Cambridge IGCSE Geography 0460 — 2015 May/June Paper 1 · Variant 3

This document consists of 26 printed pages, 2 blank pages and 1 Insert. DC (NF/CGW) 95847/6 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 3 6 1 8 3 5 1 8 1 9 * GEOGRAPHY 0460/13 Paper 1 May/June 2015 1 hour 45 minutes Candidates answer on the Question Paper. Additional Materials: Ruler Calculator Protractor 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 2, Photograph B for Question 3, Fig. 6 for Question 4 and Photographs C, D, E and Fig. 10 for Question 6. 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 0460/13/M/J/15 © UCLES 2015 QUESTION 1 1 (a) Study Fig. 1, which shows information about the birth rates and death rates in Cameroon, Ghana and Nigeria, three LEDCs (Less Economically Developed Countries) in West Africa. Country Birth rate (per 1000 of population) Death rate (per 1000 of population) Cameroon 32.5 11.7 Ghana 32.0 7.7 Nigeria 39.9 13.5 Fig. 1 (i) What is meant by birth rate? … … [1] (ii) Complete the table below by inserting the names of the three countries in Fig. 1. The countries should be arranged in rank order of their natural population growth rates. highest rate of natural population growth lowest rate of natural population growth [2] (iii) Explain why there are high birth rates in many LEDCs. … … … … … … [3]

3 0460/13/M/J/15 © UCLES 2015 [Turn over (iv) Describe the problems caused by high natural population growth in LEDCs. … … … … … … … … [4] (b) Study Fig. 2, which shows information about the population growth rates in China and Iran between 1970 and 2009. 4.5 4 3.5 3 2.5 2 1.5 1 0.5  ï 1974  ï 1979  ï 1984  ï 1989  ï 1994 year Key Iran China population growth rate (%)  ï 1999 ï 2004 ï 2009 0 Fig. 2 (i) Compare the changes in population growth rates in China and Iran: from 1970 to 1984; … … from 1985 to 1999; … … from 2000 to 2009. … … [3]

4 0460/13/M/J/15 © UCLES 2015 (ii) The governments of both China and Iran have used policies to reduce population growth during the period shown by the graph. Describe policies which governments can use to reduce birth rates. … … … … … … … … … … [5]

5 0460/13/M/J/15 © UCLES 2015 [Turn over (c) For an example of a country you have studied, describe the impacts of HIV/AIDS. Chosen country … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 1

6 0460/13/M/J/15 © UCLES 2015 QUESTION 2 2 (a) Study Photograph A (Insert), which shows Laroya, a rural settlement in the Almeria region of southern Spain. (i) What is meant by a rural settlement? … … [1] (ii) Suggest two factors which may have limited the size of Laroya. 1 … … 2 … … [2] (iii) Suggest three reasons why people who live in Laroya may travel to nearby towns and cities. 1 … … 2 … … 3 … … [3] (iv) Laroya experienced an increase in population in 2011. Explain why some people in MEDCs (More Economically Developed Countries) are choosing to live in settlements like Laroya, rather than living in towns and cities. … … … … … … … … [4]

7 0460/13/M/J/15 © UCLES 2015 [Turn over (b) Study Fig. 3, which shows the rural settlement patterns in three different parts of Africa. A B A Pampaida, Nigeria B Potou, Senegal C Koraro, Ethiopia each dot represents one home Key 0 2 4 6 8 10 km C Fig. 3 (i) Identify the settlement patterns shown by each of the three maps in Fig. 3. Pampaida, Nigeria … Potou, Senegal … Koraro, Ethiopia … [3]

8 0460/13/M/J/15 © UCLES 2015 (ii) Explain why different rural settlement patterns develop in different areas. … … … … … … … … … … [5]

9 0460/13/M/J/15 © UCLES 2015 [Turn over (c) Describe and explain the main functions of an urban settlement you have studied. Chosen urban settlement … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 2

10 0460/13/M/J/15 © UCLES 2015 QUESTION 3 3 (a) Study Photograph B (Insert), which shows an area affected by coastal erosion. (i) What landform is labelled X on Photograph B? … [1] (ii) Name two processes of coastal erosion. 1 … 2 … [2] (iii) The feature labelled Y on Photograph B is a wave cut platform. Explain how a wave cut platform is formed. … … … … … … [3] (iv) Describe the differences between constructive and destructive waves. … … … … … … … … [4]

