Cambridge IGCSE Geography 0460 — 2024 Oct/Nov Paper 1 · Variant 3

This document has 32 pages. Any blank pages are indicated. [Turn over * 0 7 7 7 9 5 1 3 5 6 * Cambridge IGCSE™ GEOGRAPHY 0460/13 Paper 1 Geographical Themes October/November 2024 1 hour 45 minutes You must answer on the question paper. You will need: Insert (enclosed) Ruler Calculator Protractor INSTRUCTIONS ● Answer three questions in total, one from each section. ● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● If additional space is needed, you should use the lined pages at the end of this booklet; the question number or numbers must be clearly shown. INFORMATION ● The total mark for this paper is 75. ● The number of marks for each question or part question is shown in brackets [ ]. ● The insert contains additional resources referred to in the questions. LEDCs – Less Economically Developed Countries MEDCs – More Economically Developed Countries DC (DE/JG) 337195/5 © UCLES 2024 ,










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2 0460/13/O/N/24 © UCLES 2024 Section A Answer one question from this section. 1 (a) Study Fig. 1.1 on page 3, population pyramids showing the population structure of the USA, an MEDC, and Nigeria, an LEDC. (i) What percentage of Nigeria’s population is aged between 40 and 44? Underline your answer. 2.3% 4.5% 6.2% 9.8% [1] (ii) Compare the young dependent population of the USA and Nigeria. Use statistics in your answer. … … … … [2] (iii) State three ways in which the shape of the pyramid of Nigeria is typical of an LEDC. 1 … … 2 … … 3 … … [3] (iv) Explain why birth rates are high in LEDCs such as Nigeria. … … … … … … … … [4] * 0000800000002 * ,










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3 0460/13/O/N/24 © UCLES 2024 [Turn over female male 0% 2% 8% 0 to 4 5 to 9 10 to 14 15 to 19 20 to 24 25 to 29 30 to 34 35 to 39 40 to 44 45 to 49 50 to 54 55 to 59 60 to 64 65 to 69 70 to 74 75 to 79 80 to 84 85 to 89 90 to 94 95 to 99 100+ 10% 4% 6% young dependents economically active old dependents 0% 2% 4% 6% 8% 10% USA female male 0% 2% 8% 0 to 4 5 to 9 10 to 14 15 to 19 20 to 24 25 to 29 30 to 34 35 to 39 40 to 44 45 to 49 50 to 54 55 to 59 60 to 64 65 to 69 70 to 74 75 to 79 80 to 84 85 to 89 90 to 94 95 to 99 100+ 10% 4% 6% young dependents economically active old dependents 0% 2% 4% 6% 8% 10% Nigeria Fig. 1.1 * 0000800000003 * ,










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4 0460/13/O/N/24 © UCLES 2024 (b) Study Figs. 1.2, 1.3 and 1.4 (Insert), photographs taken in Lagos, a large urban area in Nigeria. (i) Identify which photograph, Fig. 1.2, 1.3 or 1.4, shows the area with the highest population density. Give reasons for your choice. photograph chosen … reasons for choice … … … … … … [3] (ii) Describe the impacts of high population density on the provision of services in cities such as Lagos. … … … … … … … … … … [5] * 0000800000004 * ,










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5 0460/13/O/N/24 © UCLES 2024 [Turn over (c) For a named country or area you have studied, explain why it is sparsely populated. Country or area … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000005 * ,










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6 0460/13/O/N/24 © UCLES 2024 2 (a) Study Figs. 2.1 and 2.2 (Insert), maps showing information about urbanisation in South and Central America in 1990 and 2030 (predicted). (i) What is meant by urbanisation? … … [1] (ii) Using Figs. 2.1 and 2.2, describe the change which is predicted in the percentage of people living in urban areas between 1990 and 2030 in Brazil. Use statistics in your answer. … … … … [2] (iii) Using Fig. 2.2, describe the distribution of cities with a predicted population of over 10 million for 2030 in South and Central America. … … … … … … [3] (iv) Explain why the percentage of the total population living in cities is likely to continue growing rapidly between 2024 and 2030 in South and Central America. … … … … … … … … [4] * 0000800000006 * ,










