Cambridge IGCSE Development Studies 0453 — 2005 Oct/Nov Paper 2 · Variant 1

This document consists of 8 printed pages. SP (SLM/AR) S79440/2 © UCLES 2005 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education DEVELOPMENT STUDIES 0453/02 Paper 2 October/November 2005 2 hours 15 minutes Additional Materials: Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen on both sides of the paper. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. At the end of the examination, fasten all your work securely together. Answer both questions. The number of marks is given in brackets [ ] at the end of each question or part question. You should read and study the sources before answering the questions. www.XtremePapers.com

2 0453/02/O/N/05 © UCLES 2005 1 (a) Fig. 1 shows the percentage of the labour force employed in agriculture in selected countries. Fig. 1 (i) Name one country where more than half of the labour force is dependent on agriculture. [1] (ii) What does Fig. 1 tell you about the living standards of most of the population of the country you have named in (i)? [1] (iii) In which continent are the countries with less than 10% of the labour force employed in farming? Name the two economic sectors in which the rest of the labour force is employed. [3] (iv) Describe how Fig. 1 helps you to understand the broad pattern of development in the world. [2] Zambia India Italy France Denmark Germany Belgium United Kingdom China Sri Lanka Indonesia Pakistan Malaysia Tanzania Malawi Kenya Namibia South Africa 0 10 20 30 40 50 60 70 80 90 Percentage of labour force AFRICA ASIA EUROPE

3 0453/02/O/N/05 © UCLES 2005 [Turn over (b) Figs 2A and 2B show two different types of farm. Fig. 2A Fig. 2B (i) Name the types of farming seen in Figs 2A and 2B. [2] (ii) Give three ways in which the type of farming shown in Fig. 2A differs from that shown in Fig. 2B. [3] (iii) Suggest three reasons why the farmer in Fig. 2B is likely to have difficulty in marketing crops. [3] (iv) Co-operatives help farmers market their goods. In what other ways would co-operatives help farmers like the one in Fig. 2B to improve their income? [3]

4 0453/02/O/N/05 © UCLES 2005 (c) Fig. 3 shows details of the Green Revolution method of farming. Fig. 3 (i) What is meant by the Green Revolution? [1] (ii) Name one type of modern machinery used by farmers growing the new seeds. [1] (iii) Give three reasons why farmers using Green Revolution methods may need credit. [3] (iv) Why might unemployment increase in an area where farmers adopt the Green Revolution? [1] (v) Describe environmental problems that may result from using Green Revolution methods. [3] (d) Fig. 4 describes the life of a poor farmer in South America. Manuel is a poor farmer living in North East Brazil. He has a wife and six children. His eldest son has left home and is working in the nearby city. Manuel rents two and a half hectares of rather infertile land from a local landlord and grows sugar cane as a cash crop as well as most of his own food. He is a share-cropper and has to pay part of his cash crop as rent to the landlord. When he had a bad harvest last year he was not able to pay his debts and had to borrow money. Now he will have to pay even more to his landlord next year. To make extra money he and his wife work for other farmers. Sometimes the family goes hungry and has only one meal a day. He has no money to send his children to secondary school. Fig. 4 (i) Give one reason why poor farmers may get a poor harvest. [1] (ii) Suggest one way in which Manuel's eldest son might help the family. [1] (iii) How will having only one meal a day affect Manuel and his family's ability to work hard? [2] (iv) Explain why Manuel and his family are trapped in a vicious circle of poverty. [4] [Total: 35 marks] The Green Revolution Advantages Disadvantages New seeds Higher yields Must be purchased each year Fertilisers Higher yields Must be purchased each year Pesticides Kill pests Need special equipment Modern machinery More efficient Unemployment Monoculture Bigger crop Soil exhaustion Need credit More profit Debt Irrigation Regular water supply/ Cost and organisation double crop

5 0453/02/O/N/05 © UCLES 2005 [Turn over 2 (a) Study Fig. 5. Fig. 5 (i) Give one example of a traditional society. [1] (ii) Who provides the labour in a traditional society? [1] (iii) Division of labour by gender may occur in a traditional society. Give two other examples of the division of labour. [2] (iv) Explain why the easy exchange of goods and services is essential in a modern society. [2] (v) Complex division of labour allows for specialisation. Give three advantages of specialisation. [3] THE WORLD OF WORK TRADITIONAL SOCIETY Provision of own food and shelter Division of labour by gender Complex division of labour Provision of goods and services for exchange MODERN SOCIETY

