Cambridge IGCSE Geography 0460 — 2025 Oct/Nov Paper 2 · Variant 2

DFD Cambridge IGCSE™ Cambridge Assessment ~T International Education il CANDIDATE NAME ai CENTRE CANDIDATE NUMBER NUMBER GEOGRAPHY 0460/22 Paper 2 Geographical Skills October/November 2025 1 hour 30 minutes You must answer on the question paper. You will need: Insert (enclosed) Plain paper 1:50 000 survey map (enclosed) Protractor Calculator Ruler INSTRUCTIONS e Answer all questions. e Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. e Write your name, centre number and candidate number in the boxes at the top of the page. e Write your answer to each question in the space provided. e Donot use an erasable pen or correction fluid. e Do not write on any bar codes. e If additional space is needed, you should use the lined pages at the end of this booklet; the questign number or numbers must be clearly shown. INFORMATION e The total mark for this paper is 60. e The number of marks for each question or part question is shown in brackets [ ]. e The insert contains additional resources referred to in the questions. LEDCs — Less Economically Developed Countries MEDCs - More Economically Developed Countries This document has 20 pages. Any blank pages are indicated. DC (CJ/CT) 345266/3 @UCLES 2025 [Turn over L _

* 0000800000002 * DFD r 1111111111111111111111111111111111111111111111111111111111111111111 11111111 2 1 Study the map extract for Dublin (Baile Atha Cliath), Ireland. The scale is 1: 50000. (a) Fig. 1.1 shows some of the features in the east of the map extract. Fig. 1.1 Using the map extract, identify the following features shown in Fig. 1.1: (i) feature A (ii) the type of road at B (iii) the land use at C (iv) the height above sea level of the triangulation pillar at point D. … m l.!.ucLES 2025 Ii 0460/22/O/N/25 7 z 9 i (/) : ; < 0 8 z 9 i (/) : = w c < 0 [1] z 8 [1] [1] [1] z 9 i !/2 i= = w c < _J 0 z 8 Content removed due to copyright restrictions.

3 0460/22/O/N/25 © UCLES 2025 [Turn over (b) Give the six-figure grid reference of the viewpoint at E, shown in Fig. 1.1. Tick (3) one box. tick (3) 292375 295373 373295 375293 [1] (c) Locate the stations at Killester, grid reference 1937, and at Donaghmede, grid reference 2340. (i) What is the compass direction from Killester station to Donaghmede station? … [1] (ii) What is the distance along the railway line from Killester station to Donaghmede station? … metres [1] (iii) Measure the compass bearing from Killester station to Donaghmede station. … degrees [1] (d) Identify three leisure facilities shown in the area west of easting 19 and south of northing 38. 1 … 2 … 3 … [3] * 0000800000003 * ,










, Ĭ×Ċ®Ġ´íÈõÏĪÅĊÝü¸þ× ĬëĚúÚĨùěàČĀØ÷ĚûĒğĂ ĥĥĕĕõµÅõõĕõąąµĥÕµÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

4 0460/22/O/N/25 © UCLES 2025 (e) Study Figs. 1.2 and 1.3. Fig. 1.2 shows an area in the centre of Dublin which includes St Brendan’s Hospital. Fig. 1.3 shows an area in the north-west of the map extract at Santry (Seantrabh). 35 36 16 17 15 14 35 36 16 17 15 14 40 41 18 19 17 16 40 41 18 19 17 16 St Brendan’s Hospital Santry (Seantrabh) Fig. 1.2 Fig. 1.3 Compare the features of both areas. Complete the table by putting ticks (3) in the correct four boxes. Use only one tick for each row as shown by the example of a railway station. feature area in Fig. 1.2 at the centre of Dublin area in Fig. 1.3 at Santry both of these areas neither of these areas railway station 3 motorway police station post office youth hostel [4] (f) Study the site of the power station in grid square 2033. Give one reason why this is a good site for a power station. … … [1] * 0000800000004 * ,










, ĬÕĊ®Ġ´íÈõÏĪÅĊßú¸Ā× ĬëĚûÚĞċĎÛĆćÏÕ¶ÙĂėĂ ĥÕÅĕµµÅÕĕµąąÅµÅÕåÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

5 0460/22/O/N/25 © UCLES 2025 [Turn over (g) Compare the relief and shape of North Bull Island and the land area east of easting 26. … … … … … … … … [4] [Total: 20] * 0000800000005 * ,