11 0460/13/M/J/15 © UCLES 2015 [Turn over (b) Study Fig. 4, a map showing a small Caribbean island. N 18° North sea sea 0 1 2 km breakers Key coral beach road cliffs dunes height in metres settlement 10 3 4 65° West 20 10 Fig. 4 (i) Describe the distribution of the areas of coral shown in Fig. 4. … … … … … … [3]

12 0460/13/M/J/15 © UCLES 2015 (ii) Describe the conditions which are required for the development of coral reefs. … … … … … … … … … … [5]

13 0460/13/M/J/15 © UCLES 2015 [Turn over (c) For a named area you have studied, describe the impacts of a tropical storm. Name of area … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 3

14 0460/13/M/J/15 © UCLES 2015 QUESTION 4 4 (a) Study Fig. 5, which shows a climate graph for Jornada, an area in the Chihuahuan Desert of Mexico. 40 30 20 10 0 10 20 30 40 average monthly precipitation (mm) average monthly temperature (°C) 50 60 70 80 0 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec temperature precipitation Key Fig. 5 (i) Estimate the annual precipitation of Jornada. Underline your answer. 25 mm 65 mm 240 mm 465 mm [1] (ii) Compare the average monthly precipitation at Jornada in January and July. You should include statistics in your answer. … … … … [2]

15 0460/13/M/J/15 © UCLES 2015 [Turn over (iii) Describe the variation in temperature at Jornada during the year. You should refer to data from Fig. 5. … … … … … … [3] (iv) Explain why the temperatures in tropical deserts: vary during the year; … … … … change from day to night. … … … … [4]

16 0460/13/M/J/15 © UCLES 2015 (b) Study Fig. 6 (Insert), a map showing the location of the Chihuahuan desert. (i) Describe the location of the Chihuahuan desert. … … … … … … [3] (ii) Suggest reasons why the rainfall is low in the Chihuahuan desert. … … … … … … … … … … [5]

17 0460/13/M/J/15 © UCLES 2015 [Turn over (c) For a named area of tropical desert you have studied, explain how the vegetation and wildlife are adapted to the climate. Name of tropical desert … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 4

18 0460/13/M/J/15 © UCLES 2015 QUESTION 5 5 (a) Study Fig. 7, which shows information about inputs and processes on commercial farms. Processes Harvesting Fertilising Ploughing Hoeing Labour Government advice Machinery Money Rainfall Temperatures Soils Relief Fertiliser Seeds and pesticides Spraying pesticides Spraying insecticides Harrowing Crop rotation Seeding Inputs Fig. 7 (i) What is meant by a commercial farm? … … [1] (ii) Identify from Fig. 7: – one natural (physical) input; … – the process which is carried out just before crops are marketed. … [2]

19 0460/13/M/J/15 © UCLES 2015 [Turn over (iii) Explain how the relief of the land can influence agricultural land use. … … … … … … [3] (iv) Explain how commercial farmers have been able to increase their output. … … … … … … … … [4]

20 0460/13/M/J/15 © UCLES 2015 (b) Study Fig. 8, a map showing the percentage of the population that is undernourished in different countries. 35+ % of population undernourished Key 20-34 5-19 3-4 0-2 no data Equator Tropic of Capricorn Tropic of Cancer Fig. 8 (i) Describe the distribution of areas where over 20% of the population is undernourished. … … … … … … [3]

21 0460/13/M/J/15 © UCLES 2015 [Turn over (ii) Explain why there are food shortages in some parts of the world. … … … … … … … … … … [5] (c) Name an area where small scale subsistence farming takes place. Explain why the farmers are subsistence farmers. Name of area … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 5

22 0460/13/M/J/15 © UCLES 2015 QUESTION 6 6 (a) Study Figs 9A and 9B, information about tourism in Ibiza, an island in the Mediterranean Sea. Fig. 9A shows the origin of tourists to Ibiza, 1997 to 2011. Fig. 9B shows the number of international tourists to Ibiza, 1997 to 2011. Origin of tourists to Ibiza from 1997 to 2011 Key UK Germany Spain Italy France Others Fig. 9A 2 number of international tourists (millions) 1997 1998 1999 2000 2001 2002 2003 2004 year 2005 2006 2007 2008 2009 2010 2011 3 0 1 4 5 6 Fig. 9B (i) What is meant by an international tourist? … … [1]

