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Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 6 2 2 3 4 1 6 0 1 5 *
0460/13
GEOGRAPHY
Paper 1
October/November 2014
1 hour 45 minutes
Candidates answer on the Question Paper.
Additional Materials:
Calculator
Protractor
Ruler
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces provided.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Write your answer to each question in the space provided. If additional space is required, you should use the
lined page at the end of this booklet. The question number(s) must be clearly shown.
Answer three questions.
The Insert contains Fig. 2 for Question 1, Photographs A and B for Question 2, and Photographs C, D, E and F
for Question 3.
The Insert is not required by the Examiner.
Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 26 printed pages, 2 blank pages and 1 Insert.
DC (CW/CGW) 108647
© UCLES 2014
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QUESTION 1
1
(a) Study Fig. 1, which shows information about the percentage of the GDP of selected African
countries earned from remittances (money sent home by international migrants) in 2010.
Senegal
7.6% GDP
($0.6)
Ivory
Coast
1.2% GDP
($0.2)
N
South Africa
0.2% GDP
($0.7)
Sudan
3.7% GDP
($1.0)
Nigeria
3.4% GDP
($3.3)
Ethiopia
1.2% GDP
($1.7)
Kenya
2.7% GDP
($0.5)
Uganda
5.5% GDP Mauritius
3.3% GDP
($0.5)
($0.2)
Lesotho
22.5% GDP
($0.3)
Key
1.2% GDP percentage of
GDP earned from
remittances.
($3.3)
0
total amount of
remittances (in billion
$US)
1000
2000
km
GDP (Gross Domestic Product) is a measure of wealth.
Fig. 1
(i)
What is meant by the term international migrant ?
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...................................................................................................................................... [1]
(ii)
Identify the country shown on Fig. 1:
where remittances form the largest percentage of the GDP;
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which receives the largest total amount of remittances.
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(iii)
Explain how remittance money sent home by international migrants may benefit people
in the country from which they have migrated.
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(iv)
Suggest what problems may be caused in countries from which large numbers of people
migrate.
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(b) Study Fig. 2 (Insert), which shows the main migration routes from Africa to Europe.
(i)
Using the information in Fig. 2 only, describe one possible route of a migrant from
Cameroon to Spain.
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(ii)
Suggest problems which may be faced by migrants who are living in MEDCs such as
Spain.
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(c) For a named area you have studied, explain why it has a low population density.
Name of area ...................................................................
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[Total: 25 marks]
END OF QUESTION 1
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QUESTION 2
2
(a) Study Fig. 3, which shows Luzon, the main island of the Philippines (LEDC).
Key
land over 200 m
LUZON
railway
A
Lagawe
capital city
(population 12 million)
other large towns/cities
(population 100 000 – 1 million)
Tarlac
Balanga
MANILA
Tagaytay
A
South China
Sea
0
airport
most densely populated
area
Valenzuela
Quezon
Trece Martires
Philippine
Sea
N
Batangas
50
100 150
km
Fig. 3
(i)
Name the capital city of the Philippines.
...................................................................................................................................... [1]
(ii)
Using Fig. 3, give two pieces of evidence which suggest that the most densely populated
area in Luzon has the most services.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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(iii)
Explain why large numbers of people live in squatter settlements in cities in LEDCs.
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(iv)
Describe four ways to improve the housing in squatter settlements.
1 .......................................................................................................................................
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2 .......................................................................................................................................
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3 .......................................................................................................................................
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4 .......................................................................................................................................
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(b) Study Photographs A and B (Insert), which were taken in Maseru, the capital city of Lesotho,
an LEDC in Africa.
(i)
Give three pieces of evidence from Photograph A that the area is part of the CBD.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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(ii)
Photograph B shows a large shopping mall outside the CBD. Suggest reasons why the
mall was located outside the CBD of Maseru rather than in it.
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(c) For a named example of a settlement you have studied, identify its main function and explain
the reasons for its growth.
Name of settlement ...................................................................
Main function ............................................................................................................................
