Cambridge IGCSE Geography 0460 — 2016 May/June Paper 1 · Variant 2

This document consists of 31 printed pages, 1 blank page and 1 Insert. DC (NF/CGW) 114952/4 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 3 0 7 9 1 1 7 8 8 2 * GEOGRAPHY 0460/12 Paper 1 May/June 2016 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, one from each section. The Insert contains Photographs A and B for Question 3 and Fig. 7 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. Definitions MEDCs – More Economically Developed Countries LEDCs – Less Economically Developed Countries The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.

2 0460/12/M/J/16 © UCLES 2016 Section A Answer one question from this section. QUESTION 1 1 (a) Study Fig. 1, which shows information about the birth and death rates of three countries in 2013. Country Birth rate (per 1000 of population) Death rate (per 1000 of population) Kuwait 20.9 2.1 South Africa 19.3 17.2 Vietnam 16.8 5.9 Fig. 1 (i) What is meant by South Africa has a death rate of 17.2? … … … [1] (ii) Using Fig. 1, identify the following: – the country with the lowest birth rate; … – the country with the highest rate of natural population growth. … [2] (iii) Give three reasons why death rates vary from country to country. 1 … … 2 … … 3 … … [3]

3 0460/12/M/J/16 © UCLES 2016 [Turn over (b) Study Figs. 2A and 2B, which show information about birth rates in Vietnam (an LEDC in South East Asia). 50.0 45.0 40.0 30.0 25.0 20.0 15.0 0 1960 1970 1980 year birth rate (per 1000) 1990 2000 2010 2015 35.0 Fig. 2A The communist government of Vietnam is penalising couples who have more than two children. In the early 1960s it imposed a two-child limit for couples and there have been campaigns to promote contraception and abortion in the country since 1997. By 2000, the birth rate had been reduced considerably by the use of fines and confiscation of land. The original policy ended in 2003 but was revived in 2008 after an increase in the birth rate. Villagers in Thua Thien-Hue province are being fined for having more than two children under the government two-child policy. Catherine Pham Thi Thanh, 44, said that since 1996 she has been fined a total of 3800 kilograms of rice for having six children. This is a great loss for the family which makes an annual profit of only 700 kilograms of rice from their farm. Fig. 2B

4 0460/12/M/J/16 © UCLES 2016 (i) Using Fig. 2A only, describe the reduction in the birth rate of Vietnam between 1960 and 2015. Include statistics in your answer. … … … … … … [3] (ii) Suggest how government policies and other factors may have reduced Vietnam’s birth rate. … … … … … … … … [4]

5 0460/12/M/J/16 © UCLES 2016 [Turn over (iii) Explain why the governments of some MEDCs are now concerned that birth rates are too low in their countries. … … … … … … … … … … [5]

6 0460/12/M/J/16 © UCLES 2016 (c) For a named country you have studied, describe the problems caused by over-population. Name of country … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 1

7 0460/12/M/J/16 © UCLES 2016 [Turn over QUESTION 2 2 (a) Study Fig. 3, which shows information about four areas of rural settlement in Malta (an MEDC in Europe). 0 200 metres Key building field boundaries roads 400 N N N N Tas-Salih Tas-Salih Bingemina Bingemina 7D·0UHMQX 7D·0UHMQX /$QGULMLHW /$QGULMLHW Fig. 3 (i) What is meant by a rural settlement? … … … [1] (ii) Use evidence from Fig. 3 only, to identify two similarities between the settlements of Tas-Salih and Bingemina. 1 … … 2 … … [2]

8 0460/12/M/J/16 © UCLES 2016 (iii) Describe the main features of an area of dispersed rural settlement such as L-Andrijiet. … … … … … … [3] (iv) Suggest reasons for the growth of a nucleated settlement such as Ta’ Mrejnu. … … … … … … … … [4]

9 0460/12/M/J/16 © UCLES 2016 [Turn over TURN PAGE FOR QUESTION 2(b)

