Cambridge IGCSE Geography 0460 — 2010 May/June Paper 1 · Variant 3

This document consists of 10 printed pages, 2 blank pages and 1 Insert. DC (KN/SW) 22325/5 © UCLES 2010 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 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. 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 three questions. Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer. The Insert contains Photograph A for Question 2, Photograph B for Question 3, Photograph C for Question 4 and Photograph D for Question 5. 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. * 8 0 9 0 1 6 6 4 2 6 * GEOGRAPHY 0460/13 Paper 1 May/June 2010 1 hour 45 minutes Additional Materials: Answer Booklet/Paper Ruler www.theallpapers.com

2 0460/13/M/J/10 © UCLES 2010 1 (a) Study Fig. 1, a graph which shows average population density by continent. 100 200 300 400 500 600 population density (per sq km) 700 800 900 1000 Africa Asia Europe North America Oceania South America world average Fig. 1 (i) Explain how the population density of an area is calculated. [1] (ii) Name a continent with a population density which is: A below the world average, B above the world average. [2] (iii) Explain why desert areas are sparsely populated. [3] (iv) Explain why some settlements have grown up in sparsely populated areas. [4] www.theallpapers.com

3 0460/13/M/J/10 © UCLES 2010 [Turn over (b) Study Figs. 2A, 2B and 2C which show information about Brazil. Brazil: Population Density NORTH NORTH EAST N SOUTH EAST SOUTH CENTRE WEST more than 25 per sq km Key 3-25 per sq km less than 3 per sq km Fig. 2A Brazil: Average annual rainfall Fortaleza Salvador Rio de Janeiro Sao Paulo Porto Alegre Belem N above 2000 mm Key 1200 - 2000 mm 600 - 1199 mm less than 600 mm Manaus Brazil: Relief N Key above 400 m 200 - 400 m less than 200 m Fig. 2B Fig. 2C (i) Describe the distribution of areas in Brazil where the population density is more than 25 per sq km. [3] (ii) With the help of Figs. 2B and 2C suggest reasons why the population of Brazil is unevenly distributed. [5] (c) For a country which you have studied, explain why the government is worried about its rapid population growth. [7] [Total: 25 marks] www.theallpapers.com

4 0460/13/M/J/10 © UCLES 2010 2 (a) Study Fig. 3, a map showing the population of the largest cities in India in 2008. 12 10 8 6 4 2 0 10 8 6 4 2 0 6 4 2 0 6 4 2 0 6 4 2 0 6 4 2 0 4 2 0 0 500 km 4 2 0 4 2 0 4 2 0 4 2 0 4 2 0 4 N 2 0 4 2 0 Ahmadabad Jaipur New Delhi Kanpur Lucknow Kolkata Nagpur Hyderabad Pune Mumbai Surat Bangalore total city population population (millions) Population living in squatter settlements Key Chennai Fig. 3 (i) What was the total population of Mumbai in 2008? [1] (ii) Rank the following cities in order of the number of people living in squatter settlements. Rank from largest to smallest. Bangalore Lucknow Mumbai New Delhi [2] (iii) Give three reasons why so many people live in squatter settlements in cities in LEDCs. [3] www.theallpapers.com

5 0460/13/M/J/10 © UCLES 2010 [Turn over (b) Study Photograph A (Insert), along with Fig. 4, which gives information about three plans being considered by the authorities of the city shown in the photograph to reduce the number of squatter settlements. Plan 1 Provide low cost housing with basic amenities and services on the edge of the city. Plan 2 Employ more police to remove people from squatter settlements, and teams of council workers to clear the land. Plan 3 Give yearly grants to farmers in the countryside so they can buy machines, fertilizers and irrigation pumps. Fig. 4 (i) Give three examples of basic amenities and services which could be provided as part of Plan 1. [3] (ii) Explain why many residents of the city will not agree with Plan 2. [4] (iii) Explain why Plan 3 is likely to be a more sustainable solution to the problems caused by rapid urban growth in LEDCs. [5] (c) Choose an example of rural to urban migration in an LEDC which you have studied. Name the areas between which people moved and explain why many people migrated. You should refer both to pull and to push factors. [7] [Total: 25 marks] www.theallpapers.com

