Cambridge IGCSE Geography 0460 — 2015 Oct/Nov Paper 1 · Variant 3

This document consists of 29 printed pages, 3 blank pages and 1 Insert. DC (NF/FD) 98260/5 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 6 0 5 2 1 8 4 6 0 7 * GEOGRAPHY 0460/13 Paper 1 October/November 2015 1 hour 45 minutes Candidates answer on the Question Paper. Additional Materials: Calculator Protractor Ruler 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 3, Photograph B for Question 4 and Photographs C, D and E for Question 5. 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/O/N/15 © UCLES 2015 QUESTION 1 1 (a) Study Fig. 1, which shows information about population growth rates in 2011. .H\ population growth rate Asia Australasia Africa South America North America Europe less than 0% 0 – 1% 1.1 – 2% 2.1 – 3% more than 3% Tropic of Cancer Tropic of Capricorn Equator Fig. 1 (i) What is meant by a growth rate of less than 0%? … … [1] (ii) Describe the distribution of countries where the growth rate is less than 0%. … … … … [2]

3 0460/13/O/N/15 © UCLES 2015 [Turn over (iii) Describe the difference in population growth rates between Africa and South America. … … … … … … [3] (iv) Explain why rates of population growth are high in many LEDCs. … … … … … … … … [4]

4 0460/13/O/N/15 © UCLES 2015 (b) Study Fig. 2, which shows the population growth rates of Brazil and India between 1950 and 2010. 1.5 2.0 2.5 3.0 3.5 1.0 0.5 0.0 population growth per year (percentage) .H\ Brazil India year 1950 1960 1970 1980 1990 2000 2010 Fig. 2 (i) Using the information on Fig. 2 only, compare the population growth rates of Brazil and India between 1950 and 2010. Do not use statistics in your answer. … … … … … … [3]

5 0460/13/O/N/15 © UCLES 2015 [Turn over (ii) Explain how government policies can influence population growth rates. … … … … … … … … … … [5]

6 0460/13/O/N/15 © UCLES 2015 (c) Many countries now have an ageing population. For a named country you have studied, describe the problems caused by an ageing population. Name of country … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 1

7 0460/13/O/N/15 © UCLES 2015 [Turn over QUESTION 2 2 (a) Study Fig. 3, a scatter graph showing the relationship between the total population and the number of shops and services in settlements in a rural area in Germany.              SRSXODWLRQ WRWDOQXPEHU RIVKRSVDQG VHUYLFHV      Fig. 3 (i) Plot and label Settlement X on Fig. 3 using the following information: Settlement X has a total population of 900 and there are 6 services. [1] (ii) Use information from Fig. 3 to show that there is a positive relationship between the total population and the number of shops and services. … … … … [2]

8 0460/13/O/N/15 © UCLES 2015 (iii) Which three of the following shops and services do you think are most likely to be in Settlement X? Tick your answers in the table below. Baker Bookshop Church Convenience store Department store Jeweller Shoe shop Theatre University [3] (iv) Explain why the number of services in a rural settlement is linked to its population size and accessibility. … … … … … … … … [4]

9 0460/13/O/N/15 © UCLES 2015 [Turn over (b) Study Fig. 4A and Fig. 4B. Fig. 4A shows the location of Stebbach, a rural settlement in Germany. Fig. 4B shows where residents of Stebbach buy vegetables, clothing and furniture. N Eppingen Stebbach Gemmingen .H\ road railway built up area 0 km Niederhofen 5 10 15 Fig. 4A 9HJHWDEOHV 0 10 20 30 40 50 % % % 60 70 80 90 100 10 20 30 40 50 60 70 80 90 100 10 20 30 40 50 60 70 80 90 100 0 0 Stebbach (population 1500) Gemmingen (population 5500) Eppingen (population 22 000) Other (online or towns/ cities further away) )XUQLWXUH &ORWKLQJ .H\ Fig. 4B

10 0460/13/O/N/15 © UCLES 2015 (i) Complete the divided bar in Fig. 4B for clothing using the following information. Where residents buy clothing Percentage of residents Stebbach 10 Gemmingen 45 Eppingen 25 Other (eg online/towns and cities further away) 20 [3] (ii) Explain the difference in where residents of Stebbach buy vegetables and furniture. … … … … … … … … … … [5]

