Cambridge IGCSE Geography 0460 — 2015 May/June Paper 1 · Variant 1

This document consists of 31 printed pages, 1 blank page and 1 Insert. DC (KN/CGW) 95837/4 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 3 5 1 1 1 3 7 2 2 5 * GEOGRAPHY 0460/11 Paper 1 May/June 2015 1 hour 45 minutes Candidates answer on the Question Paper. Additional Materials: Ruler Calculator 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 an HB pencil for any diagrams or graphs. 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 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. The Insert is not required by the Examiner. 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. The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2 0460/11/M/J/15 © UCLES 2015 QUESTION 1 1 (a) Study Fig. 1, which shows information about the distribution of the world’s population in 1950, 2000 and 2050 (estimated). 1950 2000 2050 (estimated) Asia Asia Asia Africa Africa Africa North America South America North America South America North America South America Europe Europe Europe Australasia Australasia Australasia 50 75 75 25 0 % 0 % 0 % 25 25 75 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]

3 0460/11/M/J/15 © UCLES 2015 [Turn over (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 0460/11/M/J/15 © UCLES 2015 (b) Study Fig. 2, information about population distribution in Uganda. SOUTH SUDAN KENYA DEM. REP. OF THE CONGO TANZANIA RWANDA Key boundary of Uganda river with flow direction population density high medium low city (urban area) capital city country KENYA Lake Kyoga Lake Albert Kampala Lake Victoria 40 km 3°N 4°N 1°N 1°S 30°E 31°E 32°E 33°E 34°E 35°E 30°E 31°E 32°E 33°E 34°E 35°E 0° 2°N 3°N 4°N 1°N 1°S 0° 2°N 0 80 N Equator Lake Kyoga Lake Albert Fig. 2

5 0460/11/M/J/15 © UCLES 2015 [Turn over (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 0460/11/M/J/15 © UCLES 2015 (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

7 0460/11/M/J/15 © UCLES 2015 [Turn over TURN PAGE FOR QUESTION 2

8 0460/11/M/J/15 © UCLES 2015 QUESTION 2 2 (a) Study Fig. 3, which shows information about settlement sizes in part of Mexico. Nuevo San Juan San Lorenzo Taretán Pareo Parácuaro 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 Tancitaro Key Peribán Santa Clara Tinguindin Tarécuato Patambán Ocumicho Pamatácuaro Buenos Aires Apatzingán URUAPAN Los Reyes Zamora Nueva Italia Antunez Presa del Rosario Lambardia Ario de Rosales 0 25 km Zirimicuaro Ziracuaretiro Huiramangaro Angahuan Tangamandapio Tangancicuaro Jacona Caurio Villa Jiménez N Purépero Carapân Chilchota Naranja Santiago Azajo Purenchecuaro Cherán Paracho San Felipe Corupo Nurio Tanaco Cocucho Ahuirán Quinceo Capácuaro Tingambato Villa Escalante Sevina Erongaricuaro Zirahuen Opopeo Pátzcuaro Zacapu Fig. 3 (i) Name a settlement shown on the map with a population of 20 001 to 200 000. …[1]

9 0460/11/M/J/15 © UCLES 2015 [Turn over (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 0460/11/M/J/15 © UCLES 2015 (b) Study Fig. 4, which shows information about the distances a family travel to different types of shops and leisure facilities. 0 5 10 15 furniture shoes meat bread cinema bowling alley theatre restaurant distance (kms) distance (kms) Shopping Leisure 20 25 0 5 10 15 20 25 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]

11 0460/11/M/J/15 © UCLES 2015 [Turn over (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 … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 2

12 0460/11/M/J/15 © UCLES 2015 QUESTION 3 3 (a) Study Fig. 5, which shows a weather instrument. 35 30 dry bulb 25 20 15 10 5 −5 −10 0 35 temperature °C 30 wet bulb 25 20 15 10 5 −5 −10 saturated lint water 0 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. … … … … … …[3]

13 0460/11/M/J/15 © UCLES 2015 [Turn over (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 0460/11/M/J/15 © UCLES 2015 (b) Study Fig. 6, wind roses for Tiree, an island off the west coast of Scotland, in March and October 2013. NW Month: NE N S SW W E SE Monitored daily at: NW Month: NE N S SW W W number of days wind blew from that direction Key Key W number of days wind blew from that direction E SE Monitored daily at: The bars on both wind roses show the number of days when the wind was blowing from that direction. Calm days were not recorded. Fig. 6

15 0460/11/M/J/15 © UCLES 2015 [Turn over (i) Describe the differences between the wind directions in Tiree in March and October. … … … … … …[3]

16 0460/11/M/J/15 © UCLES 2015 (ii) Explain how wind speed and direction measurements are obtained at a weather station. You may include diagrams of the instruments used. … … … … … … … … … … [5]

17 0460/11/M/J/15 © UCLES 2015 [Turn over (c) Describe the impacts of a drought on an area or country you have studied. Name of area or country … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 3

18 0460/11/M/J/15 © UCLES 2015 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]

19 0460/11/M/J/15 © UCLES 2015 [Turn over (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. … … … … … … … …[4]

20 0460/11/M/J/15 © UCLES 2015 (b) Study Photograph A (Insert). (i) Describe the features of the cliff shown in Photograph A. … … … … … …[3] (ii) Explain how different erosional processes shape cliffs. … … … … … … … … … …[5]

21 0460/11/M/J/15 © UCLES 2015 [Turn over (c) For a coral reef at a named location you have studied, describe its main features and explain its formation. Location of coral reef … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 4

