Cambridge IGCSE Geography 0460 — 2015 Oct/Nov Paper 1 · Variant 2

This document consists of 25 printed pages, 3 blank pages and 1 Insert. DC (NH/SG) 98540/8 © UCLES 2015 [Turn over * 9 0 6 4 3 3 4 1 9 9 * GEOGRAPHY 0460/12 Paper 1 October/November 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 pages 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 4, Photographs C, D and E for Question 5 and Figs 8A and 8B for Question 5, 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. Cambridge International Examinations Cambridge International General Certificate of Secondary Education

2 0460/12/O/N/15 © UCLES 2015 QUESTION 1 1 (a) Study Fig. 1, which shows information about population growth in India. km 0 1000 500 %D\RI%HQJDO $UDELDQ6HD ,QGLDQ2FHDQ 20°N RAJASTHAN GUJARAT HARYANA UTTARANCHAL HIMACHAL PRADESH UTTAR PRADESH MADHYA PRADESH MAHARASHTRA KARNATAKA KERALA PUNJAB BIHAR ARUNACHAL PRADESH ASSAM JHARKHAND CHHATTISGARH JAMMU & KASHMIR ANDHRA PRADESH TAMIL NADU WEST BENGAL NAGALAND MIZORAM ORISSA TRIPURA MEGHALAYA MANIPUR SIKKIM Key population growth rate (per 1000) over 25 20.1 to 25 15.1 to 20 10 to 15 10 and below N Fig. 1

3 0460/12/O/N/15 © UCLES 2015 [Turn over (i) Complete Fig. 1 by shading Karnataka using the key provided. Karnataka has a population growth rate of 15.6 per 1000. [1] (ii) The following data is for Orissa: Birth rate 21 per 1000 Death rate 8.8 per 1000 Net migration 2 per 1000 Population growth rate 14.2 per 1000 Explain how the population growth rate of 14.2 per 1000 for Orissa has been calculated. … … … …[2] (iii) Using information from Fig. 1, describe the differences in population growth rates in India to the north and south of the 20°N line of latitude. … … … … … …[3] (iv) Suggest reasons why some parts of India have positive net migration but others have negative net migration. … … … … … … … …[4]

4 0460/12/O/N/15 © UCLES 2015 (b) Study Fig. 2, which shows birth and death rates in India between 1951 and 2011. 1951 2011 2001 1991 1981 1971 1961 years 0 10 20 30 40 50 birth and death rate (per 1000 people) Key birth rate death rate Fig. 2 (i) Using the information in Fig. 2 only, compare the natural population growth of India between the periods 1951–61 and 2001–11. … … … … … …[3]

5 0460/12/O/N/15 © UCLES 2015 [Turn over (ii) Suggest reasons for the reduction in the death rate between 1951 and 2011. … … … … … … … … … …[5] (c) For a named country you have studied, describe how the government has attempted to influence population growth. Name of country … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 1

6 0460/12/O/N/15 © UCLES 2015 QUESTION 2 2 (a) Study Fig. 3, which shows a sector of an urban area in an MEDC. outer ring road RURAL - URBAN FRINGE edge of CBD OUTER SUBURBS INNER CITY CBD N Y X Z Key roads residential land use boundary of built-up area convenience stores rows of shops local shopping centres retail and business park 0 1 2 km Fig. 3

7 0460/12/O/N/15 © UCLES 2015 [Turn over (i) What is meant by urban area? … …[1] (ii) Using Fig. 3 only, compare the service provision in the inner city and outer suburbs. … … … …[2] (iii) Suggest reasons why a local shopping centre developed at X. … … … … … …[3] (iv) Describe the characteristics of retail and business parks such as the one at Y. … … … … … … … …[4]

8 0460/12/O/N/15 © UCLES 2015 (b) Study Fig. 4, which shows the row of shops labelled Z on Fig. 3. LIVING SPACE BUTCHER GENERAL STORE CHEMIST EMPTY SHOP HAIR DRESSER Fig. 4 (i) Describe the characteristics of the row of shops and services shown in Fig. 4 using the following headings: order … … sphere of influence … … frequency of use … …[3] (ii) Study Photograph A (Insert), which shows the empty shop in Fig. 4. The empty shop is for sale. Choose a likely use for it and explain your choice. … … … … … … … … … …[5]