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7 0460/13/O/N/24 © UCLES 2024 [Turn over (b) Study Fig. 2.3 (Insert), a photograph showing part of a squatter settlement in Accra, the capital city of Ghana (an LEDC in Africa). (i) Using evidence from Fig. 2.3, describe three features of the housing shown. 1 … … 2 … … 3 … … [3] (ii) In some LEDCs the government is providing low-cost building materials to people living in squatter settlements like the one shown in Fig. 2.3. Is this strategy likely to be successful in improving the quality of life for the people who live in squatter settlements? Justify your answer. … … … … … … … … … … [5] * 0000800000007 * ,










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8 0460/13/O/N/24 © UCLES 2024 (c) For a named area you have studied, describe the impacts of rural to urban migration on the rural area. Name of area … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000008 * ,










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10 0460/13/O/N/24 © UCLES 2024 Section B Answer one question from this section. 3 (a) Study Fig. 3.1, a map showing the distribution of areas of hot desert and tropical rainforest. Fig. 3.1 (i) Name the continent which has one long, narrow, hot desert along most of its west coast. … [1] (ii) State two differences between the distribution of hot deserts and tropical rainforests. 1 … … 2 … … [2] * 0000800000010 * ,










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11 0460/13/O/N/24 © UCLES 2024 [Turn over (iii) Give a reason for each of the following features of tropical rainforest vegetation. tall trees have buttress roots … … some trees have drip tip leaves … … small plants on the forest floor have wide leaves … … [3] (iv) Describe two characteristics of hot desert vegetation. For each characteristic explain how it makes it possible for the vegetation to survive in an area of low rainfall. characteristic 1 … … … … characteristic 2 … … … … [4] * 0000800000011 * ,









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12 0460/13/O/N/24 © UCLES 2024 (b) Study Fig. 3.2, information about the reasons for deforestation of the Amazon and Congo tropical rainforests. cash crops plantations pasture subsistence farming logging fire other reasons 50 40 10 60 90 20 30 80 70 50 40 10 60 90 20 30 80 70 Key 0% 0% Amazon Congo Fig. 3.2 (i) Using Fig. 3.2, compare the reasons for deforestation in the Amazon and Congo tropical rainforests. Do not use statistics. … … … … … … [3] * 0000800000012 * ,









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13 0460/13/O/N/24 © UCLES 2024 [Turn over (ii) Explain how large-scale deforestation affects the local natural environment of tropical rainforests. … … … … … … … … … … [5] * 0000800000013 * ,









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14 0460/13/O/N/24 © UCLES 2024 (c) Describe and explain the main features of the equatorial climate. You should include climate statistics. … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000014 * ,









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16 0460/13/O/N/24 © UCLES 2024 4 (a) Study Figs. 4.1 and 4.2. Fig. 4.1 shows information about instruments at a weather station in Karachi, Pakistan. Fig. 4.2 is a relative humidity table. weather instrument what it measures reading on 25 February 2022 maximum-minimum thermometer highest and lowest temperatures highest = 30 °C lowest = 16 °C wet- and dry-bulb thermometer (hygrometer) relative humidity dry-bulb = 30 °C wet-bulb = 27 °C rain gauge amount of precipitation 0 mm barometer atmospheric pressure 1016 mb wind vane wind direction west anemometer wind speed 7 km per hour Fig. 4.1 Fig. 4.2 (i) What was the diurnal (daily) range of temperature in Karachi on 25 February 2022? … °C [1] (ii) Using Figs. 4.1 and 4.2, work out the relative humidity for Karachi on 25 February 2022. You should show your working out in the box provided. [2] = …% * 0000800000016 * ,









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17 0460/13/O/N/24 © UCLES 2024 [Turn over (iii) Using Fig. 4.1, identify three traditional weather instruments which are kept in a Stevenson Screen. 1 … 2 … 3 … [3] (iv) Describe two features of a Stevenson Screen. For each feature explain how it ensures that the weather data recorded are accurate. feature 1 … … … … feature 2 … … … … [4] * 0000800000017 * ,









