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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
* 1 0 0 3 7 8 0 8 7 9 *
2217/22
GEOGRAPHY
Paper 2
May/June 2012
2 hours 15 minutes
Candidates answer on the Question Paper.
Additional Materials:
Ruler
Calculator
Protractor
Plain paper
1:50 000 Survey Map Extract is enclosed with this question paper.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name in the spaces provided.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Section A
Answer all questions.
Section B
Answer one question.
The Insert contains Photograph A for Question 6, Figs 9 and 10 for Question 7,
and Figs 14 and 15 for Question 8.
The Survey Map Extract and the Insert are not required by the Examiner.
Sketch maps and diagrams should be drawn whenever they serve to illustrate an
answer.
For Examiner’s Use
Section A
Q1
Q2
Q3
Q4
Q5
Q6
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.
Section B
Q7
Q8
Total
This document consists of 25 printed pages, 3 blank pages and 1 Insert.
DC (KN/JG) 47721/5
© UCLES 2012
[Turn over
2
Section A
For
Examiner’s
Use
Answer all questions in this section.
1
Study the 1:50 000 map of Marondera, Zimbabwe.
(a) (i)
Give the four figure grid reference of the square that contains the disused rifle
range, south of Marondera.
.............................................................................................................................. [1]
(ii)
Give the six figure grid reference for the junction of the railway main line with the
railway branch line.
.............................................................................................................................. [1]
(iii)
How far is it by railway, to Harare, from the western edge of the map?
.............................................................................................................................. [1]
(b) Study the area of the map indicated in Fig. 1 and answer the questions that follow.
48
49
50
51
86
86
1678
D
85
85
E
84
84
R
B
C
A
83
48
83
49
50
51
Fig. 1
(i)
© UCLES 2012
Name:
•
the type of road at A; ...................................................................................... [1]
•
feature B; ........................................................................................................ [1]
•
feature C; ........................................................................................................ [1]
•
feature D; ........................................................................................................ [1]
•
feature E. ........................................................................................................ [1]
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3
(ii)
What is the land use above 1680 m?
.............................................................................................................................. [1]
(iii)
Shade on Fig. 1 to indicate the extent of cultivated land.
For
Examiner’s
Use
[2]
(c) Find the bench marks indicating the height of the road at 429894 and 417906.
(i)
Measure the distance of the road between the two benchmarks. Give your answer
in metres.
.............................................................................................................................. [1]
(ii)
Use the bench mark heights and your answer to (c)(i) to calculate the gradient of
this section of road. Show your calculation.
..................................................................................................................................
..................................................................................................................................
Gradient is 1: ........................................................................................................ [2]
(iii)
What is the direction of the road from 429894 to 417906?
.............................................................................................................................. [1]
river
1600
1600
1550
1550
1500
420840
1500
450840
[1]
height (metres)
Complete Fig. 2, a cross-section from 420840 to 450840.
height (metres)
(d) (i)
Fig. 2
(ii)
Use a labelled arrow to mark on Fig. 2, the position of the other river that crosses
the section line.
[1]
(e) Describe the road network in grid square 4588.
..........................................................................................................................................
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...................................................................................................................................... [3]
[Total: 20 marks]
© UCLES 2012
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4
2
Study Fig. 3, which shows the Mercalli scale levels of intensity for the 2010 Haitian
earthquake.
5
5
4
5
5
5
5
5
5
5
6
5
4
5
5
5
5
5
5
6
4
5
4
4
5
5 5
5
5
4
4
5
5
5
5
6
6
5
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6
5
6
9 8
99 9
5
7 6
5
9
6 6
10
7 9 10
6
5
7 7
6
6 6
7 7
6
5
N
7
4
4
4
4
6 5
6
4
4
5
4
4
5
5
4 4
4
4
5
5
5
Key
5
0
Capital city
100
kilometres
Fig. 3
(a) (i)
(ii)
(b) (i)
Complete Fig. 3 by drawing the line to separate level 6 from level 7.
[1]
On Fig. 3, shade the area that experienced an earthquake intensity of level 10. [1]
What was the intensity of the earthquake at the capital city?
.............................................................................................................................. [1]
(ii)
Estimate how far the capital city was from the strongest intensity. Circle the correct
answer.
10 km
50 km
75 km
100 km
[1]
© UCLES 2012
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For
Examiner’s
Use
5
(c) Fig. 4 is an extract from the Mercalli scale.
Level 5
Felt by nearly everyone; many awakened. Some dishes, windows
broken. Unstable objects overturned. Pendulum clocks may stop.
Level 6
Felt by all, many frightened. Some heavy furniture moved; a few
instances of fallen plaster. Damage slight.
Level 7
Damage negligible in buildings of good design and construction;
slight to moderate in well-built ordinary structures; considerable
damage in poorly built or badly designed structures; some
chimneys broken.