6 0460/13/M/J/10 © UCLES 2010 3 (a) Study Fig. 5, which is a cross section of a cliff and beach. X Key 0 0 m 10 m 20 m 30 m shale cliff wave-cut platform beach beach material low water mark sea sandstone metres 20 40 Y sand shingle pebbles Fig. 5 (i) What is the width, in metres, of the wave-cut platform as labelled on Fig. 5? [1] (ii) Describe the main features of a wave cut platform. [2] (iii) State three differences between the beach material at X and Y. [3] (iv) Explain how longshore drift can move material along a beach. [4] (b) Study Photograph B (Insert), which shows an area of coastline. (i) Identify three coastal landforms shown in Photograph B. [3] (ii) Explain the formation of two of the coastal landforms which you have identified in (b)(i). [5] (c) For an area you have studied, describe the benefits and problems of living near the coast. [7] [Total: 25 marks] www.theallpapers.com

7 0460/13/M/J/10 © UCLES 2010 [Turn over 4 (a) Study Fig. 6, which shows the global distribution of areas with tropical rainforest and tropical desert climates. tropical rainforest Key tropical desert Tropic of Cancer Tropic of Capricorn Equator X Fig. 6 (i) What is the difference between weather and climate? [1] (ii) Identify one similarity and one difference between the distribution of areas with tropical rainforest and tropical desert climates. [2] (iii) Explain why the tropical desert at X has low rainfall. [3] (iv) Describe the main features of the natural vegetation in tropical rainforests. [4] (b) Study Photograph C (Insert), which shows deforestation of an area of tropical rainforest in Indonesia. (i) Give three different reasons why rainforests are being cleared. [3] (ii) Suggest the likely effects of deforestation on the local natural environment. [5] (c) For an area of tropical desert which you have studied, describe and explain the characteristics of its natural vegetation. [7] [Total: 25 marks] www.theallpapers.com

8 0460/13/M/J/10 © UCLES 2010 5 (a) Study Fig. 7, which shows information about coal. Fig. 7 (i) Name the country with the largest production of coal. [1] (ii) Name the two countries with the largest reserves of coal. [2] (iii) Describe the main changes in the price of coal between 1998 and 2008. You should include dates and figures in your answer. [3] (iv) Over 70% of Poland’s energy is obtained from coal. Suggest likely problems for Poland of relying on coal as a source of energy. [4] (b) Study Photograph D, which shows a coal-fired (thermal) power station. (i) Suggest three different factors which would have influenced the location of the power station shown in Photograph D. [3] (ii) Explain why coal-fired power stations may contribute to global warming. [5] (c) For a country or area which you have studied, describe the problems for people and the local environment caused by using wood and charcoal as sources of energy. [7] [Total: 25 marks] www.theallpapers.com

9 0460/13/M/J/10 © UCLES 2010 [Turn over 6 (a) Study Fig. 8, a map showing pollution of a river in an MEDC. direction of river flow water treatment works waste from sewage treatment works polluted run off from rubbish tip 0 1 2 km N 3 polluted surface run-off from motorway direction of flow waste from factory waste from coal mine waste from coal tip B A waste from sewage treatment works Good Fair Poor Bad Sources of pollution Key Water quality Fig. 8 (i) Describe how the water quality changes along the river between points A and B. [1] (ii) Using information from Fig. 8, give two reasons for the change which you have described in (a)(i). [2] (iii) Explain why, in many countries, waste is released into rivers. [3] (iv) River pollution is a threat to the environment. Explain what could be done to reduce this threat and improve the quality of water in rivers. [4] www.theallpapers.com

10 0460/13/M/J/10 © UCLES 2010 (b) Study Fig. 9 which shows newspaper extracts about three proposed new developments on an island in the Atlantic Ocean. Extract 1 NEW NORTH-SOUTH MOTORWAY PLANNED Plans have been submitted to build a motorway across the mountains, through the valley of the White River … Extract 2 PLANS ANNOUNCED TO BUILD NEW FISH PROCESSING FACTORY A multi-national company plans to clear woodland and scrub to build a factory to process and can locally caught sardines … Extract 3 LUXURY RESORT AND GOLF COURSE PROPOSED FOR SUMMER BAY Plans have been submitted to build a resort and golf course on the sand dunes … Fig. 9 (i) Choose one of the proposed new developments and write down the number of the extract which you have chosen. Explain three different ways in which the development could damage the local natural environment. [3] (ii) Suggest what should be done to ensure that your chosen development is sustainable. [5] (c) People can benefit when economic activities take place. Such activities include: – transport, – tourism, – manufacturing industry. Name an area which you have studied and describe an economic activity which takes place. Explain how the activity benefits local people. [7] [Total: 25 marks] www.theallpapers.com