6 0453/02/O/N/05 © UCLES 2005 (b) Study Fig. 6 which shows a large modern factory in a developing country making jeans for export. Fig. 6 (i) What two types of capital are shown in Fig. 6? [2] (ii) Name two of the inputs shown in Fig. 6 which are components which will be made into the finished product. [2] (iii) Suggest two specialised forms of labour involved in a large modern factory such as that shown in Fig. 6. [2] (iv) Name two services being used by the factory shown in Fig. 6. [2] (v) Suggest three reasons why this type of factory is often found in newly industrialising countries. [3] Power Capital Components Exports Labour

7 0453/02/O/N/05 © UCLES 2005 [Turn over (c) Fig. 7 shows details about some countries experiencing fast economic growth, and the countries to which they export industrial goods. Fig. 7 (i) Which of the countries listed in column one of Fig. 7 is not in the continent of Asia? [1] (ii) Which two products are produced by all the countries listed? [2] (iii) What does Fig. 7 show about the United States and its trade? [1] (iv) What type of country imports large amounts of these industrial goods? [1] Country Annual % increase Types of Countries to which in industrial industrial the industrial goods production production are exported China 13.5 iron & steel, United States 20% machinery, Hong Kong 17.5% textiles, Japan 16.9% clothing, European Union 11% chemicals, South Korea 4.7% vehicles Singapore 2.0% Rest of the world 27.9% South 7.0 vehicles, European Union 33% Africa metals, United States 20% machinery, Japan 6% textiles, Rest of the world 41% chemicals, food South 6.5 electronics, United States 20.7% Korea vehicles, China 12% chemicals, Japan 11% ships, steel, Hong Kong 6.3% textiles, Taiwan 3.9% clothing Rest of the world 46.1% Indonesia 3.5 textiles, Japan 23.4% clothing, United States 13.8% chemicals, Singapore 10.7% food South Korea 7% China 4.5% Rest of the world 40.6% India 4.7 textiles, United States 20.9% chemicals, European Union 12.8% food, steel, Japan 4% vehicles, Rest of the world 62.3% chemicals, software

8 0453/02/O/N/05 © UCLES 2005 (d) Fig. 8 shows the world’s largest multinational (transnational) companies compared with the GNP of selected countries. Fig. 8 (i) Explain what is meant by a multinational (transnational) company. [1] (ii) In Fig. 8, which is the largest multinational company originating outside the United States? [1] (iii) Which multinational company has more than twice the income of Nigeria? [1] (iv) Using data from Fig. 8, explain what this table tells you about the economic power of multinational companies compared with many countries. [3] (v) Suggest four disadvantages for a developing country when multinational companies set up businesses there. [4] [Total: 35 marks] Company Home country Annual income GNP of selected (millions US$) countries (millions US$) Wal-mart United States 219 800 Greece 201 000 ExxonMobil United States 191 600 Hong Kong 180 000 General Motors United States 178 000 Algeria 177 000 Ford Motor United States 162 400 Chile 153 000 DaimlerChrysler Germany 149 600 Venezuela 146 000 RoyalDutch/Shell Netherlands/ United Kingdom 149 100 Norway 143 000 BP United Kingdom 148 000 Peru 132 000 Mitsubishi Japan 126 700 Israel 122 000 General Electric United States 125 900 Nigeria 105 000 Copyright Acknowledgements: 2(d) © New Internationalist, July 2002. 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 University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the November 2005 question paper 0453 Development Studies 0453/02 Paper 2 Maximum mark 70 This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. The minimum marks in these components needed for various grades were previously published with these mark schemes, but are now instead included in the Report on the Examination for this session. • CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the November 2005 question papers for most IGCSE and GCE Advanced Level syllabuses. www.XtremePapers.com