, Ĭ×Ċ®Ġ´íÈõÏĪÅĊßü¸Ā× ĬëęüÒĬćĞÞôúĚā¾ýĂħĂ ĥÕµÕõÕåµąÅÕąÅÕåĕµÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

6 0460/22/O/N/25 © UCLES 2025 BLANK PAGE * 0000800000006 * ,










, ĬÙĊ®Ġ´íÈõÏĪÅĊÞüµþ× ĬëĚüÍĢğĨæ÷ċģġ¶ĠêėĂ ĥąĕÕõõåĕÅåõąąÕąÕĥÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN ENN DFD i “| 2 (a) Fig. 2.1 shows information about the population of the Philippines. (i) (ii) (iii) | ©UCLES 2025 bob HHH el bent El pl Hite T =Be —Be —Be —Be —Be ttt ort mrt ort he —S- SBo =Be =Be =Be =Be Bo =e =Be =Be =Be =Be Key ft = 10 people per km? Fig. 2.1 Name the type of graph shown in Fig. 2.1. (1] identify the type of information about population that is shown in Fig. 2.1. Tick (W) only one box. tick (V) population density population size population structure (1] How many people per square kilometre lived in the Philippines in the year 2000? sessesseeenseee people per km? (1] 0460/22/0/N/25 [Turn over |

DFD UENO (b) Fig. 2.2 shows the population distribution in the Philippines. Key people per square kilometre (km?) 1401 and above [101-400 100 and below Fig. 2.2 0460/22/0/N/25 | ©UCLES 2025 DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

9 0460/22/O/N/25 © UCLES 2025 [Turn over The following table has some statements about the Philippines’ population distribution. Using Fig. 2.2, complete Table 2.1. Tick (3) three correct statements. Table 2.1 tick (3) All parts of the Philippines are densely populated. All parts of the Philippines are sparsely populated. The population distribution varies throughout the Philippines. The highest population density is in the central areas. The highest population density is in the eastern areas. The lowest population density is in the southern areas. The lowest population density is in the western areas. [3] (c) Fig. 2.3 (Insert) is a relief map of the Philippines. Using Figs. 2.2 and 2.3, describe the relationship between population distribution and relief in the Philippines. … … … … [2] [Total: 8] * 0000800000009 * ,










, ĬÛĊ®Ġ´íÈõÏĪÅĊàúµĀ× ĬëĚùÍĬčġÑùĄĬÃĚ¾ºğĂ ĥµÅÕµõåµåąąąÅÕåÕõÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

10 0460/22/O/N/25 © UCLES 2025 BLANK PAGE * 0000800000010 * ,










, ĬÙĊ®Ġ´íÈõÏĪÅĊÝü·þ× ĬëĜúÐĠęćêĈöćûĤîĂħĂ ĥĥÕÕõĕĥÕĕÅÕÅÅĕÅĕÕÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

11 0460/22/O/N/25 © UCLES 2025 [Turn over 3 (a) Fig. 3.1 (Insert) shows information about the population living in squatter settlements in urban areas in selected countries in Africa. (i) Which country has the largest urban population? … [1] (ii) Which country has the largest share of their urban population living in squatter settlements? Circle the correct answer. Egypt Namibia Sierra Leone Zimbabwe [1] (iii) Suggest one advantage and one disadvantage of the method used for presenting the data shown in Fig. 3.1. advantage … … disadvantage … … [2] (b) Fig. 3.2 (Insert) shows a squatter settlement in Colombia, an LEDC in South America. (i) Using Fig. 3.2, describe the materials used to build the different parts of the houses. … … … … … … [3] (ii) State one way that the residents of the squatter settlement shown in Fig. 3.2 have overcome the problem of building on a steep slope. … … [1] [Total: 8] * 0000800000011 * ,









, ĬÛĊ®Ġ´íÈõÏĪÅĊÝú·þ× ĬëěùØĪĕ÷ÏòċÂßĜêĂėĂ ĥĥåĕµõąµąµąÅÅõåÕÅÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

12 0460/22/O/N/25 © UCLES 2025 4 (a) Fig. 4.1 shows the tectonic plates and volcanic features of part of the USA. Mount St Helens is a volcano which erupted violently on 18 May 1980. Fig. 4.1 (i) Using Fig. 4.1, describe the location of Mount St Helens. … … … … [2] * 0000800000012 * ,









, ĬÙĊ®Ġ´íÈõÏĪÅĊßü·Ā× ĬëěüØĤħòìðĄÉý¸ČĒğĂ ĥÕõĕõõąĕĥĕõÅąõąÕÕÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD Content removed due to copyright restrictions.