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18 0460/13/O/N/24 © UCLES 2024 (b) Study Figs. 4.3 and 4.4, which show displays of data at a weather station on two different days. 360 090 060 030 120 150 180 210 240 270 300 330 N NE NW SE SW S E W M I L L I B A R S 1000 990 980 970 960 950 1010 1020 1030 1040 1050 K N O T S B E A U F O R T WIND WIND DIRECTION SPEED 1 2 3 4 5 6 7 8 9 10 11 12 10 20 30 40 50 60 70 BAROMETRIC PRESSURE current temperature 21.8 °C 1 March 2022 Min = 21.3 Max = 22.0 weather station Fig. 4.3 PRESSURE 360 090 060 030 120 150 180 210 240 270 300 330 N NE NW SE SW S E W M I L L I B A R S 1000 990 980 970 960 950 1010 1020 1030 1040 1050 K N O T S B E A U F O R T WIND WIND DIRECTION SPEED 1 2 3 4 5 6 7 8 9 10 11 12 10 20 30 40 50 60 70 BAROMETRIC current temperature 23.4 °C Min = 22.1 Max = 24.8 weather station 4 March 2022 Fig. 4.4 (i) Describe three changes between the weather on 1 March 2022 and 4 March 2022. Do not use statistics. 1 … … 2 … … 3 … … [3] * 0000800000018 * ,









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19 0460/13/O/N/24 © UCLES 2024 [Turn over (ii) Explain the advantages of using digital instruments to collect weather data rather than using traditional instruments. … … … … … … … … … … [5] * 0000800000019 * ,









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20 0460/13/O/N/24 © UCLES 2024 (c) For a named river you have studied, explain the reasons why it floods. Name of river … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000020 * ,










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21 0460/13/O/N/24 © UCLES 2024 [Turn over BLANK PAGE * 0000800000021 * ,









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22 0460/13/O/N/24 © UCLES 2024 Section C Answer one question from this section. 5 (a) Study Figs. 5.1 and 5.2. Fig. 5.1 is a map showing the route of a railway under construction in Malaysia, Asia. Fig. 5.2 provides information about the railway. Fig. 5.3 (Insert) is a photograph showing part of the area where the railway is being built. Fig. 5.1 * 0000800000022 * ,









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23 0460/13/O/N/24 © UCLES 2024 [Turn over Work on Malaysia’s new East Coast Rail Link is expected to be complete by 2026. The second is the Setiu Wetlands that is the main breeding ground for the endangered painted terrapin. Fig. 5.2 (i) Estimate the distance along the railway line that is under construction between Kota Bharu and Port Klang. Underline your answer. 75 km 280 km 650 km 1700 km [1] (ii) Suggest two difficulties of building a railway through the area shown in Fig. 5.3. 1 … … 2 … … [2] (iii) Using Fig. 5.2, describe the benefits of building a railway line between Kota Bharu and Port Klang. … … … … … … [3] * 0000800000023 * ,









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24 0460/13/O/N/24 © UCLES 2024 (iv) The route of the railway line will avoid Gombak Selangor Quartz Ridge and the Setiu Wetlands. Suggest how this should reduce the environmental impacts. … … … … … … … … [4] (b) Study Fig. 5.4 (Insert), which shows examples of transnational corporations (TNCs) in Malaysia. (i) Describe three typical features of a transnational corporation. 1 … … 2 … … 3 … … [3] (ii) Suggest advantages and disadvantages for Malaysia of having transnational corporations (TNCs) located in the country. … … … … … … … … … … [5] * 0000800000024 * ,









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25 0460/13/O/N/24 © UCLES 2024 [Turn over (c) Explain how economic activities can increase global warming. Refer to named examples. … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000025 * ,









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26 0460/13/O/N/24 © UCLES 2024 6 (a) Study Fig. 6.1, a graph showing information about access to safe drinking water in twelve African countries. 0 10 20 30 40 50 60 70 80 90 100 0 10 20 30 40 50 60 70 80 90 100 population with access to safe drinking water (%) population with access to safe drinking water (%) Senegal Gabon Zimbabwe Tanzania Uganda Benin Mali Angola Zambia Ethiopia Cameroon Nigeria cities towns country rural areas Key Fig. 6.1 (i) What percentage of people have access to safe drinking water who live in cities in Zimbabwe? …% [1] (ii) Name a country where more than 50% of the population of towns have access to safe drinking water … less than 10% of the population of rural areas have access to safe drinking water. … [2] * 0000800000026 * ,









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27 0460/13/O/N/24 © UCLES 2024 [Turn over (iii) Compare the access to safe drinking water in Benin and Uganda. Do not use statistics. … … … … … … [3] (iv) Explain why it is important to improve access to safe drinking water in LEDCs. … … … … … … … … [4] * 0000800000027 * ,









