UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

General Certificate of Education Ordinary Level

*8514657008*

GEOGRAPHY 2217/02
Paper 2 May/June 2008
2 hours 15 minutes
Candidates answer on the Question Paper.
Additional Materials: Ruler
Calculator
Plain paper
1:50 000 Survey Map Extract is enclosed with this question paper.

READ THESE INSTRUCTIONS FIRST

Write your Centre number, candidate number and name in the spaces provided.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid. For Examiner’s Use
DO NOT WRITE ON ANY BARCODES.
Section A
Section A
Answer all questions. Q1
Section B
Answer one question.
Sketch maps and diagrams should be drawn whenever they serve to illustrate Q2
an answer.
Insert 1 contains Photograph A for Question 4. Q3
Insert 2 contains Fig. 7 for Question 6 and Figs 12 and 14 for Question 7.
The Survey Map Extract and the Inserts are not required by the Examiner.
Q4
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 Q5
part question.
Section B

Q6

Q7

Total

This document consists of 25 printed pages, 3 blank pages and 2 Inserts.

SPA (KN) T65695/7 R

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Section A
For
Examiner’s
Answer all questions in this section. Use

1 Study the 1:50 000 map extract of the Rusape area in Zimbabwe.

(a) What types of road are there in grid square 9852?

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(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), 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.

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(c) In which direction is Tandi School (in grid square 9749) from Pfunwa Hill?
For
Examiner’s
......................................................................................................................................[1] Use

(d) (i) Describe the location of the huts in the western part of the map extract.

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(ii) Suggest reasons for the location of these huts.

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(e) There is a proposal to build a food processing factory in the area covered by the map.
Three possible general areas have been chosen. These general areas are marked on
the map in grid squares labelled R, T and S.

(i) Give a six figure reference for an appropriate site for the factory in one of the
areas.

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(ii) Using map evidence only, explain why you chose this site for the factory.

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[Total: 20 marks]

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2 (a) Study Fig. 2, which shows the changing fertility rate in China. Fertility rate is the average
For
number of children a woman bears in her lifetime. Examiner’s
Use
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
Key

fertility rate total population

predicted fertility rate predicted

total population

Fig. 2

What was the fertility rate in:

1960; ................................................................................................................................

1980; ................................................................................................................................

2000? ...........................................................................................................................[2]

(b) On Fig. 2, complete the line to show China’s predicted population growth. Use the figures
below.

Year Population in millions

2030 1400
2050 1300 [2]

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(c) Describe the general pattern of China’s population growth shown on your graph.
For
Examiner’s
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(d) Many people think that it is China’s ‘One child policy’ that has caused the reduction in
fertility. Does Fig. 2 support this idea? Support your answer with data from Fig. 2.

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(e) Name two social or economic factors (other than population data), which might help to
explain the changes in China’s population.

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[Total: 13 marks]

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3 Study Fig. 3, based on a newspaper article about a mudslide in the Philippines.

For
Examiner’s
The disaster is being blamed Use
Villagers buried alive
18 February 2006 on two weeks of heavy rain
and the replacement of forests
More than 1 500 people are by shallow-rooted coconut
feared dead after a wall of mud plantations.
cascaded down a mountain
and buried their village, Local people reported
on the Philippine island of an earthquake before the
Leyte. Virtually the whole of mudslide. Experts said its
the village was buried by the magnitude of 2.9 was too
landslide. A few tin roofs and small to have triggered the
bits of debris were visible landslide on its own.
above the sludge.

Fig. 3

(a) How did people die?

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(b) According to the newspaper article, what were the possible causes of the disaster?

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(c) Study Figs 4A and 4B below. Fig. 4A shows a forested slope with some explanation
For
about the effects of the forest. Fig. 4B shows the same slope after the forest has been Examiner’s
cut down, but with less explanation. Use

On Fig. 4B, write a sentence in each box to show what happens when the forest has
been cut down. [3]

deep roots tree canopy some of the

bind the protects soil rainfall is held
soil together from full impact by the vegetation
of heavy rain and is later
evaporated

forest

soil and
stones village and
cultivated land
are protected

rock

Fig. 4A

scattered
trees
soil and
stones village and
cultivated land
are threatened
by mudslides
rock

Fig. 4B

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(d) Suggest what could be done to avoid further mudslides in areas such as that shown in
For
Fig. 4B. Examiner’s
Use
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[Total: 9 marks]

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4 Study Photograph A (Insert 1), which shows a valley in southern Japan.