10 0460/12/M/J/16 © UCLES 2016 (b) Study Figs. 4A and 4B, which show information about Llanelli, an urban settlement in the UK, in 1850 and 2000. Key main roads other settlements secondary industry coal mine high class residential area boundary of Llanelli 1850 Bynea Llwynhendy Pwll Parish Church Felinfoel Dafen N 0 km 2 LLANELLI Pemberton Furnace sea Fig. 4A LLANELLI Key main roads other settlements high class residential area motorway secondary industry boundary of Llanelli 2000 M4 Dafen car components factory Trostre tin plate works Pemberton N 0 km 2 Pwll Parish Church Furnace Felinfoel Llwynhendy Bynea sea Fig. 4B

11 0460/12/M/J/16 © UCLES 2016 [Turn over (i) Using evidence from Figs. 4A and 4B only, describe the main changes which have taken place in Llanelli between 1850 and 2000. … … … … … … [3] (ii) Suggest reasons for Llanelli’s function as an industrial town. … … … … … … … … … … [5]

12 0460/12/M/J/16 © UCLES 2016 (c) For a named area you have studied, describe the hierarchy of service provision. Name of area … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 2

13 0460/12/M/J/16 © UCLES 2016 [Turn over Section B Answer one question from this section. QUESTION 3 3 (a) Study Photograph A (Insert), which shows a beach where coastal deposition is taking place. (i) What is meant by coastal deposition? … … … [1] (ii) The waves shown on Photograph A are constructive waves. Describe two characteristics of constructive waves. 1 … … 2 … … [2] (iii) Use the labelling on Photograph A to explain how longshore drift occurs. … … … … … … [3]

14 0460/12/M/J/16 © UCLES 2016 (iv) Spits are formed by longshore drift. Describe the main features of a spit. … … … … … … … … [4]

15 0460/12/M/J/16 © UCLES 2016 [Turn over (b) Study Photograph B (Insert), which shows an area where coastal erosion is taking place. (i) Give three pieces of evidence that coastal erosion has occurred in the area shown by Photograph B. 1 … … 2 … … 3 … …[3] (ii) Explain why coastal erosion is much more rapid on some coasts than others. … … … … … … … … … … [5]

16 0460/12/M/J/16 © UCLES 2016 (c) For a named area of coast you have studied, explain what is being done to manage coastal erosion. Name of area … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 3

17 0460/12/M/J/16 © UCLES 2016 [Turn over QUESTION 4 4 (a) Study Fig. 5, which shows information collected in June 2012 and June 2013 at a weather station in Maleny, Australia. 2012 2013 Rainfall (mm) 267.2 164.6 Days with rainfall 16 14 Evaporation (mm) 40.4 58.1 Humidity (%) 77 78 Minimum temperature (°C) 5.8 5.0 Maximum temperature (°C) 21.2 21.8 Wind direction SSW SSW Sunshine hours (per month) 85 80 Fig. 5 (i) Using evidence from Fig. 5, underline the weather element in the list below which showed the greatest difference between June 2012 and June 2013. rainfall sunshine hours temperature wind direction [1] (ii) Which weather instrument is used to measure: – humidity; … – wind direction? … [2] (iii) Describe how information about the amount of rainfall is collected at a weather station. … … … … … … [3]

18 0460/12/M/J/16 © UCLES 2016 (iv) Some weather instruments are kept in a Stevenson screen. Explain how the features of the Stevenson screen ensure that the information collected by these instruments is accurate. … … … … … … … … [4]

19 0460/12/M/J/16 © UCLES 2016 [Turn over (b) Study Fig. 6, a climate graph for Indian Wells, an area of hot desert in California, United States. 40 30 20 J F M A M J months J A S O N D temperature (°C) rainfall (mm) 0 10 80 60 40 0 20 Key temperature rainfall Fig. 6 (i) Using Fig. 6 only, describe the main features of the climate of Indian Wells. Include statistics in your answer. … … … … … … [3]

20 0460/12/M/J/16 © UCLES 2016 (ii) Explain why there are hot desert climates in some areas close to the Tropics of Cancer and Capricorn. … … … … … … … … … … [5]

21 0460/12/M/J/16 © UCLES 2016 [Turn over (c) For a named area of hot desert you have studied, describe and explain the characteristics of its natural vegetation. Name of hot desert … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 4

22 0460/12/M/J/16 © UCLES 2016 Section C Answer one question from this section. QUESTION 5 5 (a) Study Fig. 7 (Insert), a map showing the Human Development Index (HDI). (i) Put the following countries in rank order according to their HDI. Brazil Canada China Sudan 1st … highest 2nd … 3rd … 4th … lowest [1] (ii) Describe the main differences in HDI between North and South America. … … … … [2] (iii) Explain why HDI is a good measure of development. … … … … … … [3]