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28 0460/13/O/N/24 © UCLES 2024 (b) Study Figs. 6.2, 6.3 and 6.4, sketches showing three methods of improving water supply in rural areas of Nigeria. Fig. 6.2 Fig. 6.3 * 0000800000028 * ,









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29 0460/13/O/N/24 © UCLES 2024 [Turn over Fig. 6.4 (i) Describe the method of water supply shown in each of Figs. 6.2, 6.3 and 6.4. Fig. 6.2 … … … Fig. 6.3 … … … Fig. 6.4 … … … [3] * 0000800000029 * ,









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30 0460/13/O/N/24 © UCLES 2024 (ii) Some people consider the best method to improve water supply in rural areas of Nigeria is the one shown in Fig. 6.4. Justify this view by referring to two advantages of the method shown in Fig. 6.4 and one disadvantage of each of the other two methods. advantages of Fig. 6.4 … … … … … … disadvantage of Fig. 6.2 … … disadvantage of Fig. 6.3 … … [5] * 0000800000030 * ,










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31 0460/13/O/N/24 © UCLES 2024 (c) For a named country or area you have studied, describe the importance of the different methods which are used to supply energy. Name of country or area … … … … … … … … … … … … … … … … … … … … … … … … … [7] [Total: 25] * 0000800000031 * ,









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32 0460/13/O/N/24 © UCLES 2024 Additional page If you use the following page to complete the answer to any question, the question number must be clearly shown. … … … … … … … … … … … … … … … … … … … … The boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply official endorsement or acceptance by Cambridge Assessment International Education concerning the legal status of any country, territory, or area or any of its authorities, or of the delimitation of its frontiers or boundaries. 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. * 0000800000032 * ,









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This document consists of 22 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge IGCSE™ GEOGRAPHY 0460/13 Paper 1 Geographical Themes October/November 2024 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2024 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 2 of 22 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptions for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 3 of 22 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 ‘IR/IRRL’ 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 has 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 their 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.

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 4 of 22 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. Note. The following guidelines apply when case studies are required in part (c) questions: 1 Level 2 statements must be developed/elaborated or related relevant ideas need to be linked. 2 The use of statistics is not an acceptable form of development, thus a simple statement with statistics is a Level 1 statement. The use of statistics alone can be credited as an alternative to a L1 written statement. 3 Place specific information is required as part of the criteria to achieve a Level 3 answer. This could relate to the location of the case study chosen or aspects of the study which make it authentic rather than simply generic (e.g. named places within the area, other specific factual detail, relevant statistics etc.). Requirements of each study will vary and your Team Leader will provide guidance. Please note that: – if the case study requires a country name the name of the continent in which it is located is not sufficient for the place specific requirement, however with more precision it would be acceptable (e.g. ‘Nigeria, located in Africa…’ is not sufficient but ‘Nigeria, located in West Africa’ is sufficient.) – if the case study requires the name of an area/town or city the name of the country in which it is located is not sufficient for the place specific requirement, however with more precision it would be acceptable (e.g. ‘Mumbai, located in India…’ is not sufficient but ‘Mumbai, located in Western India’ is sufficient.)

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 22 Marking annotations Examiners must use the following annotations: Annotation Meaning Correct point Incorrect point Level 2 Level 1 Highlight Creditworthy part of an extended response or place specific detail Omission or further development/detail needed to gain credit J The point has ‘just’ been allowed/benefit of the doubt given Developed point LNK Linking 2 or more ideas or paired data together to gain a mark Appropriate example or case study given IR/IRRL Irrelevant Material that does not answer the question REP Idea has been repeated { } Brackets used to show where a point has or has not been awarded within a longer answer Highlighting a significant part of an extended response – can be used with another annotation e.g. or 1 Response has been seen but no credit given 2 Additional page has been checked

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 22 Question Answer Marks 1(a)(i) 4.5 (%) 1 mark 1 1(a)(ii) Higher percentage/more in Nigeria/lower percentage/less in USA USA 24/26(%) compared with Nigeria 53/55(%) or 27/31 (%) more 2 @ 1 mark 2 1(a)(iii) Ideas such as; Broad/wise/large base; Narrow/small/thin/sharp top; Bars decline in width with age/bars in size/decline with age/base is wider than middle/middle is wider than top/triangular shape; Nigeria is concave Etc. 3 @ 1 mark 3 1(a)(iv) Ideas such as: Lack of/cannot afford/do not use contraception/family planning; No education about contraception/family planning; Some religions not tolerating contraception/abortion; Lack of availability of abortion; Few women working/with careers/girls not educated; High infant mortality; No pensions/young needed to support elderly; Children sent out to work/work on farms/do household chores; Desire for a boy; Early marriage/many people have children early in life/teenage pregnancy; Lack of government anti-natal policy; No female emancipation; Traditional/cultural attitudes to family size (or example); Polygamy/many wives; Etc. 4@1 mark 4