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[Total: 25 marks]
END OF QUESTION 2
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QUESTION 3
3
(a) Study Photographs C, D, E and F (Insert), which show coastal landforms.
(i)
Which photograph shows a feature which is formed by wind deposition?
Photograph ................................
(ii)
[1]
Match the photographs with the correct landforms by using arrows. The first one has
been done for you.
Photograph C
Cliff
Photograph D
Natural arch
Photograph E
Sand dunes
Photograph F
Stack
[2]
(iii)
Describe the conditions required for the formation of coastal sand dunes.
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(iv)
Explain how a natural arch is formed.
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(b) Study Fig. 4, which shows an area of coastline before and after a storm.
Before the storm
125
cliff
50
lighthouse
sea
75
beach
metres
100
25
loose rock
0
After the storm
125
cliff
0
200
metres
400
75
50
lighthouse
loose rock
sea
metres
100
25
0
Fig. 4
(i)
Using evidence from Fig. 4 only, describe three effects of the storm.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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(ii)
Explain how erosion by the sea may cause problems for people living in coastal areas.
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(c) Explain the formation of a sand spit. Include a fully labelled diagram(s).
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[7]
[Total: 25 marks]
END OF QUESTION 3
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QUESTION 4
4
(a) Study Fig. 5, climate graphs for areas W, X, Y and Z.
Area X
700
40
700
30
600
30
600
20
500
20
500
10
400
10
400
0
300
0
300
−20
−30
annual precipitation
700 mm
JFMAMJJASOND
200
temperature
(°C)
−10
−10
100
−20
0
−30
annual precipitation
less than 20 mm
JFMAMJJASOND
Area Y
200
100
0
Area Z
30
600
20
500
20
500
10
400
10
400
0
300
0
300
−10
200
precipitation
(mm)
temperature
(°C)
600
−10
annual precipitation 100
3480 mm
0
−30
JFMAMJJASOND
−20
−20
−30
annual precipitation
320 mm
JFMAMJJASOND
200
precipitation
(mm)
30
temperature
(°C)
precipitation
(mm)
40
precipitation
(mm)
temperature
(°C)
Area W
100
0
Fig. 5
(i)
Which area has the smallest annual temperature range?
Area ....................
(ii)
© UCLES 2014
[1]
Identify the graph which shows the climate of an area of:
Tropical rainforest;
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Tropical desert.
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0460/13/O/N/14
[2]
15
(iii)
Explain why tropical deserts have high daytime temperatures and low temperatures at
night.
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(iv)
Describe the processes which result in heavy convectional rainfall in tropical rainforests.
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(b) Study Fig. 6, which shows the percentage forest cover in Kalimantan (Indonesian Borneo) in
1985 and 2000.
Forest cover by province in Kalimantan
(Indonesian Borneo)
100
Key
90
Western Kalimantan
Central Kalimantan
Southern Kalimantan
Eastern Kalimantan
80
70
60
percentage
forest cover
50
40
30
20
10
0
1985
2000
year
Fig. 6
(i)
Using evidence from Fig. 6 only, describe the impacts of deforestation in Kalimantan.
Include statistics in your answer.
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(ii)
Explain why deforestation has taken place in many areas of tropical rainforest.
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(c) For a named area you have studied, describe the impacts of large scale deforestation of
tropical rainforests on the local people and local natural environment.
Name of area ...................................................................
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[Total: 25 marks]
END OF QUESTION 4
© UCLES 2014
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QUESTION 5
5
(a) Study Fig. 7, which shows information about the percentage of the population which has
access to a clean water supply and improved sanitation in Africa.
Water supply
Improved sanitation
Egypt
N
Mali
Nigeria
Zambia
Key
percentage of population with access to clean water
/ improved sanitation
South Africa
0
91% – 100%
76% – 90%
51% – 75%
26% – 50%
0% – 25%
missing data
2000
km
Fig. 7
(i)
Circle the country in the following list which has the best access to both clean water and
improved sanitation.