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12 0460/13/M/J/10 © UCLES 2010 Copyright Acknowledgements: Question 5 Figure 7 © http://leisureguy.files.wordpress.com/2008/01/peak-coal.jpg Photograph A Steve Sibley © UCLES Photograph B Steve Sibley © UCLES Photograph C Steve Sibley © UCLES Photograph D Steve Sibley © UCLES 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. BLANK PAGE www.theallpapers.com

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2010 question paper for the guidance of teachers 0460 GEOGRAPHY 0460/13 Paper 13, 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 must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2010 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.theallpapers.com

Page 2 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 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. During coordination the mark scheme is modified to add points agreed after discussion or to delete any points not allowed. All examiners should ensure that their modified scheme is fully up-to-date before marking begins. Marking mechanics. Point marking is used for sections (a) and (b) of each question, although marks are available in specified questions for development of appropriate points. Ticks should be used to clearly indicate the wording on a script where a mark has been allowed. Where a development point has been allowed the letter ‘D’ should be placed adjacent to the tick. The number of ticks should always be equal to the total number of marks awarded, the mark for each sub-section should be added up and placed in the margin at the end of the sub-section. The total mark for the entire question should be added and transferred to the front of the script. Where a candidate makes a point which is not quite sufficient for credit an upturned ‘V’ insert symbol should be used. If after careful consideration a mark is awarded which gives ‘benefit of doubt’ to the candidate the letter ‘J’ should be placed adjacent to the tick (i.e. the candidate has ‘just’ achieved the mark). 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 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 –his/her answer should have a clear example, and the answer must be place specific as well. (7 marks – L3). Where statements are assigned levels by the examiner this should be indicated by the use of L1, L2 and L3 next to the statements. A summary of the overall level and mark awarded should be written at the end of the answer. Ticks should not be used on answers which are marked using levels of response marking. www.theallpapers.com

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 1 (a) (i) Divide population by area/number of people divided by area/or written as a formula 1 mark [1] (ii) A Africa/Europe/North America/South America/Oceania/America(s) B Asia 2 @ 1 mark [2] (iii) Ideas such as: aridity/lack of precipitation/lack of rainfall/dry; no drinking water/dehydration/difficult to survive without water (it is a basic need); (no water) to irrigate crops/can’t irrigate crops/maintain good pasture/keep cattle/difficult to farm/food production is difficult/yields are low; poor soils/sand/bare rock/infertile soil; deserts are poorly served by communications/isolated/poor road networks/lack of transport; few economic opportunities in most deserts/lack of jobs/lack of resources; high temperatures which lead to high evaporation rates so no water; etc 3 @ 1 mark [3] (iv) Ideas such as: Around an oasis; Around rivers where they flow through arid areas; Mining settlement/production of oil/gas (any mineral or resource); Growth of tourist resorts; Towns of strategic importance; Market town; etc 4 @ 1 mark or development [4] (b) (i) Ideas such as: In coastal area/on the coast/near the sea; In south/south east/north east (regions); In clusters; In the East (of the country); In a line; Correspond with towns and cities; etc 3 @ 1 mark [3] www.theallpapers.com