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 22 Question Answer Marks 1(b)(i) Fig. 1.3 (1 mark Reserved) Reasons such as: 1.3 has high rise/high buildings/flats/apartments or in 1.2 and 1.4 buildings are lower/single storey; 1.3 has buildings close together or in 1.2 and 1.4 buildings have more space around them; 1.3 has no open space or 1.2 and 1.4 there are trees/vegetation; 1.3 has lots of people/vehicles/traffic congestion or in 1.2 and 1.4 there are few people/vehicles etc.; NOTE Reference to Fig. 1.3 does not need to be comparative, but reference to figs. 1.2 and 1.4 does need to be comparative If wrong figure number chosen then there is no credit. If no photograph is chosen, credit correct reasoning for 1.3. 3 @ 1 mark 3 1(b)(ii) Ideas such as: Many services are provided; Large sphere of influence; Including high/middle order services; E.g. specialist shops or e.g. theatres, government buildings, shopping malls, jewellers etc. (max 1); Provision of electricity supply network; Pressure on electricity supply/outages; Provision of water supply network/piped water/sanitation; Pressure on water supply network/sanitation; Provision of/lots of health services/clinics/doctors; Not enough/pressure on health services/clinics/doctors; Provision of educational facilities/schools; Not enough/pressure on educational facilities/schools; Provision of public transport; Not enough/pressure on/overcrowding of public transport; Provision of security/police/emergency services or e.g.; Not enough/pressure on security/police/emergency services or e.g.; 5 @ 1 mark or development 5

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 8 of 22 Question Answer Marks 1(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain why an area is sparsely populated. Level 2 (4–6 marks) Uses named example. More developed statements which explain why an area is sparsely populated. (NOTE Max 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which explain why an area is sparsely populated, including some place specific reference. Content Guide: Answers are likely to refer to: Relief Climate Employment Access Resources Out migration/negative net migration War/disease Etc. Place specific reference is likely to consist of: Named parts/settlements of the chosen country/area, Population/climatic data etc. 7

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 22 Question Answer Marks 2(a)(i) Increase in the proportion/percentage of population living in cities 1 mark 1 2(a)(ii) Predicted to increase; From 61–80 (%) to 81–100 (%) 2 @ 1 mark 2 2(a)(iii) Ideas such as: Widespread/scattered/spread out; Uneven; Coastal/in West and East/in NW and SE; In several countries/in 5 different countries; 3 @ 1 mark 3 2(a)(iv) Ideas such as: Rural to urban migration: They can seek employment/earn money or example; Better education; More health care/doctors/hospitals etc.; Better/piped/greater/clean water supply; Better access to electricity; Better internet access/Wi-Fi/mobile phone networks; Better food supply; Bright lights/greater variety of shops or e.g./entertainment or e.g.; Specified natural disasters may affect rural areas; War/conflict/persecution in rural areas; Mechanisation of farming etc.; Accept urban pulls or rural pushes but no double credit. 4 @ 1 mark 4 2(b)(i) Ideas such as: Small; Low level/single storey; Made of wood; Metal/plastic/zinc/corrugated iron roofs; Flat roofs; Tightly packed together/attached; No windows/windows are boarded/shuttered; 3 @ 1 mark 3

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 22 Question Answer Marks 2(b)(ii) Ideas such as: People will be able to build houses/stronger/better/more secure/houses/roofs less likely to leak or other example/ less likely to fall down; So they can install water/electricity/sanitation; So hygiene may improve; Affordable; But they may still lack water/electricity; Lack sanitation/hygiene/have vermin; Education/healthcare for the residents may still be inadequate; They will still lack work/be paid low wages; May encourage further migration; But some may not want to get into debt/may not be able to afford the building materials; Or have the skill to build houses with different materials/can’t afford to employ a builder; The buildings will still be cramped; They might sell the materials to buy e.g. food; 5 @ 1 mark or development 5