9 0460/12/O/N/15 © UCLES 2015 [Turn over (c) Describe the problems which occur in the CBD of an urban area you have studied. Explain why these problems occur. Name of urban area … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 2

10 0460/12/O/N/15 © UCLES 2015 QUESTION 3 3 (a) Study Fig. 5, which shows the Earth’s tectonic plates. (85$6,$1 3/$7( 3$&,),& 3/$7( 1$=&$ 3/$7( $)5,&$1 3/$7( ,1'2$8675$/,$1 3/$7( 1257+$0(5,&$1 3/$7( 6287+ $0(5,&$1 3/$7( 3+,/,33,1(6 3/$7( .(< FRQVWUXFWLYHSODWHERXQGDU\ GHVWUXFWLYHSODWHERXQGDU\ FRQVHUYDWLYHSODWHERXQGDU\ Fig. 5 (i) What is meant by plate boundary? … …[1] (ii) Draw two arrows on Fig. 5 to show the direction of movement of any two plates at each side of a plate boundary. [2] (iii) Explain why volcanoes erupt at constructive plate boundaries. … … … … … …[3]

11 0460/12/O/N/15 © UCLES 2015 [Turn over (iv) Explain why volcanoes erupt at destructive plate boundaries. … … … … … … … …[4] (b) Study Fig. 6, which shows an area just before it experienced a large earthquake. dam and HEP station large city gas pipeline farmland Key electricity pylons and cables main road minor road road bridge route of gas pipeline settlement forest river Fig. 6

12 0460/12/O/N/15 © UCLES 2015 (i) Describe three likely effects of an earthquake on the area shown in Fig. 6. 1 … … 2 … … 3 … …[3] (ii) Explain why the number of deaths and injuries caused by earthquakes is greater in LEDCs than MEDCs. … … … … … … … … … …[5]

13 0460/12/O/N/15 © UCLES 2015 [Turn over (c) Explain the causes of an earthquake in a named area you have studied. Name of area … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 3

14 0460/12/O/N/15 © UCLES 2015 QUESTION 4 4 (a) Study Figs 7A and 7B. Fig. 7A shows the distribution of tropical rainforests in South America. Fig. 7B shows information about the climate of Georgetown (Guyana). Guyana Suriname French Guiana Venezuela Colombia Ecuador Peru Brazil Bolivia Paraguay Chile Argentina Uruguay Pacific Ocean Atlantic Ocean tropical rainforest 10°N Equator 0° 10°S 20°S 30°S 0 1000 2000 km Key N Fig. 7A J M A M J J A S O N D F 0 5 10 15 20 25 30 35 °C 0 50 100 150 200 250 300 350 mm Temperature Rainfall J M A M J J A S O N D F Georgetown (Guyana) Humidity (%) Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec 75 72 71 71 75 77 74 73 69 69 69 75 Fig. 7B

15 0460/12/O/N/15 © UCLES 2015 [Turn over (i) Using Fig. 7A, identify the country in South America which has no tropical rainforest in the list below. Circle your answer. Brazil Colombia Ecuador Paraguay Suriname [1] (ii) Describe the distribution of tropical rainforests on Fig. 7A by referring to lines of latitude. … … … …[2] (iii) Using Fig. 7B only, describe the main features of the climate of Georgetown. … … … … … …[3]

16 0460/12/O/N/15 © UCLES 2015 (iv) Give reasons for the tropical rainforest climate at Georgetown. … … … … … … … …[4] (b) Study Photograph B (Insert), which shows an area of forest in Cameroon in West Africa. (i) Describe three features of the forest shown in Photograph B. 1 … … 2 … … 3 … …[3] (ii) Explain the relationship between the climate and the natural vegetation in a tropical rainforest. … … … … … … … … … …[5]

17 0460/12/O/N/15 © UCLES 2015 [Turn over (c) Name an area of tropical rainforest you have studied and explain why deforestation is taking place there. Name of area … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 4