23 0460/13/M/J/15 © UCLES 2015 [Turn over (ii) Complete the pie chart (Fig. 9A) using the following information: 39% of visitors were from the UK; 26% of visitors were from Germany. [2] (iii) Describe the changes in the number of international tourists to Ibiza shown in Fig. 9B. … … … … … … [3] (b) Study Fig. 10 (Insert), a map showing Ibiza, along with Photographs C, D and E (Insert), which were taken in Ibiza. (i) Suggest three different ways in which people who live in Ibiza might benefit from the tourist industry. 1 … … 2 … … 3 … … [3] (ii) Suggest four different problems which tourism may cause for people who live in Ibiza. 1 … … 2 … … 3 … … 4 … … [4]

24 0460/13/M/J/15 © UCLES 2015 (iii) Using evidence from Fig. 10 and Photographs C, D and E only, explain why Ibiza attracts large numbers of tourists. … … … … … … … … … … [5]

25 0460/13/M/J/15 © UCLES 2015 [Turn over (c) For an area you have studied where tourism is important, explain how its negative impacts are managed. Name of area … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 6

26 0460/13/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. … … … … … … … … … … … … … … … … … … … … … … … … … …

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® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the May/June 2015 series 0460 GEOGRAPHY 0460/13 Paper 1 (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 13 © Cambridge International Examinations 2015 1 (a) (i) the (average) number of births/how many children born per 1000 of the population in a year 1 mark [1] (ii) Nigeria…Ghana….Cameroon 2 marks for correct rank order 1 mark for 1(or 2) correctly placed 2 @ 1 mark [2] (iii) Ideas such as: • little availability of/lack of/can’t afford contraception/birth control/family planning/or examples (Max 1); • not educated re: contraception/family planning; • likely to want children to work on the land/on farms/free labour for the family; • likely to want children to send out to earn money/work; • likely to want children to help around the house/look after younger children/collect water; • likely to want children to look after parents in old age; • not likely to be affected by government policy to reduce family size; • likely to have large families due to tradition/wealth/to get a son; • likely to have large families due to religious influences/ religion does not allow contraception; • no access to abortion; • high infant mortality rates/people have more children in the hope that some will survive; • women stay in the home/don’t work; • early marriage; • lack of emancipation for women; etc. 3 @ 1 mark [3] (iv) Ideas such as: • poverty; • people do not have enough resources/pressure on resources; • pressure on energy supplies (or example); • lack of work/high unemployment; • inadequate food supplies/food shortages/malnutrition/starvation; • poor access to education/government spend more on education/not enough schools; • poor access to health care/government spend more on healthcare/not enough hospitals; • overcrowded housing/homeless/growth of shanty towns/lack of living space; • inadequate water supply/sanitation; • overuse of agricultural land/overgrazing/lack of land to farm; • deforestation/loss of natural vegetation; • impact on economy/GDP falls, slows; • specified pollution problems (Max 1); • increased traffic congestion; etc. 4 @ 1 mark [4]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 (b) (i) 1970 – 1984 China decreases but Iran increases; 1985 to 1999 Iran decreases more than China; 2000 to 2009 Iran increases but China decreases; etc. NB: Statistics are not needed. 3 @ 1 mark [3] (ii) Ideas such as; • introduce anti-natalist policies; • one child policy/limit number of babies/restrict number of children; • advertise the benefits of small families; • educate people about contraception; • legalise abortion; • make (free) contraceptives available; • examples of specific incentives (e.g. free education, free health care) (dev) (Max 2); • introduce pensions for elderly; • examples of disincentives if have a 2nd child e.g. fines, lose jobs (Max 2); • reduce benefits for people having children e.g. reduced maternity leave/child benefit/child tax credits (Max 2); • forced sterilization; • free goods e.g. radios in India; • educate women to encourage them to take jobs or careers; • marriage regulations e.g. late marriage/seek permission; • gender equality acts; etc. NB: Development should refer to the policy itself not reasons or explanations for it. Candidates can gain full marks on one policy as policies can be stand alone in many examples. 5 @ 1 mark or development [5]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the impacts of HIV/AIDS. Level 2 (4–6 marks) Uses named example. More developed statements which describe the impacts of HIV/AIDS. NB: Max 5 if no named example Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe the impacts of HIV/AIDS, including some place specific reference. Content Guide: Answers are likely to refer to; • impact on death rates, • impact on production, • economic loss, • social impacts etc. Place specific reference is likely to consist of: named parts of the chosen country/locational detail, population data etc. NB: Can be any country MEDC or LEDC [7] [Total: 25 marks]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 2 (a) (i) A place where people live/residential area in the countryside/away from the city/a lot of farmland/open space around. 1 mark [1] (ii) Ideas such as: • limited flat land/steep slopes; • poor communications/no roads/difficult to get to; • lack of employment; • infertile/food production is difficult/farming is difficult; • risk of landslides; etc. 2 @ 1 mark [2] (iii) Ideas such as: • for work/set up businesses; • to shop/to buy goods/or example; • for entertainment or example; • education; • health care; • to visit friends; • to sell their crops/trade; etc. NB: Accept reverse answers e.g. don’t have jobs in village/no shops etc. 3 @ 1 mark [3] (iv) Ideas such as: • some people like tranquility/quiet/more peaceful/lack of noise; • lack of specified pollution air/water; • retirement; • less stressful living environment/too crowded in cities; • lower crime rates/less vandalism/graffiti/safer to raise a family or examples; • people working from home; • improvement in communications/transport/people have greater personal mobility; • work in tourist industry; • work in farming/they are farmers; • scenic beauty/no visual pollution; • more land available/larger houses with gardens (or vice versa for cities); • less traffic congestion/less traffic; etc. 4 @ 1 mark [4] (b) (i) Pampaida – dispersed/scattered Potou – linear/in a line Koraro- nucleated/nuclear/clustered NB: Not looking for a description. 