For
Examiner’s
Describe the pattern of land-use shown in the photograph and suggest reasons for the Use
pattern.

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[Total: 5 marks]

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5 Study Fig. 5, which shows Havana, the capital city of Cuba. Cuba is an island in the
For
Caribbean. Examiner’s
Use

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. 5

(a) Describe the location of the tourist areas shown on the map.

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(b) (i) Which tourist area had the most hotel rooms in 2002?

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(ii) Which area showed the biggest increase in number of hotel rooms between 1988
and 2002?

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(c) Describe how the number of hotel rooms changed between 1988 and 2002 in the three
For
areas shown on the map. Examiner’s
Use
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(d) Suggest reasons for the location of the tourist areas and their different growth rates.

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QUESTION 5 CONTINUES ON PAGE 12

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(e) Fig. 6 shows the number of tourists arriving in Havana each year and the income from
For
these tourists. Examiner’s
Use
1100 550

1000 500

900 450

income from tourists (million US$)

number of tourists (thousands)

800 400

700 350

600 300

500 250

400 200

300 150
income
200 number of 100
tourists
100 50
1995

1996

1997

1998

1999

2000

2001

2002

year

Fig. 6

Compare the changes in numbers of tourists and income from tourists between 1995
and 2002.

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[Total: 13 marks]

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Section B
For
Examiner’s
Answer one question in this section. Use

6 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 used by the students were

• ‘the school buildings increase the outside air temperature’

• ‘vegetation on the surface of the ground affects the relative humidity’

(a) (i) The recording of air temperature and relative humidity took place in calm, stable
conditions during November. Why was this important to the investigation?

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(ii) Study the map, Fig. 7 (Insert 2), which shows eight sites, labelled A to H, around
the school buildings. These sites were used by the students for measuring the
air temperature and relative humidity. Explain how school buildings in November
(a winter month) may influence the outside air temperature at different sites.

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(b) (i) The school’s Stevenson screen is located at Site A. Suggest reasons why this is
the best location for a Stevenson screen.

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(ii) A traditional maximum-minimum (Six’s) thermometer is located in the Stevenson

For
screen. Use Fig. 8 to identify maximum, minimum and present temperature shown Examiner’s
on the thermometer. Record these in the boxes on Fig. 8. [3] Use

°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. 8

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(c) The air temperature at the other seven sites was measured using a hand-held digital
For
thermometer. Study the instructions from the teacher (Fig. 9). Examiner’s
Use

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. 9

(i) State a disadvantage of this method.

Disadvantage: ...........................................................................................................

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(ii) Suggest why the recordings were repeated each morning and afternoon.

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(d) Study Table 1, which shows the air temperature at each site.
For
Examiner’s
Table 1 Use

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

Use the average temperature (08.00 and 15.00) data to describe the changes in air
temperature during the three days.

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(e) Study the scatter graph (Fig. 10), which shows the three day average air temperature at
For
each site. Examiner’s
Use

6.5
C
average air temperature (°C) 6.0
E

5.5 B
A
D
5.0

4.5

4.0

5 10 15 20 25 30 35 40
distance away from school buildings (m)

Fig. 10

(i) Use the three day site average temperatures from Table 1 to complete the scatter
graph (Fig. 10) for Sites F, G and H. [3]

(ii) Draw a line of best fit on the graph. [1]

(iii) How does the distance from the school buildings influence the air temperature?
State evidence from Fig. 10 and the school map Fig. 7 (Insert 2) to support your
answer.

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(f) At the same times of each day, the students also used a digital hygrometer to measure
For
relative humidity at each site. The students observed and recorded the type of ground Examiner’s
surface. Use

Study Table 2, which 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

Is there a higher relative humidity at the sites where there is vegetation on the surface?
Use the space below, and the average relative humidity data in Table 2 to calculate your
result 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]

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(g) (i) Does the data collected by the students support the original hypotheses?
For
Examiner’s
• ‘the school buildings increase the outside air temperature’ Use

• ‘vegetation on the surface of the ground affects the relative humidity’

Ring your answer for each hypothesis and explain your decision.

Hypothesis 1 – ‘the school buildings increase the outside air temperature’

Answer YES TO SOME EXTENT NO

Reason .....................................................................................................................