18 0460/12/O/N/15 © UCLES 2015 QUESTION 5 5 (a) Study Photographs C, D and E (Insert), which show three different types of farming. (i) Which two of the following words could be used to describe the type of farming shown in Photograph C? Circle your two choices in the list below. Pastoral Subsistence Arable Commercial [1] (ii) Photographs C, D and E all show intensive farming. Describe two characteristics of intensive farming. 1 … … 2 … …[2] (iii) Choose one of Photographs C, D or E. Suggest three processes which will be important in the farming system shown. Photograph chosen … 1 … … 2 … … 3 … …[3] (b) Study Figs 8A and 8B (Insert), which show information about Bosnia–Herzegovina, a country in Europe. (i) Using Fig. 8A, describe the locations of mixed farming, pasture and crops in Bosnia– Herzegovina. mixed farming … … pasture … … crops … …[3]

19 0460/12/O/N/15 © UCLES 2015 [Turn over (ii) Using information in Figs 8A and 8B only, suggest reasons for the variation in land use in Bosnia–Herzegovina. … … … … … … … …[4] (iii) Explain how political factors may influence agricultural land use. … … … … … … … … … …[5]

20 0460/12/O/N/15 © UCLES 2015 (c) For a named area you have studied, explain why natural factors cause food shortages. Name of area … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 5

21 0460/12/O/N/15 © UCLES 2015 [Turn over QUESTION 6 6 (a) Study Fig. 9, which shows information about the causes of atmospheric pollution. ATMOSPHERIC POLLUTION TRANSPORT AGRICULTURE INDUSTRY Fig. 9 (i) What is meant by atmospheric pollution? … [1] (ii) Describe two ways in which agriculture can cause atmospheric pollution. 1 … … 2 … …[2] (iii) Explain how atmospheric pollution can cause an increase in global temperatures. … … … … … …[3]

22 0460/12/O/N/15 © UCLES 2015 (iv) Explain why many people are concerned about increases in global temperatures. … … … … … … … …[4] (b) Study Fig. 10 (Insert), which shows information about the Cheleken peninsula in Turkmenistan, a country in Asia. (i) Using Fig. 10, identify three different sources of water pollution. 1 … 2 … 3 …[3] (ii) Suggest reasons why it is important to reduce levels of water pollution in the area shown in Fig. 10. … … … … … … … … … …[5]

23 0460/12/O/N/15 © UCLES 2015 (c) For a named area you have studied, describe attempts to maintain, conserve or improve the natural environment. Name of area … … … … … … … … … … … … … … …[7] [Total: 25 marks] END OF QUESTION 6

24 0460/12/O/N/15 © UCLES 2015 Additional Pages If you use the following lined pages to complete the answer(s) to any question(s), the question number(s) must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … …

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28 0460/12/O/N/15 © UCLES 2015 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. 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.

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the October/November 2015 series 0460 GEOGRAPHY 0460/12 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 October/November 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 – October/November 2015 0460 12 © Cambridge International Examinations 2015 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. Levels of response marking is used for part (c) of each question. Thus it is the quality of the response that 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 – in addition his/her answer should have a clear example and if the answer is place specific as well (7 marks). Highlight place specific detail. Where statements are assigned levels by the examiner this should be indicated by the use of L1 and L2 next to the statements. Ticks should not be used on answers that are marked using levels of response marking. L1 annotation should be removed once a L2 is awarded for an answer. L3 annotation is not used. There is no need for a summary level at the end of a response. Summary: Level 1 (1 to 3 marks): 1 simple statement (1 mark) 2 simple statements (2 marks) 3 simple statements (3 marks) Level 2 (4 to 6 marks): 1 developed statement (4 marks) 2 developed statements (5 marks) 3 or more developed statements with e.g. (6 marks) Level 3 (7 marks) 3 or more developed statements + named example with at least one piece of place specific detail.