11 0460/13/O/N/15 © UCLES 2015 [Turn over (c) For a named urban area you have studied, describe and explain the pattern of the main transport routes. Name of urban area … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 2

12 0460/13/O/N/15 © UCLES 2015 QUESTION 3 3 (a) Study Photograph A (Insert), which shows a river in its lower course. (i) Underline the two features which can be seen in Photograph A. delta flood plain levee meander rapids source [1] (ii) At which point on Photograph A is the river most likely to be depositing its load? Choose from X, Y or Z. Suggest a reason why deposition is occurring there. Area where the river is depositing its load … Reason … … … [2] (iii) Describe three difficulties for people of using the land in the area labelled Z. 1 … … 2 … … 3 … … [3] (iv) Explain how the river shown in Photograph A may form an oxbow lake. … … … … … … … … [4]

13 0460/13/O/N/15 © UCLES 2015 [Turn over (b) Study Fig. 5A and Fig. 5B. Fig. 5A shows a cross-section of an area where a new settlement is being planned in the Netherlands (a country in Western Europe). Fig. 5B shows some possible land uses for the area shown in Fig. 5A. Zone C Zone $– below normal river level likely to flood every year – likely to flood once every 10 years – likely to flood once every 50 years – Zone %– between normal river level and 4.9 metres above it Zone &– 5 metres or more above normal river level Zone B Zone A Zone A river channel Zone B Zone C Fig. 5A Nature Reserve Cheap housing for rent High cost housing for private ownership Factory Sports field Hospital Old people’s home Pasture Fig. 5B (i) Choose the most likely land use from Fig. 5B for each of zones A, B and C. A … B … C … [3]

14 0460/13/O/N/15 © UCLES 2015 (ii) Explain your choice of land use in zones A, B and C. … … … … … … … … … … [5]

15 0460/13/O/N/15 © UCLES 2015 [Turn over (c) Explain the formation of a waterfall. You should use a fully labelled diagram (or diagrams) in your answer. … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 3

16 0460/13/O/N/15 © UCLES 2015 QUESTION 4 4 (a) Study Figs 6A, 6B and 6C, which show three types of weathering. %LRORJLFDO:HDWKHULQJ Fig. 6A ([IROLDWLRQ Fig. 6B )UHH]H7KDZ Fig. 6C

17 0460/13/O/N/15 © UCLES 2015 [Turn over (i) Define the term weathering. … … [1] (ii) Explain why exfoliation is the most likely of the three weathering processes shown in Figs 6A, 6B and 6C to occur in a tropical desert. … … … [2] (iii) Describe the process of biological weathering shown in Fig. 6A. … … … … … … [3] (iv) Explain how freeze-thaw weathering, such as that shown in Fig. 6C, breaks rocks into pieces. … … … … … … … … [4]

18 0460/13/O/N/15 © UCLES 2015 (b) Study Photograph B (Insert), which shows an area of limestone scenery. (i) Describe three different features of the natural landscape of the area shown in Photograph B. 1 … … 2 … … 3 … … [3] (ii) Explain how chemical processes cause weathering of limestone rock. … … … … … … … … … … [5]

19 0460/13/O/N/15 © UCLES 2015 [Turn over (c) For a country or area you have studied, describe the impacts of a drought on people. Country or area studied … … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 4

20 0460/13/O/N/15 © UCLES 2015 QUESTION 5 5 (a) Study Photographs C, D and E (Insert), which show primary, secondary and tertiary industries. (i) Complete the table below to match each photograph (C, D and E) with a type of industry. Type of Industry Photograph Primary Secondary Tertiary [1] (ii) Describe two benefits of the economic activity shown in Photograph C for local people. 1 … … 2 … … [2] (iii) Describe three problems which the economic activity shown in Photograph D could cause for local people. 1 … … 2 … … 3 … … [3]