23 0460/12/M/J/16 © UCLES 2016 [Turn over (iv) Explain why there are differences in levels of development between countries. … … … … … … … … [4] (b) Study Fig. 8, which shows indicators of development for selected countries in Africa. Country Life expectancy (years) Energy use per person (kg. of oil equivalent) Number of doctors (per 100 000 people) Adult literacy (percentage) Angola 55 606 8 67 Egypt 73 735 212 58 Ethiopia 61 299 3 43 Kenya 64 494 13 85 South Africa 50 2587 69 87 Tanzania 61 465 2 78 Uganda 54 776 5 70 Fig. 8 (i) Identify the country which: – has the lowest percentage of people who can read and write; … – is likely to have the poorest access to a doctor; … – has the lowest energy use per person. … [3]

24 0460/12/M/J/16 © UCLES 2016 (ii) Which country, listed in Fig. 8, do you consider has the highest level of development? Justify your answer. Country … Justification … … … … … … … … … [5]

25 0460/12/M/J/16 © UCLES 2016 [Turn over (c) For a country you have studied, describe the positive and negative impacts of a named transnational corporation being located there. Name of country … Name of transnational corporation … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 5

26 0460/12/M/J/16 © UCLES 2016 QUESTION 6 6 (a) Study Fig. 9, which shows information about economic activities and threats to the natural environment. ECONOMIC ACTIVITIES Manufacturing industry Power stations Air pollution Soil erosion Global warming Desertification Visual pollution Noise pollution Water pollution Agriculture Transport Fig. 9 (i) What is meant by visual pollution? … … … [1] (ii) Suggest two ways in which agriculture may cause soil erosion. 1 … … 2 … … [2]

27 0460/12/M/J/16 © UCLES 2016 [Turn over (iii) Name three different economic activities shown in Fig. 9 and explain how each one may pollute water. Economic activity 1 … … … Economic activity 2 … … … Economic activity 3 … … … [3] (iv) Explain how the economic activities shown in Fig. 9 may cause global warming. … … … … … … … … [4]

28 0460/12/M/J/16 © UCLES 2016 (b) Study Fig. 10, which shows advice about conservation of natural resources. R E D U C E R E U S E R E C Y C L E Fig. 10 (i) Explain how following the advice given in Fig. 10 can help to conserve natural resources. … … … … … … [3] (ii) Explain the importance of conserving natural resources and the natural environment. … … … … … … … … … … [5]

29 0460/12/M/J/16 © UCLES 2016 (c) For a named country or area you have studied, describe how energy is supplied. Name of country … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25 marks] END OF QUESTION 6

30 0460/12/M/J/16 © UCLES 2016 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. … … … … … … … … … … … … … … … … … … … … … … … … … …

31 0460/12/M/J/16 © UCLES 2016 … … … … … … … … … … … … … … … … … … … … … … … … … … … …

32 0460/12/M/J/16 © UCLES 2016 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. This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 20 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education GEOGRAPHY 0460/12 Paper 1 May/June 2016 MARK SCHEME Maximum Mark: 75 Published 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 2016 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 2016 0460 12 © Cambridge International Examinations 2016 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. Marking Mechanics. Point marking is used for sections (a) and (b) of each question, although marks are available in specified questions for development of appropriate points. Ticks should be used to clearly indicate where a mark has been allowed. Where a development point has been allowed the symbol “DEV” should be placed adjacent to the tick. The number of ticks should always be equal to the total number of marks awarded. Only one development mark for each mark scheme point please. Where a candidate makes a point which is not quite sufficient for credit an upturned `V` insert symbol should be used. If after careful consideration a mark is awarded which gives `benefit of doubt` to the candidate the letter `J` should be placed adjacent to the tick (i.e. the candidate has `just` achieved the mark). Crosses are acceptable to signify wrong answers and the letters `I/R` should be used to indicate those which are irrelevant. Levels of response marking is used for section (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.

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 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 eg (6 marks) Level 3 (7 marks) 3 or more developed statements + named example with at least one piece of place specific detail.

