8 Adapted from: www.eng.stat.kz
Question 6 Table 2 © http://www.industrial-zones.com/rakovski_eng.html
© UCLES 2014 0460/21/O/N/14

0460 GEOGRAPHY

1 (a) (i) Vonko [1]
(ii) dip tank [1]
(iii) ruins/national monument/place of historical interest [1]
(iv) 942 metres [1]
(v) bush/track/trees/forest [1]
(vi) reservoir [1]
(b) the river is about 100 m wide

the river has many tributaries
the river flows towards the east
the river meanders [4]
(c) (i) linear [1]
(ii) along/next to roads/tracks (for transport)

on ridges
avoids rivers/flooding/bush
in/next to cultivated land
near springs/small rivers [1]
(iii) huts [1]
(d) (i) position of the Nkazhe river 52 – 58 mm from left hand margin [1]
(ii) position of south facing slope of Banbanika hill 36 – 48 mm from left hand margin [1]
(iii) position of a track (three options) 0 – 4/9 – 12/67 – 71 mm from left hand margin [1]
Use the ruler device to measure the answers

Arrows should end within about 1 cm of the profile. Measure to the point that the arrow
projects to
(e) (i) cultivation [1]
(ii) east [1]
(iii) 5 km [1]
(iv) 980 m [1]

2 (a) mainly/mostly outward migration

to M.E.D.C.s/northern hemisphere countries
mostly/mainly/all east to west
China to U.S.A.
China to Italy/Europe/named European country
Afghanistan/Pakistan/India/South Asia/Philippines to U.A.E./Oman/Arabia/Middle East
India to U.K.
Philippines to China/Vietnam/South East Asia/other parts of Asia
For other sources and destinations not linked:

2 sources = max 1
2 destinations = max 1
Max 2 [5]
(b) (i) Canada 18/19 [1]
(ii) France 4.9 [1]
(iii) total is much bigger/much more people

total higher with 2 figures quoted [1]
3 (a) X plateau
Y interlocking spurs
Z V-shaped valley [3]
(b) small/narrow river/up to 10 m wide

meanders
islands/braiding/deposition in river
point bars/deposition on inside of bend
gentle gradient
steep slope located/(river) cliff

gentle(r) slope
slip off slope
small/narrow flood plain
winding valley (in distance)
tributary valley [5]
4 (a) in north/north east (of South America)

along/near(er) Equator
in centre of continent/inland
on east coast
more south of the Equator
to 10/11/12/13°S
“above and below” = 0 [2]

(b) Arica larger/Iquitos lower

Arica 7°C Iquitos 1°C
Arica low
Iquitos very low [2]
(c) (i) high pressure

descending air
stable air
offshore winds
cold ocean current
rainshadow [2]
(ii) sun (almost) overhead all year

constant length of day and night
much cloud cover/cloudy [2]
5 (a) angles correctly plotted – smaller subdivision 114 -116o

correct use of key
Marked independently [2]
(b) (i) commercial for sale/market but subsistence for consumption, [1]
(ii) Intensive:
smaller farms/area
fewer machines
higher labour input (per hectare)
higher fertiliser input (per hectare)
greater output per hectare
higher capital input per hectare
Or emphasis on extensive or pairs of points (must be comparative element) [1]
(c) (i) fertile soil

flat/open land
fields more than 400 ha/large fields
low precipitation/450 mm [1]
(ii) fertiliser
government subsidies
(improved) seeds
research
machinery/harvesters [1]
(iii) Commercial:
exporter
research
large amount/increased use of fertiliser
better harvesters
mostly for sale/not consumption [1]

(iv) Extensive:
large fields/more than 400 h
large farms/more than 5000 ha
no irrigation,
Intensive:
large amount/increased use of fertiliser [1]
6 (a) two correct subdivisions plotted

correct use of key [2]
(b) (i) Maritsa: close/closest to motorway

Parvomay: close/closest to main road [1]
(ii) Kuklen: close/closest to airport [1]
(iii) no difference: all have rail links [1]
(iv) Kuklen close/closest to urban areas/Plovdiv and Asenovgrad [1]
(v) Maritsa: largest site [1]
(vi) Kuklen: near(est) to resorts/(Rodopi) Mountains [1]

GEOGRAPHY 0460/41
INSERT
1 hour 30 minutes
*4275676946-I*
This Insert contains Fig. 3 for Question 1.
DC (SJF/KN) 81515/1
2
Beach Profiles
Beach A
3
2.5
2 height of
1.5 beach (m)
1
0.5
0
0 5 10 15 20 25
low water distance from low water mark (metres) back of
mark beach
Beach B
1.5
1 height of
0.5 beach (m)
0
0 5 10 15 20 25
low water distance from low water mark (metres) back of
mark beach
© UCLES 2014 0460/41/INSERT/O/N/14

* 4 2 7 5 6 7 6 9 4 6 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Ruler
The Insert contains Fig. 3 for Question 1.

DC (SJF/KN) 81514/6
2
1 A class of students went on a field visit to two beaches in Dorset, South West England. One beach
was in a sheltered bay and the other beach was exposed to the sea. In class, the students had
been studying how different types of wave affected beaches.
(a) (i) Before they went on the visit, the students had studied constructive and destructive
waves. Add the following labels to Fig. 1 (below) to show important features of the two
types of waves.
Waves close together Waves far apart
Breaking wave spills forward Breaking wave plunges downwards [2]
Different types of waves
Constructive waves
waves
beach
Destructive waves
waves
beach
Fig. 1
© UCLES 2014 0460/41/O/N/14

3
(ii) Wave frequency is the number of waves per minute.

The students had learned that destructive waves have a higher frequency than
constructive waves. Describe a method they could use to measure wave frequency on
the field visit.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

4
The students tested the following hypotheses:
Hypothesis 1: The beach profile is steeper where wave frequency is higher.
Hypothesis 2: The size of beach material is larger on the beach where wave frequency is
higher.
(b) The students measured wave frequency ten times at each of the two beaches. The results are
shown in Table 1 below.
Table 1
Beach A
Measurement 1 2 3 4 5 6 7 8 9 10 Average
Wave frequency
11 12 14 12 15 13 13 13 15 12 13
(number of waves per minute)
Beach B
Measurement 1 2 3 4 5 6 7 8 9 10 Average
Wave frequency
6 6 7 8 7 7 6 8 7 8
(number of waves per minute)
(i) Calculate the average wave frequency for Beach B. Write your answer into Table 1. [1]
© UCLES 2014 0460/41/O/N/14

5
(ii) Use the results in Table 1 to complete Fig. 2, below, by plotting the number of
measurements at Beach A where a frequency of 15 waves per minute was recorded. [1]
Dispersion graph
16
15
14
13
Beach A
12
11
10
9
wave
frequency 8
(number of
waves per
minute) 7 Beach B
0
0 1 2 3 4 5
number of measurements
Fig. 2
(iii) Use the information in Fig. 2 to complete the following table.

Circle the type of wave that was breaking on each beach.
Beach Type of wave
Beach A constructive destructive
Beach B constructive destructive

[1]
6
(c) (i) The students measured the profiles of the two beaches. They used a tape measure, two
ranging poles and a clinometer. Describe how they measured the profiles.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) The students used their results to draw profiles of beaches A and B.
These are shown in Fig. 3 (Insert).
What conclusion would the students make about Hypothesis 1: The beach profile is
steeper where wave frequency is higher ? Use data from Table 1 and Figs 2 and 3 to
support your decision.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii) Explain why type of wave and its frequency can affect the steepness of beach profiles.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2014 0460/41/O/N/14

7
(d) To investigate Hypothesis 2: The size of beach material is larger on the beach where wave
frequency is higher, the students obtained a sample of pebbles from both beaches.
(i) The students chose 25 pebbles from each beach using a systematic sampling method.
Describe how they did this.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Describe a method to measure the size (length) of each pebble the students collected.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

8
(iii) Use the following information to complete graphs, Figs 4A and 4B opposite. [2]
Beach A
Pebble number Size (length in cm)

13 9
Beach B
Pebble number Size (length in cm)

15 10.5
© UCLES 2014 0460/41/O/N/14

9
Beach A
Average (mean) size = 9.5 cm Median (middle) size = 9 cm
25
23
21
19
pebble 17
number 15
13
11
9
7
5
3
1
0 5 10 15 20
pebble size (length in cm)
Fig. 4A
Beach B
Average (mean) size = 10 cm Median (middle) size = 9.5 cm
25
23
21
19
17
pebble 15
number 13
11
9
7
5
3
1
0 5 10 15 20
pebble size (length in cm)
Fig. 4B

10
(iv) What conclusion would the students make about Hypothesis 2: The size of beach
material is larger on the beach where wave frequency is higher? Support your decision
with evidence from Figs 4A and 4B.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(e) The students also did a fieldwork investigation to compare pollution on the two beaches.
Explain how they could collect appropriate data for their investigation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 30 marks]
© UCLES 2014 0460/41/O/N/14

11
2 A group of students from a town in Peru did some fieldwork about the Central Business District
(CBD) of the town. They wanted to decide where the boundary of the CBD occurred. They had
learned in class that this is known as ‘delimiting the CBD’. They had discussed with their teacher
different techniques that could be used to delimit the CBD and decided to make their decision
based on pedestrian flows in the town.
(a) First the students had to decide where the centre of the CBD was. Suggest two features
which they could use to identify the central point.
1 ................................................................................................................................................
2 ............................................................................................................................................[2]
The students wanted to test the following hypotheses:
Hypothesis 1: Pedestrian flow decreases away from the centre of the CBD.
Hypothesis 2: The tallest buildings are located in the CBD.
(b) To investigate Hypothesis 1 the students worked in pairs to do pedestrian counts at 30 points
in the town. They decided that all counts would be done between 09.00 and 09.20 on the
same day.
(i) Give two advantages of this decision.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(ii) In the space below draw a recording sheet which the students could have used for the
pedestrian count.
[3]

12
(c) The results of the pedestrian count are shown in Fig. 5 below. Some isolines have been
drawn on the map to show pedestrian flow.
Number of pedestrians recorded

N
River Q
uilcay
× 36 × 74 × 51
× 29
× 24
50
100
× 102 × 115 × 120
× 72
× 65
Motorway
× 202
10
0
× 118 × 157
0
15
× 119
× 98
200
× 96
200
× 184
× 215
× 153
× 120
× 73 0
× 115 15
× 164
50
× 107
× 102
× 40
× 53
× 72
× 68
Lima
× 56
Key
× 40 recording location with number of pedestrians
central point of CBD decided by students 0 0.5
150 isoline market km
Fig. 5
© UCLES 2014 0460/41/O/N/14
13
(i) On Fig. 5, complete the isoline that shows 100 pedestrians. [2]
(ii) On Fig. 5, shade the area where the number of pedestrians recorded was between 150
and 200. [1]
(iii) What conclusion would the students make to Hypothesis 1: Pedestrian flow decreases
away from the centre of the CBD? Support your answer with evidence from Fig. 5.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) The market, which is shown on Fig. 5, was closed on the day when the students did the
pedestrian count.
What would be the effect of the market being open on the number of pedestrians counted
at the two survey sites nearest to the market?
...........................................................................................................................................
.......................................................................................................................................[1]
(v) Suggest two other reasons why the number of pedestrians may vary between different
areas of the city.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]

14
(d) To investigate Hypothesis 2: The tallest buildings are located in the CBD, the students
selected ten buildings at each of the pedestrian recording sites. They counted the number of
storeys of each building.
(i) Suggest why counting the number of storeys is an appropriate method of measuring the
height of buildings.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) The students calculated the average number of storeys at each site. The results for one
site are shown below.
Building 1 2 3 4 5 6 7 8 9 10
Number of
3 3 5 2 3 4 2 4 3 3
storeys
Calculate the average number of storeys at this site. Give your answer to the nearest
whole number.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) The results of the students’ fieldwork are shown in Fig. 6 opposite. Use the following
information to complete the bars at location X on Fig. 6.
Location X Average = 4 storeys

[1]
(iv) To draw a conclusion about Hypothesis 2: The tallest buildings are located in the CBD,
the students decided to use the 150 pedestrian isoline to mark the edge of the CBD. This
isoline is drawn on Fig. 6.
Is Hypothesis 2 true or false? Circle your choice below. Justify your decision using
evidence from Fig. 6.
Hypothesis 2 is true Hypothesis 2 is false.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2014 0460/41/O/N/14

15
Average number of storeys

N
River Q
uilcay
× 51
Motorway
0
15
0
15
X
× 56
Lima
Key 0 0.5
3 number isoline marking the km
2 150
1 of storeys edge of the CBD
market
Fig. 6

16
(v) Suggest two reasons why building heights vary within an urban area.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(e) The students used pedestrian flows to delimit the CBD. Which two of the following techniques
can also be used to delimit the CBD?
Tick (✓)
Find out the land value (rateable value)
Interview people who are shopping
Identify types of vehicles
Investigate environmental quality
Identify types of land use
[2]
(f) How might these fieldwork investigations into pedestrian flows and average building heights
have been improved? Do not repeat the same ideas for both investigations.
Pedestrian flows
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
Average building heights
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 30 marks]
© UCLES 2014 0460/41/O/N/14

0460 GEOGRAPHY

1 (a) (i) Constructive wave: waves far apart and breaking wave spills forward
Destructive wave: waves close together and breaking wave plunges downwards
4 correct labels = 2 marks
2 or 3 correct labels = 1 mark
1 correct label = 0 marks [2]
(ii) Use marker pole / rock / person as fixed point

Count number of waves breaking in 1 minute / fixed period of time / specified time /
count float going up and down in 1 minute
Use watch / chronometer (for timing)
Repeat counting / do counting more than once [3]
(b) (i) 7 [1]
(ii) 2 plots at frequency 15 on beach A [1]
(iii) Beach A: destructive

Beach B: constructive [1]
(c) (i) Put tape measure on beach / poles at bottom and top of beach to create profile / transect
line
Measure / mark out distance between ranging poles / every 10 m
Identify sections of the beach profile / breaks of slope
Students hold poles at either end of measured distance / identified section
Make sure they are vertical / same depth / on surface
Student holds clinometers next to top / at specific height on ranging pole / rope at same
height on both poles
Sight other ranging pole at top / specific height
Allow clinometers to adjust to angle / read angle / measure gradient
Repeat along transect / repeat for different sections [4]
(ii) Hypothesis is true – 1 mark reserve
At beach A steeper profile and higher wave frequency / at beach B gentler profile and
lower wave frequency
At beach A frequency is 11–15 waves per minute and reaches height of 2.6 m / over
2.5 m, at beach B frequency is 6–8 waves per minute and reaches height of 1.1 m / over
1 m / less than 1.5 m [3]

(iii) Destructive waves create steeper profile / constructive waves create gentler profile
Steeper profile: Destructive / strong / powerful / more frequent waves take material to
back of beach / backwash takes smaller material back down beach
OR Gentler profile: Constructive / gentle / less frequent waves push material up beach /
little backwash to pull material back down [2]
(d) (i) Create transect line along / up beach

Measure equal / regular distances along transect / measured distance (e.g. 20 m) / equal
number of paces / every 10th pebble / every 10 seconds / pick up pebble every metre
Select beach material touching tape
Use quadrat to select material
Sample of pebbles within each quadrat [3]
(ii) Use ruler / pebbleometer / callipers

Measure long axis / longest side [2]
(iii) Plot bars: 9 cm at pebble 13 on beach A

10.5 cm at pebble 15 on beach B 2@1 [2]
(iv) Hypothesis is false / beach material is not larger where wave frequency is higher – 1
mark reserve
Pebbles smaller / average size / median size is smaller at beach A / where the wave
frequency is higher
OR Pebbles larger / average size / median size is larger at beach B / where the wave
frequency is lower
OR Similar size pebbles on both beaches
Beach A average size = 9.5 cm, at Beach B = 10 cm

Beach A median size = 9 cm, at beach B = 9.5 cm
Credit 1 mark maximum for comparative figures [3]
(e) Classify types of pollution / decide types of pollution / observe or see types of pollution
Create environmental index / bi-polar index
Explanation of how index is used
Decide on sampling method / quadrat / transect
Count pieces of litter / estimate area of oil / sewage coverage / weigh litter / tally
Photographs of types of pollution / polluted areas [3]
Total 30 marks

2 (a) Major road junction / bus station /railway station / most traffic
Peak land value point / highest land value
Historic building or site e.g. church / square / monument / oldest building
Town hall / government buildings
2@1 [2]
(b) (i) 20 minutes is long enough to give a reasonable result / fair test
Students will not get bored if longer time
Consistency / greater reliability of results because all counts done at same time
All done at once / fieldwork completed quickly
2@1 [2]
(ii) Recording sheet should include:

Street name / location / place / sample point / site / space for lots of points
Tally of pedestrians / space to do tally / amount / count
Total number / result of tally [3]
(c) (i) Completion of isoline on Fig. 5 (-1 for each error) [2]
(ii) Shading on Fig. 5 [1]
(iii) Hypothesis is true / pedestrian flow does decrease – 1 mark reserve
Detailed / accurate comparison:

Over 200 at centre and less than 50 at the edge = 2 marks
Over 200 at centre and 102 at 0.5 km = 2 marks
Weak comparison:
200 at centre and 50 at edge / by motorway / by river = 1 mark
200 at centre and decreasing to 100 = 1 mark [3]
(iv) Pedestrian numbers would increase [1]
(v) Reasons must link to more / many or less / few people:
Shopping centre / shops / services

Bus station / railway station
Tourist / entertainment attractions / historic attractions / parks
Offices / workplaces / industries / businesses
Housing (e.g. high rise blocks of flats)
Pedestrianised zone 2@1 [2]

(d) (i) Easy / quick to count number of storey (than measure height)
Difficult to measure actual height of tall buildings
Each storey is approximately same height
More storeys the higher the building will be [1]
(ii) 3 (must be whole number) [1]
(iii) Completion of bar using key = 4 storeys at location X [1]
(iv) Hypothesis is false – tallest buildings are not in CBD – 1 mark reserve
Tallest buildings are outside / west of CBD / near motorway / near market
Tallest buildings in CBD are 4 storeys high and tallest buildings outside CBD are 5 / 6
storeys high [3]
(v) Cost of land / higher costs = taller buildings

Competition for / availability of land for building / less space = taller buildings
Proximity to transport routes / e.g. taller buildings near motorway
Ages of buildings / historical areas are lower
New developments of high-rise offices or apartments
Building regulations / laws restricting building height
Different land uses / examples of two land uses 2@1 [2]
(e) Find out the land value (rateable value)

Identify types of land use 2@1 [2]
(f) Pedestrian flows:

Do survey later in the day / different times of day
More survey locations
Do survey on a non-work day / weekend
More students at each location to check accuracy
Use of counters / ‘clickers’
Ensure each pair has watch / stopwatch for accurate timing
Average building heights:

More than 10 / all buildings at each sample point
More data collection locations
More students at each location to check accuracy
Obtain secondary data of building heights
Measure height of buildings using trigonometry
Do a practice investigation – for either investigation
1 mark reserve for each investigation. No double credit. [4]
Total 30 marks

GEOGRAPHY 0460/11
INSERT
1 hour 45 minutes
*0856891398-I*
This Insert contains Photograph A for Question 3, Photograph B for Question 4, and Photographs C, D and E
for Question 6.
DC (SJF/SW) 79524/4
2
© UCLES 2014 0460/11/INSERT/M/J/14

3

4
© UCLES 2014 0460/11/INSERT/M/J/14

5

6
© UCLES 2014 0460/11/INSERT/M/J/14

7
BLANK PAGE
© UCLES 2014 0460/11/INSERT/M/J/14

8
BLANK PAGE
Photographs A–E S Sibley © UCLES.

Question 3 Fig. 5 Adapted from © Keith Hilton; Understanding Landforms; Nelson Thornes Ltd; 1984; ISBN 0333276434.
Question 5 Fig. 7 © http://cleanet.org/clean/literacy/energyquiz.html
© UCLES 2014 0460/11/INSERT/M/J/14

* 0 8 5 6 8 9 1 3 9 8 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator
The Insert contains Photograph A for Question 3, Photograph B for Question 4, and Photographs C, D and E
for Question 6.
DC (SJF/SW) 79527/7
2
QUESTION 1
1 (a) Study Fig. 1, which shows the population of four parts of the world in 1960, 2010 and 2060
(projected).
2000 2000
1800 1800
1600 1600
1400 1400
1200 1200
(millions) 1000 1000 (millions)
800 800
600 600
400 400
200 200
0 0
Europe
India
Africa
Sub-Saharan
China
Europe
India
Africa
Sub-Saharan
China
Europe
India
Africa
Sub-Saharan
China
1960 2010 2060
Fig. 1
(i) What was the population of Europe in 1960?
......................................... million [1]
(ii) Using Fig. 1, identify the part of the world which is likely to:
A decrease in population between 2010 and 2060;
...................................................................................................................................
B increase most in population between 2010 and 2060.
.............................................................................................................................. [2]
© UCLES 2014 0460/11/M/J/14

3
(iii) Describe three different problems caused by population growth.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(b) Study Fig. 2, which shows the birth rate and death rate for Vietnam (an LEDC) between 1960
and 2010.
45 45
40 birth rate 40
35 35
30 30
birth and birth and
death rate 25 25 death rate
(per thousand) (per thousand)
20 20
death rate
15 15
10 10
5 5
0 0
1960 1970 1980 1990 2000 2010
years
Fig. 2
(i) Calculate the natural population growth rate in Vietnam in 2010. You should show your
calculations and answer in the box below.
Answer .......................
[3]

4
(ii) Describe the changes in the death rate between 1960 and 2010 in Vietnam. Refer to
statistics and years from Fig. 2 in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(iii) Suggest reasons why the birth rate in LEDCs such as Vietnam is still high compared
with MEDCs.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
© UCLES 2014 0460/11/M/J/14

5
(c) For a named area you have studied, explain why it has a low population density.
Name of area ......................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 1

6
QUESTION 2
2 (a) Study Figs 3A and 3B, a map and a table showing information about villages near Lincoln, a
UK city with a population of 90 000.
N Cammeringham
Hackthorn
Scampton
Langton
Sudbrooke by
Nettleham Wragby
Cherry Willingham
LINCOLN + Stainfield
Doddington Washingborough
Heighington
North
Swinderby Hykeham
Thurlby
0 2 4 6 8 10
Stapleford
km
Key
+ Lincoln’s
CBD
built up area
village
Fig. 3A
Population change (%) in selected villages around Lincoln
Cammeringham –24 Langton by Wragby –28 Stapleford –32

Cherry Willingham –14 Nettleham +91 Sudbrooke +440
Doddington +168 North Hykeham +98 Swinderby +34
Hackthorn –17 Scampton –37 Thurlby –37
Heighington +71 Stainfield –16 Washingborough +226
Fig. 3B
(i) What is the straight line distance from Swinderby to the CBD of Lincoln?
......................................... kms [1]
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(ii) Using Fig. 3B, identify:
A a village where the population has declined;
....................................................................................................................................
B the village where there has been the largest percentage population growth.
................................................................................................................................ [2]
(iii) Some villages near Lincoln have increased in population as people have moved from the
nearby city. Suggest three different reasons why people may have moved from Lincoln to
these villages.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
....................................................................................................................................... [3]
(iv) Explain why people who live in the villages shown in Fig. 3A may use the shops and
services in Lincoln.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
....................................................................................................................................... [4]

8
(b) Study Fig. 4, which shows a leaflet produced by people who are against the building of new
housing in an urban area in an MEDC.
UNDER ATTACK
UP TO 280 AFFORDABLE HOUSES TO BE
BUILT AT CORNWATER FIELDS
EFFECTS ON YOU:
• PROPERTY VALUES!
• TRAFFIC!
• DOCTORS!
• SCHOOLS!
• SEWERAGE & DRAINAGE!
• CHANGE CHARACTER OF THIS AREA!
ACTION NEEDED NOW, BY YOU:
• ATTEND THE MEETING AT THE TOWN HALL,

6.30PM, 4TH FEBRUARY – GIVE US YOUR VIEWS
• SIGN FORMS OF OBJECTION AVAILABLE AT THE

MEETING, LEISURE CENTRE OR LIBRARY
Fig. 4
(i) Give three reasons why there will be opposition to the building of new housing in and
around urban areas.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
....................................................................................................................................... [3]
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(ii) Explain why new houses are needed in many urban areas in MEDCs.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(c) For a named urban area you have studied, describe the attempts taken to reduce the problems
caused by traffic.
Name of urban area ..................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 2
10
QUESTION 3
3 (a) Study Fig. 5, a map showing a river and its flood plain.
X
Key
river
direction of flow
railway
higher land
0 1
km
Fig. 5
(i) What is the width of the flood plain of the river at its widest point?
......................................... kilometres [1]
(ii) Identify features X and Y shown on Fig. 5.
X ...................................
Y ................................... [2]
(iii) Suggest how the river may cause problems for the company managing the railway shown
in Fig. 5.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
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(iv) Explain the formation of a flood plain.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(b) Study Photograph A (Insert), which shows a river which has flooded.
(i) Suggest three possible causes of the flooding of the river shown in the photograph.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(ii) Describe the likely impacts of floods for people who live in an urban area.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]

12
(c) For a named river you have studied, explain why people live on its flood plain or delta.
Name of river ............................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 3
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QUESTION 4
4 (a) Study Fig. 6, information about the climate of three areas, A, B and C.
Mean (average) Mean (average)

Average annual
Area temperature in temperature in
rainfall (mm)
hottest month (°C) coldest month (°C)
A 36 16 115
B 28 25 2450
C 28 16 660
Fig. 6
(i) What is the annual range of temperature at area A?
......................................... °C [1]
(ii) Which area, A, B or C, is most likely to be:
• a tropical desert; ........................
• a tropical rainforest? ........................ [2]
(iii) Describe the difference between the following climatic features of a tropical desert and
tropical rainforest.
Cloud cover
...........................................................................................................................................
...........................................................................................................................................
Humidity
...........................................................................................................................................
...........................................................................................................................................
Temperatures at night
..........................................................................................................................................
.......................................................................................................................................[3]

14
(iv) Explain how the amount of rainfall in a tropical desert is influenced by wind direction and
atmospheric pressure.
Wind direction ...................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Atmospheric pressure .......................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(b) Study Photograph B (Insert), which shows vegetation in an area of tropical desert.
(i) Describe the characteristics of the vegetation shown in Photograph B.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain how the vegetation shown in Photograph B is adapted to the desert climate.
...........................................................................................................................................
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.......................................................................................................................................[5]
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(c) For a named area of tropical rainforest you have studied, describe the impacts of large scale
deforestation on the local and global natural environment.
Name of area of tropical rainforest ...........................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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............................................................................................................................................... [7]
[Total: 25 marks]
END OF QUESTION 4

16
QUESTION 5
5 (a) Study Fig. 7, information about energy production in the USA.
USA Energy Production
BIOMASS 4.1% NUCLEAR 8.8%
COAL 20.9% OIL 37.4%
GEOTHERMAL 0.4% SOLAR 0.1%
HYDRO-ELECTRIC 2.8%
WIND 0.7%
POWER
NATURAL GAS 24.8%
Fig. 7
(i) What is the total percentage of energy produced from fossil fuels in the USA?
.........................................% [1]
(ii) Using Fig. 7, give two examples of renewable energy.
1 ....................................................... 2 ....................................................... [2]
(iii) Explain why many countries are planning to use a greater percentage of renewable
energy in the future.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
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(iv) Describe two advantages and two disadvantages of nuclear power as a source of
energy.
Advantage 1 ......................................................................................................................
...........................................................................................................................................
Advantage 2 ......................................................................................................................
...........................................................................................................................................
Disadvantage 1 .................................................................................................................
...........................................................................................................................................
Disadvantage 2 .................................................................................................................
.......................................................................................................................................[4]

18
(b) Study Fig. 8, which shows an upland area in Northern Europe where wind turbines have been
built.
228
220
210
18
20
0
0
140
Key 228 height (metres)

wind turbine 140 contour (metres) 0 1
farm road river km
Fig. 8
(i) Describe the distribution of wind turbines in the area shown on Fig. 8.
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
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(ii) Explain why some people might be against the siting of wind turbines in upland areas.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]
(c) For a named country or area you have studied, describe the problems for people of using
wood and charcoal as sources of energy.
Named country or area ............................................................................................................
.................................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
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.............................................................................................................................................. [7]
[Total: 25 marks]
END OF QUESTION 5
20
QUESTION 6
6 (a) Study Photographs C, D and E (Insert), which show three different types of economic activity.
(i) Tick the statement from the list below which is the best definition of economic activity.
The use of energy

The production and distribution of goods and services
Activities which damage the natural environment
People who are of working age
[1]
(ii) For each of the three types of economic activity in Photographs C, D and E, identify
whether it is in the primary, secondary or tertiary sector.
Photograph C .....................................
Photograph D .....................................
Photograph E ..................................... [2]
(iii) Photograph E (Insert) shows a person working in the informal sector.

Explain why many people in cities in LEDCs work in the informal sector.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
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(iv) The farmer shown in Photograph D (Insert) is using a simple machine. Suggest two
advantages and two disadvantages of this type of technology for farmers in LEDCs.
Advantages
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
Disadvantages
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
....................................................................................................................................... [4]

22
(b) Study Fig. 9, which shows information about how employment structure changes as a country
develops.
100 100
90 90
Tertiary
80 employment 80
70 70
60 60
percentage percentage
of 50 50 of
Secondary
labour labour
employment
force 40 40 force
Primary
30 employment 30
20 20
10 10
0 0
level of economic development
LOW HIGH
Fig. 9
(i) Describe the changes in employment structure which take place as a country develops.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
....................................................................................................................................... [3]
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(ii) Explain why employment structure changes as a country develops.
...........................................................................................................................................
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...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
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....................................................................................................................................... [5]

24
(c) Tourism is an important economic activity in many countries.
For a country you have studied, describe its attractions and explain how they have encouraged
the growth of the tourist industry.
Name of country .......................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 6
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Photographs A–E S Sibley © UCLES.

Question 3 Fig. 5 Adapted from © Keith Hilton; Understanding Landforms; Nelson Thornes Ltd; 1984; ISBN 0333276434.
Question 5 Fig. 7 © http://cleanet.org/clean/literacy/energyquiz.html
© UCLES 2014 0460/11/M/J/14

0460 GEOGRAPHY
1 (a) (i) 610 – 630 million (1 mark) [1]
(ii) Europe
Sub-Saharan Africa (2 × 1 mark) [2]

people do not have enough natural resources / raw materials;
lack of fuel / power (or example such as electricity / wood supply);
lack of work;
poverty;
inadequate food supplies/high food prices;
starvation / malnutrition;
poor access to education;
poor access to healthcare / hospitals;
high levels of disease / high death rate / high infant mortality rate;
lack of / overcrowded housing / not enough space for housing;
people live in squatter settlements;
traffic congestion / increase in traffic;
water pollution;
inadequate water supply / lack of water;
inadequate sanitation;
overuse of or lack of agricultural land / overcultivation;
overgrazing;
soil erosion;
disputes over (agricultural) land/living space;
deforestation / loss of vegetation;
loss of habitat;
loss of species / extinction;
etc. (3 × 1 mark) [3]
(b) (i) Identification of birth rate (18) and death rate (6) (1 mark)
Birth rate minus death rate / 18 – 6 (1 mark)
= 12 per thousand
(3 × 1 mark) [3]
(ii) Ideas such as;

1st idea is general decline in death rate;
2nd idea is steeper decline up to 1980;
3rd idea is it levels off / more gradual / slow decline after 1980;
4th idea can be any set of statistics plus years for example from 22 (1960) to 6 (2010) per
1000 / or another pair of years
N.B.: Not necessary for per 1000 / units to be stated.

(4 × 1 mark) [4]


no abortion available;
little availability of contraception / family planning;
not educated re. contraception;
not likely to be affected by government policy to reduce
family size;
likely to have large families due to tradition / status;
high infant mortality rate/have greater number of children in the hope some will survive;
lower cost of raising children;
polygamy;
women marry at younger age;
women don’t have careers;
prefer boys to carry on family name;
N.B.: doesn’t have to be comparative. Can accept reverse for MEDC. Allow examples of
methods of contraception as development idea.
(5 × 1 mark or development) [5]
(c) Levels marking
Level 1 (1–3 marks) Statements including limited detail which explain why it has a low
population density.
Level 2 (4–6 marks) Uses named example. More developed statements which explain
why it has a low population density. (N.B.: Max 5 if no named example or incorrect example)
Level 3 (7 marks) Uses named example. Comprehensive and accurate statements

Content Guide:
Answers are likely to refer to;
relief;
accessibility / isolation;
climate / low or high temperatures depending upon location / rainfall / desert;
water supply / desert / drought;
employment / lack of jobs;
natural resources / resource availability;
inability to grow food / soil fertility / inadequate food supply;
areas of dense vegetation/type of natural vegetation;
etc.
Place specific reference is likely to consist of:

named parts of the chosen country / locational detail,
population data
etc.
N.B.: Can be less than country size or a wider area e.g. Amazonia, Arctic, Sahel, Sahara, or
an entire country such as Greenland. [7]
[TOTAL: 25 marks]

2 (a) (i) 14.5 – 15.5 kms (1 mark) [1]
(ii) A village where population is declining =

Cammeringham / Cherry Willingham / Hackthorn / Langton-by-Wragby / Scampton /
Stainfield/ Stapleford / Thurlby
The village with the highest population growth = Sudbrooke (2 × 1 mark) [2]

community spirit;
child / family friendly;
people want to get away from air pollution / less polluted air;
problems of traffic congestion in Lincoln / less traffic;
moving to an area where there is less noise / more peaceful;
retirement;
scenic beauty;
bigger gardens / more land;
less specified crime;
etc. (3 × 1 mark) [3]
(iv) Ideas such as:

higher order services in Lincoln;
more choice of services / comparison goods;
availability of specialist goods / services / luxury goods;
e.g. banks / department stores / hypermarket; (MAX 1);
specialist shops;
they might not have those services in their villages / don’t have threshold population to
support services;
secondary schools / hospitals / theatre; (max 1 on services);
may work in Lincoln;
cheaper products;
etc. (4 × 1 mark) [4]

may reduce property values in surrounding area;
extra traffic / traffic noise / danger / traffic congestion / air pollution from traffic;
pressure on schools;
pressure on doctors;
greater run off / more chance of flooding;
loss of open space / woodland / parkland / loss of farmland / visual pollution;
will make character of the area less rural;
construction problems;
water pollution from sewage disposal;
etc.
N.B.: List of effects should not just be lifted from extract.

(3 × 1 mark) [3]

(ii) Many old houses in need of replacing / redevelopment of slum

housing;
increase in divorce rates;
so each partner needs a house (dev)
increasing urban populations / urbanisation;
people migrating there / moving into area; (dev);
or people living longer (dev);
greater affluence;
decrease number of homeless people / reduces waiting lists for housing;
increasing population growth / due to high birth rates or migration;
etc. (5 × 1 mark or development) [5]
(c) Levels marking

Statements including limited detail which describe attempts to reduce problems caused by
traffic.

Uses named example.
More developed statements which describe attempts to reduce problems caused by traffic.
Level 3 (7 marks)
Uses named example. Can be MEDC or LEDC.
Content Guide:
pedestrianisation;
road improvement / widening;
ring roads;
by-passes;
public transport systems / trams / tube / guided bus routes;
congestion charging;
park & ride;
number plate usage;
lanes for car sharing;
bus lanes;
catalytic convertors / reduce air pollution;
etc.

named parts of the urban area / street names / locational detail / road numbers,
names of public transport schemes.
etc.
N.B.: Development is of description of attempts not the impact of the attempt for example ‘so
there are less cars on the road’ is IR. [7]
[TOTAL: 25 marks]

3 (a) (i) 1.6 to 1.8 km (1 mark) [1]
(ii) X = Oxbow lake

Y = meander (2 × 1 mark) [2]

flooding of track;
erosion of embankment / track;
cost of maintenance;
disruption to services;
build a bridge;
rocks from river may be deposited and block the track;
etc. (3 × 1 mark) [3]
(iv) Ideas such as:

lateral erosion / or description;
deposition in channel / on bed of river;
displacement of water;
flooding of river / overflows bank;
carrying large amount of sediment;
slow moving / stationary water / friction;
deposition of sediment on flood plain / deposition of alluvium;
build up of layers;
etc. (4 × 1 mark) [4]

heavy rainfall / storms;
prolonged period of rainfall;
snow melting;
saturated ground / large amounts of impermeable surfaces / rapid runoff / overland flow;
deforestation
building on flood plains / urbanisation;
dam breaking;
etc. (3 × 1 mark) [3]
(ii) Ideas such as:

people trapped / forced to stay in houses;
loss of life / drowning;
damage to housing;
need to evacuate (dev);
people are homeless;
closure / flooding of workplaces;
so people cannot earn money (dev);
disruption to road transport / railways / bridges;
sewage flows onto land / road / water;
water borne disease;
such as cholera / typhoid (dev);
cost of repairs to damage;
leads to increase in insurance premiums (dev);
damage to possessions or examples e.g. car;
cuts off electricity / gas;

(c) Levels marking

Statements including limited detail which explain why people live on flood plain / delta.

Uses named example.
More developed statements which explain why people live on flood plain / delta.
(N.B.: Max 5 if no named example)
Level 3 (7 marks)
Uses named example of a river.
Comprehensive and accurate statements, including some place specific reference.
Content Guide:
fertile soils / high yields of crops;
good grazing land;
water from river for drinking / washing / in homes;
irrigation;
flat building land;
transport along river;
easy communications / roads / railways can be built along valley;
power available from river / water mills / HEP;
scenic beauty / make money from tourists;
source of food / fishing;
clay for building / making pots;
etc.

locational details;
named settlements along river
etc. [7]
[TOTAL: 25 marks]
4 (a) (i) 20° C (1 mark) [1]
(ii) A = Tropical desert

B = Tropical rainforest (2 × 1 mark) [2]
(iii) More cloud cover in rainforest
Higher humidity in rainforest
Lower temperatures at night in desert
N.B.: Comparative statements required.

Must identify which area being discussed.
Can have vice versa ideas. (3 × 1 mark) [3]

(iv) Ideas such as:

trade winds / wind blows from SE / NE;
across large areas of land;
offshore winds / blows from a desert;
so it does not pick up any moisture / or it has lost its moisture;
atmospheric pressure is high;
as air is descending;
so no cooling / condensation;
no condensation;
etc.
N.B.: No transfer of ideas from wind direction and atmospheric pressure.

(3 × 1 mark wind direction or atmospheric pressure plus 1 mark reserved for other idea)
[4]

fleshy (stems / leaves) / fat;
low to ground / small shrubs / small plants;
needles / spiky / thorny / narrow / thin;
in patches / some bare surfaces / grow far apart / gaps between plants / waxy leaves;
white lichen / moss / funghi;
etc. (3 × 1 mark) [3]
(ii) Ideas such as:

seeds / plants remain dormant during long dry spells / lose their leaves during long dry
spells;
only flowering for a short period of time after rain; (dev);
waxy / narrow / spiky leaves reduce rates of evapotranspiration / because of high
temperatures;
tap roots / long roots / wide spreading roots search for water;
so that it can get water from a large area / deep below surface; (dev);
some plants / cacti store water in order to survive long periods of
drought;
light colours to reflect sunlight
reduces evaporation (dev)

(c) Levels marking

Statements including limited detail which describe impacts of large scale deforestation on the
local and / or global natural environment.

Uses named example.
More developed statements which describe impacts of large scale deforestation on the local
and/or global natural environment.
(NB Max 5 if no named example)
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements, which describe impacts of large scale
deforestation on the local and global natural environment, including some place specific
reference.
Content Guide:
it destroys animals/plants;
threatens species with extinction;
impacts on food chain;
loss of habitat;
reduces interception;
increases run off/ causes floods;
sedimentation of rivers;
carbon dioxide build up;
(enhanced) global warming;
rise in sea levels;
coastal flooding
etc.
place specific reference is likely to consist of:

locational details;
named species and locations within rainforest;
other relevant locations (e.g. Antarctica, Maldives)
etc.
N.B.: Must be development of impacts not causes. [7]
[TOTAL: 25 marks]
5 (a) (i) 83.1 (1 mark) [1]
(ii) Biomass;
Hydro electric power;
Geothermal;
Wind;
Solar
(2 × 1 mark) [2]


exhaustion of fossil fuels;
fluctuating fossil fuel prices / increasing cost of type of fossil fuel / fossil fuels are
expensive;
attempts to reduce reliance on imported fuels;
environmentally friendly / safer for environment or examples;
worries about global warming;
ongoing running costs or examples;
etc. (3 × 1 mark) [3]
(iv) Advantages such as:
low production cost;

no air pollution / greenhouse gases / global warming;
small amounts of raw materials / uranium required / will last a
long time / produce large amount of energy from small amounts of uranium;
Disadvantages such as:
construction costs are high / decommissioning costs are high;

worries over radiation / reactor meltdown / concerns over cancers or mutations;
storage / Disposal of waste is not easy;
land cannot be used after closure for many years;
etc.
(N.B. 2 marks for advantages / disadvantages)

(4 × 1 mark) [4]

above 200 metres / on a hilltop / high areas / contours of 200–220 m;
clustered / close together;
more on western side of hillside;
south east of cross road / within 1 km of crossroads;
North / West / North West of farms / within 1 km of farms / at least ½ km from farms;
on plateau / gentle slopes;
west of river / within 1km of river;
etc. (3 × 1 mark) [3]
(ii) Ideas such as:

people are upset by visual impact / can be seen for many miles;
especially as many of these areas are scenic (dev);
hotel owners may be worried about loss of tourism (dev);
some people claim they are noisy;
birds flying into turbines / or other environmental / land issue;
construction noise / dust / traffic;
can interrupt radio / TV signals;

(c) Levels marking

Statements including limited detail which describe problems for people of using wood and
charcoal as sources of energy.

Uses named example.
More developed statements which describe problems for people of using wood and charcoal
as sources of energy.
(N.B.: Max 5 if no named example)
Level 3 (7 marks)
Uses named example.
Content Guide:
problems caused by smoke / Asthma / eyesight loss;
difficulties of collecting wood;
impacts on people of loss of vegetation e.g. soil erosion reduces crop production (must have
link to people not just soil erosion);
fire risk;
desertification prevents crops gowing;
etc.

Locational details;
Named locations within area studied;
Statistical details
etc. [7]
[TOTAL: 25 marks]
6 (a) (i) The production and distribution of goods and services (1 mark) [1]
(ii) C = Secondary D = Primary E = Tertiary
2 correct = 1 mark
0 / 1 correct = 0 mark (2 marks) [2]


lack of alternative employment / can’t get another job / lack of jobs;
lack of skills / education;
cheap / quick to set up in business / quick way to earn cash;
large number of customers;
no taxes to be paid / no paperwork to be done;
no need for premises;
can work for themselves;
can work from a very young age;
etc. [3 × 1 mark] [3]
(iv) Advantages such as:
speeds up production / works quicker / more efficient;

reduces need for/cost of workers;
enables larger area to be cultivated / more products to be produced;
easy to operate / few skills required;
etc.
Disadvantages such as;
Loss of employment;
people have to learn how to use them;
cost may be too high for them to afford / high costs of repairs;
spare parts may not be easy to obtain / machines may break down;
etc.
N.B.: 2 marks for advantages / disadvantages.

(4 × 1 mark) [4]

reduction in primary sector;
increase in tertiary sector;
(initial) increase in secondary sector / secondary sector levels off / eventual decrease;
etc.
Alternative response to all of above for 1 mark is ‘Low level of development is mainly
primary and higher level of development is mainly tertiary.
N.B.: No need for statistics.

(3 × 1 mark) [3]

(ii) Ideas such as:

mechanization of jobs in primary / secondary sector;
reduces need for workers (dev);
some primary industries may close due to exhaustion of resources;
growth of secondary sector as technology improves;
countries want to manufacture their own goods rather than import;
eventual decline of secondary due to automation / competition from abroad;
where labour is cheaper (dev);
rise in tertiary as education / skills levels increase;
growth of secondary due to globalization/MNC’s or TNC’s locate there;
growth of tourism;
because a country has become more industrialized;
closure of primary or secondary industries due to import of items (primary resources or
secondary products);
demand for services e.g. medical;
(c) Levels marking

Statements including limited detail which describe attractions or simple explanation.

Uses named example.
More developed statements which describe attractions and explain how they encouraged the
growth of tourism.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements, which describe attractions and how they
encouraged the growth of tourism, including some place specific reference.
Content Guide:
specified climatic attractions;
specified scenic attractions;
flora and fauna;
religious buildings;
historical buildings;
purpose built tourist attractions (or examples);
government investment or policy;
etc.

locational details;
named locations within area studied;
statistical details
etc. (7)
[TOTAL: 25 marks]

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
*1209221182-I*
This Insert contains Photographs A and B for Question 3, and Photograph C for Question 4.
DC (SJF/SW) 79518/4
2
© UCLES 2014 0460/21/INSERT/M/J/14

3

4
Question 3 Photographs A & B D. Kelly © UCLES.

Question 4 Figs 7 & 8 © US Energy Administration; http://www.eia.gov.
Question 4 Photograph C D. Kelly © UCLES.
Question 5 Figs 9A, 9B & 10 Data sourced from: © US Census Bureau International Database.
Question 6 Fig. 11 © The Guardian; 29 August 2011.
© UCLES 2014 0460/21/INSERT/M/J/14

* 1 2 0 9 2 2 1 1 8 2 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator
The Insert contains Photographs A and B for Question 3, and Photograph C for Question 4.
DC (SJF/SW) 79519/7
2
1 Study the map extract for Bindura Township, Zimbabwe. The scale is 1:50 000.
(a) Fig. 1 shows some of the features in the north west part of the map extract. Study Fig. 1, the
map extract and the key, and answer the questions below.
14 15 16 17 18 19
92 92
B
D
91 91
C
E
90 90
89 89
14 15 16 17 18 19
Fig. 1
(i) the name of the river A;
.......................................................................................................................................[1]
(ii) feature B;
.......................................................................................................................................[1]
(iii) the features at C;
.......................................................................................................................................[1]
(iv) the land use in areas D;
.......................................................................................................................................[1]
(v) the type of road at E.
.......................................................................................................................................[1]
© UCLES 2014 0460/21/M/J/14

3
(b) Study the area of settlement around Bindura in the centre of the map extract.
(i) Identify three services provided in this area.
1 ........................................................................................................................................
2 ........................................................................................................................................
3 ....................................................................................................................................[3]
(ii) Using map evidence, explain why the settlement has developed at Bindura.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

4
(c) Fig. 2A shows an area at Pimento Park in the south west of the map extract and Fig. 2B
shows an area at Stella in the north east of the map extract. Study the two areas and answer
the questions below.
14 15 16 27 28 29
85 PIMENTO PARK 85 92 92
STELLA
84 84 91 91
83 83 90 90
14 15 16 27 28 29
Fig. 2A Fig. 2B
The table below compares the features of the two areas. Complete the table by putting ticks in
the correct five boxes. Use only one tick for each row.
Area in Area in Both these Neither of

Fig. 2A Fig. 2B areas these areas
Example:
✓
large river
flat or gently sloping land
mostly medium bush
a power line
track, cut line or game trail
high drainage density
[5]
© UCLES 2014 0460/21/M/J/14

5
(d) Fig. 3 shows the locations of spot height 1045 metres and spot height 1064 metres in the
south east of the map extract.
25 26 27 28 29 30
87 87
1045
86 86
85 85
84 84
83 83
1064
82 82
25 26 27 28 29 30
Fig. 3
(i) Give the six figure grid reference for spot height 1045 metres.
...................................... [1]
(ii) Measure the distance between the two spot heights. Give your answer in metres.
...................................... metres [1]
(iii) What is the bearing, from grid north, to spot height 1064 metres from spot height 1045
metres? Tick one correct answer below.
Tick
56°
136°
216°
236°
[1]
[Total: 20 marks]

6
2 The Bahamas are a group of islands in the Atlantic Ocean where coral reefs have developed.
Figs 4A and 4B show the largest island, Andros Island, and the location of the nearby coral reefs.
deep ocean
deep ocean
200
5
37
Great prevailing prevailing
deep
ocean Bahama deep
Bank winds winds
ocean Great 41
Andros Andros
Island Bahama Island
Bank
X Y
N N
200
5
39
37
0 80 0 80
km km
Key Key
5 depth of sea (metres) 37 salt content of sea
(parts per thousand – average
coral reef for sea water is 35 ppt)
X Y line of cross section on Fig. 5 coral reef
Fig. 4A Fig. 4B
(a) Using information from Figs 4A and 4B, describe where the coral reef is found and explain
how the following factors have affected the location of the coral reefs.
(i) Depth of the sea
Description ........................................................................................................................
...........................................................................................................................................
Explanation .......................................................................................................................
.......................................................................................................................................[2]
© UCLES 2014 0460/21/M/J/14

7
(ii) Salt content of the sea water
Description ........................................................................................................................
...........................................................................................................................................
Explanation .......................................................................................................................
.......................................................................................................................................[2]
(iii) Prevailing wind
Description ........................................................................................................................
...........................................................................................................................................
Explanation .......................................................................................................................
.......................................................................................................................................[2]
(b) Fig. 5 shows a cross section from X to Y on Fig. 4A.
A B C D E
X Y
sea level
not to scale
Fig. 5
Which of points A, B, C, D or E on Fig. 5 is the location of:
(i) The Great Bahama Bank; ............... [1]
(ii) a coral reef? ............... [1]
[Total: 8 marks]

8
3 Photographs A and B (Insert) show volcanoes in Auckland, New Zealand, where dormant and
extinct volcanoes occur.
(a) (i) What is meant by an extinct volcano?
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) What is the evidence in Photograph A which suggests that the volcano shown is extinct?
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Fig. 6 shows a field sketch of the volcano shown in Photograph A.
crater
steep sides
houses
Fig. 6
In the space below draw a field sketch of the volcano shown in Photograph B. Add labels to
your sketch.
[4]
© UCLES 2014 0460/21/M/J/14

9
(c) Suggest why the volcanoes in Photographs A and B have different shapes.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8 marks]

10
4 (a) The steel industry is one of the major industries in the world. Fig. 7 shows the leading world
producers of steel in November 2012.
Key
China
8
European Union
7
Japan
6
4 India
5
5 Russia
4
6 South Korea
7 USA
8 Others
Fig. 7
China produced 46% of the world’s steel and the European Union produced 12%. Plot this
information on Fig. 7. Use the key provided. [3]
© UCLES 2014 0460/21/M/J/14

11
(b) Study Fig. 8, which describes some of the effects of the development of a major industry.
The development of a major industry such as steel, motor vehicle

manufacturing or chemicals affects the surrounding area in many ways.
Large numbers of people are employed in the industry and the money they
earn is spent locally. This increases the demand for services and goods.
Training in the new industry increases the amount of skilled labour in the
area. Taxes are paid by the workers and the industry. The major industry
may use raw materials found or produced locally.
Fig. 8
Using information from Fig. 8 only, describe one effect of the development of a major industry
on the following:
(i) the government of the area;
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) local people;
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) other industries in the area.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Photograph C (Insert) shows an industrial location. Using evidence from Photograph C,
describe two disadvantages for people living nearby.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8 marks]

12
5 Fig. 9A shows the population structure of Italy in 2000 and Fig. 9B shows the predicted population
structure of Italy in 2020.
2000
age (years)
80+
male 75–79 female
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
3.0 2.5 2.0 1.5 1.0 0.5 0.0 0.0 0.5 1.0 1.5 2.0 2.5 3.0
population (millions)
Fig. 9A
2020
age (years)
80+
male 75–79
70–74 female
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
3.0 2.5 2.0 1.5 1.0 0.5 0.0 0.0 0.5 1.0 1.5 2.0 2.5 3.0
Fig. 9B
(a) (i) How many 40–44 year old males were there in Italy in 2000?
......................................... million [1]

(ii) There are expected to be 2.5 million 45–49 year old males in Italy in 2020. Plot this
information on Fig. 9B. [1]
(b) Describe the predicted changes between 2000 and 2020 in the total numbers of:
(i) 0–14 year olds;
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) over 64 year olds.
...........................................................................................................................................
.......................................................................................................................................[1]
© UCLES 2014 0460/21/M/J/14
13
(c) Describe the predicted changes between 2000 and 2020 within the 15–64 year old group.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) Fig. 10 shows differences between the population of Italy and the population of India.
0
100
10
90
20
%
80
64
of
–
30
15
Italy
po
70
pu
ed
40
lat
ag
60 India
ion
ion
50
50
ag
lat
ed
pu
60
40
po
65
70
of
+
30
%
80
20
90
10
0
10
0
10
90
80
70
60
50
40
30
20
10
0
0
% of population aged 0–14

Key:
% 0–14 % 15–64 % 65+
Fig. 10
Using Fig. 10, describe two differences between the population of Italy and the population of
India.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8 marks]
14
6 Fig. 11 gives information about Hurricane Irene (a tropical storm) which affected the USA in
August 2011. The path and effects of the storm are shown. Study the information and answer the
questions on the opposite page.
Dock at Mastic, Long Island flooded

Trees down and power cut
Key
NEW YORK
0900 hours Sunday August 28 5 rainfall during
Irene reaches land. the storm (cm)
Wind speeds 105 km / hour
strength of storm
shown by size of
Atlantic City
symbol
15
20
city
10
11th death caused by Irene as a

Cape May car is swept away by a river which
flooded after heavy rainfall
Rehoboth Beach
Baltimore
0 100 200
Ocean City
km
20
Washington
A reactor at the Calvert Cliffs nuclear
plant shut down as officials assess
the damage caused by debris blown
by heavy winds
20
Richmond Virginia Beach

Norfolk ATLANTIC
15
OCEAN
Elizabeth City
10
5
Rocky Mount
1500 hours Saturday August
Durham 27 Irene reaches land
Raleigh New Bern
Wind speeds 135 km / hour
CAPE
LOOKOUT
Fayetteville
Wilmington
Path of
Hurricane Irene
New York Boston
Washington
N
ATLANTIC
OCEAN
BAHAMAS
HAITI
Fig. 11
© UCLES 2014 0460/21/M/J/14

15
(a) How much rain fell in Baltimore? Circle one correct answer below.
less than 5 cm 5–10 cm 10–15 cm 15–20 cm more than 20 cm

[1]
(b) The storm first reached land on August 27, then it reached land again on August 28.
(i) Name the two points where the storm reached land.
1 ........................................................ 2 ......................................................... [1]
(ii) State the compass direction in which the storm travelled between the two points.
........................................................ [1]
(iii) What happened to the strength of the storm between the two points?
.......................................................................................................................................[1]
(c) Using Fig. 11 only, describe two weather hazards of the storm and the effects that they had.
Weather hazard 1 ........................................................
Effects .......................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
Weather hazard 2 ........................................................
Effects .......................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 8 marks]
© UCLES 2014 0460/21/M/J/14

16
BLANK PAGE
Question 3 Photographs A & B D. Kelly © UCLES.

Question 4 Figs 7 & 8 © US Energy Administration; http://www.eia.gov.
Question 4 Photograph C D. Kelly © UCLES.
Question 5 Figs 9A, 9B & 10 Data sourced from: © US Census Bureau International Database.
Question 6 Fig. 11 © The Guardian; 29 August 2011.
© UCLES 2014 0460/21/M/J/14

0460 GEOGRAPHY
1 (a) (i) Mazowe, [1]
(ii) quarry/excavation, [1]
(iii) huts (huts, staff quarters = 0), [1]
(iv) orchard/plantation. [1]
(v) wide tarred, [1]
If more than one answer given = 0.
(b) (i) hospital/medical,

sports field,
sewerage (pond),
dam/water supply,
rifle range,
country club,
gliding (club),
golf (course),
post office,
police station,
district administration office/administration,
railway station,
Mark best three answers. [3]
(ii) mining/mine/quarry/quarrying,
railway developed, e.g. links east and west/junction,
road junction/route centre,
services/service centre/facilities/amenities,
centre of cultivation,
water supply from dams/rivers,
flat/gently sloping land, [4]
(c)
Area in Fig. Area in Fig. Both these Neither of
2A 2B areas these areas
flat or gently sloping
medium bush
power line
track, cut line, game trail
high drainage density
More than one tick per row = 0 [5]

(d) (i) 284862/3, [1]
(ii) 5200–5400 m, [1]
(iii) 216°, [1]
2 (a) (i) between 5 and 200 m depth,
coral needs light,

coral needs to be covered with water (most of the time), [2]
(ii) 37(ppt)/37–35(ppt)/35(ppt)/<37(ppt)/slightly saltier than average,
coral needs normal salt content,

coral can’t live in very salty water, [2]
(iii) on windward/windy side/side of prevailing wind,
coral needs waves,

coral needs oxygen,
One mark for description and one mark for explanation.

Ignore where points are written within the parts of the question. [2]
(b) (i) B, [1]
(ii) D, [1]
3 (a) (i) will not erupt again,

no longer active,
dead, [1]
(ii) houses built close by,

building on top,
trees/vegetation growth, [1]
(b) Labels:
cone/conical,
shield,
gentle slopes,
wide base
crater
double crater/secondary cone,
Drawing (reserve one mark):

steepest slope 15° or less,
double crater/summit area correct, [4]

(c) made of different materials,

A (more) viscous lava,
A (more) silicic/acidic lava,
A lava at low(er) temperature,
A (more) explosive,
A lava solidifies (more) quickly,
A lava doesn’t flow (as) far,
A old(er)/(less) eroded,
Allow emphasis on B. [2]
4 (a) smaller segment 42°–44° = 2,

smaller segment 40°–46° = 1,
correct use of key, [3]
(b) (i) gain taxes/income/money, [1]
(ii) employment,
more wealthy,
gain new skills, [1]
(iii) increased demand for their goods/services,

skilled labour available, [1]
(c) air pollution/smoke/gas from chimney/from building,

or
breathing/health problems from smoke,
visual pollution/ugly buildings/pylons,
(perceived) health risk from overhead cables, [2]
5 (a) (i) 2–2.1 (million), [1]
(ii) correct plot of 2.5 million, [1]
(b) (i) decrease, [1]
(ii) increase, [1]
(c) 2000 younger range greater,

2020 older range greater, } average age increases
decrease in younger range,
increase in older range,
little/no overall change,
(allow a variety of age ranges) [2]

(d) 0–14: India greater %/Italy smaller %,

15– 64: India smaller %/Italy greater %,
65+: India smaller %/Italy greater %,
Allow “more” and “fewer”.
Comparison necessary.
Allow by correct figures as below. [2]
India Italy
0–14 30–32 13–15
15–64 63– 65 66– 68
65+ 4– 6 18–20
6 (a) 10–15 cm, [1]
(b) (i) Cape Lookout/New Bern and (near) New York/Long Island/Dock/Mastic, [1]
(ii) N/NNW/NW, [1]
(iii) it decreased, [1]
(c) strong/heavy winds,
damage to nuclear plant/transformer,

trees down,
power cut,
heavy rain,
car swept away,

dock flooded,
river flooded,
One mark for hazard and one mark for its effect. Effect must link to weather hazard. [4]

GEOGRAPHY 0460/41
INSERT
1 hour 30 minutes
*7696816517-I*
This Insert contains Fig. 3 and Tables 3 and 4 for Question 1, and Figs 6A and 6B and Table 5 for Question 2.
DC (NH/CGW) 80067/6
2
Shopping questionnaire
Date: .................................................................. Time: ......................................
Excuse me; I‛m a student at The International School. Please could you answer a few
questions to help me with my geography fieldwork?
1. How long do you expect to be shopping here?
0–15 minutes 16–30 minutes 31–59 minutes
1–2 hours More than 2 hours
2. Why have you chosen to shop in the city centre? (You may give more than one
answer)
Near to home Near to work
Traffic-free area for shopping Lots of parking space
Wide variety of shops Other reason
3. What are your main concerns about this shopping area?
........................................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
Thank you very much for your help and time.
Male Female
Age: Under 16 17–30 31–45
46–60 Over 60
© UCLES 2014 0460/41/INSERT/M/J/14

3
Answers to Question 2: Why have you chosen to shop in the city centre?
Reason Number of answers

Near to home 9
Near to work 22
Traffic-free area for shopping 56
Lots of parking space 41
Wide variety of shops 72
Other reason 23
Total 223
Answers to Question 3: What are your main concerns about this shopping area?
Concern Number of answers

Expensive to park 34
Gangs of youths 33
People begging 28
Overcrowded at times 26
Lots of litter and graffiti 25
Noisy 15
Difficult access for disabled people 10
Empty and poor-quality shops 6
Total 177

0460/41/INSERT/M/J/14 © UCLES 2014
atmospheric
pressure (mb)
980
990
1000
1010
1020
1030
12.00
18.00
00.00
06.00
12.00
day 1 day 2
18.00
00.00
06.00
12.00
day 3
18.00
00.00
06.00
12.00
day 4
18.00
00.00
06.00
12.00
day 5
18.00
00.00
06.00
12.00
day 6
18.00
00.00
06.00
day 7 12.00
18.00
00.00
06.00
12.00
day 8
18.00
00.00
06.00
12.00
18.00
00.00
06.00
12.00
18.00
00.00
06.00
12.00
18.00
Results of students’ atmospheric pressure measurements
00.00
06.00
12.00
18.00
00.00
06.00
12.00
18.00
00.00
06.00
12.00
day 9 day 10 day 11 day 12 day 13 day 14

18.00
980
990
1000
1010
1020
1030
atmospheric
pressure (mb)
4
[Turn over 0460/41/INSERT/M/J/14 © UCLES 2014
(mm)
rainfall
0
2
4
6
8
10
12.00
18.00
00.00
06.00
12.00
day 1 day 2
18.00
00.00
06.00
12.00
day 3
18.00
00.00
06.00
12.00
day 4
18.00
00.00
06.00
12.00
day 5
18.00
00.00
06.00
12.00
day 6
18.00
00.00
06.00
12.00
day 7
18.00
00.00
06.00
12.00
Fig. 6B
day 8
18.00
00.00
06.00
12.00
18.00
00.00
06.00
12.00
18.00
Results of students’ rainfall measurements
00.00
06.00
12.00
18.00
00.00
06.00
12.00
18.00
00.00
06.00
12.00
18.00
00.00
06.00
12.00
day 9 day 10 day 11 day 12 day 13 day 14

18.00
0
2
4
6
8
10
(mm)
rainfall
5
6
Results of measurements
Direction from which

Day Time of day Temperature (°C)
wind is blowing
1 12.00 10 South
18.00 8 South
2 0.00 8 South
6.00 9 South
12.00 13 South
18.00 10 South
3 0.00 6 South west
6.00 8 South west
12.00 14 South west
18.00 7 West
4 0.00 5 West
6.00 8 West
12.00 11 North west
18.00 7 North west
5 0.00 5 North west
6.00 8 North west
12.00 8 North west
18.00 5 North west
6 0.00 4 West
6.00 6 North west
12.00 10 North
18.00 6 North
7 0.00 3 North
6.00 3 North
12.00 9 North
18.00 5 North
8 0.00 3 North west
6.00 3 North west
12.00 11 West
18.00 6 South west
© UCLES 2014 0460/41/INSERT/M/J/14

7
9 0.00 4 South west

6.00 6 West
12.00 10 West
18.00 7 South
10 0.00 5 East
6.00 5 North east
12.00 8 East
18.00 5 North west
11 0.00 3 South west
6.00 7 South west
12.00 12 East
18.00 9 East
12 0.00 8 East
6.00 8 North
12.00 7 North
18.00 6 North
13 0.00 5 North
6.00 5 North
12.00 8 North east
18.00 7 North east
14 0.00 6 North east
6.00 8 North east
12.00 12 South east
18.00 9 South east
© UCLES 2014 0460/41/INSERT/M/J/14

8
BLANK PAGE
Question 1 Fig. 1 © Wideworld ; Volume 19 Number 1; Phillip Allan; September 2007.
© UCLES 2014 0460/41/INSERT/M/J/14

* 7 6 9 6 8 1 6 5 1 7 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Ruler
Protractor
The Insert contains Fig. 3 and Tables 3 and 4 for Question 1, and Figs 6A and 6B and Table 5 for Question 2.
DC (NH/CGW) 80066/7
2
1 A class of students was doing fieldwork in the main shopping area of a city centre. They wanted
to find out how the shopping area had changed and what people who came to the shopping area
thought about it. They decided to test the following hypotheses:
Hypothesis 1: Shops and services in the area have changed between 1985 and 2010.
Hypothesis 2: People are most attracted to the area by its variety of shops, but are most
concerned about the amount of litter and graffiti.
(a) First the students completed a land-use map of the shopping area. This map is shown in Fig.
1 opposite.
(i) Use the map key to label the following buildings on Fig. 1:
• a clothes store at point X;

• a bank at point Y. [2]
(ii) Describe the distribution of the food shops shown on Fig. 1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) What type of shop or service is located north of point X?
.......................................................................................................................................[1]
(iv) What type of shop or service is located 100m west of point Y?
.......................................................................................................................................[1]
© UCLES 2014 0460/41/M/J/14

3
Shopping area in 2010

Swan Lane
Bedford Street
E FI
Exchange Street
SH C C V N
F N F
SH
F
D N
F V C
SH
D F CC
N
N N C V
SE
C C C C
e
t
C
re
London S t C
N S
X E C H
FI SE
SE
C SE F
Key
et
C C F F
C C Castle Stre F
E
shops
SE F
SH V C clothes
FI D department store
NN N C C C C SE SH
Lane
market F food
Davey Place E F F
SH Castle Meadow Fu furniture
N
N Fu Y N specialist non-food
C
C N SH other shops
C C N V V
Arcade Street
E services
N N F F V
N
FI finance
E C F
N N F V E entertainment
C
N V N N SE C F F
N C V SE other services
V F F
White E
Haymarket
N N Lion S
SE
tre
SE
et
SE
N V E V vacant (empty) buildings

E N SE
F C N SH SH
N N
C N
C
F
C
N
Fu N
E SH
N E
C N E FF
F
e t
V N ce
Stre
N C V O r fo r d P l a
N
g
N
Brig
C V D
0 100 200
m
Fig. 1

4
(b) To compare the different shops and services in 1985 and 2010 the students produced Table 1
below.
Table 1
Number of shops and services located in the shopping area
Category 1985 2010
Shops
Clothes 55 38
Department store 5 3
Food (including cafes, bars, restaurants,
6 25
take-away food)
Furniture 14 2
Specialist non-food (including electrical,
41 38
mobile or cell phones, sports, jewellery)
Other shops 3 10
Services
Finance 6 4
Entertainment (including nightclubs, theatres) 7 11

Other services (including travel agents,
9 11
solicitors)
Vacant (empty) buildings 7 15
Total 153 157
(i) The students obtained the data for 1985 from a map which showed the area in that year.
What is the correct term for this type of data? Circle your choice below.
Fieldwork data Primary data
Sampling data Secondary data [1]
© UCLES 2014 0460/41/M/J/14

5
(ii) The students used Table 1 to draw the graph, Fig. 2 below.
Complete the graph in Fig. 2 (below) to show the changes in the number of furniture
shops and other shops. [2]
Changes in the number of shops and services between 1985 and 2010
increase
+20
+19
+18
+17
+16
+15
+14
+13
+12
+11
+10
+9
+8
+7
+6
+5
+4
+3
+2
number of +1
shops and 0
services −1
−2
−3
−4
−5
−6
−7
−8
−9
−10
−11
−12
−13
−14
−15
−16
−17
−18
−19
−20
decrease
clothes
department store
food
furniture
specialist non-food
other shops
finance
entertainment
other services
vacant (empty) buildings
shops services
Fig. 2

6
(iii) What conclusion would the students make about Hypothesis 1: Shops and services in
the area have changed between 1985 and 2010? Support your decision with evidence
from Table 1 and Fig. 2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(c) To investigate Hypothesis 2: People are most attracted to the area by its variety of shops, but
are most concerned about the amount of litter and graffiti, the students used a questionnaire
with people in the shopping area. Their questionnaire is shown in Fig. 3 (Insert).
(i) The students used the method of stratified sampling to get a reliable sample of people to
ask. How would they use this method to select people to complete their questionnaire?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Suggest two problems which the students may have faced in completing their questionnaire
survey.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2014 0460/41/M/J/14

7
(d) (i) Table 2 below shows the results of Question 1 in the questionnaire.
Table 2
How long do you expect to be shopping here?
Length of time Number of answers
0–15 minutes 8
16–30 minutes 20
31–59 minutes 30
1–2 hours 31
More than 2 hours 11
Use the results from Table 2 to complete the pie graph in Fig. 4 below. [2]
0
90 10
Key
80 20
0 – 15 minutes
16 – 30 minutes
31 – 59 minutes
70 30 1 – 2 hours
more than 2 hours
60 40
50
Fig. 4
(ii) The answers to Question 2 in the questionnaire are shown in Table 3 (Insert).
Suggest two answers that could be included in the ‘Other reason’ category.
1 ........................................................................................................................................
2 ....................................................................................................................................[2]

8
(iii) The students grouped the answers they received to Question 3 in the questionnaire. The
answers given are shown in Table 4 (Insert).
Under which heading in Table 4 would the following answers be included?
1 When it is busy at the weekend and during holiday times it is difficult to get from one
shop to another.
Concern..............................................................................................................................
2 I don’t like coming to the shops alone because I don’t feel safe.
Concern..........................................................................................................................[2]
(iv) What conclusion would the students have made about Hypothesis 2: People are most
attracted to the area by its variety of shops, but are most concerned about the amount
of litter and graffiti? Support your answer with evidence from the results of Questions 2
and 3 in the questionnaire.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(e) To extend their fieldwork the students decided to investigate the sphere of influence of the
shops. The sphere of influence is the area where people who use the shops live. Describe
how they could carry out this fieldwork and show their results.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 30 marks]
© UCLES 2014 0460/41/M/J/14

9
QUESTION 2 BEGINS ON PAGE 10

10
2 Students from a school in England were using weather instruments to measure and record
changes in the weather during a number of days in April. The students measured temperature,
rainfall, atmospheric pressure and wind direction. They investigated the following hypotheses:
Hypothesis 1: Rainfall decreases as atmospheric pressure rises.
Hypothesis 2: The temperature is affected by the direction from which the wind is blowing.
(a) (i) Which instrument would be used to measure the following:
temperature; ......................................................................................................................
atmospheric pressure? ..................................................................................................[2]
(ii) Fig. 5, below, shows a rain gauge and measuring cylinder.
Complete the sentences in the boxes on Fig. 5 to explain how the students would use
this equipment. [3]
A rain gauge and measuring cylinder
scale
3) To get an accurate
measurement you should
funnel ........................................
........................................
measuring
surface cylinder ........................................
ground
2) The rainwater is poured
from ................................
outer ........................................
cylinder
into .................................
collecting jar ........................................
1) The rain gauge is partly

buried in the ground to
.......................................
.......................................
.......................................
Fig. 5
© UCLES 2014 0460/41/M/J/14

11
(iii) Suggest three factors which the students should have considered in choosing a site for
the rain gauge.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(iv) The students used a wind vane to observe wind direction. Suggest a good position to put
a wind vane and explain your choice.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(v) Explain how a wind vane shows wind direction.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

12
(b) The results of the students’ measurements for Hypothesis 1: Rainfall decreases as
atmospheric pressure rises, are shown in Figs 6A and 6B (Insert).
(i) What was atmospheric pressure at 06.00 on day 5?
........................... mb [1]
(ii) At what time and day was the highest rainfall amount recorded?
Time ........................... Day ..................................... [1]
(iii) What conclusion would the students make about Hypothesis 1? Support your decision
with evidence from Figs 6A and 6B.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(c) The results of the students’ measurements for Hypothesis 2: The temperature is affected by
the direction from which the wind is blowing, are shown in Table 5 (Insert).
(i) Use the results in Table 5 to plot the following measurements onto Fig. 7 opposite:
• temperature and wind direction at 00.00 hours on day 14;

• temperature and wind direction at 18.00 hours on day 2. [2]
© UCLES 2014 0460/41/M/J/14

13
Results of temperature and wind direction measurements for Hypothesis 2
20
19
18
17
16
15
14
13
12
11
temperature
(°C) 10
0
N NE E SE S SW W NW
direction from which wind is blowing
Fig. 7

14
(ii) When they studied their results the students came to the conclusion that Hypothesis 2:
The temperature is affected by the direction from which the wind is blowing, was false.
Support this conclusion with evidence from Fig. 7.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii) Look again at Table 5 (Insert).
Describe the variation in temperature during day 2.
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) Suggest one reason why temperatures varied during day 2.
...........................................................................................................................................
.......................................................................................................................................[1]
(d) Describe how the students could extend their study to measure the amount of cloud cover
and cloud type.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 30 marks]
© UCLES 2014 0460/41/M/J/14

15
BLANK PAGE
© UCLES 2014 0460/41/M/J/14

16
BLANK PAGE
Question 1 Fig. 1 © Wideworld ; Volume 19 Number 1; Phillip Allan; September 2007.
© UCLES 2014 0460/41/M/J/14

0460 GEOGRAPHY
1 (a) (i) Buildings labelled on Fig. 1

C at point X, Fi at point Y 2@1 [2]
(ii) Clustered / group / together / close to each other / next to other food places / unevenly
distributed
Located on Swan Lane / Castle Meadow Lane / Orford Place / Castle St
East side
North – south / linear
NOT: on street corners / near clothes shops / on right / on main roads / nucleated or
dispersed / not evenly distributed / north east [2]
(iii) Department store [1]
(iv) Furniture [1]
(b) (i) Secondary data [1]
(ii) Graph completion (don’t need shading)

Furniture –12
Other shops +7 2@1 [2]
(iii) Hypothesis is true – 1 mark reserve (HA) Allow copy of hypothesis

Total shop numbers have gone down (124–116 / by 8)
Total number of services has gone up (22–26)
Decrease in clothes / department stores / furniture / non-food shops / finance (more in
1985)
Increase in entertainment / other services / food / vacant buildings (more in 2010)
1 mark maximum and reserve for supporting stats – need stats for 1985 and 2010 or ‘by’
figure
Hypothesis conclusion is incorrect / false / partly true = 0 (XHa)
If no hypothesis conclusion ^HA and credit evidence [4]
(c) (i) Ask people from different age groups / male and female / socio-economic groups
Proportionate number from each age group / gender [2]
(ii) People refusing to answer questions / too busy / rude / aggressive

Not enough people to complete the questionnaire
Different students asking the same people
Getting an appropriate age range to make sample representative / working out age of
people
People giving incorrect / too vague answer
Not enough time to complete survey
NOT: problems with questionnaire / language barrier / don’t have pen / weather
2@1 [2]
(d) (i) Completion of pie graph: 0–15 mins = 8 and 16–30 mins = 20
1 mark for dividing line
1 mark for shading
No mark for line if plotted wrong way round, but credit shading if correct [2]

(ii) Ideas such as:

Good security / safe
Accessible by public transport / good public transport links / easy to get to
Landscaping / attractive environment
Good facilities for children
Entertainment attractions e.g. cinema, restaurant
Came with friend / relatives
Near pick up point of children from school
Reasonable prices / cheap
High order goods available / big stores / specialist / high quality
Sales
Convenient opening hours / long hours
Good customer service
Accept different currencies
Banks / solicitors are there
NOT: good facilities / a lot of services / like it

NOT: answers from Q2 2@1 [2]
(iii) 1. Overcrowded at times OR Difficult access for disabled people

2. Gangs of youths OR People begging 2@1 [2]
(iv) Hypothesis is true for variety of shops but false for

litter and graffiti OR partially true / half true –1 mark reserve (HA)
Variety of shops is largest / highest number
Litter and graffiti is not highest / largest number / rank 5 in list of concerns / more
concerns about expensive to park OR gangs OR begging OR overcrowded (25 say litter
and 34 say expensive)
Hypothesis conclusions are true / false = 0 (XHa)

(e) Questionnaire / interview or survey people shopping in the area / ask

shoppers or customers / ask questions outside different shops
Tick off on questionnaire / mark on map / Question: Where do you live?
Plot locations where shoppers came from on a map
Draw desire lines / flow lines of where customers come from / flow diagram
Draw a boundary around the plots to show sphere of influence / catchment area
Credit other methods such as:

Find out and map delivery area of shops
Investigate local advertising and map results
NOT: sampling / going to houses

NOT: other questions such as How far away do you live? / How often do you shop here? /
How far have you travelled today? [4]
[Total: 30 marks]

2 (a) (i) Thermometer

Barometer / barograph 2@1 [2]
(ii) The rain gauge is partly-buried in the ground to ... stop it tipping over /stop it spilling /
knocked over / reduce evaporation
The rainwater is poured from... the collecting jar / rain gauge ... into ... the measuring
cylinder
To get an accurate measurement you should ... put the measuring cylinder on a flat
surface / read the measuring cylinder at eye level / read the scale
NOT: use scale / use a measuring cylinder / repeat experiment / avoid splashing / from
funnel to collecting jar 3@1 [3]
(iii) Clear of buildings / away from shelter / open ground / proximity of buildings / how
covered area is
Clear of trees / away from interception / proximity to trees
Clear of people / animals / away from interference / how many people pass by
On grass / not on concrete / type of surface
On flat land / relief / slope of land
Accessible / accessibility
NOT: will not be broken / on private land 3@1 [3]
(iv) On the roof of a building / on top of a building / top of a pole

Nothing to obstruct wind
NOT: open area / high ground / high place / avoid vandalism / nothing in the way [2]
(v) Arrow / pointer turns and spins / spins round / pushed by wind
Letters N/E/S/W / compass shows direction
Arrow points to the direction which the wind is coming from
NOT: wind vane turns / direction the wind blows [3]
(b) (i) 1008(mb) [1]
(ii) 12.00 on day 13 [1]
(iii) Hypothesis is true –1 mark reserve (HA)

Reference to a particular day – increasing / high AP and decreasing / low rainfall
Reference to a particular day – increasing / high rainfall and decreasing / low AP
Credit 4 stats such as 9 mm rain and 997mb compared with 0 mm and 1028mb
Hypothesis conclusions are partially true / false = 0 (XHa)

(c) (i) Two plots on Fig 7

6° from NE and 10° from S 2@1 [2]

(ii) There is no clear pattern / correlation / scattered

Temperatures are same when wind blows from different directions / when wind blows
from one direction temperatures vary
N 3°–10°, NE 5°–8°, E 5°–12°, S 7°–13°, SW 3°–.14°,

W 4°–11°, NW 3°–11° (accept any 2 stats)
6° – north / south west / west / north west

10° – north / south / west (accept any two directions)
OR other temperature
No hypothesis mark [3]
(iii) Increase in temperature to 12.00 / midday / lunch time then decrease [1]
(iv) Height of sun in sky / angle of sun / sun is shining / more sunlight / sun is not shining at
night
NOT: variation in cloud cover / wind direction or strength / rain / day and night [1]
(d) Look at sky / clouds

See / estimate / work out how much sky / grid is covered
Measured in eights / oktas / percentage
Identify type of cloud from knowledge / from chart

Named example of cloud type [4]
[Total: 30 marks]

GEOGRAPHY 0460/11
INSERT
1 hour 45 minutes
*3511137225-I*
This Insert contains Photograph A for Question 4.
DC (KN/CGW) 95840
2
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
© UCLES 2015 0460/11/INSERT/M/J/15

* 3 5 1 1 1 3 7 2 2 5 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator
The Insert contains Photograph A for Question 4.