13 0460/22/O/N/25 © UCLES 2025 [Turn over (ii) Name the type of plate boundary found between the Juan de Fuca and North American plates. Use Fig. 4.1 to explain your answer. name of type of plate boundary … explanation … … [2] (b) Fig. 4.2 (Insert) shows the effects of the Mount St Helens eruption on the surrounding area. Using Fig. 4.2, describe the impact of the eruption on the human environment. … … … … … … … … [4] [Total: 8] * 0000800000013 * ,









, ĬÛĊ®Ġ´íÈõÏĪÅĊßú·Ā× ĬëĜûÐĦīĂÍĊíĀÙÀÐĒďĂ ĥÕąÕµĕĥõõĥåÅąĕĥĕÅÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

14 0460/22/O/N/25 © UCLES 2025 5 (a) Fig. 5.1 shows changes in the amount of tropical rainforest (million hectares (ha)) in the Brazilian Amazon tropical rainforest (Amazonia) between 1985 and 2018. 0 310 320 330 340 350 year 360 370 380 390 400 million ha 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 Fig. 5.1 (i) Using Fig. 5.1, state the amount of tropical rainforest in 1985. … m ha [1] (ii) Describe the changes in the amount of tropical rainforest between 1985 and 2018 shown by Fig. 5.1. Do not use statistics. … … … … [2] * 0000800000014 * ,









, ĬÕĊ®Ġ´íÈõÏĪÅĊàù¶Ă× ĬëěùÍĬĘúßĀúãõĕÜâėĂ ĥõąĕõõåÕĕõåąÅÕÅÕĕÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

15 0460/22/O/N/25 © UCLES 2025 [Turn over (iii) Using the information in Table 5.1, calculate the amount of tropical rainforest lost between 1970 and 2018. You should show your calculations. Table 5.1 tropical rainforest amount (km2) estimated amount in 1970 4 100 000 estimated amount in 2018 3 390 835 … km2 [2] (b) Fig. 5.2 shows the major causes of deforestation in the tropical rainforest. causes of deforestation mining Y … … Z … … settlements roads and railways logging population pressure farming HEP Fig. 5.2 (i) Complete Fig. 5.2 by naming two types of farming which lead to deforestation in tropical rainforests. Write your answers in boxes Y and Z on the diagram. [2] (ii) Suggest one impact of deforestation on the local natural environment. … [1] [Total: 8] * 0000800000015 * ,









, Ĭ×Ċ®Ġ´íÈõÏĪÅĊàû¶Ă× ĬëĜúÕĞĜĊÚúćĦáĝĀâħĂ ĥõõÕµĕŵąąõąÅµåĕąÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

16 0460/22/O/N/25 © UCLES 2025 6 (a) What is meant by a ‘non-renewable resource’? … … [1] (b) Figs. 6.1 and 6.2 (Insert) are two examples of renewable sources of energy. Identify the type of energy production shown in each. Fig. 6.1 … Fig. 6.2 … [2] (c) (i) Study Table 6.1 which shows the top 10 countries which produced solar energy in 2020. Table 6.1 country amount (MW) China 254 355 USA 75 572 Japan 67 000 Germany 53 783 India 39 211 Italy 21 600 Australia 17 627 Vietnam 16 504 South Korea 14 575 Spain 14 089 Suggest a type of graph you could use to show this data. … [1] * 0000800000016 * ,









, ĬÕĊ®Ġ´íÈõÏĪÅĊÞù¶Ą× ĬëĜûÕĨĪÿÝøĀĝăÁÞ²ďĂ ĥÅåÕõĕÅĕĥåąąąµąĕĕÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

17 0460/22/O/N/25 © UCLES 2025 (ii) Solar power is not suitable for all countries. Suggest why some people are in favour of developing solar power and other people are against it. in favour … … … … against … … … … [4] [Total: 8] * 0000800000017 * ,









, Ĭ×Ċ®Ġ´íÈõÏĪÅĊÞû¶Ą× ĬëěüÍĢĦïÜĂñì×¹ú²ğĂ ĥÅÕĕµõåõõÕÕąąÕĥÕąÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

18 0460/22/O/N/25 © UCLES 2025 Additional page If you use the following page to complete the answer to any question, the question number must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … … * 0000800000018 * ,









 , ĬÕĊ®Ġ´íÈõÏĪÅĊßù¸Ă× ĬëęûÐĦĢęãïćÇğÃÊĊħĂ ĥĕÅĕõĕĥĕÅĕąÅąĕąĕåÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