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 11 of 22 Question Answer Marks 2(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe the impacts of rural to urban migration on surrounding rural areas. Level 2 (4–6 marks) Uses named example. More developed statements which describe the impacts of rural to urban migration on surrounding rural areas. (NOTE Max 5 if no named or inappropriate example. Country name is unacceptable e.g. Brazil, but an appropriate named rural area could be Amazonia) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe the impacts of rural to urban migration on surrounding rural areas, including some place specific reference. Content Guide: Lower population Imbalanced population structure/high dependent population/ageing population Relatively few men remain/population mainly women Lower fertility/birth rates Reduction in economically active/workforce Examples such as loss of farmers/teachers/skilled/educated Returning migrants bring back skills Jobs become available Less money coming into households Food production declines/abandoned farms/yields lower Loss of social cohesion/families are split/loneliness Remittances/financial boost for families remaining Less pressure on health/education services Closure of schools/hospitals/businesses/lack of clients/customers Less investment by Government etc. Impacts of urban sprawl on the former rural area Place specific reference is likely to consist of: Locational details, Named parts of rural area etc. 7

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 12 of 22 Question Answer Marks 3(a)(i) South America 1 mark 1 3(a)(ii) Ideas such as: Hot deserts are around tropics and tropical rainforest are around Equator/tropical rainforests are closer to the equator; Deserts are at higher latitudes/tropical forests are at lower latitudes; Deserts are mainly to west of land masses tropical rainforest spread further to east; 2 @ 1 mark 2 3(a)(iii) Some trees have buttress roots: To make the trees more stable/stop them falling over; They need to reach the sunlight; Etc. Tall trees have drip tip leaves: To drain off excess rainfall quickly/so water does not remain on them for long; To stop algae growing on leaves; Etc. Small plants on the forest floor have wide leaves: To obtain maximum light/sunshine/so there will be more photosynthesis; Sun`s rays do not penetrate/it is in shadow; Etc. 3 @ 1 mark 3

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 13 of 22 Question Answer Marks 3(a)(iv) Ideas such as: Seeds/plants remain dormant/lose leaves/only flower for a short period of time during long dry spells; So do not use energy in drought; (exp) Narrow/spiky/small leaves; To reduce transpiration; (exp) Waxy cuticles/leaves; To reduce transpiration; (exp) Tap roots/long roots; To search for groundwater/underground water; (exp); Wide spreading roots; To search for water from wider area; (exp) Light colours; To reflect sunlight; (exp) Thick/fleshy stems; To store water (exp); Stomata are small/closes at night/hidden underside of leaves; To avoid transpiration/shade; (exp) Low level/short in height; To reduce photosynthesis/protect from wind; (exp) Widely spaced; To avoid competition for water; (exp) NOTE Explanation can’t be credited alone Do not credit examples alone e.g. cacti, needs e.g. cacti have long roots for credit. NOTE 2 marks max on description/explanation Can credit the same relevant explanation 4 @ 1 mark 4 3(b)(i) Differences such as Amazon has: More pasture; More destroyed by fire; More cash crops; Less destroyed by subsistence farmers; Less plantations; Largest reason is pasture in Amazon but plantations in Congo etc.; NOTE Accept reverse ideas but no double credit 3 @ 1 mark 3

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 14 of 22 Question Answer Marks 3(b)(ii) Ideas such as: Loss of habitat/shelter; Migration of animals; Death of animals Extinction of species; Loss of biodiversity; Specified impacts on food chain; Soil erosion; Leaching/loss of fertility; Compaction of soil; Increased overland flow; Flooding/flash floods; Landslides; Smoke/air pollution; Less rainfall/more drought (locally); Higher temperatures (locally); Etc. 5 @ 1 mark or development 5 3(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe and/or explain the main features of the Equatorial climate. Level 2 (4–6 marks) More developed or linked statements which describe and explain the main features of the Equatorial climate. Level 3 (7 marks) Comprehensive and accurate answer, which describe and explain with statistics the main features of the Equatorial climate. Content Guide: Description is likely to refer to: Temperature Rainfall Humidity Atmospheric pressure Lack of seasonal variation Etc. Explanation is likely to refer to: Latitude Overhead sun Hadley cell Rising air etc 7