DC (KN/CGW) 95837/4
2
QUESTION 1
1 (a) Study Fig. 1, which shows information about the distribution of the world’s population in 1950,
1950 2000 2050 (estimated)

Australasia Australasia Australasia
South America 0 North America 0 North America 0
North America % South America % Europe %
South America
Africa
Europe
75 Asia 25 75 Asia 25 75 Asia 25
Europe Africa Africa
50 50 50
Fig. 1
(i) In which continent is there the greatest percentage of the world’s population?
................................................................................ [1]
(ii) Name the continent where:
A the percentage of the world’s population decreased from 21% in 1950 to 12% in the
year 2000;
.........................................................................
B the percentage of the world’s population increased by the year 2000 but is likely to
decrease by 2050.
......................................................................... [2]
(iii) Explain why Africa’s percentage of the world’s population increased between 1950 and
2000.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2015 0460/11/M/J/15

3
(iv) The population has grown so much in some countries that they are now overpopulated.
Describe four problems caused by overpopulation.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...........................................................................................................................................
4 ........................................................................................................................................
.......................................................................................................................................[4]

4
(b) Study Fig. 2, information about population distribution in Uganda.
30°E 31°E 32°E 33°E 34°E 35°E
4°N N SOUTH SUDAN 4°N
KENYA
3°N 0 40 80 3°N
km
DEM. REP.
OF
THE CONGO
2°N 2°N
Lake
Albert
Lake
Kyoga
1°N 1°N
Kampala
0° Equator 0°
Lake
Victoria
1°S 1°S
TANZANIA
RWANDA
30°E 31°E 32°E 33°E 34°E 35°E
Key
boundary of Uganda
population density
river with flow direction
high
city (urban area)
medium
capital city low
KENYA country
Fig. 2
© UCLES 2015 0460/11/M/J/15

5
(i) Describe three features of the distribution of Uganda’s population.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain how physical factors can influence population distribution.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]

6
(c) For a named country you have studied, describe and explain changes in the population
structure.
Name of country ............................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 1
© UCLES 2015 0460/11/M/J/15

7
TURN PAGE FOR QUESTION 2

8
QUESTION 2
2 (a) Study Fig. 3, which shows information about settlement sizes in part of Mexico.
Zamora N
Jacona Villa Jiménez
Tangamandapio Purépero
Tangancicuaro Carapân Caurio
Tarécuato Patambán Chilchota
Ocumicho
Zacapu Naranja
Tinguindin Tanaco
Santiago Azajo
Pamatácuaro Cocucho
Ahuirán
Nurio Cherán Purenchecuaro
Santa Clara San Felipe
Paracho Erongaricuaro
Los Reyes Corupo San Quinceo Sevina
Lorenzo Capácuaro Pátzcuaro
Peribán Angahuan Tingambato Huiramangaro
Ziracuaretiro Zirahuen
URUAPAN Opopeo
Nuevo Zirimicuaro Villa
San Juan Escalante
Taretán
Pareo Tancitaro
Ario de Rosales
Parácuaro
Lambardia
Apatzingán
Buenos Aires
Antunez 0 25
Presa del Nueva
Rosario Italia km
Key
population over 200 000
urban areas (population 20 001 – 200 000)
urban areas (population 10 001 – 20 000)
population 2501–10 000
dispersed rural settlement
road
railway
Fig. 3
(i) Name a settlement shown on the map with a population of 20 001 to 200 000.
.......................................................................................................................................[1]
© UCLES 2015 0460/11/M/J/15

9
(ii) What is meant by:
A an area of dispersed rural settlement;
....................................................................................................................................
....................................................................................................................................
B an urban settlement?
....................................................................................................................................
................................................................................................................................[2]
(iii) Suggest three possible reasons for the growth of large settlements such as Uruapan.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(iv) To what extent is the area shown on Fig. 3 typical of a settlement hierarchy?
Explain your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

10
(b) Study Fig. 4, which shows information about the distances a family travel to different types of
shops and leisure facilities.
Shopping Leisure
25 25
20 20
15 15
distance distance
(kms) (kms)
10 10
5 5
0 0
fu
sh
br
ci
bo alle
th g
re
ne
rn
ea
ea
ea
st
oe
w y
au
itu
lin
m
t
tre
d
s
ra
re
nt
Fig. 4
(i) Compare the distances travelled by the family for shopping with distances travelled for
leisure.
You should refer to data from Fig. 4.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain why people are prepared to travel further for some shops and services than
others. Refer to examples from Fig. 4.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
© UCLES 2015 0460/11/M/J/15
11
(c) For a shop or service in a named settlement you have studied, describe its location and
sphere of influence.
Name of settlement ....................................................
Shop or service ....................................................
...................................................................................................................................................
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[Total: 25 marks]
END OF QUESTION 2

12
QUESTION 3
3 (a) Study Fig. 5, which shows a weather instrument.
temperature °C
dry bulb wet bulb
35 35
30 30
25 25
20 20
15 15
10 10
5 5
0 0
−5 −5
saturated lint
−10 −10
water
Fig. 5
(i) Identify the weather instrument shown in Fig. 5.
.......................................................................................................................................[1]
(ii) Explain how the weather instrument shown in Fig. 5 is used to work out relative humidity.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Explain why the weather instrument shown in Fig. 5 is kept in a Stevenson Screen.
...........................................................................................................................................
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.......................................................................................................................................[3]
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(iv) Name two other weather instruments which are kept in a Stevenson Screen and for each
one state the weather characteristic it measures.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[4]

14
(b) Study Fig. 6, wind roses for Tiree, an island off the west coast of Scotland, in March and
October 2013.
Month: Monitored daily at:

N
NW NE
W E
SW SE
Key
W number of days wind blew S
from that direction
The bars on both wind roses show the number of days when the wind was blowing
from that direction. Calm days were not recorded.
Month: Monitored daily at:

N
NW NE
W E
SW SE
Key
W number of days wind blew S
from that direction
Fig. 6
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15
(i) Describe the differences between the wind directions in Tiree in March and October.
...........................................................................................................................................
...........................................................................................................................................
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.......................................................................................................................................[3]

16
(ii) Explain how wind speed and direction measurements are obtained at a weather station.
You may include diagrams of the instruments used.
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[5]
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17
(c) Describe the impacts of a drought on an area or country you have studied.
Name of area or country ....................................................
...................................................................................................................................................
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...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 3

18
QUESTION 4
4 (a) Study Fig. 7, which shows a headland which is being changed by marine erosion.
Stage 1 Stage 2
B
A
Fig. 7
(i) What is meant by marine erosion?
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Identify features A and B on Fig. 7.
Feature A ......................................
Feature B ...................................... [2]
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19
(iii) Fig. 7 shows stages 1 and 2 in the formation of a headland. Stage 3 involves the formation
of a stack.
Draw stage 3 and label the stack and then explain how a stack forms.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Explain why some coastlines have headlands and bays.
...........................................................................................................................................
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.......................................................................................................................................[4]

20
(b) Study Photograph A (Insert).
(i) Describe the features of the cliff shown in Photograph A.
...........................................................................................................................................
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.......................................................................................................................................[3]
(ii) Explain how different erosional processes shape cliffs.
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(c) For a coral reef at a named location you have studied, describe its main features and explain
its formation.
Location of coral reef ...........................................
...................................................................................................................................................
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...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 4

22
QUESTION 5
5 (a) Study Fig. 8, which shows information about industry in Ghana (an LEDC).
GROUPS OF SECONDARY
INDUSTRIES N
GROUP 1
saw milling
E
furniture manufacturing
fruit canning
vegetable oil milling
GROUP 2
aluminium smelting
oil refining Lake
vehicle assembly Volta
G
chemicals
H
GROUP 3
A
X Y
leather tanning
meat processing N
A
abattoirs (slaughterhouses)
Key F
town (over 25 000
population)
railway
national boundary G
of Ghana
large dam and
HEP station imports exports
IRUHVWVï machinery cocoa
hardwoods clothing gold
fruit GULF crude oil diamonds
oil palm OF petroleum manganese
GUINEA products timber
cattle rearing bauxite
area & route to motor
market vehicles &
0 50 parts
bauxite mining medicines
area km
Fig. 8
(i) What is meant by secondary industry?
...........................................................................................................................................
.......................................................................................................................................[1]
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(ii) On Fig. 8 there are three groups of towns in areas E, F and G. Three groups of industries
(1, 2 and 3) are shown in the table next to the map.
Match each group of towns with its industries by completing the table below.
Group of industries
Group of Towns
(1, 2 or 3)
E
F
G
[2]
(iii) Explain three advantages of the area south of the line X–Y for the growth of secondary
industry.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(iv) Describe two ways in which the employment structure of an LEDC, such as Ghana, is
likely to change as the country develops further. Suggest a reason for each change.
Change 1 ...........................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
Change 2 ...........................................................................................................................
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24
(b) Study Fig. 9, which shows information about industry.
Fig. 9
(i) What is meant by the inputs, processes and outputs of a secondary industry?
Inputs ................................................................................................................................
...........................................................................................................................................
Processes .........................................................................................................................
...........................................................................................................................................
Outputs ..............................................................................................................................
.......................................................................................................................................[3]
(ii) Name and locate a manufacturing (or processing) industry you have studied.
Describe the processes which take place in this industry.
Name of manufacturing (or processing) industry ................................................
Location of manufacturing (or processing) industry ................................................
Processes which take place ..............................................................................................
...........................................................................................................................................
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.......................................................................................................................................[5]
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(c) Explain the location of high technology industries in a named area you have studied.
Name of area .........................................................
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[Total: 25 marks]
END OF QUESTION 5

26
QUESTION 6
6 (a) Study Fig. 10, which shows the results of a survey in the USA on global warming.
Some people say that global warming made each of the following events worse.
How much do you agree or disagree?
strongly agree agree disagree strongly disagree
Record high summer

temperatures in the USA in 2011
The drought in Texas and

Oklahoma in 2011
Mississippi River floods in the

spring of 2011
Record snowfalls in the USA in

2010 and 2011
Hurricane Irene
The East Coast earthquake in

the summer of 2011
0 50 100
% of respondents
Fig. 10
(i) Identify the event which the most people thought was made worse by global warming.
.......................................................................................................................................[1]
(ii) Which of the events listed in Fig. 10 is least likely to have been made worse by global
warming? Explain your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
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(iii) List three human activities which make global warming worse.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(iv) Explain why many people are concerned about global warming.
...........................................................................................................................................
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28
(b) Study Fig. 11, which shows information about pollution of the natural environment.
Sources of Types of
pollution pollution
Industry Air pollution
Energy Visual pollution
Transport Water pollution
Agriculture Noise pollution
Fig. 11
(i) Choose one source of pollution from Fig. 11 and explain how it causes pollution.
Source of pollution ............................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
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(ii) Explain how the local environment might be affected by one type of pollution from
Fig. 11.
Type of pollution ................................................................................................................
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30
(c) For a named area which you have studied, describe attempts to maintain, conserve or
improve the natural environment.
Name of area .........................................................
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[Total: 25 marks]
END OF QUESTION 6
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BLANK PAGE
© UCLES 2015 0460/11/M/J/15

0460 GEOGRAPHY
Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge IGCSE – May/June 2015 0460 11
1 (a) (i) Asia [1]
(ii) A. Europe;
B. Asia (2 × 1 mark) [2]

• high birth rates/growth rates;
• education about family planning/sex education/contraception;
• lack of, cost of, access to contraception/family planning (max 1);
• economic reasons for large families;
• high infant mortality;
• decreasing death rates/increased life expectancy;
• investment in health care/vaccinations/better, more doctors/nurses (max 1);
• better water supply/sanitation;
• traditional/in their culture/part of their religion to have large families (max 1);
• improved food supplies/nutrition/better diet; etc. (3 × 1 mark) [3]
(iv) Ideas such as:

• Poverty;
• people do not have enough resources;
• pressure on energy supplies (or example)/strain on utilities e.g. gas or electricity;
• lack of work;
• inadequate food supplies/malnourished/starvation;
• poor access to education/government spend more on education;
• poor access to health care/government spend more on healthcare;
• overcrowded housing/homeless/shanty towns develop;
• inadequate water supply/sanitation/government spend more on water supply or
sanitation;
• overuse of agricultural land/overgrazing;
• deforestation/loss of natural vegetation/habitats;
• increase in specified pollution type (Max 1) etc. (4 × 1 mark) [4]

• uneven distribution;
• many people live near/densely populated near Lake Victoria/in South;
many in/densely South West/near Rwanda border;
many close to capital city/Kampala/close to cities (urban area);
many along river between lake Victoria and Lake Kyoga;
few/sparsely populated in NE/North of country;
few/sparsely populated near South Sudan border/Northern Kenyan border;
any appropriate latitude and longitude with corresponding dense/sparse/many/few
reference (Max 1); (3 × 1 mark) [3]

(ii) Ideas such as:

• more likely to live on flat land;
• people are more likely to live in lowland areas/avoid living in mountains/live in a
valley;
• people live in areas of temperate climates/where it is wet/warm;
• people avoid areas which are too hot/too dry/too cold/areas with extreme climate
conditions;
• flood plains are avoided;
• swampy areas are not built on;
• in tropical areas higher land is attractive to live in as temperatures are lower;
• large areas of rainforest are sparsely populated;
• people live near a water source/rivers/nodal points for rivers/where rivers meet;
• people live near fertile soil;
• defensive sites e.g. surrounded by mountains/meander/on a hill;
• dry desert areas are avoided/have few people;
• near to natural resources/fossil fuels/minerals; etc.
NB: development is likely to be explanation e.g.as mountains/steep slopes are difficult to

build on (dev) or need fields to graze cattle/grow crops; etc.
Max 1 development mark for each idea.
No double credit for opposites. (5 × 1 mark or development) [5]

(c) Levels marking

Statements including limited detail which describe and/or explain
recent changes in population structure.

Uses named example.
More developed statements which describe and/or explain

recent changes in population structure.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements describe and explain
recent changes in population structure, including some place specific
reference.
Content Guide:
Answers will depend on country chosen but most are likely to refer to;
• ageing population,
• reducing proportion of young dependents;
• increasing proportion of elderly
• male/female imbalance
• migration ideas; etc.
place specific reference is likely to consist of:

named parts of the chosen country/locational detail,
population data etc.
NB: do not combine simple description and explanation for level 2. [7]
[TOTAL: 25 marks]

2 (a) (i) Apatzingan/ Los Reyes/Nueva Italia/Patzcuaro/Zacapu/Zamora (1 mark) [1]
(ii) A. An area of countryside with scattered buildings/houses/separated by distance/large

area where houses/services are separated/outside city;
NB: need both dispersed idea and rural location for mark.
B. A built up area/town/city/area with high population/high density buildings/lots of

people live there/industrialised area; (2 × 1 mark) [2]

• flat land/room for expansion;
• industry/factories/businesses;
• markets for surrounding area/trade from surrounding area;
• migration (from surrounding rural area);
• commercial/retail development;
• mining/raw materials/extraction of resources;
• meeting of roads/route centre/transport links meet together;
• central location; etc. (3 × 1 mark) [3]
(iv) Ideas such as:

It is typical of a hierarchy – reserve 1 mark;
• there are more small settlements/low order than large ones/high order;
• larger settlements are further away from each other than small ones/smaller ones
are closer together;
• there is only one settlement over 200 000 but there are 9–11 settlements of 10 001
to 20 000 people or 38–40 settlements between 2501 and 10 000 people;
• alternatively could provide comparative examples of distances;
• NB: Statistics must be comparative or could use terms such as
most/least/many/few; (4 × 1 mark) [4]

• travel more varied distances for shops;
• e.g. 0.5km to 25 km for shops compared with 20–23 km for leisure;
• generally travel further for leisure/don’t travel as far for shopping;
• a valid comparison e.g. meat and cinema;
• anomaly is furniture as travel up to 25kms but must refer to different idea; etc.
NB: Must be comparative

(3 × 1 mark) [3]

(ii) Ideas such as;

• travel further for high order goods;
• it depends on the availability of the services;
• e.g. there are lots of shops selling bread (dev);
• so people will be able to buy it locally (dev);
• main leisure facilities may only be found in large urban areas;
• so have to travel to a nearby city to go to cinema (dev);
• for some goods people go further so they have a better choice/a wider variety of
goods in some shops;
• travel further for a better quality product;
• General frequency of use idea e.g. don’t go there very often so will travel further;
• travel further for a specialized shop not found near where they live;
• travel further for cheaper prices;
• travel further for expensive goods e.g. car; etc
NB: Any example used properly is acceptable for development.

(c) Levels marking

Statements including limited detail which describe location and/or sphere of influence of a
shop or service.

Uses named example.
More developed statements which describe location and/or sphere of influence of a shop or
service.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements which describe location and sphere of influence of
a shop or service.
Content Guide:
Answers will depend on example chosen, however reference may refer to location:
• within CBD,
• on specific street,
• road network,
• proximity other services etc.(7)
NB: Not looking for explanation

[7]
[TOTAL: 25 marks]

3 (a) (i) Wet and dry bulb thermometer/hygrometer (1 mark) [1]
(ii) Ideas such as:

• read off wet and dry bulb temperatures/read both temperatures;
• use relative humidity table/chart;
• work out depression of wet bulb(2)/subtract wet bulb from dry bulb (8–6)/work out
difference between the two;
• read off figure at intersection of dry bulb and wet bulb depression figures (where 8
and 2 intersect)/must convey how they would use the table; etc.
(2 × 1 mark) [2]

• reflect sun`s rays/so they are not heated by the sun/to avoid direct sunlight;
• so that air flows gently around them/they are not affected by the wind;
• so they measure condition of air not ground;
• so they are a standard height above ground;
• so they are not affected by concrete;
• to avoid tampering; etc. (3 × 1 mark) [3]
(iv) Two marks for instruments and two for weather characteristics they measure:
e.g. maximum and minimum thermometer = highest and lowest temperatures/measure

max and min daily temps
barometer = air pressure (4 × 1 mark) [4]

• west/SW is more likely in March/or comparative stats 11/7 days compared with 3
days from West and 2 from South West in October;
• October more days with winds from 5 from north/7 from north west/compared with 2
from North/ 1 from North East in March;
• as an alternative to first two lines can have statement such as mainly from west in
March but mainly from North/North west in October;
• fewer days with winds from the (2)east in March/(4) in October;
• more calm days in (27)October/more days with wind in March (29); etc
NB: Must compare March and October any two sets of statistics for max 1.
(3 × 1 mark) [3]

(ii)
• wind direction is recorded with a wind/weather vane;
• labelled diagram of wind vane/description (MAX 2);
• direction noted is where the wind is blowing from/arrow points to where the wind is
blowing from;
• wind speed is recorded with an anemometer;
• labelled diagram of anemometer/description (MAX 2);
• both connected to computer/digital weather station;
• check instruments every X hours to get reading;
• locational idea of both instruments placed high up/on a roof/away from trees (Max
1);
NB: 1 mark for diagram with title
2 marks for diagram with title and labelling
No double credit for diagram and text. Etc.

(5 × 1 mark or development/labelling) [5]
(c) Levels marking

Statements including limited detail which describe the impacts of drought.

Uses named example.
More developed statements which describe the impacts of drought.
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements which describe the impacts of drought, including
place specific information.
Content Guide:
• death,
• starvation,
• malnutrition,
• reduction of yields/loss of crops and livestock,
• forced migration,
• drying up of water courses,
• death of natural vegetation,
• impact on food chains/ecosystems etc [7]
[TOTAL: 25 marks]

4 (a) (i) Wearing away/breaking down of land/cliffs by the sea/waves

(1 mark) [1]
(ii) A = Cave/Notch
B = (Natural) Arch (2 × 1 mark) [2]
(iii) Headland drawn to show stage 3 with isolated stack;

labelling of stack;
reference to collapse of roof of arch either in text or on diagram; (3 × 1 mark) [3]
(iv) Ideas such as:

• alternate bands of hard and soft rock along coasts with bays and headlands;
• hard rock resists erosion;
• hard rock forms headlands;
• soft rock easily eroded;
• soft rock form bays;
• differential erosion; (4 × 1 mark) [4]

• high;
• steep;
• overhanging/undercut;
• brown rock/red/rust coloured;
• large block at base/boulders at base;
• layers;
• jagged;
• crumbly appearance;
• bare rock; etc. (3 × 1 mark) [3]
(ii) Ideas such as:

• hydraulic action;
• air in cracks compressed (dev);
• corrasion/abrasion;
• loose materials thrown at cliff by waves (dev);
• corrosion;
• rocks dissolved by chemicals in sea water (dev);
• undercutting;
• slumping/collapse;
• as cliff cannot take weight of overhanging section (dev) etc.

(c) Levels marking

Statements including limited detail which describe features of coral reef and/or explain
formation.

Uses named example.
More developed statements which describe features of coral reef and/or explain formation.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements which describe features of coral reef and explain
formation, including place specific information.
Content Guide:
• composition of coral,
• biodiversity,
• locational features,
• deposition of calcium carbonate,
• colonization etc.
NB: Accept name of coral reef as alternative to location for level 3.

[7]
[TOTAL: 25 marks]

5 (a) (i) Manufacturing/making things/assembling things/factories (1 mark) [1]
(ii) E = 3
F=1
G=2
1 or 2 correct = 1 mark (2 marks) [2]

• close to port/easy to export/easy to import resources;
• HEP/power/electricity supply/energy supplies;
• Rail transport;
• Large market in the area;
• Labour supply available;
• Mines;
• Trees;
• Water source with dam/lake; etc. (3 × 1 mark) [3]
(iv) Two marks for likely changes and two further marks for
suggested reasons.
E.g. Increase in tertiary as people become more

skilled/people have more disposable income
for services
Increase in secondary as the country industrializes

further/MNCs set up factories etc.
Decrease in primary as resources get exhausted/

as mechanization occurs on farms/as people move
to cities/better technology used on farms; etc.
NB: must state change first – cannot credit reasoning without change.
(2 × 2 mark) [4]
(b) (i) Inputs = materials used in the factory/raw materials/primary goods;
Processes = Stages of production/convert raw materials into something people use;
Outputs = final product/things that they make in the factory/to sell;

(3 × 1 mark) [3]
(ii) Accept any secondary industry e.g. steel making, sugar manufacture, cars.
• mark reserved for an example and location example can be a name of a company.
Location can be any scale, city, area, country.
• 4 marks for processes relevant to chosen example with development as appropriate.

(c) Levels marking

Statements including limited detail explaining location of high technology industry.

Uses named example
More developed statements explaining location of high technology industry.
NB MAX 5 marks with no named example
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate answer explaining location of high technology industry
There will be likely reference to ideas such as:

• transport links
• labour supplies
• cost of land
• government incentives
• environmental attractions
• economies of agglomeration
• close to components
• market/demand
• close to universities etc.
[7]
[TOTAL: 25 marks]

6 (a)(i) Record high summer temperatures (in the USA in 2011) (1 mark) [1]
(ii) East coast earthquake (1 mark);

earthquakes are not caused by climate/caused by tectonic action;
(2 × 1 mark) [2]

• burning fossil fuels/oil/coal;
• transport/cars/vehicles/trains/lorries;
• aviation/planes;
• generating electricity/power stations/using electronic devices/using air conditioning
units;
• cattle grazing;
• shipping;
• factories;
• deforestation;
• rice production;
• land fill sites; etc. (3 × 1 mark) [3]
(iv) Ideas such as:

• melting of ice caps/glaciers;
• loss of habitats;
• threat to/extinction of species;
• impact on food chains;
• loss of biodiversity;
• flooding of coastal area/rising sea levels;
• some area will become drier/desertification occurs/more droughts;
• crop production will be reduced/more starvation;
• more incidence of weather related hazards/(eg floods/storms);
• tropical insects/mosquitos may spread to other areas;
• loss of income from skiing resorts;
• loss of life due to higher temperatures/coral reefs bleached due to higher sea
temperatures; etc.
(4 × 1 mark) [4]
(b) (i) Candidates can choose any source from Fig. 11 (no mark).
Credit ideas relevant to chosen source.
E.g. transport:
burns fossil fuels;
which give off gases/CO2 or other named examples;
noise from engines/horns; etc. (3 × 1 mark) [3]

(ii) Candidates can choose any type of pollution from Fig.11 except for Visual as the
question refers to the environment not people (no mark for selected example).
Credit ideas relevant to chosen type.
E.g. water pollution:

• Nutrients change composition of water;
• Growth of algae;
• Lowering of oxygen supply;
• Eutrophication (dev)
• Kills fish;
• Predators have no food (dev);
• Destruction of food chain/ecosystem etc. (5 × 1 mark or development) [5]
(c) Levels marking

Statements including limited detail which describe attempts to maintain, conserve or improve

Uses named example.
More developed statements which describe attempts to maintain, conserve or improve the
natural environment
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements which describe attempts to maintain, conserve or
improve the natural environment including some place specific reference.
Content Guide:
Answers are likely to include reference to:
• legislation,
• national Parks,
• nature reserves,
• specific measures (e.g. tree planting) etc
• eco-friendly transport
• fines for littering [7]
[TOTAL: 25 marks]

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
*7611817912-I*
This Insert contains Photograph A for Question 3, and Photographs B and C for Question 4.
DC (LK/CGW) 96004/1
2
© UCLES 2015 0460/21/INSERT/M/J/15

3
© UCLES 2015 0460/21/INSERT/M/J/15

4
BLANK PAGE
© UCLES 2015 0460/21/INSERT/M/J/15

* 7 6 1 1 8 1 7 9 1 2 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator
The Insert contains Photograph A for Question 3, and Photographs B and C for Question 4.
DC (LK/CGW) 96003/6
2
1 Study the map extract for Umvukwe Range, Zimbabwe. The scale is 1:50 000.
(a) Fig. 1 shows some of the features in the south west part of the map extract. Study Fig. 1 and
the map extract, and answer the questions below.
35 36 37 38 39 40
73 73
D B
A
72 72
C
E
71 71
F
G
70 70
35 36 37 38 39 40
Fig. 1
.......................................................................................................................................[1]
(ii) features B;
.......................................................................................................................................[1]
(iii) feature C;
.......................................................................................................................................[1]
(iv) the name of river D;
.......................................................................................................................................[1]
(v) feature E;
.......................................................................................................................................[1]
(vi) feature F;
.......................................................................................................................................[1]
(vii) the height of contour G.
.......................................................................................................................................[1]
© UCLES 2015 0460/21/M/J/15

3
(b) Fig. 2 is a cross section along northing 72 from 410720 to 480720.
X
1400 1400
W Y
height height
(metres) (metres)
1300 1300
1200 1200
410720 480720
Fig. 2
Identify the following features shown on Fig. 2:
(i) the land use at W;
.......................................................................................................................................[1]
(ii) the transport feature at X;
.......................................................................................................................................[1]
(iii) the feature on the river at Y;
.......................................................................................................................................[1]
(iv) the vegetation at Z.
.......................................................................................................................................[1]

4
(c) Look at the Mukwadzi river. Which three of the following statements about the river and its
valley are true? Tick three boxes.

The river has variable width
The river flows through orchard or plantation
The river flows across land lower than 1000 metres above sea level
There are some settlements next to the river
The river has no tributaries
The river has waterfalls
There are no bridges across the river
Parts of the river valley in the south-east are narrow
[3]
(d) The Umvukwe Range is shown in the east of the map extract. Describe how the height,
gradient and cultivation of the Umvukwe Range is different from the rest of the map.
Height above sea level
...................................................................................................................................................
...............................................................................................................................................[1]
Gradient of slopes
...................................................................................................................................................
...............................................................................................................................................[1]
Amount of cultivation
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2015 0460/21/M/J/15

5
(e) Fig. 3 shows the roads in the south east of the map extract.
42 43 44 45 46 47 48
73 73
72 72
71 71
70 70
42 43 44 45 46 47 48
Fig. 3
Describe how the routes of the roads have been affected by relief.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 20 marks]

6
2 Fig. 4 shows plate boundaries (plate margins), plate movements and earthquake epicentres in
part of North America and the Pacific Ocean.
Key
N plate boundary
direction of plate movement
earthquake epicentre
0 500
km
X
Bering
Sea Y
Pacific Ocean
Fig. 4
(a) What is meant by the following terms:
(i) epicentre;............................................................................................................................
.......................................................................................................................................[1]
(ii) plate? .................................................................................................................................
.......................................................................................................................................[1]
(b) Identify the types of plate boundary shown at X and Y on Fig. 4.
X……………………………………………………..
Y…………………………………………………….. [2]
© UCLES 2015 0460/21/M/J/15

7
(c) Fig. 5 shows the effects of one of the earthquakes in the area. An intensity value of 12 is
strong and 1 is weak.
Key
N plate boundary
direction of plate movement
6 earthquake intensity

km
2
5
6
6 5
ï
4
3
6
Bering
Sea 5
2
Pacific Ocean
Fig. 5
(i) On Fig. 5, mark the position of the epicentre of the earthquake with the letter E. [1]
(ii) Using information from Fig. 5 and your own knowledge, explain the cause of the
earthquake.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 8 marks]

8
3 (a) Table 1 shows some processes which occur at the Earth’s surface.
Table 1
A carbonation
B traction
C frost shattering
D exfoliation
E saltation
F suspension
G erosion
For each of the following descriptions, choose the correct process from Table 1.
(i) The process by which solid material moves along the bed of a river in a series of hops.
letter ………………………….. [1]
(ii) The process by which a river or waves in the sea wear away and remove rocks and
weathered material.
letter ………………………….. [1]
(iii) The process occurring in deserts where layers of rock peel off parallel to the surface.
letter ………………………….. [1]
(iv) The process where calcium carbonate in limestone is attacked by carbonic acid produced
in rainwater.
letter ………………………….. [1]
© UCLES 2015 0460/21/M/J/15

9
(b) Study Photograph A (Insert). Describe and explain the evidence of weathering seen in the
photograph.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 8 marks]

10
BLANK PAGE
© UCLES 2015 0460/21/M/J/15

11
4 (a) Photograph B (Insert) shows part of Moscow, Russia.
(i) Describe the buildings seen in the photograph.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) Suggest which land use zone of the city is shown in the photograph.
.......................................................................................................................................[1]
(b) Photograph C (Insert) shows part of Johannesburg, South Africa. Describe the evidence seen
in the photograph which suggests that this is a suburban shopping area.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 8 marks]

12
5 Fig. 6 gives information about the wheat production of the world’s ten leading wheat producing
countries. Fig. 7 shows the location of these countries. Study Figs 6 and 7 and answer the
questions on the page opposite.
120
1)
China (
100
wheat production (million tonnes)
)
80 India (2
Russia
60 (3)
USA (4)
40 France (5
)
Canada (7)
Pakistan (8) Australia (6)
Germany (9)
20
Kazakhstan (10)
0
2005 2007 2009 2011
year
Fig. 6
3
7
9 10
5
4
8 1
2 23°N
0°
23°S
6
Key
4 = wheat
producing country
shown on Fig. 6
Fig. 7
© UCLES 2015 0460/21/M/J/15

13
(a) (i) In 2011 India produced 87 million tonnes of wheat. Use this information to complete
Fig. 6. [1]
(ii) Using Fig. 6, identify two countries where wheat production decreased between 2009
and 2011.
1………………………………………… 2……………………………………….. [2]
(b) Fig. 6 was designed to show the wheat production of the world’s ten leading wheat producing
countries. Give one advantage and one disadvantage of using Fig. 6 to do this.
Advantage
...................................................................................................................................................
...................................................................................................................................................
Disadvantage
...................................................................................................................................................
...............................................................................................................................................[2]
(c) (i) Using Figs 6 and 7, identify two continents which do not have one of the ten leading
wheat producing countries.
1………………………………………… 2……………………………………….. [1]
(ii) Using Fig. 7, which two of the following statements about the leading wheat producing
countries is correct? Tick two boxes in the table.

most are in the tropics
most are near the poles
most are in temperate latitudes
most are in the northern hemisphere
most are in the southern hemisphere
most are close to the Equator
[2]
[Total: 8 marks]

14
6 Fig. 8 shows an area where it is planned to build a new thermal power station. Four possible sites
for the power station, A, B, C and D, are shown.
sea
coal imports
sea
park and
po recreation D
N T rt area
T
A T
Key
A possible power
station site
industrial zone B
built up area
(mainly residential)
main road coal
river C mine
0 1 2 3
km
Fig. 8
(a) (i) Measure the distance along the main road from where it crosses the river to the road
junction in the north east of the map.
................................................. km [1]
(ii) What is the general direction of flow of the river? Circle one correct answer below.
to the north east to the north west to the south east to the south west [1]
(b) For each of the following factors, choose a suitable site for the power station. Tick one box for
each factor and give a reason for your choice.
(i) Transport
Site A B C D
Tick (✓)
Reason ...............................................................................................................................
.......................................................................................................................................[1]
© UCLES 2015 0460/21/M/J/15

15
(ii) Raw materials
Site A B C D
Tick (✓)
Reason ...............................................................................................................................
.......................................................................................................................................[1]
(iii) Supply of cooling water
Site A B C D
Tick (✓)
Reason ...............................................................................................................................
.......................................................................................................................................[1]
(iv) Room for expansion
Site A B C D
Tick (✓)
Reason ...............................................................................................................................
.......................................................................................................................................[1]
(v) Disposal of waste ash
Site A B C D
Tick (✓)
Reason ...............................................................................................................................
.......................................................................................................................................[1]
(vi) Least visual impact
Site A B C D
Tick (✓)
Reason ...............................................................................................................................
.......................................................................................................................................[1]
[Total: 8 marks]
© UCLES 2015 0460/21/M/J/15

16
BLANK PAGE
© UCLES 2015 0460/21/M/J/15

0460 GEOGRAPHY

1 (a) (i) gravel/earth, [1]
(ii) huts, [1]
(iii) dam, [1]
(iv) Murembwe, [1]
(v) dip tank, [1]
(vi) power line, [1]
(vii) 1260 m, [1]
(b) (i) cultivation, [1]
(ii) railway, [1]
(iii) rapids, [1]
(iv) very dense/dense/medium bush, [1]
(c) the river has variable width,

there are some settlements next to the river,
parts of the river valley in the south-east are narrow, [3]
(d) Umvukwe is:

higher, (allow figures)
steeper,
uncultivated whereas rest is, [3]
Allow if emphasis only on Umvukwe.
(e) avoids high(er)/keeps to low(er)/follows foot of hills/goes round hills/avoids Range,

avoids steep(er)/keeps to gentle(r)/on flat land,
follows valley,
uses pass, [3]

2 (a) (i) point on the Earth’s surface directly above the focus/origin, [1]
(ii) lithosphere/upper rigid layer of the Earth/crust + upper mantle, [1]
(b) X destructive/convergent,
Y conservative, [2]
(c) (i) E within intensity 11 area or adjacent sea, [1]
(ii) plates slide past each other,

shearing,
build up of pressure/stress,
faulting/fracturing,
displacement/movement (along fault),
release of pressure/stress/energy,
Reserve one mark for either of the first two points. [3]
3 (a) (i) E/saltation, [1]
(ii) G/erosion, [1]
(iii) D/exfoliation, [1]
(iv) A/carbonation, [1]
(b) trees/plants in cracks,

indicates biological action,
rounded/smooth boulders,
peeling,
could indicate exfoliation/chemical action,
orange/brown/change of colour,
could indicate chemical action/oxidation,
blocks of different sizes/shattered rocks,

could indicate frost action,
Maximum 3 description.
No explanation points without description. Explanation must be linked to description.
Allow description of processes as alternative to names. [4]

4 (a) (i) tall buildings/apartments/flats,

flat roofs (in flats),
many windows (in flats),
one/two storey buildings/small,

sloping/pitched roofs,
gardens/lawns/yards,
various colours,
in groups/clustered/close to each other,
any difference between background and foreground (unless two single points already
given), [4]
(ii) residential/housing,
suburbs,
rural-urban fringe, [1]
(b) large (buildings),

low rise (buildings),
rectangular (buildings),
car parks/parking,
main roads/wide roads/big roads/highway,
busy roads, [3]
5 (a) (i) graph completed correctly for 87 million in 2011, with line drawn, [1]
(ii) Russia,
USA,
Canada,
Germany, [2]
(b) Advantage:
gives visual impression,
shows differences (between countries),
shows changes,
gives production figure,
Disadvantage:
out of date,
(lower part of graph) cluttered/difficult to read,
only alternate years,
limited time range, [2]
(c) (i) South America and Africa, [1]
(ii) most are in temperate latitudes,

most are in the northern hemisphere, [2]

6 (a) (i) 9.7 – 10.3(km), [1]
(ii) north west, [1]
(b) (i) A near port,

C/D near road, [1]
(ii) A near coal imports,

C near to coal mine, [1]
(iii) A (near) sea,

C (near) river, [1]
(iv) A land next to industrial area/can expand to west,

C/D outside built-up area/away from town/away from residential area/can expand in
named direction, [1]
(v) A land next to industrial area/land to west/remove via sea,

C/D outside built-up area/away from town/away from residential area,
C/D near road for transport, [1]
(vi) A in industrial area, [1]

C outside built-up area/away from town/away from residential area/near mine,

GEOGRAPHY 0460/41
INSERT
1 hour 30 minutes
*5377969660-I*
This Insert contains Fig. 2 and Table 4 for Question 1, and Photograph A, Figs 7 and 10 and Table 6 for
Question 2.
DC (NH/SW) 96712/4
2
Migration questionnaire
Area of study (circle the area where the questionnaire is being used)
Jayabheri Begumpet
1. Have you migrated to live in this area?
........................................................................................................................................................
2. Where did you migrate from when you came to Hyderabad?
........................................................................................................................................................
If the answer is India, which state did you migrate from?
........................................................................................................................................................
3. How long have you lived in this area?
Less than 6 months 6 months to 1 year 1 to 2 years
2 to 4 years More than 4 years
4. Why did you move to live in this area?
........................................................................................................................................................
5. What are the main benefits and problems of living in this area?
Benefits .......................................................................................................................................
........................................................................................................................................................
Problems ......................................................................................................................................
........................................................................................................................................................
Thank you for your help and time.
© UCLES 2015 0460/41/INSERT/M/J/15

© UCLES 2015
Results of Question 5: What are the main benefits and problems of living in this area?
Jayabheri
Benefit Number Problem Number

Large modern house for the family 32 Noise from the new airport 30
A secure housing area for the family to live in 30
Peaceful area away from traffic and crowds 25
Access by the ring road to the high-tech industrial area 22
Easy access to the airport 20
Easy access to the out-of-town shopping malls 18
3
Total 147 Total 30
0460/41/INSERT/M/J/15
Begumpet
Benefit Problem
An apartment which is affordable 30 Traffic congestion caused by local industries 26
Jobs nearby in local industries 21 Lack of jobs caused by local airport being closed 20
Friendly local community 15 Local shops and services closing down 19
Easy access to shops in the city centre 11 Difficult to sell apartments when prices are falling 15
Noise and fumes from traffic to local industries 14
Total 77 Total 94
[Turn over
4
Sketchmap of fieldwork area
h o t e l s
grassland
bushes and trees
cliff
g r a s s l a n d
s e a w a l l
site 5 site 6
site site 4
site site 3
1 2
A B D
C
N
Key not to scale
beach site 1 = sites where

longshore drift
sea
was measured
steps
groyne
© UCLES 2015 0460/41/INSERT/M/J/15

5

6
Measuring the height of a groyne above the beach
south north
groyne
ruler
tape measure
beach
beach
© UCLES 2015 0460/41/INSERT/M/J/15

7
Results of students’ measurements
Measurement
Groyne Height of groyne above beach (m)
position
South side North side
A Near sea wall 1.75 2.16
Middle of groyne 1.47 1.81
Near sea 1.02 1.31
Average 1.41 1.76
B Near sea wall 1.77 2.31

Near sea 1.54 2.47
Average 1.56 2.59
C Near sea wall 0.91 2.59

Near sea 1.02 1.90
Average 0.96 2.24
D Near sea wall 1.01 2.80

Near sea 1.02 2.66
Average 1.03 2.56
© UCLES 2015 0460/41/INSERT/M/J/15

8
BLANK PAGE
© UCLES 2015 0460/41/INSERT/M/J/15

* 5 3 7 7 9 6 9 6 6 0 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Ruler
The Insert contains Fig. 2 and Table 4 for Question 1, and Photograph A, Figs 7 and 10 and Table 6 for
Question 2.
DC (NH/SW) 96710/7
2
1 Students from Hyderabad, a city in India, were studying migration. In Hyderabad there are many
IT (Information Technology) and high-technology industries which attract migrants to this rapidly
growing city.
(a) Fig. 1 below shows the employment structure of Hyderabad and India overall.
Employment structure
Hyderabad India
Key
primary
secondary
tertiary
Fig. 1
Identify two differences between the employment structures of Hyderabad and India.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...............................................................................................................................................[2]
The students wanted to find out more about migration into two areas of Hyderabad. Jayabheri is
a new area on the edge of the city and Begumpet is an older area nearer to the city centre. They
decided to test the following hypotheses:
Hypothesis 1: The pattern of migration into the two areas is different.
Hypothesis 2: People who have moved into each area think that they are good places in
which to live.
(b) To test their hypotheses the students did a questionnaire survey with 50 people in each area.
Name and describe a suitable sampling method to identify 50 people to survey.
Name of sampling method ........................................................................................................
Description of method ...............................................................................................................
...............................................................................................................................................[2]
© UCLES 2015 0460/41/M/J/15

3
(c) The questionnaire is shown in Fig. 2 (Insert).
(i) Explain why the first question the students asked was ‘Have you migrated to live in this
area?’.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
The results of Question 2 are shown below.
Table 1
Results of Question 2
Where did you migrate from when you came to Hyderabad?
Migrants to Jayabheri Migrants to Begumpet

Number of Number of
Area of the world Area of the world
migrants migrants
India
USA 34 29
(details shown below)
Europe 10 Other Asian countries 10
Japan 4 USA 5
India
2 Europe 4
(details shown below)
Australia 2
Migrants to Jayabheri Migrants to Begumpet

Number of Number of
Indian state Indian state
migrants migrants
Andhra Pradesh 2 Andhra Pradesh 16
Tamil Nadu 5
Maharashtra 3
Gujarat 2
Rajasthan 2
Bihar 1

Migration to Hyderabad from different areas of the world
© UCLES 2015
(ii)
Europe
USA
Japan
USA
India
Jayabheri from Europe.
Other Asian
Countries
India
4
0460/41/M/J/15
Australia
Key
Hyderabad scale: number of migrants
0
migrants to Jayabheri 5
10
15
migrants to Begumpet 20
Use the results in Table 1 to complete Fig. 3A to show the number of migrants to
[1]
Fig. 3A
5
(iii) Use the results in Table 1 (on page 3) to complete Fig. 3B to show the number of migrants
to Begumpet from Tamil Nadu. [1]
Migration to Hyderabad from states in India
Rajasthan
Bihar
Gujarat
Maharashtra
Andhra
Pradesh
H
Key
H Hyderabad
Tamil Nadu 1 migrant to Jayabheri
1 migrant to Begumpet
0 250
km
Fig. 3B
(iv) Give one advantage of using the map in Fig. 3B to show these results.
...........................................................................................................................................
.......................................................................................................................................[1]

6
(v) The results of Question 3 are shown below.
Table 2
How long have you lived in this area?
Length of time Jayabheri Begumpet

Less than 6 months 9 2
6 months to 1 year 12 3
1 to 2 years 27 7
2 to 4 years 2 11
More than 4 years 0 27
Use these results to complete the graph below. [2]
Jayabheri
Key
less than 6 months
0 10 20 30 40 50 6 months to 1 year
Begumpet 1 to 2 years
2 to 4 years
more than 4 years
0 10 20 30 40 50
Fig. 4
© UCLES 2015 0460/41/M/J/15

7
(vi) The results of Question 4 are shown below.
Table 3
Why did you move to live in this area?
Reason Jayabheri Begumpet

Transferred by the company I work for 43 3
Moved to find work in the city 4 21
Moved for a better home 2 20
To live near relatives 1 6
Use these results to complete the graph below. [2]
50
40
30
Key
number of
answers Jayabheri
Begumpet
20
10
0
by company
work transfer
in the city
find work
better home
live near relatives
Fig. 5

8
(vii) Do the results of Questions 2, 3 and 4 support Hypothesis 1: The pattern of migration into
the two areas is different ? Support your conclusion with evidence from Figs 3A, 3B, 4 and 5.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
(d) (i) The students grouped the answers they received to Question 5 in the questionnaire. The
benefits and problems are shown in Table 4 (Insert). Use these results to complete Fig. 6
opposite. [2]
(ii) Under which benefit or problem would the following answers be included? Tick (✓) your
choice in the table below each answer.
1 I can quickly go back to the head office of my company in the USA.
Benefit Tick (✓)

Easy access to the airport
Easy access to the out-of-town shopping malls
Easy access to shops in the city centre
2 There is a large fence around the estate and everyone who comes in must have a
resident permit or a visitor pass.
Benefit Tick (✓)

Peaceful area away from traffic and crowds
Large modern house for the family
A secure housing area for the family to live in
3 Since the new factories have opened the increase in lorries and trucks makes it slower
to travel on the roads.
Problem Tick (✓)

Traffic congestion caused by local industries
Noise from the new airport
Noise and fumes from traffic to the local industries
[3]
© UCLES 2015 0460/41/M/J/15
What are the main benefits and problems of living in this area?
© UCLES 2015
benefit Jayabheri problem
30 20 10 0 0 10 20 30
large modern noise from the
house for the family new airport
a secure housing area
for the family to live in
peaceful area away
from traffic and crowds
access by the ring road
to the high-tech industrial
area
easy access to
the airport
easy access to the
out-of-town shopping
9
malls
0460/41/M/J/15
Begumpet
benefit 30 20 10 0 0 10 20 30 problem
an apartment which traffic congestion caused
is affordable by local industries
jobs nearby in lack of jobs caused by
local industries local airport being closed
friendly local local shops and
community services closing down
easy access to shops difficult to sell apartments
in the city centre when prices are falling
noise and fumes from
traffic to local industries
Fig. 6
[Turn over
10
(iii) The students made the conclusion that Fig. 6 supported Hypothesis 2 more in one area
than the other. Hypothesis 2 was People who have moved into each area think that
they are good places in which to live. Tick below the area which shows more support
for Hypothesis 2. Explain why you made this conclusion using evidence from Fig. 6 and
Table 4.
Tick (✓)
Jayabheri – new area on the edge of the city
Begumpet – older area nearer to the city centre
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(e) In other areas of Hyderabad people live in poor housing conditions or squatter settlements.
The students did another fieldwork study to investigate housing and service provision in
these areas. Describe methods other than a questionnaire survey to investigate housing
and service provision.
...................................................................................................................................................
...................................................................................................................................................
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[Total: 30 marks]
© UCLES 2015 0460/41/M/J/15

11
PLEASE TURN PAGE FOR QUESTION 2

12
2 A group of students were planning fieldwork on a local beach. One of the students drew a sketch
map of the area which is shown in Fig. 7 (Insert).
The students wanted to investigate the action of longshore drift on the beach, and whether
longshore drift could be reduced by groynes.
Groynes are structures built out into the sea to stop or slow down longshore drift.
Groynes are shown in Photograph A (Insert).
(a) Explain why their teacher suggested the following safety precautions before the students
began their fieldwork.
1 Check the times of high and low tide.
...................................................................................................................................................
...................................................................................................................................................
2 Check the weather forecast for the area.
...................................................................................................................................................
...................................................................................................................................................
3 Make sure that their cell (mobile) phone is fully charged.
...................................................................................................................................................
...............................................................................................................................................[3]
(b) (i) The students had learned that the direction of longshore drift is usually related to the
prevailing wind direction.
Describe a simple method the students could use to work out the prevailing wind direction
at the beach.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2015 0460/41/M/J/15

13
(ii) Movement of pebbles and sand along the coast is by longshore drift. This is shown in
Fig. 8 below.
beach 2 4 6
prevailing
wind
direction
1 3 5 7
X
X X X X X sea
X
Key
movement 1–7 positions
of pebble of pebble
Fig. 8
Which one of the following do the lines labelled X on Fig. 8 show?

Tick your answer in the table below. [1]
Tick (✓)
Wave crests approaching the beach
Direction of the tides
Warm water currents
(iii) Explain the process of longshore drift shown on Fig. 8.
...........................................................................................................................................
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14
The students decided to investigate the following hypotheses in the area shown in Fig. 7 (Insert)
where part of the coastline is protected by groynes.
Hypothesis 1: More longshore drift takes place on the unprotected coastline than on the protected
coastline.
Hypothesis 2: Groynes reduce the movement of material along a beach.
(c) (i) To test Hypothesis 1, the students dropped an orange into the sea at the water’s edge
at each of the six sites shown on Fig. 7. They marked the starting position with a ranging
pole and measured the distance the orange moved along the beach in 5 minutes. The
students did the test three times at each site. The results are shown in Table 5 below.
Table 5
Results of test to investigate longshore drift
Distance travelled in 5 minutes (m) Average

Area of distance
Site
beach Test 1 Test 2 Test 3 travelled
(m)
1 7.2 7.3 7.4 7.3
Protected
2 8.0 8.3 8.2 8.2
coastline
3 7.5 7.1 7.4 7.3
4 9.6 9.8 10.1 9.8

Unprotected
5 11.0 11.2 10.8 11.0
coastline
6 12.6 12.2 12.5 12.4
Complete Fig. 9 opposite by plotting the distance that the orange moved in tests 2 and 3
at site 5. [2]
© UCLES 2015 0460/41/M/J/15

15
site
6
unprotected
5
coastline
4
3
protected
2
coastline
1
6 7 8 9 10 11 12 13
distance travelled in 5 minutes (m)
Fig. 9
(ii) What conclusion would the students make to Hypothesis 1: More longshore drift takes
place on the unprotected coastline than on the protected coastline? Support your answer
with results from Fig. 9 and Table 5.
...........................................................................................................................................
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16
(iii) One student wanted to check that the results were reliable so she suggested that the
fieldwork was repeated on another day. How might the following affect the results:
• wind direction;
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
• strength of the wind?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(d) To test Hypothesis 2: Groynes reduce the movement of material along a beach, the students
measured the height of each groyne above the beach. They did this at three points along
each groyne. This technique is shown in Fig. 10 (Insert) and their results are shown in Table 6
(Insert).
(i) Use the results in Table 6 to complete Fig. 11 below by plotting the average height of
groyne D above the beach on both the south and north sides. [2]
groyne groyne groyne groyne

m A B C D m
0 0
average 1 1
height
b
of
groyne e
above b
b b a
beach 2 e 2
e e
(m) a
a a c
c c
c h beach
h h beach
h
3 3
A B C D
south north south north south north south north
side side side side side side side side
Fig. 11
© UCLES 2015 0460/41/M/J/15

17
(ii) The students’ conclusion for Hypothesis 2: Groynes reduce the movement of material
along a beach, was that the hypothesis was correct. What evidence in Fig. 11 supports
their conclusion?
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Explain why the beach is at a different height on the south and north side of the groynes.
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) Suggest two ways that the students could have improved the reliability of their results for
Hypothesis 2.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]

18
(e) As an extra piece of fieldwork some students did an investigation to compare beach profiles
in different areas of coastline. Describe how they would measure a beach profile using the
following equipment:
• two ranging poles

• a clinometer
• a tape measure
You may draw a diagram as part of your answer.
...................................................................................................................................................
...................................................................................................................................................
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[4]
[Total: 30 marks]
© UCLES 2015 0460/41/M/J/15

19
BLANK PAGE
© UCLES 2015 0460/41/M/J/15

20
BLANK PAGE
© UCLES 2015 0460/41/M/J/15

0460 GEOGRAPHY

1 (a) Hyderabad less primary / India more primary

Hyderabad more secondary / India less secondary
Hyderabad more tertiary / India less tertiary
Hyderabad most / over half in tertiary but India most / over half in primary
Hyderabad over half in tertiary and secondary but India over half in primary
Hyderabad least in primary but India least in secondary
Need comparison
Credit ‘only’ for comparison and ignore stats 2@1 [2]
(b) Systematic sampling

Ask every tenth person / regular intervals
OR
Random sampling
Use random numbers / ask next person they meet / ask anybody / any order / no specific
order
OR
Stratified sampling
Ask appropriate age / gender balance/ in proportion to population / put into groups
1 mark for name, 1 mark for method

If name of method is wrong, give description mark for description of one method
If name and description don’t match credit 1 mark [2]
(c) (i) To find out if they are residents (visitors) or migrants / to find if they live there
Students only want to ask people who have moved into area / targeting the right people
Some people they approach will always have lived there / not be a migrant
No need to continue if not a migrant / not waste people’s / student’s time / save time / to
see if they are worth interviewing
Results will be unreliable / inaccurate / / not valid / wrong information
if local people are included
So that answers are relevant to hypothesis [2]
(ii) Map completion:

10 people from Europe to Jayabheri
Need correct width and correct shading for 1 mark [1]
(iii) Map completion:

5 people to Begumpet from Tamil Nadu
Need shaded circles [1]
(iv) Shows overall pattern of distribution / compares areas / shows where migrants come
from / clear visual impact / easy OR simple OR quick to interpret / easy to read / easy to
see results / easy to count
[1]
(v) Complete divided bar graph for Begumpet:

2–4 years =11, more than 4 years = 27
1 mark for dividing line at 23, 1 mark for shading both sections [2]

(vi) Completion of graph – Find work in the city

Jayabheri = 4 (cross), Begumpet =21(square) 2@1 [2]
(vii) Results do support hypothesis / hypothesis is true – 1 mark reserve
WHERE (for example)

Most to Jayabheri come from outside India, most to Begumpet come
from within India
More to Jayabheri from USA
OR Indian migrants to Jayabheri only come from 1 state, Indian migrants
to Begumpet come from 6 states
WHEN (for example)

Migrants to Jayabheri have lived there less time than migrants to
Begumpet
More newcomers to Jayabheri
WHY (for example)

Migrants to Jayabheri were mostly transferred by their company but
migrants to Begumpet mainly moved to find work / better home
More migrants to Jayabheri were transferred by their company
Credit 1 mark for each of where, when and why
Credit 1 mark max for stats (accept percentages)

Paired stats – accept tolerance of 1
e.g. 34 migrants to Jayabheri from USA and 5 to Begumpet
9 migrants have lived in Jayabheri for less than 6 months and 2 in Begumpet
43 migrants to Jayabheri were transferred by the company and 3 in Begumpet
43 migrants to Jayabheri were transferred by the company and 21 moved to Begumpet
to find work
[5]
(d) (i) Completion of bars for Begumpet:

Benefit of affordable apartment = 30, problem of traffic congestion = 26 2@1 [2]
(ii) 1. Easy access to the airport

2. A secure housing area for the family to live in
3. Traffic congestion caused by local industries 3@1 [3]

(iii) More support for Jayabheri – 1 mark reserve
Jayabheri has more benefits / fewer problems than Begumpet or vice versa
Jayabheri has more benefits than problems but Begumpet has more problems than
benefits
Jayabherei has more types of benefits suggested or vice versa
Jayabheri has fewer types of problems suggested or vice versa
Credit paired data (locations and total numbers) to 1 mark max

e.g. Jayabheri has 147 benefits and Begumpet has 77 benefits
Jayabheri has 6 types of benefits and Begumpet has 4 types of benefits
NO credit for reference to people in stats.
Hypothesis conclusion is more support for Begumpet = 0 (XHA)

If no decision ^HA and credit evidence [3]
(e) Talk to people who live in squatter settlement / interview them / ask question
Take photos (of different houses / services to show varying conditions)
Collect secondary data from internet / local government records / census
Make a blog to get peoples’ opinions about housing / services
Make a podcast / video to show housing / services
Draw field sketches (of houses / services) and label them to show
conditions
Do a housing quality survey / bi-polar survey
Draw a land use map of services / do a land use survey
Count / tally different types of services / record different services
Count / tally number of big houses / brick-built houses
Observe / look at / make notes on / write a description of / walk round something e.g.
housing conditions
Credit development of ideas related to various methods [4]
[Total 30 marks]

2 (a) Must relate to safety

1. See when the sea would be safe to take measurements in / not get cut
off by the tide / less dangerous to go at low tide / dangerous at high tide
2. To take appropriate clothing or example / to see if it is is safe to work / not work if storm is
forecast / take sunblock
3. Would be able to communicate / call if they got into difficulty / got separated / call in an
emergency
3@1 [3]
(b) (i) Wind sock / streamer / material held up or attached to pole / throw grass into the air / wet
finger / kite /observe features blown by the wind
Use compass (to see direction wind is blowing)
Check every day for a month / check over period of time
[2]
(ii) Wave crests approaching the beach [1]
(iii) Wind drive waves / wave move in direction of wind

Pebbles / waves / swash come to the beach at an angle / oblique
Backwash / waves takes material back down the beach / at right angles / perpendicular
Process is repeated / moves in zig-zag along beach
[4]
(c) (i) Plot 11.2, 10.8 at site 5 2@1 [2]
(ii) Hypothesis is correct – 1 mark reserve

Distance travelled is greater on unprotected coast / orange travels further on
unprotected coast – or vice versa on protected coast
Distance travelled increases away from area of protection
Every distance on unprotected coast was greater than on protected coast
Least distance on unprotected coast was more than greatest distance on protected
coast
Credit paired data (sites and distances) to 2 mark max

Only credit average stats not individual tests
e.g. site 1 average distance moved is 7.3m and site 4 average distance is 9.8m
Average distance moved on protected coast (sites 1,2,3) is 7.6m and on unprotected
coast (sites 4,5,6) is 11.0 or 11.1m or 11.06m
On protected coast distance varies from 7.3–8.2m and on unprotected coast from
9.8–12.4m
On protected coast distance is less than 9m and on unprotected coast distance is more
than 9m / 7–9m on protected coast and 9–13m on unprotected coast
Only credit exact figures shown above
[4]
(iii) Wind direction:

If wind is from a different direction results could change / if wind blows from same
direction results stay the same
Waves may be approaching the coast from a different direction OR
Waves move floats / oranges in a different direction

Strength of wind:
If wind is stronger / weaker results could change / if wind is same strength results stay
the same
Waves may be less / more powerful to move floats / oranges OR
Waves move floats / oranges further or less distance / it affects distance moved
NB: If wind is stronger oranges move further = 2 marks
2+2 [4]
(d) (i) Plot Groyne D on bar graph:

South side = 1.03m above beach
north side = 2.56m above beach 2@ 1 [2]
(ii) Beach is higher / more material on south side of groynes or vice versa on north side
[1]
(iii) The groynes trap material which is moved by longshore drift / from south to north /
material collects or builds up on south side [1]
(iv) Make more measurements / more than 3 measurements along each groyne
Repeat the investigation at different times of the year
Get other students to check accuracy of measurements 2@1 [2]
(e) Lay tape measure on beach to create a transect / perpendicular to beach or up the beach
Poles put at break of slope / at equal / set / certain distances apart
Measure distance between poles
Poles must be vertical
Read angle from lower pole (nearer to sea) to upper pole (further from sea)
Student holds clinometer at top / at same height on ranging pole
Read / measure / record angle
Move poles up beach / along profile to next site
Need annotations on diagram not just labels
[4]
[Total 30 marks]

GEOGRAPHY 0460/11
INSERT
1 hour 45 minutes
*6205074481-I*
This Insert contains Photographs A, B and C for Question 3 and Fig. 12 for Question 6.
DC (CW/SW) 98320/3
2
© UCLES 2015 0460/11/INSERT/O/N/15

3

4
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Banff
Death Valley
Everglades
Yellowstone
Yosemite
Zion
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Key
high season – best time to go low season –
busiest time of year least busy time of year
© UCLES 2015 0460/11/INSERT/O/N/15

* 6 2 0 5 0 7 4 4 8 1 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator

If additional space is required, you should use the lined pages at the end of this booklet. The question number(s)
The Insert contains Photographs A, B and C for Question 3 and Fig. 12 for Question 6.
DC (CW/SW) 98318/5
2
QUESTION 1
1 (a) Study Fig. 1, population pyramids for Jamaica and Barbados, islands in the Caribbean.
Jamaica Barbados
75 and over 75 and over
70–74 70–74
65–69 65–69
males 60–64 females males 60–64 females
55–59 55–59
50–54 50–54
45–49 45–49
40–44 40–44
35–39 35–39
30–34 30–34
25–29 25–29
20–24 20–24
15–19 15–19
10–14 10–14
5–9 5–9
0–4 0–4
6 5 4 3 2 1 0 age 0 1 2 3 4 5 6 5 4 3 2 1 0 age 0 1 2 3 4 5
% of total population % of total population
Fig. 1
(i) What percentage of the population of Barbados are 75 and over and female?
................. % [1]
(ii) What evidence in the population pyramids shown in Fig. 1 suggests that:
A people in Barbados have a longer life expectancy than people in Jamaica;
...........................................................................................................................................
...........................................................................................................................................
B Jamaica has a higher birth rate than Barbados?
...........................................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2015 0460/11/O/N/15

3
(iii) Compare the population aged between 30 and 59 in Jamaica and Barbados.
Support your answer with data from Fig. 1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Explain why the percentage of the population aged 65 and over makes up a larger
proportion of the population as a country develops.
...........................................................................................................................................
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...........................................................................................................................................
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.......................................................................................................................................[4]

4
(b) Study Fig. 2, information about recent population policies in Iran.
Iran scraps birth control programme in baby boom bid

Iran has scrapped its birth control programme in a change of government policy which
is intended to produce a baby boom that could more than double its population.
The Health Ministry confirmed the change days after the country’s leader said that
the policy of controlled population growth must end and that Iran should aim for a
population of 150 to 200 million.
A recent census showed that Iran now has just over 75 million inhabitants but also
showed it has experienced the greatest drop in birth rates in the world. The reduction
was achieved with the help of government policies that included making sterilisation
available, the Health Ministry issuing free contraceptives, compulsory family planning
advice being given to newly married couples and even a state-owned condom factory
being set up.
The policies were introduced in 1990 when officials feared a population explosion
could lead to a shortage of resources. However the Health Minister told journalists
that funding for previous policies had been withdrawn and that 190 billion rials (US$18
billion) would instead be devoted to encouraging bigger families.
Fig. 2
(i) Using the information on Fig. 2 only, state three ways in which the government reduced
birth rates in Iran after 1990.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...........................................................................................................................................
[3]
© UCLES 2015 0460/11/O/N/15

5
(ii) Explain how government policies can be used to increase rates of natural population
growth.
...........................................................................................................................................
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6
(c) The governments of some countries are worried by the increasing percentage of old people.
For a named country you have studied, describe the problems and benefits caused by an
ageing population.
Name of country ............................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 1
© UCLES 2015 0460/11/O/N/15

7
QUESTION 2
2 (a) Study Fig. 3, information about migration to Hanoi, the capital city, from other regions in
Vietnam (an LEDC).
CHINA
North
Hanoi
Red River Delta
Gulf
of
North-central Tonkin
Key
North- region name
central
Migration arrow widths
1 mm = 10% of total migrants
2% or less South-central
10% LAOS
South
20% THAILAND China
Sea
50% Central
Highlands
regional CAMBODIA
boundary
international South-east
boundaries
Ho Chi Minh City
N
Mekong
Delta 0 200
km
Fig. 3
(i) What percentage of migrants to Hanoi come from the ‘North’ region?
................. % [1]
(ii) Suggest two reasons why more people migrate from the Red River Delta region to Hanoi
than from the Central Highlands.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
8
(iii) Describe three pull factors of LEDC capital cities, such as Hanoi, for people who live in
other parts of the country.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...........................................................................................................................................
[3]
(iv) Describe and explain the age and sex structure of migrants who move to cities in LEDCs.
...........................................................................................................................................
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.......................................................................................................................................[4]
© UCLES 2015 0460/11/O/N/15

9
(b) Study Fig. 4, information about the population in Hanoi and Melbourne (a city in Australia, an
MEDC).
Hanoi Melbourne
8 8
7 7
6 6
population 5 5 population
3 3
2 2
1 1
0 0
1974 1996 2015 1974 1996 2015
year year
Fig. 4
(i) Compare the population growth of Hanoi and Melbourne between 1974 and 2015.
Refer to statistics from Fig. 4 in your answer.
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain how the rapid growth of population causes problems for city authorities.
...........................................................................................................................................
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10
(c) Choose one problem of living in urban areas.