22 0460/11/M/J/15 © UCLES 2015 QUESTION 5 5 (a) Study Fig. 8, which shows information about industry in Ghana (an LEDC). N E Lake Volta X Y F G GULF OF GUINEA 0 50 km G H A N A imports machinery clothing crude oil petroleum products motor vehicles & parts medicines exports cocoa gold diamonds manganese timber bauxite GROUPS OF SECONDARY INDUSTRIES GROUP 1 saw milling furniture manufacturing fruit canning vegetable oil milling GROUP 2 aluminium smelting oil refining vehicle assembly chemicals GROUP 3 leather tanning meat processing abattoirs (slaughterhouses) Key town (over 25 000 population) railway IRUHVWVï hardwoods fruit oil palm national boundary of Ghana large dam and HEP station cattle rearing area & route to market bauxite mining area Fig. 8 (i) What is meant by secondary industry? … …[1]

23 0460/11/M/J/15 © UCLES 2015 [Turn over (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 Towns Group of industries (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 … … … … Change 2 … … … …[4]

24 0460/11/M/J/15 © UCLES 2015 (b) Study Fig. 9, which shows information about industry. PROCESSES OUTPUTS INPUTS 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 … … … … … … … … …[5]

25 0460/11/M/J/15 © UCLES 2015 [Turn over (c) Explain the location of high technology industries in a named area you have studied. Name of area … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 5

26 0460/11/M/J/15 © UCLES 2015 QUESTION 6 6 (a) Study Fig. 10, which shows the results of a survey in the USA on global warming. 0 50 % of respondents Some people say that global warming made each of the following events worse. How much do you agree or disagree? The East Coast earthquake in the summer of 2011 Hurricane Irene strongly agree Record snowfalls in the USA in 2010 and 2011 Mississippi River floods in the spring of 2011 The drought in Texas and Oklahoma in 2011 Record high summer temperatures in the USA in 2011 100 agree disagree strongly disagree 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]

27 0460/11/M/J/15 © UCLES 2015 [Turn over (iii) List three human activities which make global warming worse. 1 … … 2 … … 3 … …[3] (iv) Explain why many people are concerned about global warming. … … … … … … … …[4]

28 0460/11/M/J/15 © UCLES 2015 (b) Study Fig. 11, which shows information about pollution of the natural environment. Sources of pollution Industry Energy Transport Agriculture Types of pollution Air pollution Visual pollution Water pollution Noise pollution Fig. 11 (i) Choose one source of pollution from Fig. 11 and explain how it causes pollution. Source of pollution … … … … … …[3]

29 0460/11/M/J/15 © UCLES 2015 [Turn over (ii) Explain how the local environment might be affected by one type of pollution from Fig. 11. Type of pollution … … … … … … … … … …[5]

30 0460/11/M/J/15 © UCLES 2015 (c) For a named area which you have studied, describe attempts to maintain, conserve or improve the natural environment. Name of area … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 6

31 0460/11/M/J/15 © UCLES 2015 Additional Page If you use the following lined page to complete the answer(s) to any question(s), the question number(s) must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … …

32 0460/11/M/J/15 © UCLES 2015 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. 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

CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the May/June 2015 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 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 1 (a) (i) Asia [1] (ii) A. Europe; B. Asia (2 × 1 mark) [2] (iii) Ideas such as: • 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] (b) (i) Ideas such as: • 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]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 (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]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe and/or explain recent changes in population structure. Level 2 (4–6 marks) Uses named example. More developed statements which describe and/or explain recent changes in population structure. (NB Max 5 if no named example) 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]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 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] (iii) Ideas such as: • 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] (b) (i) Ideas such as: • 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]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 (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. (5 × 1 mark or development) [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe location and/or sphere of influence of a shop or service. Level 2 (4–6 marks) Uses named example. More developed statements which describe location and/or sphere of influence of a shop or service. (NB Max 5 if no named example) 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]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 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] (iii) Ideas such as: • 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] (b) (i) Ideas such as: • 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]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 (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 Level 1 [1–3 marks] Statements including limited detail which describe the impacts of drought. Level 2 [4–6 marks] Uses named example. More developed statements which describe the impacts of drought. (NB Max 5 if no named example) Level 3 [7 marks] Uses named example. Comprehensive and accurate statements which describe the impacts of drought, including place specific information. Content Guide: Answers are likely to refer to: • 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]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 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] (b) (i) Ideas such as: • 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. (5 × 1 mark or development) [5]

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe features of coral reef and/or explain formation. Level 2 (4–6 marks) Uses named example. More developed statements which describe features of coral reef and/or explain formation. (NB Max 5 if no named example) 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: Answers are likely to refer to: • 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]

Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 5 (a) (i) Manufacturing/making things/assembling things/factories (1 mark) [1] (ii) E = 3 F = 1 G = 2 All 3 correct = 2 marks 1 or 2 correct = 1 mark (2 marks) [2] (iii) Ideas such as: • 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. (5 × 1 mark or development) [5]

Page 12 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail explaining location of high technology industry. Level 2 (4–6 marks) 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 including some place specific reference. 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]

Page 13 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 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] (iii) Ideas such as: • 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]

Page 14 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 11 © Cambridge International Examinations 2015 (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 Level 1 (1–3 marks) Statements including limited detail which describe attempts to maintain, conserve or improve the natural environment. Level 2 (4–6 marks) Uses named example. More developed statements which describe attempts to maintain, conserve or improve the natural environment (NB Max 5 if no named example) 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]