3 @ 1 mark [3]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 (ii) General ideas such as: • influenced by relief/large area of flat land; • land use influences pattern; • influenced by communications/along roads; • ideas linked to specific settlement patterns: • linear settlements develop in valleys /next to rivers (dev); • nucleated settlements grow up at junctions/where roads meet/rivers meet (dev); • nucleated along bridging points; • nucleated wet points/dry points; • in farming areas population will be dispersed/spread across the farmland; • on coalfields population will be nucleated/grow up close to mines; • where settlements have developed at/as defensive sites would be nucleated; etc. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe and/or explain the functions of an urban settlement. Level 2 (4–6 marks) Uses named example. More developed statements which describe and/or explain the functions of an urban settlement. NB: Max 5 if no named example Level 3 (7 marks) Uses named example. Comprehensive (2 functions) and accurate statements which describe and explain the functions of an urban settlement, including some place specific reference. Content Guide: Functions which candidates are likely to refer to; • industry, • commercial development, • market town, • education, • administration/government, • tourism • port; etc. Place specific reference is likely to consist of: Named parts of the chosen settlement/ detail of functions etc. NB: Functions need some explanation e.g. it has an industrial function because it is near raw materials. Or it has a tourist function because it is near the coast/has many historic sites to visit. Examples can be MEDC/LEDC city/town in any country. [7] [Total: 25 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 3 (a) (i) Stack 1 mark [1] (ii) Hydraulic action; Corrasion/abrasion; Corrosion/solution; Attrition; 2 @ 1 mark [2] (iii) Ideas such as: • erosion of cliffs/hydraulic action/corrasion; • wave cut notch formed; • undercutting; • collapse; • retreat of cliffs/leaves base at cliffs; • smoothing by waves; etc. 3 @ 1 mark [3] (iv) Ideas such as: • constructive waves have lower energy but destructive higher energy; • constructive have stronger swash; • destructive waves have stronger backwash; • constructive less than 8 waves per minute but destructive 13–15 per minute/higher/lower frequency; • destructive waves have larger height/constructive waves have lower height; • constructive waves deposit but destructive waves erode; • constructive waves have longer wavelength/destructive waves have shorter wavelength/constructive have further distance between crests/destructive have less distance between crests; • constructive are spilling breakers whereas destructive are plunging breakers; etc. NB: Must be comparative 4 @ 1 mark [4] (b) (i) Ideas such as: • uneven distribution; • west of island/west coast; • along the reef/along the long island; • offshore side of reef; • some on north west corner (of main island) • south of 18oN and west of 65oW; • close to shore/next to coast; • some on central North coast (of main island); etc. 3 @ 1 mark [3]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 (ii) Ideas such as; • warm water; • temperatures between 18–27oC (accept figure within range)(dev); • shallow water; • not more than 60 metres deep (dev); • water free from sediment/clear/not polluted/clean; • so sunlight is able to penetrate the water (dev); • plentiful supply of oxygen in water; • plentiful supply of plankton/plentiful supply of nutrients; • calm water/no strong currents/waves; • pH is alkaline/basic/8 or above; 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the impacts of a tropical storm. Level 2 (4–6 marks) Uses named example. More developed statements which describe the impacts of a tropical storm. NB: Max 5 if no named example Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe the impacts of a tropical storm, including some place specific reference. Content Guide: Impacts are likely to include; • death and injury, • flooding, • impact on agriculture, • impact on tourism, • water borne disease; • economic impact, • impact on transport/communications etc. NB: Development is of the descriptions e.g. houses destroyed so people are homeless. Not houses are destroyed because they were built from weak materials. Place specific reference is likely to consist of: named parts of the chosen area affected; statistics/date; name of storm etc. [7] [Total: 25 marks]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 4 (a) (i) 240mm 1 mark [1] (ii) July higher than January/or vice versa/more in July; July (56mm) January (8–10mm)/6 times more in July/46–48mm more in July; NB: mm not needed. 2 @ 1 mark [2] (iii) Ideas such as: • range of 24oC or statistics – 13 to 37oC; • increases January to June/higher in June compared with Jan etc; • decreases June to December/higher in June compared with Dec etc.; • any two statistics Max 1; NB: Can accept summer and winter as alternatives to months. 3 @ 1 mark [3] (iv) Vary during the year: • angle of sun changes/tilt of the earth; • higher angle April to August/directly overhead/sun’s rays more concentrated/lower angle September to March. • Change from day to night: • No cloud cover; • Sun heats up area in day but heat escapes at night; etc. 4 @ 1 mark [4] (b) (i) Ideas such as: • on and around border of USA and Mexico/or variants e.g. mainly in Mexico/Northern Mexico; • mainly in States of New Mexico/Chihuahua/Coachuila/Arizona/Texas (Any two needed); • North of Tropic of Cancer/between latitude 24oN – 31+oN/mainly between Tropic of Cancer and 30oN; • east of Sierra Madre Occidental/bordered by mountains to West; • between 100 – 110oW longitude; etc. NB: Distance and direction from any named feature except oceans. 3 @ 1 mark [3]