For a named urban area, describe the attempts which have been made to solve the problem
which you have chosen.
Name of urban area ............................................
Chosen problem .......................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 2
© UCLES 2015 0460/11/O/N/15

11
QUESTION 3
3 (a) Study Fig. 5, a map showing an area of coastline in North Africa.
Ceuta Key
sandy beach
Fnideq
rocky cliff
Tres
Piedras town
Mediterranean river
Sea
Ksar
Rimal
Cabo
Negro
Martil
0 5 10
Tetouan
km
Fig. 5
(i) Which of the following best describes the location of the sandy beaches shown on Fig. 5?
Underline your answer.
in bays on headlands on river estuaries north of Ceuta [1]
(ii) Suggest why the headland has developed at Cabo Negro.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

12
(iii) Name three coastal landforms which may develop on a headland as a result of coastal
erosion.
1 ........................................................
2 ........................................................
3 ........................................................
[3]
(iv) Name and describe two processes of coastal erosion.
Process 1 ..........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Process 2 ..........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]
© UCLES 2015 0460/11/O/N/15

13
(b) Study Photographs A, B and C (Insert), which were taken on a beach along the transect
shown on Fig. 6.
Photograph Photograph Photograph

A B C
sea cliff
BEACH TRANSECT
Fig. 6
(i) Describe how the beach material changes along the transect from the sea to the cliff.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Suggest reasons why beaches vary from place to place.
...........................................................................................................................................
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...........................................................................................................................................
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14
(c) Explain how coastal sand dunes form and develop over time.
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 3
© UCLES 2015 0460/11/O/N/15

15
QUESTION 4
4 (a) Study Fig. 7, which shows an area of tropical rainforest.
50
emergents
40
canopy
30
height
(metres)
under canopy
20
10
shrub layer
buttress
roots
0
Fig. 7
(i) Using Fig. 7, identify the type of trees which grow to over 40 metres tall.
............................................................... [1]

16
(ii) Explain why some trees in the rainforest have buttress roots.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Describe three other characteristics of the vegetation in the tropical rainforest.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...........................................................................................................................................
[3]
(iv) Explain why there are many different types of plants and animals in a tropical rainforest.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
© UCLES 2015 0460/11/O/N/15

17
(b) Study Fig. 8, a graph showing information about deforestation in Brazil and Indonesia.
45 000
40 000
35 000
30 000
annual 25 000
deforestation
(km2) 20 000
15 000
10 000
5000
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
year
Key
Indonesia Brazil
Fig. 8
(i) Using Fig. 8 only, compare the amounts of deforestation in Brazil and Indonesia between
2001 and 2012.
...........................................................................................................................................
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(ii) Explain how deforestation affects the tropical rainforest ecosystem.
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(c) For a named area of tropical rainforest you have studied, explain why deforestation has
occurred.
Area of tropical rainforest ............................................
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[Total: 25 marks]
END OF QUESTION 4
© UCLES 2015 0460/11/O/N/15
19
QUESTION 5
5 (a) Study Fig. 9, which shows information about cars made by Japanese companies in Japan
and by Japanese companies in other countries.
12
10
car 8
production
(millions) 6
0
2000 2001 20022003 2004 2005 2006 2007 2008 2009
year
Key
in Japan
in other countries
Fig. 9
(i) What type of industry is car production an example of? Circle the correct answer.
Primary Secondary Tertiary [1]
(ii) Give one similarity and one difference between the numbers of cars made by Japanese
companies in Japan and by Japanese companies in other countries between 2000 and
2009.
Similarity ............................................................................................................................
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Difference ..........................................................................................................................
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[2]

20
(iii) Suggest three reasons why Japanese companies produce cars in other countries.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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[3]
(iv) Honda, a Japanese car manufacturer, now produces half a million cars per year in China.
Suggest the benefits of this to China.
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© UCLES 2015 0460/11/O/N/15

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(b) Study Fig. 10, a flow diagram of a manufacturing industry.
raw materials molten glass is

sand, limestone are melted down
and salt cooled and hardened hardened glass passes
out over rollers
glass is cut
furnace into lengths
cool air
coal for heat
Fig. 10
(i) Identify an input, a process and an output of the manufacturing industry shown in Fig. 10.
Input ..................................................................................................................................
Process .............................................................................................................................
Output ...............................................................................................................................
[3]
(ii) Explain how a variety of factors influence the location of manufacturing industries such
as the one shown in Fig. 10.
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(c) For a named area you have studied, describe the impacts of manufacturing industry on the
Named area ............................................
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[Total: 25 marks]
END OF QUESTION 5
© UCLES 2015 0460/11/O/N/15

23
QUESTION 6
6 (a) Study Fig. 11, a scatter graph showing information about GNP (Gross National Product)
per person and the percentage of the population working in the tertiary sector in selected
countries.
100
90
80 USA
70 Germany
percentage Greece
of 60
population
working 50
in Iran
tertiary 40 China
sector
30
Ghana
20
10
0
0 10 000 20 000 30 000 40 000 50 000
GNP per person (US$)
Fig. 11
(i) Complete Fig. 11 by plotting the following information for Poland.
GNP per person = US$ 21 000
Percentage employed in tertiary sector = 53% [1]
(ii) Use evidence from Fig. 11 to show that there is a positive relationship between GNP per
person and the percentage employed in the tertiary sector.
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24
(iii) Explain why the percentage of the population employed in the tertiary sector is high in
countries with a high GNP per person.
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(b) Study Fig. 12 (Insert), which shows information about tourism in selected National Parks in
the USA and Canada.
(i) Using the information in Fig. 12 only, compare tourism in the Everglades with that in
Yellowstone National Park.
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(ii) Explain why seasonal changes in numbers of tourists visiting National Parks can cause
problems.
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© UCLES 2015 0460/11/O/N/15

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(iii) Explain how the tourist industry can have both positive and negative impacts on the
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26
(c) For a named area you have studied where the tourist industry is important, describe its natural
and human attractions.
Named tourist area ............................................
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[Total: 25 marks]
END OF QUESTION 6
© UCLES 2015 0460/11/O/N/15

27
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© UCLES 2015 0460/11/O/N/15

0460 GEOGRAPHY
Cambridge is publishing the mark schemes for the October/November 2015 series for most

1 (a) (i) 3.5% (allow 3.3–3.7) [1 mark] [1]
(ii) • A. Larger % in Barbados at 60/65/70/75+ (old dependents/people/elderly)/more

older people/higher percentage/smaller % at 60/65/70/75+ in Jamaica;
• Barbados pyramid has wider apex/top to pyramid/Jamaica has narrower apex; etc.
• B. Smaller percentage of population in younger age groups in Barbados/more young

people/0–4’s/more children/infants/babies young dependents in Jamaica/any
relevant comparative statistics to indicate smaller/larger age group in appropriate
country e.g. 9.5 compared to 6.8(%);
• Wider base to Jamaica pyramid; etc. [2 @ 1 mark] [2]
(iii) Candidates should compare here though we should link together two discrete accounts.
Ideas such as:
• Greater (proportion) of/more/larger 30 to 59 in Barbados/smaller proportion of 30 to
59 in Jamaica;
• About 40% of population of Barbados compared with about 31% of that of Jamaica;
• Largest percentage is at 35 to 39 in Barbados but 30 to 34 in Jamaica;
• 35 to 39 in Barbados is 8.5% but 7% in Jamaica;
• Steady decline in Jamaica but Barbados increases and decreases; etc.
NB: Must compare both male and female bars not just one. [3 @ 1 mark] [3]
(iv) Reference to factors such as:

• lowering of birth rates;
• greater access to contraceptives/family planning;
• more education about birth control/family planning;
• more education about adverse impacts of large families;
• more of mechanization of/less dependence on agriculture;
• reduced IMR;
• Impacts of government policy/or examples;
• attitudes towards women change;
• women want a career before children;
• desire for material possessions;
• society has become more secular/less religious;
• traditions/culture less important/LEDC’s adapt western cultures;
• later marriages;
• death rates reduced/life expectancy increased;
• better health care;
• better care for elderly;
• pension schemes are set up;
• more cures for diseases or specified examples;
• improved water supply/sanitation;
• improved food supply; etc. [4 @ 1 mark] [4]


• sterilisation available;
• free contraceptives issued;
• compulsory family planning (for newly married couples); [3 @ 1 mark] [3]
(ii) Ideas such as;

• people are given benefits/incentives to have children;
• more than 3 children policy;
• free places in nurseries/schools/education;
• paid maternity/paternity leave;
• child tax credits/family allowance payments/lower taxes for big families;
• policies to invest heavily in health care can reduce death rates;
• building of more hospitals/clinics; (dev)
• free healthcare for children/large families;
• propaganda/advertising about importance of large families;
• ban abortions/ban sterilisation;
• provision of housing for large families;
• taxes on condoms/contraceptives; etc. [5 @ 1 mark or development] [5]

(c) Levels marking

Statements including limited detail which describe the problems and/or benefits caused by an
ageing population

Uses named example.
More developed statements which describe the problems and/or benefits caused by an
ageing population
(NB: Max 5 if no named example)
Level 3 [7 marks]
Uses named example.
More developed statements which describe the problems and benefits caused by an ageing
population.
Content Guide:
• Answers are likely to refer to;
• High levels of dependent population,
• Pressure on working population,
• Increased taxation,
• Payment for health care,
• Payment of pensions,
• Lack of workforce,
• Difficult to defend country;
• Wisdom of elderly;
• Assistance with child care from extended family
• Jobs created in care-homes/working for elderly; etc.

Population data etc. [7]
[Total: 25 marks]

2 (a) (i) 20 [1 mark] [1]
(ii) Ideas such as:

• It is close/it is near to Hanoi/less expensive/cheaper/or vice versa from Central
Highlands/Central Highlands too far away;
• People are more likely to migrate to Ho Chi Minh City from Central Highlands;
• More people live in Red River Delta Region/less in Central Highlands;
• There could be more poverty/or reference to any push factor in either area e.g. less
jobs in Red River Delta/poor soil in Red River Delta region than in Central
Highlands;
• Risk of flooding in Red River Delta/tropical storms; etc.
NB: Doesn’t have to be comparative [2 @ 1 mark] [2]
(iii) Must be pull factors such as:

• jobs/work/earn money/higher wages;
• hospitals/better health care;
• education/schools/universities;
• bright lights/entertainment;
• better water supplies/sanitation;
• more food supplies;
• better electricity supplies; etc. [3 @ 1 mark] [3]
(iv) Ideas such as:

• Describe – migrants are generally in economically active sector/18 to 50(or variant);
• Explain – as they are seeking work;
• or looking for entertainment/bright lights
• Describe – greater percentage of male than female;
• Explain – males more likely to be seeking employment than females;
• Need to earn money to support family/send remittances back home; etc.
[4 @ 1 mark] [4]

• more rapid growth in Hanoi/less in Melbourne;
• allow tolerance of 2.8–3.2 m to 4.7–5.1 m Melbourne, compared with 1.4–1.8 m to
7.1–7.5 m Hanoi (must give 4 stats);
• increased by 1.5–2.3 m in Melbourne by 5.3 – 6.1 m in Hanoi depending upon which
statistics have been used previously;
• 3× increase in Hanoi compared to 1.5 times in Melbourne;
• More people live in Hanoi in 2015 but in 1974 more lived in Melbourne; etc.
NB: Must be comparative. [3 @ 1 mark] [3]

(ii) Problems such as:

• Lack of jobs/unemployment;
• (traffic) congestion/lots of traffic;
• Cost of traffic control schemes (dev);
• Need to build new roads (dev);
• air pollution/exhaust fumes;
• lack of housing/need to build more houses;
• poverty/deprivation;
• high crime rates/violence; (dev)
• difficult to provide schools;
• hospitals/clinics/healthcare;
• shortages of pressure on infrastructure/water supplies/electricity;
• overcrowding of public transport;
• lack of food supplies/famine/starvation;
• need to build on rural land/all open space used up/less space for agriculture;
• growth of squatter settlements/shanty towns;
• more need for rubbish disposal/litter; etc. [5 @ 1 mark or development] [5]

(c) Levels marking

Statements including limited detail on attempts to solve the chosen urban problem.

Uses named example
More developed statements on attempts to solve the chosen urban problem.
NB: MAX 5 if no named example or inappropriate example. Accept conurbation, city, town or
part of an urban area. Max 5 if no obvious link between problem and solutions. MAX 5 for
problem that is “pollution” or “lack of space”.
Level 3 [7 marks]
Uses named example. More developed statements on attempts to solve the chosen urban
problem, including some place specific reference.
Problems are likely to include:

• Unemployment
• Housing/lack of or poor condition
• Traffic
• Crime
• Specified pollution
• Shanty towns
• Natural disasters
• Poor healthcare
• Education
• Water supply
• Sanitation
• Food supplies
NB: The development needs to focus on description not on explanation. Credit answers
about attempts that have been made, are in progress or are currently in the planning
process. Mark the best scoring problem if more than one is included. [7]
[Total 25: marks]

3 (a) (i) in bays [1 mark] [1]
(ii) Ideas such as:

• formed of resistant rock/hard rock;
• not eroded rapidly (so protrudes into sea);
• softer rocks either side worn back more quickly; etc. [2 @ 1 mark] [2]
(iii) Features such as:

• Cliff;
• Wave cut platform;
• Cave;
• Arch;
• Stack;
• Stump, etc. [3 @ 1 mark] [3]
(iv) Processes : Hydraulic action, corrosion, solution, corrasion , attrition [2 marks]
Description:
Hydraulic action – wears away the rocks by weight/force
of waves/compression of air in cracks;
Corrosion/solution – acids in sea water dissolve the rocks;
Corrasion – loose materials carried by waves wear rocks/
Sandpaper action;
Attrition – particles reduced in size by hitting each other.
NB: Explanations must fit with process name for credit [2 @ 2 marks] [4]
(b) (i) (at A) sand near the sea/no sand near the cliff;
(at B) more shingle in the middle section/mixture of smaller and larger in middle;
(at C) large/lots of/more percentage of pebbles/large/big stones near the cliff/smaller
percentage of large pebbles near the sea; etc.
NB: No need for comparison. [3 @ 1 mark] [3]
(ii) Ideas such as;

• rock type along coast;
• effects of swash/backwash;
• impact of longshore drift;
• wave type/destructive or constructive waves;
• size of waves;
• (prevailing) winds/direction/speed;
• impact of sea defences;
• whether used by people;
• large rocks near cliff because fallen from cliff;
• smaller material near sea as affected by attrition from waves; etc.
[5 @ 1 mark or development] [5]

(c) Levels marking

Statements including limited detail which explain the formation and/or development of coastal
sand dunes.

More developed statements which explain the formation and/or development of coastal sand
dunes.
Level 3 [7 marks]
More developed statements which explain the formation and development of coastal sand
dunes. Comprehensive and accurate statements.
Content Guide:
• Movement of sand by wind,
• Wind deposition,
• Accumulation around an object,
• Growth of marram grass,
• Dune succession/colonization by vegetation etc. [7]
[Total: 25 marks]

4 (a) (i) Emergents [1 mark] [1]
(ii) Ideas such as:

• they support the tree;
• they prevent the tree being blown over/prevent it from falling over;
• because the soil is poor they don`t go far into the ground;
• they increase the area from which nutrients/water can be absorbed from the soil;
etc.
[2 @ 1 mark] [2]
(iii) Characteristics such as:

• Dense vegetation/trees close together;
• Distinct layers of vegetation;
• lianas;
• epiphytes/plants/fungi growing on trees;
• canopy of leaves/very little light penetrates;
• little undergrowth;
• drip tip leaves/waxy leaves;
• lots of different species;
• shrub layer – lower layer of small plants and shrubs;
• tall trees/emergents which grow taller towards the sunlight;
• shallow roots;
• straight trunks;
• leaves at top of trees;
• evergreen appearance; etc. [3 @ 1 mark] [3]
(iv) Ideas such as:

• high rainfall/lots of water;
• high temperatures;
• optimum growing conditions;
• no seasons;
• rapid nutrient cycling;
• variety of habitats for different organisms;
• large supplies of food for insects/animals/birds;
• many areas are still not exploited by people;
• lots of sunlight; [4 @ 1 mark] [4]
(b) (i) Ideas such as;

• Brazil higher amount than Indonesia/can quote any years;
• Indonesia generally increasing Brazil generally decreasing/can use time
periods/years;
• Gap between the two countries decreasing;
• Both countries experience fluctuations;
• Figures are more similar/stable in Indonesia;
• (2 or 4 figures as appropriate) statistics for any idea; etc.
NB: Must be comparative. [3 @ 1 mark] [3]

(ii) Ideas such as:

• destruction of vegetation/kills plants;
• results in loss of habitat (dev);
• so threat to species/extinction (dev);
• less nutrients are returned to the soils;
• so they quickly become infertile (dev);
• saturation of soil;
• more rapid run off;
• leads to more soil erosion;
• as there are no roots to stabilize soil (dev);
• kills animals/fish/birds;
• flooding;
• impacts on food chains; etc. [5 @ 1 mark or development] [5]
(c) Levels marking

Statements including limited detail which explain why deforestation has occurred.

Uses named example.
More developed statements which explain why deforestation has occurred.
(Max. 5 marks if no named example.)
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements including place specific reference.
Content Guide:
• Lumbering/logging,
• Tourism,
• Commercial agriculture/growing e.g. sugar cane
• Cattle grazing/ranching
• Mining/quarrying/mineral extraction,
• Building settlements/more space needed for growing population,
• Road building,
• Dams/reservoirs/HEP,
• Railways
• Government policy encouraging economic development, etc.
NB: Development is of the explanation e.g. why it has occurred – causes of deforestation not
impacts of deforestation. [7]
[Total: 25 marks]

5 (a) (i) Secondary [1 mark] [1]
(ii) Similarity (reserve):

• Increase up to 2008/decrease to 2009 (or any time period e.g. 2004–2007)/in 2008
produced the same amount;
Difference (reserve):
• More cars produced in Japan/less in other countries;
• Steeper decline in production in Japan/steeper increase in other countries;
• 2000–2001 Japan decreases and others increase; etc.
NB: Accept statistics if accurate; [1 + 1 mark] [2]

• Cheaper labour;
• Cheaper land/very expensive land in Japan/not much land in Japan(more space in
other countries);
• Close to major markets/reduces transport costs/more people to sell to;
• Avoid import tariffs/taxes;
• Increase brand awareness/prestige in other countries;
• To encourage international links/relationships; etc. [2 @ 1 mark] [3]
(iv) Ideas such as:

• employment in factory/jobs/people can earn money;
• people can buy better food/send their children to school/better housing;
• improved service provision or example (healthcare; education)
• more money circulating in area/multiplier effect;
• development of transport network;
• development of infrastructure/electricity/water supply;
• more cars for Chinese people to buy;
• China earns money from taxes/improves economy; etc. [4 @ 1 mark] [4]

• Input – sand/limestone/salt/coal
• Process – cooling/hardening/cut into lengths/melting raw materials
• Output – glass [3 @ 1 mark] [3]
(ii) Ideas such as:

• Location of raw materials;
• Especially if raw materials are bulky/heavy/perishable (dev);
• Location of market;
• Market location where products are bulky/heavy/perishable (dev);
• To reduce transport cost (dev);
• Availability of labour;
• Skills/cheap labour depending on industry;
• Cost of land;
• Availability of transport/near any example e.g. road/rail;
• Government incentives;
• Amount of land needed/large areas of land;
• Flat land;
• Near water supply;
• Near electricity supply;
• Near ports; etc. [5 @ 1 mark or development] [5]

(c) Levels marking

Statements including limited detail which describe the impacts of manufacturing industry on

Uses named example.
More developed statements which describe the impacts of manufacturing industry on the
(NB: Max 5 if no example.)
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements including place specific reference.
Content Guide:
• Atmospheric pollution,
• Noise scares wildlife,
• Loss of habitat,
• Destruction of food chains,
• Pollution of water courses,
• Acid rain,
• Global warming etc. [7]
[Total: 25 marks]

6 (a) (i) On scatter graph [1 mark] [1]
(ii) Higher the GNP the higher the percentage tertiary/or vice versa;
2 × sets (4 figures) of statistics to illustrate relationship; etc. [2 @ 1 mark] [2]

• education/skills for employment in tertiary sector;
• lots of offices/shops/businesses;
• people have high spending power;
• demand for services/want more services/(or examples);
• high paying jobs/people or country earns more money; etc. [3 @ 1 mark] [3]

• Busiest time of year is June–Aug at Yellowstone
but Nov – March at Everglades (accept summer, winter/beginning or end of year);
• high season/busiest time of year is longer at Everglades/shorter in Yellowstone;
• best time to go to Yellowstone is May/June/Sept/Oct/spring/autumn, but Everglades
Sept to April/autumn, winter, spring;
• both are seasonal; etc.
NB: Must compare [3 @ 1 mark] [3]
(ii) Ideas such as:

• At busiest times there will be traffic congestion;
• visitor attractions will be overcrowded;
• Income will not be consistent/they don’t earn money in low season;
• Work will be seasonal/no jobs in winter;
• Hotels will be full at some times of year and under-used at others;
• more litter in peak season; etc. [4 @ 1 mark] [4]

• loss of natural vegetation;
• causes habitat loss (dev);
• traffic causes air pollution;
• rivers/seas could be polluted (with sewage/litter);
• threat to species/kills wildlife;
• noise frightens wildlife;
• creating National Parks conserves species;
• careful management preserves natural environments/prevents extinction;
• money earned used to protect environment; etc.
NB: 1 mark reserve on positive/negative [5 @ 1 mark or development] [5]

(c) Levels marking

Statements including limited detail which describe the natural and/or human attractions of an
area where tourism is important.

Uses named example.
More developed statements which describe the natural and/or human attractions of an area
where tourism is important.
(NB: Max 5 if no named example)
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements which describe the natural and human attractions
of an area where tourism is important, including place specific reference.
Content Guide:
• Scenery,
• Beaches,
• Weather/climate,
• National Parks,
• Vegetation,
• Wildlife,
• Entertainments,
• Historical buildings,
• Monuments, etc.
NB: Description can be what it is like or what attracts people to it. [7]
[Total: 25 marks

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
*4421145298-I*
DC (NH/AR) 97994
2
© UCLES 2015 0460/21/INSERT/O/N/15

3
© UCLES 2015 0460/21/INSERT/O/N/15

4
BLANK PAGE
© UCLES 2015 0460/21/INSERT/O/N/15

* 4 4 2 1 1 4 5 2 9 8 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator

The Insert contains Photograph A for Question 3 and Photograph B for Question 5.
DC (ST/AR) 128462
2
1 Study the map extract for Essexvale, Zimbabwe. The scale is 1:50 000.
Fig. 1 shows some of the features in the west of the map extract.
09 10 11 12
49 49
48 48
A F
E
47 47
B
D
46 46
45 45
09 10 11 12
Fig. 1
(a) Using the map extract, identify the following features shown on Fig. 1:
.......................................................................................................................................[1]
(ii) feature B;
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(iii) feature C;
.......................................................................................................................................[1]
(iv) the name of river D;
.......................................................................................................................................[1]
(v) the height above sea level at spot height E;
...........................................................................................................................metres [1]
(vi) feature F.
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© UCLES 2015 0460/21/O/N/15

3
(b) Fig. 2 shows the area around the Kudu Asbestos mine.
14 15 16 17
49 49
Kudu
Asbestos
48 48
47 47
14 15 16 17
Fig. 2
Describe the relief of this area.
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4
(c) Fig. 3 shows the area of settlement and cultivation in the south west of the map extract.
09 10 11 12
43 43
42 42
IWABA
41 41
09 10 11 12
Fig. 3
Describe each of the following features of this area:
(i) transport;
...........................................................................................................................................
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.......................................................................................................................................[2]
(ii) water supply and drainage.
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.......................................................................................................................................[2]
© UCLES 2015 0460/21/O/N/15

5
(d) Find the Inyankuni river on the map.
(i) What is the direction of flow of the river? Tick one correct statement below.
Tick (3)
north to south
south to north
east to west
west to east
[1]
(ii) Give one reason for your answer to (d)(i).
...........................................................................................................................................
.......................................................................................................................................[1]
(e) Find Shazha hill and Mbalani hill in the east of the map extract.
(i) Measure the distance between the tops of the two hills. Give your answer in metres.
.......................................................... metres [1]
(ii) Measure the compass bearing from the top of Mbalani hill to the top of Shazha hill.
........................................................ degrees [1]
(iii) What is the six figure grid reference of the top of Shazha hill? Tick one correct answer
below.
Tick (3)
251471
251475
252475
471255
475251
[2]
[Total: 20 marks]

6
2 Fig. 4 shows the population distribution in Mali, West Africa. Fig. 5 shows the main towns and
cities, rivers and rainfall in the country.
Distribution of population in Mali
MALI
Key
25 - 100 people
11 - 24 per
3 - 10 square
0-2 kilometre
0 300
km
Fig. 4
Towns and cities, rivers and rainfall in Mali
Key N
main town or city
400 annual rainfall
(mm)
Se Senegal river
Ni Niger river
0 300
km Tombouctou
200 Gao
600 400
800
Se 200
Kayes
1000 Ségou Mopti 600 400
Bamako 800
Ni
10
00
Fig. 5
© UCLES 2015 0460/21/O/N/15
7
(a) Describe the distribution of population in Mali shown on Fig. 4.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[3]
(b) Describe the relationship between population distribution shown on Fig. 4 and annual rainfall
shown on Fig. 5.
...................................................................................................................................................
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...............................................................................................................................................[2]
(c) (i) Using Fig. 5, describe the location of the main towns and cities in Mali.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Using Fig. 5, suggest one reason for the location of towns and cities that you have
described in (c)(i).
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8 marks]

8
3 Study Photograph A (Insert), which shows Mount Teide, a volcano in Tenerife, Canary Islands.
(a) Give one piece of evidence seen in Photograph A which suggests that this is an area with a
dry climate.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) Describe the features of the volcano seen in the photograph.
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...............................................................................................................................................[5]
(c) Give two hazards of volcanoes that cause risk to human life.
1 ................................................................................................................................................
2 ............................................................................................................................................[2]
[Total: 8 marks]
© UCLES 2015 0460/21/O/N/15

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4 (a) Fig. 6 shows the output of four areas which are important for the production of high technology
goods.
Content removed due to copyright restrictions.
(i) Using Fig. 6, state the value of Japan’s output of high technology goods in 2000.
.................................................... billion US$ [1]
(ii) How has China’s output changed between 1998 and 2010 compared to the other three
areas?
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) How has Japan’s output changed between 1998 and 2010 compared to the other three
areas?
...........................................................................................................................................
.......................................................................................................................................[1]

10
(b) Fig. 7 shows the location of some of the world’s important producers of high technology
goods.
Equator
Key
important producer of high technology goods
Fig. 7
Describe the distribution shown on Fig. 7.
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© UCLES 2015 0460/21/O/N/15

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(c) The table below shows some of the factors which can affect the location of industry. Which
two of these factors have been important in the location of high technology industries?
Tick only two boxes.
Tick (3)
raw materials
energy supplies
research facilities
cheap labour
unskilled labour
railway links
water supply
links to other high technology industries
waste disposal
[2]
[Total: 8 marks]

12
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5 Photograph B (Insert) shows a weather station in Spain. The box on the left of the photograph is
old and the instruments inside the fence on the right of the photograph are newer.
(a) (i) Identify the name of the box on the left of the photograph.
.......................................................................................................................................[1]
(ii) Name one of the instruments seen inside the fence on the right of the photograph.
.......................................................................................................................................[1]
(b) Using evidence from the photograph, suggest why this might not be a good location for the
weather station.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Using evidence from the photograph, how is data from the instruments on the right recorded?
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) The box on the left of the photograph has been replaced by instruments inside the fence on
the right of the photograph. Suggest why.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8 marks]

14
6 Study Figs 8 and 9, which give information about the Aral Sea, an inland sea in Asia. Answer the
questions on the opposite page.
Syr
Darya
Ka bek
za
Uz
kh tan
st
Muynak
an
Key is
coast line of
Amu Aral Sea in 1960
Darya coast line of
Aral Sea in 2010
river
0 100
km
Fig. 8
The Aral Sea
The Aral Sea is located in a desert on the border of Uzbekistan and Kazakhstan. In 1960 it
was the fourth biggest inland sea in the world. Two rivers flowed into the sea, the Amu Darya
and the Syr Darya. Muynak (population 12 000) was a busy fishing port on the shore of the
Aral Sea.
The surrounding desert was developed for growing cotton, a non-food crop. The waters
of the Amu Darya and Syr Darya were diverted and used for irrigation. This created an
environmental and human disaster. Water evaporated and brought salt in the soil to the
surface making it infertile. Salt now covers the old sea bed.
Drinking water is heavily polluted with salt, fertilisers and pesticides. Aid organisations have
begun to bring food such as rice, flour and oil to the poorest people. Cancers, lung disease
and infant mortality are 30 times higher than they used to be in this region. The immune
systems of local people have become weak due to poor nutrition and people are vulnerable to
lung diseases such as tuberculosis. Big families live in very poor conditions and tuberculosis
spreads very quickly.
The Uzbekistan and Kazakhstan governments are trying to find solutions to the problem.
Fig. 9
© UCLES 2015 0460/21/O/N/15
15
(a) (i) Using Fig. 8, how has the Aral Sea changed between 1960 and 2010?
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Using Figs 8 and 9, suggest how the economy of Muynak has changed between 1960
and 2010.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Using Fig. 9, explain why the people of the area have food and health problems.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) It has been suggested that stopping irrigation would help the situation in the Aral Sea and
surrounding area. Suggest one advantage and one disadvantage of doing this.
Advantage .................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
Disadvantage ............................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8 marks]
© UCLES 2015 0460/21/O/N/15

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0460 GEOGRAPHY

1 (a) (i) narrow tarred [1]
(ii) railway, [1]
(iii) power line, [1]
(iv) Incema/Ncema, (allow Mcena) [1]
(v) 1 126 (metres) [1]
(vi) bridge, (allow road bridge)
[1]
(b) hill/hilly/high/upland/mountain
steep slopes
heights 1 140 – 1 452 m
ridge
NW – SE trend
concave slope/steep at top gentle at bottom
low(er)/gentle(r) in NE/SW/in 1 447
valley(s)
2/3/4/many summits/hills [4]
(c) (i) wide tarred road

track/cut line/game trail
“other” road [2]
(ii) small river/stream/tributary/watercourse

many rivers/streams/tributaries/watercourses
reservoir
lake
flow N/NW/NE [2]
(d) (i) north to south [1]
(ii) build-up of water behind dam/dam on south of lake

tributaries flow to south, [1]
(e) (i) 5 000 – 5 200(m) [1]
(ii) 033° – 037° [1]
(iii) 251 475 = 2

252 475 = 1 [2]

2 (a) greater in south/less in north, (allow low in north high in south)

greater in south-west/less in north-east
0 – 2/3 – 10/km2 in north

11 – 24/25 – 100/km2 in south,
very low in north
low overall [3]
(b) greater in wetter areas/less in dry areas

example of a pair of statistics:
low/0 – 2/km2 where rain (<)200 mm,

high/11 – 100/25 – 100/km2 where rain (>)1 000 mm
(very) dry areas/desert very sparse/almost none [2]
(c) (i) in south/south-west

in wetter areas (or by figures)
on river(s) [2]
(ii) water supply/provide water/water available/access to water

transport
irrigation
better agriculture in wetter areas [1]
3 (a) bare ground/sparse/little/lack of vegetation

scrub/bush/shrubs/lack of trees, dry channel/valley [1]
(b) cone
steep
bare (rock)/sparse/little/lack of vegetation,
black (rock)
white/brown (rock)
lava flow/paths of lava
crater
narrow/pointed summit
conelet/secondary cone
valleys/gulleys/ravines [5]

(c) ash (falls)

pyroclastic flows
lateral blasts
mudflows/lahars,
volcanic gases
post-eruption famine/disease/destruction of crops
landslides
Mark the best two points given. [2]
4 (a) (i) 184–188 (billion US$) [1]
(ii) (more) rapid increase

great(est) increase
no decreases/constant increase [1]
(iii) more/fairly constant

small(er) increase (overall)
stays between 100 and 200 billion US$
greater decline 2000–2002 [1]
(b) in northern hemisphere/in north

(mostly) in MEDCs
(some) in NICs
(many) coastal
two of Europe, North America/USA and Asia/China, (no other countries)
none in South America, Africa and Australasia
one in India/Middle East/Israel
most in Europe [3]
(c) research facilities

links to other high technology industries
Deduct one mark for every tick more than two. [2]
5 (a) (i) Stevenson screen, (Allow “box” for screen) [1]
(ii) anemometer
wind vane [1]
(b) beside parking lot/cars

interference by people
heat from car exhausts
(close to) trees,
shade/shelter
concrete absorbs heat [2]

(c) solar panel (in context)/wires/cables/mast/sensor

digital/electronic/remote/automatic/computerised/database [2]
(d) box on left is old

box on left needs frequent reading/requires more work/instruments inside fence less work
instruments inside fence read remotely/no need to visit
instruments inside fence allow easy data compilation/analysis
instruments inside fence allow continuous recording
fence is more secure
human error
[2]
6 (a) (i) shrunk/dried up, etc. [1]
(ii) no longer fishing/port [1]
(b) no fish (to eat)

industrial crop not food crops
soil infertile/salty therefore reduced crops/less food
polluted drinking water
weakened immune systems/poor food therefore liable to disease/have health problems
poor living conditions/large families cause spread of disease [4]
(c) Advantages
wild life will return,
people can catch fish
people can go back to food crops
less salt in soil (stated as an improvement)
more/cleaner (drinking) water
Disadvantages
cotton revenue lost/yields drop [2]

GEOGRAPHY 0460/41
INSERT
1 hour 30 minutes
*5087193705-I*
This Insert contains Figs 1 and 2, Photographs A and B and Table 2 for Question 1, and Figs 6 and 9 and
Tables 4, 5, 6 and 7 for Question 2.
DC (LEG/CGW) 99250/5
2
The Bradshaw model
Discharge
Channel width
Channel depth
Average velocity
Load quantity
Load particle size
Channel bed roughness
Slope angle (gradient)
Upstream Downstream
© UCLES 2015 0460/41/INSERT/O/N/15

3
Location of fieldwork sites
R.
N Ca
ld
er
river
confluence
3
COXLEY (45 m)
village
d ck
n roa Be
i
ma le
y
ox
C
2 (70 m) NETHERTON
village
river source
1
(90 m)
0 1
main road
km
Key
1
fieldwork sites
2
3
woodland
(90 m)
(70 m) height above sea level of fieldwork sites
(45 m)

4
© UCLES 2015 0460/41/INSERT/O/N/15

5

Results of pebble measurements
Distance of measurement across river Volume (length × width × depth)

bed from inside bank (m) of pebble (cm3)
site 1
0.3 435
0.6 61
0.9 127
1.2 79
1.5 275
1.8 39
2.1 150
2.4 469
Average 204.4
site 2
0.3 109
0.6 48
0.9 270
1.2 228
1.5 19
1.8 45
2.1 60
2.4 116
2.7 202
3.0 146
3.3 90
3.6 72
3.9 301
4.2 190
Average 135.4
site 3
0.3 41
0.6 17
0.9 58
1.2 80
1.5 76
1.8 96
2.1 124
2.4 82
2.7 178
3.0 165
3.3 216
3.6 292
3.9 311
4.2 271
4.5 399
4.8 345
5.1 470
Average 189.5
6
Location of fieldwork sites
49
A229
A2
A20
Centre
CBD
Fant A20
r
ve
Ri
A22
9
Tovil
Shepway
A2
74
Loose
9
A22
0 1
km
Key
A229 main road
© UCLES 2015 0460/41/INSERT/O/N/15

7
Results of environmental survey
Area of town Centre Fant Tovil Shepway Loose

Distance from CBD (km) 0.4 1.0 1.7 3.0 3.5
Environmental quality scores

Building condition 3 2 2 1 4
Public open space 3 2 4 1 3
Traffic 1 2 2 3 4
Noise 1 3 3 2 4
Total 8 9 11 7 15

8
This questionnaire is part of our Geography IGCSE fieldwork. Please answer the following
questions.
Which area do you live in?
Centre Fant Tovil Shepway Loose
1. How safe do you feel in the local area?
Very safe Safe Unsafe Very unsafe
2. Which one of the following best describes the community in the local area?
People care for other people
People are friendly to other people
People do not mix with other people
People are unfriendly to other people
People are hostile to other people
3. Which of the following have you been a victim of? (Tick all that apply)
Anti-social behaviour
Assault
Theft or robbery
Vandalism
None of these
Thank you for answering the questions. Please return your completed questionnaire to the
email address provided.
© UCLES 2015 0460/41/INSERT/O/N/15

9
Tables 5, 6 and 7 for Question 2
Answers to questionnaire

Distance from CBD (km) 0.4 1.0 1.7 3.0 3.5
Table 5
Answer to Q1: How safe do you feel in the local area? (figures are percentages)
Very safe 22 36 67 9 58
Safe 27 29 28 31 26
Unsafe 33 20 5 34 16
Very unsafe 18 15 0 26 0
Table 6
Answer to Q2: Which one of the following best describes the community in the local area?
(figures are percentages)
People care for other people 6 17 39 10 18
People are friendly to other people 9 23 32 32 27
People do not mix with other people 40 32 15 28 41
People are unfriendly to other people 34 24 14 21 10
People are hostile to other people 11 4 0 9 4
Table 7
Answer to Q3: Which of the following have you been a victim of? (figures are percentages)
Anti-social behaviour 26 27 15 22 7
Assault 11 15 18 10 8
Theft or robbery 18 11 9 24 31
Vandalism 10 14 11 39 4
None of these 35 33 47 5 50
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© UCLES 2015 0460/41/INSERT/O/N/15

* 5 0 8 7 1 9 3 7 0 5 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Ruler

The Insert contains Figs 1 and 2, Photographs A and B and Table 2 for Question 1, and Figs 6 and 9 and
Tables 4, 5, 6 and 7 for Question 2.
DC (LEG/CGW) 99249/6
2
1 A class of students studied the Bradshaw model. This geographical model describes how a river’s
characteristics vary between the upper course and lower course of a river. The model is shown in
Fig. 1 (Insert).
Different groups of students in the class chose to investigate different aspects of the model. One
group of six students chose the following hypotheses.
Hypothesis 1: The gradient (angle of slope) of the river bed decreases downstream.
Hypothesis 2: Load particle size decreases downstream.
Load particle size is a measurement of the size of individual particles carried by the river.
The students chose three sites to do their fieldwork at different distances downstream from the
river source. The sites are shown in Fig. 2 (Insert).
(a) To collect data for Hypothesis 1 the students measured the angle of slope of the river bed
using a clinometer, ranging poles and measuring tape. This method is shown in Photograph A
(Insert).
(i) Describe how the students measured the angle of slope of the river bed.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) One student in the group then used a digital clinometer ‘app’ on his mobile phone to check
the accuracy of the measurements. The digital clinometer is shown in Photograph B
(Insert).
Suggest one advantage and one disadvantage of a digital clinometer compared with a
traditional clinometer.
Advantage
...........................................................................................................................................
...........................................................................................................................................
Disadvantage
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2015 0460/41/O/N/15
3
(iii) Each of the six students measured the angle of slope at the three sites. The results of
their measurements are shown in Table 1 below.
Table 1
Angle of slope measurements
Site Angle measurement (degrees)

Student Student Student Student Student Student
Average
A B C D E F
1 18 4 19 16 18 15 17.2
2 9 13 10 12 18 12 11.2
3 7 5 5 4 8 6
The group decided to exclude the results of student B at site 1 and student E at site 2
from their analysis. Explain why they made this decision.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iv) Calculate the average angle of slope at site 3. Write your answer in Table 1. [1]

4
(v) The students then plotted the results for each site on a graph, Fig. 3 below. Plot the
average angle calculated in (a)(iv) on Fig. 3. [1]
5HVXOWVRIVWXGHQWV·PHDVXUHPHQWV
20 20
19 19
18 18
17 17
16 16
15 15
14 14
13 13
12 12
11 11
measured measured
angle 10 10 angle
(degrees) (degrees)
9 9
8 8
7 7
6 6
5 5
Key
4 4 measurement
average angle
3 3
2 2
1 1
0 0
site site site
1 2 3
upstream downstream
Fig. 3
© UCLES 2015 0460/41/O/N/15
5
(vi) Do the results shown in Table 1 and Fig. 3 support Hypothesis 1: The gradient (angle of
slope) of the river bed decreases downstream? Use data to support your conclusion.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(b) To investigate Hypothesis 2: Load particle size decreases downstream, the students
measured one pebble from the bed every 30 cm across the channel at each site. They
measured the length, width and height of each pebble in order to calculate its volume.
(i) Why would the volume measurement be more reliable than only measuring the length?
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Which two of the pieces of equipment in the table below could the students use to
measure the volume of each pebble? Tick (✓) your choices.
Equipment Tick (✓)

callipers
flowmeter
quadrat
ruler
stopwatch
[2]

6
(iii) The students’ results are shown in Table 2 (Insert). Use these results to complete the
histogram for site 2, below. [2]
Volume of pebbles
site 1 site 2
7 7
6 6
5 5
number 4 number 4
of of
pebbles 3 pebbles 3
2 2
1 1
0 0
0 – 101 – 201 – 301 – 401 – 0 – 101 – 201 – 301 – 401 –
100 200 300 400 500 100 200 300 400 500
volume of pebbles volume of pebbles
(cm3) (cm3)
site 3
number 4
of
pebbles 3
0
0 – 101 – 201 – 301 – 401 –
100 200 300 400 500
volume of pebbles
(cm3)
Fig. 4
© UCLES 2015 0460/41/O/N/15

7
(iv) The students decided that there was no clear conclusion to Hypothesis 2: Load particle
size decreases downstream. Use evidence from Fig. 4 and Table 2 to support this
decision.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(c) One student also plotted the measurements across the river at each site. These are shown in
Fig. 5 below.
(i) Use the information in Table 2 (Insert) to complete Fig. 5 by plotting the volume of the
pebbles at 1.2 m and 3.0 m from the inside bank at site 3. [2]
Volume of pebbles at site 3

500
450
400
350
300
volume
of pebbles 250
(cm3)
200
150
100
50
0
0 0.3 0.6 0.9 1.2 1.5 1.8 2.1 2.4 2.7 3.0 3.3 3.6 3.9 4.2 4.5 4.8 5.1
distance from inside bank (m)
Fig. 5
(ii) Site 3 is on a river meander. What pattern is shown by the results at site 3?
...........................................................................................................................................
.......................................................................................................................................[1]
8
(iii) Using Fig. 5 and Table 2, explain why the results at site 3 show this pattern.
...........................................................................................................................................
...............................................................................................................................
...............................................................................................................................
.......................................................................................................................................[2]
(d) Suggest four ways that the students could have improved their data collection methods to
make their results more reliable.
1 .................................................................................................................................................
......................................................................................................................................
2 ....................................................................................................................................
......................................................................................................................................
3 .................................................................................................................................................
......................................................................................................................................
4 ....................................................................................................................................
.................................................................................................................................. [4]
[Total: 30 marks]
© UCLES 2015 0460/41/O/N/15

9
2 Some students in the UK wanted to compare areas of the town they lived in. They decided to
divide their investigation into two parts. First they looked at the environment of different areas, and
second they investigated the quality of life of people who live in the different areas.
Quality of life is a measurement of a person’s well-being and happiness which could include things
such as safety, community spirit and level of crime.
The students chose five sites to investigate in different areas of the town. These are shown in
Fig. 6 (Insert).
They decided to investigate the following hypotheses:
Hypothesis 1: The quality of the environment improves as distance from the town centre
increases.
Hypothesis 2: People’s quality of life improves as distance from the town centre increases.
(a) To investigate Hypothesis 1 the students did an environmental quality survey at one site in
each area. To make their survey more reliable the students produced brief descriptions of
each category for the survey. An example for traffic is shown below.
Category: Description Score

Traffic
Very little traffic which is moving freely 4
Little traffic which is moving steadily 3
Lots of traffic which is moving slowly 2
Lots of traffic which is causing congestion and queues 1
(i) Put the following descriptions of public open space into the correct order in the table
below. [1]
• Very little vegetation, land is derelict

• Well kept vegetation which is regularly maintained
• Vegetation is not maintained and is overgrown
• Vegetation is maintained but not to a high level
Category: Description Score

Public open
space 4
3
2
1

10
(ii) The students went as a group with their teacher to do a practice survey in an area near
school. The scores of two students are shown in Table 3 below.
Table 3
Students’ scores
Category Student A Student B

Building condition 4 2
Public open space 3 2
Traffic 3 1
Noise 2 2
Suggest one reason why the scores of the two students are different.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Explain how the students would organise and carry out the environmental quality survey.
...........................................................................................................................................
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(b) The results of the environmental quality survey are shown in Table 4 (Insert).
(i) Use the results for Tovil in Table 4 to complete Fig. 7 below. [1]
Results of environmental quality survey
Centre Fant Tovil

4 4 4
3 3 3
score
score
score
2 2 2
1 1 1
0 0 0
no ic
no ic
no ic
tra e
tra e
tra e
e
sp on
sp on
sp on
ac
is
ac
is
ac
is
ff
ff
ff
en iti
en iti
en iti
op nd
op nd
op nd
ic co
ic co
ic co
bl g
bl g
bl g
pu ildin
pu ildin
pu ildin
bu
bu
bu
Shepway Loose
4 4
3 3
score
score
2 2
1 1
0 0
no ic
no ic
tra e
tra e
e
sp on
sp on
ac
is
ac
is
ff
ff
en iti
en iti
op nd
op nd
ic co
ic co
bl g
bl g
pu ildin
pu ildin
bu
bu
Fig. 7

12
(ii) The students also calculated the total environmental quality score for each area. Use
these results from Table 4 (Insert) to complete the scores for Centre and Fant in Fig. 8
below. [2]
Total environmental quality scores and

distance from the CBD
16
Loose
14
12
Tovil
10
score
8
Shepway
6
0
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
distance from CBD (km)
Fig. 8
(iii) Which one of the following conclusions to Hypothesis 1: The quality of the environment
improves as distance from the town centre increases is most accurate? Circle your
answer below.
Conclusion is false Conclusion is partly true Conclusion is true
Support your decision with evidence from Fig. 8 and Table 4.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
© UCLES 2015 0460/41/O/N/15

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(c) To investigate Hypothesis 2: People’s quality of life improves as distance from the town
centre increases, the students needed to find out what residents thought about the area they
lived in. To do this they produced an on-line questionnaire, which is shown in Fig. 9 (Insert).
The students delivered leaflets to 200 houses in each of the five areas. The leaflet asked
residents to fill in the on-line questionnaire by using the link provided.
(i) Suggest two advantages and two disadvantages of using the on-line questionnaire
rather than asking people in the street.
Advantages
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
Disadvantages
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
.......................................................................................................................................[4]

14
When the students received the completed questionnaires they recorded the results and
converted them into percentages. These are shown in Tables 5, 6 and 7 (Insert).
(ii) The results to Question 1: How safe do you feel in the local area? are shown in Table 5.
Use the results to complete the pie graph for Fant in Fig. 10, below. [2]
Answers to Question 1: How safe do you feel in the local area?
Centre
%
0
90 10
Key
80 20 very safe
safe
unsafe
70 30 very unsafe
60 40
50
Fant Tovil
% %
0 0
90 10 90 10
80 20 80 20
70 30 70 30
60 40 60 40
50 50
Shepway Loose
% %
0 0
90 10 90 10
80 20 80 20
70 30 70 30
60 40 60 40
50 50
Fig. 10
© UCLES 2015 0460/41/O/N/15
15
(iii) The results to Question 2: Which one of the following best describes the community in
the local area? are shown in Table 6. Use the results to complete the graph for Fant in
Fig. 11, below. [2]
%
0 10 20 30 40 50 60 70 80 90 100
Centre
Fant
Tovil
Shepway
Loose
0 10 20 30 40 50 60 70 80 90 100
Key %
people care
for other people
people are friendly
to other people
people do not mix
with other people
people are unfriendly
to other people
people are hostile
to other people
Fig. 11
(iv) In which one of the five areas do residents have the best quality of life?
Give one piece of evidence from Fig. 10 and one piece of evidence from Fig. 11 to
support your choice.
Chosen area ...................................
Fig. 10
...........................................................................................................................................
...........................................................................................................................................
Fig. 11
...........................................................................................................................................
.......................................................................................................................................[3]
16
(v) The students decided that Hypothesis 2: People’s quality of life improves as distance
from the town centre increases was false.
Support this conclusion with one piece of evidence from each of Fig. 10, Fig. 11 and
Table 7 (Insert).
Fig. 10
...........................................................................................................................................
...........................................................................................................................................
Fig. 11
...........................................................................................................................................
...........................................................................................................................................
Table 7
...........................................................................................................................................
.......................................................................................................................................[3]
(d) What different methods could the students have used to extend their investigations into
environmental quality and quality of life?
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 30 marks]
© UCLES 2015 0460/41/O/N/15

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© UCLES 2015 0460/41/O/N/15

0460 GEOGRAPHY

1 (a) (i) Use tape to measure distance

Students hold ranging poles at either end of measured distance
Poles must be vertical
Student holds clinometer next to top / at agreed height on ranging pole
Sight / line up other ranging pole at top / agreed height
Read off the angle / measure angle / record angle / measure degrees – need reference
to clinometer [4]
(ii) Advantage:
Give instant reading / faster / quicker
Precise / accurate measurement or reading / exact figure
Easy to use / clear to read / large digital readout / hard to read clinometer
Don’t need to know how to use a clinometer / don’t have to read off clinometer
Less chance of making mistake in reading / misreading
Easier to reset
Can download results to computer / save data
Easy to carry / portable
Disadvantage:
May not understand how to use the app
May drop phone into river / phone is fragile / phone gets wet
Phone may not be charged up/ battery may run out [2]
(iii) These results are anomalies / do not fit with other results / too big / too small /
not near the average
Results are measured incorrectly
Remove the effect of the anomaly on the average / would affect the results
Give a more reliable / accurate average result / result not reliable /
inaccurate [2]
(iv) Average = 5.8° Accept 5.83 JU

Credit in table or in space for calculation [1]
(v) Result of a(iv) plotted on Fig. 3 (ecf) [1]

(vi) Results support hypothesis – 1 mark reserve (HA)

Credit paired average data from different sites to 2 marks max 3 sites + data = 2 marks,
2 sites + data = 1 mark
e.g. 17.2° at site 1 / 90 m, 11.2° at site 2 / 70 m, 5.8° at site 3 / 45 m
OR 6° decrease between sites 1 and 2, 5.4° decrease between sites 2 and 3,
11.4° decrease between sites 1 and 3 – up to 2 marks
OR Upstream is 17.2°, decreases to 11.2° and downstream is 5.8° = 2 marks
OR Range of measurements: at site 1 between 15–19°, at site 2 between 9–13°, at site 3
between 4–8°
Results do not support / partially support hypothesis = 0 (XHA)

If no hypothesis conclusion ^HA & credit evidence [3]
(b) (i) Includes three different measurements

Length alone may be out of proportion with other measurements / height or width may
vary / where 2 pebbles with same length width may be larger in one of them / rock may
have long length but short width [1]
(ii) Callipers, ruler 2@1 [2]
(iii) Plot 101–200 = 4, 201-300 = 3, 301–400 = 1

All correct = 2 marks
1 or 2 correct = 1 mark [2]
(iv) Load size increases from site 2 / 70 m to site 3 / 45 m OR site 2 has

smallest average OR load size goes from large to small to large again
Pebbles of all different sizes / big pebbles / small pebbles are found at
each site
Credit comparable data to 2 marks max

e.g. average size at site 2 = 135.4 cm3 and average size at site 3 = 189.5 cm3
e.g. 1 pebble of 401–500 cm3 in site 3 but 0 in site 2
e.g. 0 pebbles of 301–400 cm3 in site 1, 1 in site 2, 3 in site 3 (any 2 stats)
(c) (i) Plot bars at 1.2 m = 80 cm3, 3.0 m = 165 cm3 2@1 [2]
(ii) Largest pebbles are located furthest from inside bank / nearer to outside bank
Volume / size of pebbles increases away from inside bank / towards outside bank [1]

(iii) Speed of flow / current varies across meander

Stronger current / more energy on outside of meander
More power to move larger rocks [2]
(d) Measure more pebbles at each site across river

Measure at more / shorter distances across river / every 10 or 20 cm
Do more gradient measurements and calculate average
Investigate more than three sites
Get another student to check measurements / check / compare measurements in pairs / with
partner / within group
Measure weight of rocks
Use a pebbleometer / measuring cylinder
Repeat the anomalous readings [4]
[Total 30 marks]
2 (a) (i) Well-kept vegetation which is regularly maintained

Vegetation is maintained but not to a high level
Vegetation is not maintained and is overgrown
Very little vegetation, land is derelict [1]
(ii) Scores are subjective / personal opinion / students live in different types of area /
students from different class backgrounds
Looking in different directions
Looking in different parts of the area [1]
(iii) Different students or groups go to different areas

Agree on time of survey / all surveys done at same time / start and finish at same time
Use agreed categories / descriptions
Produce a recording sheet for survey / a survey sheet
Look at the area and decide the score
Calculate an average score from the individual student results [4]
(b) (i) Building condition = 2

Public open space = 4
Traffic = 2
Noise = 3 [1]
(ii) Plot Centre at 0.4 km = 8, Fant at 1 km = 9 Need names 2@1 [2]
(iii) Conclusion is partly true – 1 mark reserve (HA)

4 locations (or all 4 named) support hypothesis / match pattern
Shepway is the anomaly in the pattern
NB: All areas except Shepway support hypothesis = 2 marks
Credit paired data (distance and environmental quality score) to 2

marks max. Don’t need name of area. For 2 marks need 1 supporting stat and
1 anomaly stat
e.g. (Tovil) score is 11 at 1.7 km and (Shepway) score is 7 at 3 km and – anomaly
e.g. (Tovil) score is 11 at 1.7 km and (Loose) score is 15 at 3.5 km – supports [4]

(c) (i) Advantages such as:

No need to spend time asking people individually to complete
questionnaire / work could be completed by one student
Safer than approaching strangers in the street
Overcomes problem of reluctance to approach people
Can deliver leaflets more quickly than using questionnaire with people
Gives the opportunity to get more responses than would be able to complete
questionnaire on street / many people do it at same time
Can use IT to total results / complete graphs
People can complete questionnaire when they want / take their time / more time to
answer / not feel pressurised
People complete questionnaire without feeling they are being judged
No bias in selection of people to do questionnaire
Disadvantages such as:

People may ignore leaflet or questionnaire / people may not return / complete
questionnaire
Still need to go out to put leaflets through doors
People may complete questionnaire incorrectly / not take it seriously / may lie
People may not be able to access on-line questionnaire / not IT literate / no internet / IT
problem such as internet may not work
May be completed by children / whole family together / anybody can answer it /
no control over who answers it
Cannot get advice while answering questionnaire / do not understand what to do
Results are not instant / have to wait for results / delay in returning results
2+2 [4]
(ii) Completion of pie chart for Fant

Unsafe = 20%, Very unsafe = 15%
1 mark for dividing line at 85%, 1 mark for shading [2]
(iii) Completion of divided bar graph for Fant

People do not mix = 32%, People are unfriendly = 24%,
People are hostile = 4%
1 mark for dividing lines at 72 and 96%, 1 mark for shading [2]
(iv) Tovil – 1 mark
Fig. 10
Highest percentage / amount / 95% feel safe or very safe
Credit percentage if figure is correct
OR more or most feel very safe or safe than in other areas / less or least feel unsafe or
very unsafe than in other areas
Fig. 11
Highest percentage / amount / 39% care for other people
Credit percentage if figure is correct
OR most or more care for / are friendly to other people than in other areas / least or
less says people are hostile than in other areas [3]

(v) Evidence may be statistics or comparison of areas
Fig. 10 / Table 5
More / larger percentage of people feel unsafe / very unsafe in Shepway
than Centre (Need comparison & 2 named areas. Do not need distance from CBD)
OR 26% feel very unsafe in Shepway and 18% feel very unsafe in Centre
(Need stats from 2 named areas. Do not need distance from CBD)
OR Shepway has highest / percentage / most / 26% who feel very unsafe and is one of
the furthest sites out from the CBD (Need 1 named area
and reference to distance and percentage)
Fig. 11 / Table 6
More / larger percentage of people do not mix at Loose than Fant (Need comparison
and 2 named areas. Do not need distance from CBD)
OR 41% do not mix in Loose and 32% do not mix in Fant (Need stats from 2 named
areas. Do not need distance from CBD)
OR Tovil has highest percentage / most / 39% of people who care for others and it’s not
the furthest out from the CBD (Need 1 named area and reference to distance and
percentage)
Table 7
More / larger percentage of people have been victims of theft in Shepway
than Centre (Need comparison and 2 named areas. Do not need distance from CBD)
OR 24% have been victims of theft in Shepway and 18% have been victims
of robbery in Centre (Need stats from 2 named areas. Do not need distance from CBD)
Shepway has highest percentage / most / 39% vandalism and it’s one of the sites
furthest from the CBD (Need 1 named area and reference to distance and percentage)
No hypothesis mark 3@1 [3]
(d) Taken photographs of the different areas

Used secondary data, e.g., crime statistics / internet / statistics from police
Interviewed residents to find out their reasons for living in different areas / ask people / ask
questions
Interview police officer / councillor
Participant observation / live in the area
Physical collection of data such as measure the amount of noise /
atmospheric pollution [3]
[Total 30 marks]

GEOGRAPHY 0460/11
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

1 (a) (i) South Korea….China….Italy

Correct order needed [1 mark] [1]
(ii) Decrease = Japan/Germany/Poland/Russia

Highest rate of growth = India [2 @ 1 mark] [2]

No abortion available;
little availability of/people don’t use contraception/family planning;
not educated re. contraception/impact of population growth/family planning;
want children to work/earn money (or example);
want children to look after parents in old age;
want children to look after younger siblings/do domestic chores;
no government policy to reduce family size;
have large families due to tradition/status;
have large families due to religious influences;
high infant mortality rate/have greater number of children in the
hope some will survive;
polygamy;
women marry at young age;
women do not have careers;
keep having children until boys is born to carry on family name;
desire for girl children to obtain dowry money
etc. [3 @ 1 mark] [3]
(iv) Ideas such as:

people do not have enough resources/raw materials;
lack of fuel/power (or example such as electricity);
lack of work;
poverty/people cannot afford (specified items, e.g. education, houses, etc.);
inadequate food supplies/starvation/famine/lack of space for agriculture;
poor access to education;
poor access to health care/lack of hospitals;
high levels of disease/high death rates/low life expectancy/high IMR;
lack of/overcrowded housing/not enough space for housing/people live
in/growth of squatter settlements;
atmospheric/water pollution;
inadequate water supply;
lack of sanitation,
overcultivation;
overgrazing;
disputes over agricultural land/places to live;
traffic congestion;
etc. [4 @ 1 mark] [4]
© UCLES 2016
(b) (i) Increasing proportion of 65+/old dependents/old people/people living longer;

Decreasing proportion of 0–19/children/young people/young dependents;
Increasing proportion of 20–64/economically active/adults;
Supporting statistics, e.g. 5% over 65 in 1950 likely to be 16% in 2050
/3X greater percentage, etc.
(1 mark MAX – Reserved)
(NB 1% tolerance on statistics) [3 @ 1 mark] [3]
(ii) Ideas such as:

lowering of death rates/increase of life expectancy;
improvements in health (medical) care/more doctors/more hospitals/better
equipment (technology) used in hospitals;
reduction of diseases/inoculation/medicines/cures for illnesses;
improved sanitation;
better water supplies;
better diet/food supplies;
healthy lifestyle/exercise;
education about health/hygiene/diet;
support for elderly/old people’s homes;
availability of pensions;
lowering of birth rates/people have less children;
reasons for lower birth rate to MAX 1, etc.

(5 @ 1 mark) or development [5]
(c) Levels marking

Statements including limited detail which evaluate the population policy.

Uses named example.
More developed statements which evaluate the population policy.
(NB Max 5 if no named or inappropriate example)
Level 3 [7 marks]
Uses named example.
reference.
Content Guide:
– changes in birth rates
– consequences of falling/rising birth rates
– imbalance in proportions of male/female
– migration, etc.

Specific details of the policy
Population data, etc.
NB The population policy could relate to natural population change or migration. [7]
[Total: 25 marks]
© UCLES 2016
2 (a) (i) Area close to the CBD/close to the centre of the city [1 mark] [1]
(ii) long and straight;

right angles to each other;
parallel
grid pattern/rectangular/square, etc. [2 @ 1 mark] [2]

to improve living conditions/quality of life/standard of living;
areas are old/to modernise housing/build new houses/we need more
houses/are derelict;
properties lack amenities;
factories/industries have closed down/are unoccupied;
to attract/develop new business opportunities/industrial estates/retail
parks/factories;
to create employment (jobs)/people need jobs;
new road building/inner ring roads being built/to improve traffic flow
/building an urban expressway;
some land is currently not being used/wasted, etc. [3 @ 1 mark] [3]
(b) (i) A = Suburbs

B = CBD
C = Inner city [3 @ 1 mark] [3]
(ii) One mark per appropriate description of land use based on

photograph selected with credit for development;
Photograph A:
housing/apartments;
High rise buildings;
Open space/sports field;
Modern buildings, etc.
Photograph B:
High rise buildings;
High density land use/crowded;
Offices;
Especially on upper floors;
Shops/retail;
High order services;
Roads;
Restaurants;
Apartments;
Hotels;
banks, etc.
Photograph C:
High density;
Old buildings;
Housing/apartments;
Offices;
3 storeys, etc. [4 @ 1 mark] [4]
© UCLES 2016

variation in the cost of land;
land will be higher cost in CBD;
variation in accessibility;
CBD will be most accessible/focus of roads;
Relief of land;
Historical development of urban area
etc.
(c) Levels marking

Statements including limited detail describe the effects of urban sprawl.

Uses named example.
More developed statements which describe the effects of urban sprawl.
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements with some place specific reference.
Content Guide:
Deforestation/loss of vegetation/loss of farmland,
Impacts on ecosystems/food chains,
Traffic congestion,
Atmospheric pollution,
Water pollution.
Noise pollution,
Visual pollution.
House prices/land values increase,
Growth of squatter settlements, etc.

Locational details,
Specific details of transport/communication network,
Named businesses, etc. [7]
[Total: 25 marks]
© UCLES 2016
3 (a) (i) A = Strato-volcano B = Shield volcano
NB Both needed for 1 mark [1 mark] [1]
(ii) Ideas such as:

B is higher/A is lower (or statistics);
B is wider/A is narrower (or statistics);
A has different layers but B does not;
A has 2 vents B has one;
B is more gently sloping/A is steeper, etc.
NB Points need to be comparative. [2 @ 1 mark] [2]
(iii) X = Vent
Y = Magma Chamber
Z = Crater [3 @ 1 mark] [3]
(iv) Ideas such as:

scenic beauty/views;
tourist industry (examples of jobs in tourist industry);
fertile soils/high yields of crops;
geothermal power/‘free’ hot water;
minerals/mining or example;
building materials;
hot springs;
religious/cultural significance, etc.; [4 @ 1 mark] [4]

circle/ring;
around Pacific Ocean;
linear/in lines;
along west of Americas;
east of Asia;
north of Australasia;
isolated volcanoes (2 volcanoes) in center of Pacific Ocean, etc.
[3 @ 1 mark] [3]
(ii) Ideas such as:

along plate boundaries/between plates/edge of plates/where plates
meet;
which are lines of weakness;
convergence of plates/plates move towards each other;
subduction/one plate sinks;
as oceanic crust is more dense (dev);
destruction of crust/magma created;
build up of magma;
creating pressure (dev)
release of magma;
through cracks in crust (dev);
hot spots (accept if related to Hawaii or similar, etc.)
© UCLES 2016
(c) Levels marking

Statements including limited detail which describe the impacts of an
earthquake.

Uses named example.
More developed statements which describe the impacts of an earthquake.
Level 3 [7 marks]
Uses named example.
reference.
Content Guide:
deaths,
injuries,
destruction of property,
fires,
damage to infrastructure,
economic impacts, etc.