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 (ii) Reasons such as: differences in relief; high lands are not densely populated; difficult to build (dev);for communications (dev); less than 200 metres sparsely populated; possible flood risks (dev); differences in precipitation; areas above 2000 mm rain sparsely populated; as this creates rainforest (dev); difficult to penetrate (dev); coastal location encourages trade; thus development of industry/settlement/tourism (dev) etc 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail explaining why the government is worried by rapid population growth. (e.g. people do not have enough resources, lack of work, inadequate food supplies, poor access to education, poor access to health care, overcrowded housing, traffic congestion, atmospheric pollution, inadequate water supply/sanitation, overuse of agricultural land/overgrazing, deforestation/loss of natural vegetation etc) Level 2 (4–6 marks) Uses named example More developed statements explaining why the government is worried by rapid population growth. (e.g. lack of work which leads to poverty, inadequate food supplies which cause death by starvation/malnutrition, poor access to education so people remain unqualified, poor access to health care leads to high death rates, overcrowded housing with inadequate basic amenities etc) (NB max 5 if no named example) Level 3 (7 marks) Uses named example (e.g. Bangladesh). Comprehensive and accurate statements explaining why the government is worried by rapid population growth, including some place specific reference. (e.g. lack of work which leads to poverty/many people living on streets in cities like Dhaka, inadequate food supplies which cause death by starvation/malnutrition, poor access to education so people remain unqualified, traffic congestion as there are far too many vehicles on the roads especially in cities such as Dhaka, overuse of agricultural land on floods plains of Brahmaputra/Ganges leads to loss of soil fertility/lower yields, widespread deforestation for firewood on slopes of rural land around Chittagong encourages soil erosion etc) [7] NB: Example must be LEDC/NIC [Total: 25] www.theallpapers.com

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 2 (a) (i) 12 million/11.8 million (Must state million) 1 mark [1] (ii) Mumbai…. (New) Delhi… Bangalore... Lucknow 2 marks for all 4 in correct positions 1 mark for 2/3 in correct positions 2 marks [2] (iii) Ideas such as: inadequate housing stock/not enough houses; rapid increase of population/lots of migrants; lack of local authority investment/Government can’t afford; poverty of people/cannot afford to buy houses/unemployed/working for low wages; able to build them themselves; etc 3 @ 1 mark [3] (b) (i) Amenities such as: water tank on roof/piped water/running water/taps/clean water/showers; electricity/lights; sanitation/sewage disposal/toilets; refuse collection/disposal; clinics/hospitals/send doctors or nurses; schools/education/training/skills; improved roads/communications/(building) public transport; etc 3 @ 1 mark [3] (ii) Ideas such as: it is extreme/harsh/against human rights/cruel/forced to move/forced out of homes; encourage violence/resentment/rioting; displaced people will have nowhere to live; lose all possessions/belongings; they will build squatter settlements elsewhere/live on streets; it does not solve the problem long term; it will be very expensive/funds could be put to more constructive use/some people think it is a waste of money; strong community spirit is lost; reflects badly on government or country; etc 4 @ 1 mark [4] www.theallpapers.com

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 (iii) Ideas such as: it will solve the problem in the long term; as the rural areas will become more attractive places to live (dev); less people will move to the cities; as they will be able to increase output of food (dev)/more food(dev); and sell produce (dev); thus bringing in money to rural areas(dev); it may encourage people from cities to move back to rural areas; which will trigger development (dev); etc 5 @ 1 mark or development [5] NB: No marks for disadvantages of plans 1 and 2. (c) Levels of response marking Level 1 (1–3 marks) Statements including limited detail which explain reasons for rural to urban migration, either pulls or pushes. (e.g. more jobs, better services, not enough food, better standard of living/quality of life, poverty, better housing, better schools, better healthcare etc) Level 2 (4–6 marks) Uses named example (must have 1 example) More developed statements which explain reasons for rural to urban migration, either pulls or pushes. (e.g. more jobs in the informal sector/factories/or examples, well paid jobs, greater access to range of services or examples such as schools/hospitals/clinics, can buy food from markets/shops, housing with electricity/gas; etc) NB Max 5 if no named example Level 3 (7 marks) Uses 2 named examples. (e.g. Caatinga to Rio de Janeiro) Comprehensive, accurate statements, referring to both pulls and pushes. (e.g. some farmland in Caatinga unproductive due to drought, people living in countryside lost best quality agricultural land by Sao Franciso river when reservoirs were been built, they can make money in informal sector by offering shoe shine/selling fruit on Copacabana Beach, the city offers hope e.g. basic concrete houses are being built with piped water and sewage pipes, even in the favelas such as Rocinha the people have better access to primary health care than in the countryside) NB: Must refer to both pulls and pushes for L3. [7] [Total: 25] www.theallpapers.com

