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

This document consists of 17 printed pages, 3 blank pages and 1 Insert. DC (KN/FD) 98060/6 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 5 9 2 7 8 5 1 2 4 5 * GEOGRAPHY 0460/22 Paper 2 October/November 2015 1 hour 30 minutes Candidates answer on the Question Paper. Additional Materials: Ruler Protractor Plain paper Calculator 1:50 000 Survey Map Extract is enclosed with this Question Paper. 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 the booklet. The question number(s) must be clearly shown. Answer all questions. The Insert contains Photographs A and B for Question 2 and Photograph C for Question 5. The Survey Map Extract and the Insert are 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 0460/22/O/N/15 © UCLES 2015 1 Study the map extract for Umzingwani River, Zimbabwe. The scale is 1:50 000. Fig. 1 shows some of the features in the south-west of the map extract. 09 10 11 12 13 14 15 09 34 33 34 33 10 11 % & $ ' 12 13 14 15 Fig. 1 (a) Using the map extract, identify the following features shown on Fig. 1: (i) feature A; …[1] (ii) the name of river B; …[1] (iii) the features at C; …[1] (iv) the height above sea level of contour D. … metres [1]

3 0460/22/O/N/15 © UCLES 2015 [Turn over (b) Find the area of settlement around Mbalabala shown on Fig. 2. 12 40 39 38 37 40 39 38 37 13 14 15 12 13 14 15 Fig. 2 Give reasons for the growth of settlement in the area shown on Fig. 2. … … … … … … … … … … … …[6]

4 0460/22/O/N/15 © UCLES 2015 (c) Find the Umzingwani River on the map. (i) What is the direction of flow of the river? Tick one correct statement below. Tick (✓) north to south south to north east to west west to east [1] (ii) Give one reason for your answer to (c)(i). … …[1] (iii) Other than direction of flow, describe the other natural features of the river. … … … … …[3] (d) Measure the distance along the wide tarred road from the bridge over the Umzingwani River to the eastern edge of the map. Give your answer in metres. … metres [1] (e) Find Gcabayi hill in the east of the map extract. What is the six figure grid reference of the top of Gcabayi hill? Tick one correct answer below. Tick (✓) 246356 247356 356246 357247 357248 [2]

5 0460/22/O/N/15 © UCLES 2015 [Turn over (f) Fig. 3 shows the position of some relief features in the north-west of the map extract. The 1100 metre contour has also been marked. 09 41 W Z X 40 39 41 40 39 10 11 12 13 09 10 11 12 13 Y Fig. 3 Which letter, W, X, Y or Z shows the position of: (i) an isolated hill; … [1] (ii) a valley? … [1] [Total: 20 marks]

6 0460/22/O/N/15 © UCLES 2015 2 Photographs A and B (Insert) show two coastal areas of the island of Grenada, West Indies. (a) Describe the following physical features shown in Photograph A. relief … … … … … … coast … … … … … … vegetation … … … … [6]

7 0460/22/O/N/15 © UCLES 2015 [Turn over (b) Fig. 4 shows a map of the island. 0 10 km X N Y Caribbean Sea prevailing wind Atlantic Ocean Fig. 4 Photograph A was taken at point X on Fig. 4 and Photograph B was taken at point Y. Give evidence from Fig. 4 and Photographs A and B to support this. … … … … … … …[2] [Total: 8 marks]

8 0460/22/O/N/15 © UCLES 2015 3 Fig. 5 shows the world’s tropical deserts and some ocean currents. Atlantic Ocean Indian Ocean Great Australian Desert Thar Desert Arabian Desert Benguela Current Canary Current California Current Humboldt (Peruvian) Current West Australian Current Atacama Desert 0° 23 1°S Mojave Desert and North Mexico Namib and Kalahari Deserts Sahara Desert Pacific Ocean 2 23 1°N 2 Fig. 5 (a) Describe the distribution of deserts shown on Fig. 5. … … … … … …[3] (b) All the ocean currents shown on Fig. 5 are cold. Using information from Fig. 5 only, give one reason for this. … …[1]

9 0460/22/O/N/15 © UCLES 2015 [Turn over (c) Explain how each of the following features of the vegetation of tropical deserts helps plants to survive in areas of low rainfall. (i) long tap roots … … …[1] (ii) small, hairy leaves … … …[1] (iii) shallow, widely spreading roots … … …[1] (iv) thick, fleshy stems … … …[1] [Total: 8 marks]