21 0460/13/O/N/15 © UCLES 2015 [Turn over (iv) Suggest how the economic activity shown in Photograph E could damage the natural environment. … … … … … … … … [4] (b) Study Fig. 7, which shows information about the employment structure of Brazil and Nepal. Brazil is an NIC (newly industrialised country) with a GDP (Gross Domestic Product) per person of US$12 600. Nepal is an LEDC with a GDP per person of US$1300. %UD]LO primary secondary tertiary .H\ 1HSDO Fig. 7 (i) Compare the employment structure of Brazil and Nepal. … … … … … … [3]

22 0460/13/O/N/15 © UCLES 2015 (ii) Suggest reasons for the differences between the employment structure of Brazil and Nepal. … … … … … … … … … … [5]

23 0460/13/O/N/15 © UCLES 2015 [Turn over (c) For a named country you have studied, describe and explain changes in its employment structure. Name of country … … … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 5

24 0460/13/O/N/15 © UCLES 2015 QUESTION 6 6 (a) Study Fig. 8, which shows information about labour costs of selected manufacturing industries.  IORXU PLOOLQJ ODERXUFRVWV DVDSHUFHQWDJH RIWRWDOFRVWV ZRPHQҋV FORWKLQJ FRPSXWHU VRIWZDUH KDQG SDLQWHG SRWWHU\ LURQDQG VWHHO      Fig. 8 (i) What is meant by the term labour costs? … … [1] (ii) Complete the table below by inserting the missing three industries from Fig. 8. The industries should be arranged in rank order of labour costs as a percentage of total costs. hand painted pottery highest computer software lowest [2] (iii) Suggest reasons why the labour costs are higher in some industries than others. You should refer to examples from Fig. 8. … … … … … … [3]

25 0460/13/O/N/15 © UCLES 2015 [Turn over (iv) The computer software industry is a high technology industry. Explain what factors are considered when locating high technology industries. … … … … … … … … [4] (b) Study Fig. 9, which shows a systems diagram which can be used in the study of manufacturing industry. LQSXW SURFHVV RXWSXW Fig. 9 (i) What is meant by the following? Input … … Process … … Output … … [3]

26 0460/13/O/N/15 © UCLES 2015 (ii) For a manufacturing or processing industry you have studied, complete the systems diagram below. Type of manufacturing or processing industry studied … INPUTS PROCESSES OUTPUTS [5]

27 0460/13/O/N/15 © UCLES 2015 (c) For a type of farming in a named area you have studied, describe and explain the inputs which are needed. Type of farming …………………………………………………………………… Name of area … … … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 6

28 0460/13/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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® 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 0460/13 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 13 © Cambridge International Examinations 2015 1 (a) (i) Population is decreasing/falling/getting less/negative growth rate; 1 mark [1] (ii) Ideas such as: • Mainly Northern Hemisphere/north of Equator/north of tropic of cancer; • Eastern Europe/Northern Asia; • Any example of a country to illustrate the above point to max.1 (e.g. Russia/Poland/South Africa/Cuba/Japan) 2 @ 1 mark [2] (iii) Ideas such as: • Generally higher in Africa/lower in South America; • Some parts of Africa over 3% but in South America all countries between 1–3%/below 3%; • there is more variation in Africa/uneven in Africa/less variation in South America; • mainly 1–2% in South America but in Africa varies between less than 0% and over 3%; etc. 3 @ 1 mark [3] (iv) Reference to factors such as: • high birth rates; • poor access to contraceptives/family planning; • lack of education about birth control/family planning; • some religions are against contraception; • look after elderly parents; • early marriage/teenage pregnancy; • little education about adverse impacts of large families; • large amount of mechanization/of dependence on agriculture/send children to work; • high IMR; • attitudes towards women; • traditional attitudes encourage large families/sign of virility/polygamy/sign of wealth/want a son; • many women don`t have careers; • no government policies; • decreasing death rates; • improving health care; • better care for elderly; • pension schemes being set up; • improved water supply/sanitation; • improved food supply; etc. 4 @ 1 mark [4]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 (b) (i) Ideas such as: • Higher in Brazil than India between 1950 and 1980/earlier on; • Higher in India than Brazil between 1990 and 2010/later on; • Steeper increase/decrease in Brazil than India; • Equal/same in 1986–87; • Can refer to any one year; • 1960’s India rising but Brazil falling; etc. 3 @ 1 mark [3] (ii) Ideas such as; • birth/population growth rates can be reduced/increased (by policies)/pro/anti-natalist policies; • if people are given incentives to have children birth rates might increase; • (e.g. Singapore) more than 3 children policy; • free places in nurseries; • if people are given incentives to have small families/one child birth rates might decrease; • (e.g. China) One Child Policy • no free education for families with more than one child; • anti-immigration policies can reduce growth rates; • policies to attract immigrants (e.g. no need for a VISA) can increase growth rates; • policies to invest heavily in health care can increase growth rates; NB: no max. on any policy. May give examples of incentives or disincentives. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the problems caused by an ageing population Level 2 (4–6 marks) Uses named example. More developed statements which describe the problems caused by an ageing population (NB Max 5 if no named example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements including some place specific reference.