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 3 (a) (i) 34 – 35 1 mark [1] (ii) Ideas such as: (Bare) rock surface/sandstone/resistant rock; May have rock pools; May be covered with seaweed; Exposed at low tide/covered at high tide; Remains of former cliff base/at foot of cliff; Flat/gently sloping; Smooth; etc 2 @ 1 mark [2] (iii) Differences such as: More sand at Y/less sand at X; More shingle at X/less shingle at Y; More pebbles at X/less pebbles at Y. 3 @ 1 mark [3] (iv) Ideas such as: swash in direction of predominant wind; moves materials at (oblique) angle; backwash at right angle/90o/straight back to sea; materials move in zig-zag fashion; etc 4 @ 1 mark [4] (b) (i) Features such as: Bay; Beach; Cliffs; Landslip; Headland; Wave cut platform; etc 3 @ 1 mark [3] www.theallpapers.com

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 (ii) Ideas such as: e.g. Bay: Features are formed by either erosion or deposition; outcrop of less resistant rock/weak rock/soft rock; eroded rapidly by sea; differential erosion occurs/hard rock erodes more slowly than soft rock(dev); by processes such as hydraulic action/abrasion etc (dev); e.g. beach formed by constructive waves; stronger swash than backwash; materials deposited; materials build up over time (dev); refraction of waves in bay (dev); etc MAX 4 on any one feature 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail describing benefits and/or problems of living near the coast. (e.g. fishing, tourism, ports, storms, coastal erosion, need to build bridges; etc) Level 2 (4–6 marks) Uses named example More developed statements describing benefits and/or problems of living near the coast. (e.g. ports can be set up and people make a living from inshore/deep sea fishing, tourism industry can be established giving jobs in hotels, ports grow up and industries will be attracted there to use the raw materials imported/export finished products, storms can damage housing/cause coastal flooding, coastal erosion can cause collapse of cliff top buildings, need to bridge/detour around estuaries; etc) NB Max 5 if no named example Level 3 (7 marks) Uses named example (e.g. Californian coast). Comprehensive and accurate statements describing benefits and problems of living near the coast, including some place specific reference. (e.g. ports like Monterrey have grown up and people make a living from inshore/deep sea fishing, tourism industry has been established in San Francisco giving jobs in the restaurants along the Old Fisherman’s Wharf, Oakland is a major port dealing with container traffic from Japan, Hong Kong and China, storms can damage housing/cause coastal flooding, coastal erosion can cause collapse of cliff top buildings in Cambria, need to bridge estuaries by Golden Gate Bridge etc) [7] NB: Annotate ‘b’ for benefits and ‘p’ for problems. [Total: 25] www.theallpapers.com

Page 9 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 4 (a) (i) Weather is the condition of the atmosphere at a specific time/day to day, however climate is average/what is expected at different times of year /yearly conditions. 1 mark [1] (ii) Similarities such as: Both are found in Africa/South America; Both are found between the tropics etc Differences such as: Rainforests are found around equator, deserts around tropics (of Capricorn/Cancer)/ deserts are further away from equator; deserts on western sides of land masses, rainforests across the continents; rainforests found on islands, deserts are not; North America/Australia have deserts but no rainforest; etc NB: Annotate
s and
d 2 @ 1 mark [2] (iii) Ideas such as: high pressure in deserts; descending air in deserts; dry winds/trade winds blow to deserts/across Australia; no sources of water to evaporate/no clouds; etc 3 @ 1 mark (3) (iv) Ideas such as: hundreds of different species/large biodiversity; evergreen; deciduous; different layers of vegetation; canopy of trees; shrub layer; emergents/tall trees; lianas; parasites/epiphytes; drip tip leaves; buttress roots; etc 4 @ 1 mark or development [4] (b) (i) Ideas such as: logging/selling wood/for making furniture; cattle ranching; for planting plantations/rubber trees; to grow cash crops; so mining can take place/quarrying or examples; to build settlement/to relocate people from the cities; communications – roads/railways; HEP; etc 3 @ 1 mark [3] www.theallpapers.com