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 1 (a) (i) 17.2 out of 1000 people die per year or in 2013 /1.72% of the population died in 2013. [1] NB: South Africa is not needed. Look for 17.2 as an exact figure. (ii) Vietnam [2] Kuwait 2 @ 1 mark (2) (iii) Ideas such as (variations in amount/quality of): [3] health care/hospital/clinics/medicines; number of people per doctor/availability of doctors; food supply/diet/famine/starvation; water supply/quality/drought; sanitation/hygiene; diseases or examples/AIDS or HIV; wars; vaccinations; education about healthcare/disease; care for the elderly/pensions etc 3 @ 1 mark (3) (b) (i) Steep reduction from 1960 to 2000; [3] levels off after 2000 or Look at the four time periods on the graph and accept any two statements with appropriate dates. steep reduction – Period 1 gentle reduction – Period 2 steep decline – Period 3 levels off – Period 4 MAX 1 for at least 2 supporting statistics (eg 47 in 1960, 17 in 2000). Can accept a figure for the change with two supporting dates. NB: Reserve 1 mark for statistics. Do not need per 1000. Accept tolerance on statistics – plus or minus one either way. We are not looking for candidates to describe the overall trend (1960–2015). However, statistics for these years would be fine. 3 @ 1 mark (3)

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (ii) Ideas such as: [4] government restricted family size/number of children by the use of 2 child limit; people fined/ had land taken off them/lost income if they did not follow the policy; incentives such as education for two children only; contraception/abortions made available or made cheaper; campaigns for people to use contraception/abortions; people concentrating on careers; education of women; education about family planning; later marriages; improvement of infant healthcare/lower IMR; pensions; mechanisation of farms/less agricultural work/more emphasis on secondary and tertiary sector etc. 4 @ 1 mark (4) (iii) Ideas such as: [5] they have fallen below replacement level/population decline/death rates higher than birth rates; shortage of workers/shortage of working class/less economically active/no one to care for the elderly/people to exploit the resources; low level of production/businesses fail; difficult to defend country; ageing population/increase in elderly people/lots of old dependents; lack of innovation; closure of schools/nurseries; need to raise more taxes/less tax payers/burden on economically active; need to pay more pensions/provide more care homes/healthcare for the elderly; economic decline/reduces the economy; need to encourage migration etc. 5 @ 1 mark or development (5)

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (c) Levels marking [7] Please ensure that you refer to the marking mechanics section at the front of the mark scheme before marking the level questions. NB: Statistics can be used as development to a maximum of 1 × L2 – 4 marks. This applies to all levels marked questions. Level 1 [1–3 marks] Statements including limited detail which describe the problems caused by over–population. Level 2 [4–6 marks] Uses named example. More developed statements which describe the problems caused by over–population. (NB Max 5 if no named or inappropriate example) Level 3 [7 marks] Uses named example. Comprehensive and accurate statements including some place specific reference. Content Guide: Answers are likely to refer to: not enough housing water and air pollution shortage of food and water high crime rates not enough health care and education lack of employment poverty etc Place specific reference is likely to consist of: Named parts of the chosen country/locational detail, Population data/statistics NB: Development is of the problem not the causes. The focus is on impacts within the country. [TOTAL 25 marks]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 2 (a) (i) A settlement in the countryside/small settlement/a settlement surrounded by fields/a settlement consisting of only a few houses. [1] 1 mark (1) (ii) Ideas such as both; [2] are linear/have developed along a road; are aligned from north–south; are small/about 400 metres long/around 13–16 buildings/only a few buildings in them; both have large and small buildings; both surrounded by fields etc. 2 @ 1 mark (2) (iii) Ideas such as: [3] separated by countryside/farmland/woodland/by fields; buildings are scattered/separated from each/in small groups/far apart/spread out; no focus/central part of settlement/no roads meet in the middle; no/few services available; low population density/sparsely populated etc. 3 @ 1 mark (3) (iv) Ideas such as: [4] roads from all directions meet/nodal point/crossroads; flat land; no restrictions to development in any direction; presence of a water source/spring/well/lake; mine/natural resource/quarry; bridging point; defensive site etc. NB: The focus of the question is on nucleation rather than growth. 4 @ 1 mark (4) (b) (i) Ideas such as: [3] increase of built up area; increase in high class residential area/high class residential area moved north and west; small settlements swallowed up by urban sprawl/surrounding settlements (or example) became part of urban area closure of coal mines; increase in industrial sites/or example; new motorway built/M4 built/more roads etc 3 @ 1 mark (3)