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 1 (a) (i) Shading on Fig. 1. Shading must match the key. 1 mark [1] (ii) Birth rate – death rate; Plus migration Birth rate + migration Minus death rate 2 @ 1 mark [2] (iii) Generally higher rates to north of line/lower rates south of the line; two valid statistics to illustrate the above – e.g. many states to north are over 20 per 1000 but below 20 per 1000 to south; ONE further mark available for two named states (one to north & one to south) with statistics e.g.: Kerala less than 10 but Bihar over 25 per 1000; there are exceptions such as Punjab/West Bengal/Sikkm/Himachal Pradesh/Tripira/Nagaland – only accept these examples. 3 @ 1 mark [3] (iv) Ideas such as: poverty/from poor places/to rich places; employment/wages; health care provision; education provision; availability of food; availability of water; impacts of government policy; drought; natural disasters or example war/security/persecution/safety/political stability; entertainment/bright lights/social amenities; opportunities for farming; electricity etc., 4 @ 1 mark [4] (b) (i) Higher growth rate between 1951 and 1961 & lower growth rate between 2001 to 2011; any two statistics to illustrate the above – one from each period; increase 1951 to 1961 but decrease in growth rate 2001 to 2011; use of comparative statistics to illustrate (1951 GR was 16–18; 1961 GR was 20–22; 2001 GR was 13–15 and 2011 GR was 11–13) – need all 4 statistics 3 @ 1 mark [3]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 (ii) Ideas such as; improvement in health care/hospitals/equipment in hospitals; more access to vaccinations; more use of drugs/medicines/cures for diseases; more doctors/nurses; improvements in sanitation/hygiene; more access to clean/piped water/less waterborne disease; increased food supply/better diet; education or awareness of better diet/disease prevention/hygiene; move from traditional to modern healthcare; pensions/care for elderly; preparation/housing to withstand natural disasters; specific measures to prevent named disease e.g. mosquito nets etc. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe a government population policy. Level 2 (4–6 marks) Uses named example. More developed statements which describe a government population policy. (NB max. 5 if no or inappropriate named example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements including some place specific reference. Content Guide: Answers may refer to pro-natalist or anti-natalist policies or policies relating to migration. Place specific reference is likely to consist of: Named parts of the chosen country, Specific policy details, Population data/name of policy etc. NB: development is of the description. If a candidate names a policy – for example, One Child Policy, award L1. This can then be developed by the use of a strategy such as free nursery education for a L2. For example, China introduced a One Child Policy (L1) which offered free nursery education (L2) to a maximum of 1 x L2…so an answer which mentions One Child Policy and fines and free education would score 1 x L2. However, further awarding of an L2 would need to be for development of the incentive or strategy rather than development from the name of the policy – for example, people married later (L1) and had to ask permission from their factory owner (L2) or abortion encouraged (L1) through the use of granny police (L2). [7] [Total: 25]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 2 (a) (i) Built up area/densely populated area/town/city/area with a large population/areas where lots of people live/lots of houses or businesses or services or industry/area with high order services/area with higher order services; 1 mark [1] (ii) Inner city: convenience stores/individual shops Outer suburbs: shopping centres/rows of shops 2 @ 1 mark [2] (iii) Lots of people living around/surrounded by housing or residential areas; at a major cross roads/road junction; easy to get to (for customers)/accessible; deliveries can be made easily/it’s easy to transport goods to the shops; lower cost land; away from congestion in the CBD; passing trade etc. 3 @ 1 mark [3] (iv) Ideas such as: modern; low level; landscaped/plants and tree surround it; areas of parking; large or specialist shops or suitable example; offices; hi–technology industry or example of any other valid industry; specific entertainment example such as cinema complex/restaurants/stadium/hotels; specific services e.g. tyre repair centre, car service centre large area of land/spacious etc. 4 @ 1 mark [4] (b) (i) Low order; small sphere of influence/for the people who live nearby; high frequency of use/use daily 3 @ 1 mark [3]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 (ii) Candidates can choose any appropriate shop or service. No mark for named example. Accept description or type. Reasoning should be appropriate to choice of shop or service but generic ideas are likely to include: People will use it regularly; It will get lots of customers; And make large profits; There is not one there already; So no competition; Parking areas; Window space etc.; NB: if there is no example then 0 marks overall. If candidate writes about several options, then choose example which gains the most credit. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe and/or explain problems in CBD. Level 2 (4–6 marks) Uses named example. More developed statements which describe and/or explain problems in CBD (NB max. 5 if no or inappropriate named example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe and explain problems in CBD including some place specific reference. Content Guide: Answers could refer to any problems in the CBD including congestion, atmospheric pollution, crime etc. Place specific reference is likely to consist of: Named parts/streets in the chosen CBD. NB: need to develop description or explanation for L2 not description (L1) then explanation (L1) to make a L2. Level 1: For example, air pollution (L1 description) caused by high volume of traffic (L1 explanation). Level 2: For example, air pollution where more than 100 days per year in the city have smog (L2 description). For example, there are large numbers of cars which emit carbon monoxide from their exhausts (L2 explanation). People and environment focus. Scale is CBD. Unspecified pollution = 0. [7] [Total: 25]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 3 (a) (i) Edge of tectonic plates/where plates meet/where plates move apart/where plates move together/margin of tectonic plates. 1 mark [1] (ii) Any two correct arrows (on any margin, can be on different margins) 2 @ 1 mark [2] If candidates mark extra arrows, minus one mark for each mistake. For example, 4 arrows with 2 marked on = 0. (iii) plates move apart; due to convection currents; gap created; magma rises/magma moves upwards; 3 @ 1 mark [3] (iv) plates move towards each other; due to convection currents; subduction/one plate goes under the other; destruction/melting of crust/molten rock is made/magma is created; build up of magma/pressure increases; magma forced upwards/through lines of weakness; 4 @ 1 mark [4] (b) (i) Ideas such as: Deaths/injuries Collapse of buildings/settlement destroyed/city destroyed/people homeless; Dam breaks/floods (farmland); Electricity supply disrupted/HEP station destroyed/pylons destroyed; Gas pipeline fractured/fires break out; Roads blocked/bridge collapse etc. 3 @ 1 mark [3]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 (ii) Ideas such as: poor quality of buildings; not built using `earthquake proofing` or examples (max. 2); not likely to have evacuation procedures; and education re: precautions/education about earthquakes; such as drills; poor level of medical care; lack finance to rebuild/recover; rescue teams will be poorly prepared/lack equipment; so they will have to wait for international aid; poor quality roads for rescue and/or evacuation; inability to cope with after effects e.g. food/water/shelter; LEDC problems such as lack of food, poor water, and sanitation made worse by earthquake etc. NB assume LEDC context unless otherwise stated. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain the causes of an earthquake. Level 2 (4–6 marks) Uses named example. More developed statements which explain the causes of an earthquake. (NB max. 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which explain the causes of an earthquake including some place specific reference. Content Guide: Answers are likely to include reference to: plate boundary, relative movement of plates, friction, pressure build up, release of pressure, vibrations etc. Place specific reference is likely to consist of: Named plates, Specific locational details, Date/Richter scale measurement etc. NB: less than country scale. Not country scale unless small or whole area affected. Tsunami is OK but candidates must write about the causes of the earthquake that caused the tsunami. Development is of the explanation. [7] [Total: 25]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 4 (a) (i) Paraguay [1] (ii) on/around Equator/near the Equator; between…appropriate latitude reference (within range of 13 N and 22 S) NB: need N and S. Do not need degrees. Must refer to lines of latitude. 2 @ 1 mark [2] (iii) Ideas such as: High temperature/29/30/31 °C Low temperature range/range of 2 °C/temperature is constant; High (annual) rainfall/around 2000 mm (tolerance of + or – 100 mm) of rainfall/it rains every month; Rainfall fluctuates/75 mm to 300 mm/wettest between May and June/driest in Sep and Oct; High humidity/69–77%/similar humidity each month. 3 @ 1 mark [3] (iv) Ideas such as: high temperatures due to position on Equator/near Equator/low latitude/10 N of Equator; high angle of sun`s rays; constant overhead sun/sun’s rays more concentrated; (high humidity due to) large amounts of evaporation; and lots of transpiration/evapotranspiration or from abundant vegetation; lots of condensation; low pressure/air rising/lots of convection etc.; 4 @ 1 mark [4] (b) (i) Characteristics such as: Tall trees/emergents; Dense vegetation/undergrowth/many shrubs or bushes; Palm/banana trees; Trees of varying heights/layers; (large) variety of vegetation; thin trunks; fewer lower branches; clearing in foreground 3 @ 1 mark [3] (ii) Ideas such as: all year round growing season so large amounts of vegetation; high temperatures encourage abundant plant growth/high biodiversity; and there is sufficient rainfall for many different plants to survive/rapid plant growth; emergents reach up for sunlight/fewer lower branches/straight trunks; drip tip leaves because of heavy rainfall; evergreen as hot and wet all year; large leaves to absorb sunlight etc. 5 @ 1 mark or development [5]