19 0460/22/O/N/25 © UCLES 2025 Additional page If you use the following page to complete the answer to any question, the question number must be clearly shown. … … … … … … … … … … … … … … … … … … … … … … … … … … * 0000800000019 * ,









 , Ĭ×Ċ®Ġ´íÈõÏĪÅĊßû¸Ă× ĬëĚüØĤĞĩÖĉúĂ»»ĎĊėĂ ĥĕµÕµõąõÕĥÕÅąõĥÕµÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

20 0460/22/O/N/25 © UCLES 2025 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. BLANK PAGE * 0000800000020 * ,










, ĬÕĊ®Ġ´íÈõÏĪÅĊÝù¸Ą× ĬëĚùØĪĐĠáćñĉęė°ĚğĂ ĥåĥÕõõąÕµÅåÅÅõÅÕåÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DFD

This document consists of 10 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ GEOGRAPHY 0460/22 Paper 2 Geographical Skills October/November 2025 MARK SCHEME Maximum Mark: 60 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 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 2 of 10 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.

0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 3 of 10 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Correct point Incorrect point Benefit of doubt given Not answered question Repetition Content of response too vague More information required Highlighter Highlighting areas of text Open bracket Close bracket Page or response seen by examiner

0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 4 of 10 Question Answer Marks 1(a)(i) lake/reservoir 1 1(a)(ii) third class road/road under construction 1 1(a)(iii) (natural) woodland 1 1(a)(iv) 171 (m) 1 1(b) 295373 1 1(c)(i) NE 1 1(c)(ii) 5400 m (tolerance 5200 – 5600) (If distance given in km, km must be stated. Credit a comma instead of a decimal point.) 1 1(c)(iii) 48° (tolerance 46 – 49°) 1 1(d) • boating activities • botanic gardens • casino • castle • cathedral • concert hall/national concert • greyhound track/race track • golf course • nature reserve • park(s)/named park) • stadium/sports/named sport ground • theatre • tourist information • trailhead • youth hostel 3 1(e) feature area in Fig. 1.2 area in Fig.1.3 both of these areas motorway ✓ police station ✓ post office ✓ youth hostel ✓ 4

0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 10 Question Answer Marks 1(f) • next to harbour/sea to receive (imports of) fossil fuels • away from main area of population/residential areas/housing/relatively isolated/away from people/city • a large area of land • flat site • close to a large city with a high demand for electricity/consumers • cooling water available 1 1(g) • flat/gentle(gradient) v steep slopes/varying steepness/sloping • flat/no ridges/valley(s) v hills/hilly/has ridges/valley(s) • low(er) v high(er) • highest point 4m v 171m • no cliffs v cliffs • long(er)/narrow(er)/thin(ner)/linear v round/wide(r)/broad • smaller/larger (area) • straight/smooth reference to pollution It must be clear which area is being referred to. Must be comparative. No credit for similarities. 4

0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 10 Question Answer Marks 2(a)(i) pictogram/pictograph/picture graph 1 2(a)(ii) population density 1 2(a)(iii) 255 (people per km2) 1 2(b) • The population distribution varies throughout the Philippines. • The highest population is in the central areas. • The lowest population density is in the western areas. 3 2(c) • negative/inverse relationship • low(er) population areas have high(er)/hilly/mountainous relief • e.g. in the North/West • high(er) population have low(er)/little relief • e.g. in the central parts But • relationship is quite weak/imperfect/has exceptions (a weak negative relationship = 2) • e.g. lower population/less dense and lower relief in west/south-west • e.g. 101 – 400 people per km2 in areas of high relief in the south 2

0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 10 Question Answer Marks 3(a)(i) Nigeria 1 3(a)(ii) Sierra Leone 1 3(a)(iii) Advantage (reserve 1 mark) • can show a large data set/amount of information/number of countries • visually simple/clear • easy/quick/in colour to read/see pattern/ study/interpret/use/ understand/identify differences • distribution can be seen within continent • easy to compare (countries) Disadvantage (reserve 1 mark) • some countries/pie charts are too small/difficult to read • some countries missed out/only selected countries • some countries are superimposed on each other/too close together/difficult to find their accurate position • difficult to read off exact figures/read accurately/doesn’t show (specific) data/numbers/not precise (for total urban population using key) 2 3(b)(i) • recycled materials • brick walls • (corrugated) metal/zincs/scrap metals/iron/tin/steel roof/stairs/railings • wood - windows(frames)/balcony surround/pillars/poles/ supports/ fencing /railings /doors/stairs • concrete/cement – walls/steps//pillars/stilts (to support houses) /bonding bricks/walls • tarpaulin/asbestos/plastic roofs • plaster/paint to coat/cover walls • glass/windows 3 3(b)(ii) • by constructing pillars/stilts/poles/joists/wooden beams OR planks to form an elevated platform • multiple storeys/houses are built on top of each other • terracing/steps/stairs 1