Locational details,
Date/Richter scale measurement,
Details of named parts of the area,
Statistical information, etc. [7]
[Total: 25 marks]
© UCLES 2016
4 (a) (i) Meander [1 mark] [1]
(ii) Ideas such as:

gentle slope;
rocks/pebbles/deposits;
inside bend, etc. [2 @ 1 mark] [2]

speed of flow is slow/reduced/less energy;
deposition of materials
insufficient energy to move them;
accumulation over time, etc. [3 @ 1 mark] [3]
(iv) e.g. flooding:

reservoirs/dams upstream;
increase height of banks/raise levees/build artificial levees;
afforestation/reduce deforestation;
overflow channels/spillway;
straighten channel;
dredging;
widening river;
warning systems/monitoring;
land zoning, etc.
erosion:
strengthen banks/add hard rocks to banks/place rock barriers
in front of banks;
use gabions;
concrete river channel, etc.
(4 @ 1 mark) with 1 reserve on each section [4]

lower course is wider/upper is narrower;
lower course has gentler slopes/upper steeper slopes;
upper course is deeper;
upper course is more V shaped;
lower course has flood plain but upper does not, etc.
NB Points made need to be comparative [3 @ 1 mark] [3]
© UCLES 2016
(ii) Explanation of formation of waterfall:

horizontal hard rock layer/hard rock on top of soft;
erosion of soft rock;
named erosional process (MAX 1)
formation of plunge pool;
undercutting/hard rock not supported;
collapse of hard rock;
retreat of waterfall;
gorge formation, etc.
NB Credit marks on diagram labels or in written text but no

double credit.
(c) Levels marking

Statements including limited detail which describe opportunities provided for people by a
river.

Uses named example.
More developed statements which describe opportunities provided for people by a river.
Level 3 [7 marks]
Uses named example.
Content Guide:
agriculture,
fishing,
transportation,
water supply,
power supplies,
tourism, etc.

Locational details;
Specific locations along the river, etc. [7]
[Total: 25 marks]
© UCLES 2016
5 (a) (i) Human Development Index [1 mark] [1]
(ii) Higher generally in North America/high North America but

low/medium in Africa;
more varied in Africa [2 @ 1 mark] [2]

It takes into account a variety of factors/it is a composite index/uses more than
one indicator/provides a general/overall indication of development/it is better
than just using income;
Takes into account life expectancy/education/mean years of schooling;
Produces an index of 0 to 1/easy to carry out comparisons between
countries/change over time
[3 @ 1 mark] [3]
(iv) Ideas such as:

specific references to variation in climate or example;
variations in relief;
variations in soil fertility;
presence/absence of rivers/water supplies/drought;
communications/accessibility/transport links;
impacts of historical development/length of time development has
been occurring,
impacts of colonisation;
presence/absence of raw materials/resources (or example);
accessibility/presence of ports/landlocked;
government policies/political system;
corruption;
varying levels of education/skills;
trading policy/free trade;
AIDs;
investment/aid from abroad/charities;
presence of TNCs;
war/unrest;
degree of reliance on primary production;
development of a specific industry (e.g. tourism, mining,
commercial agriculture, etc.)
[4 @ 1 mark] [4]
© UCLES 2016

positive relationship/life expectancy increases with GNP/low/high life
expectancy = low/high GNP;
statistics to illustrate relationship – 2 pairs required;
relationship is not exact/anomaly;
e.g. over 10 000 there is little if any relationship, etc.
NB Reserve 1 marks for statistics [3 @ 1 mark] [3]
(ii) Ideas such as:

high GNP will result in more investment in health care;
and people will be able to afford medicines (dev);
in countries with high GNP people will be able to afford enough food/good diet;
so less likely to suffer malnutrition (dev)
in low GNP countries many people have poor sanitation;
in low GNP countries many people have water supply;
so many die from water borne diseases (dev);
high GNP countries are able to pay pensions to elderly;
in high GNP countries education is provided about health
care/diet, etc.
(c) Levels marking

Statements including limited detail which describe organisation and/or
links in a transnational corporation.

Uses named example.
More developed statements which describe organisation and/or links in a
transnational corporation.
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements, which describe organisation and
links in a transnational corporation, including some place specific reference.
Content Guide:
Answers could refer to:
Inputs,
Processes,
Outputs,
Manufacturing and assembly locations,
Transport network, etc.

Locational details;
Specific details of transnational,
Named settlements, etc. [7]
[Total: 25 marks]
© UCLES 2016
6 (a) (i) A condition that results from eating a diet in which nutrients are not enough (or are too
much) such that it causes health problems/lack of balanced diet/lack of essential
nutrients in the diet, etc. [1 mark] [1]
(ii) More malnutrition in Niger/Niger has more areas with large numbers
of cases [accept comparative statistics if totals worked out – 49 000
– 170 000 (BF) 271 000 – 370 000+ (N)] ;
in regions of Niger 40 000–60 000/over 60 000 but only up to 20 000 in
regions of Burkino Faso;
every region in both countries has some malnutrition;
Burkina Faso has a more even spread of malnutrition across
the country [2 @ 1 mark] [2]

drought/desertification/deserts/no nearby rivers to use;
infertile soils;
population pressure/growth/large population/overpopulation;
crop diseases;
pests/locusts;
lack of money/poverty/unemployment/can’t afford to buy (import) food;
war;
cannot afford fertilisers/pesticides;
lack of cultivable land;
flooding/tsunami;
volcanic eruption;
tropical storms;
overdependence on cash crops/export market;
trade sanctions;
lack of transportation to rural areas, etc. [3 @ 1 mark] [3]
(iv) Ideas such as:

death/starvation/low life expectancy/malnutrition/famine;
conditions such as marasmus/scurvy/kwashiorkor/rickets, etc.
people are too weak/cannot work properly;
vicious circle/cannot escape poverty;
people cannot resist disease/infection/people easily get disease;
requirement of international aid;
appropriate specified crime;
increased food prices, etc. [4 @ 1 mark] [4]

produces soy milk;
protein rich;
products made from left over solids/tofu/yogurt/bread;
less students will go hungry/lack protein/have poor
nutrition/provides food for children/reduces cases of
malnutrition;
they will perform/concentrate better in school, etc. [3 @ 1 mark] [3]
© UCLES 2016
(ii) Ideas such factors such as:

irrigation;
use of fertilisers/manure;
perticides;
herbicides/weedkillers;
land reform;
use of high quality seeds or example, e.g. IR8 rice/GM crops/HYV seeds;
improve food distribution network;
improve food storage/refrigeration/grain silos;
greenhouses/glasshouses;
aeroponics;
hydroponics;
terracing;
selective breeding;
international aid;
trading of goods (or example) in exchange for food;
mechanisation, etc.
(c) Levels marking

Statements including limited detail which describe the farming system.

Uses named example.
More developed statements which describe the farming system.
Level 3 [7 marks]
Uses named example.
Comprehensive and accurate statements, referring to inputs, processes and outputs,
Content Guide:
Natural inputs,
Human inputs,
Economic inputs,
Processes,
Outputs,
By-products, etc.

Locational details;
Named settlements, e.g. markets
Specific details about the farm/area,
Statistical information, etc.
© UCLES 2016
GEOGRAPHY 0460/21
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

1 (a) (i) mixed wood, [1]
(ii) 181 (metres), [1]
(iii) B/secondary/B5289, [1]
(iv) (current or former) place of worship with spire/minaret/dome, [1]
(v) Derwent,
If more than one answer and one is wrong no credit given [1]
(b) 3 km2, [1]
(c) (i) steep,

high/upland/mountain/hill/peak,
(highest point) 931 m,
lowest 70 – 90 m,
small/V-shaped valley(s),
many valleys,
spurs,
cliff,
saddle/col/pass, [4]
(ii) narrow/small/thin, [1]
(iii) radial/3 stated flow directions, [1]
(d) (i) 3750 – 4100 (metres), [1]
(ii) 270°, [1]
(iii) 26 3244, [1]
(e) (i) by pass/ring road/around settlement/avoids settlement,

north of settlement,
avoid congestion in settlement,
quick for through traffic,
no need to demolish buildings,
Allow settlement/built-up area/town/Keswick throughout. [2]
(ii) avoids high/avoids steep/keeps flat/keeps gentle/keeps low,

avoids lake,
avoids marsh,
avoids flooding,
bridge point of river,
avoids wood/forest, [2]
(iii) cuttings and embankments, [1]
© UCLES 2016
2 (a) (i) Kenya,

Tanzania,
Uganda,
South Africa,
Madagascar,
2 countries = 1 mark. [1]
(ii) some go direct/first time migrants,

some (later migrations) via Fiji, [2]
(iii) UK, [1]
(b) (i) Bangladesh, [1]
(ii) Pakistan, [1]
(iii) increased, (allow for one country)

increased as a total and as a percentage of the UK population/increased by 2.5% and
1794 thousand,
increased from all three countries, [2]
© UCLES 2016
3 (a) beach,
pebbles/shingle/rocks/rocky/boulders (on beach),
bay/bayhead,
crescent/curved (beach),
point/headland,
rocks in water,
cliffs/steep slopes,
(cliff) not vertical/sloping,
bare rock (on cliff), [5]
(b) sandy beach,

at low tide/exposed,
sand dries out,
onshore wind/wind from sea,
wind blows sand inland/sand carried inland by wind/to Y, [3]
© UCLES 2016
4 (a) (i) grass/short vegetation/sparse vegetation/soft/flat/plain, [1]
(ii) sharp rim to measure from precise area,

enclosed collecting vessel to prevent evaporation,
deep funnel to prevent rain splashing out,
underground/buried to stop evaporation/for stability,
(30cm) above ground to prevent rain splashing in/for standardisation,
standard diameter, [3]
(b) (i) 10 °C and 18 °C, [1]
(ii) 8 °C, Error carried forward.
Deduct one mark in (i) or (ii) if units not given once. [1]
(iii) 33, Error carried forward.

%, [2]
© UCLES 2016
5 (a) (i) 600km, [1]
(ii) (mostly) in west, ) allow south west

(mostly) in south, ) if neither given
close to border,
none on coast,
widespread,
more than one/three/group around Poznan, [3]
(b) (i) smaller sector 20 – 23° = 2,

smaller sector 18 – 25° = 1, [2]
(ii) 7, [1]
(iii) 30/36(%), [1]
© UCLES 2016
6 (a) desert margins,

both tropical and non-tropical,
north/Mediterranean coast,
Sahel/belt across tropical north Africa/10 – 20°N/belt south of Sahara,
area in SW Africa,
southern Madagascar, [2]
(b) (i) produce meat/milk/food for growing population/refugees,

dung fertiliser for poor soils/to improve soils,
overgrazing/removal of vegetation by animals,

soil erosion,
trampling/compacting, [2]
(ii) fuel for heating/cooking for growing population/refugees,
exhaust/remove vegetation/deforestation/less wood,

vegetation will not regenerate in dry climate/poor soils,
smoke a health risk for local people, [2]
(iii) produce food for growing population/refugees,
overcropping,
soil erosion,
use up soil moisture,
soil exhaustion/loss of fertility,
One positive and one negative in each case. [2]
© UCLES 2016
GEOGRAPHY 0460/41
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

1 (a) Evaporation: water is heated and turns into water vapour

Interception: leaves of trees stop rain from reaching the ground
Throughflow: Water moves through the soil
3 correct = 2 marks, 1 or 2 correct =1 mark
[2]
(b) (i) (Water) is poured into / added to / put in the cylinder

(Stopwatch) records / measures time / every minute / 5 minutes
(Measuring cylinder) is pushed into the ground / water to height of 10 cm / water up to
10 cm [3]
(ii) Completion of flower garden line graph

Plots at 3,4 and 5 mins = 1 mark (need triangle), line = 1 mark [2]
(iii) Infiltration / water soaking in takes long time on the floodplain

Infiltration / water soaking in takes short time in the woodland
Infiltration takes more time / longer on flood plain (than in woodland) = 2 marks
Credit 1 mark maximum for paired times to show difference e.g.

Water to soak into ground / go down to 0 takes 3 mins in woodland and 16 mins on
floodplain
After 1 min = 5 cm in woodland and 9 cm on floodplain
Water to soak into ground / go down to 0 only takes 3 mins in woodland and 16 mins on
floodplain = 2 marks
No need for units but NOT seconds / hours
(iv) Different (types of) soil or ground / clay or sandy

OR link one soil type to infiltration e.g. infiltration increases on sandy soil / infiltration
decreases on clay soil
Different (types of) vegetation or land use / different amount of vegetation / trees or
flowers or grass (any 2)
OR link one type of vegetation to infiltration e.g. people on grass compress soil reducing
infiltration
e.g. in woodland roots increase infiltration
Nearer river / how near the sites are to the river / on flood plain / away from flood plain
OR one site linked to infiltration e.g. site in floodplain is already wet so less infiltration
^ type of soil / amount of vegetation / type of vegetation [3]
(c) (i) Put / place quadrat (on ground) / throw quadrat / drop quadrat
Count the number of squares with vegetation or grass or bare ground / estimate number
of squares / estimate percentage
Do more than one measurement and calculate average
Do task in different areas of the park / different places [3]
© UCLES 2016
(ii) Complete divided bar graph for flower garden – 45% vegetation cover, 55% bare ground
Need both dividing line at 45% and shading
No credit if dividing line at 55% and shading incorrect [1]
(iii) Faster or more infiltration with least vegetation cover / most bare ground
OR
Slower or less infiltration with most vegetation cover / least bare ground
1 mark maximum for comparing any two types of vegetation e.g.

faster infiltration in woodland than floodplain
faster infiltration in flower garden than playing field
fastest infiltration in the woodland
Credit paired contrasting data from different vegetation areas for 1 mark e.g.
90% vegetation cover (or 10% bare ground) on flood plain and
25% vegetation cover (or 75% bare ground) in woodland
OR
90% vegetation cover on floodplain and 75% bare ground in woodland
No hypothesis mark
[3]
(iv) Made from concrete

Impermeable surface / doesn’t allow water to pass / not absorbed / not soak into / not get
into / not permeable [2]
(d) (i) Hold the tape measure at the other side (of) / across the path
Measure 25 cm / equal intervals across tape
Measure from tape to ground / measure depth of path
Record / write down results / read results off ruler / read measurements / take notes of
measurement [3]
(ii) 14 cm [1]
(iii) There is less infiltration where there is most footpath erosion OR

Footpath erosion / compaction / people walking may stop / slow / reduce / not allow
infiltration OR
It will decrease rate of infiltration OR
Deeper the footpath the slower the rate of infiltration [1]
(iv) Ideas such as:

Permanent path / tarmac path / concrete path / artificial path / rocks in path / bricks / tiles
/ steps (to go uphill)
Restore eroded footpaths / fill in hole / replace soil
Alternative / signposted paths / more paths / new paths / build paths
Put fencing along edge of path
Improve drainage
Re-seeding around footpath / more grass around path
Prohibit use / allow treated paths time to recover / restrict access times /
‘keep off’ signs / don’t let people walk on path
Small / low bridges / boardwalks / walkways / platforms
Education about / raise awareness of footpath erosion / park rangers [3]
[Total: 30 marks]
© UCLES 2016
2 (a) (i) Secondary [1]
(ii) Modern estate: B

Linear arrangement: A
Houses built on floodplain: D
3 correct = 2 marks, 1 or 2 correct = 1 mark [2]
(iii) People moving from the city / urban-rural movement

Increase in car ownership
Growth of commuting to work
Attraction of living (in countryside) / peaceful / less polluted / better living conditions /
attractive scenery OR problem of city e.g. dangerous /
expensive housing / noisy traffic
New housing / new industry / growth of housing or industry
Near to main road / motorway
Growth in population / people move to city / people move for work /
move closer to work
Cheaper land
Rural to urban migration
More jobs [2]
(b) (i) Advantage:

Not stopping people who are going somewhere / more time to answer / can talk directly
to people
Covers all or different areas of the settlement / evenly distributed
Daylight
Disadvantages:
People out at work / not at home
Disturbing people at home / having a sleep / people angry because they have come to
the house / people are busy
Unbalanced number of residents from different areas
No control over sample of residents / mainly old people [3]
(ii) Completion of histogram: 21–35 years = 4 and more than 35 years = 16

2@1 [2]
(iii) Yes / hypothesis is correct / majority or more than half have lived there for more than
10 years – 1 mark reserve
22 out of 35 people have lived there for more than 10 years
OR
22 have lived there for more than 10 years and 13 have lived there for less than
10 years
OR
63% have lived there for more than 10 years [2]
© UCLES 2016
(iv) People in area B lived there less time than people in area C
Comparisons such as:

In area B (all) people lived there for less than 10 years and in area C (all) people lived
there for more than 10 years
In area B most people lived there for less than 5 years and in area C most people lived
there for more than 35 years
More people have lived in settlement C for more than 35 years
1 mark maximum for simple statistical comparisons between two areas e.g.
Less than 5 years: 8 people in area B, 0 in area C
Less than 10 years: 10 people in area B, 0 in area C
More than 10 years: 0 people in area B, 15 in area C
More than 35 years: 0 people in area B, 10 in area C
21–35 years: 0 people in area B, 4 in area C
8 people have lived in area B for less than 5 years and 15 people have lived in area C
for more than 10 years
No credit for comparison of 5–10 years, 11–20 years, total populations [3]
(c) (i) Plotting on scattergraph

(Resident 34): 37 years and 4 km
(Resident 35): 8 years and 48 km 2@1 [2]
(ii) Hypothesis is incorrect – 1 mark reserve

People who have lived in the settlement longest / long time travel less / shorter distance
to work
OR
People who have lived in the settlement shortest/ short time travel more / greater
distance to work
OR
Negative correlation between distance to journey to work and number of years lived in
settlement
2 marks maximum for general trend statements such as:

People who have lived in the settlement less than 10 years travel over 20 km to work
People who have lived in the settlement more than 30 years travel less than 20 km to
work
Anomaly of 1 person / resident 12 has lived in the settlement 1 year and travels 7 km to
work
1 mark maximum for two contrasting individual residents e.g.

4 years resident = 55 km travelled and 40 years resident = 1 km travelled [4]
© UCLES 2016
(iii) Newer residents commute to / work in town / city / CBD

People who have lived longer / born in the settlement work in farm / industry / village /
market [2]
(d) (i) Born in the settlement = 6

Attractive scenery = 5
Peaceful location =3 [1]
(ii) Pie graph [1]
(iii) More people have moved into the settlement than were born in it [1]
(e) Mark on map different shops / services

Map land use in local villages / do land use survey / create own map
Use a key to show different shops and services
Classify shops and services / create categories / e.g. of classification
Tally number of shops and services in different categories / count different shops / count
shops
Record results of fieldwork in table
Sketch / photo of different shops
Different groups of students go to different villages
Compare different sized villages or different functions of villages [4]
[Total: 30 marks]
© UCLES 2016
* 7 7 6 2 5 4 7 1 2 0 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator

Answer three questions, one from each section.
The Insert contains Photographs A and B for Question 5 and Fig. 11 for Question 6.
Definitions
MEDCs – More Economically Developed Countries
LEDCs – Less Economically Developed Countries
DC (KN/CGW) 114940/5
2
Section A
QUESTION 1
1 (a) Study Fig. 1, which shows information about the number of immigrants to Mexico (an LEDC)
in 2011.
USA Can
a
68 351 13 5 da
79
pe
u ro 0
E 84
61
ean
MEXICO Caribb 3
Asia 17 04
35 280
Africa
1796
O
Ce ther
ntr pa
al rt
31 Ame s of
So er 6
11
0 rica
Am 78
ut ica
71
Fig. 1
(i) Put the following continents in rank order according to their number of migrants into
Mexico.
Asia Europe South America
1st .................................. highest
2nd ..................................
3rd .................................. lowest [1]
(ii) Identify the following:
• a country in North America with over 60 000 migrants to Mexico in 2011;
..................................................................................
• the number of migrants to Mexico from other parts of Central America in 2011.
.................................................................................. [2]
© UCLES 2016 0460/11/M/J/16

3
(iii) Give three difficulties which international migrants may experience when settling in a
new country.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
...........................................................................................................................................
[3]
(iv) Suggest ways in which Mexico will have benefitted from receiving international migrants.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

4
(b) Study Fig. 2, which shows information about migration between Mexico (an LEDC) and the
USA (an MEDC).
4 4
3 3
number of number of
migrants migrants
1 1
0 0
Mexico to USA USA to Mexico Mexico to USA USA to Mexico
1995 to 2000 2005 to 2010
Fig. 2
(i) Using Fig. 2, compare the pattern of migration between Mexico and the USA during the
periods 1995 – 2000 and 2005 – 2010. Include statistics in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2016 0460/11/M/J/16

5
(ii) Describe the pull factors of an MEDC, such as the USA, for migrants from LEDCs.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]

6
(c) For a named country you have studied, describe and explain the problems caused by under-
population.
Name of country ......................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 1
© UCLES 2016 0460/11/M/J/16
7

8
QUESTION 2
2 (a) Study Fig. 3, which shows a coastal area in an MEDC.
Key
urban areas
10 contours at 100 metre
0 intervals
village
10 water depth (metres)
main roads
mud at low water
rivers
secondary roads
cliffs
railways
sand 20
10
sea
N S
100
R 10
0
20
20 10 0
100 100
100
P
100
100
Q
20
10
ferry
0
200 10
sea
300
10
0
0 5
km
Fig. 3
© UCLES 2016 0460/11/M/J/16

9
(i) Give one reason why ports developed at P and Q.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Suggest why the port at P has declined in importance in the last fifty years, whilst the
port at Q has increased in importance.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Settlements R and S were both villages one hundred years ago. Using Fig. 3, suggest
reasons why R remained a village whilst S grew into a tourist resort.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Settlement P is now an industrial town. Explain two different reasons for the growth of
this function at settlement P.
1 ........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[4]

10
(b) Study Fig. 4, which shows information about two rural settlements in Malta (an MEDC in
Europe).
Ghajn Tuffieha
Fomm ir-Rih
Key
building
field boundaries
roads
0 200 400
metres
Fig. 4
© UCLES 2016 0460/11/M/J/16

11
(i) Compare the shape and size of the two rural settlements, Ghajn Tuffieha and
Fomm ir-Rih.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain the factors which influence the sites of rural settlements.
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]

12
(c) For a named settlement you have studied, describe and explain the service provision.
Name of settlement .............................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
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...................................................................................................................................................
...............................................................................................................................................[7]
[Total: 25 marks]
END OF QUESTION 2
© UCLES 2016 0460/11/M/J/16
13

14
Section B
QUESTION 3
3 (a) Study Fig. 5, which shows the location of earthquakes in central and southern Asia between
1900 and 2012.
80 E 90 E 100 E 110 E 120 E

60 N
N
Russia 0 1000 2000
km
50 N 50 N
Kazakhstan
Mongolia
40 N 40 N
China
30 N
Nepal Key
Bhutan
Earthquake
Bangladesh magnitude
India (Richter scale)
Myanmar
20 N 6.0–6.4
Laos
6.5–7.4
Area Thailand 7.5–8.4
X Cambodia 8.5 and over
Vietnam subduction zone
10 N (destructive
Sri Lanka plate boundary)
Maldives Malaysia Laos country
80 E 90 E 100 E 110 E 120 E
Fig. 5
(i) What does the Richter scale measure?
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) On Fig. 5, label the following:
– an earthquake with a magnitude 8.5 or higher (label with A);
– an earthquake of a magnitude less than 6.5 in India (label with B). [2]
© UCLES 2016 0460/11/M/J/16
15
(iii) Describe the distribution of earthquakes in Mongolia between 1900 and 2012.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Explain why the area labelled X on Fig. 5 has experienced many earthquakes.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

16
(b) Study Fig. 6, which shows information about an earthquake.
epicentre
seismic
waves
focus
fault
Fig. 6
(i) Define the following terms:
– focus; ..............................................................................................................................
...........................................................................................................................................
– epicentre; ........................................................................................................................
...........................................................................................................................................
– seismic waves. ................................................................................................................
...........................................................................................................................................
[3]
© UCLES 2016 0460/11/M/J/16

17
(ii) Describe the effects on people of a powerful earthquake.
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18
(c) Many people live in areas where there are likely to be earthquakes and volcanic eruptions.
For a named area you have studied, describe the opportunities provided by volcanoes.
Name of area ...............................................
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[Total: 25 marks]
END OF QUESTION 3
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20
QUESTION 4
4 (a) Study Fig. 7, which shows the location of areas of Equatorial climate.
Tropic of Cancer
Equator
Tropic of Capricorn
Key
Equatorial climate
Fig. 7
(i) Name an area of Equatorial climate.
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(ii) Using Fig. 7, describe the global distribution of the Equatorial climate.
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(iii) Describe and explain the main characteristics of the Equatorial climate.
A Description
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B Explanation
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22
(b) Study Fig. 8, which shows information about deforestation of tropical rainforests.
DEFORESTATION
sun-baked soil loss of shade burning less

evapotranspiration
flooding leaching leaf litter less

and erosion destroyed precipitation
topsoil lost micro-organisms increased drought

lost
reduced plant
growth
degraded
vegetation
Fig. 8
(i) Using Fig. 8 only, explain how deforestation damages local ecosystems.
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(ii) Explain how deforestation of tropical rainforests can have global effects on the natural
environment.
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24
(c) Another climatic zone is the hot desert.
For a named area of hot desert you have studied, explain why the climate is hot and dry.
Name of hot desert ...............................................
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[Total: 25 marks]
END OF QUESTION 4
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26
Section C
QUESTION 5
5 (a) Study Fig. 9, which shows information about GNP per capita and access to clean water in ten
LEDCs.
100
Guatemala Sri Lanka

Jamaica
90 El Salvador
Indonesia
Algeria
population 80
with
access
to clean Senegal
water Laos
(percentage) 70
Afghanistan
60
Ethiopia
50
0 1 2 3 4 5 6 7 8 9 10
GNP per capita
(US$ 000)
Fig. 9
(i) Identify the country with a GNP per capita of US$7500 and 90% of the population with
access to clean water.
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(ii) Describe the general relationship between GNP per capita and the percentage of the
population with access to clean water. Use statistics in your answer.
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(iii) State three ways in which people obtain water in LEDCs.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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[3]
(iv) Explain why providing a reliable supply of clean water may increase life expectancy.
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28
(b) Study Photographs A and B (Insert), which show the Maguga Dam in Swaziland (an LEDC in
Africa).
(i) Describe three features of the Maguga Dam.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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[3]
(ii) Explain why dam building schemes are important to the economies of LEDCs.
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(c) For a named area you have studied, state an economic activity which takes place which
threatens the natural environment and explain how these threats are being managed.
Name of area ...............................................
Economic activity ..............................................................................................
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[Total: 25 marks]
END OF QUESTION 5
30
QUESTION 6
6 (a) Study Fig. 10, which shows information about an agricultural system.
Natural Crops
soil ploughing wheat
rain planting VXJDUEHHW
warmth spraying potatoes
land harvesting
Economic Animal products
labour feeding meat MARKET
machinery milking milk
seeds breeding wool
DQLPDOIHHG
fertiliser
buildings SODQWZDVWH
Human IRGGHUFURSV
IDUPHUV·GHFLVLRQV DQLPDOPDQXUH
PROFIT
Fig. 10
(i) What is meant by processes in an agricultural system?
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(ii) Identify from Fig. 10:
– an output of an arable farm; ..........................................................
– an output of a pastoral farm. .......................................................... [2]
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(iii) Suggest the likely advantages to a farmer of mixed farming.
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(iv) Using examples of different land uses, explain how relief influences farmers’ decisions.
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(b) Study Fig. 11 (Insert), which shows information about land use in Pakistan (an LEDC in Asia).
(i) Compare the land use to the east and west of the Indus river.
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(ii) Suggest reasons why some rice farmers in countries such as Pakistan are commercial
farmers while others are subsistence farmers.
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(c) For a named country or region you have studied, describe the effects of food shortages on
the people who live there.
Name of country or region ...............................................
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[Total: 25 marks]
END OF QUESTION 6
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BLANK PAGE
© UCLES 2016 0460/11/M/J/16

GEOGRAPHY 0460/11
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.

1 (a) (i) South America Europe Asia [1]
(ii) USA
31 110 [2]

• lack of qualifications/skills/education/no experience;
• some cannot speak the language;
• some are doing low paid jobs;
• some are unable to obtain employment/not enough jobs;
• difficulty affording housing/have to live in squatter settlements/cannot find a place to
live;
• some may have to live away from their families;
• discrimination may occur;
• exploitation by employers/long hours;
• hard to fit in with culture/differences in culture/laws (or example – food, etc.)
• religious persecution/nowhere to worship;
• lack of documentation, etc. (3 × 1 mark) [3]
(iv) Ideas such as:

• enlarges labour force/helps to exploit resources;
• provides cheap labour;
• people will do jobs locals will not do/dirty jobs;
• skilled labour (or example – doctors/engineers);
• cultural exchange/multi-cultural society;
• specific services set up (or example – restaurant, etc.);
• raises more tax revenue;
• larger market for businesses/more sales;
• helps country to develop/improves economy;
• employment/revenue for country created by new businesses, etc.
(4 × 1 mark) [4]
(b) (i) Emigration from USA to Mexico increases after 1995 to 2000 but emigration from Mexico
to USA decreases by 2005–2010;
1995–2000 more emigration from Mexico to USA than immigration from USA to Mexico;
2005–2010 more emigration from USA to Mexico than immigration from Mexico to
USA/roughly the same amounts of immigration and emigration between Mexico and
USA;
3rd mark for supporting stats:

1995–2000 to USA 2.9 million, to Mexico 0.68 million
OR
2005–2010 to USA 1.3 million to Mexico 1.4 million (3 × 1 mark) [3]

(ii) Ideas such as:

• employment;
• high wages;
• good quality/sufficient education/schools/universities/children`s literacy
improved/better qualifications, etc.;
• good quality health care/doctors/medicines;
• good quality housing;
• with amenities such as electricity/piped water;
• bright lights/entertainments;
• adequate supplies of food;
• good water supply/sanitation;
• family/friends live there;
• no wars/peace/political stability, etc. (5 × 1 mark for development) [5]
(c) Levels marking

Statements including limited detail which describe and/or explain the problems caused by
under-population.

Uses named example.
More developed statements which describe and/or explain the problems caused by under-
population.
NB Max 5 if no named or inappropriate example
Level 3 (7 marks)
Uses named example.
Content Guide:
• shortage of workers
• low level of production
• resources under-used
• high taxes
• lack of government income
• small market for goods and services
• low value of exports, etc.

Named parts of the chosen country/locational detail, population data, etc. [7]
[Total: 25]

2 (a) (i) Coastal location/sheltered water/on an estuary/near the sea, etc. [1]
(ii) • Q is located where deep water is available/P near shallow water;

• P has large areas of mud (at low water)/Q does not have mud;
• It is difficult for ships to reach P/it is easy for ships to reach Q/P is a long way from
open sea;
• ships are now much larger, etc. (2 × 1 mark) [2]

• S has a large beach(or spit)/R does not have a large beach;
• S is accessible by rail/R is not on the railway line;
• A main road serves S/only a minor road goes to R/S is more accessible/easier to get
to;
• S has more amounts of flat land/R has steep land, etc.
NB: Assume the answers relates to S unless otherwise stated. (3 × 1 mark) [3]
(iv) Ideas such as:

• imports/exports/close to port;
• railway line/roads/easy distribution of products/access raw materials;
• can process fish caught locally;
• flat land for building factories;
• water supply for industry, etc.
One mark for simple reason (e.g. it is near a port)

Second mark for explaining the reason (e.g. it is near a port so raw materials can be
imported) (4 marks 2 + 2 Dev) [4]
(b) (i) • Both are a similar size/small/both approx. 40 000 sq metres (35 000 to 45 000);
• Ghajn Tuffieha is longer/linear but Fomm ir-Rih is nucleated;
• Ghajn Tuffieha is 400 metres long/from west to east and Fomm ir-Rih is 200 metres
long/from west to east, etc. (3 × 1 mark) [3]
(ii) Ideas such as;

• relief/flat, low land – is better for construction;
• a site close to a wet point/water source/stream/spring/river – provided fresh water;
• fertile land was required – for producing food;
• valley sites – were sheltered from the elements;
• hill tops – were sometimes chosen as defensive sites;
• bridging points/fords – enabled rivers to be crossed;
• dry point – avoided flooding;
• near woodland – for hunting/building materials;
• near roads – for access;
• aspect/south facing (in N hemisphere) – to get more sunshine;
• avoid marshes – so buildings are stable, etc. (5 × 1 mark for development) [5]

(c) Levels marking

Statements including limited detail which describe and/or explain the service provision.

Uses named example.
More developed statements which describe and/or explain the service provision.
NB MAX 5 if no named or inappropriate example
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements including both description and explanation, with
some place specific reference.
Content Guide:
• Types of services,
• Order of services,
• Size of settlement/population,
• Sphere of influence,
• Threshold population,
• Accessibility,
• Function of settlement, etc.

• Locational details,
• Population statistics,
• Details of transport/communication network,
• Named shops and services, etc.
NB The example can be a named settlement of any size. [7]
[Total: 25]

3 (a) (i) The magnitude of an earthquake [1]
(ii) On Fig. 5 [2]

• uneven distribution;
• clustered/in groups;
• in western part of the country;
• on/close to boundaries (with Russia/China/Kazakhstan);
• mainly between 87 and 105 degrees East (anywhere within range), etc.
(3 × 1 mark) [3]
(iv) Ideas such as:

• location is close to a (destructive)plate boundary/subduction zone;
• plates move or slide towards each other/one goes under the other;
• friction/plates get locked together/plates stick;
• build-up of pressure or tension or energy;
• pressure or tension released/sudden jolt;
• creates seismic waves/vibrations, etc. (4 × 1 mark) [4]
(b) (i) Focus= where the earthquake occurred/started/rocks fractured the origin of the
earthquake
Epicentre = the point on the surface directly above the focus/where the earthquake
occurs.
Seismic waves= a wave/vibration which travels within the earth/through the rocks
(3 × 1 mark) [3]
(ii) Ideas such as:

• death/injury;
• destruction/damage to homes;
• damage to possessions/cars;
• damage to roads/railways/bridges;
• loss of electricity/gas/telephone lines/communications;
• loss/contamination of water supplies;
• fires;
• disruption to businesses/workplaces;
• economic collapse;
• loss of jobs;
• food shortages/death of livestock;
• government buildings destroyed;
• damage to specific other buildings – e.g. churches/school/hospital/shops/historical
buildings/monuments; (5 × 1 mark for development) [5]

(c) Levels marking

Statements including limited detail which describe opportunities provided by volcanoes.

Uses named example.
More developed statements which describe opportunities provided by volcanoes.
Level 3 (7 marks)
Uses named example.
Content Guide:
• Answers are likely to refer to:
• Tourism/scenic beauty,
• mining/mineral exploitation,
• building materials,
• fertile soils/agriculture,
• geothermal power
• cultural/religious significance, etc.

• Locational details,
• Details of named parts of the area,
• Named examples of power stations/tourist resort, etc. [7]
[Total: 25]

4 (a) (i) Amazon (Basin)/Congo Basin//Kalimantan, etc. [1]
(ii) On/close to Equator;

up to 7/8 degrees north and south;
in Africa, South America and South East Asia (at least 2 needed), etc.
(2 × 1 mark) [2]
(iii) Describe Hot and wet/high rainfall and temperature;

high temperature through the year/no seasons;
average around 30 °C;
2000 mm of rain or more;
High rainfall all year/each day hot followed by heavy rainfall;
High humidity/humid, etc. (3 × 1 mark) [3]
Explain Overhead sun/high angle of sun/direct sunlight/sun’s rays are concentrated;

Low atmospheric pressure;
Rising air;
Large amount of evaporation;
Large amount of transpiration;
Large amounts of condensation;
Build-up of cumulus clouds;
Saturation/convectional rainfall (4 × 1 mark) [4]
(b) (i) Impacts such as:

• leaf litter destroyed as trees are burnt;
• micro-organisms are destroyed so less plants grow;
• less evapotranspiration so there is less rainfall;
• soil is eroded/leached so plants do not grow well/soils become infertile;
• plants do not grow when there is less rain;
• loss of shade so leaching and erosion occurs, etc.
NB No marks for a straight copy of labels without linking ideas together.

(3 × 1 mark) [3]
(ii) Ideas such as:

• release of carbon dioxide (as a result of burning);
• trees are no longer available to convert carbon dioxide to oxygen/less oxygen is
produced;
• carbon dioxide traps heats;
• increases global temperatures/greenhouse effect/global warming;
• melting of ice caps/glaciers;
• rising sea level;
• flooding of coastal areas;
• loss of habitat;
• extinction of species;
• impact on food chains;
• drought ;
• damage to coral reefs;
• increasing number/severity of tropical storms, etc. (5 × 1 mark for development) [5]

(c) Levels marking

Statements including limited detail which explain why the desert climate is hot and/or dry.

Uses named example.
More developed statements which explain why the desert climate is hot and/or dry.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements, which explain why the desert climate is hot and
dry, including some place specific reference.
Content Guide:
• Air pressure,
• Descending air,
• Hadley Cell,
• Wind direction,
• Angle of sun,
• Rain shadow effect,
• Cold ocean currents, etc.

• Locational details;
• Details of amounts of precipitation/temperatures,
• Named winds,
• Names of locations within the desert, etc. [7]
[Total: 25]

5 (a) (i) El Salvador [1]
(ii) Countries with higher GNP per capita have a higher percentage with access to clean
water/positive relation;
comparative statistics for two countries to illustrate relationship. (2 × 1 mark) [2]
(iii) Methods such as:

• Wells/water pumps;
• Rivers/streams/lakes;
• piped water;
• dams/reservoirs;
• collecting rainwater in storage tanks/from roofs;
• purchase of water from tankers/bottled water, etc. (3 × 1 mark) [3]
(iv) Ideas such as:

• reduction of water borne disease/diarrhoea;
• such as typhoid/cholera, etc.;
• less dehydration/water is needed for life/without water people die;
• water required for cooking of food;
• so less malnutrition;
• less need to carry water for large distances;
• less time wasted so people can grow more crops;
• better sanitation/hygiene;
• irrigation of crops/water for livestock, etc. (4 × 1 mark) [4]

• Large/long/wide/big;
• very high;
• built of concrete/stone/rock;
• large reservoir behind it;
• road along dam;
• power station at base of dam/electricity produced there;
• in a rural/mountainous area, etc. (3 × 1 mark) [3]
(ii) Ideas such as:

• the project will create employment (during the construction phase);
• water supply for industry;
• which will create multiplier effect;
• generation of HEP/electricity;
• will encourage economic growth/development/increase GDP;
• tourists will be attracted to the dam/reservoir;
• water will be available for local farmers;
• increased yields of crops;
• commercial production of crops/exports will increase;
• reduce costs of/damage caused by floods;
• sustainable supply of water;
• can sell water internationally, etc. (5 × 1 mark for development) [5]

(c) Levels marking

Statements including limited detail which explain how the threats to the natural environment
are being managed.

Uses named example.
More developed statements which explain how the threats to the natural environment are
being managed.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements, which explain how the risks to the natural
environment are being managed, including some place specific reference.
Content Guide:
• Answers could refer to any economic activity but are likely to refer to;
• Manufacturing industry
• Tourism,
• Mining or quarrying,
• Agriculture,
• Generation of electricity,
• transport, etc.
Management strategies will depend on the activity being considered but may include:
• Legislation,
• Planning controls,
• National Park status, etc.

• Specific details of economic activity or management strategies,
• Named settlements, etc. [7]
[Total: 25]

6 (a) (i) Jobs/things which are done on a farm to convert inputs to outputs;
turning inputs on a farm into outputs;
actions needed to get an output from a farm [1]
(ii) Arable – wheat/sugar beet

Pastoral – meat/milk/wool
NB Crops and animal products = 1 (2 × 1 mark) [2]

• variety of items to sell/different types of products to sell;
• if one product does not do well the farmer has others to fall back on;
• easier to adapt to market changes;
• manure from animals can be used to fertilise crops;
• crop waste can be used to feed animals;
• the farmer has work throughout the year, etc. (3 × 1 mark) [3]
(iv) Ideas such as:

• crops are usually grown on flat/low land;
• as it is easier to mechanise;
• soils are likely to be more fertile;
• steep slopes are used for grazing sheep/pastoral farming;
• thin soils/rough grassland on steep slopes would result in poor yields from crops;
• sheep are hardy and can withstand cold temperature on mountains;
• south facing slopes (in northern hemisphere…vice versa in southern) receive more
sunshine;
• and are useful for growing vines;
• sloping land more be better drained than flat land;
• so may be used for crops/livestock which will not tolerate waterlogging, etc.
(4 × 1 mark) [4]

• More scrub and desert to the west;
• More rice growing to the east;
• More wheat grown to the east;
• All cotton to the east none to west;
• More crops grown to east (only allow if no marks given for specific crops)
• More forest to the east;
• There is scrub to the west but wheat is grown to the east (or similar comparison to
MAX 1)
NB The answer needs to be comparative (3 × 1 mark) [3]
(ii) Ideas such factors such as:

amount of land owned;
amount/surplus which can be produced
availability of local markets/demand/profitability;
accessibility/access to distant markets/export market;
wealth of farmers/availability of capital for inputs;
availability of labour supplies;
tradition/culture;
level of education of farmers, etc. (5 × 1 mark for development) [5]

(c) Levels marking

Statements including limited detail which describe the effects of food shortages on the
people who live there.

Uses named example.
More developed statements which describe the effects of food shortages on the people who
live there.
Level 3 (7 marks)
Uses named example.
Content Guide:
• malnutrition/starvation,
• migration,
• weakness/inability to work,
• reduction of future output,
• cycle of poverty,
• dependence on aid supplies, etc.

• Specific details of settlements/areas affected,
• Named groups/tribes living in the area, etc. [7]
[Total: 25]

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
*4547550179-I*
This Insert contains Photograph A for Question 3, and Photographs B, C and D for Question 6.
DC (NH/JG) 114177/1
2
X
Z
Y
R P
© UCLES 2016 0460/21/INSERT/M/J/16

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4
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* 4 5 4 7 5 5 0 1 7 9 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator

The Insert contains Photograph A for Question 3, and Photographs B, C and D for Question 6.
Definitions
DC (NH/JG) 114178/6
2
1 Study the map extract for Egremont, UK. The scale is 1:25 000.
(a) Fig. 1 shows some of the features in the north west part of the map extract. Study Fig. 1 and
00 01 02 03
14 14
C
D A
B
river E
13 13
00 01 02 03
Fig. 1
(i) the land use in area A;
.......................................................................................................................................[1]
(ii) feature B;
.......................................................................................................................................[1]
(iii) the type of road at C;
.......................................................................................................................................[1]
(iv) the height above sea level of the spot (survey) height at D;
.......................................... metres [1]
(v) the name of the small settlement at E.
.......................................................................................................................................[1]
© UCLES 2016 0460/21/M/J/16

3
(b) Fig. 2 is a cross section along northing 092 across Cold Fell. The cross section is from 040092
to 060092 (at the eastern edge of the map).
300 300
metres 250 X X X 250 metres

above above
sea sea
200 200
level level
150 150
0 0
040092 060092
Fig. 2
(i) Identify the features labelled X on Fig. 2.
..................................................................... [1]
(ii) What is the name of the small settlement at Y on Fig. 2?
..................................................................... [1]
(iii) Using the map, complete the cross section on Fig. 2. [2]
(c) Look at the settlement at Egremont in the west of the map extract. Give two reasons for the
growth of the settlement.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...............................................................................................................................................[2]

4
(d) Fig. 3 shows an area in the north east of the map extract.
04 05 06
14 14
13 13
12 12
04 05 06
Fig. 3
Describe the relief of the area shown in Fig. 3.
...................................................................................................................................................
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...................................................................................................................................................
...............................................................................................................................................[4]
© UCLES 2016 0460/21/M/J/16

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(e) Look at the main river shown on the map extract, the River Ehen.
(i) What is the average width of the river? Tick one correct statement below.
Tick (✓)
50 metres or less
100 metres
150 metres
200 metres or more
[1]
(ii) Which of the following describes the river? Tick one correct statement below.
Tick (✓)
braided
meandering
straight
[1]
(iii) What is the direction of flow of the river? Tick one correct statement below.
Tick (✓)
to the north
to the south
to the east
to the west
[1]

6
(f) Find the bridge over the River Ehen at Kersey Bridge in the south of the map extract.
(i) Measure the distance along the river, from the bridge at Kersey Bridge, to the next bridge
at Egremont. Tick one correct answer below.
Tick (✓)
1500 metres
2100 metres
2700 metres
3300 metres
[1]
(ii) Measure the bearing from the bridge at Kersey Bridge to the next bridge at Egremont.
........................................................ degrees [1]
[Total: 20 marks]
© UCLES 2016 0460/21/M/J/16

7
2 (a) Fig. 4 shows the growth in world population since 1700.
8 8
7 7 bn 7
6 6 bn 6
world 5 5 bn 5 world
population 4 4 bn 4 population
(billions) 3 bn (billions)
3 3
2 bn
2 2
1 bn
1 1
0 0
1700 1750 1800 1850 1900 1950 2000
year
Fig. 4
(i) Give the year when world population reached 2 billion.
..................................................................... [1]
(ii) Describe the growth in world population:
– from 1700 to 1950; ............................................................................................................
...........................................................................................................................................
– from 1950 to the present day. ............................................................................................
.......................................................................................................................................[2]

8
(b) Fig. 5 shows the population growth, since 1950, of countries at different levels of economic
development.
8 8
7 7
6 6
(billions) 5 5 (billions)
4 4
LEDCs
3 3
2 2
1 1
MEDCs
0 0
1950 1960 1970 1980 1990 2000 2010
year
Fig. 5
Compare the population growth in MEDCs and LEDCs.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2016 0460/21/M/J/16

9
(c) Fig. 6 shows population change in different parts of the world.
Key
Average annual rate
of population change
3% or more
2–2.9%
1–1.9%
0–0.9%
below 0%
Fig. 6
Describe the differences in population change:
(i) between Africa and South America;
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) between Asia and North America.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8 marks]

10
3 Study Photograph A (Insert) which shows a coastal area.
(a) Identify landforms P, Q and R. Choose your answers from:
arch beach cave cliff dune spit wave-cut platform
P .....................................................
Q .....................................................
R ..................................................... [3]
(b) Which letter (X, Y or Z), on Photograph A, indicates the position of a:
(i) headland; ..................................................... [1]
(ii) bay? ............................................................. [1]
(c) Photograph A was taken at low tide. Give evidence to support this.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 8 marks]
© UCLES 2016 0460/21/M/J/16

11

12
4 Fig. 7 shows three weather instruments, A, B and C. Study Fig. 7 and answer the questions on the
opposite page.
Instrument A
°C °C
–25 40
–20 35
–15 30
–10 25
–5 20
0 15
5 10
10 5
15 0
20 –5
25 –10
30 –15
35 –20
Instrument B 40 –25
Instrument C
Fig. 7
© UCLES 2016 0460/21/M/J/16

13
(a) Identify the three weather instruments shown in Fig. 7.
A .....................................................
B .....................................................
C ..................................................... [3]
(b) Using Instrument C, state:
(i) the current temperature;
…………………………………………. [1]
(ii) the hottest temperature since the instrument was re-set;
…………………………………………. [1]
(iii) the coldest temperature since the instrument was re-set.
…………………………………………. [1]
(c) Using Instrument A, state the direction from which the wind was blowing.
…………………………………………. [1]
(d) Which one of the three instruments would be kept inside a Stevenson screen?
…………………………………………. [1]
[Total: 8 marks]

14
5 The United Nations Human Development Index (HDI) is a system for measuring the level of
development of a country.
(a) Fig. 8 shows the twelve most developed countries in 2013 in rank order. It also shows the
rank of 11 of these countries in 2008.
1 No
2
more developed
A
U
4 Ne
HDI
Rank
2013 6 NZ
I
8 Swe
Swi
10 J
C
12 SK
30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 1
HDI Rank 2008
more developed
Key
No Norway I Ireland
A Australia Swe Sweden
U USA Swi Switzerland
Ne Netherlands J Japan
G Germany C Canada
NZ New Zealand SK South Korea
Fig. 8
(i) Germany improved its rank from 22nd in 2008 to 5th in 2013. Plot this information on
Fig. 8. [1]
(ii) Name one country, shown on Fig. 8, which was not in the 12 most developed countries
in 2008.
…………………………………………. [1]
(iii) Which of the countries shown on Fig. 8 had the greatest fall in its rank between 2008 and
2013?
…………………………………………. [1]
© UCLES 2016 0460/21/M/J/16

15
(b) The Human Development Index (HDI) is a composite index based on life expectancy,
education and income. Table 1 gives information about the HDI in different regions of the
world.
Table 1
Region HDI Life Mean length GNP per

expectancy of schooling capita (US$)
at birth (years)
(years)
Europe and Central Asia 0.771 71.5 10.4 12 243
Latin America and the Caribbean 0.741 74.7 7.8 10 300
East Asia and the Pacific 0.683 72.7 7.2 6874
Arab States 0.652 71.0 6.0 8317
South Asia 0.558 66.2 4.7 3343
Sub-Saharan Africa 0.475 54.9 4.7 2010
(i) Which of the regions shown in Table 1 is least developed?
…………………………………………. [1]
(ii) The region with the highest HDI is Europe and Central Asia. In which of the measures of
development shown in Table 1 does Europe and Central Asia score less well?
…………………………………………. [1]
(iii) Suggest why the rank order for schooling and income shown in Table 1 is similar.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Suggest two other features of a country which would be good indicators of its level of
development.
1 ................................................................................................................................................
2 ............................................................................................................................................[2]
[Total: 8 marks]

16
6 Photographs B, C and D (Insert) show features of three tourist areas.
(a) Describe the relief of the area shown on Photograph B.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) Using evidence from the photographs only, describe the advantages of these areas for tourist
activities.
Photograph B ............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
Photograph C ............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
© UCLES 2016 0460/21/M/J/16

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Photograph D ............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
[Total: 8 marks]
© UCLES 2016 0460/21/M/J/16

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© UCLES 2016 0460/21/M/J/16

GEOGRAPHY 0460/21
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

1 (a) (i) coniferous (trees), [1]
(ii) place of worship, [1]
(iii) A/main, [1]
(iv) 101(m), [1]
(v) Black How, [1]
(b) (i) roads, [1]
(ii) Brayshaw, [1]
(iii) land rising then falling,

summit over 280m but not above 300m, [2]
(c) road junction/route centre,

river for water,
castle for defence,
bend in river for defence,
gentle slopes,
bridge point,
quarries,
mine,
industrial estate,
factory, [2]
(d) high/hilly/hills/upland,
3/4 summits,
valley(s),
steep slopes.
cliffs,
gorge,
(highest) 352m,
plateau/gentle summit,
convex slopes, [4]
(e) (i) 50m or less, [1]
(ii) meandering, [1]
(iii) to the south, [1]
(f) (i) 2700m, [1]
(ii) 9−120, [1]

2 (a) (i) 1920–1924, [1]

(ii) 1700 to 1950 slow/little/0.7 or 0.8 to 2.6 billion/by 1.8 or 1.9 billion,
1950 to today rapid/a lot/exponentially/dramatically/from 2.6 to 7.5 billion/by 4.9 billion, [2]
(b) MEDCs small/slow and LEDCs large/rapid,

MEDCs smaller or slower/LEDCs larger or quicker, [1]
(c) (i) Africa greater or faster/South America smaller or slower,

Africa some areas >3%,
South America 0 – 1.9%/<2%, [2]
(ii) North America greater or faster/Asia smaller or slower,

Asia some areas with a decrease/below 0%,
Asia 1/2 countries >3%,
North America slight change/0 – 1.9%/<2%, [2]
3 (a) P cliff,
Q beach,
R wave–cut platform, [3]
(b) (i) Z, [1]
(ii) X, [1]
(c) beach visible,

wave–cut platform visible,
waves don’t reach cliff,
shore looks wet/dark, [3]
4 (a) A wind vane/weather vane,

B anemometer,
C maximum–minimum/Six’s thermometer, [3]
(b) (i) 25°C, [1]
(ii) 35°C, [1]
(iii) 15°C,
Maximum 2 marks if units not given at least once. [1]
(c) north/north–west, [1]
(d) C/thermometer, [1]

5 (a) (i) Correct plot of Germany 2008 22nd and 2013 5th, [1]
(ii) New Zealand/NZ,

South Korea/SK,
Germany/G [1]
(iii) Canada/C, [1]
(b) (i) (Sub–Saharan) Africa, [1]
(ii) life expectancy (at birth), [1]
(iii) high incomes can pay for education,

educated population generates wealth/get jobs, [1]
(c) death rate/infant mortality rate,

access to health facilities,
transport facilities,
water supply,
GDP,
employment rate,
urban population,
mobile/cell phone use,
nutrition,
population per doctor,
fertility rate/birth rate,
% living in poverty,
employment structure,
average age,
literacy, [2]
6 (a) mountains/high/hilly/hills,
V–shaped valley,
deep valley/gorge,
steep sides,
bare rock/cliffs,
stepped sides,
tributary valleys, [3]

(b) Photograph B
scenery/good views/sightseeing,
walking/hiking/climbing/extreme sports,
mountain roads,
touring,
Photograph C
sunny climate/sunbathing,
beach,
surf/swimming,
hotels/accommodation,
mountain scenery/walking/hiking/climbing/extreme sports,
Photograph D
tradition/culture/history/clothing qualified,
music/entertainment,
café/restaurant
Reserve one mark for each photograph. [5]

GEOGRAPHY 0460/41
INSERT
1 hour 30 minutes
*2286257366-I*
This Insert contains Fig. 1, Table 1 and Photograph A for Question 1 and Fig. 5, Tables 2, 3 and 4 for Question 2.
DC (LK/SW) 114169/4
2
Measuring equipment (not to scale)
tape
measure
© UCLES 2016 0460/41/INSERT/M/J/16

3
Results of the students’ measurements
Average gradient Average velocity

Site (degrees) (m/s)
upstream 1 8 0.76
2 7 0.38
3 4 0.48
4 2 0.21
5 4 0.63
6 3 0.44
7 10 1.08
8 4 0.31
9 1 0.45
downstream 10 2 0.30

4
Digital flowmeter
© UCLES 2016 0460/41/INSERT/M/J/16

5
Local area of Tianjin
&KLOGUHQ·V
Hospital
Wujiayao Dajie
Tianjin Normal Tonglou
University
o Xinanlou
Tianjin Library Pingshan Da Weid
Yangliuqing Picture Works i Dao
Qixinngiai
Tianjin Club
Exhibition Hall
Clay Figurine Zhangers Studio
Lu
The Tourism Bureau Qianjin dao
Museum of Zhou Enlai
& Deng Yingonao of Tianjin City
Natural History Museum Friendship Store
Huibinyuan Hotel Tianjin Broadcast TV Tower
Qiainag Nauqiao
Tianjin International
Shuishanggongyuan Xilu
n Dongiu
Yunyuan Park Exhibition Centre
Sheraton Hotel
Water Park ao
iD
Shuishanggongyua
Hotel
ghu
n
Shiying Lu
Tiyuanbei Bi
Dickson Hotel Geneva Hotel
Residential Area Tianjin International
Exhibition Centre
Pingjiang D
Tianjin Zoo
He
Binshui Qiao
ao
Hua
ijin
nd
Hu
Na
He
an
nhu
Bin
a
gu
hu
Bin
ggu
Binshui Xidao
Zho
Do
an
ng
nglu
Heiniucheng
lu
Xilu
ao
Tianjin Sport Centre Boid Da
o
an ng
Tiyu che
Lingbin Lu
iniu
Xianda Hotel He
Jizhuang Qiao
ilu
Hongqi Na
Liqizhuang
Key Weijin Nan Lu Zijinshan Lu Youyi Lu

0 5
roads in survey
km

6
Land use classification on Zijinshan Lu
Number of sections
Land use category
along transect
Group 1 Group 2
residential 416 420
business 184 172
tourism 39 48
public 36 35
unoccupied 75 68
open land 6 7
Total 756 750
© UCLES 2016 0460/41/INSERT/M/J/16

7
Percentage of land use along each road
Land use category Weijin Nan Lu Zijinshan Lu Youyi Lu

residential 45 55 16
business 29 24 59
tourism 15 5 12
public 1 5 10
unoccupied 6 10 2
open land 4 1 1
Age of buildings along each road (%)
Land use category Weijin Nan Lu Zijinshan Lu Youyi Lu

old recent new old recent new old recent new
residential 58 13 29 82 14 4 91 2 7
business 7 25 68 18 45 37 13 51 36
© UCLES 2016 0460/41/INSERT/M/J/16

8
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© UCLES 2016 0460/41/INSERT/M/J/16

* 2 2 8 6 2 5 7 3 6 6 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Protractor
Ruler

If additional space is required, you should use the lined pages at the end of the booklet. The question number(s)
The Insert contains Fig. 1, Table 1 and Photograph A for Question 1, and Fig. 5, Tables 2, 3 and 4 for Question 2.
DC (LK/SW) 114168/5
2
1 Students at a school in Scotland did fieldwork on a river in the Lammermuir Hills. The students
chose ten sites, approximately 1 kilometre apart downstream, along the river.
The students agreed to investigate the following hypotheses:
Hypothesis 1: The gradient of the river bed becomes steeper as distance downstream
increases.
Hypothesis 2: River velocity becomes faster as distance downstream increases.
(a) Before they went on their fieldtrip the students did a pilot study at three sites on a local stream.
Suggest two advantages of doing a pilot study.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...............................................................................................................................................[2]
(b) (i) To test Hypothesis 1 the students measured the gradient of the river bed. Describe how
they would use the equipment shown in Fig. 1 (Insert) to measure the gradient.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) The students made four measurements of gradient at each site. Suggest two reasons
why they did this.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2016 0460/41/M/J/16

3
(iii) The results of the students’ measurements are shown in Table 1 (Insert).
What conclusion would the students make about Hypothesis 1: The gradient of the river
bed becomes steeper as distance downstream increases ? Support your answer with
data from Table 1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(c) (i) To investigate Hypothesis 2: River velocity becomes faster as distance downstream
increases, the students measured the velocity at the ten survey sites. They used an
orange as a float, ranging poles, a tape measure and a stopwatch. Describe how they
measured the velocity of the river.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) Another way to measure the velocity of a river is to use a digital flowmeter (velocity
meter) like the one shown in Photograph A (Insert).
Give one advantage and one disadvantage of using a digital flowmeter to measure
velocity.
Advantage .........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Disadvantage ....................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

4
(iii) At each survey site the students measured the velocity twice on the left side of the
channel, twice in the centre and twice on the right side. An example of their results from
a site in their pilot study is shown in Fig. 2, below.
Pilot study recording sheet
Pilot study site: 1
Time in seconds for the float (orange) to travel 10 metres:
Measurement 1 Measurement 2
Left side of channel 14 16

Centre of channel 19 17
Right side of channel 21 20
Fig. 2
Suggest why speed of flow varied across the river channel.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iv) Calculate the average velocity at pilot study site 1 using all six measurements shown
in Fig. 2.
Show your working and answer in the box below. [3]
Pilot site 1:
Average time to float 10 metres = seconds
distance
Average velocity = average time
Average velocity = metres per second (m/s)
© UCLES 2016 0460/41/M/J/16

5
(v) The average velocity of the river at each of the ten fieldwork sites is shown in Table 1
(Insert). Plot the results for site 9 on Fig. 3, below. [1]
Average velocity at the ten fieldwork sites
4
fieldwork sites
10
0 0.2 0.4 0.6 0.8 1.0 1.2

average velocity (m / s)
Fig. 3
(vi) Do the results shown in Table 1 and Fig. 3 agree with Hypothesis 2: River velocity
becomes faster as distance downstream increases? Use data to support your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

6
(d) (i) One student decided to compare the two sets of measurements made at the ten sites.
He plotted both sets of results on a scatter graph, Fig 4. below. Use the data in Table 1
(Insert) to plot the results of site 5 on Fig. 4. [1]
(ii) Draw a best-fit line on Fig. 4 to show the relationship between gradient and average
velocity. [1]
Scatter graph
1.2
1.1
1.0
0.9
0.8
average velocity (m / s)
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0
0 2 4 6 8 10 12
gradient (degrees)
Fig. 4
(iii) What conclusion can be made about the relationship between gradient and average
velocity? Support your answer with data from Table 1 and Fig. 4.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 30 marks]
© UCLES 2016 0460/41/M/J/16

7
2 A class of students in Tianjin, China were studying land use in the local area. They identified
three main roads which went through their local area towards the city centre on which to do their
fieldwork. The three roads shown on Fig. 5 (Insert) are Weijin Nan Lu, Zijinshan Lu and Youyi Lu.
On each road the students worked along a section approximately 4 kilometres long.
Their aim was to test the following hypotheses:
Hypothesis 1: There is the same pattern of land use along all three roads.
Hypothesis 2: Most of the residential and business buildings on the three roads are old.
(a) In order to test their hypotheses the class of 18 students was divided into six groups of three.
Two groups worked separately on each road.
(i) Suggest two reasons why their teacher split the class into groups.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]

8
(ii) Street lights were positioned every 10 metres along each road. The teacher told the
students to record the main land use in each 10 metre section. They also labelled the
residential and business buildings as old, recent or new.
After they completed their fieldwork task the students classified the different types of
land use into six categories.
Part of one group’s fieldwork notes and their classification of land use are shown in
Fig. 6 below.
Complete the missing land use categories in Fig. 6. [2]
Example of students’ fieldwork notes on Zijinshan Lu
Age Category Land use Land use Category Age

0 0
O residential apartment market business O
10 10
O residential apartment market business O
20 20
O residential apartment restaurant tourism
30 30
Zijinshan Lu
O residential apartment hotel tourism

40 40
unoccupied under construction hotel tourism
metres
metres
50 50
unoccupied under construction jewellery shop business N
60 60
R business gas (petrol) station bank business N
70 70
public hospital bank business N
80 80
public hospital police station
90 90
public hospital garden with benches
100 100
Key
residential
age of and
Examples of land use in each category
buildings business
O old residential apartment, house
R recent business shops, bank
N new tourism hotel, restaurant
post office, hospital, earthquake
public
administration centre
unoccupied under construction
parkland, land cleared for
open land
building
Fig. 6
© UCLES 2016 0460/41/M/J/16

9
(iii) The results of the land use classification of the two groups working on Zijinshan Lu
are shown in Table 2 (Insert). Both groups surveyed all the land use on both sides of
the road.
Suggest two reasons why their results are different.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
....................................................................................................................................... [2]

10
Pie graphs showing land use

Weijin Nan Lu
0%
90 10
80 20
70 30
60 40
50
Zijinshan Lu
0%
90 10
Key
residential
80 20 business
tourism
public
70 30 unoccupied
open land
60 40
50
Youyi Lu
0%
90 10
80 20
70 30
60 40
50
Fig. 7
© UCLES 2016 0460/41/M/J/16
11
(iv) When the students had checked their results and agreed figures they converted them into
percentages in order to draw graphs. These percentages are shown in Table 3 (Insert).
Use these results to complete the pie graph for the road, Weijin Nan Lu, opposite. [3]
(v) Whilst some students chose to plot their results on pie graphs, other students showed
them on divided bar graphs. Use the results in Table 3 to complete the graph for Youyi Lu
below. [2]
Divided bar graphs
Weijin Nan Lu
0 10 20 30 40 50 60 70 80 90 100
%
Zijinshan Lu
0 10 20 30 40 50 60 70 80 90 100
%
Youyi Lu
0 10 20 30 40 50 60 70 80 90 100
%
Key
re
bu
to ss
pu
un
op pie
ur
si
si
bl
oc
en
de
is
ne
ic
cu
m
la
nt
nd
ia
l
Fig. 8

12
(vi) What conclusion would the students make about Hypothesis 1: There is the same
pattern of land use along all three roads? Support your answer with evidence from
Table 3 and Figs. 7 or 8.
...........................................................................................................................................
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.......................................................................................................................................[4]
(b) To investigate Hypothesis 2: Most of the residential and business buildings on the three
roads are old, the students looked again at their fieldwork results about the age of residential
and business buildings. They had classified the sections as old, recent or new.
(i) Suggest why it would be difficult for the groups of students to classify the age of buildings
in this way.
...........................................................................................................................................
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.......................................................................................................................................[2]
© UCLES 2016 0460/41/M/J/16

13
(ii) The students converted their age results for residential and business buildings into
percentages. The percentages for each road are shown in Table 4 (Insert). Plot the
percentages for recent and new business buildings on Weijin Nan Lu on Fig. 9 below.
[2]
Age of buildings
100
90
Key
80 residential
business
70
60
percentage
50
40
30
20
10
0
old recent new old recent new old recent new
Weijin Nan Lu Zijinshan Lu Youyi Lu
name of road
Fig. 9
(iii) Do the results shown in Fig. 9 support Hypothesis 2: Most of the residential and
business buildings on the three roads are old ? Support your decision about both types of
building with data from Table 4 and Fig. 9.
Residential buildings
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Business buildings
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
14
(c) Whilst they were doing their fieldwork the students found an old map in the school library of
the area as it was in 1930. This showed that much of the area in 1930 was countryside. When
they compared the old map with their up-to-date map they saw that the area had become
more built up. Suggest why this happened.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) One group of students decided that they would test a third hypothesis as an extra piece of
fieldwork. Their hypothesis was:
Business buildings are taller than residential buildings.
Describe how the students could test this hypothesis. In your answer refer to how the students
would do the following:
• collect data;
• record data;
• display data;
• make a conclusion.
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...............................................................................................................................................[5]
[Total: 30 marks]
© UCLES 2016 0460/41/M/J/16

15
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© UCLES 2016 0460/41/M/J/16

GEOGRAPHY 0460/41
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

1 (a) Practise fieldwork / learn how to do tasks / agree method / know what to do
Find out what doesn’t work / change it / correct mistakes
Test equipment / check how equipment works / learn how to use equipment / check have
right eqiuipment
Experience of working as a team / team organisation
Find out how long to allocate each task
Suggests outcome of real study / gives an idea of what results might be
2@1 [2]
(b) (i) Use tape measure to measure certain distance / 10 m (more than 5 m)
Students hold / put (ranging) poles at either end of measured distance
Put two (ranging) poles vertically on river bed
Students hold clinometer / measuring gun next to top / at certain height on (ranging) pole
Lines up identified position / top on other pole
Student uses clinometer to measure angle / read off angle / read off degrees
No credit just for naming equipment but need to name tape measure and ranging poles.
No need to name clinometer
[4]
(ii) More reliable / fair test

Avoid error / wrong result /anomaly
Can calculate average
2@1 [2]
(iii) Hypothesis is false / incorrect – 1 mark reserve (HA)

Gradient becomes less steep / decreases downstream / gradient varies / no pattern
downstream
1 mark for paired data from two sites which shows that gradient becomes less steep
downstream – e.g. gradient Is 8° at site 1 and 2° at side 10. [3]
(c) (i) Use tape measure to measure fixed / certain distance / 10 m along river (more than 5 m)
Put ranging poles / sticks to mark out certain distance / 10 m distance / at start and end
of fixed distance
NB: statement such as ‘put the ranging poles in the river 10 m apart using a tape
measure = 2 marks
Put orange / float (into river) at start of measured distance / at first pole
Start stopwatch / watch when orange is put in river / stop stopwatch when orange
reaches end of measured distance / reaches second pole / stopwatch measures time
taken to travel measured distance.
Credit 1 mark for each piece of equipment [4]

(ii) Advantage – accurate / precise reading / quick / instant / no calculation needed

Disadvantage – inaccurate in low flow conditions / battery may go flat / may break /
easily damaged / needs calibrating
2@1 [2]
(iii) Orange got stuck / reeds or rocks or obstacles or branches in river

Depth varies / shallower on right / deeper on left
Measurements made on a meander / bend / curve [2]
(iv) Average length of time = 17.8 or 17.83 or 18 secs

Distance / time = 10 m 17.8 or 17.83 or 18 secs
= 0.56 or 0.562 or 0.6 m / sec
ecf if incorrect calculation of average time [3]
(v) Plot 0.45 m / s at site 9 [1]
(vi) No / results disagree with hypothesis – 1 mark reserve

No pattern / relationship is shown / pattern varies / is random
1 mark for paired data from two sites that show velocity is slower downstream – e.g.
0.76 m / s at site 1 and 0/31 m / s at site 8 [3]
(d) (i) Plot at 4° = 0.63 m / s [1]
(ii) Best fit line on scatter graph must show positive relationship
3 plots above and 3 plots below line [1]
(iii) As gradient increases average velocity increases / positive correlation

1 mark for paired data (need four figures) to show positive relationship
e.g. 2° = 0.21 m / s and 10° = 1.08 m / s (don’t need site numbers) [2]
[Total: 30 marks]

2 (a) (i) Student safety

Divide up the tasks within each group
Collect more data / get wider range of results / pool the results of different groups / cover
wider area
Check that recording / fieldwork is done accurately / results are reliable
Compare results
Work faster / study all 3 roads at the same time / save time / quicker 2 @ 1 [2]
(ii) Police station = Public

Garden = Open land 2@1 [2]
(iii) Student error / loss of concentration / counting wrong / one group collected more
accurate information
Different decision made about which category a building fits into / what is the main land
use in a section / subjective decision / based on student judgement
Started or finished at different points along the road / did not measure same sections
May use data from different storeys, upper or ground 2 @ 1 [2]
(iv) Completion of pie graph for Wei Jin Nan Lu

Residential = 45%, business = 29%, tourism = 15%
2 marks for dividing lines at 45% and 74%, 1 mark for shading
2 marks maximum if segments in wrong order [3]
(v) Completion of divided bar graph for You Yi Lu

Tourism = 12%, public = 10%, unoccupied = 2%
1 mark for dividing lines at 87% and 97%, 1 mark for shading
If categories in wrong order credit shading only [2]
(vi) Hypothesis is false / incorrect – 1 mark reserve (HA)
Credit for identifying differences between land uses on the three roads.
Residential is main land use on Wei Jin Nan and Zi Jinsham but not on You Yi
OR Zi Jinsham has most residential / more residential than the other two
Business is main land use on You Yi but not on Wei Jin Nan and Zi Jin Shan
OR You Yi has most business / more business than the other two
Or alternative to the two ideas above:

Residential is main land use on Zi Jinsham and Wei Jin Nand and business is main land
use on You Yi
Credit 1 mark mark maximum for differences in tourism / public / unoccupied / open land
– e.g. public is more important on You Yi Lu than the other two roads
Credit 1 mark maximum for paired data e.g.