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 Content Guide: Answers are likely to refer to; • High levels of dependent population, • Pressure on working population, • Increased taxation, • Payment for health care, • Payment of pensions, • Lack of workforce, • Difficult to defend country, etc. Place specific reference is likely to consist of: Named parts of the chosen country/locational detail, Population data etc. [7] [Total: 25] 2 (a) (i) Plotting on scatter graph 1 mark [1] (ii) • Higher the total population more services/lower the total population less services there are; • Illustration by reference to two examples (must have 4 sets of figures). 2 @ 1 mark [2] (iii) Bakers Church Convenience store 3 @ 1 mark [3] (iv) Ideas such as: • Higher order services will only be found in larger settlements/low order in small settlements/only convenience goods; • All services need a threshold population/few services because population is small/larger settlement more need or vice versa; • If there are not enough people/customers living there services will not be profitable; • Good accessibility will enable people to go elsewhere for some services/attract more people to use services or reverse; e.g. poor accessibility so less services as people can’t get to them; • an isolated area will need to provide as many services as possible, etc. 4 @ 1 mark [4]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 (b) (i) Completion of fig. 4B Deduct 1 mark per error e.g. plotting/shading. 3 @ 1 mark [3] (ii) Ideas such as; • furniture shops are higher order; • with a larger sphere of influence (dev.); • there may be vegetable shops in Stebbach but no furniture shops; • vegetables purchased locally by many people as people buy them more frequently than furniture; • as they only buy furniture infrequently it is worth travelling to buy the items (dev.) • they will be able to compare quality and prices by travelling to other settlements; • buy vegetables locally as produced locally/so they are fresher; etc. NB: do not need a comparison and must explain why. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe and/or explain the pattern of transport routes. Level 2 (4–6 marks) Uses named example. More developed statements which describe and/or explain the pattern of transport routes. (NB max. 5 if no named example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe and explain the pattern of transport routes including some place specific reference. Content Guide: Answers are likely to refer to; • Location within the urban area, • Radiating from centre, • Cost of land, • relief, • serving different land use zones, etc. Place specific reference is likely to consist of: Named parts of the urban area; locational detail etc. NB: not a country; must be an urban area. [7] [Total: 25]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 3 (a) (i) Flood plain and meander (both needed) NB: only 1 tick needed. 1 mark [1] (ii) X = 1 mark (reserved); • the water is flowing slowly; • at that point the river does not have enough energy to carry the load; etc. 2 @ 1 mark [2] (iii) Ideas such as: • marshy land/buildings would sink; • sandy soils; • potential for flooding/no flood defences; • access will be difficult/no roads/isolated; • erosion of land on outer bank; • breeding ground for mosquitoes/Malaria or other e.gs. etc. 3 @ 1 mark [3] (iv) Ideas such as: • erosion on outer bends of meander; • neck narrows; • eventually cuts through/water flows straight across; • possibly during flooding; • former meander sealed by deposition; etc. NB: credit diagram labels no double credit. 4 @ 1 mark [4] (b) (i) A = Nature Reserve/pasture B = Sports field/pasture/nature reserve C = Cheap housing for rent/high cost housing for private ownership/factory/hospital/old people`s home; etc. NB: no double credit for answers in A and B 3 @ 1 mark [3]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 (ii) Ideas such as; • a nature reserve would not be a risky use of the area most likely to flood; • as people`s lives would not be threatened when it floods (dev.); • flooding could make the habitats more diverse; • no damage could be caused to economy by flooding of a nature reserve/no rebuilding costs; • Zone B will flood every 10 years so it does not make sense to build there; • it will be inconvenient for sports field to be flooded but not life threatening; • sports field could not be located in Zone A as it would be poorly drained/matches would have to be postponed regularly (dev.); • housing/factory/hospital/old people`s home are unlikely to be affected by floods in Zone C; • which will reduce potential damage/disruption/loss of life (dev.) • pasture in A as fertile land for grass/cattle can be moved if river floods/silt makes land fertile for pasture; etc. NB: only credit explanation of land uses from previous question e.g. if state cheap housing in B then incorrect so no reasoning can be awarded for that idea. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain the formation of a waterfall. Level 2 (4–6 marks) More developed statements which explain the formation of a waterfall. Level 3 (7 marks) Comprehensive and accurate statements including a fully labelled diagram. Content Guide: Answers are likely to refer to; • Hardness of rock, • Undercutting, • Splashback, • Formation of plunge pool, • Collapse of overhang, • Waterfall retreat/gorge formation; • Process repeats; • Erosional processes e.g. hydraulic action, abrasion; etc. [7] [Total: 25]