Page 8 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (ii) Ideas such as; [5] coastal site/port; easy import/ easy export/transporting products/trade; flat, low land for construction; coal available; fuel smelting/powering of machinery; good roads/motorway; component factory/tin works provided raw materials/components for other industries/steel for component factory; cost of transported raw materials/components was low; abundant/skilled workforce; market; availability of water; lots of space/cheap land etc. 5 @ 1 mark or development (5) (c) Levels marking [7] Level 1 [1–3 marks] Statements including limited detail which describe the hierarchy of services. Level 2 [4–6 marks] Uses named example. More developed statements which describe the hierarchy of services. (NB Max 5 if no named or inappropriate example) Level 3 [7 marks] Uses named example. Comprehensive and accurate with some place specific reference. Content Guide: Answers are likely to refer to; Number of services; Specific types/examples of services, Order of services etc Place specific reference is likely to consist of: Named settlements, Locational details of services, Named shops and services etc NB: The example can be a named area of any size. Development is of the description. If the answer focuses on a city rather than an area then MAX 5. [TOTAL 25 marks]

Page 9 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 3 (a) (i) A process involving the load/materials being dropped/dumped/left behind by the waves/the build-up of materials on a beach or by the sea. [1] 1 mark (1) (ii) Ideas such as they: [2] are not powerful/they are gentle; ave a swash that is stronger than the backwash/strong swash/weak backwash; have a long wavelength; are low in height; reach the shore between 6 and 9 times each minute/low frequency; roll onto the beach/do not crash onto it/spilling; build up beach/deposit material/do not erode. 2 @ 1 mark (2) (iii) Ideas such as: [3] Prevailing winds cause waves to approach at an angle to the shore; Swash carries loose material up the beach at an angle/in same direction as prevailing wind; Backwash takes material back out at 90 degrees/straight back/perpendicular; Zigzag motion moves materials along the beach/in the same direction/along the coast 3 @ 1 mark (3) (iv) Features such as: [4] long and thin/elongated; curved/hooked end; attached to land at one end only; stretches partly across estuary/bay/river mouth; made of sand shingle/may be covered by sand dunes/deposited material; low in height/just above sea level; (salt) marsh develops behind spit etc NB: Award appropriate ideas on a diagram as long as they are labelled. 4 @ 1 mark (4)

Page 10 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (b) (i) Evidence such as: [3] cliff; undercut/uneven profile/notches/jagged; cave; bay/uneven coastline/headland; areas of (fallen) rock at base of cliff /big bounders at base of cliff or near the cliff/rocks broken off the cliff 3 @ 1 mark (3) (ii) Ideas such as: [5] rock type; consolidated or unconsolidated rock; hard/strong or soft/weak rock; presence of lines of weakness/joints/bedding planes; whether rocks will be eroded by corrosion or not; wave power/wave type/amount of swash and backwash; presence or absence of coastal defences; distance of fetch; stabilized by vegetation; width of/presence of beach or whether shallow or deep water; shelter; wind strength; wave refraction; impact of other processes e.g. sub–aerial processes etc. 5 @ 1 mark or development (5)

Page 11 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (c) Levels marking [7] Level 1 [1–3 marks] Statements including limited detail which describe or explain what is being done to manage the impacts of coastal erosion. Level 2 [4–6 marks] Uses named example. More developed statements which describe or explain what is being done to manage the impacts of coastal erosion. (NB Max 5 if no named or inappropriate example) Level 3 [7 marks] Uses named example. Comprehensive and accurate statements including some place specific reference. Content Guide: Answers are likely to refer to: Hard engineering – sea walls/groynes/gabions/revetments etc. Soft engineering – beach nourishment etc. Types of rocks Place specific reference is likely to consist of: Locational details, Details of named parts of the area Reference to specific schemes/costs etc. NB: Accept any type of erosion including human. The amount of money spent on a scheme is not a suitable development for L2 but would be fine for place specific detail. [TOTAL 25 marks]