Page 10 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 (ii) Ideas such as: it kills animals; reduces variety of species (dev); loss of habitat; threatening species with extinction (dev); impacts on food chain; reduces interception; therefore increasing run off(dev); causing floods(dev); sedimentation of rivers (dev); loss of nutrients in soil; etc. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail describing characteristics of natural vegetation of tropical desert. (e.g. scattered/sparse vegetation, seeds/plants only flower/grow for short periods, narrow/spiky leaves, long roots/wide spreading roots search for water, some plants store water, plants grow around oases; etc) Level 2 (4–6 marks) Uses named example More developed statements describing and explaining characteristics of natural vegetation of tropical desert. (e.g. 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 as it is so dry; little cover of soil/sand/bare rock surfaces so few plants grow; some plants/cacti store water in order to survive long periods of drought, plants grow around oases where water is available; etc) NB Max 5 if no named example Level 3 (7 marks) Uses named example (e.g. Sahara Desert). Comprehensive and accurate statements describing and explaining characteristics of natural vegetation of tropical desert, including some specific reference to place or species of plants. (e.g. Low precipitation/aridity results in scattered/sparse vegetation, Joshua Tree remains dormant during long dry spells, narrow/spiky leaves reduce rates of evapotranspiration/because of high temperatures, creosote bush has long roots/wide spreading roots search for water as it is so dry; little cover of soil/sand/bare rock surfaces so few plants grow; xerophytes/saguaro cactus stores water in order to survive long periods of drought, plants grow around oases where water is available; etc ) [7] [Total: 25] www.theallpapers.com

Page 11 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 5 (a) (i) China 1 mark [1] (ii) US(A)/America; Russia. 2 @ 1 mark [2] (iii) Ideas such as: Increase; $30 to $130 per tonne/more than $30 but less than $40 – $130 – $135; Especially since 2007/and in 2004 increase; Remained fairly stable to 2003; But fluctuated 2004 to 2008; Decrease 2005 and 2006/2001 – 2002/2001 – 2003; etc Reserve 1 mark for use of dates/statistics. Max 2 on dates/statistics. Remaining mark(s) need some interpretation. 3 @ 1 mark [3] (iv) Ideas such as: coal is non-renewable/it will run out; thus will need to find alternative in future (dev); costs are not stable; and have increased rapidly since 2007/now high cost; so costs of electricity will increase (dev); pollutes the atmosphere/leads to global warming; political pressure/global pressure/pressure from environmental groups to reduce dependence (dev) 4 @ 1 mark or development [4] (b) (i) Factors such as: proximity to coal/near coal mine; availability of water/near a river/lake or sea; flat/stable land (for building)/large area; local workforce; rail/road transport (for coal); near ports for imports of coal; etc 3 @ 1 mark [3] (ii) Ideas such as: release of carbon dioxide; which is a greenhouse gas (dev); which accumulates in atmosphere(dev); suns rays penetrate layer of gases; bounce off earth`s surface; but cannot escape through blanket of gases/are trapped(dev); etc 5 @ 1 mark or development [5] www.theallpapers.com

Page 12 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail describing problems of use of fuelwood for people and/or local natural environment. (e.g. pollutes the atmosphere, causes health problems, lost productivity when collecting firewood, time consuming collecting wood, loss of tree cover, soil erosion; etc) Level 2 (4–6 marks) Uses named example More developed statements describing problems of use of fuelwood for people and/or local natural environment. (e.g. pollutes the atmosphere with smoke/chemicals such as CO2, causes health problems such as chest complaints/asthma/breathing difficulties, people cannot work in fields producing food if they are ill, time consuming walking long distances to collect wood, loss of tree cover causes soil erosion; etc) NB Max 5 if no named example Level 3 (7 marks) Uses named example country or area, (e.g. Ethiopia). Comprehensive and accurate statements describing problems of use of fuelwood for people and natural environment, including some place specific reference. (e.g. pollutes the atmosphere with smoke/chemicals such as CO2, in squatter camps at Addis Ababa health problems caused such as chest complaints/asthma/breathing difficulties, in rural areas close to border with Eritrea people cannot work in fields producing food, time consuming walking long distances to collect wood, in northern region of Tigray loss of tree cover causes soil erosion; etc) NB: Annotate with ‘p’ for people and ‘e’ for environment. [7] [Total: 25] www.theallpapers.com