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 4 (a) (i) The disintegration/breaking up of rock in situ (or idea that material is not removed) 1 mark [1] (ii) • Because it requires alternating high and low temperatures/tropical deserts have high daytime and low night temperatures/high diurnal range; • so the rock expands and contracts; • There is not enough water in a desert for freeze thaw; • There are not likely to be many plants growing in a tropical desert so biological is not very likely; etc. 2 @ 1 mark [2] (iii) Ideas such as: • a seed/small plant/sapling enters/starts growing in a crack in the rock; • roots penetrate into the crack; • and force it further apart/exert pressure/enlarge crack; • eventually splitting it/breaking bits off; etc. 3 @ 1 mark [3] (iv) Ideas such as: • water enters cracks in rocks; • temperatures fall/below 0C at night; • water freezes/ice forms; • volume increases/expands; • puts pressure on rock/crack widens; • melting in daytime allows more water to enter; • eventually splitting it/breaking bits off ; etc. 4 @ 1 mark [4] (b) (i) Ideas such as: • bare rock outcrop; • vertical/very steep slope/cliff; • flat top; • scree/broken rock at base/gravel; • few trees/scattered vegetation/mainly grass; • cracks/joints/pot holes; • tree growing out of crack; • layers/sedimentary; etc. 3 @ 1 mark [3]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 (ii) Ideas such as; • limestone is eroded by carbonation/caused by carbonation; • rainwater reacts with carbon dioxide; • to produce (carbonic) acid/acid rain/acids in rain/water’s acidity; • which dissolves limestone/acid reacts with the limestone; • as calcium carbonate reacts with acidic water (dev.); • washed away in solution; • water passes through joints/bedding planes; • widening them as acid reacts with the rock; etc. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the impacts of a drought on the people. Level 2 (4–6 marks) Uses named example. More developed statements which describe the impacts of a drought on the people. (NB max. 5 if no named example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe the impacts of a drought on the people and include place specific information. Content Guide: Answers are likely to refer to; • Death, • Famine/food shortages, • Malnutrition/deficiency diseases, • Loss of livestock, • Bans on use of hose pipes; etc. [7] [Total: 25]