Residential = 45% on Wei Jin Nan, 55% on Zi Jinshan and 16% on You Yi
Residential = 55% on Zi Jinshan, 45% on Wei Jin Nan and business = 59% on You Yi
(main land use idea) [4]

(b) (i) Subjective opinion of what is old, recent, new / different judgements
No date of when building was constructed to make a decision / don’t know when it was
built / don’t know the age / have to estimate the age
No age criteria of what is new, recent, old
Descriptions are vague – recent and new
Old buildings could be renovated / renewed / made to look new
New buildings could have old style / have new extension [2]
(ii) Plot bars at 25% recent and 68% new 2@1 [2]
(iii) Residential:
Yes / results support hypothesis – 1 mark reserve
Old buildings are more than 50% on all three roads / 58% and 82% and 91%
No credit:
Highest / most / majority – need percentage figure
Business:
No / results do not support hypothesis – 1 mark reserve
OR most are not old / most are recent and new
Old buildings are less than 50% (20%) on all three roads / 7% and 18% and 13%
No credit for recent or new data 2+2 [4]
(c) Expansion of city / urban sprawl

Increase in population / urbanisation / more people moving to city
Expansion of commercial / services / houses / industry [2]
(d) Go back to fieldwork area / go to an area of residential and business buildings
Three different methods may be described:

Count number of storeys OR measure distance from building and measure angle to top of
building to calculate height OR look at plans / records / documents that show height – 1 mark
Calculate average number of storey / average height

Record number of storeys / height of buildings on transect diagram / map / plan / chart / table
Plot results on a bar / pie / divided bar graph
Compare results / averages to see if they support hypothesis
No reserve marks for each bullet section.

[5]
[Total: 30 marks]

GEOGRAPHY 0460/11
INSERT
1 hour 45 minutes
*8269212905-I*
The Insert contains Photographs A and B for Question 3, Photograph C and Fig. 5 for Question 4, Fig. 6 for
Question 5 and Photograph D for Question 6.
DC (NF/SW) 130434/4
2
© UCLES 2017 0460/11/INSERT/M/J/17

3

4
© UCLES 2017 0460/11/INSERT/M/J/17

5
r
MISSION
er Rive
Fras
Key
urban area
park
Native American
reserve
farmland
forest
road
ABBOTSFORD railway
river
0 5
km
600 600
500 500
400 400
amount of amount of
electricity electricity
generated 300 300 generated
(TWh) (TWh)
200 200
100 100
0 0
19 2
19 4
19 6
19 8
19 0
19 2
19 4
19 6
19 8
19 0
19 2
19 4
19 6
20 8
20 0
20 2
20 4
20 6
20 8
20 0
12
7
7
7
7
8
8
8
8
8
9
9
9
9
9
0
0
0
0
0
1
19
year
Key
geothermal/solar/wind
HEP
nuclear
natural gas
oil
coal

6
© UCLES 2017 0460/11/INSERT/M/J/17

7
BLANK PAGE
© UCLES 2017 0460/11/INSERT/M/J/17

8
BLANK PAGE
© UCLES 2017 0460/11/INSERT/M/J/17

* 8 2 6 9 2 1 2 9 0 5 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator

The Insert contains Photographs A and B for Question 3, Photograph C and Fig. 5 for Question 4, Fig. 6 for
Question 5 and Photograph D for Question 6.
Definitions
DC (NF/SW) 130433/4
2
Section A
QUESTION 1
1 (a) Study Fig. 1, which shows information about the population of Paraguay (an LEDC) and
Belgium (an MEDC).
Paraguay
male age female
100+
95–99
90–94
old 85–89 old
80–84
dependents 75–79 dependents
70–74
65–69
60–64
55–59
50–54
45–49
economically 40–44 economically
35–39
active 30–34 active
25–29
20–24
15–19
young 10–14 young
5–9
400 320 240 160 80 0 0 80 160 240 320 400
population (in thousands) age population (in thousands)
Belgium
male age female
100+
95–99
90–94
old 85–89 old
80–84
70–74
65–69
60–64
55–59
50–54
45–49
economically 40–44 economically
35–39
active 30–34 active
25–29
20–24
15–19
young 10–14 young
5–9
400 320 240 160 80 0 0 80 160 240 320 400
population (in thousands) age population (in thousands)
Fig. 1
(i) Identify the age group with the largest population in Paraguay.
............................................................ [1]
© UCLES 2017 0460/11/M/J/17

3
(ii) Describe two differences between the shape of the population pyramids of Paraguay
and Belgium.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...................................................................................................................................... [2]
(iii) Give three reasons why the number of young dependents in LEDCs such as Paraguay
is high.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...........................................................................................................................................
3 .......................................................................................................................................
...................................................................................................................................... [3]
(iv) Explain why there is a large number of old dependents in MEDCs such as Belgium.
...........................................................................................................................................
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...................................................................................................................................... [4]

4
(b) Study Fig. 2, which shows information about the expected increases in the average age of
people in different parts of the world.
Expected increases in the average age of people (2013 to 2050)
37 to 41
North 40 to 46 29 to 40
America Europe Asia
19 to 25
Africa
27 to 41
Key South
America 32 to 37
2013 average age Australasia
to
2050 of people
Fig. 2
(i) Using Fig. 2 only, compare the likely changes in the average age of people in Europe
with the average age of people in South America between 2013 and 2050.
You should include data from Fig. 2 in your answer.
...........................................................................................................................................
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...................................................................................................................................... [3]
© UCLES 2017 0460/11/M/J/17

5
(ii) Explain why an increase in the percentage of old dependents may cause problems for a
country.
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...................................................................................................................................... [5]

6
(c) For a named country you have studied, explain why the natural population growth rate is low.
Name of country ..........................................
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[Total: 25 marks]
END OF QUESTION 1
© UCLES 2017 0460/11/M/J/17

7
QUESTION 2
2 (a) Study Fig. 3, which is a graph showing GDP per person (a measure of wealth) and the
percentage of the population living in urban areas for selected countries.
100
Britain
Brazil Netherlands United
Mexico France
75 States
Indonesia Russia Germany
urban Japan
Nigeria
population
(percentage) 50 China
Pakistan
25 India
Bangladesh
0
0 5000 10 000 15 000 20 000 25 000 30 000 35 000 40 000
GDP per person (US$)
Fig. 3
(i) Identify the country from Fig. 3 which has a GDP per person of US$ 9000 and 75% of its
population living in urban areas.
...................................... [1]
(ii) To what extent is there a positive relationship between GDP per person and the
percentage of the population living in urban areas?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]

8
(iii) Give three different reasons why large numbers of people are migrating from urban
areas to rural areas in MEDCs.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...........................................................................................................................................
3 .......................................................................................................................................
...................................................................................................................................... [3]
(iv) Explain why the percentage of the population living in urban areas in LEDCs is
increasing.
...........................................................................................................................................
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...................................................................................................................................... [4]
© UCLES 2017 0460/11/M/J/17

9
(b) Study Fig. 4, which shows reasons for the growth of squatter settlements.
Lack of
Income economic Large urban
inequality growth population
Lack of
Poverty affordable
housing
Growth of
squatter
settlements
Fig. 4
(i) Using ideas from Fig. 4 only, explain in your own words why many squatter settlements
have grown in urban areas in LEDCs.
...........................................................................................................................................
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...................................................................................................................................... [3]

10
(ii) Describe the problems of living in a squatter settlement.
...........................................................................................................................................
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© UCLES 2017 0460/11/M/J/17

11
(c) For an urban area you have studied, describe the strategies used to reduce problems caused
by the growth of squatter settlements.
Name of urban area ..........................................
...................................................................................................................................................
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.............................................................................................................................................. [7]
[Total: 25 marks]
END OF QUESTION 2

12
Section B
QUESTION 3
3 (a) Study Photograph A (Insert), which shows a coastal landform.
(i) Name the landform shown in Photograph A.
Choose from the landforms below and circle your answer.
Arch Cave Spit Stack [1]
(ii) Describe the landform shown in Photograph A.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iii) Suggest how the landform shown in Photograph A was formed by coastal erosion.
...........................................................................................................................................
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...................................................................................................................................... [3]
© UCLES 2017 0460/11/M/J/17

13
(iv) Explain how the landform shown in Photograph A may change in the future as a result of
natural processes.
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.. .........................................................................................................................................
...................................................................................................................................... [4]
(b) Study Photograph B (Insert), which shows an area where coastal erosion is occurring.
(i) Suggest three problems which are likely to be faced by people living in the area shown
in Photograph B as a result of coastal erosion.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
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3 .......................................................................................................................................
...................................................................................................................................... [3]

14
(ii) Explain why many people live on or close to the coast even though it may be hazardous.
...........................................................................................................................................
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© UCLES 2017 0460/11/M/J/17

15
(c) Explain how a sand spit is formed.

You should include a labelled diagram or series of diagrams.
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[7]
[Total: 25 marks]
END OF QUESTION 3

16
QUESTION 4
4 (a) Study Photograph C (Insert), which shows a river landform.
(i) Name the landform shown in Photograph C.
Choose from the landforms below and circle your answer.
Delta Levee Rapids Waterfall [1]
(ii) Describe the landform shown in Photograph C.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iii) Suggest how the landform shown in Photograph C was formed by river erosion.
...........................................................................................................................................
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...................................................................................................................................... [3]
© UCLES 2017 0460/11/M/J/17

17
(iv) Explain how the landform shown in Photograph C may change in the future as a result of
natural processes.
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...................................................................................................................................... [4]

18
(b) Study Fig. 5 (Insert), which shows an area close to the Fraser River in British Columbia,
Canada (an MEDC).
(i) Using evidence from Fig. 5 only, suggest three problems which flooding of the Fraser
River may cause.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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3 .......................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2017 0460/11/M/J/17

19
(ii) Explain why many people live near to rivers even though it may be hazardous.
...........................................................................................................................................
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20
(c) For a named river you have studied, explain the causes of flooding.
Name of river ..........................................
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[Total: 25 marks]
END OF QUESTION 4
© UCLES 2017 0460/11/M/J/17

21
Section C
QUESTION 5
5 (a) Study Fig. 6 (Insert), which shows information about electricity generation in France.
(i) How much electricity was generated in total in France in 2012?
......................................... TWh [1]
(ii) Using Fig. 6 only, identify:
– a fossil fuel used to generate electricity in France; ..................................
– a renewable form of energy used in France. ................................... [2]
(iii) Using Fig. 6 only, describe three changes in the importance of different methods of
generating electricity in France between 1972 and 2012.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...........................................................................................................................................
3 .......................................................................................................................................
...................................................................................................................................... [3]
(iv) Explain how a country can benefit by generating electricity using renewable forms of
energy rather than by using fossil fuels.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]

22
(b) Study Fig. 7, which shows information about the location of nuclear power stations in France.
NETHERLANDS
UK Gravelines
BELGIUM
Lille GERMANY
Penly Chooz
La Hague Paluel LUX.
Rouen
Flamanville Reims Cattenom
Caen Metz
PARIS Nogent Strasbourg
Brest
Brennilis Troyes Fessenheim
Orléans
Dampierre
St-Laurent Mulhouse
Nantes Belleville
Chinon Tours
Atlantic
Ocean Poitiers SWITZERLAND
Civaux
Key Clermont- Bugey
Lyon
Ferrand Creys-Malville
nuclear power
station Le Blayais Saint-Etienne St-Alban
capital city Valence ITALY
Bordeaux Cruas
main cities Tricastin
Golfech
river Nîmes Marcoule N
international Bayonne Toulouse
Marseille
border
Mediterranean
SPAIN ANDORRA Sea
0 250
km
Fig. 7
(i) Use information from Fig. 7 only to describe the distribution of nuclear power stations in
France.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2017 0460/11/M/J/17

23
(ii) Describe the benefits and disadvantages of nuclear power.
...........................................................................................................................................
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24
(c) Explain the location of a factory or industrial zone in a named area you have studied.
Name of area ...........................................
...................................................................................................................................................
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.............................................................................................................................................. [7]
[Total: 25 marks]
END OF QUESTION 5
© UCLES 2017 0460/11/M/J/17

25
QUESTION 6
6 (a) Study Fig. 8, which shows information about different types of tourism.
outdoor adventure tourism
cultural or historic tourism
ecotourism
beach tourism
Fig. 8
(i) In which employment sector is tourism?
Circle your answer below.
Primary Secondary Tertiary Quaternary [1]
(ii) Identify the type of tourism shown on Fig. 8 which:
– is likely to have the least impact on the natural environment;
......................................................
– has developed because of the attractions of the built (human) environment.
...................................................... [2]

26
(iii) Choose one type of tourism shown on Fig. 8 and explain how it might cause problems
for local people.
Type of tourism chosen ...................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(iv) Choose two different types of landscape and explain why they attract tourists.
1 .......................................................................................................................................
...........................................................................................................................................
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2 .......................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
© UCLES 2017 0460/11/M/J/17

27
(b) Study Photograph D (Insert), which was taken in Mumbai, India (an LEDC).
(i) Using Photograph D, suggest three ways in which tourism can create employment for
people in Mumbai.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...........................................................................................................................................
3 .......................................................................................................................................
...................................................................................................................................... [3]
(ii) Explain how the tourist industry shown in Photograph D might cause problems for the
local natural environment.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [5]

28
(c) For a named area you have studied where tourism is important, explain how it is being
managed in order for it to be sustainable.
Name of area ..........................................
...................................................................................................................................................
...................................................................................................................................................
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.............................................................................................................................................. [7]
[Total: 25 marks]
END OF QUESTION 6
© UCLES 2017 0460/11/M/J/17

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© UCLES 2017 0460/11/M/J/17

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© UCLES 2017 0460/11/M/J/17

GEOGRAPHY 0460/11
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.

0460/11 Cambridge IGCSE – Mark Scheme May/June 2017
PUBLISHED
Levels of response marking is used for section (c) of each question.

Thus it is the quality of the response that determines which level an answer is achieved rather than
the quantity of statements contained within it. However, once assigned to a level the mark achieved
within that level is determined by the number of points made.
Levels 1 and 2 are distinguished by whether statements are simple (level 1) or developed/elaborated
(level 2). A candidate can immediately enter L2 by making developed points without making any L1
statements. In order to achieve L3 a candidate must have already reached the top end of L2 – in
addition his/her answer should have a clear example and if the answer is place specific as well (7
marks). Highlight place specific detail.
Where statements are assigned levels by the examiner this should be indicated by the use of L1 and
L2 next to the statements. Ticks should not be used on answers that are marked using levels of
response marking. L1 annotation should be removed once a L2 is awarded for an answer. L3
annotation is not used. There is no need for a summary level at the end of a response.
Summary:
1 simple statement (1 mark)
1 developed statement (4 marks)
2 developed statements (5 marks)
3 or more developed statements with eg (6 marks)
Level 3 (7 marks)
3 or more developed statements + named example with at least one piece of place specific detail.
© UCLES 2017 Page 2 of 16

PUBLISHED
Question Answer Marks
1(a)(i) 15–19 (need both) 1
1(a)(ii) Ideas such as: 2

Paraguay is more pyramid shaped/Belgium is more rounded;
Paraguay has a narrower top;
Paraguay has a wider base;
Belgium bulges more in the middle
Note: Accept reverse statements but do not allow double credit.

Comments must refer to shapes of pyramid. Must compare.
2 @ 1 mark
1(a)(iii) Ideas such as; 3

High birth rates/high fertility rate;
Lack of education about family planning/sex education/contraception/problems
of having a large family/for females;
Lack of/cost of/access to/contraception/family planning/unprotected sex/no
contraception for religious reasons;
Economic reasons for large families/children needed to work/earn money;
High infant mortality;
Traditional/in their culture/part of their religion to have large families/keep
having children until produce a male child/status of having a large family;
To look after parents in old age/no pensions;
Get married young/start having children at a young age/teenage pregnancy;
Lack of availability/cost of abortions;
Not campaigns/no anti natal policy;
Lack of female education;
Women don’t have careers;
Role of women/not emancipated etc.
•
1(a)(iv) Ideas such as: 4

• Low death rates/long life expectancy/decreasing death rates;
• Investment in health care/hospitals/clinics;
• Vaccination/cures for disease/medicines;
• Lots of doctors/nurses;
• Good water supply;
• sanitation/more hygienic;
• Improved food supplies/nutrition/better diet;
• Provision of pensions
• Care provision for elderly/old peoples’ homes/specified care for
elderly;
• Education about diet/healthy lifestyle;
• Early retirement;
• Healthy lifestyle/exercise;
4 @ 1 mark

PUBLISHED
1(b)(i) Ideas such as: 3

Increase in both Europe and South America
Less increase in Europe than South America
40 to 46 (6 years) in Europe but 27 to 41 (14 years) in
South America (RES)
3 @ 1 mark
1(b)(ii) Ideas such as: 5

Less people working/smaller workforce;
Economic decline/GDP falls;
Strain on economically active/people unable to work as care for parents;
problems of providing pensions;
increased pressure on hospitals/health services;
need to invest more in health/welfare services;
increased dependency ratio;
lower earnings through taxation/need to increase taxes;
increased need for old peoples’ homes or specified service for the elderly;
difficulty of recruitment for armed forces;
less innovative workforce;
children drop out of school to look after parents;
less investments in schools;
people forced to work longer/increase retirement age;
encourage immigration etc.
5 @ 1 mark or development

PUBLISHED
1(c) Levels marking 7

Statements including limited detail which explain why natural population growth
rate is low.

Uses named example.
More developed statements which explain why natural population growth rate
is low.
(Note: Max 5 if no named or inappropriate example)
Level 3 (7 marks)
Uses named example.
reference.
Content Guide:
• birth rates remain low
• low in death rates/reasons for reduction
• availability of contraception
• contraception – affordability
• contraception – education about it
• modern attitudes to family size
• women have careers
• education of women
• emancipation of women
• impact of secular society
• low infant mortality rates
• government support for old age;
• government anti–natal policy etc.

Named parts of the chosen country,
Population data etc.

PUBLISHED
2(a)(i) Mexico 1
2(a)(ii) There is a positive relationship or as GDP increases then urban population 2

increases;
The relationship is not very strong/positive relationship is very clear up to GDP
of $10 000/after $10 000 there is very little increase in urban percentage.
2 @ 1 mark
2(a)(iii) Ideas such as: 3

overcrowded (housing) in cities;
land space for housing in rural areas/larger houses/more space/more land;
air pollution in urban areas;
noise pollution in urban areas;
traffic congestion in urban areas;
safer environment in rural areas/less crime;
development of transport allows commuting;
people able to work from home.
(Note: There is no need for comparison and candidates can refer to either rural
or urban areas as long as they make it clear to which area they are referring)
3 @ 1 mark
2(a)(iv) Ideas such as : 4

migration from rural areas;
availability of work in urban areas;
higher wages in factories;
more hospitals/better health care/doctors/clinics in urban
areas;
more access to education in urban areas/more schools etc.
more entertainment/bright lights syndrome;
more secure food supply in cities than rural areas;
access to (potable) water;
access to electricity network;
better sanitation/hygiene
follow family and friends etc.
(Note: Candidates can refer to rural pushes but no double credit)
4 @ 1 mark
2(b)(i) Ideas such as; 3

Large population living in cities/many people live in the cities/people move into
the cities;
many people have low income/are poor/many people cannot afford to buy a
house;
not enough houses/they have to build their own houses etc.
Note: Do not allow copy of information from diagram.
3 @ 1 mark

PUBLISHED

overcrowded housing/small houses/cramped conditions;
lack of piped water/(clean) water supplies/water borne diseases;
poor quality building materials;
fire risk/flammable building materials;
poor sanitation/no proper drains/lack of sewage/unhygenic;
lack of electricity supply/illegal connections to grid;
high crime rates;
unmade roads;
lack of waste disposal;
vermin spread disease;
risk of eviction;
lacks of clinics/schools;
houses not weatherproof/not stable;
diseases spread easily in crowded conditions etc.;

Statements including limited detail which describe strategies used to reduce
problems caused by rapid growth of squatter settlements.

Uses named example.
More developed statements which describe strategies used to reduce

problems caused by rapid growth of squatter settlements.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements, with some place specific reference.
Content Guide:
building of low cost housing/flats;
site and services schemes;
self help;
provide tools/training/building materials;
installation of water pipes;
installation of electricity grid;
improvement grants/low interest loans etc.

Locational details/named areas within the urban area,
Specific details of schemes
Named policies etc.

PUBLISHED
3(a)(i) Arch 1
3(a)(ii) steep slopes/steep; 2

bare rock/rock/rocky;
area where rock has been worn away/large hole in it/large section
missing/shape of a bridge;
cracks in rock/joints/faults;
uneven/jagged
2 @ 1 mark

Waves crash against the rocks;
Abrasion/hydraulic action/corrosion (or description of an erosional process –
MAX 1)
erosion of line of weakness/joint/bedding plane;
line of weakness enlarges;
formation of cave;
erosion of back walls/back to back caves;
waves break through etc.
3 @ 1 mark

Further/more erosion will occur;
Hole/arch will become bigger;
roof of arch will get thinner/become unsupported;
Collapse of arch;
Formation of stack;
Further erosion of stack/formation of stump etc.;
4 @ 1 mark

Stress/worry about
Properties in danger of collapse/destruction;
Loss of gardens/yards/backyards/fences;
Roads/paths/parking areas destroyed;
Danger to people/children from collapsing cliffs;
Damage to underground drainage/water supply pipes/gas
pipes/electricity cables;
People forced to move away from their homes/evacuation;
Property values go down / difficult to insure/people cannot sell their home etc.
3 @ 1 mark

PUBLISHED

Employment in tourism (or examples);
Examples of leisure activities;
Ports/trade;
Fishing;
Fresh/clean air;
Scenic beauty/good view;
Sentimental attachment/lived there all their life;
Can’t afford to move;
Friends and family;
Risk perception/prepared to take the risk;
Confidence in precautions;
Temperate climate/cooler/equable (if developed appropriately) etc.

Statements including limited detail which explain how a sand spit is formed.

More developed statements which explain how a sand spit is formed.
Level 3 (7 marks)
Comprehensive and accurate statements which explain how a sand spit is
formed with labeled diagram.
Content Guide:
Reference should refer to:
Longshore drift;
Constructive waves;
Swash;
Backwash;
Zig zag movement of materials;
Change in direction of coastline etc.
Note: Credit any descriptive detail or explanation on diagram but do not double
credit with text.

PUBLISHED
4(a)(i) Waterfall 1
4(a)(ii) Vertical/steep drop/cliff with water going over it; 2

Wide;
Plunge pool;
White water;
High/long drop;
Layers of rock;
Rock/rocky etc.
2 @ 1 mark

Abrasion/hydraulic action (or description of an appropriate erosional process –
MAX 1)
hard rock overlies soft rock;
slow erosion of hard rock layer/soft rock quickly eroded;
undercutting; overhang forms
collapse of hard rock/overhang;
Plunge pool formed etc.
3 @ 1 mark

further or more erosion/undercutting;
collapse of more rock;
waterfall retreats;
formation/extension of gorge;
plunge pool gets bigger/deeper etc.
4 @ 1 mark

Flooding of/damage to roads;
Flooding of/damage to houses/buildings/urban area;
Flooding of farmland/drowns crops;
Flooding/damage to railway;
Closure of/damage to workplaces;
Flooding of/damage to parks;
Flooding of/damage to Native American Reserve;
Flooding of forest etc.
3 @ 1 marks

PUBLISHED

Fertile land;
Farmers obtain high yields of crops;
Land is flat so easy to build on/transport/trade;
Communications on land are easy along flood plain;
River can sometimes be used for navigation;
Fishing/food supply from river;
Water supply from river;
Scenic beauty/good view;
Jobs in tourism;
HEP/generate energy;
Wash clothes/bathing;
Religious significance;
Irrigation/water for crops
Gold panning;
Example of leisure activities etc.

PUBLISHED

Statements including limited detail which explain the causes of flooding.

Uses named example.
More developed statements which explain the causes of flooding.
Level 3 (7 marks)
reference.
Content Guide:
Heavy rainfall
Rainfall over a long period of time
Saturation of rock/soil/ground
Overland flow
Rapid run off
Rapid increase in river discharge
Deforestation
Lack of flood management
Urban development in river catchment/on flood plain
Snow melt
Build up of waste in the river

Locational details,
named places experiencing flooding,
date of flood/rainfall
statistical details e.g. rainfall etc.

PUBLISHED
5(a)(i) 540–560 1
5(a)(ii) • Oil/coal/natural gas 2
• HEP/geothermal/solar/wind
2 @ 1 mark

Nuclear power increased in importance/nuclear power has become the biggest;
Reduction in the use of coal/oil/fossil fuels;
Increase in use of renewables(or appropriate examples) /they have stated to
use renewables;
Increase in gas.
3 @ 1 mark
5(a)(iv) Benefits such as: 4

They won’t run out;
cheaper running costs;
they do not pollute the atmosphere/does not produce carbon dioxide;
so will be less likely to enhance global warming;
they do not produce acid rain;
benefits of multi-purpose schemes – for example, recreation or irrigation (MAX
1)
there are no waste products;
they do not depend on imports/can export renewable energy etc.
Note: Accept vice versa answers but do not double credit e.g. they will not run
out/fossil fuels will run out.
4 @ 1 mark

Widespread/dispersed/scattered;
uneven;
many are on rivers;
most are inland;
a few are on the coast/along north coast;
distant from cities/close to but not in city
3 @ 1 mark

PUBLISHED
5(b)(ii) Benefits such as: 5

Large amounts of electricity can be generated;
Low cost of generation/cheap running costs;
No atmospheric pollution;
Does not enhance global warming;
Uses small amounts of uranium/will last many
centuries
Disadvantages such as;

Radiation/risk of leaks/cancer;
difficulty of disposal of nuclear waste;
public opposition/perception of threat;
expensive to build the power station.
Note: MAX 3 marks on each of benefits/disadvantages

Statements including limited detail which explain the location of a factory or
industrial zone.

Uses named example.
More developed statements which explain the location of a factory or industrial

zone.
Level 3 (7 marks)
Uses named example.
reference.
Content Guide:

Raw materials
Sources of power
Labour supply
Market
Government policies
Transport network
Airports/ports
Cost of land etc.

Locational details,
Named areas/transport routes etc.

PUBLISHED
6(a)(i) Tertiary 1
6(a)(ii) • ecotourism 2
• cultural/historic
2 @ 1 mark

increase in local traffic/congestion;
atmospheric pollution from traffic causing asthma/breathing difficulty;
loss of local culture/traditional way of life/traditions exploited;
impact of behaviour of tourists/drunkenness/disrespect culture/fighting/abusive
to locals/racism; etc.;
noise;
exploitation/low paid jobs/long hours;
seasonal work;
shortage of water supplies;
litter;
lack of privacy;
loss of farmland for building/development of hotels;
locals offended by tourist dress;
increased cost of living/house prices/locals can’t afford it;
loss of housing for tourist development/not enough space for local housing;
damage to/accidently break ancient artefacts/take religious artefacts as
souvenirs;
Queues in shops;
Locals cannot use beaches as overcrowded;
Sea pollution so fishing declines;
Visual impact
3 @ 1 mark

beaches attracts tourists;
because tourists can sunbathe/watersports;
river valleys attract tourists;
as scenery is attractive/there are opportunities for water sports;
mountain areas are attractive in some areas;
as they are suitable for winter sports activities/hiking etc.
One mark for identification of type of landscape and a further mark for
explanation of attraction (either a specific activity or suitable natural attraction
linked to the environment. Allow site seeing; photography; scenery/good
views/see natural beauty/fresh air/unique or unusual as generic ideas)
2 @ 2 marks

PUBLISHED
6(b)(i) Employment such as: 3

Selling of food/drinks/working in bar or restaurant/stalls;
Selling souvenirs/beach toys ;
Selling photographs taken of people on beach;
Beach cleaners
Jobs in hotel or an example
3 @ 1 mark

loss of natural vegetation/deforestation;
destruction of habitats;
causes acid rain;
litter could injure/kill birds;
pollution of the sea/water;
threat to marine species/fish;
impact on ecosystems/food chains;
disturb breeding sites;
exhaustion of soil as land used to produce food for tourists;
noise scares away animals etc.

Statements including limited detail which explain how tourism is being
managed in order for it to be sustainable.

Uses named example.
More developed statements which explain how tourism is being managed in

order for it to be sustainable.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements, including some place specific
reference.
Content Guide:
Answers should refer to appropriate forms of management of tourism, ranging
from small scale (e.g. fencing of vulnerable areas of sand dunes to protect
them from trampling) to large scale (e.g. creation of National Parks).

Locational details;
Names of places/species within chosen area
Specific details of management of area affected,

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
*7540686501-I*
DC (NH/FD) 130441/2
2
© UCLES 2017 0460/21/M/J/17

3
© UCLES 2017 0460/21/M/J/17

4
BLANK PAGE
© UCLES 2017 0460/21/M/J/17

GEOGRAPHY 0460/21
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED
1(a)(i) Railway 1
1(a)(ii) power line 1
1(a)(iii) sports ground 1
1(a)(iv) Vosso 1
1(b) near lake / on lakeside, 4

on river,
gentle(r) slope / flat,
low(er) ground / valley,
road junction / route centre,
valley confluence,
river confluence,
railway junction,
1(c) Hill / mountain / high, 4

654m,
steep slopes,
convex / gentle(r) upper slopes,
deep valley,
small valleys,
steeper in N/W / gentler in S/E,
1(d)(i) Forest 1
1(d)(ii) Cultivation 1
1(d)(iii) private road 1
1(e)(i) 3050m 1
1(e)(ii) along valley side / along side of a slope, 4

gentle gradient / keeps as level as possible / (about) 300m,
avoids steep slope (lower in valley),
descends to X,
hairpins (etc.),
goes NW / NNW,
through cultivation and forest,
past houses and farms,
road junction(s) (not X),
crosses stream(s) / river(s),

PUBLISHED
2(a)(i) 6 1
2(a)(ii) inverse relationship, 2

higher order = lower number / lower order = higher number,
positive relationship
higher order = larger distance apart / lower order = smaller distance apart,
For high and low order allow two named settlement types for each.
2(b) circle to include at least two neighbouring hamlets / villages but no towns, 1
2(c) road junction / focus / route centre, 2

accessible,
no other towns in the area,
large sphere of influence,
2(d) 2 2
4
5
1
3
All 5 correct = 2
3/4 correct = 1
3(a)(i) two converging arrows 1
3(a)(ii) X 1
3(a)(iii) on islands, 2
to west of plate boundary,
in a line / on north-south line,
near / in South China Sea,
on subduction zone,
3(b) roads destroyed / damaged, 2

settlements / villages cut off,
settlements / villages need to use boats for transport,
settlements / villages destroyed / damaged,
people evacuated,
not all settlements / villages at risk,
3(c) ash – burial / suffocation / collapse of buildings, 2

volcanic bombs / large rocks – killed by force,
pyroclastic flows – burning / killed by force / burial,
lateral blast – killed by force,
gases – poisoned / suffocated,
post-eruption famine,

PUBLISHED
4(a) Shrubs / bushes / scrub, 4

(one) larger bush / small tree,
No / few leaves,
red leaves / red flowers,
small leaves,
bulbous / wide / thick trunk,
thorns / spikes,
flowers / yellow leaves,
4(b) Hot / very hot / high / very high, 4

13 °C,
23 °C (error carried forward),
Low / very low,
5(a)(i) safe from illness / death, 2

cholera / diarrhoea / typhoid,
children / old more susceptible,
more able to work / develop the economy,
less money spent on health care,
Allow converse of points where relevant.
5(b)(i) PNG 1
5(b)(ii) rural less / urban more, 2

Australia / MEDC no difference / both 100%,
PNG big difference,
5(c)(i) larger sector 74–77° and key correct 1
5(c)(ii) agriculture the main use, 2

PNG an anomaly (for agriculture / industry),
industry the least use,
Indonesia an anomaly (for industry),

PUBLISHED
6(a)(i) large scale arable 1
6(a)(ii) contour ploughing, 4

water trapped in furrows,
increased infiltration,
less surface runoff,
(planting) trees / shelter belts,

blocks wind / reduces wind speed,
wind cannot pick up soil,
roots bind soil,
2 marks for each method.
6(b)(i) produce more / increase profits / increase income, 1
6(b)(ii) sell less / reduced profits / lose money, 1

unable to compete with EU producers / more European sugar beet bought,
6(b)(iii) reduced price of sugar / cheaper sugar, 1

GEOGRAPHY 0460/41
INSERT
1 hour 30 minutes
*4087030179-I*
This Insert contains Figs. 1, 2 and 3 and Photographs A and B for Question 1, and Fig. 6 and Tables 3 and 4
for Question 2.
DC (RW/CGW) 131003/4
2
Country Park
N hall
village
10
lake
castle
Ⅹ 1
4 lawn 9
(area of grassland) 2 castle
garden
8
5
3
lake
meadow 7 car park
0 100 (area of grassland)
m 6
Key
woodland
buildings
Ⅹ position of the wooden box shown in Photograph A
1 – 10 weather measuring sites
© UCLES 2017 0460/41/INSERT/M/J/17

3

4
Extract from relative humidity table

Relative Humidity (%)
Dry bulb Difference between wet bulb and dry bulb temperature (°C)
temperature
(°C) 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
0 100 81 63 45 28 11
2 100 83 67 51 36 20 6
4 100 85 70 56 42 27 14
6 100 86 72 59 46 35 22 10
8 100 87 74 62 51 39 28 17 6
10 100 88 76 65 54 43 33 24 13 4
12 100 88 78 67 57 48 38 28 19 10 2
14 100 89 79 69 60 50 41 33 25 16 8 1
16 100 90 80 71 62 54 45 37 29 21 14 7 1
18 100 91 81 72 64 56 48 40 33 26 19 12 6
20 100 91 82 74 66 58 51 44 36 30 23 17 11 5
22 100 92 83 75 68 60 53 46 40 33 27 21 15 10 4
24 100 92 84 76 69 62 55 49 42 36 30 25 20 14 9 4
26 100 92 85 77 70 64 57 51 45 39 34 28 23 18 13 9
28 100 93 86 78 71 65 59 53 47 42 36 31 26 21 17 12
30 100 93 86 79 72 66 61 55 49 44 39 34 29 25 20 16
Digital hygrometer and thermometer
© UCLES 2017 0460/41/INSERT/M/J/17

5

Fieldwork sites
© UCLES 2017
N
CITY CENTRE sea
sea
C A D O
A I N C K
A roa D U S
D A d4 S T
3
B road 1
B R Y
R
road
road 2 B
O F
C
E
C
B
F I
S
S H
E
E
I
R
6
C E
O P
D
D
F
E
S a
C D
E
1
nd
d
0460/41/INSERT/M/J/17
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S
N
F
I
T
d2
roa I D
D
A
E
L E
E
N
T
Key
I
road and counting site F

A
A
motorway F
0 1
L
built-up
road 4
open space
road
km area
7
Average results of three traffic counts at each site
Site
Road
A B C D E F
1 75 112 22 10 21 6
2 90 103 118 64 32 10
3 246 215 228 128 80 12
4 225 132 186 93 34 15
Average results of pedestrian counts at each site
Site
Road
A B C D E F
1 58 26 14 12 7 10
2 176 117 32 22 15 4
3 240 143 95 30 19 10
4 168 56 60 34 17 13
© UCLES 2017 0460/41/INSERT/M/J/17

8
BLANK PAGE
© UCLES 2017 0460/41/INSERT/M/J/17

* 4 0 8 7 0 3 0 1 7 9 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Ruler

The Insert contains Figs. 1, 2 and 3 and Photographs A and B for Question 1, and Fig. 6 and Tables 3 and 4 for
Question 2.
DC (RW/CGW) 130991/4
2
1 Students at a school in Northern Ireland visited a country park to investigate how relative humidity
of the air and temperature might vary within a small area. The country park is shown in Fig. 1
(Insert).
(a) (i) The wooden box shown in Photograph A (Insert) is located in the country park. What is
the name given to this type of wooden box?
.......................................................................................................................................[1]
(ii) Explain why this wooden box is located in position X on Fig. 1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) The wooden box contains a wet and dry bulb thermometer to measure relative humidity
of the air. Which two of the following weather measuring instruments would also be
placed in the wooden box? Tick your choices.
Tick (✓)
anemometer
barometer
maximum-minimum thermometer
rain gauge
wind vane
[2]
The students decided to investigate the following hypotheses:
Hypothesis 1: Relative humidity is higher in areas where the ground cover is vegetation.
Hypothesis 2: Temperatures are higher nearer to buildings.
(b) (i) Which one of the following is the correct definition of relative humidity?
Tick your choice below.
Tick (✓)
the maximum amount of water vapour in the air in hot
temperatures
the percentage of water vapour in the air compared with the
total water vapour it could hold at that temperature
the amount of moisture in the air
the amount of moisture in the air after a heavy rainstorm
[1]
© UCLES 2017 0460/41/M/J/17

3
(ii) Relative humidity is calculated using a relative humidity table like the one shown in Fig. 2
(Insert).
An example of how relative humidity is calculated is shown below.
Dry bulb temperature = 18 °C

Wet bulb temperature = 14 °C
Temperature difference = 4 °C
Relative humidity = 64%
Use the relative humidity table (Fig. 2 Insert) to calculate the relative humidity in the
example below:
Dry bulb temperature = 14 °C
Wet bulb temperature = 11 °C
Temperature difference = ................... °C
Relative humidity = ................... % [2]
(c) The students selected 10 measuring sites in and around the country park. These are shown
in Fig. 1 (Insert). At each site they used an instrument that is both a digital hygrometer and
thermometer to measure relative humidity and temperature. This instrument is shown in Fig. 3
(Insert).
(i) Give three advantages of using a digital measuring instrument such as the one shown in
Fig. 3.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(ii) Which one of the following methods is most likely to cause the results to be unreliable?
Tick your choice.
Tick (✓)
A student makes measurements at 08:00, 12:00 and
16:00 hours and calculates the average.
Two students use different digital instruments to measure at
the same time at each site and compare their results.
A student makes the measurements at sites 1 – 5 in the
morning and sites 6 – 10 in the afternoon.
One student stands at each site and all the students make
the measurements at the same time.
[1]
4
(d) The results of the students’ measurements of relative humidity are shown in Table 1 (below).
Table 1
Relative humidity at the 10 measuring sites
Site 1 2 3 4 5 6 7 8 9 10
Building Lawn Meadow Woodland Lakeside Lakeside Car park Woodland Garden Village
Location courtyard
Ground Sand Bushes

Gravel Grass Grass Trees and Sand Tarmac Trees and Tarmac
cover shingle plants
Relative
Humidity 73 73 76 74 75 73 77 75 74 75
(%)
Key
vegetation ground cover
non-vegetation ground cover
(i) Use these results to complete Fig. 4 (below) to show the relative humidity at site 2. [1]
Relative humidity at sites with different ground cover
% 80
79
78
77
76
relative
75
humidity average
74
73
72
71
70
vegetation non-vegetation
ground cover ground cover
Fig. 4
© UCLES 2017 0460/41/M/J/17
5
(ii) The average (mean) relative humidity for measurements made at sites where the ground
cover is vegetation was 74.4%. In the space below show the calculation which produced
this answer using data from Table 1. [1]
Answer 74.4%
(iii) Draw a horizontal line on Fig. 4 to show the average relative humidity for measurements
made at sites where the ground cover is vegetation. [1]
(iv) Is Hypothesis 1: Relative humidity is higher in areas where the ground cover is
vegetation true or false? Circle your choice below. Justify your decision using evidence
from Figs. 1 and 4 and Table 1.
Hypothesis is true Hypothesis is false
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

6
(e) The temperature measurements at each site are shown in Table 2 (below).
Table 2
Temperature at the 10 measuring sites
Site 1 2 3 4 5 6 7 8 9 10
Temperature
14.1 13.9 13.6 12.3 12.7 12.7 13.5 12.5 13.7 14.2
(°C)
(i) On Table 2 circle the three sites where the highest temperatures were measured. [1]
(ii) Fig. 5 (below) shows variation in temperature in the country park. Use the results in Table 2
to complete the 13 °C isoline on Fig. 5. [2]
Temperatures in the Country Park
13
N
12
hall
village
10
lake
14
castle
1
14
4 9
lawn
2 castle
(area of grassland)
garden
8
5
12 3
lake car park
meadow 13
7
0 100 (area of grassland)
6
m
Key
woodland
buildings
14
isoline (°C)
1 – 10 weather measuring sites
Fig. 5
© UCLES 2017 0460/41/M/J/17

7
(iii) What is your conclusion about Hypothesis 2: Temperatures are higher nearer to
buildings? Support your conclusion with data from Fig. 5 and Table 2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Suggest two reasons for the variation in temperatures shown on Fig. 5.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(f) The recording instrument shown in Photograph B (Insert) is a sunshine recorder.

Describe how students would use a sunshine recorder to measure the amount of sunlight in
24 hours.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 30 marks]

8
2 Students from Auckland, New Zealand, were investigating different topics about their city. One
group did fieldwork to investigate how the amount of traffic and number of pedestrians changed
with increasing distance from the city centre.
(a) Describe two common features of buildings in a city centre.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...............................................................................................................................................[2]
The students decided to test the following hypotheses:
Hypothesis 1: The amount of traffic decreases as distance from the city centre increases.
Hypothesis 2: Pedestrian numbers decrease as distance from the city centre increases.
(b) To test these hypotheses the students chose counting sites along four roads going from the
city centre towards the edge of the city. These are shown on Fig. 6 (Insert).
(i) The students did a 15-minute traffic count at 08:00, 13:00 and 18:00 hours. Describe
how the students would carry out their traffic count at each site.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
© UCLES 2017 0460/41/M/J/17

9
(ii) The students calculated the average results of the three traffic counts done at each site.
These are shown in Table 3 (Insert).
Use the data in Table 3 to complete sites B, C and D on road 4 in Fig. 7 (below). [3]
Average results of traffic count at each site
250
200
150
number
of
vehicles
100
50
0
A B C D E F
site
increasing distance from city centre
Key
road 1
road 2
road 3
road 4
Fig. 7

10
(iii) The students made the conclusion that Hypothesis 1: The amount of traffic decreases
as distance from the city centre increases was partly correct. Support their decision with
data from Table 3 (Insert) and Fig. 7. Include reference to any anomalies in the results.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(iv) Use evidence from Fig. 7 and Table 3 to compare the amount of traffic on road 1 and the
amount of traffic on road 3.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) When they had completed their traffic counts the students did pedestrian counts at the same
sites. Their results are shown in Table 4 (Insert).
(i) Plot the result for site C on road 4 on Fig. 8 (opposite). [1]
(ii) Do the students’ results support Hypothesis 2: Pedestrian numbers decrease as

distance from the city centre increases? Support your decision with evidence from
Table 4 and Fig. 8.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2017 0460/41/M/J/17

Results of pedestrian count
© UCLES 2017
N
CITY CENTRE
sea
sea
A D O
C I N C K
A D S
A
D A
roa
R
d4 U S T
B road 1
B R Y
E
O F
road 2 B C
S
C
B
F I
I
E
S H
E
D
11
C E
S
D
O P
0460/41/M/J/17
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1 C D
N
S a
d
roa
nd
T
F
I
d2
roa A D roa
d3
L
E
E
Key
40
20 average number of pedestrians road 1

0 road 2 F
road and counting site
A
3
road 3 F
motorway
0 1
road 4
built-up road 4
road
open space
km area
[Turn over
Fig. 8
12
(d) One student decided to investigate if pedestrian numbers varied at different times of the day.
The results of the sites on road 3 are shown in Fig. 9 (below).
Number of pedestrians counted at different times of the day at the six sites on road 3
number of pedestrians
0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750
site
0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750
number of pedestrians
Key
times of pedestrian count
08:15–08:30
13:15–13:30
18:15–18:30
Fig. 9
(i) Use the figures below to complete the divided bar for site C. [2]
Time of pedestrian count Number of pedestrians

13:15–13:30 190
18:15–18:30 45
© UCLES 2017 0460/41/M/J/17

13
(ii) Compare the change in pedestrian numbers between 08:15–08:30, 13:15–13:30 and
18:15–18:30 at sites A and D on road 3.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Suggest two reasons for the variations in pedestrian numbers on road 3 which are shown
in Fig. 9. Look again at Fig. 6 (Insert) to help you to answer.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(e) (i) Suggest another hypothesis about how an urban area changes with increasing distance
away from the city centre. Do not include a hypothesis about traffic or pedestrians.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Describe how your chosen hypothesis could be tested. In your answer refer to:
• collecting data;
• recording and displaying the results.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
[Total: 30 marks]
© UCLES 2017 0460/41/M/J/17

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BLANK PAGE
© UCLES 2017 0460/41/M/J/17

GEOGRAPHY 0460/41
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED
1(a)(i) Stevenson screen 1
1(a)(ii) On grassland / away from woodland or trees / lake / buildings / in open area 2
Temperature recording is not affected by heat radiation from the ground
or buildings / not affected by shade
Accessible
Relative humidity not affected by lake
1(a)(iii) Barometer 2
Maximum-minimum thermometer
1(b)(i) The percentage of water vapour in the air compared with the total water 1
vapour it could hold at that temperature
1(b)(ii) Temperature difference = 3 °C 2

Relative Humidity = 69%
Credit ecf if incorrect temperature difference
1(c)(i) Give instant readings / faster / quicker / saves time 3

Easy / clear to read / large digital readout
Don’t need to know how to read a thermometer / RH table / hygrometer
Exact figures / accurate / precise / reliable / to one decimal point
Less chance of making mistake in reading / misreading / less errors
Portable / can be used at more than one site / easy to reset
Can download results to computer / save data
Safer if dropped because no mercury / sturdier if dropped
Fewer instruments to use / measures both temperature and relative humidity
1(c)(ii) A student makes the measurements at sites 1–5 in the morning 1

and sites 6–10 in the afternoon
1(d)(i) Plot 73% RH in vegetation ground cover column on Fig. 4 1
1(d)(ii) 73 + 76 + 74 + 75 + 74 372 1
OR
5 5
1(d)(iii) Plot 74.4% on Fig. 4 (do not need ‘average’) 1
1(d)(iv) Hypothesis is false – 1 mark reserve (3HA) 3

Average is higher in areas of non-vegetation cover / little difference between
vegetation and non-vegetation areas
Highest site reading (site 7) is on tarmac OR non-vegetation / lowest readings
on vegetation and non-vegetation have same values
Credit paired data for 1 mark (not reserve) – 74.4% on vegetation and 74.6%
on non-vegetation / 0.2% higher on non-vegetation
Hypothesis is true / partly true = 0 (XHA)

If no hypothesis conclusion ^HA and credit evidence
1(e)(i) Sites 1, 2, 10 (credit temperatures being circled for three correct sites) 1
1(e)(ii) Completion of isoline 2

Line must go between sites 3 and 8 and join up with existing isoline

PUBLISHED
1(e)(iii) Hypothesis is true – 1 mark reserve 3
Highest temperatures at sites 1, 2, 9 and 10 (any two) / village / castle

OR 14° isoline surrounds area of buildings
OR Temperature is higher at sites 1, 2, 9, 10 than sites 4, 5, 6, 8 (one
from each group)
Credit 1 reserve mark for comparative temperature figures from sites 1, 2, 9, 10

and 4, 5, 6, 8 (one from each group) / village or castle and woodland or lake
e.g. 14.1° at site 1 / in the village and 12.7° at site 5 / by the lake
1(e)(iv) Need temperature, land use and reason e.g. 2

Temperature lower where woodland gives shade / less sunlight
Temperature higher where buildings radiate / absorb / give off / hold heat
Temperature higher where sheltered from wind
Temperature lower near lake which does not heat up / absorb heat
Temperature higher in car park where heat is absorbed / radiates off
1(f) Sunshine recorder is placed south facing in northern hemisphere 4

Put sunshine recorder in open space / not affected by shade / exposed
to sun’s rays / top of building / on a pedestal or stand
Lens / glass ball focuses the sun’s rays onto a piece of card
Sun’s rays scorch card (paper) / burns a line in the card (paper)
Measure length of burn line / length of (burn) line shows hours of
sunlight / discontinuous or interrupted line if sun is obscured by cloud
Replace card (paper) each day / put card (paper) into sunshine recorder
No credit: sun’s rays focussed onto recorder / green area / meter / metal plate /
‘mark the line’
Total: 30

PUBLISHED
2(a) Tall / multi storey 2

High concentration / near together
Offices / shops / apartments / hotels / business / commerce
Old / historical / modern / redevelopment
2(b)(i) Organise themselves – e.g. one student on each side of the road / 4
different groups go to different sites
One student shouts out data and another student records it / one
student counts one way and the other student counts the other
Use equipment such as stopwatch / counter / clicker / timer
Synchronise timing / start and finish at same time
Use tally method / record on tally sheet
2(b)(ii) Plotting a square at sites B (132), C (186) and D (93) on road 4 3

–1 mark if not use square
2(b)(iii) (Overall) decrease in traffic from site A to site F 4

Credit one anomaly (site and road) – anomalies are sites B and E on road 1 /
sites B and C on road 2 /site C on road 3 / site C on road 4
Credit 2 marks maximum for paired data which shows general decrease
and anomaly e.g.
General decrease – on road 1: 75 at site A and 6 at site F
Anomaly – on road 3: 215 at site B and 228 at site C
2(b)(iv) Amount of traffic is higher on road 3 2

Larger decrease from site A to site F in amount of traffic on road 3
Increase in traffic from site A to B / site D to E on road 1 but numbers go

down between these sites on road 3
OR Increase in traffic from site B to C on road 3 but numbers go
down between these sites on road 1
Credit 1 mark (not reserve) for paired data which compares roads 1 and 3 e.g.
At site A 246 on road 3 and 75 on road 1 / 171 more on road 3

Total traffic = 909 on road 3 and 246 on road 1
Average traffic = 151.5 on road 3 and 41 on road 1
2(c)(i) Plot 60 at site C on road 4 with correct shading 1
2(c)(ii) Hypothesis 2 is correct / partly correct / Yes – 1 mark reserve 3
Credit 1 mark maximum for paired data from one road to support hypothesis
e.g.
On road 1: 58 at site A to 10 at site F
OR paired date from sites e.g.
At site A numbers vary between 58 and 240 and at site F between 4 and 13
Credit 1 mark maximum for anomaly on road 1 or road 4 e.g.

56 at site B and 60 at site C on road 4 / increase by 4
7 at site E and 10 at site F on road 1 / increase by 3

PUBLISHED
2(d)(i) Completion of divided bar graph 2

1 mark for lines at 240 and 285, 1 mark for shading
2(d)(ii) Site A is busiest / most pedestrians at 13.15 / midday OR less busy 2

at 08.15 / morning / at 18.15 / evening
Site D is busiest / most pedestrians at 08.15 / 18.15 OR less busy at 13.15
Numbers increase at 13.15 at A but decrease at D

Numbers decrease at 18.15 at A but increase at D
2(d)(iii) (Overall) more pedestrians at sites A / B / C because area is occupied by 2

shops and offices / CBD / city centre / people going to work
(Overall) less pedestrians at sites D / E / F because the area is residential /
site F is open space
Sites A / B / C are busiest at 13.15 / midday because this is shopping /
working hours
Sites D / E / F are busiest at 08.15 / morning OR 18.15 / evening when
people are at home
2(e)(i) Hypothesis such as: 1

Height of buildings decrease as distance from centre increases
Land use becomes more residential as distance from centre increases
Environmental quality improves as distance from centre increases
Temperature decreases as distance from town centre increases

PUBLISHED
2(e)(ii) Building height 4

Count number of storeys of buildings along a transect
Get the average if there are buildings with different number of storey in
same section
Record number of storeys per section / building on transect diagram
Do this along different transects / roads from centre
Plot a graph to show average number of storeys / number of building with each
number of storeys along the transect
Compare results of different roads to see if they support hypothesis
Land use
Record the ground floor land-use of buildings along a transect
Do this along different transects / roads from centre
Classify different types of land use
Plot the classified data on a map showing the transects / roads from centre
Environmental quality
Devise an environmental quality index
Survey building condition, open space, noise, air pollution along a transect
Decide whether to survey individually or in a group
Decide when would be best time to do the survey
Plot the results on graphs to show change in environmental scores along
transects / roads from centre
If no / inappropriate hypothesis in (e)(i) credit 2 marks maximum

If hypothesis is phrased as a topic in (e)(i) e.g. land use change in the city
credit up to 4 marks
Total: 30

* 7 5 4 0 6 8 6 5 0 1 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator

The Insert contains Photograph A for Question 4, and Photograph B for Question 6.
Definitions
DC (NH/FD) 130440/3
2
1 Study the map extract for Voss, Norway. The scale is 1:25 000.
(a) Fig. 1 shows some of the features of the main settlement of Voss. Study Fig. 1 and the map
extract, and answer the questions below.
58 59 60 61
25 25
C
24 24
D
B
23 23
58 59 60 61
Fig. 1
(i) feature A;
.......................................................................................................................................[1]
(ii) feature B;
.......................................................................................................................................[1]
(iii) feature C;
.......................................................................................................................................[1]
(iv) the name of the river at D.
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3
(b) Describe the site of the settlement at Voss.
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(c) Describe the relief of the area around Sonvesåsen in the south east of the map extract.
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4
(d) Fig. 2 is a cross section along northing 26 from 580260 to 610260.
lake
800 800
metres above sea level
X
600 600
Y
400 Z 400
200 200
580260 610260
Fig. 2
Identify:
(i) the land use at X;
.......................................................................................................................................[1]
(ii) the land use at Y;
.......................................................................................................................................[1]
(iii) the feature at Z.
.......................................................................................................................................[1]
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5
(e) Fig. 3 shows the road from the southern edge of the map at 593210 to the road junction at
point X at 584223.
58 59 60
23 23
22 22
21 21
58 59 60
Fig. 3
(i) What is the distance along the road? Circle one correct answer below.
750 metres 1550 metres 2050 metres 3050 metres [1]
(ii) Describe the route of the road from the southern edge of the map to the road junction
at X.
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[Total: 20 marks]

6
2 The local council in North Devon, UK, made a map of the settlement hierarchy in the area. They
used five orders of settlement. The results are shown on Fig. 4.
Ilfracombe
boundary of
North Devon
sea
Braunton
Barnstaple
Northam
Bideford
South
Molton
Great
Torrington
boundary of
Holsworthy North Devon
Key 0 15
order
km
high regional centre
large town
N small town
village
low hamlet
boundary of main road
North Devon
sphere of influence of South Molton
Fig. 4
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7
(a) (i) How many settlements on Fig. 4 are classified as small towns?
..................................................................... [1]
(ii) Using Fig. 4, describe the relationship between:
order of settlement and number of settlements;
...........................................................................................................................................
...........................................................................................................................................
order of settlement and distance between settlements.
...........................................................................................................................................
.......................................................................................................................................[2]
(b) The boundary of the sphere of influence of South Molton is shown on Fig. 4.
On Fig. 4, draw another circle to show the likely sphere of influence of Braunton. [1]
(c) Using evidence from Fig. 4, suggest why Holsworthy has grown into the most important
settlement in the south west of the area.
...................................................................................................................................................
...................................................................................................................................................
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8
(d) To decide the order of a settlement in the hierarchy, the council analysed the services
provided. They used the descriptions shown in the table below. For each description, show
the rank order of each settlement in the hierarchy by adding the numbers 1 – 5 in the second
column.
Description of settlement Order (1 = highest,

5 = lowest)
• At least 16 or more convenience and 100 or more comparison
stores
• Primary and secondary schools up to the age of 18
• Good public transport services via bus
• A convenience shop
• A primary school
• Some community facilities
• Limited access to public transport
• No local services (e.g. shop)
• No schools
• Limited access to public transport
stores
• The widest range of community services and facilities
• Good public transport services via bus and rail
stores
• Reasonable access to public transport
[2]
[Total: 8 marks]
© UCLES 2017 0460/21/M/J/17

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10
3 Fig. 5 shows the location of the Philippines in Southeast Asia. The islands have 17 active volcanoes
and some of the main ones are shown on Fig. 5. A convergent (destructive) plate boundary is also
shown.
Z
South
China
Sea
Pacific
Ocean
Pinatubo
Manila
N
Taal
Mayon
Bulusan
X
Y
Kanlaon Cebu
Key Camiguin
major active
volcano
major city
convergent
(destructive) plate Davao
boundary
0 200 Mt. Parker
km
Fig. 5
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11
(a) (i) On Fig. 5, draw two arrows, one on each plate, to show the direction of plate movement
in the area. [1]
(ii) Which one of locations X, Y and Z on Fig. 5 shows the position of a subduction zone
beneath the surface? Tick one box below.
Tick (3)
X
Y
Z
[1]
(iii) Describe the distribution of volcanoes shown on Fig. 5.
...........................................................................................................................................
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.......................................................................................................................................[2]

12
(b) Study Fig. 6, which shows Mayon, one of the most active of the volcanoes in the Philippines.
The areas most at risk from mudflows (lahars) are shown.
N Pacific
Ocean
Pacific
Ocean
Key 0 5
main road km
summit of volcano
village
areas most at risk of mudflows
Fig. 6
Using evidence from Fig. 6 only, suggest the possible effects of mudflows on the lives of
people in the villages close to the east coast.
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(c) Choose two other life-threatening volcanic hazards apart from mudflows. Explain how each
hazard is a threat to human life.
Hazard 1
...................................................................................................................................................
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Hazard 2
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8 marks]

14
4 Photograph A (Insert) shows an area in Africa.
(a) Describe the vegetation shown in the photograph.
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(b) Study Fig. 7, which shows the climate of the area shown in Photograph A.
40
temperature (°C)
30
20
rainfall (mm)
10 5
0 0
month
Fig. 7
Use the information in Fig. 7 to complete the table below.
Feature of the climate Amount Description
temperature in July 36 °C .......................................................

temperature in January ....................°C warm
annual temperature range ....................°C quite high
annual rainfall 34 mm .......................................................

[4]
[Total: 8 marks]
© UCLES 2017 0460/21/M/J/17

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5 (a) Why is safe drinking water important to the people of a country?
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Table 1 gives information about drinking water and sanitation in five countries in Asia and
Australasia.
Table 1
Access to safe drinking water Access to good sanitation

Country sources (% of population) facilities (% of population)
Urban Rural Urban Rural
Australia 100 100 100 100
Bangladesh 85 82 55 54
India 96 89 59 23
Indonesia 92 75 73 43
Papua New
89 33 56 13
Guinea
(i) Which one of the five countries has the poorest supply of safe drinking water and poorest
access to good sanitation?
..................................................................... [1]
(ii) Compare the drinking water and sanitation of rural areas with those of urban areas.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

16
(c) The use of water by the five countries is shown in Table 2.
Table 2
Agriculture Domestic Industrial

Country
(%) (%) (%)
Australia 66 21 13
Bangladesh 88 10 2
India 91 7 2
Indonesia 70 11 19
Papua New
0.3 57.7 42
Guinea
(i) Fig. 8 shows water use in Australia. Using information from Table 2, complete Fig. 8.
Use the key provided. [1]
Key
agriculture
domestic
industrial
Fig. 8
(ii) Describe the main features of water use in the five countries shown in Table 2. Do not
use figures in your answer.
...........................................................................................................................................
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.......................................................................................................................................[2]
[Total: 8 marks]
© UCLES 2017 0460/21/M/J/17

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6 (a) Photograph B (Insert) shows an area of commercial farming.
(i) Which one of the following statements describes the farming system shown in the
photograph? Tick one box below.
Tick (3)
large-scale arable
large-scale pastoral
small-scale arable
small-scale pastoral
[1]
(ii) Photograph B shows two methods used to prevent soil erosion. Identify each method
and explain how it prevents soil erosion.
Method 1
...........................................................................................................................................
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Method 2
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18
(b) Study Fig. 9, which gives information about sugar.
Sugar is traded across the world and used in many processed foods and drinks.
Most of the world’s sugar is produced from sugar cane, a grass-like plant grown
mainly in tropical countries. The remaining 20% is produced from sugar beet, a
root crop grown in temperate areas.
The European Union (EU) gives farmers in Europe US$28 for each tonne of
sugar beet grown.
In the past, the EU limited the amount of sugar beet that farmers in Europe
were allowed to grow. In 2015, the EU removed this limit.
Fig. 9
Suggest the effect on the following people and organisations of removing the limit on the
amount of sugar beet produced in Europe.
(i) A sugar beet farmer in Europe.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) A sugar cane farmer in Jamaica, an LEDC.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) A transnational drinks company.
...........................................................................................................................................
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.......................................................................................................................................[1]
[Total: 8 marks]
© UCLES 2017 0460/21/M/J/17

19
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GEOGRAPHY 0460/11
INSERT
1 hour 45 minutes
*1869999605-I*
The Insert contains Fig. 1 for Question 1, Photographs A, B, C and D for Question 5, and Photograph E for
Question 6.
DC (ST/SG) 132675/3
© UCLES 2017
Mongolia
Sea of
Japan
China
PACIFIC
OCEAN
East
Pakistan China
Sea
India
2
Arabian Sea
Bay of South
Bengal China
0460/11/INSERT/O/N/17
Sea
One dot represents
INDIAN 100 000 people
OCEAN
Borneo
0 1000 Sumatra
km
3

4
© UCLES 2017 0460/11/INSERT/O/N/17

5

6
© UCLES 2017 0460/11/INSERT/O/N/17

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8
BLANK PAGE
© UCLES 2017 0460/11/INSERT/O/N/17

* 1 8 6 9 9 9 9 6 0 5 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator

The Insert contains Fig. 1 for Question 1, Photographs A, B, C and D for Question 5, and Photograph E for
Question 6.
Definitions
DC (ST/SG) 132672/3
2
Section A
QUESTION 1
1 (a) Study Fig. 1 (Insert), which is a map showing population distribution in part of Asia.
(i) Complete the table below by inserting the names of the following three countries.
The countries should be arranged in rank order of their total population size.
Pakistan India China
largest total population
smallest total population

[1]
(ii) Using evidence from Fig. 1 only, describe one difference in population density and one
difference in population distribution between the islands of Sumatra and Borneo.
Population distribution .......................................................................................................
...........................................................................................................................................
Population density .............................................................................................................
.......................................................................................................................................[2]
(iii) Describe the population distribution in China.
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© UCLES 2017 0460/11/O/N/17

3
(iv) Suggest reasons for the low population density in Mongolia.
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4
(b) Study Fig. 2, which shows the total population and population density of five of the largest
urban areas in Asia.
20 000
Mumbai
Manila Shanghai
15 000
population
density Jakarta
(people per
10 000
km2)
Bangkok
5000
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
total population (millions)
Fig. 2
(i) To what extent is there a relationship between the total population and the population
density of the five urban areas?
You should include data from Fig. 2 in your answer.
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© UCLES 2017 0460/11/O/N/17

5
(ii) Suggest the likely difficulties which planners and city authorities face in urban areas with
very high population densities.
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6
(c) Name a country you have studied and give reasons why people have migrated from it to
another named country.
International migration from ................................. to .................................
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[Total: 25 marks]
END OF QUESTION 1
© UCLES 2017 0460/11/O/N/17
7
QUESTION 2
2 (a) Study Fig. 3, which is a graph showing an index of inequality in some large urban areas in
different countries.
Inequality means differences in wealth, level of poverty and access to things such as jobs,
housing and education.
A higher index value means less inequality and a lower index value means more inequality.
Beijing
Tokyo
London
Paris
Delhi
Cairo
Moscow
Sao Paulo
New York
Lagos
0 0.2 0.4 0.6 0.8 1.0
United Nations index of inequality
Fig. 3
(i) Complete the table below by inserting the names of the following three cities.
The cities should be arranged in rank order of their United Nations index of inequality.
Cairo New York Paris
Most equal
Least equal
[1]
(ii) Complete Fig. 3 by plotting the following information:
– The UN index for London is 0.8.
– The UN index for Lagos is 0.25. [2]

8
(iii) Lagos is the urban area with the highest level of inequality.
Suggest three likely problems this will cause.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(iv) Explain why, in many cities, there is a high level of inequality.
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© UCLES 2017 0460/11/O/N/17

9
(b) Study Fig. 4, which shows information about poverty in Baltimore, an urban area in the USA
(an MEDC).
CBD
Key
percentage of households
in poverty Baltimore
35.5% – 49.5% Harbour
22.9% – 35.4%
14.3% – 22.8%
7.0% – 14.2%
0 4 8
1.0% – 6.9%
km
Fig. 4
(i) Describe the distribution of areas where 22.9% or more of households are in poverty.
...........................................................................................................................................
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10
(ii) The following ideas to reduce inequality are being considered in Baltimore:
A Improve security by employing more police.
B Demolish derelict factories and build new housing on the land.
C Offer low-cost loans to owners of high technology industries to set up in Baltimore.
D Allow people on low incomes free use of public transport.
Do you think any of the ideas above are likely to reduce inequality in Baltimore?
Give reasons for your answer.
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© UCLES 2017 0460/11/O/N/17

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(c) Most urban areas experience traffic problems.
For an urban area you have studied, describe the strategies which have been used to reduce
traffic congestion.
Name of urban area ................................................
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[Total: 25 marks]
END OF QUESTION 2
12
Section B
QUESTION 3
3 (a) Study Fig. 5, which shows Redang Island in Malaysia.
Key
N
beach
Redang coral reefs
Island
mangrove swamps
360
height in metres
295
295
229
sea
0 1 2 3
km
Fig. 5
(i) How high is the land at the highest point on Redang Island?
................................................metres [1]
(ii) Compare the distribution of coral reefs and mangrove swamps.
...........................................................................................................................................
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.......................................................................................................................................[2]
© UCLES 2017 0460/11/O/N/17

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(iii) Describe the main characteristics of mangrove swamps.
...........................................................................................................................................
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.......................................................................................................................................[3]
(iv) Describe the conditions required for coral reefs to develop.
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14
(b) Study Fig. 6, which shows information about coastal protection.
Fig. 6
(i) Using information from Fig. 6 only, explain how natural features can help to protect
coasts.
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.......................................................................................................................................[3]
© UCLES 2017 0460/11/O/N/17

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(ii) Describe other methods which can be used to manage coastal erosion.
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16
(c) Explain how bays and headlands are formed on a coast.

You may use a labelled diagram or diagrams.
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[7]
[Total: 25 marks]
END OF QUESTION 3
© UCLES 2017 0460/11/O/N/17
17
QUESTION 4
4 (a) Study Fig. 7, which shows the climate of Iquitos, in the Amazon region of Peru.
35 350
30 300
25 250
20 200
temperature precipitation
(°C) 15 150 (mm)
10 100
5 50
0 0
months
Key
temperature
precipitation
Fig. 7
(i) Tick the correct pair of figures in the table below to show the annual average temperature
and rainfall.
annual annual Tick (3)

average average
temperature rainfall
24 °C 1700 mm
26 °C 2800 mm
28 °C 2200 mm
[1]
(ii) Describe two ways in which the climate of the area shown in Fig. 7 is typical of an
equatorial climate.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]

18
(iii) Explain why convectional rainfall occurs in an area of equatorial climate.
...........................................................................................................................................
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.......................................................................................................................................[3]
(b) Study Fig. 8, which shows information about deforestation of the tropical rainforest.
Deforestation
Reduced
Loss of Loss of Loss of
Soil erosion absorption
traditional species forest
of carbon
cultures products
dioxide
Desertification Ground water Landslides

reduced by
rapid surface
run-off
Lack of Global
fuelwood warming
Lack of
drinking Floods
water
Fig. 8
(i) Using Fig. 8 only, identify three impacts of deforestation on people who live in the
tropical rainforest.
1 ................................................................................................................................................
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2 ................................................................................................................................................
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3 ................................................................................................................................................
...............................................................................................................................................[3]
© UCLES 2017 0460/11/O/N/17
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(ii) Using Fig. 8 and your own knowledge, explain how deforestation leads to flooding of
local rivers in areas of tropical rainforest.
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(iii) Explain why large amounts of deforestation are taking place in the tropical rainforest.
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20
(c) For a named area of desert you have studied, explain why the climate is hot and dry.
Name of desert ................................................
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[Total: 25 marks]
END OF QUESTION 4
© UCLES 2017 0460/11/O/N/17
21
Section C
QUESTION 5
5 (a) Study Fig. 9, which shows information about some types of attraction which have led to the
growth of tourism in many areas.
TOURIST ATTRACTION
NATURAL HUMAN
CLIMATE SCENERY NATURAL VEGETATION HISTORICAL CULTURAL ENTERTAINMENT
Fig. 9
(i) Which one of the following is a natural tourist attraction?
Tick the correct answer in the table below.
Tick
(3)
hotel
lighthouse
sunny climate
theme park
[1]
(ii) State two different types of scenery which can attract tourists.
1 ........................................................................................................................................
2 ....................................................................................................................................[2]
(iii) Explain why many cities have become tourist attractions.
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22
(b) Study Photographs A, B, C and D (Insert) which were taken in Panchgani, an area in India
(an LEDC) where tourism is important.
(i) Using Photographs A, B, C and D only, identify three attractions of Panchgani for
tourists.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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(ii) Suggest ways in which tourism may damage the natural environment in Panchgani.
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(iii) Explain how tourism can be managed so that the natural environment is not destroyed.
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(c) For a named area you have studied where tourism is important, explain how it has both
positive and negative impacts on local people.
Name of area ................................................
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[Total: 25 marks]
END OF QUESTION 5

24
QUESTION 6
6 (a) Study Fig. 10, which shows environmental risks associated with different economic activities.
Economic activity Desertification Global warming Loss of biodiversity

Agriculture 3 3 3
Energy generation 3 3
Fishing 3
Manufacturing industry 3 3
Fig. 10
(i) Using Fig. 10, identify the economic activity shown which is a cause of desertification.
................................................ [1]
(ii) Choose one economic activity from Fig. 10 and suggest why it leads to a loss of
biodiversity.
Economic activity ................................................
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(iii) Explain how energy generation may lead to global warming.
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(iv) Explain why global warming is a threat to the natural environment.
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26
(b) Study Photograph E (Insert), which shows an area of soil erosion in Swaziland (an LEDC in
Africa).
(i) Using evidence from Photograph E only, describe the impacts of soil erosion.
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(ii) Suggest ways in which both economic activities and natural processes may have caused
soil erosion in the area shown in Photograph E.
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(c) For a named country you have studied, describe the importance of different types of energy.
Name of country ................................................
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[Total: 25 marks]
END OF QUESTION 6
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© UCLES 2017 0460/11/O/N/17

GEOGRAPHY 0460/11
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
components.