Egypt
(ii)
Mali
South Africa
Zambia
[1]
Complete Fig. 7 by using the following information:
54% of the population of Nigeria has access to clean water;
35% of the population of Nigeria has access to improved sanitation.
© UCLES 2014
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(iii)
Explain how sanitation can be improved in an LEDC.
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(iv)
Describe four different ways in which water supplies can be increased in a country.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
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(b) Study Fig. 8, which shows changes to Lake Chad, in Africa, between 1963 and 2001.
1963
2001
N
Niger
Niger
Chad
Nigeria
Nigeria
Cameroon
0
50
Chad
Cameroon
Key
100
water
km
former outline of the lake
vegetation
international boundary
Fig. 8
(i)
Using evidence from Fig. 8 only, describe the changes which took place to Lake Chad
between 1963 and 2001.
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(ii)
Suggest the likely impacts of the changes to Lake Chad on local people.
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(c) For a named country or area you have studied, identify a form of energy which is used.
Describe how its use threatens the natural environment.
Name of country or area ...................................................................
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[Total: 25 marks]
END OF QUESTION 5
© UCLES 2014
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QUESTION 6
6
(a) Study Fig. 9, which shows the GDP (Gross Domestic Product) per person and the percentage
of the GDP that comes from agriculture for selected countries. GDP is a measure of wealth.
Bulgaria
14 000
Brazil
12 000
10 000
China
GDP
8000
per person
(US$)
6000
Angola
Paraguay
4000
Cambodia
Ivory Coast
2000
Bangladesh
0
0
5
10
15
20
25
30
percentage of GDP that comes from agriculture
Fig. 9
(i)
(ii)
On Fig. 9, mark and label a cross to show India using the following information:
GDP per person
US$4000
percentage of GDP that comes from agriculture
17%
[1]
Using Fig. 9 only, state the general relationship between GDP per person and the
percentage of the GDP that comes from agriculture. Support your answer with statistics.
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(iii)
Explain why many people in LEDCs are subsistence farmers.
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(iv)
Explain how commercial farmers in MEDCs are able to produce high yields per hectare.
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(b) Study Fig. 10, which shows some of the causes of soil erosion.
LOWER RAINFALL
INCREASED
POPULATION
GROWTH
INCREASED
DEMAND FOR
FIREWOOD
INCREASED
DEMAND FOR
FOOD
DEFORESTATION
MARGINAL LAND
CULTIVATED
OVERGRAZING
FEWER TREES AND
PLANTS
INCREASED
EVAPORATION FROM
THE SOIL
SOIL BLOWN AWAY
BY WIND
SOIL EROSION
Fig. 10
(i)
Using Fig. 10 only, explain how human actions can cause soil erosion.
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(ii)
Explain how farmers can prevent soil erosion and maintain soil quality.
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(c) For a named area you have studied, identify the type of farming which takes place and explain
why the land is used in this way.
Name of area ...................................................................
Type of farming .........................................................................................................................
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[Total: 25 marks]
END OF QUESTION 6
© UCLES 2014
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Additional Page
If you use the following lined page to complete the answer(s) to any question(s), the question number(s)
must be clearly shown.
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BLANK PAGE
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BLANK PAGE
Copyright Acknowledgements:
Question 1
Question 2
Question 3
Question 3
Question 4
Question 4
Question 5
Question 5
Figs 1 & 2
Photographs A & B
Photographs C, D, E & F
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8
© http://news.bbc.co.uk/1/hi/world/europe/6228236.stm
S. Sibley © UCLES.
S. Sibley © UCLES.
© Ann Bowen & John Pallister; Revise for Geography GCSE: Syllabus A; Heinemann; 1999; 043510117X.
© K. Brooks; Physical Geography: Process and System; Hodder Arnold H&S; 1985; 034035951X.
© http://www.mongabay.com/borneo.html
© WHO and UNICEF 2000.
© GRID-Arendal; http://www.grida.no/publications/vg/africa/page/3115.aspx
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.
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.
© UCLES 2014
0460/13/O/N/14