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 5 (a) (i) C…E…D (Correct order needed) or correct names 1 mark [1] (ii) Ideas such as: • employment/jobs/earn money; • so can people can buy better food/send their children to school/better housing; • improved service provision or an example (healthcare; education) • more money circulating in area/multiplier effect; • development of transport network; • development of infrastructure/electricity/water supply; • can use products from the mine/materials for building; • can export/sell products from the mine; • Learn new skills; etc. 2 @ 1 mark [2] (iii) Ideas such as: • loss of farmland; • noisy/noise disturbs sleep/no peace and quiet; • more traffic; • prices rise; • loss of culture; • rude/badly behaved/drunken/racist tourists; • litter; • water resources used; • visual pollution; • overcrowded transport/shopping areas; etc. 3 @ 1 mark [3] (iv) Ideas such as: • atmospheric pollution/smoke from factory; • gases such as carbon dioxide/greenhouse gases; • pollution of rivers/groundwater/water pollution; • clearance of natural vegetation/plants are killed; • loss of habitat; • impact on fauna/animals die/fish die; • impact on ecosystems/food chains/nutrient cycle; • global warming; • acid rain; • noise disturbs animals; etc. 4 @ 1 mark [4]

Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 (b) (i) Ideas such as: • More primary in Nepal/less primary in Brazil/or statistics; • More secondary in Brazil/less secondary in Nepal/or statistics; • More tertiary in Brazil/less tertiary in Nepal/or statistics; • Mainly tertiary in Brazil/mainly primary in Nepal; etc. 3 @ 1 mark [3] (ii) Ideas such as in Brazil: • less people work in subsistence agriculture/produce their own food; • less mining/less raw materials/raw materials exhausted; • there is more mechanization of farming; • more people have education/skills for secondary/tertiary employment; • more development of factories/services or examples of hotels (dev.)/can’t afford to build factories in Nepal; • more technology in Brazil; • better developed infrastructure allow development of factories in Brazil; etc. NB: answer needs the comparison. Can link discrete accounts/descriptions. Could do vice versa. 5 @ 1 mark or development [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail describing and/or explaining recent changes in employment structure Level 2 (4–6 marks) Uses named example More developed statements describing and/or explaining recent changes in employment structure NB max. 5 marks with no named example or inappropriate historical example such as Industrial Revolution in UK. Level 3 (7 marks) Uses named example Comprehensive and accurate describing and/or explaining recent changes in employment structure including some place specific reference.

Page 12 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 There will be likely reference to ideas such as: • Mechanization • Education • Skills Development • Investment • Multinationals • Demand for services • Reasons for moving into a different sector (e.g. better paid jobs) NB: must show change. [7] [Total: 25] 6 (a) (i) Cost of/wages for/payment for workers/cost of the work done/cost to pay the employees/staff. 1 mark [1] (ii) Women`s clothing…iron and steel…flour milling 2 marks for all 3 correct 1 mark for 1 or 2 correct 2 @ 1 mark [2] (iii) Ideas such as: • some industries are less mechanized than others or vice versa; • cannot be completely automated; • some jobs have to be done by hand/some jobs are more labour intensive/some require more physical effort; • some jobs/hand painted porcelain cannot be done by machinery/or other examples; • some jobs are higher paid/higher salaries/highly skilled; etc. 3 @ 1 mark [3] (iv) Factors such as: • labour costs; • availability of workers; • skills availability; • location of universities/research establishments; • government policy (or example); • location of large/growing markets; • close to motorway network; • near to/access to airports/ports/good access for imports/exports; • near to component manufacturers; • near to other high tech industries/agglomeration; • near to pleasant environment; • large area of/flat/cheap land; etc. 4 @ 1 mark [4]

Page 13 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 13 © Cambridge International Examinations 2015 (b) (i) • Inputs: resources/things needed in order for production to take place; • Processes: what is done to the inputs to turn them into outputs/create a product; • Outputs: the products which are produced/what they sell; 3 @ 1 mark [3] (ii) Credit identification of inputs, processes and outputs as appropriate to choice of manufacturing/processing industry chosen. 1 mark reserved for each of input/process/output. No mark awarded for choice. 5 @ 1 mark [5] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail describing and/or explaining inputs of a farming system. Level 2 (4–6 marks) Uses named example More developed statements describing and/or explaining inputs of chosen farming system. (NB max. 5 marks with no named example) Level 3 (7 marks) Uses named example. Comprehensive and accurate answer describing and explaining inputs of chosen farming system, including some place specific reference. There will be likely reference to ideas such as: • Human inputs • soils • land • Government incentives • Climate • relief • fertilizers etc. [7] [Total: 25]