10 0460/22/O/N/15 © UCLES 2015 4 Figs 6, 7 and 8 give information about internal population migration between the nine provinces of South Africa in a recent five year period. (a) Fig. 6 shows how migration has changed the total population of each province. -6 loss EC Eastern Cape change due to migration (% of total population) LP Limpopo KZN Kwazulu Natal FS Free State MP Mpumalanga NW North West NC Northern Cape WC Western Cape GP Gauteng gain -4 -2 0 +2 +4 +6 EC LP KZN FS MP NW NC WC GP Fig. 6 (i) Using Fig. 6, name one province which has gained population as a result of internal migration. … [1] (ii) Using Fig. 6, describe how internal population migration has changed the population of Eastern Cape province. Give a figure in your answer. … …[1]

11 0460/22/O/N/15 © UCLES 2015 [Turn over (b) Fig. 7 gives information about the GDP per capita (a measure of wealth production) and population migration between the provinces.              ORVV SRSXODWLRQFKDQJHGXHWRPLJUDWLRQ WKRXVDQGV *'3 SHUFDSLWD 86 JDLQ (& /3 03 )6 :& )6 *3 1& 1: .=1 Fig. 7 (i) Describe the relationship shown on Fig. 7. … … …[1] (ii) Suggest one reason for this relationship. … …[1]

12 0460/22/O/N/15 © UCLES 2015 (c) Fig. 8 gives information about the percentage of the population living in urban areas and population migration between the provinces. -400 0 20 40 60 80 100 -200 0 +200 +400 +600 loss population change due to migration (thousands) urban population (% of total) gain EC LP MP FS WC GP NC NW KZN Fig. 8 ‘Rural-urban migration is taking place in South Africa.’ Use evidence from Fig. 8 to support this statement. … … … … …[2] (d) Give two difficulties of the physical environment which can cause population migration. 1 … 2 …[2] [Total: 8 marks]

13 0460/22/O/N/15 © UCLES 2015 [Turn over 5 Photograph C (Insert) shows two urban zones in Ulaanbaatar, the capital of Mongolia. One zone is in the foreground and the other zone is on the hill in the background. For each zone, describe the buildings and suggest the type of urban land-use. Buildings in the foreground of the photograph … … … … … … … … … … Buildings on the hill in the background of the photograph … … … … … … … … … … [Total: 8 marks]

14 0460/22/O/N/15 © UCLES 2015 6 Fig. 9 shows the percentages of different fuels and methods used to generate electricity in 2010 by three European countries, A, B and C. .H\ hydro-electricity &RXQWU\$ Total electricity production: 69 000 Gigawatt hours (GWH) &RXQWU\& Total electricity production: 575 000 GWH &RXQWU\% Total electricity production: 637 000 GWH other renewables (waste, biomass, wind, solar) nuclear fossil fuels, especially coal Fig. 9 (a) Which country used the biggest percentage of nuclear power to generate electricity in 2010? Circle one answer below. Country A Country B Country C [1] (b) The total electricity production of each country has been printed above the pie graphs on Fig. 9. How could the three pie graphs be changed in order to show this information without using the figures? … …[1]

15 0460/22/O/N/15 © UCLES 2015 (c) Decisions have to be made by countries about which fuels and methods to use to generate electricity. Using information from Fig. 9, suggest reasons for the decisions made in each of the three countries about how they generate electricity. (i) Country A … … … … …[2] (ii) Country B … … … … …[2] (iii) Country C … … … … …[2] [Total: 8 marks]

16 0460/22/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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20 0460/22/O/N/15 © UCLES 2015 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