Page 1 Mark Scheme Syllabus Paper IGCSE EXAMINATIONS – NOVEMBER 2005 0453 2 © University of Cambridge International Examinations 2005 1 (a) (i) India or Kenya or Malawi or Tanzania or Zambia [1] (ii) That they will be low/poor [1] (iii) Europe. 1 mark Industry and services. 2 marks [3] (iv) 1st mark for identifying areas with less/more of population in agriculture: African countries have large % or European countries have very small % or Asian countries have a lower % of population in agriculture than in Africa
2nd mark for expansion of one of above: Industrial countries have less people in agriculture or less developed countries have more people in agriculture [2] (b) (i) Two types of farm: Modern/industrial/commercial Traditional/peasant/poor [2] (ii) Three ways, must show comparison: Larger scale More highly mechanised Labour is paid/not family More modern farming methods Sells all/most of its products [3] (iii) Three reasons: Lack of transport/poor access to transport Poor quality crops Small quantities to sell Lack of knowledge of marketing [3] (iv) Three points co-operatives help by: Supplying fertilisers Good seeds Bulk buying Lending machinery Advisory services [3] (c) (i) A package of new seeds/hybrid plants and new methods of farming to increase crop yields [1] (ii) One type: Combine harvesters Tractors Sprayers Irrigation machinery/portable pumps [1]

Page 2 Mark Scheme Syllabus Paper IGCSE EXAMINATIONS – NOVEMBER 2005 0453 2 © University of Cambridge International Examinations 2005 (iii) Three reasons: [1] To buy new seeds To buy fertilisers To buy machinery To buy pesticides [3] (iv) Because machinery will replace labour Rich farmers benefit/poor lose their land and become unemployed [1] (v) Three environmental problems: Candidate to gain marks for expanding ideas Loss of biodiversity (1) → due to monoculture (1) → due to use of pesticides (1) Water-logging of irrigated land (1) → salinity (1) → plants killed by increased salt content (1) Loss of fertility (1) → overuse of land (1) [3] (d) (i) One reason: Have poor land Cannot afford inputs/fertilisers/good seed etc. [1] (ii) One suggestion: Sending some of his wages home/remittances Finding jobs for brothers and sisters [1] (iii) Two points: Suffer from malnutrition Get ill due to lack of nutritious food Get very tired/not able to work so well [2] (iv) An explanation/diagram making 4 points Poverty → lack of money/knowledge/skills to improve farming → no money for food/education → malnutrition/ill health → debt/increases poverty [4] [35] 2 (a) (i) One example: A peasant society “how our forefathers lived” A named traditional group. e.g. San etc./nomads/pastoralists [1] (ii) The family/the people/women etc. [1] (iii) Two examples: By age By caste/class By family By skills/qualifications [2]

Page 3 Mark Scheme Syllabus Paper IGCSE EXAMINATIONS – NOVEMBER 2005 0453 2 © University of Cambridge International Examinations 2005 (iv) Two points: To fulfil peoples want To provide a wide choice of goods To make modern society efficient/run smoothly [2] (v) Three advantages: Speeds production Increases production Improves quality Each person knows his/her part of job [3] (b) (i) Two: Money capital Machinery/things used to produce goods/buildings [2] (ii) Two: Cloth Thread Buttons Zips (iii) Two: Machinist Driver Electrician Manager etc. [2] (iv) Two: Power Transport [2] (v) Three reasons: Multinationals want: Cheap labour Tax-free industrial zones/tax holidays Cheap power and infrastructure Labour laws to prevent strikes Newly industrialised countries want: To gain access to export markets To earn foreign currency To increase employment Prestige To gain access to capital [3]

Page 4 Mark Scheme Syllabus Paper IGCSE EXAMINATIONS – NOVEMBER 2005 0453 2 © University of Cambridge International Examinations 2005 (c) (i) South Africa [1] (ii) Textiles and chemicals [2] (iii) One point, The United States: Trades with all the countries or Trade is large or Is a major importer [1] (iv) One point: Industrialised/developed/Western/NICs [1] (d) (i) A company which trades in a number of countries [1] (ii) DaimlerChrysler [1] (iii) Walmart [1] (iv) An explanation: 1 mark – simple point the multinationals are richer/control more money than the economics of many countries 2nd mark – comparing one country and one multinational without quoting figures 3rd mark – for quoting comparisons quoting figures [3] (v) Four disadvantages: Take profits out of country Do not employ local people/use ex-patriots Controlled from another country/not interested in welfare of country Wages often low Often bad terms of employment Poor environmental record Locate in core region/increase migration into core Goods not for local people [4] [35]