Cambridge IGCSE Development Studies 0453 — 2005 Oct/Nov Paper 4 · Variant 1

This document consists of 7 printed pages and 1 blank page. SP (SLM/KS) S79441/3 © UCLES 2005 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education DEVELOPMENT STUDIES 0453/04 Paper 4 Alternative to Coursework October/November 2005 1 hour 30 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. Answer all questions. 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. www.XtremePapers.com

2 0453/04/O/N/05 © UCLES 2005 1 (a) Study Fig. 1 which shows an area in a developing country. Fig. 1 Impacts of economic development in an area. Erosion on slopes Silt deposits in lake Spoil heaps BAUXITE SMELTER Minerals washed away Forest clearance for timber Waste pipes PULP PULP AND PAPER AND PAPER MILL MILL PULP AND PAPER MILL SANTA ANATALIA SANTA ANATALIA SANTA ANATALIA N Forest Open cast mine/quarry Railway Road River Hydro-electric power station Dam Factory Built-up area 0 3 km 6

3 0453/04/O/N/05 © UCLES 2005 [Turn over (i) Give two examples of economic development which have taken place in the area shown in Fig. 1. [2] (ii) Describe three ways in which development has affected the natural environment in the area. [3]

4 0453/04/O/N/05 © UCLES 2005 (b) Study Figs 2 and 3. Fig. 2 Fig. 3 Copy of questionnaire used Tick your answers How old are you? Under 16 … 16 to 25 … 25 to 40 … 40 to 60 … over 60 … What is your gender? Male … Female … In which of the following ways to you think industry causes problems in Santa Anatalia? For each problem which you tick give a score using a scale of 1 to 5 (1 = Low level of concern 5 = High level of concern) Problem Is it a problem? Level of concern (✓or ✗) (1 to 5) Air pollution … … Noise … … Dangerous traffic … … Looks ugly … … Trees are chopped down … … Other problems (please state) … … … … … … A researcher wanted to find out if local people were worried about the impacts of industry in Santa Anatalia. He picked a random sample of 50 people and gave them a questionnaire to fill in. He asked people to tick the boxes on the questionnaire sheet and give a score from 0 to 5 for each impact.

5 0453/04/O/N/05 © UCLES 2005 [Turn over (i) Use your own words to explain why the survey was carried out. [2] (ii) The fifty people who were selected in the survey were chosen using a random sample. Describe how this sample could have been selected from the town`s population. [2] (iii) The researcher wanted to find out how worried people were about each impact of industry. Use your own words to explain how he did this. [2] (iv) Do you think the questionnaire was well designed? Give reasons for your answer. [3] (v) Suggest reasons why some people in Santa Anatalia will be more worried than others about the impacts of industry in the town. [3]

6 0453/04/O/N/05 © UCLES 2005 2 Study Fig. 4 which shows three students who are planning research enquiries on pollution of the environment in the area shown by Fig. 1. Fig. 4 (a) The sequence of enquiry shown below is a useful way to organize research. ↓ ↓ ↓ ↓ ↓ Report the conclusions and evaluate the enquiry Present and analyse the data Collect and record data Carry out a pilot study Decide what data are required and how they should be gathered Identify an enquiry question or hypothesis STUDENT C My enquiry is about pollution of the lake. STUDENT B I am planning to research the effects of air pollution from the bauxite smelter. STUDENT A I want to investigate the environmental problems caused by the pulp and paper mill.

7 0453/04/O/N/05 © UCLES 2005 Choose one of the students A, B or C from Fig. 4, and write down the letter of that student. Describe how the research enquiry could be carried out. Use the ideas in the sequence of enquiry to organize your answer. [9] (b) Describe and explain any difficulties which you think the student you have chosen might have in carrying out this enquiry. [4] (c) Describe what you think should be done to reduce pollution of the environment in the area shown in Fig. 1. [5]

8 0453/04/O/N/05 BLANK PAGE 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 0453/04 Paper 4 Maximum mark 35 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 4 © University of Cambridge International Examinations 2005 1 (a) (i) Any 2 of:
bauxite smelter
pulp and paper mill
opencast mine/quarry
extraction of timber
HEP/electricity generation
railway 2 @ 1 mark [2] (ii) Ideas such as:
soil erosion
run off/loss of soil minerals
silt deposited in lake
lake/river polluted
visual intrusion
atmospheric pollution
loss of trees/forest
destruction of habitat
impact on food chain etc. 3 @ 1 mark [3] (b) (i) Simple statement = 1 mark e.g. to find out about the effects of industry in Santa Anatalia (1) 2nd mark for developing the idea e.g. to find out what the impacts of industry were in Santa Anatalia and to see which impacts people were most worried about (2) [2] (ii) Simple statement = 1 mark e.g. choose 50 people/homes at random 2nd mark for a more precise indication of how a random sample could have been selected e.g. hand out questionnaires to 50 people randomly approached in the street; use a random number tables/draw names from a hat to select homes to which to deliver questionnaires (2) [2] (iii) Simple statement = 1 mark e.g. use a 1 to 5 scale 2nd mark for a more precise indication of how the 1 to 5 scale works e.g. each problem is given a score from 1 to 5, those problems about which people were more concerned were given higher scores (2) [2]