Page 12 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 4 (a) (i) Rainfall [1] 1 mark (1) (ii) A = Wet and dry (bulb) thermometer/hygrometer [2] B = Wind vane/weather vane/wind cock/windsock 2 @ 1 mark (2) (iii) Ideas such as: [3] use a rain gauge/digital rain gauge; collecting jar with funnel/linked to computer; water poured into a measuring cylinder/water is read from jar/measured using a scale; put out in the open/area which is not sheltered by trees/buildings/buried in the ground (MAX 1 SITE); take measurements every 24 hours/fixed period/same time of day etc 3 @ 1 mark (3) (iv) Screen is painted white so that it reflects heat or sunlight / reduces direct heating by the sun / does not absorb sunlight; [4] Sides have slats / louvres / have spaces / gaps / not solid so that air can circulate; Screen / box is made of wood so that heat is not conducted into it; Roof is made of a double layer of wood so that air space maintains a constant temperature; Screen stands more than 1m / raised on legs above the ground so that instruments are not affected by heat from the ground; Door opens to the north in the northern hemisphere/to the south in the southern hemisphere to avoid sun’s rays. NB: Feature and link is needed. 4 @ 1 mark (4)

Page 13 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (b) (i) Ideas such as: [3] hot and dry; temperatures vary from 13 to 33 °C/range of 20 °C; hottest months are June/July/August or coldest months are Dec/Jan/Feb (or one from each) – need two months rainfall varies from 0 to 18 mm monthly/range of 18 mm; wettest months are Dec/Jan/Feb or driest months are April/May/June (or one from each) – need two months. annual rainfall of approx 91 mm (accept 80–100 mm); hot and dry in summer and cooler and wetter in winter NB: No tolerance on individual statistics 3 @ 1 mark (3) (ii) Ideas such as: [5] Overhead sun/high angle of sun/only a small area to heat up/sun’s rays are more concentrated; High air pressure; Descending air; Air heats as it descends; Therefore no condensation; Little or no surface water; Little or no evaporation; Little or no transpiration/evapotranspiration; Wind direction over large areas of land/Trade winds; Rain shadow effect; Cold ocean currents; Distant from sea/landlocked etc 5 @ 1 mark or development (5)

Page 14 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (c) Levels marking [7] Level 1 [1–3 marks] Statements including limited detail which describe and/or explain the characteristics of natural vegetation of hot deserts. Level 2 [4–6 marks] Uses named example. More developed statements which describe and explain the characteristics of natural vegetation of hot deserts. (NB Max 5 if no named or inappropriate example) Level 3 [7 marks] Uses named example. Comprehensive and accurate statements, which describe and explain the characteristics of natural vegetation of hot deserts, including some specific reference. Content Guide: Answers are likely to refer to: Root systems, Spines/thorns, Plants remain dormant until rain falls, Fleshy stems, Waxy leaves etc Place specific reference is likely to consist of: Locational details; Specific named plant types – accept cactus NB: A country is not an appropriate example so MAX 5. [TOTAL 25 marks]

Page 15 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 5 (a) (i) Canada…Brazil…China…Sudan [1] 1 mark (1) (ii) Ideas such as; [2] Generally higher in North America; More variation in South America 2 @ 1 mark (2) (iii) Ideas such as: [3] It takes into account a variety of factors/uses more than one indicator; Life expectancy/education (numbers of years in school) are used to give a better index of development than income alone; Easy to carry out statistical comparisons between countries/change over time etc 3 @ 1 mark (3) (iv) Ideas such as: [4] length of time in which development has been occurring; impacts of colonisation; presence/absence of raw material/resources or examples; development of a specific economic activity such as tourism, mining or manufacturing; accessibility/presence of port/land locked/transport; government policies; political system/level of corruption; levels of education/skills of workforce; investment/aid from other countries/loans; trade policy/free trade; presence of transnationals; wars/civil unrest; rely on low value primary products; over-reliance on one product; AIDS/HIV (not other named diseases) etc. 4 @ 1 mark (4)