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain why deforestation is taking place. Level 2 (4–6 marks) Uses named example. More developed statements which explain why deforestation is taking place. (NB max. 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which explain why deforestation is taking place including some place specific reference. Content Guide: Answers are likely to include reference to: Logging, Road building, Mineral extraction, HEP schemes, Settlement, Commercial agriculture, Ranching etc. Place specific reference is likely to consist of: Named places, Specific details of development schemes etc. [7] [Total: 25]

Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 5 (a) (i) Pastoral and commercial (both needed) 1 mark [1] (ii) High yields (per hectare); High amount of inputs (per hectare) or specific example such as workers, fertilisers, machinery; Small amount of land 2 @ 1 mark [2] (iii) Any photograph can be chosen (no mark). Processes will depend on choice of photograph. E.g. photograph E: ploughing, planting, applying fertilizer, irrigation, spraying, harvesting packing etc. NB: if Photograph C is mentioned accept breeding but not slaughtering. Photograph and process must match. 3 @ 1 mark [3] (b) (i) Mixed farming: in north of country; pasture: mainly in west; crops: mainly in south; 3 @ 1 mark [3] (ii) Look for two generic ideas from the map linked to land use: • relief (max. 1 mark) • water/river/valley (max. 1 mark) For example, crops grown on low land. The further two marks are available for justification – look for a reason to explain the link between the factor and the land use. For example, forest on highland [1] because the land is too poor for crops to be grown [2] OR there are crops in valleys [1] because soils are fertile [2] 4 @ 1 mark [4]

Page 12 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 (iii) Ideas such as: government can give incentives to grow some crops; by offering minimum prices/subsidies; government can restrict the amount produced of certain products; by the use of quotas; or set aside; government can encourage the use of new technology; by offering loans/grants to farmers at low rates of interest; government can invest in research and development; impact of war/conflict; government takes land for farming for settlement/industry/airports etc.; 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain why food shortages are being experienced. Level 2 (4–6 marks) Uses named example. More developed statements which explain why food shortages are being experienced. (NB max. 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which explain why food shortages are being experienced including some place specific reference. Content Guide: Answers are likely to include reference to: Drought, Floods Pests Soil erosion, Natural disaster etc. Place specific reference is likely to consist of: Named places, Specific climatic details, NB: Sahel is acceptable for an area. Not a named desert. [7] [Total: 25]

Page 13 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 6 (a) (i) When the air is made unclean/when chemicals make the air impure/ harmful substances in the air/air is made dirty 1 mark [1] (ii) Ideas such as: chemical sprays/fertilizer sprays/insecticide sprays; fumes from agricultural machinery or tractors/tractors burn fossil fuels; methane from cattle/gas from cows; smells from manure/silage; burning stubble/burning vegetation for farmland 2 @ 1 mark [2] (iii) emissions of carbon dioxide/named gas e.g. methane, CFCs, nitrous oxide; greenhouse gas; build up in atmosphere; and trap the heat/act like a blanket/trap the sun’s rays 3 @ 1 mark [3] (iv) Ideas such as: melting of ice caps; sea level rises; loss of habitats; threat to/extinction of species/examples of animals threatened; impact on food chains; flooding of coastal lowlands/islands; some area will become drier/drought; and crop production will be reduced/famine caused; more incidence of weather related hazards/(e.g. floods/storms) tropical insects/mosquitos may spread to other areas; people die in excessive heat; negative impact on alpine tourism/skiing resorts etc. 4 @ 1 mark [4] (b) (i) oil and gas fields extraction/transport/oil tanker; radioactive waste site; untreated sewage; industrial waste etc. Candidates can use wording from the key or use their own wording e.g. waste from nuclear power plants. 3 @ 1 mark [3]

Page 14 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 (ii) Ideas such as: there is a large environmentally sensitive area nearby; preservation of habitats; less species will be killed/animals killed/fish die; fewer impacts on food chains/ecosystems; there is an area of tourism close by; more tourists will be attracted if pollution is reduced; there are fishing grounds nearby; fish stock will increase if there is less water pollution; so local fisherman will make more money; contaminated fish won’t be consumed by humans; to reduce water borne disease; no mutations due to radiation in water; increased oxygen in water etc.; NB: accept vice versa answer. Can develop one idea up to a max. of 4. 5 @ 1 mark or development [5]

Page 15 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 12 © Cambridge International Examinations 2015 (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 or inappropriate 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. NB: not a country. Development is of the description. An urban area is an inappropriate example so max. of 5. [7] [Total: 25]