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 15 of 22 Question Answer Marks 4(a)(i) 14 (°C) 1 mark 1 4(a)(ii) 30–27 = 3 (°C) (1 mark) NOTE No other error in calculation as the calculation would be used in conjunction with table. = 77 (%) (1 mark) 2 @ 1 mark 2 4(a)(iii) Maximum and minimum thermometer; Wet and dry bulb thermometer/hygrometer; Barometer; 3 @ 1 mark 3 4(a)(iv) It is made of wood (D); So it does not conduct/absorb heat (E); Has a double roof (D); Insulation/protects instruments from the heat of the sun/sunlight/prevents overheating (E); Has (one metre long) legs/one metre above ground (D); So does not measure temperature at ground level (E); Has slatted sides (D); So air can pass through (E); It is painted white (D); To reflect sunlight/heat (E); NOTE 2 marks max on description (D)/explanation (E) Do not allow explanation without valid description. 4 @ 1 mark 4 4(b)(i) Differences such as: Wind direction changed from west to south-east/270 degrees to 135 degrees; Pressure increased; Wind speed decreased; (Current/maximum/minimum) temperature increased/range of temperature increased. NOTE Can reverse ideas if they make it clear which dates are being referred to. 3 @ 1 mark 3

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 16 of 22 Question Answer Marks 4(b)(ii) Ideas such as: Human errors are eliminated/less chance of errors; More precise readings/exact readings/readings to several decimal points/greater accuracy; No need to read the instruments/automatic recording/saves time/faster/easier to read/numbers are clearly displayed on screen; Data obtained is continuous/no dates are omitted; Data can instantly be processed/stored/logged on computer; Instant analysis/graphing by computer; Instruments are always in position/no need to handle instrument/less likely to break instruments/more durable; 5 @ 1 mark or development 5 4(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which explain the causes of a flood. Level 2 (4–6 marks) Uses named example. More developed or linked statements which explain the causes of a flood. (NOTE Max 5 if no named or inappropriate example) Level 3 (7 marks) Comprehensive and accurate statements which explain the causes of a flood, including place specific information. Content Guide: Answers are likely to refer to: Heavy rain/storms Rain for a long period of time Melting snow/ice Deforestation Urban growth/building houses/road building Etc. Place specific reference is likely to consist of: Locational details/dates/times Places along river Specific details/amounts of precipitation Etc. 7

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 17 of 22 Question Answer Marks 5(a)(i) 650 (kms) 1 mark 1 5(a)(ii) Ideas such as: Steep slopes/high land/mountains/uneven/limited flat land; Forests/trees/thick vegetation; Remote/isolated area; Etc. 2 @ 1 mark 2 5(a)(iii) Ideas such as: Easier travel/faster travel/reduces journey time (between Kota Bharu to Port Klang)/local people have easier transport/tourists travel more easily; Imports/exports/products or example can be transported/exported more easily; Economic development/may bring industry to small towns; Transport of materials/examples such as palm oil, rubber and timber; Creates work for local people (building railway); Etc. 3 @ 1 mark 3 5(a)(iv) Ideas such as: It does not cause environmental damage to the UNESCO World Heritage site; Rare rock formations are not destroyed; Vegetation/plant life is retained/less deforestation occurs; Water is less likely to be polluted; Reduces air pollution; Reduces noise pollution; Habitats are not destroyed; Biodiversity/ecosystems will be retained; Animals/fauna (or named example) will not be threatened with extinction/be killed/have to migrate/wildlife will be conserved/will not lose breeding ground; Etc. 4 @ 1 mark 4 5(b)(i) Ideas such as: Branches in many countries/all over the World; Headquarters in MEDCs; Manufacturing in LEDCs; Serves international markets; Use (high) technology/mechanised; Etc. 3 @ 1 mark 3

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 18 of 22 Question Answer Marks 5(b)(ii) Advantages such as: Employment/earn money; Regular/higher wage; Improved skills; Improvement of roads; Investment in electricity/water supply network; Building of schools/health care facilities/housing; Multiplier effect/increase the profit of local businesses; Brings in money/foreign currency/economic development/improves GDP/increases tax revenue; Etc. Disadvantages such as: Exploitation/low wages/long hours; Child labour; Unsafe working conditions; Atmospheric/water/noise pollution; Loss of tribal lands/hunting grounds/homelands/farmland; Deforestation/loss of vegetation; Habitats destroyed; May reduce profit of/force closure of smaller businesses; Pressure on water/electricity supply; Exhaustion/overuse of raw materials; Land degradation/land pollution; Dependence/loss of work if company leaves the country; Leakage of money/profits taken abroad; Influencing of government decision making; Traffic congestion Etc. NOTE Max 3 marks for advantages/disadvantages 5 @ 1 mark or development 5