0460/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2017
1(a)(i) China India Pakistan 1
Correct order needed for 1 mark
Distribution – Borneo is more even;
Density – Sumatra is more densely populated/has more people living on the

island/Borneo is more sparsely (less densely) populated
Note: Answers must be comparative

2 @ 1 mark
– uneven distribution;
– most people live/densely populated in the east/south east;
– few people live/sparse population in west/north west/centre;
– dense/more people live on the coast/near the sea;
– dense/more people live in river valleys
– few people live near international borders (or example) etc.
3 @ 1 mark
– it is landlocked/has no coastline/it is inland;

– long distance from/no ports/trade (importing/exporting goods) would be
difficult;
– mountains/steep/high;
– desert/arid area/lack of water;
– cold/long winters;
– few jobs;
– lack of resources;
– infertile soils/difficult to grow crops/produce food;
– political instability etc.
4 @ 1 mark
– there is a positive relationship between total population and population

density/the cities with high density have a large total population;
– however it is not perfect/there is an exception/except Manila;
– 1 mark for using statistics for two cities to illustrate either of the above
points. (i.e. 4 correct figures needed but units are not essential)
3 @ 1 mark

PUBLISHED 2017
Poor quality/not enough housing/living spaces/need to invest

more on housing;
increased pressure on hospitals/health services/need to invest
more in health services;
increased pressure on education/need to build more
schools/colleges;
traffic congestion/need to improve road network;
unemployment/lack of work/need to create more work
opportunities;
specified crime (e.g. violence/robbery/theft)/need to maintain
security/need to finance police force;
lack of/need to provide clean/reliable water supply;
lack of/need to provide good sanitation/sewage disposal;
lack of/need to provide electricity;
problems associated with waste disposal;
need for more public transport;
air pollution;
water pollution;
noise pollution etc.

PUBLISHED 2017

Statements including limited detail which explain why people have migrated
from one country to another.

Uses named example.
More developed statements which explain why people have migrated from
one country to another.
Level 3 (7 marks)
Uses named example.
reference.
Content Guide:
Employment/wealth,
Health care,
Education,
Drought,
Food supplies,
Natural disasters,
To be near friends/family,
Political issues,
War etc.
Note: No double credit for pulls and pushes. Development is of the

explanation.
Named parts of the chosen countries/locational detail,


PUBLISHED 2017
2(a)(i) Paris Cairo New York 1
Correct order needed for 1 mark
2(a)(ii) Completion of graph: 2
London 0.8
Lagos 0.25
2 @ 1 mark
2(a)(iii) Ideas such as : 3
High levels of/some people experience poverty/no money;

high crime levels (or example);
some people have poor housing conditions/homelessness;
growth of squatter settlements/slums/shanty towns;
some/many people cannot afford education for their children;
some/many people cannot afford medical care;
some/many people cannot afford clean/reliable water;
some/many people do not have access to electricity;
some/many homes lack hygiene/have poor sanitation;
some/many people cannot afford food/balanced diet;
social conflict etc.
3 @ 1 mark
Lots of wealth created in the cities/big businesses/industrial (commercial

centres);
the highly paid jobs are in the cities/some people make lots of money;
but many people do not have employment/lack jobs/are poorly paid;
as they don’t possess the skills/education;
many work in the informal sector;
there are no state benefits for those in poverty;
there are so many poor people that it is impossible for charities to help them
all;
racism/discrimination;
exploitation etc.
4 @ 1 mark
Uneven/clustered;
close to/around/surrounding CBD/near the city centre/or accept correct
distance;
especially just to east/west of it;
in the southern part of the city;
close to the sea/around the harbour
3 @ 1 mark

PUBLISHED 2017
it is unlikely that any of the ideas listed will end poverty by itself;
improving security will mainly protect rich people and property;
though some poor people may get jobs/e.g. as security guards;
building housing will only help people who can afford houses;
though some poor people may get jobs in construction;
if houses are affordable it will benefit some people;
the people experiencing poverty are unlikely to have the skills to
work in high technology industry so that will not help much;
but they will create some low skill jobs/such as cleaning;
Free use of public transport may help by enabling people to attend
interviews/travel to work/can spend money on other
necessities;
but many of the really poor will not have jobs anyway etc.
Note: Be prepared to accept any valid ideas in addition to the above if the
reasoning is good.

PUBLISHED 2017

Statements including limited detail which describe strategies used to reduce
traffic congestion.

Uses named example.
More developed statements which describe strategies used to reduce traffic
congestion.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements, with some place specific reference.
Content Guide:
Ring roads,
Build /improve/repair roads
By pass,
Pedestrianization,
Public transport,
Cycle lanes/bike hire schemes,
Park and ride;
Congestion charges;
Traffic lights;
Speed bumps etc.

Locational details/named places within the urban area,
Specific details of schemes
Named policies etc.

PUBLISHED 2017
3(a)(i) 360 1 mark 1
– mangroves are in south/in river estuary/next to river;

– coral reefs are on east/north of island/further out to sea/around
islands/coral reefs are widespread/all around island etc.
2 @ 1 mark
3(a)(iii) Ideas such as mangroves: 3
Grow between high and low water mark;

Evergreen trees
Salt tolerant/live in brackish water/salty water/live in sea water/are
halophytes;
Aerial roots;
Salt filtering roots;
Salt excreting leaves;
Prop roots etc.
3 @ 1 mark
Warm water/temperatures between 18–27 degrees C (accept figure

within range);
Shallow water/not more than 60 metres deep;
Water free from sediment/clear/clean/not polluted/sunlight able to
penetrate the water;
Plentiful supply of oxygen in water;
Plentiful supply of plankton;
In areas of gentle waves/currents/calm/slow moving water;
Neutral/high pH/alkaline water;
Salty water etc.
4 @ 1 mark
mangroves reduce wave heights;

coral reefs absorb/reduce wave energy/power/act as a barrier;
oyster reefs act as breakwaters/reduce power of waves
3 @ 1 mark

PUBLISHED 2017
3(b)(ii) Methods such as: 5
Offshore breakwaters;
Sea walls;
Groynes;
Beach replenishment/nourishment;
Gabions;
Revetments;
Managed retreat;
Rip raps;
Insert drains in cliffs;
Plant vegetation etc.
Note: Accept names of methods or descriptions – or if both are provided

accurate description can be credited as development.

Statements including limited detail which explain how headlands and bays
are formed.

More developed statements which explain how headlands and bays are
formed.
Level 3 (7 marks)
Comprehensive and accurate statements which explain how headlands and
bays are formed, including named process detail.
Content Guide:
Hydraulic action;
Abrasion/corrasion;
Corrosion;
Hard/soft rocks;
Joints/bedding planes;
Differential erosion etc.
Note: Credit any descriptive detail or explanation on diagram but do not

double credit with text.

PUBLISHED 2017
4(a)(i) 26 °C and 2800 mm 1 mark 1
4(a)(ii) Annual temperature range is small/2 °C; 2

Average temperatures are high all year/temperatures above 25 °C all
year/consistently high;
There are no seasons/there is no winter;
Annual rainfall is high;
Every month has rainfall etc.
2 @ 1 mark
heating by sun/high temperatures/direct sunlight;

high humidity/it is humid;
evaporation/transpiration/evapotranspiration;
ascending air/convection;
cooling;
condensation;
cumulus or cumulonimbus clouds form;
saturation/air mass cannot hold any more water;
repeated each day etc.;
3 @ 1 mark
loss of traditional culture;

lack of fuelwood;
lack of drinking water;
floods;
landslides;
soil erosion;
loss of species used for food etc.
3 @ 1 mark
reduction of interception;
all the rainfall reaches the ground;
no tree roots to slow water down/absorb water;
soil soon becomes saturated;
surface of soil becomes impermeable;
large amount of surface run off occur/less infiltration occurs;
soil erosion occurs/soil washed into rivers;
river silts up/capacity reduced;
water is displaced etc.
4 @ 1 mark

PUBLISHED 2017
4(b)(iii) Ideas such as: 5
Governments prioritise economic development/to make money/to generate

development;
Allowing MNCs permission to exploit the rainforest:
For logging/export of wood;
Wood for furniture/paper making;
For mining (or example);
Road building;
Building dams/generating HEP;
Cattle ranching;
Growing crops/agriculture;
Housing/settlement

Statements including limited detail which explain why a desert area is hot
and/or dry.

Uses named example.
More developed statements which explain which explain why a desert area is
hot and/or dry.
Level 3 (7 marks)
Comprehensive and accurate statements which explain why a desert area is
hot and dry,
Content Guide:
high pressure
descending air
no cooling/condensation
rain shadow
cold currents
inland location/long way from sea/not near any water bodies
direct/overhead/high angle sun
lack of clouds
offshore winds
few rivers/lakes/sources of water etc.

Locational details including reference to tropics,
Names of cold currents
statistical details, distances etc.

PUBLISHED 2017
5(a)(i) A sunny climate 1 mark 1
5(a)(ii) Types of scenery such as: 2
Mountains/hills/uplands;
Cliffs/arches/stacks/headlands/beaches/bays/sand dunes/coasts/caves;
Rivers/valleys/gorges/waterfalls;
Forests or specified vegetation type;
Volcanic scenery/volcano/sill/dyke;
Lakes etc.
2 @ 1 mark
5(a)(iii) Ideas such as cities have attractions such as: 3
History/historical buildings/castles/museums/monuments/statues;
religious buildings/cathedrals;
famous buildings/landmarks/towers;
culture/theatres/cinemas/galleries;
restaurants/bars/nightlife;
shopping centres etc.
3 @ 1 mark
5(b)(i) Attractions such as: 3
wildlife;
valley;
plateau/table land/rock outcrops/mountains/hills;
market stalls/variety of fruits & vegetables to buy;
resort/hotel/swimming pool;
tropical vegetation/forest;
cave/restaurant;
lake/reservoir/dam/river etc.
3 @ 1 mark
Loss of natural vegetation/plants die/deforestation;

Loss of habitats;
Death/injury to/extinction of wildlife;
Noise disturbs wildlife;
Air pollution;
Lowering of water table;
Visual pollution/views spoilt;
Water pollution etc.
4 @ 1 mark

PUBLISHED 2017
Creation of National Parks;

Limit numbers of tourists;
Charge entrance fees;
Which can be spent on conservation;
Fence/limit access to sensitive areas/areas where there is lots of wildlife;
Ban hunting;
Only allow people access to an area with a guide;
Educate people about caring for the environment;
Develop ecotourism;
Promote recycling/litter bins;
Erect signs/notices/provide information about ;
Build pathways/boardwalks;
Use renewable energy or example (e.g. electric vehicles, solar power in
hotels, encourage cycling) etc.

PUBLISHED 2017

Statements including limited detail which explain how tourism has a positive
and/or
negative impact on local people.

Uses named example.
More developed statements which explain how tourism has a positive and/or
negative impact on local people.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements explain how tourism has a positive
and negative impact on local people, including some place specific reference.
Content Guide:
Employment
Infrastructural development/water/electricity supplies improved
Road/airport development
Increased business opportunities
Cultural exchange
Noise
Seasonal employment
Loss of farmland
Air pollution causes asthma/breathing difficulties
Tourists given priority for water supplies
Increase in prices/inflation
Culture clashes etc.

Locational details,
Named areas
Details of transport routes etc.

PUBLISHED 2017
6(a)(i) Agriculture 1 mark 1
6(a)(ii) Reasoning as appropriate to economic activity chosen 2

e.g. manufacturing:
– wildlife poisoned/killed by fumes;

– and by pollution of water courses;
– forest/vegetation cut down/deforestation
– loss of habitat
– destruction of food chains etc.
2 @ 1 mark
Fossil fuels/coal/oil/natural gas are burnt;

Carbon dioxide/greenhouse gases/water vapour/oxides of sulphur & nitrogen
build up in the atmosphere;
heat is trapped/cannot escape/it acts like a greenhouse etc.
3 @ 1 mark
melting of ice caps/glaciers;

loss of natural habitat;
rising sea/water levels;
flooding of low lying islands/countries;
loss of food sources for wildlife;
loss of species/extinction/animals die (or example);
breaking of food chains/threats to predators;
diversion of cold ocean currents;
warming of sea water can destroy/bleach coral;
increasing aridity/drought/desertification;
forest fires;
vegetation loss/trees die etc.
4 @ 1 mark
Loss of land/farmland/grazing land;

Loss of vegetation/trees;
Soil is made bare;
Gulleys/cliffs/steep slopes created in soil;
Soil washed away etc.
3 @ 1 mark

PUBLISHED 2017
deforestation;
grazing by animals;
removes vegetation cover;
especially if herds are too large;
overcultivation;
removes nutrients from soil;
and destroys structure of soil;
ploughing leaves soil bare;
soil dried out in arid conditions/drought;
so it can be blown away by wind;
heavy rainfall/storms/floods washes soil away etc.

Statements including limited detail which describe the importance of different
forms of energy supply.

Uses named example.
More developed statements which describe the importance of different forms
of energy supply.
Level 3 (7 marks)
Uses named example.
reference.
Content Guide:
Answers are likely to refer to the different forms of energy supply|:
Wood/charcoal
Fossil fuels
Renewable forms of energy
Nuclear power

Locational details;
Names of places/species within chosen country

* 0 9 2 1 1 8 2 2 5 3 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator

If additional space is required, you should use the lined pages at the end of the booklet. The question
The Insert contains Photographs A and B for Question 4, and Photograph C for Question 6.
Definitions
DC (ST/SW) 132560/3
2
1 Study the map extract for Vangsvatnet, Norway. The scale is 1:25 000.
Fig. 1 shows some of the features around the lake of Vangsvatnet. Study Fig. 1 and the map
extract, and answer the questions on the opposite page.
51 52 53 54
26 26
25 25
E
C
H
B G
24 24
23 23
51 52 53 54
Fig. 1
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3
(a) Using the map extract, identify the following features shown in Fig. 1:
(i) feature A;
.......................................................................................................................................[1]
(ii) feature B;
.......................................................................................................................................[1]
(iii) feature C;
.......................................................................................................................................[1]
(iv) the height above sea level at trigonometric point D;
.......................................................................................................................................[1]
(v) feature E;
.......................................................................................................................................[1]
(vi) the name of river F;
.......................................................................................................................................[1]
(vii) the feature of the river in area G.
.......................................................................................................................................[1]
(b) A person walks along the edge of the lake from H to J. How far does the person walk? Circle
one correct answer below.
1500 m 1800 m 2100 m 2400 m [1]
(c) Describe the route of the railway from the western edge of the map to the settlement at
Bulken.
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4
(d) Fig. 2 shows an area in the north west of the map extract. Describe the relief of this area.
49 50 51
29 29
Horn
28 28
49 50 51
Fig. 2
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(e) Describe the distribution of cultivation and forest in the area shown by the map extract.
Cultivation .................................................................................................................................
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Forest .......................................................................................................................................
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[Total: 20 marks]

6
2 Fig. 3 shows the population structure of Angola, an LEDC. Fig. 4 shows the population structure of
Japan, an MEDC.
Angola 2013
(total population 22 million)
age (years)
male 80+ female
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
2000 1500 1000 500 0 0 500 1000 1500 2000
population (thousands)
Fig. 3
Japan 2013
(total population 127 million)
age (years)
male female
80+
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
6 5 4 3 2 1 0 0 1 2 3 4 5 6
Fig. 4
(a) Using Figs. 3 and 4, state the number of:
(i) females aged 35–39 in Angola; ....................................................... [1]
(ii) males aged 30–34 in Japan. ....................................................... [1]
(b) Describe the differences between the population of Angola and the population of Japan in:
(i) the proportion of the population aged 0–14;
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(ii) the proportion of the population aged 65 and over.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Fig. 5 shows an estimate of the population structure of Japan in 2030.
Japan 2030
age (years)
male female
80+
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 8 9 10
Fig. 5
(i) Using Figs. 4 and 5, describe how Japan’s population structure is expected to change
between 2013 and 2030.
...........................................................................................................................................
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.......................................................................................................................................[2]
(ii) Suggest two problems the changes you have described in (c)(i) may cause.
1 ........................................................................................................................................
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2 ........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8 marks]

8
3 Fig. 6 is a map showing plates, plate boundaries and the directions of plate movement.
1
Eurasian Plate
North
American
5 Plate 2
African
Pacific Plate Indian
Plate Plate
South 3
Nazca American
Plate Plate Australian
Plate
4
Antarctic Plate
Key plate boundary

plate movement
Fig. 6
(a) Five places, 1–5, are marked in Fig. 6. For each question write one number in each box
below.
Which number on the map shows a:
(i) place where earthquakes are unlikely to occur; [1]
(ii) place where plates are sliding past each other; [1]
(iii) subduction zone; [1]
(iv) place where sea floor spreading is happening? [1]
(b) On April 25 2015 a major earthquake occurred in Nepal at place 2 in Fig. 6. Suggest why an
earthquake happened at this location.
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9
(c) Fig. 7 shows the pattern of intensity of the earthquake in 2015 in Nepal. Intensity is a measure
of the severity of the earthquake effects.
N CHINA
INDIA
0 100
km
Key
earthquake intensity
very severe severe moderate light
X epicentre capital city (Kathmandu)
Fig. 7
Suggest reasons for the pattern of intensity shown in Fig. 7.
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[2]
[Total: 8 marks]

10
4 (a) Photograph A (Insert) shows a weather station at a school in Zimbabwe.
(i) Name the box labelled X in Photograph A.
................................................................... [1]
(ii) Name one instrument kept inside the box.
................................................................... [1]
(iii) What does instrument Y measure?
................................................................... [1]
(iv) Identify instrument Z.
................................................................... [1]
(v) What does instrument Z measure?
................................................................... [1]
(b) Photograph B (Insert) shows a digital weather station.
(i) How is data collected and recorded at this type of weather station?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Explain one disadvantage of the location of the weather station in Photograph B.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8 marks]
© UCLES 2017 0460/21/O/N/17

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5 Employment can be classified as primary, secondary, tertiary and quaternary.
(a) Give one example of each type of employment. Choose from the following list:
designing
mining
manufacturing
transport
Primary ...................................................................
Secondary ...................................................................
Tertiary ...................................................................
Quaternary ...................................................................
[3]

12
(b) Fig. 8 shows how employment structure changes as a country becomes more economically
developed.
80
60
employment (%)
40
20
0
stage 1 stage 2 stage 3
time
Key primary secondary tertiary and quaternary
Fig. 8
Describe the changes shown by Fig. 8.
...................................................................................................................................................
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...............................................................................................................................................[3]
© UCLES 2017 0460/21/O/N/17

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(c) Fig. 9 shows the employment structure of two countries X and Y. For each country, give its
stage of economic development, 1, 2 or 3, as shown on Fig. 8.
country X country Y
tertiary
secondary and
quaternary
primary
tertiary
and
quaternary
secondary primary
Fig. 9
Country X stage .........................
Country Y stage ......................... [2]
[Total: 8 marks]

14
6 (a) Table 1 gives information about the number of under-nourished people in the world.
Table 1
1990–1992 2012–2014
(millions) (millions)
World 1014 805
MEDCs 20 15
LEDCs 994 790
Africa 182 226

Asia 742 525
Latin America & Caribbean 68 37
(i) Using Table 1, describe how the number of under-nourished people in MEDCs and
LEDCs has changed.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) ‘Food shortages are spread evenly across the world.’
To what extent do you agree? Give evidence from Table 1 to support your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2017 0460/21/O/N/17

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(b) Study Photograph C (Insert), which shows an agricultural area.
(i) Which two of the following terms describe the farming system shown in Photograph C?
Tick two boxes.
Tick (3)
subsistence
arable
pastoral
mixed
intensive
[2]
(ii) Suggest how food production could be increased in the area shown in Photograph C.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8 marks]
© UCLES 2017 0460/21/O/N/17

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© UCLES 2017 0460/21/O/N/17

GEOGRAPHY 0460/21
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2017
1(a)(i) power line, 1
1(a)(ii) road, 1
1(a)(iii) hotel/lodging, 1
1(a)(iv) 625 m, 1
1(a)(v) cultural monument, 1
1(a)(vi) Dyrvo, 1
1(a)(vii) delta/distributaries, 1
1(b) 1800 m 1
1(c) on south side of lake, 2

bridge over lake,
on north side of lake, (allow side of lake once if south/north not stated)
tunnel,
keeps low/flat/avoids high/avoids steep,
1(d) high/mountainous, 5
steep,
1103 m,
lowest 680–700 m,
valley (in east),
V shape,
spur/ridge (in west),
gentler summit,
double summit/two high points,
convex,
1(e) Cultivation 5
low(er),
gentle(r),
near lake,
in valley,
below 400 m, (allow any height lower than 400 m)
more in south east/south,
Forest
high/higher than the cultivation,
avoids highest land/summits,
steep(er),
below 600/800 m,
Reserve 1 for each.

PUBLISHED 2017
2(a)(i) 500 thousand, 1
2(a)(ii) 4 million, 1
2(b)(i) Angola more/Japan less, 1
2(b)(ii) Japan more/Angola less, 1
2(c)(i) ageing population/more old/old dependents/more >80, 2

decreased numbers of young/middle age/working age,
2(c)(ii) increased of care costs, 2

increased medical costs,
increased pension costs,
greater financial burden on young,
lack of workforce,
decrease in tax income,
difficult to staff armed forces,
less innovation,
3(a)(i) 1, 1
3(a)(ii) 5, 1
3(a)(iii) 4, 1
3(a)(iv) 3, 1
3(b) *compulsory point: plates collide/converge/destructive margin, 2
stress/pressure/compression,
friction,
fracturing/faulting,
3(c) great(est) close to epicentre/less further away, 2

high around Kathmandu may relate to buildings type/density,
possible effects of geology,
possible effects of relief,

PUBLISHED 2017
4(a)(i) Stevenson screen, 1
4(a)(ii) thermometer, 1
hygrometer,
barometer,
4(a)(iii) rainfall/precipitation, 1
4(a)(iv) anemometer, 1
4(a)(v) wind speed/force/strength, 1
4(b)(i) remotely/no need for visit to station/automatically, 2

signal sent (wireless or wire),
receiver/recorder (in building/house/elsewhere),
use of computer,
4(b)(ii) tree/house may cause shade/shelter/damage, 1
5(a) mining, 3
manufacturing,
transport,
designing,
All correct = 3
2/3 correct = 2
1 correct = 1
5(b) primary decreases 3

tertiary increases,
secondary increases then decreases,
5(c) 2, 2
1,

PUBLISHED 2017
6(a)(i) number reduced, 2

by 209 million,
except in Africa,
bigger decrease in LEDCs/most of decrease in LEDCs,

204 million in LEDCs and 5 million in MEDCs,
6(a)(ii) less in MEDCs/more in LEDCs, 2

more/most in Asia,
Asia/Latin America improving/decreasing,

Africa getting worse/increasing,
6(b)(i) arable, 2
intensive,
6(b)(ii) extend cultivation/farming area (to hills), 2

(extend) irrigation,
clear woodland,
diversify crops,
add pastoral,
increase intensity,
use more fertiliser,
mechanisation,
increase labour force,
new crop varieties/GM,
pesticides/herbicides,
Reserve one mark for the first list, directly from the photograph.

GEOGRAPHY 0460/41
INSERT
1 hour 30 minutes
*0722278584-I*
The Insert contains Figs. 1 and 3, Tables 1 and 3 for Question 1, and Tables 4, 5, 6 and Fig. 10 for Question 2.
DC (CE/CGW) 132841/4
2
Cross section at site 2
0 0
0.1 0.1
depth depth
of river 0.2 0.2 of river
(m) (m)
0.3 0.3
0.4 0.4
0 1 2 3 4
distance across channel (m)
Results of measurements of river depth at site 5
Distance across channel Depth of river

(m) (m)
0.0 0.00
0.2 0.03
0.4 0.12
0.6 0.16
0.8 0.13
1.0 0.18
1.2 0.23
1.4 0.31
1.6 0.26
1.8 0.29
2.0 0.32
2.2 0.35
2.4 0.33
2.6 0.34
2.8 0.39
3.0 0.42
3.2 0.40
3.4 0.44
3.6 0.47
3.8 0.43
© UCLES 2017 0460/41/INSERT/O/N/17

3
Table 1 for Question 1 (continued)
Distance across channel Depth of river

(m) (m)
4.0 0.45
4.2 0.51
4.4 0.58
4.6 0.54
4.8 0.58
5.0 0.56
5.2 0.52
5.4 0.56
5.6 0.40
5.8 0.48
6.0 0.43
6.2 0.39
6.4 0.34
6.6 0.33
6.8 0.35
7.0 0.30
7.2 0.32
7.4 0.27
7.6 0.22
7.8 0.18
8.0 0.14
8.2 0.09
8.4 0.00

4
Visual pollution survey sheet
Site 3
Evidence 0 points 1 point 2 points 3 points 4 points

Suspended Very clear Clear Fairly clear
Slightly cloudy / Cloudy /
solids murky Murky
Colour Very clear Clear Slightly brown Dark brown Black
Stones Clean and Clean Lightly Coated Covered in
bare covered with brown brown and
in brown deposits grey deposits
deposits
Water weed None A little in Lots in Lots River is
shallow water shallow water throughout the full of weed
river
Grey sewage None Very little Little Present in Plenty
fungus patches
Scum / froth / None A few bubbles Noticeable Large Covers whole
oil islands of quantities river
foam
Dumped None A few small A few large Large and Many different
rubbish items items small items large items
Total score Description

0–3 very clean
4–9 clean
10–15 fairly clean
16–21 slightly polluted
more than 21 badly polluted
© UCLES 2017 0460/41/INSERT/O/N/17

5
Distance
Total pollution
Site downstream Main land use
score
(km)
Fields for animal
1 3 3
farming
Fields with crops
2 7 6
growing in them
Shopping area and
3 11 11
car park
Factory processing
4 15 17
raw materials
Estate of modern
5 23 9
houses
Countryside park
6 37 7
attracting visitors

6
Shops and services in the CBD
Shops and services Percentage

shop selling high-order goods 39
high-order service 27
shop selling low-order goods 20
low-order service 14
Which settlement have you come from today?
Settlement Number of people

Riograndina 17
Nova Friburgo 14
Bom Jardim 12
Sumidouro 10
Amparo 8
Boca do Mato 8
Campo do Coelho 6
Cordeiro 6
São Lourenço 6
Cachoeiras de Macacu 5
Santo André 3
São Jorge 3
Rio Bonito 2
Total 100
© UCLES 2017 0460/41/INSERT/O/N/17

7
How did you travel to the CBD today?
Number of
Method of travel
people
bus 47
car 30
walk 14
bicycle/motorbike 9

8
Area around Nova Friburgo
N
Sumidouro
Cordeiro
Bom Jardim
Riograndina
Santo Campo do
André Coelho Amparo
São Nova
Lourenço Friburgo
São
Jorge
Boca do
Mato
Cachoeiras
do Macacu
Rio Bonito
0 15
97 km to Rio de Janeiro
km
(capital city)
Key
main roads settlement
upland area
© UCLES 2017 0460/41/INSERT/O/N/17

* 0 7 2 2 2 7 8 5 8 4 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Protractor
Ruler

The Insert contains Figs. 1 and 3, Tables 1 and 3 for Question 1, and Tables 4, 5, 6 and Fig. 10 for Question 2.
DC (CE/CGW) 132839/5
2
1 A class of students were studying how a river changes downstream. As part of their study they did
some fieldwork on a river in their local area. The teacher divided the class into two groups which
each investigated one hypothesis.
The hypotheses investigated by the two groups of students were:
Hypothesis 1: The area of the cross section of the river channel increases downstream.
Hypothesis 2: Water quality decreases downstream.
(a) The class agreed to do their fieldwork tasks at six sites along the river.
Suggest three things they should consider in choosing their fieldwork sites.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
3 ................................................................................................................................................
...............................................................................................................................................[3]
(b) To investigate Hypothesis 1 the students measured the width of the river channel and the
depth of the river at points across the channel.
(i) Which two of the following pieces of equipment would they use to measure the width of
the river channel? Tick (3) your choices.
Equipment Tick (3)

clinometer
floating object
quadrat
ranging poles
tape measure
[2]
(ii) Describe how the students measured the width of the river channel.
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.......................................................................................................................................[2]
© UCLES 2017 0460/41/O/N/17

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(c) The students measured the depth of the river every 20 centimetres (0.2 metres) across the
channel. They used their results to draw a cross section of the river channel at each site. The
cross section at site 2 is shown in Fig. 1 (Insert).
(i) The results of the students’ fieldwork at site 5 are shown in Table 1 (Insert).
Use these results to complete the cross section of the river channel and then shade
in the river channel at site 5 on Fig. 2 below. [3]
Cross section at site 5

0 0
0.1 0.1
0.2 0.2
depth depth
of river 0.3 0.3 of river
(m) (m)
0.4 0.4
0.5 0.5
0.6 0.6
0 1 2 3 4 5 6 7 8
distance across channel (m)
Fig. 2
(ii) Describe two differences between the cross sections at site 2 (Fig. 1 (Insert)) and site 5
(Fig. 2).
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]

4
(d) The students used their measurements to calculate the area of the cross section of the river
channel at each site. Their results are shown in Table 2 below.
Table 2
Distance Mean
Area of river
Site downstream Width of (average)
channel cross
number from source channel (m) depth of
section (sq m)
(km) river (m)
1 3 2.3 0.14 0.32
2 7 4.6 0.16 0.74
3 11 4.8 0.18 0.86
4 15 5.1 0.19 0.97
5 23 8.4 0.33 2.77
6 37 18.5 0.51 9.44
(i) Which one of the following is the correct calculation to work out the area of the cross
section? Tick (3) your choice.
Calculation Tick (3)

width + mean (average) depth
width × mean (average) depth
width ÷ mean (average) depth
[1]
(ii) Do the results shown in Table 2 support Hypothesis 1: The area of the cross section of
the river channel increases downstream? Support your answer with data from Table 2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2017 0460/41/O/N/17

5
(e) To investigate Hypothesis 2: Water quality decreases downstream, the students did a visual
survey of the river at the six sites to assess the quality of the water. They used the survey
sheet shown in Fig. 3 (Insert).
(i) The table below shows three possible problems of using the visual pollution survey sheet
which may make results unreliable.
Suggest one different way to solve each problem.
Problem Possible solution

Students in the group may award
different points for the same evidence ................................................................
................................................................
................................................................
Conditions in the river may change
over time ................................................................
................................................................
................................................................
Students are unsure how to use the
visual pollution survey sheet ................................................................
................................................................
................................................................
[3]

6
(ii) At each site the students calculated a total pollution score. They also recorded a
description of the main land use at the site. These are both shown in Table 3 (Insert).
Use these results to plot the total pollution score for site 2 on Fig. 4 below. [1]
18
16 4
14
12
total 10 3
pollution
score 8 5
6 6
2 1
0
0 5 10 15 20 25 30 35 40
distance downstream (km)
Fig. 4
(iii) What conclusion would the students make about Hypothesis 2: Water quality decreases
downstream? Support your answer with evidence from Fig. 4 and Table 3.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(iv) Use information in Table 3 to suggest why water quality varies along the river.
...........................................................................................................................................
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.......................................................................................................................................[2]
© UCLES 2017 0460/41/O/N/17
7
(v) Suggest one way, other than the survey sheet in Fig. 3, that the students could have
investigated water quality along a river.
...........................................................................................................................................
.......................................................................................................................................[1]
(f) Another group of students did fieldwork to measure how river velocity varied at the six sites.
With the aid of an annotated (labelled) diagram explain how they could measure velocity at
one site.
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[4]
[Total: 30 marks]

8
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9
2 Students in Nova Friburgo, Brazil were learning about different types of services, threshold
populations and spheres of influence.
(a) (i) Which one of the following is the correct definition of threshold population?
Tick (3) your choice in the table below.
Definition Tick (3)

the maximum number of people using a service
the distance people travel to get a service
the minimum number of people needed to support a service
the area which people come from to get a service
the largest number of people who can afford a service
[1]
(ii) Define the term sphere of influence.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) The Central Business District (CBD) of the city contains a variety of shops providing a
range of high and low-order goods and services.
Explain how high-order goods and services are different from low-order goods and
services.
...........................................................................................................................................
...........................................................................................................................................
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10
Some students decided to test the following hypotheses in Nova Friburgo:
Hypothesis 1: The CBD contains more high-order shops and services than low-order shops and
services.
Hypothesis 2: The sphere of influence of Nova Friburgo is equal in all directions.
(b) To investigate Hypothesis 1 the students recorded the shops and services as either
high-order or low-order on a sketch map of the CBD. Part of their map is shown in Fig. 5
below.
Sketch map of part of the CBD
hairdresser
open land
furniture
shop
not to scale
Key
shop selling high-order goods
high-order service
shop selling low-order goods
low-order service
Fig. 5
© UCLES 2017 0460/41/O/N/17
11
(i) On Fig. 5, use the key provided to shade in the following shops and services:
• hairdresser
• furniture shop [2]
(ii) Using their results the students calculated the percentages of high and low-order shops
and services in the CBD. These are shown in Table 4 (Insert).
Use the results in Table 4 to complete the pie graph, Fig. 6, below. [2]
Shops and services in the CBD
0%
90 10
Key
shop selling high-order goods
80 20
high-order service
shop selling low-order goods
70 30 low-order service
60 40
50
Fig. 6
(iii) What conclusion would the students make about Hypothesis 1: The CBD contains more
high-order shops and services than low-order shops and services? Support your answer
with evidence from Fig. 6 and Table 4.
...........................................................................................................................................
...........................................................................................................................................
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12
(iv) The students’ teacher asked why they had not also investigated the number of
middle-order shops and services.
Suggest two reasons why the teacher thought that this was a weakness in their method.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(c) To investigate Hypothesis 2: The sphere of influence of Nova Friburgo is equal in all
directions, the students used a questionnaire with some people in the CBD. The questionnaire
is shown in Fig. 7 below.
Questionnaire
I’m a geography student at college. I am doing a survey to find out about

shopping in the CBD of Nova Friburgo.
Please answer the following questions.
1. Which age group are you in?
........................ 20–39 ........................ 60 and over
2. Which settlement have you come from today?
..........................................................................
3. How did you travel to the CBD today? ..............................................
Male Female
Fig. 7
© UCLES 2017 0460/41/O/N/17

13
(i) In the spaces provided on Fig. 7 add two age groups which are appropriate for
classifying the people interviewed. Two age groups have already been included. [1]
(ii) To make their results reliable the students needed to use a sampling method.
Name an appropriate sampling method and explain how the students would use this
method to choose people to interview.
Name of sampling method ................................................................................................
Explanation .......................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii) Suggest two pieces of advice their teacher gave the students about using the
questionnaire in the CBD.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]

14
(d) The results of Question 2 ‘Which settlement have you come from today?’ are shown in Table 5
(Insert).
(i) Use these results to draw flow lines on Fig. 8 below, to show the number of people
coming from Sumidouro and São Jorge. [2]
N
Sumidouro
Cordeiro
Bom Jardim
Riograndina
Campo
Santo André do Coelho
Amparo
São
Lourenço Nova
Friburgo
São Jorge
Boca do Mato
0 15
km
Cachoeiras
de Macacu Key
settlements around
Nova Friburgo
0
number of
5 people
Rio Bonito 10
Fig. 8
© UCLES 2017 0460/41/O/N/17

15
(ii) The students made the conclusion that Hypothesis 2: The sphere of influence of Nova
Friburgo is equal in all directions is incorrect (false). Use evidence from Fig. 8 and Table 5
to support this conclusion.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iii) The results of Question 3 ‘How did you travel to the CBD today?’ are shown in Table 6
(Insert).
Use these results to draw in the missing bars in Fig. 9 below. [2]
How did you travel to the CBD today?
50
45
40
35
30
number of
people 25
20
15
10
0
bus car walk bicycle / motorbike
method of travel
Fig. 9

16
(iv) The answers to Question 3 show that the main ways of travelling to the CBD were by
bus and car. One student drew the main roads leading to the CBD on her map. She also
added upland areas on the map. Her completed map is shown in Fig. 10 (Insert).
Use evidence from Figs. 9 and 10 to explain why the sphere of influence of Nova Friburgo
is NOT equal in all directions.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 30 marks]
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GEOGRAPHY 0460/41
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2017
1(a) Accessibility (from road / school) 3

(Safety) – strength of current / speed of flow
Depth / sharp rocks / width / stability of banks / specified dangerous
animals
(Equal) distance from other investigation sites / spread out / upstream
and downstream / upper-middle-lower course
Away from human impact / weir / artificial levees / dam
Away from waterfalls / rapids 3@1
1(b)(i) Ranging poles 2

Tape measure 1+1
1(b)(ii) Put ranging poles / students stand on opposite banks / sides of river 2
Measure across river / from bank to bank / between ranging poles
Keep tape measure taut / horizontal / stretched / tight / at same level
Measure perpendicular / at right angles to banks / straight across /
directly opposite
1(c)(i) Plotting points on cross-section 2 marks: 3

Distance across channel (m) Depth (m)
5.6 0.40 3
5.8 0.48 3
6.0 0.43
shade in cross-sectional area 1 mark
1(c)(ii) At site 2 / Fig. 1 2

Cross-section is narrower / less distance across
Cross-section is shallower
Cross-section is more irregular
Cross-section is smaller / smaller channel area
Accept ‘only’ with stats

Answers must be comparative 2@1
1(d)(i) Width x mean (average) depth 1
1(d)(ii) Hypothesis is correct / true – 1 mark reserve 2
paired data from any two sites 1 mark

e.g. Site 1 / 3 km / first site – area = 0.32 (sq m) and site 6 / 37 km / last
site – area = 9.44 (sq m)
No credit for Hypothesis is false / incorrect

If no hypothesis conclusion credit evidence

PUBLISHED 2017
1(e)(i) The students agree an average score / most popular score OR 3

Do a practice survey / pilot study OR
One student surveys at all six sites
Do the survey at all six sites on the same day / at same time OR
Repeat the survey in different seasons / months / weeks / several times
during year
Do a practice survey / pilot study OR

Complete the first survey under teacher guidance / teacher shows how to
use sheet / ask for help from teacher 3@1
1(e)(ii) Plotting site 2: 7 km downstream, pollution score = 6 1
1(e)(iii) Hypothesis is false / incorrect / partly correct 1 mark reserve 4
Water quality decreases / pollution score increases to from site 1 / 3 km

to site 4 / 15 km AND
Water quality increases / pollution score decreases from site 4 to site 6 /
at sites 5 and 6
OR Water quality is worst / pollution is highest at site 4 / halfway down
the river / factory site
Paired data to show changes (site / distance downstream / land use and
pollution score) 2 marks
e.g.
Site 1 / 3 km downstream / animal farming = score of 3 and site 4 / 15 km
downstream / factory = score of 17
Site 4 / 15 km = 17 and site 6 / 37 km = 7
No credit for Hypothesis is true / correct

1(e)(iv) Land use varies / depends on different types of land use / any 3 land 2
uses from table
Comparison of pollution level in two different land uses – e.g. less
pollution in agriculture than industry
Pesticide / fertiliser run-off in arable farming area

Slurry run-off in animal farming area
Rubbish from shopping area
Factory waste
Water is cleaned to attract visitors / to protect wildlife in countryside park
Pollution is dispersed / diluted as river flows downstream from factory /
more tributaries join river

PUBLISHED 2017
1(e)(v) Use a Biotic Index / identify indicator species 1

Look at how many / count number species / creatures / animals / wildlife
found in different sections of the river
Measure PH (using a meter)
Measure level of oxygen in the water
Do a foam test
Count number of dead fish
Filter water sample and weigh solids
Evaporate water sample and weigh solids
1(f) Measure a fixed distance / 10 m along river (5 or more metres) 4

Put float in river at start of measured distance / first pole
Start stopwatch when float is put in river
Measure time it takes to travel the measured distance / stop stopwatch
when float reaches end of measured distance
OR
use a flow meter in the river
Put underneath the river surface
Stand upstream of flow meter
Read off measurement on digital display
labelled diagram 1 mark
2(a)(i) The minimum number of people needed to support a service 1
2(a)(ii) The area served by a settlement / service / where people live who go to 1
the settlement / area people come from to use the service
2(a)(iii) High order goods and services: 3

Located in larger settlements / there are less shops selling high order
goods / shops selling low order goods are more common / high order in
CBD and low order everywhere
More expensive / luxury
Bought less frequently / not needed every day
Serve a larger sphere of influence
Need larger threshold population
People willing to travel further for
High order are comparison / specialist goods and low order are
convenience goods
Ideas must be comparative
2(b)(i) Hairdresser: low order service 2

Furniture shop; shop selling high order goods 2@1
2(b)(ii) Completion of pie graph – shop selling low order goods = 20% and low 2
order service = 14% 1 mark for dividing line
1 mark for shading

PUBLISHED 2017
2(b)(iii) Hypothesis is true / correct 1 mark reserve 3
paired data to compare shops and services: 2 marks

High order goods = 39% and low order goods = 20%
High order services = 27% and low order services = 14%
High order goods and services = 66% and low order goods and services
= 34%
No credit for Hypothesis is false / incorrect

2(b)(iv) Many / some shops / services are middle order / would be wrong to 2
classify middle order as high or low order / some shops cannot be
classified as low or high order
Including middle order would make study more realistic / valid / fair /
accurate / reliable 2@1
2(c)(i) 0–19 / under 20 / 19 and under and 40–59 1

Both age groups needed
2(c)(ii) Stratified / quota: 3

Find out gender / age balance of shoppers
Ask a balanced number / proportionate number of people of different age
group / gender
OR Get people of different ages / gender / male and female 1 mark
Systematic:
Choose people at regular intervals
Every tenth person who passes them (accept 2nd, 5th etc.)
Random:
Use random number tables to generate order to ask people
Choose people who fit the sequence identified
OR Ask anybody / next person / no pattern 1 mark
2(c)(iii) Work in pairs / small groups / not alone / don’t work in large groups 2
Don’t block pavement / entrance to shops
Be polite / kind / respectful to interviewees / say thank you / do not ask
age or gender / estimate age or gender
Accept that people won’t want to answer questions / too busy / in a hurry
/ don’t force to answer
Choose a time when there are plenty of people shopping
Ask people leaving different shops / spread out evenly
Avoid ‘dangerous’ people / ‘dangerous places’ 2@1
2(d)(i) Completion of flow lines – Sumidouro = 10 and Sao Jorge = 3 2@1 2

PUBLISHED 2017
2(d)(ii) Sphere of influence extends mainly / further to north / north east 3

OR most people come from north / north east
Sphere of influence also extends to south / south west

OR some / least people come from south / south west
Sphere of influence does not extend to east / does extend to west

OR few come from east / some come from west / more come from west
than east
Credit supporting data 1 mark maximum

e.g.
Cordeira is 30 km from Nova Friburgo and Santo Andre is 12 km
Settlement data must be comparative and from different directions OR
People come from 30 km from north, 30 km from south, 11 km from west,
8 km from east (any 2)
2(d)(iii) Completion of bars – car = 30, bicycle = 9 2@1 2
2(d)(iv) Most settlements are in north / uneven distribution of settlements 3

No settlements in the uplands / settlements in lowlands / uplands are
unevenly distributed / relief varies/ no uplands in north / uplands in south
/ east
Access to roads varies / easier access from north / more roads from
north / roads are unevenly distributed / 4 roads from north and 1 road
from south / more accessible by road
Rio de Janeiro will restrict sphere of influence (to the south)

GEOGRAPHY 0460/11
INSERT
1 hour 45 minutes
*5552194808-I*
The Insert contains Fig. 2.1 for Question 2, Figs. 4.1, 4.2, 4.3 and 4.4 for Question 4, and Fig. 6.2 for
Question 6.
DC (SC/SW) 148531/2
2
Fig. 2.1 for Question 2
Ot
ta
a
w
Ri
ver
X CBD
INN Y
E R CIT Alta
OU
TER Vista
S
SUBUR B
Stittsville
Y
GR
Key EEN
urban area built by: B E LT
1900
1925
1955 0 10
1985 km
2000
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4
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* 5 5 5 2 1 9 4 8 0 8 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator

The Insert contains Fig. 2.1 for Question 2, Figs. 4.1, 4.2, 4.3 and 4.4 for Question 4, and Fig. 6.2 for
Question 6.
Definitions
DC (SC/SW) 148530/5
2
Section A
1 (a) Study Fig. 1.1, which shows information about four countries in South America in 2015.
Birth rate Death rate Net migration

Country
(per 1000) (per 1000) (per 1000)
Argentina 16.6 7.3 0.0
Brazil 14.5 6.6 – 0.1
Chile 13.8 6.0 0.3
Peru 18.3 6.0 – 2.5
(NB Net migration is the total number of immigrants minus the total number of emigrants.)
Fig. 1.1
(i) What is meant by birth rate?
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Using Fig. 1.1, put the four countries in rank order according to their natural population
growth rate. You should rank the countries from highest to lowest.
Country
Highest natural population growth rate

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Lowest natural population growth rate

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[2]
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(iii) Calculate the overall population increase of Peru.

You should show your calculations.
...................................... per 1000

[3]
(iv) Using the information in Fig. 1.1 only, suggest reasons why some countries in South
America have a higher overall population increase than other countries.
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4
(b) Study Fig. 1.2, which shows the eight countries with the largest predicted overall population
growth rates by 2100.
NORTH ASIA
AMERICA
EUROPE
USA AFRICA India

Niger
Ethiopia
Nigeria Uganda
SOUTH
AMERICA
DR AUSTRALASIA
Congo Tanzania
Fig. 1.2
(i) Suggest why the USA (an MEDC) is expected to have one of the largest overall
population growth rates in the world by 2100.
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(ii) Suggest reasons why the countries in Africa (LEDCs) such as those labelled in Fig. 1.2
are expected to have large population growth rates by 2100.
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6
(c) For a named country you have studied, describe and explain the problems caused by
over‑population.
Name of country .........................................
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[Total: 25]
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7
2 (a) Study Fig. 2.1 (Insert), which shows the urban area and surrounding rural-urban fringe of
Ottawa in Canada (an MEDC).
(i) What is meant by rural-urban fringe?
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Suggest two likely differences between the housing in areas X and Y.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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(iii) Using evidence from Fig. 2.1, describe how the urban area of Ottawa has grown in size
since 1900.
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(iv) Suggest problems that are likely to have been caused by the growth of Ottawa’s urban
area.
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8
(b) Study Fig. 2.2, which shows information about the housing and population of two areas in
Ottawa, Alta Vista and Stittsville (2015). These areas are shown on Fig. 2.1.
Alta Vista Stittsville
Detached housing (%) 38 76
Terraced housing (%) 18 16
Housing with more than 5

33 0
storeys (%)
Immigrants (%) 29 13
Graduates (%) 19 22
Unemployed (%) 8.1 5.7
Average income
44 654 57 841
(Canadian dollars)
Fig. 2.2
(i) Describe one difference between the two areas under each of the following headings:
Average income ................................................................................................................
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Housing .............................................................................................................................
...........................................................................................................................................
Employment ......................................................................................................................
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(ii) Explain why many people are moving from areas close to the centre of cities in MEDCs
to areas close to the rural-urban fringe.
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10
(c) For a named urban area you have studied, describe and explain the characteristics of the
CBD.
Name of urban area ....................................
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[Total: 25]
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11
Section B
3 (a) Study Fig. 3.1, which shows the impacts of an earthquake.
crust
plate plate
movement movement
Fig. 3.1
(i) Tick (✓) the one statement in the table below which is the correct definition of an
earthquake.
A crack in the earth’s crust caused by a volcano

A vent between two plates of the earth’s crust through which molten
magma escapes.
Movement of large slabs of rock in the mantle
The shaking of the ground caused by plate movement.
[1]
(ii) Using Fig. 3.1 only, describe two impacts of an earthquake.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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12
(iii) Explain why earthquakes occur in areas such as that shown in Fig. 3.1.
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.......................................................................................................................................[3]
(b) Study Fig. 3.2, which shows information about three earthquakes in 2015.
A magnitude 7.9 earthquake hit Nepal, about 80 kilometres north west of the
country’s capital city Kathmandu, killing hundreds of people. The focus was 15
kilometres deep. There were 13 aftershocks, with a magnitude ranging from 4.6 to
6.6 on the Richter Scale, which killed many more people.
A magnitude 5.5 earthquake struck Jianhe County, Guizhou province, in the south
of China. The focus of the earthquake was 14.6 kilometres deep. Four people were
injured and 3000 properties damaged.
A magnitude 8.2 earthquake occurred off the Pacific coast of Chile. Most people
in nearby coastal areas were evacuated and escaped from the tsunami of over 2
metres in height, but five people lost their lives.
Fig. 3.2
(i) Using information from Fig. 3.2 only, state three reasons why some earthquakes cause
more deaths and injuries than others.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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3 .......................................................................................................................................
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(ii) Explain why earthquakes of the same intensity are likely to cause more deaths and
injuries in LEDCs than in MEDCs.
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(iii) Explain why people live in areas which experience earthquakes.
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14
(c) Explain the causes of an eruption of a named volcano.
Name of volcano .........................................
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15
4 (a) Study Fig. 4.1 (Insert), which is a photograph showing weather instruments inside a
Stevenson screen.
(i) What type of weather instruments are shown in the Stevenson screen in Fig. 4.1?
Tick your answer. (✓)
Barometers
Rain gauges
Sunshine recorders
Thermometers
[1]
(ii) State the two types of weather data which are measured by the instruments shown in
Fig. 4.1.
1 ...........................................................................
2 ........................................................................... [2]
(iii) Study Fig. 4.2 (Insert). Describe three characteristics of the Stevenson screen shown in
Fig. 4.2.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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3 .......................................................................................................................................
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(iv) Explain why some sites are more suitable to locate a Stevenson screen than others.
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16
(b) Study Figs. 4.3 and 4.4 (Insert), which show different types of cloud.
(i) Describe three differences between the amount and type of cloud in Figs. 4.3 and 4.4.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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3 .......................................................................................................................................
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(ii) Explain why there are usually more clouds in areas with an equatorial climate than in
areas with a hot desert climate.
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(c) Describe the impacts of large-scale deforestation of tropical rainforests on the global natural
environment.
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18
Section C
5 (a) Study Fig. 5.1, which shows information about the relationship between two indicators of
development.
high
adult
literacy
%
low
low high
GNP per person
Fig. 5.1
(i) Draw a circle on Fig. 5.1 around the cross which has been plotted for the country with
the lowest GNP per person and the lowest adult literacy. [1]
(ii) To what extent does Fig. 5.1 show that there is a relationship between GNP per person
and adult literacy?
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(iii) Explain why there is a relationship between GNP per person and adult literacy.
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(iv) Another indicator of development is employment structure.

Explain how employment structure can be used to assess the level of development of a
country.
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20
(b) Study Fig. 5.2, which shows variation in the Human Development Index (HDI) in different
parts of Argentina.
N
Juj
uy PARAGUAY
Fo
rm
Salta os
a
C
at Tucumán
es
am Chaco
on
ar Santiago
isi
ca del tes
M
La e n BRAZIL
Ri
oja
Estero Santa
o rri
Fe C
San
Juan Córdoba
Entre
San Luis
Ríos URUGUAY
Mendoza
ILE
Capital City
CH
Pacific La Pampa Buenos Aires

Ocean
n
ué
Atlantic
uq
Ocean
Ne
Río Negro
Chubut Key
Human
Development Index
0.880–0.889
0.860–0.879
Santa 0.840–0.859
Cruz 0.820–0.839
0.806–0.819
Tierra del Fuego

0 500 1000
km
Fig. 5.2
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(i) Using Fig. 5.2 only, describe the variation in HDI within Argentina.
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(ii) Explain why there are inequalities in development within countries.
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(c) Describe a named transnational corporation (TNC) you have studied and its global links.
Name of transnational corporation (TNC) .........................................
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[Total: 25]
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6 (a) Study Fig. 6.1, which shows some of the stages involved in assembling cars.
Fig. 6.1
(i) What is meant by an assembly industry?
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(ii) Using Fig. 6.1 only, give two pieces of evidence that car assembly is highly mechanised.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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(iii) Car assembly is an industrial system with inputs, processes and outputs.
Define the following terms.
Inputs ................................................................................................................................
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Processes .........................................................................................................................
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Outputs ..............................................................................................................................
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24
(b) Study Fig. 6.2 (Insert), which shows an area of industry in Staffordshire in the UK.
(i) Using evidence from Fig. 6.2, describe three advantages of the area shown for the
location of manufacturing industry.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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3 .......................................................................................................................................
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(ii) The owner of the factory marked X in Fig. 6.2 is considering moving the industry to a
different location. Suggest reasons for this.
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(iii) Suggest how the manufacturing industries shown in Fig. 6.2 might cause problems for
the local natural environment.
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26
(c) For a named country you have studied, describe the methods used to supply energy.
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© UCLES 2018 0460/11/M/J/18

GEOGRAPHY 0460/11
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
IGCSE™ is a registered trademark.

PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

PUBLISHED
1(a)(i) The number of births per 1000 per year 1
1(a)(ii) Peru .Argentina ..Brazil ..Chile 2
All 4 in correct order = 2 marks

2 or 3 in correct order = 1 mark
2 marks
1(a)(iii) 18.3–6 1 mark 3

12.3 (or 18.3–6.0) – 2.5 1 mark
9.8 (per 1000) 1 mark
3 @ 1 mark

Variation in birth rates/some countries have high birth rates/more people are
born/have more children;
Variation in death rates/some countries have high death rates/more people
die;
Some countries will have more immigration than emigration/more people
move in;
Some countries will have more emigration than immigration/more people
move out;
so net migration varies/could be positive or negative etc.
1 @ 1 mark
Note: Not reasons for high birth rates or reasons for migration. Based on
Figure 1.1.

There will be large amounts of immigration/attracts large amounts of
migrants;
United States offers lots of pulls/attractions to immigrants;
E.g. employment, political freedom etc. (MAX 2);
Relatively small amounts of emigration;
Net migration is positive/more people come into the USA than leave;
Immigrant communities may have high birth rates;
Low death rates or reasons for low death rate/long life expectancy;
3 @ 1 mark

PUBLISHED
1(b)(ii) Ideas such as in many countries in Africa there are:

high birth rates/more births;
poor access to contraceptives/cannot afford contraceptives;
lack of education about birth control;
some religions are against contraception;
little education about adverse impacts of large families;
dependence on agriculture/children work on farms;
high IMR/to ensure some children survive;
traditional attitudes encourage large families/to carry on family
name/polygamy;
to look after parents when they are old;
many women don’t have careers/role of women is traditional;
children work for money form early age;
children collect water, wood, look after siblings;
decreasing death rates;
improving health care;
longer life expectancy;
setting up care structure for old (or examples)
pension schemes being set;
abortions not available;
lack of government population policy;
lack of education for women etc.

PUBLISHED

Statements including limited detail which describe the problems caused by
overpopulation.

Uses named example.
More developed statements which describe and explain the problems
caused by overpopulation.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements which describe and explain the
problems caused by overpopulation including some place specific reference.
Content Guide:
• Employment
• Food supply
• Provision of health care
• Provision of housing/shelter
• Water supply
• Sanitation
• Provision of education etc.

2(a)(i) Border of city and countryside/the edge of the city/green belt/outskirts of the 1
city/boundary of the city/where the city ends/where the countryside
starts/boundary of the city
2(a)(ii) Difference 2
X is likely to be:
Older;
Higher density;
Terraced housing compared with detached/more flats and apartments;
Lower cost;
Less likely to have a garden/drive;
Note: Needs to compare. Must state X or Y.
2 @ 1 mark

PUBLISHED

Grew outwards/grown into rural areas/towards Stittsville or Alta Vista;
Grew to south/east/west or grew to south/east/west of river;
Most growth from 1985 onwards;
Infilling occurred in 1985;
Some recent growth past green belt;
5km across by 1906 but 25 km across by 1985 (6× increase)
Small amount of growth north of the river etc.
3 @ 1 mark
2(a)(iv) Problems such as: 4

Lack of open space/green land/playing fields/pressure on greenbelt land;
Traffic problems/traffic congestion;
Pressure on public transport/public transport is overcrowded;
Pressure on education/schools;
Pressure on healthcare/hospitals;
Air pollution/noise/water pollution/visual pollution;
Deforestation/destruction of vegetation;
Impact on ecosystems/reduced biodiversity;
Increased risk of flooding;
Animals killed;
Loss of habitat;
Loss of farmland/reduced food production
4 @ 1 mark
2(b)(i) Earnings – higher in Stittsville 3

Housing – more detached/less terraced/less high rise in Stittsville
Employment – more people employed/less unemployment in Stittsville;
Note: Needs to compare.
3 @ 1 mark

PUBLISHED

Developments in transport/improvement in road network
People can commute daily to work/increased car ownership;
Rural urban fringe is quieter/less noisy/calmer/more peaceful/more peaceful;
Less dangers from traffic/less traffic congestion;
Rural urban fringe is safer/has less crime;
So there are less risks when bringing up their families;
Areas near centre are overcrowded/more spacious in rural
urban fringe;
lower cost land in rural urban fringe;
less air pollution in rural urban fringe/fresh air;
elderly move away from central areas when they retire;
more space for housing;
access to countryside for recreation or example/visual appeal;
more modern housing/newer housing;
larger housing;
people working from home;

Statements including limited detail which describe the characteristics of the
CBD

Uses named example.
Statements which describe and explain the characteristics of the CBD
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate which describe and explains the
characteristics of the CBD with some place specific reference.
Content Guide:
Answers are likely to refer to ideas such as:
Density of land use;
Types of services;
Order of services,
Frequency of use,
Sphere of influence,
Order of services;
Accessibility etc.,

Locational details,
Specific details of the services,
Named businesses etc.

PUBLISHED
3(a)(i) Shaking of the ground caused by plate movement 1
3(a)(ii) Buildings/flats/apartments damaged/collapse; 2

Roads damaged/collapse/transport disrupted;
2 @ 1 mark
3(a)(iii) It is on a plate boundary; 3

Plates move alongside each other; conservative plate boundary/transform
plate boundary (RESERVE MARK)
Friction occurs/the plates get stuck;
Pressure builds up;
Pressure release/sudden jerk/friction released;
Vibrations transmitted to surface etc.
Note: MAX 2 if no reference to sideways movement
3 @ 1 mark

Differences in magnitude/intensity/Richter Scale measure;
Closeness to capital city/large areas of population/high population density;
Depth of focus;
aftershocks;
on land or at sea/whether they will cause tsunamis;
how well prepared people are/evacuation routes
Note: no need to compare
3 @ 1 mark

Poorer quality of buildings/infrastructure;
Not built using ‘earthquake proofing’;
Examples of ‘earthquake proofing’ (MAX 2);
Not likely to have planned evacuation procedures/routes;
And education re. precautions/about earthquakes;
Such as drills;
Poorer level of medical care;
Lack finance to rebuild;
Rescue teams will be poorly prepared/lack equipment/will have to wait for
international aid;
Poor quality roads for rescue;
Inability to cope with after effects – e.g. lack of food, water etc.
4 @ 1 mark

PUBLISHED

Work in the area;
Their children are being educated in the area;
They have lived there for many years/they were born there;
They do not want to leave friends and family;
It would be too expensive to move;
They would not be able to sell their houses;
Population pressure/there is nowhere else to go;
They don’t happen very often;
People are prepared to take the risk;
They have faith in precautions;
They are unaware of the risk

Statements including limited detail which explain the causes of a volcanic
eruption.

Uses named example.
More developed statements which explain the causes of a volcanic eruption.
Level 3 (7 marks)
Uses named example.
reference.
Content Guide:
Convection currents
Plate boundary
Relative movement of plates
subduction
destruction/melting of crust
pressure build up etc.

Locational details,
named plates
specific details of eruption etc.
4(a)(i) Thermometers 1

PUBLISHED
4(a)(ii) Maximum and minimum temperature; 2

(Relative) humidity
2 @ 1 mark
4(a)(iii) Ideas such as it is: 3

made of wood;
painted white;
on legs/stilts/1.25 metres above ground level;
had louvres/vents/air can pass through/openings;
double insulated;
has a door;
has a roof;
3 @ 1 mark
4(a)(iv) Issues such as: 4

Shelter from trees/vegetation/in the open;
Proximity of buildings;
Slope of land;
Surface material/concrete or grass;
Security etc.
Note: No need to compare
4 @ 1 mark
4(b)(i) Ideas such as the cloud in Figure 4.3: 3

thicker;
lower;
completely covers sky but 4.4 only partial/more cloud cover;
more likely to bring rain;
4.3 is cumulonimbus/strato-cumulus/stratus but 4.4 is cirrus;
Darker/grey rather than white
Note: Must compare
3 @ 1 mark

Near Equator air is rising at deserts it is descending at the desert/there is
more convectional rainfall at the Equator;
Low pressure at Equator/higher pressure at deserts;
Large amounts of evaporation at Equator/less at deserts;
Large amounts of transpiration at Equator/less at deserts;
Deserts are more distant from water bodies;
Winds to deserts are more likely to have blown over large
areas of land etc.
Note: Needs to compare but MAX 3 if no comparison. If the answer does not
compare, assume Equatorial.

PUBLISHED

Statements including limited detail which describe impacts of deforestation
on the global natural environment.

Uses named example.
More developed statements which describe impacts of deforestation on the

global natural environment
Level 3 (7 marks)
Comprehensive and accurate statements, including specific details.
Content Guide:
Impact on patterns of rainfall/drought;
Impact on global temperatures/global warming
Reduction in oxygen
Increase in carbon dioxide levels
Greenhouse effect
Melting of ice sheets,
Rising sea levels;
Destruction of environments in polar areas or other parts of the world;
Extinction of species in other parts of the world

Named places affected,
named species,
specific details of impacts etc.

PUBLISHED
5(a)(i) Circle on Fig.5.1 1
5(a)(ii) There is a positive relationship/say what the relationship is; 2

However, it is not perfect/they are anomalies/weak/not a straight line
2 @ 1 mark

(With a higher GNP) more money can be spent on education/can afford to
send children to school/more schools built/more teachers/more adult
education;
Education is compulsory in most countries with high GNP;
So skills are learned/people become more qualified;
People are more productive/can earn more money;
Farming becomes less important so children can attend school;
Better healthcare so children can attend school;
Less time spent collecting wood and water so children can attend school;
3 @ 1 mark

(The percentage of working population in each sector) can be compared
with other countries;
(The change in percentage of working population in each sector) can be
compared over time;
Primary sector is smaller as a country becomes more developed;
Secondary sector grows as country becomes developed;
Secondary sector decreases as it becomes even more developed;
Tertiary sector grows as a country becomes more developed;
Quaternary sector grows when countries have very high GNP etc.
4 @ 1 mark
5(b)(i) Ideas such: 3

Variations are relatively small/goes between 0.806–0.889;
Areas with the high HDI are La Pampa, Cordoba, Santa Cruz and Tierra del
Fuego or centre or south;
Areas with the low HDI are Formosa. Santiago del Estero and Chaco,
Misiones or north or border of Paraguay;
Areas with moderate HDI are in the west/Chile border/coastal areas or other
valid description (not named states)
Note: Accept valid statistics as an alternative to highest and lowest area.
3 @ 1 mark

PUBLISHED
5(b)(ii) Ideas such as:

Some areas have more natural resources;
E.g. oil, coal etc.;
Soil fertility varies within the country;
Climate variations result in variation in food production; some areas are
more accessible than others;
Coastal or inland location
E.g. ports are likely to develop as a result of overseas trade;
Core area will develop more than periphery due to greater investment;
Area close to capital city/cities/urban area will develop more;
(Migration will result in) overpopulation in some areas thus poverty;
Flat land;
Variations in healthcare and education;
Civil war/conflict;
Natural disasters;
Industry and TNCs;
More employment opportunities;
Tourism;
Government policy/corruption
Note: Accept points that focus on variation between countries.

PUBLISHED

Statements including limited detail which describe a transnational company
and/or its global links.

Uses named example.
More developed statements which describe a transnational company and/or

its global links.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements which describe a transnational
company and its global links, including some place specific reference.
Content Guide:

Products produced/services offered
Sources of raw materials
Where production occurs
markets
transport of raw materials/products
‘home’ country/base etc.

Locational details/named areas/countries
Statistics etc.
6(a)(i) An industry/factory where components/materials are put together 1

There are relatively few workers/job not done by people;
There is machinery/assembly line/robots etc.
2 @ 1 mark
6(a)(iii) Input = things/what is needed for production to take place 3

Processes = things which are done to convert raw materials to products
Output = finished products
Note: not individual examples – look for definition
3 @ 1 mark

PUBLISHED

Motorway access/road/main road/highway;
Road/Motorway junction;
Rail access;
Housing nearby will provide workforce;
Flat land;
Sufficient space/room for expansion;
Local market;
Separate from housing (needs a reason)
3 @ 1 mark
6(b)(ii) Reasons could include reference to: 4

Lack of space/need to expand;
Cost of land;
Government incentives/disincentives or examples;
Consideration of areas where labour is cheaper/in LEDC;
Growth of new markets/closer to bigger market
Move away from competitors;
To reduce transport costs;
Move to be close to suppliers/natural resources/other branches of company;
Near to a port and airport;
Complaints from residents about noise;
Agglomeration
4 @ 1 mark

Smoke/emissions of gases/air pollution;
Water/river pollution
loss of/damage to natural vegetation/deforestation;
birds/insects/animals killed /poisoned;
extinction of species;
impact on ecosystems/food chains;
noise scares wildlife;
habitat loss;
acid rain
industrial waste

PUBLISHED

Statements including limited detail which describe methods used to supply
energy.

Uses named example.
More developed statements which describe methods used to supply energy.
Level 3 (7 marks)
Uses named example.
reference.
Content Guide:
Methods are likely to include:
Fossil fuels (specified types of)
Renewable energy (specified types of)
Nuclear power etc.