Page 16 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (b) (i) A = Ethiopia [3] B = Tanzania C = Ethiopia 3 @ 1 mark (3) (ii) One mark for South Africa or Egypt. [5] Four further marks for reasoning such as: South Africa uses the largest amounts of energy; which indicates the presence of industry; so GNP per capita will be higher than the other countries; literacy is highest; which indicates that the population is well educated; the number of doctors is greater than 5 of the other countries/high number of doctors; so health care is likely to be good etc. Egypt has the highest life expectancy; which indicates good healthcare/diet etc.; Number of doctors is highest; Doctors are more available/diseases are more readily treated; Third highest energy use/energy use is high: Which indicate the presence of industry; So GNP per capital will be higher than other countries; NB: Candidates need to describe the indicator in order to then go on to access the development mark. 5 @ 1 mark or development (5)

Page 17 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (c) Levels marking [7] Level 1 [1–3 marks] Statements including limited detail which describe the positive and/or negative impacts of a transnational corporation. Level 2 [4–6 marks] Uses named example. More developed statements which describe the positive and/or negative impacts of a transnational corporation. (NB Max 5 if no named or inappropriate example) Level 3 [7 marks] Uses named example. Comprehensive and accurate statements, which describe the positive and negative impacts of a transnational corporation, including some place specific reference. Must have both positive and negative but one can be at L1. Content Guide: Answers could refer to: Employment, Economic growth, Infrastructural development, Exploitation, Environmental destruction etc. Place specific reference is likely to consist of: Locational details; Specific details of transnational, Named settlements etc. NB: The focus of the question is advantages and disadvantages for the country and not the TNC. [TOTAL 25 marks]

Page 18 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 6 (a) (i) something which spoils the beauty of the [1] landscape/an eyesore/pollution that is visible to the eye/pollution you can see/makes the landscape look unsightly 1 mark (1) (ii) Ideas such as: [2] deforestation/clearance of vegetation; overgrazing; leaving areas of land fallow; ploughing up and down the slope; monoculture/overcultivation; 2 @ 1 mark (2) (iii) Ideas such as: [3] Manufacturing: disposal of (toxic) waste by manufacturing industry/dirty or waste water; Transport: oil spills from tanker accidents/washing out fuel tanks/fuel spills; Power Stations: return of hot water to rivers from power stations/radioactive water to sea from nuclear power stations; Agriculture: run off of fertilizers/pesticides from farmland/animal waste or slurry etc NB: Do not double credit. Three distinct ideas needed. Acid rain would be OK for all three but again no double credit please. No mark for the economic activity but candidates must name an economic activity. 3 @ 1 mark (3) (iv) Ideas such as: [4] fumes from burning of fossil fuels or coal; clearance of vegetation; gives off carbon dioxide/greenhouse gases; carbon dioxide cannot be converted to oxygen; methane from grazing/rice paddies; greenhouses gases/carbon dioxide build up in atmosphere; sun’s rays pass through the layer of gases; but are trapped/cannot escape etc 4 @ 1 mark (4)

Page 19 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (b) (i) Uses less resources/less demand for resources or example/there are fewer resources wasted; [3] Saves resources for the future; Can use resources again/make more use Resources last longer; Saves energy; Waste products become useful. NB: Repeat of the three words is OK as long as in context. 3 @ 1 mark (3) (ii) Ideas such factors such as: [5] many are non–renewable/will run out/are finite; life in future would not be possible without clean water; life in future would not be possible without clean air; and life in future would not be possible without land for cultivation; to protect habitats; conserving natural environment will ensure ecosystems remain in balance; species do not become extinct/animals do not die; to prevent global warming, acid rain, desertification etc. (MAX 1); creates conflict/civil rest; forests act as carbon sinks NB: Candidates can develop the global warming, acid rain, desertification etc. line to a MAX 1. 5 @ 1 mark or development (5)

Page 20 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2016 0460 12 © Cambridge International Examinations 2016 (c) Levels marking [7] Level 1 [1–3 marks] Statements including limited detail which describe how energy is supplied Level 2 [4–6 marks] Uses named example. More developed statements which describe how energy is supplied (NB Max 5 if no named or inappropriate example) Level 3 [7 marks] Uses named example. Comprehensive and accurate statements, including some place specific reference. Content Guide: Answers are likely to refer to: Power stations, Fossil fuels, Domestic supplies and imports, Renewable energy Production methods Place specific reference is likely to consist of: Locational details, Named areas/settlements within the country, Statistics etc NB: Focus in on supply not uses. Can achieve full marks from one energy source. Development is of the description. [TOTAL 25 marks]