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 19 of 22 Question Answer Marks 5(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe and/or explain the economic activities which increase global warming. Level 2 (4–6 marks) More developed statements or linked statements which describe and/or explain how economic activity can increase global warming. Level 3 (7 marks) Comprehensive and accurate statements, which explain how economic activity can increase global warming with reference to at least two named examples. NOTE Named examples are e.g. factories, transportation, deforestation, grazing, rice paddies, fracking, etc. and not specific places. Content Guide: Answers are likely to refer to examples such as Fossil fuels Electricity generation Manufacturing industry/factory Transport Grazing of animals Logging Plantations Rice paddies Fracking Deforestation Answers are likely to refer to ways they might increase global warming such as: Emissions of greenhouse gases Such as Methane Carbon dioxide etc. And show understanding of the process such as: Sun’s ray can enter Heat trapped/builds up Loss of carbon sinks/less trees to take in carbon dioxide Etc. 7

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 20 of 22 Question Answer Marks 6(a)(i) 70 (%) 1 mark 1 6(a)(ii) more than 50% of the population of towns have access to safe drinking water = Senegal/Gabon/Zimbabwe less than 10% of the population of rural areas have access to safe drinking water. = Cameroon/Ethiopia/Uganda/Nigeria 2 @ 1 mark 2 6(a)(iii) Ideas such as: Uganda has higher percentage with safe water in cities; Benin has higher percentage with safe water in towns; Benin has higher percentage with safe water in rural areas; There is a bigger difference between percentage of people with safe water in cities and rural areas in Uganda than Benin; Etc. 3 @ 1 mark 3 6(a)(iv) Ideas such as: Water is a basic need/prevents dehydration; Reduces death rate/people live longer/reduces infant mortality rate; Reduces likelihood of cholera/typhoid/water borne disease; Reduces pressure on healthcare; People need water to be fit to work/be productive; And for cooking food; Reduces need to walk a long way for water; Etc. 4 @ 1 mark 4 6(b)(i) Fig. 6.2 Rainfall harvesting/collecting rainwater/storing rainwater in a container Fig. 6.3 Water pump/water pumped from aquifer/underground rocks Fig. 6.4 Well/lowering buckets to the water/using buckets to get underground water 3 @ 1 mark 3

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 21 of 22 Question Answer Marks 6(b)(ii) Water will be unpolluted/concrete surround prevents soil dropping into the water; Water supply is close to homes/village/people have their own supply/don’t have to queue; Large amounts of water available; There will still be water in the well when there has been no rain/it doesn’t run out/it is sustainable; Fig. 6.2/rainfall harvested can only be done when rain falls/stored water will not last for long; Fig. 6.2/rainfall harvesting will result in dirty/stagnant water/will attract mosquitoes; Fig. 6.3/village water pump will be shared/people will have to queue/time consuming; Etc. NOTE Allow development of advantages, 2 + 1 dev on advantages and 1+1 on disadvantages 5 @ 1 mark or development 5

0460/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 22 of 22 Question Answer Marks 6(c) Levels marking Level 1 (1–3 marks) Statements including limited detail which state the different methods which are used to supply energy. Level 2 (4–6 marks) More developed statements which describe the importance of different methods which are used to supply energy. NOTE examples of how importance can be described: it is renewable, a statistic of how much is used or ‘they mainly use’, or environmental impact (Max 2  L2 for valid statistics) Can credit 2  L2 for each energy source. (NOTE Max 5 if no named or inappropriate example) Level 3 (7 marks) Comprehensive and accurate statements which describe the importance of different methods which are used to supply energy, including some place specific detail. Content Guide: Answers are likely to refer to: Fossil fuels E.g. coal Oil Natural gas Renewable energy E.g. wind power Wave power Tidal power Solar power HEP Biomass Geothermal power Other forms of energy: E.g. nuclear Charcoal/wood Etc. Place specific reference is likely to consist of: Specific details of locations from where energy is obtained Specific details/statistics about energy sources Etc. 7