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 (ii) Ideas such as; • high pressure; • descending air; • so there is no cooling/condensation (dev); • in a rain shadow; • rain bearing winds more likely to fall on mountains to west (dev); • inland location/long way from sea/not near any water bodies; • winds will be dry by the time they reach the area (dev); etc. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain how vegetation and/or wildlife have adapted to desert climate. Level 2 (4–6 marks) Uses named example. More developed statements which explain how vegetation and/or wildlife have adapted to desert climate. NB: Max 5 if no named example Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which explain how vegetation and wildlife have adapted to desert climate, including some place specific reference. Content Guide: Adaptations are likely to include features of plants and animals such as; • long/wide roots, • fleshy stems, • thorns etc. • humps, • long eyelashes etc. Place specific reference is likely to consist of: named parts of the desert; named species etc. [7] [Total: 25 marks]

Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 5 (a) (i) (A farm producing crops/animals/what they grow) to sell/earn money/markets; 1 mark [1] (ii) Natural input = rainfall/temperature/soil/relief/seeds Process = harvesting 2 @ 1 mark [2] (iii) Ideas such as: • Crops or valid examples are likely to be grown on flatter/lower land; • tea is grown on higher ground/vines are grown on gently sloping land; • Higher/steeper areas may be used for grazing/pasture; • (Rice crops needing irrigation) can be grown on flood plains/low areas close to rivers; • Vines may be grown on south facing slopes; etc. NB: How not why. 3 @ 1 mark [3] (iv) Ideas such as: • more mechanisation; • use of fertilizers/manure; • use of pesticides/herbicides/insecticides; • greater use of irrigation; • battery farming of poultry/pigs; • reclamation of marshland/wetland; • terracing; • HYV seeds; • GM crops/GMO – genetically modified organisms; • Aeroponics; • Hydroponics; • Crop rotation/leave fields fallow; • Greenhouses/plastic sheeting; etc. 4 @ 1 mark [4] (b) (i) Ideas such as: • uneven distribution; • mainly tropical areas/between tropics/between equator and tropics; • (many) in Africa; • particularly south of Sahara/central and east Africa; • some/few in Asia/South/Central America; • many in Indian sub-continent; etc. 3 @ 1 mark [3]