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Hypothesis 2 – ‘vegetation on the surface of the ground affects the relative humidity’

Answer YES TO SOME EXTENT NO

Reason .....................................................................................................................

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(ii) Critically evaluate the data collection methods used in this investigation.

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[Total: 30 marks]

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7 Students investigated the impact of tourists on the settlement of Pescasseroli in the Abruzzi
For
National Park in central Italy. The hypothesis for the investigation is ‘the tourists who visit the Examiner’s
National Park have a positive impact on the settlement of Pescasseroli’. Information about Use
the settlement of Pescasseroli is shown below.

Pescasseroli is a settlement of 2 000 inhabitants. It is located on a wide plain surrounded

by mountains, in the heart of the Abruzzi National Park. Activities in winter include
downhill skiing and cross country skiing. In the summer there are ample opportunities
for a variety of trekking and outdoor activities. There are six hotels in the settlement
and 11 restaurants for visitors and residents to use.

Fig. 11

(a) The students used the Internet to find out about the settlement. The information
in Fig. 11 is from this secondary source of data. They also collected primary data.

(i) What is meant by a primary source of data?

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(ii) State two examples of a primary source of data.

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(b) The students designed questionnaires for the tourists and residents to assess the impact
of tourists. Fig. 12 (Insert 2) shows the questionnaires.
Question T1 (i) to the tourists was designed to investigate the method of transport used
by tourists to reach the National Park. Fig. 13 is a pie chart of the results.

Method of transport used by tourists

Car
Bus / Coach
Train and Bus

Fig. 13

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(i) Describe the pattern shown by these results.

For
Suggest one reason for this pattern. Examiner’s
Use
Describe ...................................................................................................................

..................................................................................................................................

Reason .....................................................................................................................

..............................................................................................................................[3]

(ii) Fig. 14 (Insert 2) shows the results of the questionnaire for tourists. Use the results
from question T1 (ii) to complete the pictograph on Fig. 15, to represent the tourists’
opinions about parking problems in the settlement. [2]

Tourists’ opinions about parking

Very difficult

A little difficult

No problem

or or = 4 people

Fig. 15

(c) Study question T2 and question T3 of the questionnaire for tourists, Fig. 12 (Insert 2).
Explain why these are important questions for the investigation.

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2217/02/M/J/08
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(d) Study the results of question T4 of the questionnaire for tourists, Fig. 14 (Insert 2). For
Draw a bar graph on Fig. 16 to show the main reasons why visitors come to the Abruzzi Examiner’s
Use
National Park. [4]

Reasons for visiting the Abruzzi National Park

Fig. 16

(e) (i) Use the age and gender information from Fig. 14 (Insert 2) to explain whether the
tourist questionnaire results in this sample are reliable and representative.

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(ii) Suggest how the main reason for visiting the National Park may change at a
different time of the year or at a different time of the day.

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Results of questionnaire for residents (125 results)

For
Examiner’s
Use
Number %

R1 Length of Under 5 years 19 15

residency
5–10 years 22 18

11–15 years 66 53

Over 15 years 18 14

R2 Opinion of main None 50 40

problems
Crowded 18 14

Litter 15 12

Traffic 26 21

Noisy people 16 13

Yes No

R3 Residents’ views Tourism related job 66% 34%

on benefits of
tourism Adequate tourist facilities 72% 28%

Adequate parking 69% 31%

Improved facilities 83% 17%

Fig. 17

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(f) Study the results of the questionnaire for tourists, Fig. 14 (Insert 2) again, together with
For
the results of the questionnaire for residents, Fig. 17. Examiner’s
Use
Write a conclusion to this investigation, ensuring that you state whether you agree with
the original hypothesis, that ‘the tourists who visit the National Park have a positive
impact on the settlement of Pescasseroli’. You must refer to data results from both
questionnaires to support your comments.

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(g) Suggest, in detail, how the students could collect data to investigate the extent that
For
tourists may increase the litter, noise and traffic in the settlement. Examiner’s
Use
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[Total: 30 marks]

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Copyright Acknowledgements:

Question 4 Photograph A A. Hudson © UCLES.

Question 5 Fig. 5 © R.B. Potter; Geographical Association, 2006. DPPF-CH, 1999; Intur, 1988.
Map Reproduced by permission of Ordnance Survey on behalf of HMSO © Crown copyright (2007). All rights reserved. Ordnance Survey
Licence number 100046560.

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.

2217/02/M/J/08