Locational details;
Names of places/species within chosen country
Specific details of methods

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
*9403286159-I*
This Insert contains Fig. 2.1 for Question 2, Fig. 4.1 for Question 4, and Figs. 6.1 and 6.2 for Question 6.
DC (CE/CT) 151709/2
2
Iran – population
Ar
me Azerbaijan
nia
N
Tur
Caspian
key
Turkmenistan
Sea
Afghanistan
Iraq
Ku Pakistan
wa
it
Pe
rsia
Saudi Arabia nG
ulf
Key
0 400
people per km2
km
over 80
41–80
21–40
11–20
0–10
boundary of Iran
other international boundary
Fig. 2.1
© UCLES 2018 0460/21/INSERT/M/J/18

3
Fig. 4.1

4
Fig. 6.1
© UCLES 2018 0460/21/INSERT/M/J/18

5
Fig. 6.2
© UCLES 2018 0460/21/INSERT/M/J/18

6
BLANK PAGE
© UCLES 2018 0460/21/INSERT/M/J/18

7
BLANK PAGE
© UCLES 2018 0460/21/INSERT/M/J/18

8
BLANK PAGE
© UCLES 2018 0460/21/INSERT/M/J/18

* 9 4 0 3 2 8 6 1 5 9 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Plain paper
Calculator

The Insert contains Fig. 2.1 for Question 2, Fig. 4.1 for Question 4, and Figs. 6.1 and 6.2 for Question 6.
Definitions
DC (CE/CT) 151708/4
2
1 Study the map extract for Geitsida, Norway. The scale is 1:50 000.
(a) Fig. 1.1 shows some of the features in the south east of the map extract. Study Fig. 1.1 and
61 62 63 64 65
52 52
C B
51 51
50 50
49 49
61 62 63 64 65
Fig. 1.1
(i) Identify the type of road at A.
.......................................................................................................................................[1]
(ii) Identify feature B.
.......................................................................................................................................[1]
(iii) What is the height of contour C?
................................................... metres [1]
(iv) What is the six-figure grid reference of the road junction at D? Tick one correct answer
below.
Tick (3)
652511
509648
648510
648508
648509
[2]
© UCLES 2018 0460/21/M/J/18

3
(b) A person travels along the road from the northern edge of the map at Nyheim to the eastern
edge of the map at Atnbrua.
(i) In which compass direction does the person travel? Tick one correct statement below.
Tick (3)
north west to south east
south east to north west
north east to south west
south west to north east
[1]
(ii) How far does the person travel along the road? Tick one correct statement below.
Tick (3)
7200 metres
7800 metres
8400 metres
9000 metres
[1]
(c) Fig. 1.2 is a cross section along northing 58 from 580580 to 640580.
1300 1300
1200 1200
1100 1100
height height
(metres) 1000 1000 (metres)
900 900
800 800
0 0
580580 640580
Fig. 1.2
(i) Using the map, complete the cross section on Fig. 1.2. [2]
(ii) On Fig. 1.2, use a labelled arrow to show the position of Voldalen. [1]
(iii) On Fig. 1.2, use a labelled arrow to show the position of Midtvola. [1]

4
(d) Fig. 1.3 shows the mountainous area around Geitsida in the west of the map extract.
55 56 57 58
58 58
57 57
Geitsida
56 56
55 55
55 56 57 58
Fig. 1.3
Describe the relief of the area shown on Fig. 1.3.
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...............................................................................................................................................[3]
© UCLES 2018 0460/21/M/J/18

5
(e) Look at the whole of the map extract.
(i) Describe the distribution of cultivation and forest.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Describe the relationship between roads and relief.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 20]

6
BLANK PAGE
© UCLES 2018 0460/21/M/J/18

7
2 Study Fig. 2.1 (Insert), which shows the population distribution of Iran, a country in Asia.
(a) Which three of the following statements about the population distribution of Iran are true?
Tick three boxes.
Statement Tick (3)

the north is more densely populated than the south
the population is evenly distributed
there are no areas with a population of over 80 people per km2
there are large areas with a population of over 80 people per km2
the west is more densely populated than the east
the border with Pakistan is densely populated
most of the country is densely populated
the coastline of the Persian Gulf is densely populated
the coastline of the Caspian Sea is densely populated
[3]
(b) Name one country shown on Fig. 2.1 which does not have a boundary with Iran.
...................................................... [1]

8
(c) Fig. 2.2 shows rainfall in Iran.
Iran – rainfall
Armenia Azerbaijan
Turkey
N
Caspian Turkmenistan
Sea
Rasht
Afghanistan
Iraq
Ku Pakistan
wa
it
Pe
rsia
Saudi Arabia nG
ulf
Key
0 400
rainfall (mm)
km
over 1200
401–1200
101–400
0–100
boundary of Iran
Fig. 2.2
© UCLES 2018 0460/21/M/J/18

9
Describe the relationship between population density shown on Fig. 2.1 (Insert) and rainfall
shown on Fig. 2.2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]

10
(d) Fig. 2.3 shows the relief of Iran.
Iran – relief
Armenia Azerbaijan
Turkey
N
Caspian Turkmenistan
Sea
Afghanistan
Iraq
Ku Pakistan
wa
it
Pe
rsia
Saudi Arabia nG
ulf
Key
metres above sea level 0 400
km
over 2000
401–2000
201–400
0–200
boundary of Iran
Fig. 2.3
© UCLES 2018 0460/21/M/J/18

11
Describe the relationship between population density shown on Fig. 2.1 (Insert) and relief
shown on Fig. 2.3.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]

12
3 (a) Fig. 3.1 shows a map of a river. The positions of three cross sections through the river channel
are shown: these are A – B, C – D and E – F.
0 10 D
m
Fig. 3.1
© UCLES 2018 0460/21/M/J/18

13
Fig. 3.2 shows a cross section through the river channel drawn at one of the positions shown
on Fig. 3.1.
letter letter
0.
1.0
2
0. 0.8
4
0.6
0 5
Key m
velocity (metres per second)
0.4 of water
Fig. 3.2
(i) Which position on the river channel is shown on Fig. 3.2? Add two letters, A, B, C, D, E
or F, to Fig. 3.2 to show your answer. [2]
(ii) Using Fig. 3.2, describe how the velocity of the water varies in the river channel.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Add an arrow, labelled ‘erosion’, to Fig. 3.2 to show where this process is most likely
to occur. [1]

14
(b) Name the following river landforms:
(i) rounded hollows in a rocky river bed;
Name ................................................ [1]
(ii) flat land either side of a river formed by deposits from the river;
Name ................................................ [1]
(iii) raised banks on either side of a river formed by deposits from the river.
Name ................................................ [1]
[Total: 8]
© UCLES 2018 0460/21/M/J/18

15
4 Fig. 4.1 (Insert) is a photograph which shows a coastline in Devon, UK. The coast has been
affected by erosion and deposition.
(a) Identify and describe the coastal landforms shown in Fig. 4.1.
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(b) Describe and explain the coastal processes which may affect the houses at the top of the
photograph in the future.
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[Total: 8]

16
5 Table 5.1 gives information about milk production from cattle in four villages in Tanzania, East
Africa.
Table 5.1
Village
Handeni Lushoto Mvomero Kilosa
number of cattle – local breeds 87 943 6769 94 327 131 840
number of cattle – improved breeds 770 10 126 5281 2103
milk yield per cow per day – local breeds (litres) 2.1 4.8 3.2 1.3
milk yield per cow per day – improved breeds (litres) 8.3 7.0 5.2 11.1
% of milk sold 81 79 64 72
% of cattle food from grazing 62 44 64 68

% of cattle food from crop remains 18 37 18 23
% of cattle food from fodder crops 1 19 9 1
(a) Which village has the most cattle?
................................................ [1]
© UCLES 2018 0460/21/M/J/18

17
(b) Use information from Table 5.1 to complete Fig. 5.1 below, by adding the milk yield from
improved breeds at Lushoto. [1]
Milk Yields
12
11
10
milk yield 8
per cow
per day 7
(litres)
6
0
Handeni Lushoto Mvomero Kilosa
village
Key
local breeds
improved breeds
Fig. 5.1
(c) Using evidence from Table 5.1 and Fig. 5.1, explain why farmers in the four villages keep
improved breeds.
...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[2]

18
(d) (i) ‘Milk production in Lushoto is more commercial than in the other three villages.’ Give
evidence from Fig. 5.1 to support this statement.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) ‘Milk production in Mvomero is more subsistence based than in the other three villages.’
Give evidence from Fig. 5.1 to support this statement.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]
© UCLES 2018 0460/21/M/J/18

19
6 Study Figs. 6.1 and 6.2 (Insert), which are two photographs showing two areas of rural settlement.
(a) Identify each settlement pattern.
Fig. 6.1 ................................................
Fig. 6.2 ................................................ [2]
(b) Describe the site of the settlement in Fig. 6.2.
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(c) Suggest one economic activity which could be carried out in the area shown in Fig. 6.2.
Support your answer with evidence from the photograph.
Economic activity
...................................................................................................................................................
Evidence
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
© UCLES 2018 0460/21/M/J/18

20
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© UCLES 2018 0460/21/M/J/18

GEOGRAPHY 0460/21
MARK SCHEME
Maximum Mark: 60
Published
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components,
and some Cambridge O Level components.

PUBLISHED
responses seen).

PUBLISHED
1(a)(i) state/country/district road, 1
1(a)(ii) hotel/lodging, 1
1(a)(iii) 1200 (metres), 1
1(a)(iv) 648509 = 2, 2
648508 = 1
1(b)(i) north west to south east, 1
1(b)(ii) 8400 metres, 1
1(c)(i) 1000 m–1050 m, 2
summit between 75 and 85 mm from left,
1(c)(ii) Voldalen between 45 and 60 mm from left, 1
1(c)(iii) Midtvola between 70 and 87 mm from left, 1
In each part of (b) use the ruler device to measure the answers.
Arrows should end within about 1 cm of the profile. Measure to the point that
the arrow projects to.
There should be no ambiguity.
Allow labels by names or question numbers.
1(d) upland/mountains/high, 3
steep slopes,
heights 1200–1560 metres,
many/small/narrow/V-shaped valleys, (max 2)
spurs/ridges,
several summits/peaks, at least 3
1(e)(i) in low(er) land/avoids high(er)/avoids over 1000 m, 3

in valley(s),
in NE/N/E, NW and SE don’t spoil response.
cultivation within forest,
cultivation on valley floor,
cultivation lower/forest higher, (comparison)
cultivation on gentle(r),
forest on steep(er),
1(e)(ii) follow valleys, 3

keep low(er)/avoid high(er)/avoid over 800 m,
on gentle(r)/flat qualified /avoids steep(er),
on valley floor,
on eastern side of valley,
on steep land in south,

PUBLISHED
2(a) the north is more densely populated than the south, 3

the west is more densely populated than the east,
the coastline of the Caspian Sea is more densely populated,
For every tick more than 3 deduct one mark.
2(b) Kuwait, 1
Saudi Arabia,
2(c) wetter areas more dense/drier areas less dense/positive correlation, 2
areas with less than 100 mm sparse, (development)

areas with over 400 mm dense, (development)
For the two development points don’t allow comparatives such as less
dense, fewer people.
2(d) high areas more densely populated/low areas less dense/positive 2

correlation,
no strong relationship,
over 2000 m more dense, (development)

sparsely populated lowland/along Persian Gulf/in centre, (development)
densely populated lowlands/0–200 m around Caspian Sea/in north,

(exception)
3(a)(i) A–B, 2
(or F–E),
3(a)(ii) higher on outside of bend/lower on inside of bend, 2

higher where deepest/lower where shallow,
higher below surface/lower at surface,
lower on bed/banks/higher away from bed/banks,
centre of the deepest part = 2 as alternative to the last two lines.
3(a)(iii) correctly placed arrow, Outside of bend within 5 mm of line, between surface 1
and deepest point.
3(b)(i) potholes, 1
3(b)(ii) flood plain, 1
3(b)(iii) levees, 1

PUBLISHED
4(a) cliff, 5
collapsed area/slumped area/landslide,
red/brown,
boulders/rocks/blocks fallen/at bottom,
cracks/joints/bedding planes,
beach,
gently sloping,
4(b) erosion at base/undercutting, 3

collapse,
repeated process,
cliff retreat,
houses destroyed/at risk,
5(a) Kilosa, 1
5(b) correct plot and shading of 7 litres for Lushoto, 1
5(c) higher milk yields, 2

in all four villages,
much/several times higher in Kilosa/Handeni,
make more money,
5(d)(i) sells more milk than Mvomero and Kilosa but not Handeni/2nd highest 2
sales,
has most improved breed cattle/fewer local breeds,
only one with more improved breeds than local breeds,
feeds more crop remains/fodder crops,
highest yield from local breeds,
5(d)(ii) has large number of local breed cattle, (but not largest) 2
sells least milk,
gets lowest yield from improved breeds,
uses little crop remains/fodder crops,

PUBLISHED
6(a) dispersed, 2
nucleated,
6(b) low(er) ground/avoids high(er)/in valley/bottom of mountain, 4

gentle slope/flat qualified (flat = 0)/avoids steep,
away from/higher than lake/river/sea,
away from rocky ground,
in woodland/trees,
in farmland/fields,
6(c) tourism/holidays, 2
mountain/lake scenery,
tourism/tours,
boats,
farming,
fields,
mining/quarrying, In each case must have first point to score the second.
spoil heaps,
tourism,
snow on mountains,
fishing,
boats/lake/river/sea,
forestry,
trees/woodland

GEOGRAPHY 0460/41
INSERT
1 hour 30 minutes
*7915136208-I*
This Insert contains Figs. 1.1, 1.2, 1.3, 1.5 and 1.6 and Tables 1.2 and 1.3 for Question 1, and Figs. 2.1 and 2.3
and Tables 2.1, 2.2 and 2.3 for Question 2.
DC (SC/SW) 145331/4
2
Destructive waves
© UCLES 2018 0460/41/INSERT/M/J/18

3
Constructive waves

4
Destructive waves
waves
beach
Constructive waves
waves
beach
© UCLES 2018 0460/41/INSERT/M/J/18

5
Beach profiles
Bervie beach
6
5
4 height (elevation)
3 above sea level
2 (m)
1
0
0 5 10 15
low water back of
mark distance (m) beach
Key
section of beach profile
St Cyrus beach
5
4
3 height (elevation)
2 above sea level
1 (m)
0
0 5 10 15 20
low water back of
mark distance (m) beach

6
Quadrat on Bervie beach
© UCLES 2018 0460/41/INSERT/M/J/18

7
Table 1.2 for Question 1
Beach material at Bervie beach
Site Types of beach material and size (%)
Sand Shingle Pebble

(less than 2 mm) (2–20 mm) (21–100 mm)
1 0 76 24
2 8 56 36
3 2 60 38
Beach material at St Cyrus beach
Site Types of beach material and size (%)
Sand Shingle Pebble

(less than 2 mm) (2–20 mm) (21–100 mm)
1 88 12 0
2 84 10 6
3 80 13 7

8
Part of the students’ land use map
G
5
3 6
4
B
2
M
1 7
8
9 H
10
T
C
P
0 100
metres
Key to buildings
T Tourist information office 1 Bookshop
P Pub/bar 2 Outdoor clothes shop
C Church 3 Cycle repair and hire
H Hotel 4 Café
M Museum 5 Butcher’s shop
B Bank 6 Florist’s shop
G Art gallery 7 Bakery
8 Gift shop
9 Restaurant
10 Fashion clothes shop
© UCLES 2018 0460/41/INSERT/M/J/18

9
Students’ classification of shops and services
Shop or service Number Percentage

for tourists only 56 61
for local residents only 12 13
for tourists and local residents 24 26
Total 92 100

10
I am a student at the local college. I am doing this questionnaire as part of my Geography

coursework. Please will you answer the following questions?
1. Are you a resident of the town?
Yes No
If the answer is ‘no’ do not ask the following questions.
2. What benefits do you think tourists bring to the town? You may tick more than one
benefit.
Create jobs
Spend money in the shops
Streets are cleaned regularly
Buy locally made products
Make the town well-known
3. What problems do tourists cause for you? You may tick more than one problem.
Traffic congestion on local roads
Noise and disturbance
Litter outside the house and in the garden
Overcrowded footpaths (pavements)
Car parks are full
Jobs are seasonal and there is work only in summer
© UCLES 2018 0460/41/INSERT/M/J/18

11
Residents’ answers to questionnaire
Question 2: What benefits do you think tourists bring to the town?
Benefit Number of answers

Create jobs 100
Spend money in the shops 98
Streets are cleaned regularly 33
Buy locally made products 50
Make the town well-known 47
Total number of answers 328
Question 3: What problems do tourists cause for you?
Problem Number of answers

Traffic congestion on local roads 100
Noise and disturbance 72
Litter outside the house and in the garden 74
Overcrowded footpaths (pavements) 46
Car parks are full 29
Jobs are seasonal and there is work only in summer 65
Total number of answers 386

12
Results of traffic survey at one site
Method of travel Time of survey

08:00– 10:00– 13:00– 16:00– 18:00– 20:00–
08:30 10:30 13:30 16:30 18:30 20:30
Car 114 20 46 13 106 48
Tourist coach 16 47 20 36 20 1
Local bus 26 9 10 3 20 7
Lorry / van 24 13 25 12 4 2
Bicycle 8 4 30 6 26 18
Taxi 6 4 10 4 18 17
Motorbike 6 3 7 3 6 7
© UCLES 2018 0460/41/INSERT/M/J/18

* 7 9 1 5 1 3 6 2 0 8 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Protractor
Ruler

The Insert contains Figs. 1.1, 1.2, 1.3, 1.5 and 1.6 and Tables 1.2 and 1.3 for Question 1, and Figs. 2.1 and 2.3
and Tables 2.1, 2.2 and 2.3 for Question 2.
DC (SC/SW) 145332/4
2
1 Students carried out fieldwork at two beaches in eastern Scotland. Bervie beach is in a bay
surrounded by cliffs and St Cyrus beach is a long, straight beach.
(a) Before they began their fieldwork their teacher reminded them of the need to be safe near the
sea.
The table below shows three possible threats to their safety. Suggest one different precaution
that the students could take to reduce the risk of accident in each situation.
Possible threat to safety Possible precaution

Sea conditions may be rough
……………….........………………………….
……………….........………………………….
……………….........………………………….
There may be a high tide during
the time scheduled for fieldwork ……………….........………………………….
……………….........………………………….
……………….........………………………….
An individual student may become
separated from the class ……………….........………………………….
……………….........………………………….
……………….........………………………….
[3]
(b) In class the students studied the difference between destructive and constructive waves. The
two types of wave are shown in Figs 1.1, 1.2 and 1.3 (Insert).
(i) Destructive waves have a higher frequency than constructive waves.

Explain why destructive waves erode beaches and constructive waves deposit material.
...........................................................................................................................................
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© UCLES 2018 0460/41/M/J/18

3
(ii) Describe a method the students could use on a field visit to measure wave frequency.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
The students tested the following hypotheses through fieldwork at the two beaches:
Hypothesis 1: Destructive waves produce a steeper beach profile.
Hypothesis 2: There is larger beach material where there is a steeper beach profile.
(c) To investigate Hypothesis 1 the students first needed to find out if there was a difference in
wave frequency between the two beaches. The results of their measurements at each beach
are shown in Table 1.1 below.
Table 1.1
Results of measurements
Bervie beach
Measurement number 1 2 3 4 5 6 7 8 9 10 Average

Wave frequency
(number of waves per 11 14 15 12 15 16 13 14 15 12
.............
minute)
St Cyrus beach
Measurement number 1 2 3 4 5 6 7 8 9 10 Average

Wave frequency
(number of waves per 6 6 7 8 7 7 6 8 7 8 7
minute)
(i) Calculate the average wave frequency at Bervie beach. Write your answer in Table 1.1.
[1]

4
(ii) Use the results in Table 1.1 to complete Fig. 1.4, below, by plotting the result of
measurement 7 at Bervie beach. [1]
Results of measurements of wave frequency
Bervie beach St Cyrus beach

16 16
15 15
14 14
13 13
12 12
11 11
10 10
wave
9 9
frequency
(number
of waves 8 8
per minute)
7 7
6 6
5 5
4 4
3 3
2 2
1 1
0 0
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10
measurement number measurement number
Fig. 1.4
© UCLES 2018 0460/41/M/J/18

5
(d) Next the students measured the angles of slope at the two beaches and used their results to
draw the two profiles shown in Fig. 1.5 (Insert).
(i) Describe a method to measure the beach profiles.
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(ii) What conclusion would the students make about Hypothesis 1: Destructive waves
produce a steeper beach profile? Support the conclusion with evidence from Table 1.1,
and Figs 1.4 and 1.5.
...........................................................................................................................................
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...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

6
(e) To investigate Hypothesis 2: There is larger beach material where there is a steeper beach
profile, the students used a quadrat at three sites on each beach. This quadrat is shown on
Bervie beach in Fig. 1.6 (Insert).
Their results are shown in Tables 1.2 and 1.3 (Insert).
(i) Describe how the students used the quadrat to collect their results.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Use Table 1.3 to plot the result at site 1 on St Cyrus beach in Fig. 1.7 below. [1]
Types of beach material
0
100
10
90
20
80
1 30
70
3 40
60
le
ing
pe
2 50
sh
bb
50
le
60
40
70
30
80
20
3
90
10
2
100
0
100 90 80 70 60 50 40 30 20 10 0
sand
Key
sites on Bervie beach
sites on St Cyrus beach
Fig. 1.7
© UCLES 2018 0460/41/M/J/18

7
(iii) Do the results of the fieldwork support Hypothesis 2: There is larger beach material
where there is a steeper beach profile? Support your decision with data from Tables 1.2
and 1.3 and Figs. 1.5 and 1.7.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(f) Bervie beach and St Cyrus beach are popular for tourism. Describe a fieldwork method to
compare how tourists may have polluted the two beaches.
...................................................................................................................................................
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...............................................................................................................................................[4]
[Total: 30]

8
2 Students in the UK wanted to investigate the impact of tourism on a town in the Lake District
National Park. They wanted to find out if there were both positive and negative effects.
They decided to test the following hypotheses:
Hypothesis 1: Most of the shops and services in the town centre are for tourists.
Hypothesis 2: Tourism creates more benefits than problems for local people.
(a) To investigate Hypothesis 1 the students did some fieldwork to identify and map the different
shops and services in the town centre. Fig. 2.1 (Insert) shows part of their map.
(i) Identify the building located 120 m north east of the tourist information office.
.......................................................................................................................................[1]
(ii) Three shops on Fig. 2.1 are described in the table below. Use the key to identify the
number of each shop and write this number in the table.
Description of shop Shop

number
It sells equipment for mountaineering and outdoor activities,
including walking boots and waterproof coats. ...................
It sells jewellery, craft objects and artistic materials. The
goods are made in the town and are speciality products of
the local area. ...................
It sells bread and cakes which are made in the shop. These
are usually made and sold on the same day. ...................
[3]
(b) When the students completed the land use map of the town centre they classified the shops
and services into three groups:
• for tourists only
• for local residents only
• for tourists and local residents
The results of this classification are shown in Table 2.1 (Insert).
(i) Why might the students have found it difficult to classify some shops and services into
the three groups?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2018 0460/41/M/J/18

9
(ii) Use the results in Table 2.1 to complete the pie graph, Fig. 2.2 below. [2]
Students’ classification of shops and services
0%
90 10
Key
80 20
for tourists
for local residents
70 30 for tourists and

local residents
60 40
50
Fig. 2.2
(iii) The students made the conclusion that Hypothesis 1: Most of the shops and services in
the town centre are for tourists was correct. Do you agree with their conclusion? Support
your answer with evidence from Table 2.1 and Fig. 2.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(c) To investigate Hypothesis 2: Tourism creates more benefits than problems for local people,
the students used a questionnaire with people who lived in the town. The questionnaire is
shown in Fig. 2.3 (Insert). They decided on a sample size of 100 residents and to ask people
to complete the questionnaire on a Saturday morning in the town centre.
(i) Why did the students ask Question 1: Are you a resident of the town?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]

10
(ii) The students decided to use random numbers as their sampling method. Give two
advantages of this method.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
.......................................................................................................................................[2]
(d) The answers to Question 2: What benefits do you think tourists bring to the town? and
Question 3: What problems do tourists cause for you? are shown in Table 2.2 (Insert).
(i) Use the results in Table 2.2 to complete Figs 2.4 and 2.5 below. [2]
Residents’ answer to Question 2

120 Residents’ answer to Question 2
120
100
100
80
80
number of
number 60
answers of
answers 60
40
40
20
20
0
0
Create jobs Spend money Streets are Buy locally Make the
Create jobs Spend
in the shopsmoneycleaned
Streets are made
Buy locally town
Make the
in the shopsregularly
cleaned products
made well-knowntown
regularly products well-known
Fig. 2.4
120
120
100
100
80
80
number of 60
number of 60
answers
answers
40
40
20
20
0
0 Traffic Noise and Litter outside Overcrowded Car parks Jobs are
Traffic disturbance
congestion Noise and Litter and
the house outside OvercrowdedareCar
footpaths full parks seasonal
Jobs are
congestion disturbance
on local the
in the house (pavements)
garden and footpaths are full and there
seasonal
is
on local
roads in the garden (pavements) workand
onlythere
in is
roads work only in
summer
summer
Fig. 2.5
© UCLES 2018 0460/41/M/J/18
11
(ii) What conclusion can you make about Hypothesis 2: Tourism creates more benefits
than problems for local people? Support your conclusion with evidence from Table 2.2
and Figs. 2.4 and 2.5.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(e) Local residents identified traffic congestion as a main problem of tourism.
(i) Suggest why this is a problem in many towns popular with tourists.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Suggest three ways to reduce traffic congestion in tourist towns.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
3 .........................................................................................................................................
.......................................................................................................................................[3]

12
(f) As an extension study the students decided to do a traffic survey at six sites around the town
centre. They chose a day in summer when there were many tourists in the town.
The results of the traffic survey at one site are shown in Table 2.3 (Insert). Describe the
students’ fieldwork method which produced these results.
...................................................................................................................................................
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...................................................................................................................................................
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...................................................................................................................................................
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...............................................................................................................................................[4]
[Total: 30]
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13
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© UCLES 2018 0460/41/M/J/18

GEOGRAPHY 0460/41
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED
1(a) Check weather forecast / don’t go into the sea / measure waves from a safe 3
position / keep away from water / stay on beach / check sea conditions
Check tide times before setting off / watch for incoming tide / have an escape
route
Work in groups or pairs / take a mobile phone or whistle / stay together / stay
in a small area
3 @ 1
1(b)(i) Destructive waves: 4

Waves are closer together
Breaking wave plunges down / crashes down onto beach
Weak swash and strong backwash / stronger backwash / weaker swash
Pulls sand and pebbles down beach / remove beach material
Constructive waves:
Waves are further apart
Breaking wave spills forward / gently rolls up beach
Strong swash and weak backwash / stronger swash / weaker backwash
Push sand and pebbles up the beach / bring material to beach / drops
material
1 mark reserve for destructive / constructive wave process
1(b)(ii) Pick a rock on beach / person stands in sea / put pole in sea / put float in sea 3
Count number of waves breaking / hitting pole in one minute / fixed period of
time / specified time / count float going up and down in one minute
Use watch / chronometer / stopwatch / timer for timing / time for one minute
Repeat counting / do counting more than once and take average
1(c)(i) 13.7 1
1(c)(ii) Plotting measurement 7 (13) on Bervie beach 1
1(d)(i) Put rope on beach / create transect line from sea to top of beach / up beach 4
Put poles at each break of slope (NOT equal distances)
Measure distance between poles
Ensure they are vertical / perpendicular
Hold clinometer next to top / at agreed height on marker pole / eye level
Sight other marker pole at top / agreed height / string connecting same point
on each pole
Use a clinometer to measure angle / read angle / degrees / slope
Repeat along transect / different places up beach

PUBLISHED
1(d)(ii) Hypothesis is true / correct – 1 mark reserve 4
Destructive waves / high frequency at Bervie beach which has steeper profile
/ is steeper / is higher
Bervie beach = average of 13.7 waves per minute (credit highest / range / all
over 10 waves per min) and increases by / difference in height of 5–6 m
St Cyrus beach = average of 7 waves per minute and increases / difference in
height of 3–4 m
1(e)(i) Method to decide where to put quadrat such as sampling / along a transect / 2
throw over shoulder
Count the number of squares with different types of beach material
Estimate percentage of different types of material / convert number of squares
into a percentage
No credit for repeat measurements up the beach / along the profile
1(e)(ii) Plot result of site 1 (St Cyrus beach) onto graph – (dot not cross) 1
Sand = 88%, Shingle = 12%, Pebble = 0%
1(e)(iii) Hypothesis is true / correct – 1 mark reserve 3
Bervie beach has large(r) material / shingle / pebbles and steepe(r) profile
1 mark for paired data comparing two beaches, e.g.

At site 1 Bervie beach 100% shingle and pebble and St Cyrus beach has
100% sand and shingle
Credit any comparison of size of material between the two beaches. If stats
are just for one site, then the site must be identified
1(f) Classify types of pollution / decide types of pollution / observe types of 4

pollution
Create environmental index / bi-polar index / 1–5 scale
Explanation of how index is used
Decide on sampling method / random / systematic sampling
Use quadrat / transect
Count / tally litter / estimate area of oil / sewage coverage / weigh litter
Do count at two / three sites
Do count at end of day / in different seasons
Photographs of types of pollution / polluted areas

PUBLISHED
2(a)(i) Bank (not B) 1
2(a)(ii) 2, 8, 7 (not description) 3 @ 1 3
2(b)(i) Subjective decision which shops are used by tourists or residents / students 2
cannot agree decision
Shops would be used by tourists and residents
Need further research / impossible to know different types of customers /
looking is not an efficient way to categorise
2(b)(ii) Completion of pie graph: 2

13% local residents and 26% tourists and local residents
1 mark for plotting line accurately at 74%
1 mark for shading
2(b)(iii) Yes / agree with conclusion – 1 mark reserve 3
Over half / majority used by tourists / less than half used by local residents
61% / over half used by tourists only (56/92)

87% used by tourists and residents (80/92)
13% for local residents only (12/92)
2(c)(i) Students only want to ask locals / questionnaire is for residents or local 2
people / some people they approach will not be residents / don’t want tourists
to use questionnaire
Not waste time
Results will be unreliable / wrong info if tourists are included / results will be
reliable if only ask residents
Only residents can answer questions correctly / know effects of tourism
2(c)(ii) Removes bias / is fair / equal chance of everyone being selected 2

Removes selection by questioner – such as look friendly / similar age to
questioner / cannot choose who to give questionnaire to
Easy to generate from a number table, calculator, telephone directory –
1 mark reserve 2 @ 1
2(d)(i) Bar graph completion: 2

50% buy products from locals in Fig. 2.4
65% jobs are seasonal in Fig. 2.5 2 @ 1

PUBLISHED
2(d)(ii) Hypothesis is false / incorrect – 1 mark reserve 4
Tourism creates more problems than benefits

More answers on problems / more types or examples of problems (than
benefits)
Total problems (Q3) = 386 and total benefits (Q2) = 328 OR 58 more
problems
Problems = 6 types / examples, benefits = 5 types / examples
Credit paired data to 2 marks maximum
No credit for individual benefits / problems
2(e)(i) Increase in people / traffic on roads in tourist season / due to tourists / more 2
tourist traffic
Roads are narrow / high density / not built for large number of vehicles
Many tourist coaches block narrow roads / tourists drive slowly / tourists don’t
know where they are going / tourists are looking for parking space
Effect of congestion such as people are late for work / disturbed by noise /
cannot breath / more accidents / people have to leave earlier
2(e)(ii) Car parks on edge of town 3

Park and ride / more buses / trains / better public transport
Parking restrictions – e.g. no parking zones
Resident permit scheme for parking on residential roads
By-pass
Restrictions of coaches – time or location / no entry zones
One-way system of roads
More traffic police / traffic lights / roundabouts
Clear signposting (of attractions)
More footpaths / pedestrian zones
Cycle lanes / cycle hire 3 @ 1
2(f) Identify different / seven methods of travel / count different types of vehicle 4
Do survey six times in the day / list the six times from table / repeat at each
time shown in table
Start (and finish) at same time
Each survey to last for 30 minutes
Use tally method of counting / clicker
Work in pairs / groups
Organisation, e.g. more than one person does each count / one student
counts each type of vehicle / one student counts one side and another student
counts on the other side of road

GEOGRAPHY 0460/11
INSERT
1 hour 45 minutes
*8713528359-I*
The Insert contains Fig. 1.1 for Question 1, Figs. 3.1 and 3.3 for Question 3, and Figs. 6.1 and 6.2 for
Question 6.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (KS/CB) 162374/5
2
Map showing where people living in the USA in 2013 were born (total number)
USA Spain
China
Mexico
Colombia
Argentina Australia
Key
In 2013, 45 790 000 people living in the USA over 1 million
were born in other countries 500 000 – 1 million
250 000 – 499 999
100 000 – 249 999
10 000 – 99 999
1000 – 9999
less than 1000
© UCLES 2019 0460/11/INSERT/M/J/19

3

4
R
Q
© UCLES 2019 0460/11/INSERT/M/J/19

5

6
© UCLES 2019 0460/11/INSERT/M/J/19

7
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© UCLES 2019 0460/11/INSERT/M/J/19

8
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To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019 0460/11/INSERT/M/J/19

GEOGRAPHY 0460/11
MARK SCHEME
Maximum Mark: 75
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED
1(a)(i) Over 1 million 1
1(a)(ii) China Colombia .Argentina .Australia 2
All correct = 2 marks

2/3 correct = 1 mark
2 @ 1 mark

Mexico is closer/Spain is further away;
From Spain it is necessary to travel by air/sea/Mexico has a land
border/direct border;
It is cheaper to travel there from Mexico;
Spain has more options/neighbouring countries;
Etc.
Easier access^
Bigger population^
3 @ 1 mark

Language difficulties;
Difficulties finding a job;
Low paid work/exploitation;
Discrimination/racism;
Finding somewhere to live is difficult;
Missing families/friends;
High cost of living/or, e.g. such as food/healthcare;
Culture shock;
Difficult to practice religion;
Illegal entry/sent back/no green card;
Etc.
= 0
Not allowed in.
Communication problems^
Unfamiliar^
Get lost^
4 @ 1 mark
1(b)(i) Overall increase during whole period/1901–2010; 3

Decrease from 1901 to 1940 (or part of that time period, but not single year);
Increase from 1941 onwards (or part of that time period, but not single year);
Supporting statistic with two time periods and figures and units (1 MARK
RESERVE)
= 0
Biggest/bigger in 2010.
3 @ 1 mark

PUBLISHED
1(b)(ii) Ideas such as : 5

Lack of/providing more housing/overcrowded housing/squatter
settlements/slums;
Lack of/providing more health care;
Lack of/providing more educational facilities;
Lack of/providing more food;
Lack of/providing more water;
Water/air pollution;
Sanitation/waste disposal;
Integrating international migrants;
Racial/political/religious tensions;
Increasing cost of benefit payments, etc.
Jobs/unemployment;
Traffic congestion;
Strain on public transport;
Loss of income due to remittances;
Illegal so don’t pay taxes;
Checking all paperwork, etc.;
Security/border controls/drug problems;
Signage/leaflets in different languages;
= 0
Overpopulation
Disease
Need more resources
People/Government have to pay more taxes
Poverty
Crime^ but okay as development

PUBLISHED

Statements including limited detail which describe a population policy used
to influence growth rate.
e.g. One child Policy;

More developed statements which describe how a population policy is used
to influence growth rate NOT the impacts.
Note: Credit different approaches within a policy, so for example, when

marking a China One Child Policy answer, ideas will often cover the
following:
Incentives;
Penalties;
Exceptions;
Enforcement;
Note: Credit only 1 L2 mark for each of these four ideas above, although
credit should also be given for other ideas such as developing the idea such
as applying to have a child/increasing the age of marriage which do not fit
the four ideas above.
e.g. one child policy and free education L2;

one child policy and use of fines if more than one child L2;
one child policy and parents not penalized if they have twins or a child is
disabled L2
one child policy and Granny police check if couples are conforming to law
L2
Note: If another country is given generally apply the same principle, but
other ideas in the Content Guide will be relevant, e.g. gender equality acts
or educating women etc.
Level 3 (7 marks)
Uses named example.
reference which can be named parts of the chosen country,
Population data, reference to a specific named policy/specific details about it
etc.

PUBLISHED
2(a)(i) 25 (%) 1

Burning fossil fuels/oil/coal/petrol;
Smelting/processing raw materials in factories;
Congested roads/heavy lorries add to air pollution;
CO2/SO2/Nitrous oxide;
Exhaust fumes;
Smoke/chimneys;
Lots of cars^
Work all the time^
2 @ 1 mark

Greater percentage from traffic in Western Europe/or statistics;
Greater percentage from industry in Western Europe/or statistics;
Greater percentage from domestic/homes in Africa/or statistics;
Greater percentage from electricity generation in Western Europe or
statistics;
Greater percentage from other sources in Africa or statistics;
Electricity generation is highest in W.Europe but domestic usage is highest
in Africa;
Domestic usage is lowest in W.Europe but industry is lowest in Africa;
Note: Statistics must use units for credit.
= 0
More even proportions in Africa.
3 @ 1 mark

There are more vehicles used in Western Europe;
There are more factories/industries in Western Europe;
Western Europe is richer/more developed/MEDCs;
Many homes in African cities will burn wood/cleaner sources of fuels will be
used in homes in Western Europe;
More people use electricity in W.Europe;
More gadgets/appliances/air von units in W.Europe;
etc.
4 @ 1 mark

PUBLISHED
2(b)(i) Positive relationship/higher population density the more traffic congestion 3

there is;
Statistical evidence to support the above, e.g. those with a population
density below 5000 have congestion level below 30% but with density over
25 000 the congestion level is above 50% OR statistics for highest and
lowest values;
However relationship is not perfect/there are anomalies
Note: Statistics must use units for credit. 1 mark reserve.
3 @ 1 mark

Urban populations are growing rapidly/very large/densely populated;
Enough road spaces/road systems are inadequate/built years ago;
There is limited space/ lack of investment in new roads;
Lack of investment in/unreliability of public transport;
Car ownership is increasing/most work in urban areas;
Many people commute to work;
Congestion causes delays/can’t get to appointments on time;
People are late to work/school;
Emergency services can’t get through;
Air pollution;
Noise pollution;
Stress/road rage;
Rush hour/work finishes at same time;
Wasted fuel
Etc.
= 0
Accidents.

PUBLISHED

Statements including limited detail which describe the strategies used to
improve traffic congestion.

Uses named example.
More developed statements which describe the strategies used to improve

traffic congestion.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements which describe the strategies
used to improve traffic congestion, with some place specific reference.
Content Guide:
• New road building,
• Investment in public transport,
• Cycle lanes,
• Park and Ride,
• Congestion charging, etc.

Locational details,
Specific details of the schemes,
Named parts of urban areas, etc.
Statistics
3(a)(i) (Sand) dune 1
3(a)(ii) Gentle slopes/steep near beach/windward side; 2

Low level;
Marram (grass) growing on it;
Some bare sand/patches, etc.
2 @ 1 mark

PUBLISHED

Sand blown by wind;
Obstruction/pebble/litter/plant blocks wind;
Causes velocity of wind to reduce/eddies;
Deposition;
Colonization by more plants;
Gets larger over time;
etc.
3 @ 1 mark

(Prevailing) wind approaches from an angle ;
Swash comes in at an angle/obliquely;
Backwash is vertical/straight out to sea;
Material is moved in zigzag manner;
(Known as) longshore drift;
Spit develops where there is a change in direction of coastline;
Recurved/hook by waves from other directions, etc.
4 @ 1 mark
3(b)(i) P = Stack 3
Q = Cliff
R = Wave cut platform
3 @ 1 mark

Hydraulic action;
Air compressed in crack in rocks by power of waves;
Corrosion/solution;
Rocks like limestone dissolved by acids in sea water;
Corrasion/abrasion;
Waves pick up loose materials and use them to grind the cliffs;
Attrition;
Materials reduced in size as they hit each other when being carried or
moved around by waves, etc.
Note: Max 2 for each process
= 0
Cave, arch etc.
Hard and soft rock.

PUBLISHED

Statements including limited detail which describe the strategies used to
manage coastal erosion.

Uses named example.
More developed statements which describe the strategies used to manage

coastal erosion.
Level 3 (7 marks)
Uses named example.
reference.
Content Guide:
Groynes,
Revetments,
Beach nourishment,
Gabions,
Managed retreat,
Artificial sea walls
Hard and soft engineering
etc.

Locational details,
named places within the area managed,
specific details of measures, etc.
Statistics
4(a)(i) The annual precipitation is lower than 250 mm 1
4(a)(ii) Similarity: 2
Both are at similar latitude/close to Tropic of Capricorn;
Both in Southern Africa;
Both in Namibia;
Difference:
Namib is on the coast but Kalahari is inland;
Namib extends slightly further south/north than Kalahari
2 @ 1 mark

PUBLISHED

High daytime but cold night temperatures;
Lack of clouds allow high insolation during day;
Lack of clouds allows heat to escape at night;
Inland so no moderating influence of sea;
Etc.
Inland ^
3 @ 1 mark

Close to Tropic of Capricorn;
High air pressure;
Descending air;
Air cools;
Wind direction over areas of land;
Cold current causes condensation/fog;
Etc.
= 0
Lack of water sources nearby
4 @ 1 mark
4(b)(i) X is a cactus but Y is a tree/X lacks leves/branches; 3

X is higher/X is 4 metres high but Y is 3 metres;
Roots of Y are deeper/Y roots are 7 metres deep but X is only 1.5
metres;
Roots of X extend further sideways than Y;
Roots of X are sideways but Y are downwards;
= 0
Thin/thick
Large/small
Etc.
3 @ 1 mark

PUBLISHED

Seeds/plants remain dormant/lose leaves during long dry spells;
Only flower for a short period of time/after rain;
Waxy/narrow/spiky leaves to reduce transpiration;
Spiky leaves/thorns to protect from predators;
Tap roots/long roots/wide spreading roots to search for water;
Light colours to reflect sunlight;
Animals shelter in underground burrows to avoid heat;
Animals only come out to hunt at night to avoid heat;
Thick/fleshy stems/humps to store water;
Stomata are small/closes at night to avoid transpiration;
Note: No reserve on plants/wildlife.
= 0
Can survive without water
Do not credit examples alone.
etc.

PUBLISHED

Statements including limited detail which describe the characteristics of a
tropical rainforest ecosystem.

Uses named example.
More developed statements which describe the characteristics of a tropical

rainforest ecosystem.
Level 3 (7 marks)
Comprehensive and accurate statements which describe the characteristics
of a tropical rainforest ecosystem.
Note: Must consider more than one ecosystem element, e.g. plants and soil.
Content Guide:
Types of vegetation,
Types of fauna,
Layers,
Buttress roots,
Drip tip leaves,
Specified links within ecosystem eg food chains,
Nutrient cycles
Food chains
Soil
Climate, etc.

Locational details,
named flora/fauna, etc.
Statistics.
5(a)(i) Completion of bar (no need to shade) 1
5(a)(ii) Wind power; 2

Solar power,
Tidal power;
Wave power;
Biomass
= 0
Nuclear
HEP
2 @ 1 mark

PUBLISHED

More use of non-renewables than renewables;
535 petajoules non-renewable but 350 petajoules renewable;
Main fuels used are non-renewable;
Natural gas and geothermal used in equal amounts;
Compare an example of renewable and non-renewable MAX 1;
Statistics = max 1 mark reserve, must use units and be comparative
Etc.
3 @ 1 mark

Worries over radiation/meltdown;
Problem of disposing of waste;
Expensive building/setup costs;
Political issues/government ideology;
Public pressure/environmental awareness/protests;
Nuclear power stations could be damaged by earthquake;
Etc.
= 0
Dangerous/explode
Lack of technology
Nuclear accident/fallout/weapons^
Environmentally friendly^
4 @ 1 mark
5(b)(i) Higher GDP the greater the use of electricity/positive correlation; 3

Statistical evidence to support the above, e.g. Norway has GDP of 69 300
and uses 24 621 kwh energy per person but Mexico has GDP of 18 900 and
uses 2496 kwh energy per person
However relationship is not perfect/there are anomalies, e.g. Australia has a
higher GDP than Canada but uses less energy per person, etc.
Statistics = 1 mark reserve, must use units
3 @ 1 mark

Electricity availability tends to increase with development;
In many countries with low GDP many rural areas are not connected to grid;
Countries with higher GDP likely to use energy/electricity in
factories/workplaces;
Countries with higher GDP likely to use more home appliances;
Higher GDP will enable investment in power stations/supply infrastructure;
Etc.

PUBLISHED

Statements including limited detail which list methods of water supply.
e.g. rivers (L1), reservoirs (L1),aquifer (L1)

Uses named example.
More developed statements which explain how water supply is being
managed to ensure future supplies.
Level 3 (7 marks)
Uses named example.
reference.
Content Guide:
Reservoirs,
Use of water from aquifer,
Desalination,
Water transfer pipelines,
Restrictions on use,
Cloud seeding
Water treatment
Grey water
Etc.
= 0
Irrigation

Locational details/named areas within country/area chosen
Specific schemes, etc.
Statistics
6(a)(i) (Production of crops animal products/farming) for use by family/tribe/not to 1

sell

PUBLISHED
6(a)(ii) Evidence such as: 2

Wood/branches on ground;
Tree stumps seen;
Plants are lower level than surrounding ones;
Vegetation is not so dense as surrounds;
Banana plants can be seen growing;
Areas of bare soil/ground can be seen;
Etc.
= 0
Clearing
2 @ 1 mark

Rain is heavy in the tropical rainforest/there are regular storms;
Bare soil is exposed/no trees for shelter;
Particles of soil are washed/carried away by the water;
No interception;
No roots to hold soil;
= 0
Wind blows away
Nutrients
Etc.
3 @ 1 mark
6(a)(iv) Strategies such as: 4

Contour ploughing;
Protect the ground with vegetation cover,
Avoid overgrazing/overcultivation;
Add mulch;
Build retaining walls;
Strip cropping,
Plant trees;
Terracing;
Irrigation;
Etc.
= 0
Crop rotation
4 @ 1 mark

Air pollution from burning fuels;
Water pollution from disposing of waste/washing clothes/sewage;
Noise pollution from construction/shipbuilding/children;
= 0
Boiling
Machinery
3 @ 1 mark

PUBLISHED

Poisoning of water sources/air;
Build up of toxins;
Acid rain;
Loss of habitat;
Kills wildlife/plants;
Extinction;
Noise scares wildlife;
Destruction of vegetation;
Impacts on ecosystems/food chains;
Eutrophication/algal blooms
= 0
Air pollution
Water pollution
Global warming
etc.

Statements including limited detail which describe the impacts of global
warming on the natural environment.
e.g. flooding (L1)

More developed statements which describe the impacts of global warming
on the natural environment.
Note: MAX 5 if no place references, MAX 6 if one place reference
Level 3 (7 marks)
Comprehensive and accurate statements, including some place references.
Content Guide:
Changing rainfall patterns,
Carbon dioxide/oxygen balance,
Melting of ice caps/glaciers,
Impacts on:
Species
Biodiversity
Food chains, etc.

* 8 7 1 3 5 2 8 3 5 9 *
GEOGRAPHY 0460/11
1 hour 45 minutes
Calculator
Protractor
Write your centre number, candidate number and name in the spaces provided.

The Insert contains Fig. 1.1 for Question 1, Figs. 3.1 and 3.3 for Question 3, and Figs. 6.1 and 6.2 for
Question 6.
Definitions
DC (KS/CB) 162375/6
2
Section A
1 (a) Study Fig. 1.1 (Insert), which shows information about immigrants to the USA in 2013.
(i) How many people were living in the USA in 2013 who were born in other countries?
Tick one answer in the table below:
Tick (✓)
Less than 1000
1000 to 9999
10 000 to 99 999
100 000 to 249 999
250 000 to 499 999
500 000 to 1 million
Over 1 million
[1]
(ii) Put the following countries in rank order according to the number of people born there
who were living in the USA in 2013.
Argentina Australia China Colombia
1st ...........................................
2nd ..........................................
3rd ...........................................
4th ........................................... [2]
© UCLES 2019 0460/11/M/J/19

3
(iii) Using Fig. 1.1 only, suggest three reasons why there are more immigrants to the USA
from Mexico (an LEDC) than from Spain (an MEDC).
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
(iv) Describe the difficulties which immigrants from Mexico may experience when settling in
the USA.
...........................................................................................................................................
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...........................................................................................................................................
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.......................................................................................................................................[4]

4
(b) Study Fig. 1.2, which shows information about immigration to the USA between 1901 and
2010.
14
12
10
immigration 8
to the USA
(millions) 6
0
1901–1910
1911–1920
1921–1930
1931–1940
1941–1950
1951–1960
1961–1970
1971–1980
1981–1990
1991–2000
2001–2010
years
Fig. 1.2
(i) Describe the changes in the numbers of immigrants to the USA between 1901 and 2010.
You should refer to years and use statistics in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2019 0460/11/M/J/19

5
(ii) Explain how a large amount of immigration is likely to create challenges for countries
receiving migrants such as the USA.
...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[5]

6
(c) For a named country you have studied, describe a policy which has been used to influence its
population growth.
Name of country ..........................................
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[Total: 25]
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2 (a) Study Fig. 2.1, which shows information about the sources of air pollution in urban areas in
Africa and Western Europe.
Africa
0
%
90 10
80 20
70 30
60 40
50
Western Europe
0
%
90 10
Key
Source of air pollution
in urban areas
80 20
traffic
industry
domestic
70 30
electricity
generation
other
60 40
50
Fig. 2.1
(i) What percentage of air pollution in urban areas in Western Europe is caused by traffic?
..............................................% [1]

8
(ii) Explain how traffic and industry may each cause air pollution.
Traffic .................................................................................................................................
...........................................................................................................................................
Industry ..............................................................................................................................
.......................................................................................................................................[2]
(iii) Using evidence from Fig. 2.1 only, compare sources of air pollution in urban areas in
Africa and Western Europe.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Suggest reasons for the differences in the sources of air pollution in urban areas in Africa
and Western Europe.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
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9
(b) Study Fig. 2.2, which is a graph showing information about urban population density and
traffic congestion in selected urban areas.
The greater the traffic congestion the more time people spend travelling.
80
70
60
extra time 50
spent
40
travelling
(%)
30
20
10
0
0 5000 10 000 15 000 20 000 25 000 30 000
urban population density
(people per km2)
Fig. 2.2
(i) Describe the relationship between urban population density and the extra time spent
travelling shown by Fig. 2.2. Use statistics in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

10
(ii) Explain why traffic congestion is a problem in many urban areas.
...........................................................................................................................................
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.......................................................................................................................................[5]
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(c) For a named urban area you have studied, describe the strategies used to reduce traffic
congestion.
Name of urban area ....................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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[Total: 25]
12
Section B
3 (a) Study Fig. 3.1 (Insert), which is a photograph of part of a sand spit, and Fig. 3.2 an annotated
sketch of a sand spit.
land
sea
movement of
prevailing beach material
winds
Fig. 3.2
(i) Identify the type of coastal landform shown at X on Fig. 3.1.
.......................................................................................................................................[1]
(ii) Describe two characteristics of the coastal landform shown at X on Fig. 3.1.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(iii) Explain how coastal landform X has been formed on the sand spit.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
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13
(iv) Explain how a sand spit is formed.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(b) Study Fig. 3.3 (Insert), which is a photograph of an area of coastline which has been affected
by coastal erosion.
(i) Identify the coastal landforms labelled P, Q and R on Fig. 3.3 in the spaces below.
P .............................................
Q .............................................
R ............................................. [3]
(ii) Describe the processes of coastal erosion.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]

14
(c) For a named area of coast you have studied, describe the strategies used to manage coastal
erosion.
Name of area of coast .................................
...................................................................................................................................................
...................................................................................................................................................
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[Total: 25]
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15

16
4 (a) Study Fig. 4.1, which is a map which shows two hot deserts in Southern Africa.
ANGOLA ZAMBIA
Zambezi
Okavango
ZIMBABWE
N
NAMIBIA
MOZAMBIQUE
BOTSWANA
Limpopo Tropic of
A FR I CA Capricorn
South Nosob
Atlantic Molopo
Ocean
SWAZILAND Indian
Ocean
Vaal
Orange
LESOTHO
cold prevailing
current wind
SOUTH
AFRICA Key
0 125 Kalahari Desert
km Namib Desert
Vaal river
country border
Fig. 4.1
(i) Tick the one statement which best describes the climate of a hot desert.
Tick (✓)
deserts have no seasons
every day the temperatures are above 35 °C
the annual precipitation is lower than 250 mm
there is never any precipitation
[1]
(ii) State one similarity and one difference between the location of the Kalahari Desert and
the location of the Namib Desert.
Similarity .............................................................................................................................
...........................................................................................................................................
Difference ...........................................................................................................................
.......................................................................................................................................[2]
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17
(iii) Explain why deserts, such as the Kalahari, have a high diurnal (daily) range of
temperature.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Using evidence from Fig. 4.1 and your own knowledge, explain why the Namib Desert
does not receive much rainfall.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

18
(b) Study Fig. 4.2, which shows diagrams of two plants which grow in the desert.
Plant X Plant Y
4 4
3 3
2 2
1 1
0 0
metres metres
1 1
2 2
3 3
4 4
5 5
6 6
7
8
9
Fig. 4.2
(i) Identify three differences between plants X and Y.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
.......................................................................................................................................[3]
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(ii) Explain how plants and wildlife are able to survive in a hot desert.
...........................................................................................................................................
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...........................................................................................................................................
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.......................................................................................................................................[5]

20
(c) For a named area of tropical rainforest, describe the characteristics of its ecosystem.
Name of area of rainforest ...........................
...................................................................................................................................................
...................................................................................................................................................
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[Total: 25]
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21
Section C
5 (a) Study Fig. 5.1, which shows information about energy supply in New Zealand (an MEDC) in
2014.
oil
natural gas
geothermal power
HEP
other renewables
coal
0 50 100 150 200 250 300

amount of energy supplied (petajoules)
Fig. 5.1
(i) Complete the bar on Fig. 5.1 to show the following information:
Amount of energy produced from oil = 275 petajoules [1]
(ii) Name two types of renewable energy which could be included in the bar for ‘other
renewables’.
1 .........................................................................................................................................
2 .....................................................................................................................................[2]

22
(iii) Using Fig. 5.1 only, compare the use of renewable and non-renewable energy in New
Zealand. Use statistics in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Suggest reasons to explain why New Zealand does not use nuclear power.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
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23
(b) Study Fig. 5.2, which is a table showing information about Gross Domestic Product (GDP)
per person (a measure of wealth) and the use of electricity per person.
GDP per person Electricity used

(US$) (kWh per person)
Norway 69 300 24 621
USA 57 300 13 734
Australia 48 800 11 028
Germany 48 200 7170
Canada 46 200 17 026
UK 42 500 5578
France 42 400 7483
Japan 38 900 8065
New Zealand 37 100 9802
Portugal 28 500 4924
Turkey 21 100 3259
Mexico 18 900 2496
Fig. 5.2
(i) Describe the relationship between GDP per person and the use of electricity per person
shown by Fig. 5.2. Use statistics in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]

24
(ii) Explain why there is a relationship between GDP per person and the use of electricity
per person.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
.......................................................................................................................................[5]
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25
(c) For a named country, describe the methods used to supply water to the population.
Name of country .........................................
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[Total: 25]

26
6 (a) Study Fig. 6.1 (Insert), which is a photograph of an area with an Equatorial climate where the
land is being used for subsistence farming.
(i) What is meant by subsistence farming?
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Identify two pieces of evidence that the forest has been cleared in the area shown in
Fig. 6.1.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
.......................................................................................................................................[2]
(iii) Explain why soil erosion is likely to occur in the area shown in Fig. 6.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(iv) Describe the strategies which can be used by farmers to reduce soil erosion.
...........................................................................................................................................
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.......................................................................................................................................[4]
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27
(b) Study Fig. 6.2 (Insert), which is a photograph of an area where economic activity is taking
place.
(i) Suggest why each of the following types of pollution are occurring in the area shown in
Fig. 6.2.
air pollution .........................................................................................................................
...........................................................................................................................................
water pollution ....................................................................................................................
...........................................................................................................................................
noise pollution ....................................................................................................................
.......................................................................................................................................[3]
(ii) Explain how pollution may threaten the local natural environment.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]

28
(c) Describe the impacts of global warming on the natural environment. You should refer to
named areas affected.
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[Total: 25]
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BLANK PAGE
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BLANK PAGE
© UCLES 2019 0460/11/M/J/19

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
*8919559910-I*
The Insert contains Figs. 3.1 and 3.2 for Question 3, and Figs. 6.1 and 6.2 for Question 6.
DC (JP/SG) 162981/3
2
Figs. 3.1 and 3.2 for Question 3
Fig. 3.1
Fig. 3.2
© UCLES 2019 0460/21/INSERT/M/J/19

3
Figs. 6.1 and 6.2 for Question 6
Fig. 6.1
Fig. 6.2
© UCLES 2019 0460/21/INSERT/M/J/19

4
BLANK PAGE
© UCLES 2019 0460/21/INSERT/M/J/19

* 8 9 1 9 5 5 9 9 1 0 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Protractor
Plain paper
Calculator

Definitions
DC (JP/SG) 162980/6
2
1 Study the map extract for Kivik, Sweden. The scale is 1:50 000.
Fig. 1.1 shows some of the features in the south west of the map extract around the settlement of
Olof.
44 45 46 47
68 68
D
E
67 67
C
F
66 66
A
B
65 65
44 45 46 47
Fig. 1.1
(a) Using the map extract, identify the following features shown on Fig. 1.1:
(i) feature A
.......................................................................................................................................[1]
(ii) the type of road at B
.......................................................................................................................................[1]
(iii) feature C
.......................................................................................................................................[1]
(iv) the height above sea level at spot height D
........................................ metres [1]
(v) the land use in area E
.......................................................................................................................................[1]
(vi) the land use in area F.
.......................................................................................................................................[1]
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3
(b) Look at the coastal area from Kivik to the northern edge of the map extract. Give two pieces
of map evidence which suggests that this area has a tourist industry.
1...................................................................................
2...................................................................................
[2]
(c) Fig. 1.2 is a cross section along northing 69 from 490690 to the sea at 560690.
Y
coastline
X Z
150 150
metres metres
above 100 100 above
sea sea
level level
50 50
0 0
490690 560690
Fig. 1.2
(i) Identify feature X.
.......................................................................................................................................[1]
(ii) Name the settlement at Y.
......................................................................................................................................[1]
(iii) Using the map, complete the cross section on Fig. 1.2 between Z and the coastline.
[1]

4
(d) Look at the settlements of Olof and S Mellby. Find the churches in Olof and S Mellby, shown
by this symbol:
†
(i) Measure the distance in a straight line between the church at Olof and the church at
S Mellby. Give your answer in metres.
........................................ metres [1]
(ii) Give the compass direction from the church at Olof to the church at S Mellby.
........................................ [1]
(iii) Measure the bearing from the church at Olof to the church at S Mellby.
........................................ degrees [1]
(iv) What is the six-figure grid reference of the church at S Mellby? Tick one box below.
Tick (3)
688507
507688
507689
513691
507691
[2]
© UCLES 2019 0460/21/M/J/19

5
(e) Fig. 1.3 shows an area in the north of the map extract.
47 48 49 50
73 73
eån
M öll
72 72
71 71
47 48 49 50
Fig. 1.3
Describe the relief of this area.
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
...................................................................................................................................................
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...............................................................................................................................................[4]
[Total: 20]

6
2 (a) Study Fig. 2.1, which shows the population structure of South Sudan in 2014 and Fig. 2.2,
which shows the population structure of Germany in 2014.
South Sudan
100+
male 95–99 female
90–94
85–89
80–84 65+
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44 15–64
35–39
30–34
25–29
20–24
15–19
10–14
5–9 0–14
0–4
1000 800 600 400 200 0 0 200 400 600 800 1000
population (in thousands) age group population (in thousands)
Fig. 2.1
Germany
100+
male 95–99 female
90–94
85–89
80–84 65+
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39 15–64
30–34
25–29
20–24
15–19
10–14
5–9 0–14
0–4
4 3.2 2.4 1.6 0.8 0 0 0.8 1.6 2.4 3.2 4
population (in millions) age group population (in millions)
Fig. 2.2
(i) Plot the following information on Fig. 2.1:
600 000 females aged 15–19
400 000 males aged 25–29. [2]
© UCLES 2019 0460/21/M/J/19

7
(ii) Give three differences between the population structure of South Sudan and the
population structure of Germany.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
3 .........................................................................................................................................
.......................................................................................................................................[3]
(iii) Suggest one problem caused by each population structure.
South Sudan
...........................................................................................................................................
...........................................................................................................................................
Germany
...........................................................................................................................................
.......................................................................................................................................[2]

8
(b) Fig. 2.3 shows the population structure of Qatar in 2014.
Qatar (2014)
100+
male 95–99 female
90–94
85–89
80–84 65+
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39 15–64
30–34
25–29
20–24
15–19
10–14
5–9 0–14
0–4
300 240 180 120 60 0 0 60 120 180 240 300
population (in thousands) age group population (in thousands)
Fig. 2.3
Look at the numbers of males and females in Qatar. Suggest a reason for this population
structure.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
© UCLES 2019 0460/21/M/J/19

9
3 Figs. 3.1 and 3.2 (Insert) are photographs which show two settlements.
(a) Describe the site and location of each settlement.
Fig. 3.1
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
Fig. 3.2
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Describe the agriculture in each photograph.
Fig. 3.1
...................................................................................................................................................
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Fig. 3.2
...................................................................................................................................................
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[Total: 8]

10
4 Fig. 4.1 shows the locations of the epicentres of the largest earthquakes that occurred on January
3 2017.
North Eurasian Plate

American
Plate
African
Pacific Plate Indian
Plate Plate
South
Nazca American
Plate Plate Australian
Plate
Key
plate boundary Antarctic Plate
epicentre of
earthquake
Fig. 4.1
(a) (i) What is meant by the term epicentre?
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Describe the relationship between earthquakes and plate boundaries shown on Fig. 4.1.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) Table 4.1 shows the depth of focus and magnitude (strength) of the earthquakes shown on
Fig. 4.1.
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11
Table 4.1
Depth of focus Magnitude

(km) (Richter value)
206 3.9
36 5.5
121 4.5
68 5.2
36 4.6
54 4.5
44 2.7
8 3.4
35 2.6
5 2.6
1 2.6
7 2.6
6 3.5
110 3.2
35 3.3
108 5.9
216 4.2
11 4.8
Table 4.2 describes the depth of earthquake foci.
Table 4.2
Depth of focus (km) Description

0–50 shallow
51–300 medium
301–670 deep
Using Table 4.2, what is the depth of most of the earthquakes shown on Fig. 4.1 and Table 4.1? Tick
one box in the table below. [1]
Tick (3)
shallow
medium
deep

12
(c) (i) Table 4.3 describes the magnitude (strength) of earthquakes.
Table 4.3
Magnitude Description Average frequency

(Richter value) per year
2–3.9 minor More than 1 million
4–4.9 light 10 000–150 000
5–5.9 moderate 1000–1500
6–6.9 strong 100–150
7–7.9 major 10–20
8 and over great 1
What term describes most of the earthquakes shown on Fig. 4.1 and Table 4.1? Tick one
box below.
Tick (3)
minor
light
moderate
strong
major
great
[1]
(ii) Describe the relationship between the magnitude and frequency of earthquakes shown
in Table 4.3.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(d) Give two earthquake hazards which cause death or injury to people.
1 .................................................................................................................................................
2 .............................................................................................................................................[2]
[Total: 8]
© UCLES 2019 0460/21/M/J/19

13
5 Study the following information about the weather for one week in January in Cumbria, UK.
Table 5.1
Date in January 25 26 27 28 29 30 31
maximum temperature (°C) 6 7 8 8 8 5 4
minimum temperature (°C) 4 4 5 4 0 –2 –4
wind direction SW SW W W N E E
rainfall (mm) 8 10 4 0 0 0 0
weather
(a) Name three of the instruments used to collect the data in Table 5.1.
1.......................................................................
2.......................................................................
3....................................................................... [3]
(b) Using the information in Table 5.1 only, describe the relationship between wind direction and
rainfall.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]

14
(c) Look at the information about wind direction on January 30 and 31 shown in Table 5.1.
Plot this information on Fig. 5.1. [1]
Wind rose for January
NW NE
Key
= 1 day
W E
SW SE
Fig. 5.1
(d) Using the information in Table 5.1, calculate the range of temperature on January 30.
.....................................................°C [1]
(e) Using the information in Table 5.1, describe the influence of cloud cover on temperatures.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
© UCLES 2019 0460/21/M/J/19

15
6 Figs. 6.1 and 6.2 (Insert) are photographs which show two sides of the same street in Cambridge,
UK.
(a) Describe the buildings seen in Fig. 6.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[5]
(b) Using evidence from Figs. 6.1 and 6.2 only, suggest why the street is a popular destination
for tourists.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 8]
© UCLES 2019 0460/21/M/J/19

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© UCLES 2019 0460/21/M/J/19

GEOGRAPHY 0460/21
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED
1(a)(i) railway (any type) 1
1(a)(ii) public road (any type) 1
1(a)(iii) shooting range (any type) 1
1(a)(iv) 144 (metres) 1
1(a)(v) forest (any type) 1
1(a)(vi) arable (land) 1
1(b) camp site, 2

marina,
bathing,
ancient monument
1(c)(i) road 1
1(c)(ii) S Mellby 1
1(c)(iii) profile completed with ground rising (not over 100m) then falling to sea level 1
at the coastline
1(d)(i) 6600–6900 (metres) 1
1(d)(ii) NE / ENE 1
1(d)(iii) 62–65 (degrees) 1
1(d)(iv) 507688 = 2 2
507689 = 1
1(e) valley, 4
steep (sides),
uniform slope,
V-shaped,
narrow,
lowest 10–25 m,
highest 110–120 m,
north facing slope / slopes down to north

PUBLISHED
2(a)(i) Correct plot of females 15–19 600 000, 2

Correct plot of males 25–29 400 000
2(a)(ii) South Sudan more young / 0–14, 3

South Sudan fewer middle aged / economically active / 15–64,
South Sudan fewer old / 65+,
South Sudan fewer older women, (or emphasis on Germany)
Allow age ranges within those above but not single bars.
Allow single points on South Sudan.
Wide base / BR / DR etc. = 0.
2(a)(iii) South Sudan 2

large numbers of young to feed / educate / support,
small number of productive / economically active people,
Germany
large numbers of old people to support / care for,
many more elderly in the future,
fewer younger workers,
lack of army in the future
Allow ‘dependence’ once in either section without full explanation.
2(b) male migrant labour, 1

PUBLISHED
3(a) Fig. 3.1 4

gentle slopes / flat / avoids steep,
lower land / avoids high / foot of mountains (near mountains = 0),
in valley,
near lake
Fig. 3.2
gentle slope,
raised/higher/on hill,
avoids floods/marsh
Maximum three on each photograph.
3(b) Fig. 3.1 4

fields / plots,
in rows,
unused land,
reservoir / dam for irrigation
Fig. 3.2
fields / plots,
flooded / padi / rice,
raised banks,
young / new crop
Allow ‘arable/crops/plantations’ once in either part.
Maximum three on each photograph.

PUBLISHED
4(a)(i) point on Earth’s surface above focus / origin 1
4(a)(ii) on plate boundaries, 2

some / 1 / 2 / 3 away from boundaries,
mostly destructive / convergent boundaries
4(b) shallow 1
4(c)(i) minor 1
4(c)(ii) inverse relationship / negative correlation, 1

as one increases the other decreases (allow other expressions)
4(d) falling buildings, 2

collapse of other named structure (e.g. bridge, power line, road, trees,
furniture),
fire,
breaking glass,
named post-earthquake hazard (e.g. famine, disease),
tsunami,
slope failure / mass movement

PUBLISHED
5(a) maximum – minimum thermometers / Six’s thermometer, 3

wind / weather vane,
rain gauge,
sunshine recorder
5(b) SW wind rain E / N wind no rain (allow sunny / no cloud) 1
5(c) correct plot of 2 days east 1
5(d) 7 °C 1
5(e) more cloud higher maximum, (If neither given allow 2

more cloud higher minimum, more cloud higher temperatures = 1)
more cloud smaller range
Or converse of each point.

PUBLISHED
6(a) tall / narrow, 5

4 / 5 storeys,
brick (allow blocks),
shops / commercial on ground floor (allow 1st floor),
joined to each other / close to each other,
balconies,
different designs / colours,
large windows,
chimneys,
sloping roofs
6(b) shopping, 3
café / restaurant,
history / culture / old,
architecture / named building (e.g. palace, church, castle, university)

GEOGRAPHY 0460/41
INSERT
1 hour 30 minutes
*7121089852-I*
The Insert contains Figs. 1.1 and 1.4 and Tables 1.2 and 1.3 for Question 1, and Tables 2.1, 2.2 and 2.3 and
Fig. 2.2 for Question 2.
DC (KS/TP) 162997/5
2
Land use on the farm

A
S
Ol S
Or
11
Ol S
Ol
Or
Ol 10
Ol B
road 9
On 8
T 7 10
W P Ol S
Or 6 On 9
P
P Or 5 T 8 Ol
W P
T Or 7 Ol
A 3 P 4 Or
2
C P B
1 6
C 5 Or Ol
W Or
P 4 B
ro
C
ad
B Or Or
P
Key C
3
Or
W Or
W Wheat
2
Ol Olives Or
B 1 W
W
Or Oranges
W N
S Sheep
W
P Potatoes
C Cattle
ro
T Tomatoes 0 100
ad
m
B Beans
On Onions
Farmhouse
Farm buildings
2
A A paths and
fieldwork
B B locations
3
© UCLES 2019 0460/41/INSERT/M/J/19

3
Cell (mobile) phone screen

4
Path A
Fieldwork Land use in Height of land Angle of slope

location the field (m) (degrees)
1 Wheat 57 2
2 Wheat 59 2
3 Cattle 66 3
4 Potatoes 71 2
5 Oranges 75 4
6 Tomatoes 78 5
7 Onions 89 7
8 Olives 104 9
9 Olives 126 16
10 Sheep 153 25
11 Sheep 176 23
Path B
Fieldwork Land use in Height of land Angle of slope

location the field (m) (degrees)
1 Wheat 56 3
2 Wheat 63 4
3 Potatoes 66 6
4 Cattle 70 4
5 Beans 74 7
6 Oranges 75 8
7 Oranges 77 8
8 Olives 96 12
9 Olives 119 13
10 Sheep 142 19
© UCLES 2019 0460/41/INSERT/M/J/19

5
Field size and labour requirements
Labour needed
Land use in Average field size
(hours per hectare
the field (hectares)
per year)
Sheep 8.3 4
Wheat 7.0 7
Cattle 6.2 6
Olives 3.9 9
Beans 3.3 13
Onions 3.1 17
Tomatoes 2.9 19
Oranges 2.5 13
Potatoes 2.2 16

6
Results at site 5
Distance across
0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
channel (m)
Depth of river
0.15 0.25 0.27 0.21 0.16 0.18 0.16 0.13 0.11 0.07 0.05 0.02
(m)
Wetted perimeter
Distance Group A Group B

Site downstream from wetted perimeter wetted perimeter
source (km) calculation (m) measurement (m)
1 0.5 1.75 1.8
2 2.1 3.25 3.6
3 7.4 4.0 3.5
4 11.3 6.3 6.9
5 15 6.9 6.6
Average velocity
Site Average velocity (m / sec)

1 0.29
2 0.58
3 0.46
4 0.39
5 0.67
© UCLES 2019 0460/41/INSERT/M/J/19

7
Measuring the wetted perimeter
Wetted perimeter can be measured using a rope or tape measure, which should be stretched across
the river bed from one bank to the other.
Measuring the wetted perimeter
© UCLES 2019 0460/41/INSERT/M/J/19

8
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© UCLES 2019 0460/41/INSERT/M/J/19

* 7 1 2 1 0 8 9 8 5 2 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Protractor
Ruler

The Insert contains Figs. 1.1 and 1.4 and Tables 1.2 and 1.3 for Question 1, and Tables 2.1, 2.2 and 2.3 and
Fig. 2.2 for Question 2.
DC (KS/TP) 162998/5
2
1 Students who lived in Campania, a farming region of Italy, did fieldwork to investigate the land use
on a local farm.
(a) The farmer gave the students a map of the farm which showed the main field boundaries.
The students were then given permission to investigate and draw a map to show the different
ways that the fields were being used. Their map is shown in Fig. 1.1 (Insert).
(i) Use the map key to identify the land use in the two fields described below.
Description Land use

a large field located 200 m east of the farmhouse
a field located 300 m north-north west of the farmhouse
[2]
(ii) The students did not recognise some of the crops growing in the fields. Suggest how
they could solve this problem to complete their map.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
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3
(iii) From their map, the students estimated the area used for different types of farming. The
results are shown in Table 1.1 below.
Table 1.1
Land use on the farm
Percentage of
Land use Area (ha)
farm area (%)
Wheat 14 24.6
Olives 11 19.3
Oranges 10 17.5
Sheep 7 12.3
Potatoes 6 10.5
Cattle 4 7.0
Tomatoes 2 3.5
Beans 2 3.5
Onions 1 1.8
Total 100
Calculate the total area of the farm.