® 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 0460/22 Paper 2, maximum raw mark 60 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 22 © Cambridge International Examinations 2015 1 (a) (i) railway [1] (ii) Nsezi [1] (iii) quarry/excavation [1] (iv) 1060(m) [1] (b) wide tarred road railway/station junction/route centre quarry/quarries/excavation(s) reservoir/dams/rivers for water gentle/flat land barracks/military services/hotel/post/telegraph agency college/school [6] (c) (i) north to south [1] (ii) angle of tributaries/tributaries flow to south reference to 1000m contour/contour crossing river narrower in the north/wider in south/size increases to south [1] (iii) wide/200 – 400m, meanders/bends etc. islands/braiding/splits and rejoins rapids tributaries/confluences/affluents gentle gradient (on gentle land = 1) narrower in the north/wider in south/variable width, [3] (d) 6000 – 6300(metres) [1] (e) 246356 = 2 247356 = 1 [2] (f) (i) X [1] (ii) Y [1]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 22 © Cambridge International Examinations 2015 2 (a) hill(s)/hilly/high/mountain(s)/upland ridge flat(ter)/gentle(r) next to sea/lower slopes/steep(er) away from sea/upper slopes bay beach sand low tide calm sea/gentle waves/no waves/weak waves/small waves/flat sea dense lush/green/luxuriant bushes/shrubs/trees/forest/woodland large leaves palms/coconut, (palm trees = 1, not 2) flowers/red/brown leaves/fruit Maximum 4 on each section Allow marks to score anywhere in the answer [6] (b) Y/B onshore wind/Y/B (more) exposed to wind/X/A offshore wind/X/A (more) sheltered from wind/X/A (more) protected from wind, Y/B (more) exposed to waves/Y/B rough seas/Y/B large waves/Y/B strong waves/Y/B destructive waves/Y/B strong swash/X/A (more) sheltered from waves/X/A calm sea, Y large(r) debris/large pebbles/dead trees/tree trunks, (not those behind beach) Y straight coast/X curved coast/X bay/Y headland/Y promontory [2] 3 (a) around tropics latitudes between 10° – 35° coastal west sides of continents, (not countries) (on west coasts = 2) where there are cold ocean currents [3] (b) move towards Equator/away from pole(s)/from higher latitude(s), (allow “from poles” from) [1] (c) (i) reach deep water/underground water/water table [1] (ii) reduce transpiration/evaporation/water loss [1] (iii) catch rainfall catch water before it evaporates/percolates increases/large area to catch water [1] (iv) store water [1]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 22 © Cambridge International Examinations 2015 4 (a) (i) Western Cape Gauteng [1] (ii) lost 4% [1] (b) (i) direct/positive relationship/one increases the other increases low GDP = population loss high GDP = population gain (Be generous on words used to describe the axes) [1] (ii) population gain/migrants mean more workers/tax payers population loss means fewer workers/tax payers people move to more affluent areas/leave less affluent areas people move for /jobs/better living standards/services/more pay Allow expressions linked to population loss/gain/migration in part (i) [1] (c) One general statement and one example or two examples Answers should not simply repeat the information in the question General statements (more) rural/least urban provinces lost population (more) urban/least rural provinces gained population people are moving to (more) urbanised provinces people are leaving (more) rural provinces Examples Limpopo is rural/10% urban and has lost population/people leaving Eastern Cape is rural/38% urban and has lost population/people leaving Western Cape is urban/90% urban and has gained population/people moving in Gauteng is urban/98% urban and has gained population/people moving in Allow initial letters of provinces [2] (d) drought/lack of rain very hot/too hot exhausted/eroded/infertile soils pests/example of pest earthquake volcanic eruption desertification/land degradation disease/example of disease floods tsunami famine/crop failure Accept best two points given [2]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 22 © Cambridge International Examinations 2015 5 Buildings in the foreground residential/housing/accommodation/commercial/business/CBD/inner city/people live there, flats/apartments multi-storey/high rise/tall/skyscrapers some taller/shorter/different heights flat roofs balconies sloping roof in foreground high density, (allow other expressions such as crowded/clustered buildings) different colours/two named colours multi-coloured/colourful building Buildings in background residential/housing/suburb/people live there/accommodation/houses (mostly) single storey/low rise/short(er) small(er) sloping roofs different colours/two named colours some larger buildings (within background) high density (allow other expressions such as crowded/clustered buildings) In the background section allow comparisons with the foreground If sections are clearly reversed give credit to the points given Reserve 3 marks for each zone [8] 6 (a) Country C [1] (b) different sized/proportional circles/bar chart/divided bar/histogram [1] (c) (i) HEP (Reserve 1 mark) many/fast/large river(s)/waterfalls high rainfall steep relief have capital to build HEP stations (HEP) cheap running costs (HEP) no pollution/concerns about environmental issues/want to use clean fuel/environmentally friendly fuel (HEP) renewable energy source Nuclear less concerned about nuclear risks have technology/capital/skill for nuclear stations nuclear only small amounts of fuel nuclear will not run out (soon)/(may be considered) renewable nuclear no greenhouse gases/acid rain/non-polluting if used correctly

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0460 22 © Cambridge International Examinations 2015 Other renewables expensive to set up specific disadvantage of wind/solar/other renewables Fossil fuels fossil fuels give atmospheric pollution/linked to global warming little/no fossil fuels/coal non-renewable [2] (ii) Fossil fuels (Reserve 1 mark) coal/fossil fuels available little transport cost fossil fuels may run out so have others as back up Other renewables renewables cheap running costs specific advantage of wind/solar/other renewables public pressure for renewables HEP HEP expensive to set up few rivers/low relief/low rainfall/dry [2] (iii) Nuclear (Reserve 1) less concerned about nuclear risks have technology/capital/skill for nuclear stations nuclear only small amounts of fuel nuclear will not run out (soon)/(may be considered) renewable nuclear no greenhouse gases/acid rain/non-polluting if used correctly HEP many/fast/large river(s)/waterfalls high rainfall steep relief have capital to build HEP stations (HEP) cheap running costs (HEP) no pollution/concerns about environmental issues/want to use clean fuel/environmentally friendly fuel (HEP) renewable energy source Fossil fuels fossil fuels give atmospheric pollution/linked to global warming little/no fossil fuels/coal non-renewable [2]