Page 2 Mark Scheme Syllabus Paper IGCSE EXAMINATIONS – NOVEMBER 2005 0453 4 © University of Cambridge International Examinations 2005 (iv) No mark for ‘yes’ or ‘no’. Marks to be allocated for reasoning Could argue that it is well designed as it:
is quick/easy to complete
does not require extended written responses
collects information about age and gender as well as opinions
uses simple numerical technique to assess concern/which is easy
to present/analyse etc. Could argue that it is badly designed as it:
asks questions which may offend (e.g. age)
may be difficult for respondents to understand how the numerical scale works
uses words/phrases which may be hard to understand
unsuitable age scale etc. Candidates can score up to three marks on justification of ‘yes’ or ‘no’ or it is possible to score 2 + 1 by giving a balanced response [3] (v) Ideas such as:
proximity of homes to the industries/those living close by may have greater concerns
age of respondent/older people may be more concerned if they feel it is destroying the area where they have lived for many years
health of respondent/healthy people may be less concerned than those in poor health/suffering asthma
people with young children who could be at risk may be more concerned than single people
people who benefit financially (e.g. employees) as a result of the industry may be less concerned than those who do not
people with strong views about environmental destruction will be more worried than those who are less aware/more educated people are therefore likely to be more worried etc. [3] 2. (a) Levels of response marking Level 1 (1 to 3 marks) Simple statements which briefly describe how the research enquiry could be carried out (e.g. use questionnaires, graph the results, write about the findings, get secondary data, look in newspapers etc.) N.B. Do not credit simple copy of boxes in sequence of enquiry diagram.

Page 3 Mark Scheme Syllabus Paper IGCSE EXAMINATIONS – NOVEMBER 2005 0453 4 © University of Cambridge International Examinations 2005 Level 2 (4 to 6 marks) More developed statements which describe how the enquiry could be carried out (e.g. ask a sample of the towns population to complete a questionnaire about how the pulp and paper mill effects them, draw bar graphs to show pollution levels in different parts of the lake/draw line graphs to show how levels of air pollution vary over time, test the levels of pollution in the water using testing kits; obtain old and new maps of the area to work out the rates of deforestation caused by the use of the wood in the pulp and paper mill, use newspaper articles about problems caused by the industries, present a report to the local authority etc.) Level 3 (7 to 9 marks) A comprehensive account which includes more developed statements (level 2) and covers at least three of the boxes in the sequence of enquiry diagram (e.g. identification of enquiry question/hypotheses/collection of data/ presentation and analysis) [9] (b) The problems which can be credited are likely to be similar for each example and include ideas such as:
many residents are unlikely to be cooperative/may not answer questions
many residents may not reveal/do not know answers to all questions
residents may not trust researchers/be suspicious
residents may not tell the truth
there could be hostility from local people
residents may fear loss of their jobs and therefore not cooperate/residents may be threatened by employers
the industries involved are unlikely to divulge information/may give biased information
unlikely to achieve much by use of observation
secondary data is likely to be limited/unavailable
pollution of the air/water is difficult to measure without scientific equipment
information collected about pollution based on questionnaires/interviews is subjective and not always reliable etc. 4 @ 1 mark but be prepared to credit appropriate development [4]

Page 4 Mark Scheme Syllabus Paper IGCSE EXAMINATIONS – NOVEMBER 2005 0453 4 © University of Cambridge International Examinations 2005 (c) 5 @ 1 mark for appropriate suggestions, crediting development points as appropriate Ideas such as:
more restrictive regulations/laws/fines
screening of industrial buildings to reduce noise/visual
impact
tighter monitoring of pollution levels
insist on replanting of trees/restoration of quarries etc.
recycling/treatment of toxins/effluent
installation of more equipment to reduce pollution (e.g. desulphurization/scrubbers in chimneys etc.) [5] [15] [TOTAL 35 MARKS]