Page 12 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 (ii) Ideas such as; • poverty/can’t afford to buy food/imports/fertilisers; • drought/no precipitation; • crops have low yields (dev); • war; • food in storage is destroyed (dev); • infertile soils • soil erosion; • desertification/ground too dry; • production of cash crops for export; • poor distribution; • poor storage; • food is eaten by insects/mice (dev); • natural disasters or examples/flooding (Max 2); • corrupt government doesn’t distribute food equally; • uneven distribution of food; etc. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail explaining why many farmers are subsistence farmers. Level 2 (4–6 marks) Uses named example More developed statements explaining why many farmers are subsistence farmers. NB: Max 5 marks if no named example Level 3 (7 marks) Uses named example (e.g. Ganges Valley) Comprehensive and accurate statements including correct reference to a named area. Candidates are likely to refer to issues such as: • poverty/they can’t afford to buy food • lack of land • lack of markets • technology • lack of machinery • lack of pesticides/fertilisers • traditional lifestyle e.g. Amazonian tribes etc. Place specific detail may include names of places, locational information and appropriate statistics. [7] [Total: 25 marks]

Page 13 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 6 (a) (i) A visitor/person/ who travels for a vacation/holiday (or holidaymaker) from another country/who has travelled from overseas NB: Both International and tourist must be defined 1 mark [1] (ii) Completion of pie chart: Correct position of dividing line = 1 mark Shading = 2nd mark NB: Accept if chart is completed with 26% first. 2 @ 1 mark [2] (iii) Ideas such as: • overall/general increase (from 1997 to 2011); • decrease with 2 valid years; • increase with 2 valid years; • use of 2 correct statistics and years to illustrate any relevant point; etc. NB: Statistics must have ‘millions’ stated. 3 @ 1 mark [3] (b) (i) Ideas such as: • more jobs are created for local people/people can earn money or examples of how they earn money e.g. boat trips (Max 1); • enabling spending on education/hospitals; • development of infrastructure (water, electricity, transport, roads, airport);(Max1); • cultural exchange/meet diverse groups of people; • retention of culture/traditions; • increased market for local farmers; • open business idea/sales of local craft items/or examples e.g. hotels make profit; etc. 3 @ 1 mark [3]

Page 14 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 (ii) Ideas such as: • increase in local traffic/congestion; • atmospheric pollution from traffic causing asthma/breathing difficulty; • loss of local culture/traditional way of life/traditions exploited; • impact of behaviour of tourists/drunkenness/disrespect culture/fighting/abusive to locals/racism; etc; • noise; • exploitation/low paid jobs/long hours; • seasonal work; • shortage of water supplies; • litter; • lack of privacy; • loss of farmland for building/development of hotels; • locals offended by tourist dress; • increased cost of living/house prices/locals can’t afford it; • loss of housing for tourist development/not enough space for local housing; • damage to/accidently break ancient artefacts/take religious artefacts as souvenirs; etc. 4 @ 1 mark [4] (iii) Features should ideally be evident from photographic or map evidence though some observations may be `by implication`. No maximum mark on map/photographs. Ideas such as: • clean/sandy/large beaches; • clean/calm/clear/blue seas; • for water sports (dev) or examples e.g. jet skis; • headlands/bays; • with cliffs (dev); • caves; • boat trips/speed boats/boat rentals/party boats/water taxis etc; • blue skies/sunshine/dry/hot; • (Night) clubs; • golf courses; • historical buildings/castle/museum/cathedral or examples; • waterpark; • restaurants; • Etc. 5 @ 1 mark or development [5]

Page 15 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0460 13 © Cambridge International Examinations 2015 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail explaining how negative impacts are managed. Level 2 (4–6 marks) Uses named example More developed statements explaining how negative impacts are managed. NB: Max 5 marks if no named example Level 3 (7 marks) Uses named example (e.g. Menorca). Comprehensive and accurate statements explaining how negative impacts are managed including correct reference to a named area. Candidates are likely to refer to measures such as: • national Parks; • nature reserves; • restricted access; • litter control etc. Place specific detail may include names of places and locational information. NB: Impacts can be on people and environment. [7] [Total: 25 marks]