0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 10 Question Answer Marks 4(a)(i) • part of/in the Cascade Range/in the N of the Cascade Range • 90–110 km from the coast/closest mountain to the coast/near/east side the Pacific Ocean (coast)/ W coast of USA • south of Seattle/130–160 km from Seattle • near/160–180 km from the plate boundary of the North American and Juan de Fuca Plates • between Mt Rainier and Mt Hood/ N/NW of Mt Hood and S/SW of Mt Rainier 2 4(a)(ii) • convergent/oceanic continental/destructive plate boundary (reserve 1 mark) • plates moving towards each other/collide/converge • Juan de Fuca/oceanic plate goes under/subducts under the North American Plate/continental plate 2 4(b) • bridges washed away/destroyed • road(s) destroyed/blocked/flooded/covered by mudflows/ash • barge/river transport stopped/water supply disrupted • forest/trees destroyed/blown over burnt/covered in ash • orchards destroyed • fish farm/fishing rivers destroyed / unable to fish (for trout and salmon)/ fish die • crops/farms/farmland destroyed/ suffocated/covered in ash/ burnt • houses/businesses/settlement/buildings flooded/destroyed/ people made homeless • people/livestock killed/ respiratory problems/poor health/diseases due to gases/ash/lahars/ contamination/ flooding /polluted water/ landsliding 4

0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 10 Question Answer Marks 5(a)(i) 386–7 (mha) 1 5(a)(ii) • decline (overall / 1985–2018) • small/a few fluctuations • steep(er)/steady decline 1985/1990 – 2007/2009 • increase 1989–1990 (increase in 1990 = 0) • gradual/slower/less rapid decline from 2009 or 2013–2018 • constant 2009–2013 2 5(a)(iii) loss = 709 165 (sq. km) (4 100 000 – 3 390 835) Max 1 mark, if no workings shown. 2 5(b)(i) • plantation/arable/crop/rice/oil palm (credit any tropical plantation crop)/monoculture • cattle/ranching/livestock/dairy/pastoral • smallholder/subsistence farming/slash and burn/shifting cultivation/extensive/commercial 2 5(b)(ii) • increase in temperatures • less rainfall/drier climate/drought • desertification • increase in extreme storm events • flooding/siltation/increase in surface runoff • soil erosion/leaching/loss of nutrients/soil less stable/loosened • landslides/mudslides • loss of habitat/biodiversity/ecosystem destruction or migration/extinction/endangerment of fauna/flora 1

0460/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 10 Question Answer Marks 6(a) a resource which will run out/is fixed in quantity/limited/finite/it cannot be produced again/cannot be replaced/replenished/used again 1 6(b) Fig. 6.1: • hydro-electric power/HEP/tidal Fig. 6.2: • geothermal energy 2 6(c)(i) bar/pie/doughnut (chart/graph)/pictogram 1 6(c)(ii) Credit points in favour and against in the correct sections only. In favour – (reserve 1 mark) • clean form of energy/doesn’t produce greenhouse gases/no CO2 produced/doesn’t contribute to air pollution/global warming/less air pollution than burning fossil fuels • cheaper start-up costs than HEP/geothermal/power stations run on fossil fuels • creates very little noise • can be easily linked to the existing electricity grid • all countries get sun • suitable for battery storage • provides jobs • low maintenance cost/no extra payments once installed • easy to operate/maintain (no moving parts) • reliable energy production once installed (solar panels can last for over thirty years)/long lasting • reliable in hotter countries OR high amount of sunlight during the day • safe (to implement) • reduces dependency on imported fuels/energy/increases energy security 4 6(c)(ii) Against – (reserve 1 mark) • cost of installation/setting up is expensive/high initial investment/solar panels/batteries are expensive • LEDCs cannot afford it • sunlight not constant/not enough/unreliable OR limited/less where frequent cloud cover/on cloudy days • does not produce at night/only available during the day • many countries/LEDCs do not have the transmission infrastructure • limited power produced / not as efficient as fossil fuels/non-renewable energy sources/ technology/solar panels have limited efficiency/15%-25% efficient • large land requirement/reduces land for other uses • visually intrusive