Page 13 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 6 (a) (i) Quality is reduced/gets worse/changes from good to bad 1 mark [1] (ii) Ideas such as: Run off from rubbish tip; Waste from factory; Waste from sewage treatment works; Waste from coal mine; Joined by polluted tributaries; Run off from motorways; etc 2 @ 1 mark [2] (iii) Ideas such as: cheap way of disposal/can’t afford to treat it; it is quick/easy/convenient; regulations are not strict/no laws against it; enforcement of regulations is poor/corruption of officials; lack of technology to treat waste; lack of education/unaware of damage caused; etc 3 @ 1 mark [3] (iv) Ideas such as: better treatment of sewage; factories stop discharging waste into rivers/install filters; encouraging recycling of waste materials rather than dumping; incinerate waste; monitoring of water quality; set up more strict regulations/apply laws; ensure regulations are enforced/fines/suspension/closure; education re- impacts; etc 4 @ 1 mark [4] www.theallpapers.com

Page 14 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 (b) (i) Ideas such as: e.g. Motorway: vegetation destroyed; ecosystems threatened; food chain disrupted; loss of habitats; visual pollution/change shape of landscape/change shape of mountain; dust from construction; noise from construction/traffic/machinery; fumes from exhausts/traffic; soil erosion (in cuttings); sedimentation in river; etc e.g. fish processing factory woodland/scrub/vegetation destroyed; ecosystems threatened; food chain disrupted; loss of habitats; visual pollution; noise from construction/traffic/machinery; fumes from exhausts/traffic; processing/smell; threats to fish stocks; etc e.g. resort and golf course sand dune vegetation destroyed/plants/vegetation destroyed; ecosystems threatened; food chain disrupted; loss of habitats; noise from construction/traffic/machinery; fumes from exhausts/traffic; over use of water supplies/reduced water; litter from tourists (on beaches); waste from hotel (results in more landfill sites); more sewage disposed of (at sea); etc 3 @ 1 mark [3] (ii) Ideas will depend on chosen option (e.g. resort and golf course): restricting size of resort/tourist numbers; to reduce overcrowding/noise/congestion (dev): conserve/restrict access to parts of dunes/areas where sensitive species are growing; education of tourists/golfers regarding environmental issues; so they are aware of any damage caused by their actions/behaviour (dev); employing people to clear up regularly; using local labour; keep money in local economy (dev); positive multiplier effect (dev); using local provisions; do not incorporate water features/fountains on golf course/resort; build waste water processing plant for hotel/use waste water from hotel for water golf course; etc NB: Answer must link to candidates chosen development. No double credit on ideas/development. 5 @ 1 mark or development [5] www.theallpapers.com

Page 15 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2010 0460 13 © UCLES 2010 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail describing the benefits to people of an economic activity. (e.g. more jobs are created, foreign exchange/income, better schools/hospitals built, development of infrastructure/water/electricity/transport, meet people of different nationalities/cultural exchange; retention of culture/traditions, increased market for local farmers/food is bought in markets/by hotels, sales of local products; etc Level 2 (4–6 marks) Uses named example More developed statements which describe the benefits to people of an economic activity (e.g. tourism). (e.g. more jobs are created for local people so they earn regular income, foreign exchange/income spent on education/hospitals, development of infrastructure such as water/electricity/transport etc, meet people of different nationalities so cultural exchange; retention of culture/traditions as they are tourist attractions, increased market for local farmers as food is bought in markets/by hotels, sales of local craft items; etc) NB Max 5 if no named example Level 3 (7 marks) Uses named example (e.g. tourism in Mahe, Seychelles). Comprehensive and accurate statements including some place specific reference. (e.g. more jobs are created for people in Beau Vallon Bay so they earn regular income, foreign exchange/income spent on new hospitals built in Victoria, improvement of water supply system to Anse Royale; development of airport to international standard by extension of runway, meet people of different nationalities, especially people from Europe, so cultural exchange; retention of Creole cooking and cultural dances as they are tourist attractions, increased market for local farmers as food is bought in markets in Victoria/by hotels/restaurants in Beau Vallon Bay, sales of local craft items such as shells and corals; etc) NB: No marks awarded for description of economic activity. [7] [Total: 25] www.theallpapers.com