.....................................hectares (ha) [1]

4
(iv) The students plotted the area of each land use on a bar graph, and the percentage of
the total farm area in each land use on a pie graph. These are shown in Figs. 1.2 and 1.3
below.
Area of each land use

16
14
12
10
area (ha) 8
0
at
es
es
es
To ttle
s
oe
an
on
ee
he
liv
ng
to
at
Be
ni
Sh
ta
C
W
ra
O
m
Po
O
land use
Fig. 1.2
Percentage of total farm area in each land use
Key
Wheat
Olives
Oranges
Sheep
Potatoes
Cattle
Tomatoes
Beans
Onions
Fig. 1.3
© UCLES 2019 0460/41/M/J/19

5
Give one advantage of each graph to show the data.
Bar graph ...........................................................................................................................
...........................................................................................................................................
Pie graph ............................................................................................................................
..................................................................................................................................... [2]
The students decided to investigate two hypotheses:
Hypothesis 1: The land use changes as land gets higher and steeper.
Hypothesis 2: There is a positive relationship between the size of fields and the amount
of labour needed for different land uses.
(b) To investigate Hypothesis 1 the students needed to find out the height and steepness
of slope in different fields. To do this they followed two paths up the hillside from the road
on which the farmhouse was located. When they came to each different field they did two
fieldwork tasks which are described below.
The paths and fieldwork locations are shown on Fig. 1.1 (Insert).
(i) They recorded the height of the land using their cell (mobile) phone. The application is
shown in Fig. 1.4 (Insert). Which piece of information below would the students record?
Tick your choice.
Tick (✓)
altitude
latitude
longitude
[1]
(ii) They measured the angle of slope along each path. Suggest what equipment they would
use and how they would do this task.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]

6
(iii) Table 1.2 (Insert) shows the results of their fieldwork. The students made the conclusion
that Hypothesis 1: The land use changes as land gets higher and steeper was true. Use
evidence from Table 1.2 and Fig. 1.1 to support this decision.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(iv) Suggest two reasons why the land use changes as the land gets higher and steeper.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
..................................................................................................................................... [2]
(c) To test Hypothesis 2: There is a positive relationship between the size of fields and the
amount of labour needed for different land uses, the students obtained some secondary data
from the farmer. This is shown in Table 1.3 (Insert).
© UCLES 2019 0460/41/M/J/19

7
(i) Use the data in Table 1.3 to plot the average field size and labour needed for wheat
and olives on Fig. 1.5 below. Label the two land uses. [2]
Relationship between field size and labour

requirements for different land uses
20
19
Tomatoes
18
17
Onions
16
Potatoes
15
14
13
Oranges Beans
12
11
10
labour
9
needed
(hours per
hectare 8
per year)
7
6
Cattle
5
4
Sheep
3
0
0 1 2 3 4 5 6 7 8 9 10
average field size (hectares (ha))
Fig. 1.5

8
(ii) Draw a best-fit line onto Fig. 1.5. [1]
(iii) What is your conclusion about Hypothesis 2: There is a positive relationship between
the size of fields and the amount of labour needed for different land uses? Support your
conclusion with evidence from Table 1.3 and Fig. 1.5.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(d) (i) Labour is a human input of farming. Give two other human (economic and/or social)
inputs on a farm such as this.
1 .........................................................................................................................................
2 ................................................................................................................................... [2]
(ii) The steepness and height of the land are natural inputs which affect how the land is
used. Give one other natural input which affects land use.
..................................................................................................................................... [1]
(e) To extend their investigation the students wanted to find out more about the processes which
took place on the farm. Describe ways that they could do this.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 30]
© UCLES 2019 0460/41/M/J/19

9
2 Students investigated how the cross section and velocity of a local river changed downstream.
They did fieldwork at five sites along the river.
The two hypotheses which the students tested were:
Hypothesis 1: The wetted perimeter of the river channel increases at each site downstream.
The wetted perimeter is the part of the river channel cross section which is in contact with the
water.
Hypothesis 2: River velocity (speed of flow) increases downstream.
(a) Before beginning their fieldwork, the students discussed the fieldwork tasks they needed
to do.
(i) Suggest three factors the students should have considered in choosing their fieldwork
sites.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
3 .........................................................................................................................................
..................................................................................................................................... [3]
(ii) Suggest how the students could prepare for the fieldwork tasks before making their
measurements so that their results would be as accurate as possible.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

10
(b) To investigate Hypothesis 1: The wetted perimeter of the river channel increases at each
site downstream, two groups of students used different fieldwork methods.
Group A measured the width of the river channel and the depth of the river at points across
the channel to calculate the wetted perimeter.
Group B measured the wetted perimeter in the river channel itself.
(i) Describe how group A would measure the width of the channel and the depth at different
points across the channel.
width of river channel .........................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
depth of river channel .........................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(ii) Group A’s measurements for one site are shown in Table 2.1 (Insert).
Use these results to complete the cross section and shade in the river channel on
Fig. 2.1 below. [2]
Results of measurements at site 5

0
0.05
0.10
depth of 0.15
river
(m) 0.20
0.25
0.30
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
distance across / width of channel (m)
Fig. 2.1
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11
(iii) The method used by group B is shown in Fig. 2.2 (Insert). Suggest two difficulties of this
method of measuring the wetted perimeter of the channel.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
..................................................................................................................................... [2]
(iv) Table 2.2 (Insert) shows the results obtained by groups A and B. What conclusions did
the students in groups A and B make about Hypothesis 1: The wetted perimeter of the
river channel increases at each site downstream?
Use evidence from Table 2.2 to support the conclusions.
Group A ..............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
Group B ..............................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]

12
(c) To investigate Hypothesis 2: River velocity (speed of flow) increases downstream, the
students measured the velocity at each site.
(i) Describe one method to measure river velocity.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(ii) The students’ measurements are shown in Table 2.3 (Insert). Plot the result for site 5
on Fig. 2.3 below. [1]
Average velocity at different sites

upstream
1
site 3
5
downstream
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7
average velocity (m / sec)
Fig. 2.3
(iii) The students’ conclusion was that their results partially supported Hypothesis 2: River
velocity (speed of flow) increases downstream. Give two pieces of evidence from
Fig. 2.3 and Table 2.3 to explain why they reached this conclusion. Support each piece
of evidence with data.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
..................................................................................................................................... [2]
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13
(d) A student in group A read in textbooks that the wetted perimeter of the river channel creates
friction, so the longer the wetted perimeter, the more friction there will be between the channel
and the river. Friction slows down the velocity of the river.
(i) The student plotted her results of the wetted perimeter and velocity measurements on a
scatter graph, Fig. 2.4 below.
Relationship between wetted perimeter and velocity

0.7
5
0.6
2
0.5
3
average 0.4
velocity 4
(m/sec) 0.3
1
0.2
0.1
0
0 1 2 3 4 5 6 7
wetted perimeter (m)
Fig. 2.4
Which one of the following are the student’s results for site 2?
Tick (✓) your answer.
Wetted perimeter (m) Average velocity (m / sec) Tick (✓)

3.0 0.52
3.25 0.58
3.5 0.61
[1]
(ii) The student decided that the results showed a partial relationship between the length of
the wetted perimeter and river velocity. Support this decision with data from Fig. 2.4.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
14
(iii) The wetted perimeter is one factor which affects a river’s velocity. Give two other factors
which also affect the velocity.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
..................................................................................................................................... [2]
[Total: 30]
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15
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© UCLES 2019 0460/41/M/J/19

GEOGRAPHY 0460/41
Paper 4 Alternative for Coursework May/June 2019
MARK SCHEME
Maximum Mark: 60
Published
Teachers.

PUBLISHED
responses seen).

PUBLISHED
1(a)(i) Wheat 2
Cattle
2@1
1(a)(ii) Photograph / take sample of crop / sketch / picture 2

Look up in book / internet
Ask farmer / teacher / expert
1(a)(iii) 57 (ha) 1
1(a)(iv) Bar graph: shows area / number / figures / units / amount / quantity / 2
how much land is used for
Easy to compare land use areas
Pie graph: shows proportion / percentage

Easy to compare proportion / percentage
2@1
1(b)(i) Altitude 1
1(b)(ii) Use tape measure to measure certain distance / 10 m (more than 5 m) / 4
measure from one change of slope to next
Students hold / put (marker) poles at either end of measured distance /
slope section
Ensure poles are vertical
Use a clinometer / protractor to measure angle / read angle / read degrees
Hold clinometer next to top / at certain height on (marker) pole / at eye level
Sight other (marker) pole at top / agreed height / string at same height
Repeat along the path / at each fieldwork location

PUBLISHED
1(b)(iii) Height: 3
Compare range of height
e.g. Wheat below 75 m / low / lower / lowest land and sheep above 120 m /
high / higher / highest land = 1 mark
Wheat below 75 m, oranges between 75 and 90 m and sheep over
120 m = 2 marks
OR compare change in specific height along one path

e.g. Wheat at 57 m and olives at 104 m = 1 mark
Wheat at 57 m, olives at 104 m and sheep at 153 m = 2 marks
Steepness:
Compare range of steepness
e.g. Wheat below 5° / flat / flatter / flattest land and sheep above 18° /
steep / steeper / steepest land = 1 mark
Wheat below 5°, oranges between 4 and 8° and sheep over 18° = 2
marks
OR compare change in gradient along one path

e.g. Wheat at 2° and sheep at 25° = 1 mark
Wheat at 2°, olives at 16° and sheep at 25° = 2 marks
Reserve 1 mark for height and 1 mark for steepness
1(b)(iv) Wetter / cooler / windier 2

Steeper gradient is too steep for machinery / sheep are agile / able to cope
with steeper gradient
On steeper gradient there is increased rate of run-off which removes
nutrients / soil is thinner
Crops / wheat can only grow on flat land because e.g. soils are fertile
Farmer’s decision / choice where to put land use

PUBLISHED
1(c)(i) Wheat = 7.0 ha and 7 hours 2

Olives = 3.9 ha and 9 hours
2@1
1(c)(ii) Best fit line drawn on Fig. 1.5 1
1(c)(iii) Hypothesis is false / incorrect – 1 mark reserve 4
It is a negative relationship or correlation / smaller fields equals more labour

/ more hours / larger fields need less labour / less hours
1 mark for example

Potatoes grown in smallest field with high number of hours / high labour
Tomatoes grown in small field with highest number of hours / most labour
Sheep reared in largest fields with lowest number of hours / least labour
Credit paired data (4 stats) of land use and field size and labour statistics for
1 mark reserve
e.g. Potatoes field size = 2.2 ha and need 16 hours
Labour and sheep field size = 8.3 ha and need 4 hours labour
1(d)(i) Machinery or example / tools / netting 2

Capital / money / grants / subsidies
Fertilisers / pesticides / insecticides / adding predators
Seeds
Buildings or example / greenhouse polytunnel
Drainage / irrigation
Terracing
Advertising / marketing / selling etc.
2@1
1(d)(ii) Rainfall / temperature / sunshine 1

Soil / nutrients
Water / silt from river
1(e) Interview / talk to farmer / worker 3

Use a questionnaire (survey) / ask farmer
Credit example of questions for 1 mark e.g. What is the main work / job you
do on the farm?
Make more visits / visit in different seasons
Stay on the farm for a few days / work experience
Watch the farmer at work / observation

PUBLISHED
2(a)(i) Not go to area where the river is fast flowing / rapids 3

Not go to where river is too deep / too wide
Accessibility of sites
Distance between sites / evenly spaced / spread out
Away from human impact / dam / weir / canalised section
Not in private land / farmers’ fields / is open to public
Not go areas where river polluted
Avoid dangerous animals / mosquitoes
3@1
2(a)(ii) Do a pilot study 2

Agree methodology / what measurements to take / where each student
works / what each student does
Practise fieldwork techniques / learn how to use equipment / learn how to
measure everything
Test equipment / make sure equipment works
Get into groups / pairs
2(b)(i) Width: 4
Put poles on both banks / one person on each bank
Put tape measure from one bank or side to the other / across the river from
pole to pole / person to person
Keep tape measure taut / horizontal / stretched
Measure perpendicular / at right angles to banks / river
Depth:
Put ruler / measuring stick / pole vertical in river / rock and rope in river
Must touch river bed
Measure at intervals / points across channel
Measure the wet part of ruler / stick / where water surface touches ruler /
measure from bed to surface
2+2
2(b)(ii) Cross section completion at 1 (0.25 m), 1.5 (0.27 m), 2 (0.21 m) 2

Shading river channel
1+1
2(b)(iii) Current moves tape / rope / tape floats up 2

Deep / fast-flowing water
Difficult to lay rope / tape on uneven bed
River is too wide / wider than the length of tape
Cannot see under the water / cannot see river bed
2@1

PUBLISHED
2(b)(iv) Group A 4
Hypothesis is true / correct – 1 mark reserve (9HA)
Paired data from any 2 sites to support hypothesis
e.g. At site 1 / 0.5 km = 1.75 m and at site 5 / 15 km = 6.9 m
Hypothesis is incorrect / partially correct = 0 (XHA)

If no hypothesis conclusion ^HA and credit evidence
Group B
Hypothesis is false / incorrect – 1 mark reserve (9HA)
Paired data from 2 sites (2 and 3 OR 4 and 5) to show decrease
downstream
e.g. At site 2 / 2.1 km = 3.6 m and at site 3 / 7.4 km = 3.5 m
2+2
2(c)(i) Measure a fixed / certain distance / 5–10 metres along river 4

Put poles / sticks at start and end of fixed distance / 10 m apart
Put float / orange in river at start of measured distance
Start stopwatch or timer when float / orange is put in river
Stopwatch or timer measures time it takes to travel the measured distance /
stop stopwatch or timer when float reaches end of measured distance
Measure time taken at points across river channel / repeat task and
calculate average
OR
Put velocity meter / propeller / flowmeter below surface of river / into the
water
Propeller must be facing upstream / nothing in front of propeller
Read / look at digital reading or display / speed is shown on display
Take several readings and calculate average
2(c)(ii) Site 5 = 0.67 m/sec 1
2(c)(iii) Increase from site 1 / upstream = 0.29 m/sec to site 5 / downstream = 2

0.67 m/sec OR by 0.38 m/sec
(any two sites which show increase)
Decrease from site 2 = 0.58 m/sec to site 3 = 0.46 m/sec OR by 0.12 m/sec

(any two sites which show decrease)

PUBLISHED
2(d)(i) Wetted perimeter = 3.25 m and velocity = 0.58 m/sec 1
2(d)(ii) There is a positive correlation / longer wetted perimeter = higher velocity / 3

shorter wetted perimeter = lower velocity
OR
Wetted perimeter increases from site 1 to site 2 (any two sites showing
increase)
e.g. At site 1 = 1.75 m and 0.29 m/sec and at site 5 = 6.9 m and 0.67 m/sec
(not standalone)
But there are anomalies / sites 2 to 4 show negative correlation / longer

wetted perimeter = lower velocity (any two sites showing decrease)
e.g. At site 2 = 3.25 m and 0.58 m/sec and at site 4 = 6.1 m and 0.39 m/sec
(not standalone)
1 mark maximum for supporting data
2(d)(iii) Gradient / steepness of slope 2

Volume of water / discharge / tributary joins
Straight or meandering river
Rainfall / snowmelt
Interference by people / dam / weir / straightening
Bed roughness / rocks in river / plants in river
2@1

GEOGRAPHY 0460/11
INSERT
1 hour 45 minutes
*3804102977-I*
The Insert contains Figs. 2.1 and 2.2 for Question 2, Figs. 3.2, 3.3 and 3.4 for Question 3, and Figs. 6.1 and
6.2 for Question 6.
DC (SC/SW) 164090/2
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GEOGRAPHY 0460/11
1 hour 45 minutes
Protractor
Calculator

The Insert contains Figs. 2.1 and 2.2 for Question 2, Figs. 3.2, 3.3 and 3.4 for Question 3, and Figs. 6.1 and
6.2 for Question 6.
Definitions
DC (SC/SW) 164089/5
2
Section A
1 (a) Study Fig. 1.1, which shows information about population change in Norway between
January 1 and 30 April 2013.
births 14 168
deaths 11 363
immigration 18 948
emigration 9319
Fig. 1.1
(i) The total population of Norway on 1 January 2013 was 5 051 275.
Which of the following describes what happened to the total population by 30 April 2013?
Tick
(✓)
decreased
increased
stayed the same
[1]
(ii) Calculate the net migration for Norway between 1 January and 30 April 2013.
You should show your calculations.
......................................
[2]
(iii) Suggest three reasons why many MEDCs in Europe have positive net migration.
1 ........................................................................................................................................
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(iv) Describe the difficulties faced by international migrants moving to and living in a new
country.
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4
(b) Study Fig 1.2, which shows information about the population of China and Nigeria between
1.8
estimated
1.6
1.4
1.2
China
population 1.0
(billions) 0.8 Nigeria
0.6
0.4
0.2
0
1950 60 70 80 90 2000 10 20 30 40 50 60 70 80 90 2100
years
Fig. 1.2
(i) Compare the populations of China and Nigeria between 1950 and 2100 (estimated).
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(ii) Explain why birth rates are high in LEDCs such as Nigeria.
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(c) For an example of international migration you have studied, describe the positive and negative
impacts on the destination country.
Name of destination country ................................................
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6
2 (a) Study Fig. 2.1 (Insert), which is a photograph of an area in southern Africa.
(i) Which of the following best describes the type of area shown in Fig. 2.1?
Tick
(✓)
rural
suburban
urban
[1]
(ii) Using evidence from Fig. 2.1 only, describe two features of the settlement in the area.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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(iii) Describe the likely service provision in areas such as that shown in Fig. 2.1.
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(iv) In any country there is a hierarchy of settlements and services.

Explain the meaning of this statement. You may use a diagram or diagrams.
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8
(b) Study Fig. 2.2 (Insert), which is a photograph showing an area in Almeria, Spain (an MEDC).
(i) Describe the main features of the settlement shown in Fig. 2.2.
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(ii) Suggest reasons for the location of the settlement shown in Fig. 2.2.
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(c) For a named settlement you have studied, explain why the population size has changed.
Name of settlement ................................................
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10
Section B
3 (a) Study Fig. 3.1, which shows different parts of a river and its valley.
A B C
Fig. 3.1
(i) In which diagram, A, B or C, does the river valley have the steepest sides and narrowest
valley floor?
.......................... [1]
(ii) Which diagram is closest to the mouth of the river?

Give a reason for your answer.
Diagram chosen ..........................
Reason for choice .............................................................................................................
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(iii) Explain how erosion will take place along the river shown in Fig. 3.1.
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(iv) Explain why deposition is likely to take place in the area shown in A in Fig. 3.1.
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(b) Study Figs. 3.2, 3.3 and 3.4 (Insert), which are photographs of three different rivers.
(i) Using evidence from Figs. 3.2, 3.3 and 3.4 only, describe three different benefits of
living near a river.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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(ii) Explain why living on a delta or near a river may be hazardous for people.
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12
(c) Explain how a delta is formed. Include a fully labelled diagram or diagrams.
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4 (a) Study Fig. 4.1, which is a diagram showing information about a tropical rainforest ecosystem
in an area of equatorial climate.
70
Harpy eagle
60 Hummingbird
Squirrel
monkey
EMERGENTS
50
Howler
monkey
40
Toucan
height
(metres)
Spider
30 CANOPY monkey
Ocelot
Iguana
20
Anaconda
Agouti
10
Tapir
GROUND COVER
0
Fig. 4.1
(i) State the maximum height of the emergents shown in Fig. 4.1.
.................................... metres [1]
(ii) Identify from Fig. 4.1, one example of:
– wildlife which lives in the canopy ...........................................
– wildlife which lives in the ground cover. ........................................... [2]

14
(iii) Suggest reasons why some animals live in the canopy but others live in the ground
cover in a tropical rainforest.
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(iv) Explain why the equatorial climate is hot and wet.
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(b) Study Fig. 4.2, a map of the Amazon Basin, an area of tropical rainforest.
N Key
Caribbean remaining forest
Sea
areas which have
been deforested
roads
GUYANA country boundaries
VENEZUELA SURINAME
FRENCH GUIANA
COLOMBIA
ECUADOR Equator
AMAZON
RAINFOREST
PERU
Atlantic
Ocean
BRAZIL
BOLIVIA
Pacific
Ocean 0 1000
km
Fig. 4.2
(i) Using Fig. 4.2 only, describe the distribution of the areas where deforestation has taken
place in the Amazon Basin.
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16
(ii) Explain why deforestation of tropical rainforests has taken place.
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(c) For a named area of tropical rainforest you have studied, describe the impacts of deforestation
on the local people and local natural environment.
Name of area of tropical rainforest ................................................
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18
Section C
5 (a) Study Fig. 5.1, which shows information about the employment structure of Cameroon, Italy
and Japan.
Cameroon Italy
0 0
% %
90 10 90 10
80 20 80 20
70 30 70 30
60 40 60 40
50 Japan 50
0
%
90 10
Key
80 20 primary
secondary
70 30 tertiary
60 40
50
Fig. 5.1
(i) Give one example of a worker in the tertiary sector.
..................................................... [1]
(ii) Complete the pie graph in Fig. 5.1 to show the following information for Japan:
Secondary employment = 25%
Tertiary employment = 70% [2]
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(iii) Describe three differences between the employment structure of Cameroon and Italy.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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(iv) Explain why the percentage of the population employed in the primary sector reduces as
a country develops.
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20
(b) Study Fig. 5.2, which is a table showing information about GDP per person, access to
improved water sources and life expectancy in five LEDCs.
GDP per person is a measure of wealth.
GDP per access to life

person improved water expectancy
(US $) sources (years)
(%)
Mexico 18 900 96 76
Paraguay 9400 98 77
Philippines 7700 92 69
Thailand 16 800 98 75
Venezuela 15 100 93 76
Fig. 5.2
(i) Which country, listed in Fig. 5.2, has the lowest level of development? Justify your
answer.
Country .....................................................
Justification .......................................................................................................................
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(ii) Explain why there is a relationship between GDP per person and life expectancy.
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22
(c) For a named country or area you have studied, describe and explain the importance of
different sources of energy.
Name of country or area ................................................
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6 (a) Study Figs. 6.1 and 6.2 (Insert), which are photographs of a commercial farm.
(i) What is meant by a commercial farm?
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(ii) What evidence in Figs. 6.1 and 6.2 suggests that the farm shown is a mixed farm?
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(iii) Insert the following words into the table below to show examples of inputs, processes
and outputs of the farm shown in Figs. 6.1 and 6.2.
Choose from the words below.
milk wheat harvesting

ploughing water pesticides
inputs processes outputs
[3]
(iv) Explain two factors which are likely to affect the way in which the farmer uses the land
on the farm shown in Figs. 6.1 and 6.2.
1 ........................................................................................................................................
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24
(b) Study Fig. 6.3, which shows information about grain production in Brazil between 1990 and
2014.
250 000 250 000
200 000 200 000

production production
(000 tonnes) 150 000 150 000 (000 tonnes)
100 000 100 000
area 50 000 50 000 area

(000 hectares) (000 hectares)
0 0
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
year
Key
area of grain harvested (thousand hectares)
production (thousand tonnes)
Fig. 6.3
(i) Compare the change in grain production in Brazil with the change in the area of land
planted with grain and harvested between 1990 and 2014.
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(ii) Suggest how farmers were able to increase the production of grain in Brazil between
1990 and 2014.
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26
(c) For a named country or region you have studied, explain why there are food shortages.
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GEOGRAPHY 0460/11
MARK SCHEME
Maximum Mark: 75
Published
Teachers.
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

PUBLISHED 2019
responses seen).

PUBLISHED 2019
1(a)(i) increased 1
1(a)(ii) 18948–9319 (1 mark) 2

= 9629 (1 mark)
2 @ 1 mark

There are more/large numbers of immigrants and few emigrants ;
Jobs/work/better paid;
Politically stable/not at war;
Health care services are good;
Education facilities are good;
Food supply is better;
Water supply/sanitation.
Etc
3 @ 1 mark
1(a)(iv) Difficulties such as: 4

Dangers on journey;
Obtaining paperwork/work VISA/political restrictions/threat of deportation;
Cost of moving;
Finding somewhere to live/poor quality housing/shanty towns or examples of
problems within them e.g. poor sanitation;
Language problems;
Jobs are hard to obtain/low paid;
Racial/religious discrimination/hostility/not hired because are immigrants;
Away from family/friends/don’t know people;
Hard to adapt to/different culture;
Can’t practice religion/adapt to different religions;
High cost of living/can’t afford food/schooling/healthcare/water/rent.
etc
4 @ 1 mark
1(b)(i) Larger/bigger population in China (than in Nigeria); 3

Growth in both countries up to 2020/30/initially;
More rapid growth in China than Nigeria up to any date before 2016/initially;
China expected to decrease/decreases later but Nigeria doesn’t/decline in
China predicted after 2030 but growth continues/speeds up in Nigeria;
Growth in both countries overall;
Supporting statistics which need to be comparative and must use `billions’

in answer (MAX 1 RESERVED)
One date and two statistics or a difference in growth rate statistic for first line
of markscheme, but two dates each with two statistics for other lines in
markscheme.
3 @ 1 mark

PUBLISHED 2019

Low use/lack of/lack of access to contraception/cannot afford
contraception/family planning;
Lack of knowledge of/information about contraception/impacts of large
families;
Religious issues which encourage large families/object to use of
contraceptives;
Traditionally people want male heirs;
Children are often used to work in fields/send out to work from a young
age/work in family business/at home/economic assets;
Children look after elderly relatives/no pensions available;
High infant mortality rate/many people have more babies in case other
children do not survive;
Women not educated/don’t have careers;
Emancipation/womens rights;
Polygamy.
etc

PUBLISHED 2019

Statements including limited detail which describe positive and/or negative
impacts of migration on destination country.

Uses named example.
More developed statements which describe positive and/or negative impacts
of migration on destination country.
Note: Credit development of impacts and not causes.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements which describe positive and
negative impacts of migration on destination country, including some place
specific reference.
Content Guide:
• Labour supply
• Many immigrants will do dirty/low paid jobs
• Cultural understanding
• Provision of services e.g. ethnic restaurants
• Increases size of market for local businesses
• Racial tension;
• Pressure on employment
• Pressure on services e.g. health care, education
• Need for more housing/creation of ghettoes etc

Countries where migrants have arrived from,
Population data etc

PUBLISHED 2019
2(a)(i) Rural 1

Dispersed/scattered/spread out homes/houses/dwellings;
Few buildings/small settlement/almost no houses;
On higher land/on top of rocks;
Farms/farmland.
Etc
2 @ 1 mark

Few/no services will be available/have no water/shops or other
example/long distance to travel to water/shops or other example;
Mainly low order;
Small sphere of influence/used by local people only;
Services to provide basic needs/daily items/convenience goods;
Eg primary school, church, general store.
etc
3 @ 1 mark

Diagram/list of settlements showing relative importance of settlements within
an area;
As you move up the hierarchy, the size of the settlement increases;
and the numbers of settlements decrease;
There are more cities than conurbations/more towns than cities and more
villages than towns etc;
The number of services that a settlement provides increases with settlement
size;
Small settlements will only provide low-order services (such as a post
offices, doctors and newsagents)/large towns, cities and conurbations will
provide low and high-order services (such as leisure centres, chain stores
and hospitals) .etc
Note: Check the diagram for annotations.

4 @ 1 mark

Nucleated/nuclear;
Buildings tightly packed together;
Some extensions along roads;
White buildings/red roofs;
In a valley/low/flat/surrounded by mountains;
Rural/surrounded by farmland.
3 @ 1 mark

PUBLISHED 2019

In a valley/low(er)/flat land;
Easy to build on flat land;
In a sheltered position;
Main settlement is accessible;
Close to main road;
Close to a water source;
Fertile land/farming;
South facing slope.
Etc

Statements including limited detail which explain why the population size
has changed.
e.g. Migration/pull factor/push factor =L1

Migration/move there plus a simple reason such as better schools =L2.
Other push/pull factors then have to be well developed for credit at L2 to the
this same stem/idea of migration.
e.g. Move for jobs in tourism =L1 and so can feed family =L2.
e.g. BR>DR or DR>BR =L1

BR>DR due to better hospitals =L2.
Other DR>BR ideas then have to be well developed for credit at L2 to the
this same stem/idea of migration.
e.g. Government funds pension schemes which means old people can
retire.

Uses named example.
More developed statements which explain why the population size has
changed.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements which explain why the population
size has changed, with some place specific reference.
Content Guide:
Answers could relate to the population growing or declining and are likely to
refer to ideas relating to either migration,economic growth or decline, or
natural population growth or decline.

Locational details,
Specific details of the rural area chosen etc

PUBLISHED 2019
3(a)(i) Diagram B 1
3(a)(ii) Diagram A (1mark); 2

There is the largest amount of water in the river;
The flood plain/river/valley is widest/more flat land near river ;
Meandering/oxbow lake.
2 @ 1 mark

Hydraulic action/bed and bank material loosened by power of water;
Corrosion/rocks like limestone dissolved by acids in river water;
Corrasion/river picks up loose materials and uses them to grind the bed and
banks;
Attrition/materials reduced in size as they hit each other when being carried
or moved around by river;
Vertical erosion in B/in the hills/near source;
Lateral in A/near mouth;
Erosion on outside of meanders.
3 @ 1 mark

River is carrying large amount of sediment ;
River slows/stops;
Loses/does not have energy(to move all the load)/cannot carry load;
Occurs on inner bends of meanders;
River may flood;
Sediment seals the neck of the oxbow lake.
4 @ 1 mark
3(b)(i) Agriculture/grazing/farmland/fertile soils/growing crops/cultivation/keeping 3

animals;
Fishing/fish market/fish farming;
Transportation/moving cargo/imports/exports;
Tourism;
Industry;
Flat land for building.
3 @ 1 mark

PUBLISHED 2019

Flooding/floods;
People die/drown;
Crocodiles/snakes etc;
Damage to/destruction of property/homes/possessions;
Damage to business or example;
Loss of earnings/jobs;
Disruption to transport/flooding of road/railways;
Erosion threatens farmland/homes etc;
Reduce food production/crops washed away/farm animals/livestock killed;
The area may have mosquitos/threat of malaria/dengue fever;
Waterborne disease;
e.g. typhoid.
etc.

Statements including limited detail which explain how a delta is formed.

More developed statements which explain how a delta is formed.
Level 3 (7 marks)
Comprehensive and accurate statements including fully labelled diagram.
Content Guide:
River carries large amount of load;
River slows/loses strength/can’t carry sediment
Flocculation,
Deposition,
Formation of distributaries/new channels,
Build up of new land,
Colonization by vegetation,
Lack of strong currents etc

PUBLISHED 2019
4(a)(i) 61/63 metres 1
4(a)(ii) In the canopy: 2

Toucan, Spider Monkey, Ocelot and Iguana
Ground level:
Tapir/Agouti/anaconda
2 @ 1 mark

Some are able to climb/fly;
Some need shelter/protection;
Food supplies available (in canopy/at ground level);
Different habitats/nesting areas etc.
Note: Comparison assumed here.

3 @ 1 mark

Close to equator/in tropics;
Overhead/direct/high angle of sun;
Low pressure;
Ascending/rising air;
Cooling/condensation/saturation;
Large amounts of evaporation/transpiration;
Convectional rainfall.
4 @ 1 mark

Uneven/clustered;
More deforestation in southern part/south of Equator;
More/lots/mainly in Brazil;
In North/North East/West (Brazil)/near (border of) Bolivia/Peru;
Lots of deforestation close to roads/less deforestation in remote areas;
Lots of deforestation close to coast/sea/smaller amounts inland;
3 @ 1 mark

PUBLISHED 2019

Population growth;
For economic growth to take place/country/government to make money/to
repay debt;
Exploitation of land by TNCs;
Weak legislation/corruption;
Lumbering/export of timber/logging/e.g. such as furniture;
Mining/quarrying;
Road building;
HEP generation/dams/reservoirs;
Agriculture/ranching/e.g. such as cattle/palm oil/slash and burn;
Urbanisation/building settlements/housing/places for people to live;
Industrialisation/building manufacturing industry;
Tourism/hotels;
Firewood.
Etc

PUBLISHED 2019
Note: Local not global impacts.

Statements including limited detail which describe the impacts of
deforestation on the local people and/or local natural environment.

Uses named example.
More developed statements which describe the impacts of deforestation on

the local people and/or local natural environment.
Level 3 (7 marks)
Comprehensive and accurate statements which describe the impacts of
deforestation on the local people and the local natural environment,
including some place specific details.
Content Guide:
Death of wildlife,
Extinction,
Loss of habitat,
Impacts on food chains/ecosystems,
Soil erosion,
Flooding,
Threat to local tribes,
Loss of their food supplies/resources,
Migration into urban areas,
Genocide,
Haze/smoke from fires
Jobs for locals
Etc.

Locational details,
named tribes;
named places within the rain forest etc

PUBLISHED 2019
5(a)(i) E.g. teacher, nurse, worker in a shop, banker, driver, office worker, cleaner 1
etc
5(a)(ii) Completion of pie chart: 2

1 mark for dividing line (at 30/75 – 1% tolerance);
1 mark for correct shading in correct order.
2 @ 1 mark

More primary in Cameroon/less in Italy;
More secondary in Italy/less in Cameroon;
More tertiary in Italy/less in Cameroon;
Primary is largest in Cameroon and tertiary is largest in Italy;
Primary is smallest in Italy and tertiary is smallest in Cameroon.
3 @ 1 mark

Exhaustion of resources;
Less dependence on subsistence agriculture;
Mechanization of/technology/hi tec in agriculture/examples such as tractors;
Foods/raw materials are imported;
Improved education/skills ;
Growth of factories/offices/industrialisation/moving to secondary/tertiary
sector;
4 @ 1 mark
5(b)(i) Country = Philippines (1 mark) 3
Justification:
GDP/production of goods is lowest/lower than others;
Water supply is smallest/less access to water;
Life expectancy is shortest/lowest.
3 @ 1 mark

PUBLISHED 2019
5(b)(ii) Note: To answer the question and so gain credit reference must be made to 5
MEDC/LEDC or countries with more/less money at least once somewhere in
the answer.
MEDCS have better healthcare = 1
Ideas for MEDCs such as:

Better/more access/more investment in health care/hospitals/clinics;
More/better qualified doctors/nurses;
Cures for diseases/medicines are more readily available/can afford
medicines;
Improved/safe water supply;
Better hygiene/sanitation;
Better food supplies/investment in agriculture;
Pensions to be paid to elderly.
Education about«..

PUBLISHED 2019

Statements including limited detail which identify different methods of
energy supply.
e.g coal=L1, oil =L1 renewables = L1
Level 2 (4-6 marks)

More developed statements which describe and/or explain the importance of
different methods of energy supply.
Use of valid statistics (max 1 × L2)

(Note: Max 6 if only one energy)
Examples of development as appropriate to energy type

renewable
availability of hot rocks/coal reserves/dams or example
have other energy sources to rely on
Government policy
lack of air pollution
Etc.
Level 3 (7 marks)
Uses named example.
reference.
Content Guide:
Answers are likely to refer to methods such as:

Fossil fuels (eg oil, coal, natural gas)
Power stations,
Renewable forms of energy (eg wind, wave power, HEP),
Geothermal,
Nuclear power,
Wood/charcoal,
Etc.
Note: Do not credit how the energy is used

Locational details/named areas within country/country if named area in
example chosen
Specific details/locations of energy supplies,
Statistics etc

PUBLISHED 2019
6(a)(i) (Farming) to sell/for profit. 1

Crops are being grown/land cultivated/cultivation;
Animals/cows are grazing/pasture.
2 @ 1 mark
6(a)(iii) Inputs: pesticides, water 3

Processes: ploughing, harvesting
Outputs: wheat, milk
3 marks if all are correct

2 marks if 4 or 5 are correct
1 mark if 2 or 3 are correct
3 @ 1 mark
6(a)(iv) Note: The following factors are acceptable: 4

Flat land;
Soil fertility,
Amount of precipitation;
Temperatures;
Length of growing season;
Demand for/price of products,
Amount of land available;
Capital availability/grants etc
Two marks are available for each factor, one for reference to each
photograph.
So credit one mark for identification of an appropriate factor and applying
this to a photograph, two marks for applying that factor to both photographs.
e.g. flat land for crops (1) and cattle (1)

e.g. fertile soil for growing crops (1) and grass for cattle/cattle on less
fertile/fertile enough to grow grass for cattle (1)
Note: Following factors are not acceptable:

Labour
Natural disasters/acid rain
Climate
Closeness to farmhouse
Land value
Chemicals/fertilizer.
2 @ 2 marks

PUBLISHED 2019
6(b)(i) Both increased; 3

Larger increase in production than in harvested area/little change in
harvested area (do not give credit for line one of MS within this statement);
Increase in harvested area fluctuates/goes up and down and less so for
increase in production/is steady/does not alter much;
Supporting statistics which need to be comparative and must use `tonnes’
and `hectares’ somewhere in answer (MAX 1 RESERVED).
Stats:
1900 2014
55000 – 195000 (production)
35000 – 56/57000 (area)
3 @ 1 mark

Farm the land more intensively;
Use fertilizers/manure;
Irrigation/water supply to crop;
Pesticides/herbicides;
Use of better quality seeds/GM crops;
More mechanization/or examples such as tractors;
Wind breaks/contour ploughing(to prevent soil erosion);
Increase in amount of land used/deforestation/plant in larger area;
Crop rotation;
Terracing;
Grow e.g. wheat rather than cattle.
Etc

PUBLISHED 2019

Statements including limited detail which explain why there are food
shortages.

Uses named example.
More developed statements which explain why there are food shortages
Level 3 (7 marks)
Comprehensive and accurate statements, including some place references.
Content Guide:
drought,
infertile soils,
desertification,
soil erosion,
poverty,
war/conflict,
poor distribution network
population increase
etc
Note: Simple development of one stem e.g. war = L2. However allow good
detailed development of that same stem e.g. war for further L2s.

GEOGRAPHY 0460/21
INSERT
1 hour 30 minutes
*7772558538-I*
DC (JM/TP) 163847/2
2
© UCLES 2019 0460/21/INSERT/O/N/19

3
© UCLES 2019 0460/21/INSERT/O/N/19

4
BLANK PAGE
© UCLES 2019 0460/21/INSERT/O/N/19

* 7 7 7 2 5 5 8 5 3 8 *
GEOGRAPHY 0460/21
1 hour 30 minutes
Plain paper
Protractor
Calculator

Definitions
DC (JM/TP) 163846/4
2
1 Study the map extract for Hammarsjön, Sweden. The scale is 1:50 000.
(a) Fig. 1.1 shows some features in the north of the map extract.
46 47 48 49 50
05 05
04 04
B
C
03 03
D
E
02 02
01 01
46 47 48 49 50
Fig. 1.1
Using the map extract, identify the following features shown on Fig. 1.1:
(i) the type of land in area A
.................................................................. [1]
(ii) the land use in area B
.................................................................. [1]
(iii) the height above sea level of contour C
.......................................................metres [1]
(iv) the height above sea level at triangulation point D
.......................................................metres [1]
(v) feature E
.................................................................. [1]
(vi) features F.
.................................................................. [1]
© UCLES 2019 0460/21/O/N/19

3
(b) Look at the two main rivers on the map extract:
River 1 the Vramsån river

River 2 the Helge å river.
Using the following headings, compare the features of the two rivers.
(i) width
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) shape of the river
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) direction of flow
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

4
(c) Fig. 1.2 shows three areas of the map extract, P, Q and R.
P Q R
44 45 46 45 46 47 51 52 53
01 01 98 98 98 98
Solvik
00 00 97 97 97 97
Gringelstad Ripa
99 99 96 96 96 96
44 45 46 45 46 47 51 52 53
Fig. 1.2
For each of the three areas, identify the settlement pattern.
area settlement pattern
P
......................................................................
Q
......................................................................
R
......................................................................
[3]
(d) Fig. 1.3 is a cross section along northing 99 from 430990 to 480990.
X Y
25 25
20 20
metres above metres above
sea level 15 15 sea level
10 10
5 5
0 0
430990 480990
Fig. 1.3
Identify the types of land use at X and Y on Fig. 1.3.
land use
X
......................................................................
Y
......................................................................
[2]
© UCLES 2019 0460/21/O/N/19
5
(e) Look at the junction of the public roads near Hovby in the north east of the map extract and
the junction of the public roads in Ripa in the south east of the map extract.
(i) Measure the distance along the road between these two junctions. Give your answer
in metres.
.......................................................metres [1]
(ii) Give the compass direction from the road junction near Hovby to the road junction
in Ripa.
.................................................................. [1]
(iii) Measure the bearing from the road junction near Hovby to the road junction in Ripa.
.....................................................degrees [1]
(iv) What is the six-figure grid reference of the road junction near Hovby?
.................................................................. [2]
[Total: 20]

6
2 Study Figs. 2.1, 2.2 and 2.3, which show the population structures of Japan, USA and Mozambique
in 2016. Answer the questions on the opposite page.
Japan
100+
male 95–99 female
90–94
85–89
80–84
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
6.0 5.0 4.0 3.0 2.0 1.0 0 0 1.0 2.0 3.0 4.0 5.0 6.0
population (in millions) age population (in millions)
Fig. 2.1
USA
100+
male 95–99 female
90–94
85–89
80–84
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
15.0 12.0 9.0 6.0 3.0 0 0 3.0 6.0 9.0 12.0 15.0
Fig. 2.2
Mozambique
100+
male 95–99 female
90–94
85–89
80–84
75–79
70–74
65–69
60–64
55–59
50–54
45–49
40–44
35–39
30–34
25–29
20–24
15–19
10–14
5–9
0–4
7.0 6.0 5.0 4.0 3.0 2.0 1.0 0 0 1.0 2.0 3.0 4.0 5.0 6.0 7.0
Fig. 2.3
© UCLES 2019 0460/21/O/N/19
7
(a) What was the population of:
(i) females aged 70–74 in USA
....................................................... million [1]
(ii) males aged 35–39 in Mozambique?
....................................................... million [1]
(b) Which of the three countries had:
(i) the lowest birth rate
.................................................................. [1]
(ii) the highest death rate
.................................................................. [1]
(iii) a steady birth rate and low death rate
.................................................................. [1]
(iv) the largest total population
.................................................................. [1]
(v) the highest percentage of old dependents
.................................................................. [1]
(vi) the highest percentage of young dependents?
.................................................................. [1]
[Total: 8]

8
3 Figs. 3.1 and 3.2 (Insert) are photographs which show two residential areas of Windhoek, the
capital city of Namibia.
(a) Describe the housing shown in Fig. 3.1.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
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9
(b) Give three differences between the residential area shown in Fig. 3.1 and the residential area
shown in Fig. 3.2.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
3 ................................................................................................................................................
............................................................................................................................................. [3]
[Total: 8]

10
4 Fig. 4.1 shows the location of active strato-volcanoes in part of central America. Fig. 4.2 is a cross
section between points X and Y on Fig. 4.1. Study Figs. 4.1 and 4.2 and answer the questions on
the opposite page.
Caribbean Sea
Arenal
X
.............................................................. Plate
Pacific Ocean
Key
active volcano
plate boundary
0 200
km
Fig. 4.1
X Y
Pacific Ocean Caribbean Sea
Caribbean Plate
Co
co rising magma
sP
lat
e
Fig. 4.2
© UCLES 2019 0460/21/O/N/19

11
(a) (i) Arenal is an active volcano shown on Fig. 4.1. Use a labelled arrow to mark the position
of Arenal on Fig. 4.2. [1]
(ii) Draw two arrows on Fig. 4.2 to show the directions of plate movement. [1]
(iii) In the space provided on Fig. 4.1, write the name of the plate which forms central
America. Use information from Fig. 4.2. [1]
(iv) What type of plate boundary is shown on Figs. 4.1 and 4.2? Tick one box below.
Type Tick (3)

divergent (constructive)
convergent (destructive)
conservative
[1]
(b) Give two advantages of living near to an active volcano like Arenal.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
............................................................................................................................................. [2]
(c) Give two hazards which endanger life near to an active volcano like Arenal.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
............................................................................................................................................. [2]
[Total: 8]

12
BLANK PAGE
© UCLES 2019 0460/21/O/N/19

13
5 Study Figs. 5.1 and 5.2 (Insert), which are photographs showing coasts in South Africa.
(a) Identify landforms X, Y and Z on Fig. 5.1.
X .......................................................................
Y .......................................................................
Z ....................................................................... [3]
(b) Describe the physical features of the coastline shown in Fig. 5.2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [5]
[Total: 8]

14
6 France, in north west Europe, is the most popular international tourist destination in the world, with
over 80 million visitors a year. Fig. 6.1 shows where most visitors came from in 2016.
0 800
km
N
2 7
3 1
USA
5800 km FRANCE 5
6
China
8200 km
Key
Countries with number of visitors to France per year (millions)
1 Germany (MEDC) 12.8 6 Spain (MEDC) 6.1
2 United Kingdom (MEDC) 11.8 7 Netherlands (MEDC) 5.5
3 Belgium (MEDC) 9.3 8 USA (MEDC) 3.2
4 Italy (MEDC) 7.5 9 China 1.7
5 Switzerland (MEDC) 6.2
Fig. 6.1
(a) Using evidence from Fig. 6.1, suggest why the location of France is an advantage for the
development of the tourist industry.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
© UCLES 2019 0460/21/O/N/19

15
(b) Fig. 6.2 shows some of the tourist features of France.
Paris (the capital city)

• some of the world’s largest and most famous museums, including the Louvre
• landmarks such as the Eiffel Tower
• the Palace of Versailles, the former palace of the kings of France
Coastline
• south east France has 300 days of sunshine per year
• the Côte d’Azur has 115 km of coastline and beaches
Rural France
• castles of the Loire Valley, a World Heritage Site
• wine producing areas such as Bordeaux
• memorials to the First and Second World Wars in Normandy, Picardy and
Vis-en-Artois
The Alps and Pyrenees
• high mountains
• snow in winter
Religious pilgrimages
• e.g. Lourdes
Theme Parks
• Puy du Fou
• Disneyland Paris
Fig. 6.2
Using evidence from Fig. 6.2 only, explain how the physical landscape of France has helped
the development of the tourist industry.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Suggest two possible disadvantages of the tourist industry for the physical environment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 8]
© UCLES 2019 0460/21/O/N/19

16
Additional Pages
If you use the following pages to complete the answer(s) to any question(s), the question number(s)
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© UCLES 2019 0460/21/O/N/19

GEOGRAPHY 0460/21
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2019
responses seen).

PUBLISHED 2019
1(a)(i) marsh liable to flooding, 1
1(a)(ii) arable, 1
1(a)(iii) 10 (metres), 1
1(a)(iv) 12 (metres), 1
1(a)(v) electricity transmission line, 1
1(a)(vi) wind generators, 1
1(b)(i) 1 narrower / 2 wider, 1
1(b)(ii) 1 more meandering / 2 more straight, 1
1(b)(iii) 1 to east / south east, 2

2 to south-south west (but allow to north-north east),
1(c) P linear, 3
Q dispersed,
R nucleated,
1(d) X arable, 2
Y forest,
1(e)(i) 7300–7800 (metres), 1
1(e)(ii) SSE, 1
1(e)(iii) 154–158°, 1
1(e)(iv) 495021 = 2, 2
496022 = 1,
2(a)(i) 6.0–6.3 (million), 1
2(a)(ii) 0.5–0.7 (million), 1
2(b)(i) Japan, 1
2(b)(ii) Mozambique, 1
2(b)(iii) USA, 1
2(b)(iv) USA, 1
2(b)(v) Japan, 1
2(b)(vi) Mozambique, 1

PUBLISHED 2019
3(a) Small / single story, 5

spaced/scattered/detached/separated/sparse etc.,
flat roofs,
no / few windows,
metal / corrugated sheets,
silver/blue/red/grey,
tyres on roofs,
caravan/trailer,
satellite dish,
similar style.
3(b) 3.2 denser, (densely populated = 0 unless clearly referring to houses) 3

3.2 larger houses / more storeys,
3.2 better built / better materials / brick or concrete but B.1 metal,
3.2 more trees / vegetation,
3.2 more windows,
3.2 less uniform,
3.2 tarred roads 3.1 gravel roads,
3.2 street lights 3.1 no street lights,
3.2 air con 3.1 none,
Or emphasis on 3.1. Must be comparative
4(a)(i) position of Arenal above rising magma, Label needed. 1
4(a)(ii) two converging arrows (or one subducting), 1
4(a)(iii) Caribbean, 1
4(a)(iv) convergent, 1
4(b) fertile soils, 2

geothermal power / hot water,
tourism,
mineral wealth / deposits,
4(c) ash falls / ash clouds / burial in ash, (specific comment needed) 2
pyroclastic flows,
lateral blasts,
mudflows/lahars,
poisonous gases / smoke,
post eruption famine,
lava flow, (specific comment needed)
volcanic bombs,
toxic lakes,

PUBLISHED 2019
5(a) X wave-cut platform, 3

Y cliff,
Z beach,
5(b) bay, 5
beach,
sand/dunes,
rocks/boulders, (not as formation point)
headland/point/peninsula,
surf / breaking waves / swash,
curved wave fronts / refraction,
grass/scrub,
gentle slope,
6(a) nearby MEDCs, 3

wealthy people can afford foreign holidays / spend more,
(many) shared borders / neighbouring countries / surrounding countries /
France between countries, (not just near)
quantification of distance, (e.g. within 1000 km)
travel by land / car / no air travel,
coastal location for beach tourism / beaches,
6(b) Development of any of the following: 3

beaches, (e.g. swimming)
mountains, (e.g. climbing / beautiful scenery)
winter snow, (e.g. ski-ing)
sunny climate, (e.g. all year / most days / sunbathing)
6(c) loss of fauna / flora/ecosystems/habitats/deforestation, 2

water pollution from sewage / litter/plastic etc.,
air pollution from motor vehicles etc.,
visual pollution from litter, buildings etc.,
erosion by walking,

* 9 3 0 1 4 3 0 7 9 3 *
GEOGRAPHY 0460/41
1 hour 30 minutes
Protractor
Ruler

The Insert contains Figs. 1.1, 1.2, 1.3, 1.4 and 1.7 and Tables 1.1, 1.2 and 1.3 for Question 1, and Fig. 2.1 and
Tables 2.1 and 2.2 for Question 2.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate
DC (KN/SG) 163893/3
2
1 A class of students investigated a local high technology industrial area. They wanted to find out
about the companies located there.
(a) The high technology industrial area is shown in Figs. 1.1 and 1.2 (Insert). The photograph in
Fig. 1.1 shows the area in 2006 and the map in Fig. 1.2 shows it in 2016.
(i) Identify two buildings in different areas which have been constructed since 2006.
Building number ...............
Building number ............... [2]
(ii) What is the number of the building labelled X on Fig. 1.1?
Building number ............... [1]
(iii) Figs. 1.3 and 1.4 (Insert) are photographs which show views of this industrial area.
Describe three features of the industrial area shown in Figs. 1.3 and 1.4.
1 ........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
3 ........................................................................................................................................
..................................................................................................................................... [3]
The students identified the following hypotheses:
Hypothesis 1: The sectors (types) of high technology industry in the area changed between 2006
and 2016.
Hypothesis 2: High technology companies employ a highly skilled workforce.
(b) To investigate Hypothesis 1 the students did a survey of the companies which occupied
some of the buildings shown in Fig. 1.2 (Insert). They wanted to find out what sector of high
technology industry the companies were involved in.
(i) Companies involved in the bio-medical sector are shaded on Fig. 1.2. Describe the
distribution of these companies.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
© UCLES 2019 0460/41/O/N/19

3
(ii) Explain why high technology companies are usually located near to other similar
companies.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(iii) Table 1.1 (Insert) shows the percentage of companies in each industrial sector.
Use these results to complete Fig. 1.5 below. [2]
Percentage of total number of companies

0%
Key
90 10
bio-medical
computer / telecommunications
80 20 energy
environmental
financial / business
70 30 industrial technologies
technical consulting
other industries
60 40
50
Fig. 1.5

4
(c) To test Hypothesis 1: The sectors (types) of high technology industry in the area changed
between 2006 and 2016, the students compared the results of their survey with those of
a similar survey done 10 years earlier. The results of both surveys are shown in Table 1.2
(Insert).
(i) The students used the data in Table 1.2 to draw the graph, Fig. 1.6, below.
Complete the graph to show the changes in the number of bio-medical and
computer / telecommunications companies. [2]
Changes in the number of companies in the high technology industrial sectors

increase +12
+10
+8
+6
+4
+2
number of 0
companies
–2
–4
–6
–8
–10
–12
–14
–16
–18
–20
–22
decrease
–24
bio-medical
other industries
telecommunications
energy
environmental
financial / business
industrial
technologies
technical consulting
computer /
Fig. 1.6
© UCLES 2019 0460/41/O/N/19
5
(ii) What conclusion would the students make about Hypothesis 1: The sectors (types) of
high technology industry in the area changed between 2006 and 2016? Support your
decision with evidence from Fig. 1.6 and Table 1.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(iii) Companies in the ‘other industries’ sector shown in Table 1.1 include businesses such
as a nursery (childcare centre), restaurant, and health club and gym.
Suggest two advantages for these companies of a location in this industrial area.
1 .........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
..................................................................................................................................... [2]

6
(d) To investigate Hypothesis 2: High technology companies employ a highly skilled workforce,
the students used a questionnaire with 50 employees from different high technology
companies. Their questionnaire is shown in Fig. 1.7 (Insert).
(i) The results of Question 1 (Which one of the following is your highest academic
qualification?) are shown in Table 1.3 (Insert).
Use the results to complete Fig. 1.8 below. [2]
Answers to Question 1. Which one of the following is

your highest academic qualification?
0 10 20 30 40 50
Key number of employees
school qualification
higher school qualification
university degree
higher university degree
Fig. 1.8
(ii) The answers to Question 2 (Do you think your job is highly skilled?) are shown in Table
1.3 (Insert). The reasons these people gave to answer Question 3 (Why do you think
your job is highly skilled?) are also shown in Table 1.3.
The students decided that Hypothesis 2: High technology companies employ a highly
skilled workforce, was correct. How do the answers to Questions 1, 2 and 3 support this
conclusion?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(iii) Suggest two benefits which employees would give in answering Question 4 (What are
the main benefits which you get from your job?).
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2019 0460/41/O/N/19
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(e) Which two of the following are factors which attract high technology industries to an area?
Tick your choices in the table below.
Location factor Tick (3)

Air pollution from the buildings will not affect local residents
Links to universities in the local area
Large quantities of raw materials nearby
Near to the main market for the produce
Road, rail and air transport links make the area accessible
[2]
[Total: 30]

8
2 Geography students from Bantry in south west Ireland did a weather investigation. They wanted
to see if there was a link between atmospheric pressure and rainfall, and a link between wind
direction and temperature.
The students agreed to investigate the following hypotheses:
Hypothesis 1: Rainfall increases when atmospheric pressure rises.
Hypothesis 2: Temperature is affected by the direction from which the wind is blowing.
(a) (i) The students used a computerised weather station to obtain data every three hours over
a period of three days. Give two advantages of using electronic recording instruments.
1 ........................................................................................................................................
...........................................................................................................................................
2 ........................................................................................................................................
...........................................................................................................................................
[2]
(ii) Their teacher instructed the students to make some measurements using traditional
instruments so they would understand how to use them.
Use arrows to match the weather feature with the correct measuring instrument in the
table below. One has been completed for you.
Weather feature measured Measuring instrument
Atmospheric pressure Wind vane
Rainfall Barometer
Temperature Thermometer
Wind direction Rain gauge
[2]
(iii) In the box below draw and label a traditional rain gauge.
[3]
© UCLES 2019 0460/41/O/N/19
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(iv) Describe and explain a good position to put a rain gauge to make sure that the data
collected will be accurate.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
(v) Fig. 2.1 (Insert) shows a weather instrument. How does this instrument measure wind
direction?
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]

10
(b) The students’ measurements of atmospheric pressure and rainfall are shown in Table 2.1
(Insert).
(i) Use data from Table 2.1 to draw on Fig. 2.2 below the rainfall bar for 07.00 on day 2
(measurement number 8). [1]
Atmospheric pressure and rainfall data

day 1 day 2 day 3 day 4
8
7 rainfall during
last three hours
6 (mm)
1020 5
atmospheric
pressure 1015 4
(mb)
1010 3
1005 2
1000 1
995 0
10.00
13.00
16.00
19.00
22.00
01.00
04.00
07.00
10.00
13.00
16.00
19.00
22.00
01.00
04.00
07.00
10.00
13.00
16.00
19.00
22.00
01.00
04.00
07.00
time
Key
atmospheric pressure
rainfall during last three hours
Fig. 2.2
(ii) Complete the table below to show the highest and lowest atmospheric pressure
measurements recorded by the students.
Highest atmospheric pressure Lowest atmospheric pressure

(mb) (mb)
[1]
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11
(iii) Do the measurements shown in Fig. 2.2 and Table 2.1 support Hypothesis 1: Rainfall
increases when atmospheric pressure rises?
Support your decision with data.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]

12
(c) The students’ measurements of wind direction and temperature are shown in Table 2.2
(Insert).
(i) Use data from Table 2.2 to plot on Fig. 2.3 below the temperatures when the wind
came from the east south east (ESE) direction. [2]
Temperature when wind came from different directions
N
15
NNW
°C
15
10
°C 11 17
10 12 18
19 16
14 20 5 2122
23 24
15
NW
5
15 0
°C
0
10
13 N
5 NNW NNE
NW NE
0
WNW ENE
W E
ESE
WSW ESE 15
°C
SW SE 10
SE
15 2 5
SSW SSE
S °C 1 3
10 0
Key to Fig. 2.3 SSE
S 15 5
°C 10
direction wind 15 9
10 6
came from °C 0
7
10 8
temperature 5
SE SE 5
15 2 0
°C 1 3 measurement 0
10 number
5 temperature
at time of
0 measurement
Fig. 2.3
© UCLES 2019 0460/41/O/N/19

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(ii) From which direction did the wind blow most frequently?
..................................................................................................................................... [1]
(iii) The students made the conclusion that Hypothesis 2: Temperature is affected by the
direction from which the wind is blowing is true. Support this conclusion with data from
Fig. 2.3 and Table 2.2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(d) Give one other weather element which the students could have measured to extend their
fieldwork. (Do not write about temperature, rainfall, atmospheric pressure or wind direction.)
(i) Weather element ......................................................................................................... [1]
(ii) Describe how the students could collect data about the weather element named in (i)
above.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [4]
[Total: 30]
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© UCLES 2019 0460/41/O/N/19

GEOGRAPHY 0460/41
MARK SCHEME
Maximum Mark: 60
Published
Teachers.
components.

PUBLISHED 2019
responses seen).

PUBLISHED 2019
1(a)(i) 410 / 418 2

194 / 195 / 198 2@1
1(a)(ii) 183 1
1(a)(iii) Open landscape / rural / open space 3

Lake / river
Grassland / green areas
Trees / woodland
Modern / new building / office
Lot of glass / windows
Three storeys high
Grey building 3@1
1(b)(i) Distributed throughout the industrial area / scattered / dispersed / spread out / 2
in all parts of industrial area
Uneven
On edge / perimeter / outskirts/ border
1(b)(ii) Share information / ideas / opinions 3

Share research facilities / laboratories / materials / products / inputs for others
Possible location near to universities
(Have the same requirements) – green site / transport links / cheap land / open
land/ space for parking / accessibility
Can ‘headhunt’ staff from other companies more easily
1(b)(iii) Completion of pie graph – technical consulting (8%) & others (10%) 2
1 mark for dividing line at 90% & 1 mark for shading
1(c)(i) Plotting change for bio-medical (-7) and computer / telecommunications (+10) 2
sectors 2@1
1(c)(ii) Hypothesis is true / correct - 1 mark reserve (3HA) 4
Evidence such as:

Most / almost all (sectors / industries) / 5 out of 8 decreased
Decrease in bio-medical / energy / environmental / technical consulting /
other industries
Increase in computer telecommunications / financial business
1 mark reserve for paired statistics to show change e.g.

computer / telecommunications increased from 7 to 17 / by 10
Hypothesis is incorrect / partially correct should not be credited

If no hypothesis conclusion do credit evidence

PUBLISHED 2019
1(c)(iii) (General factors such as) cheap land / space for parking / transport links / 2
green site / accessibility
Customers / income from nearby companies
1 mark max for any of the following:

Workers use (health club / gym) for exercise / before or after work / in free
time OR
Workers use (nursery) for children during the day OR
Workers use (restaurant) for meals 2@1
1(d)(i) Completion of divided bar graph – university degree (23) & higher 2
university degree (19)
1 mark for dividing line at 31 & 1 mark for shading
1(d)(ii) Most / majority employees / 42 out of 50 / 84% had a degree OR 23 out of 50 / 3

46% had a university degree OR 19 out of 50 / 38% had a higher university
degree
Most / majority / 90% of employees / 45 out of 50 think that they are highly
skilled
Most / majority / 34 out of 50 / 68% are able to give advice (accept any quote
from reasons with number of answers) / the main reason is they receive a lot
of training. 3@1
1(d)(iii) High salary / job is well-paid 2

Good working conditions / modern workplace
Mixing with skilled / academic colleagues
Pleasant environment in which to work
Job satisfaction / status / respect / recognition
Learn new skills
Fringe / company benefits or e.g. such as healthcare 2@1
1(e) Links to universities in the local area 2

Road, rail and air transport links make the area accessible 2@1

PUBLISHED 2019
2(a)(i) Quick / saves time / easy to read / instant measurement 2

Gives exact / precise reading / accurate / reliable
Less / no chance of human error
No need to take measurements manually during night / don’t have to be there
all the time 2@
2(a)(ii) Atmospheric pressure = barometer 2

Temperature = thermometer
Wind direction = Wind vane
3 correct = 2 marks, 1 or 2 correct = 1 mark
2(a)(iii) Diagram of traditional rain gauge: 3

1 mark maximum for diagram which includes funnel & collecting jar
2 marks maximum for labels:

Measuring jar / container / cylinder / collecting jar
Funnel
Outer casing
Scale / measurement / mm
Put in / partially in ground
No credit if diagram is a ‘home-made’ gauge or pluviometer
2(a)(iv) Away from people / animals (D); so that rain gauge is not interfered with (E) 4
Away from trees / clear of buildings / away from shelter / on open ground (D)
so that there is no interception of rainfall / so trees / buildings don’t block rain /
to avoid drips from leaves (E)
On grass / above ground level (D); so that rain doesn’t splash into funnel (E)
Accessible location (D) ; so measurements can be obtained (E)
On flat / level ground (D) so won’t fall over (E)
2 marks for description & 2 marks for explanation
2(a)(v) Wind pushes the arrow or pointer / wind makes arrow or pointer spin / rotate / 2
turn
Arrow points to / shows the direction the wind is coming from
N, E, S, W points allow direction to be worked out / show compass direction /
compass points are fixed / don’t move
2(b)(i) Plotting rainfall bar 2.8 mm at 07.00 on day 2 1
2(b)(ii) Highest pressure = 1017 1

Lowest pressure = 997
Need both for 1 mark

PUBLISHED 2019
2(b)(iii) No / hypothesis is incorrect – 1 mark reserve (3HA) 4
Rainfall decreases when atmospheric pressure rises / rainfall increases when

AP falls
Most rainfall recorded when AP below 1000 / 1001mb

No rainfall when AP is 1010mb or higher
Credit 1 mark for supporting data to show pattern e.g.

4.6 mm of rain = 997mb & 0.2 mm of rain = 1007 (need 4 figures)
No credit for Hypothesis is correct / partially correct

If no hypothesis conclusion then credit evidence
2(c)(i) Completion of ESE temperature graph 2

12° (measurement 4) & 10° (measurement 5) 2@1
2(c)(ii) North north west / NNW 1
2(c)(iii) Temperatures are high / higher when wind blows (from) south / south east / 3
SSE / ESE
Temperatures are low / lower when wind blows (from) north west / NNW / N
Temperatures 9° or more / 9 – 13° when winds from SE sector etc & 10° or
below / 3 – 10° when winds from north west sector etc
Credit paired data to 1 marks maximum e.g.

11° / 13° when wind from SE & 7° when wind from NW (need 2 stats & 2
directions from different sectors)
Temperatures are higher when winds are from south than when winds are
from the north = 2 marks
No hypothesis mark
2(d)(i) Sunshine / wind speed / relative humidity / cloud cover / type 1

PUBLISHED 2019
2(d)(ii) Use a sunshine recorder / Campbell-Stokes recorder 4

Sunshine recorder is placed south facing in northern hemisphere
Put sunshine recorder in open space / not affected by shade / exposed to
sun’s rays / top of building / on a pedestal or stand
Insert / replace card (paper) / put card (paper) into sunshine recorder
Measure / record / see length of burn line
Leave for / check after 24 hours / set period of time
Use an anemometer
Put anemometer in an open area / roof / top of building
Read dial / meter
Repeat / check reading regularly
Record wind speed results in table / diary / chart / km or miles per hour
Use a wet and dry (bulb) thermometer / hygrometer

Put in Stevenson Screen
Measure air temperature with a dry bulb thermometer
Measure temperature shown by wet bulb thermometer OR
Read the temperatures
Calculate the temperature of the wet bulb minus the temperature of the dry
bulb (depression of the wet bulb)
Use relative humidity table to work out the relative humidity
Record humidity results in table / diary / chart / percentage
Digital hygrometer
Read figures from screen
Reset the instrument
Record the results in table / diary / chart / percentage
Choose the same time / examples of times

Look up at the sky
Identify cloud types using an identification chart / looking at shape / height of
clouds
Estimate the amount of cloud cover / use a home-made quadrat
Measure / record cover in oktas / eighths
Record names of cloud types / oktas in diary / table / chart
If description does not match named weather element, credit description if

appropriate

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Syllabus

‘We think the Cambridge curriculum is superb preparation for university.’

1 Why choose this syllabus? ..................................................................................................... 2

2 Syllabus overview .................................................................................................................... 5

3 Subject content .........................................................................................................................9

4 Details of the assessment ....................................................................................................19

5 What else you need to know .............................................................................................. 36

Changes to this syllabus

1 Why choose this syllabus?

Successful Cambridge IGCSE Geography candidates develop lifelong skills, including:

Our approach encourages learners to be:

2 www.cambridgeinternational.org/igcse Back to contents page

Recognition and progression

Learn more at www.cambridgeinternational.org/recognition

Back to contents page www.cambridgeinternational.org/igcse 3

Teaching resources Exam preparation resources

4 www.cambridgeinternational.org/igcse Back to contents page

The aims are to enable students to:

Support for Cambridge IGCSE Geography

Back to contents page www.cambridgeinternational.org/igcse 5

All candidates take:

Paper 1 1 hour 45 minutes

Paper 2 1 hour 30 minutes

and either: or:

Component 3 Paper 4 1 hour 30 minutes

6 www.cambridgeinternational.org/igcse Back to contents page

Candidates should be able to demonstrate knowledge and understanding of:

AO2 Skills and analysis

Candidates should be able to:

AO3 Judgement and decision-making

Through their geographical training, candidates should be able to:

Back to contents page www.cambridgeinternational.org/igcse 7

Weighting for assessment objectives

Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %

AO1 Knowledge with understanding 30

AO2 Skills and analysis 52

AO3 Judgement and decision-making 18

Assessment objectives as a percentage of each component

Assessment objective Weighting in components %

Paper 1 Paper 2 Component 3

AO1 Knowledge with understanding 48 11 20

AO2 Skills and analysis 30 80 60

AO3 Judgement and decision-making 22 9 20

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The subject content is arranged into the three themes:

The units used in all resources and papers are:

Questions in all papers may include references to latitude or longitude.

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Theme 1: Population and settlement

1.1 Population dynamics

1.3 Population structure

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1.4 Population density and distribution

1.5 Settlements (rural and urban) and service provision

1.6 Urban settlements

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Theme 2: The natural environment

2.1 Earthquakes and volcanoes

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2.5 Climate and natural vegetation

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