For
Examiner’s
Use
Fig. 4
(i)
What level of damage would be expected in a “well-built ordinary structure” at
Mercalli scale level 7?
.............................................................................................................................. [1]
(ii)
Suggest why it is necessary to know how well-built the buildings are when assessing
the Mercalli scale level.
..................................................................................................................................
.............................................................................................................................. [1]
(iii)
Suggest why it would be necessary to interview more than one person to assess
the Mercalli scale level at a particular place.
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 8 marks]
© UCLES 2012
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6
3
Study Fig. 5, which shows a cross-section of a coastline.
For
Examiner’s
Use
height (metres above sea level)
12
village
site
10
8
X
6
beach
levels
4
1850
2
1904
0
1903
1923
1956
1985
–2
0
5
Key
10
15
distance (metres)
20
25
30
rock
Fig. 5
(a) (i)
How has the level of the beach changed since 1850?
.............................................................................................................................. [1]
(ii)
Between which years was the change in beach level most rapid?
.............................................................................................................................. [1]
(iii)
At what height above sea level is the village?
.............................................................................................................................. [1]
(b) On Fig. 5, use labelled arrows to indicate the positions of:
•
•
© UCLES 2012
wave-cut platform
notch
[2]
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7
(c) Suggest how coastal processes may cause the position of cliff X, marked on Fig. 5, to
change in the future.
For
Examiner’s
Use
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...................................................................................................................................... [3]
[Total: 8 marks]
© UCLES 2012
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4
Study Fig. 6, which shows Mexico’s population (bars) and growth rate (line).
For
Examiner’s
Use
4
3
2.5
2
1.5
1
growth rate (%)
3.5
0.5
0
–0.5
population (millions)
120
100
80
60
40
20
2000
1990
1980
1970
1960
1950
1940
1930
1920
1910
1900
0
year
Fig. 6
(a) (i)
(ii)
Complete Fig. 6 to show a population of 28 million and a growth rate of 2.6% in
1950.
[2]
Which year shows a decrease in population?
.............................................................................................................................. [1]
(iii)
Describe the change in annual growth rate from 1910 to 1970.
..................................................................................................................................
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.............................................................................................................................. [3]
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9
(b) Fig. 7 shows Mexico’s population structure in 2009.
Males
Age
For
Examiner’s
Use
Females
100+
95-99
90-94
85-89
80-84
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
5
4
3
2
1
0
0
1
2
3
population of Mexico (millions)
4
5
Fig. 7
(i)
Complete Fig. 7 to show 1 million females aged 70–74 in 2009.
[1]
(ii)
Fig. 6 shows that the growth rate has fallen in recent years. What evidence on
Fig. 7 supports this?
..................................................................................................................................
.............................................................................................................................. [1]
[Total: 8 marks]
© UCLES 2012
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10
5
Study Fig. 8, which shows fertilizer use and percentage of the workforce in agriculture for
selected countries.
500
Trinidad and
Tobago
Ireland
400
fertilizer use (kg / ha)
Japan
United Kingdom
300
New Zealand
China
Germany
200
Bangladesh
Denmark
Brazil
U.S.A.
100
Saudi Arabia
Pakistan
Sri Lanka
India
Kenya
Zimbabwe
0
0
10
20 30 40 50 60 70 80
percentage of workforce in agriculture
90
100
Fig. 8
(a) (i)
Which country has the largest percentage of the workforce in agriculture?
.............................................................................................................................. [1]
(ii)
Which country uses the largest amount of fertilizer per hectare?
.............................................................................................................................. [1]
(iii)
How much fertilizer per hectare is used in China?
.............................................................................................................................. [1]
(iv)
Name two countries that have the same percentage of the workforce in agriculture.
.............................................................................................................................. [1]
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For
Examiner’s
Use
11
(b) Comment on the relationship between fertilizer use and percentage of workforce in
agriculture. You must use data to support your answer.
For
Examiner’s
Use
..........................................................................................................................................
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..........................................................................................................................................
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..........................................................................................................................................
...................................................................................................................................... [4]
[Total: 8 marks]
© UCLES 2012
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6
Study Photograph A (Insert), which shows part of the island of Barbados.
For
Examiner’s
Use
(a) Describe the physical features of the area shown in the photograph.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
(b) (i)
What is the cloud type shown in the photograph? Circle the correct answer.
Cirrus
(ii)
Stratus
[1]
Using Photograph A, estimate the number of oktas of cloud cover, based on the
field of view of the photograph only. Circle the correct answer.
0
(c) (i)
Cumulus
3
6
8
[1]
From Photograph A, give two pieces of evidence for tourism in the area.
..................................................................................................................................
.............................................................................................................................. [2]
(ii)
Give evidence, from the photograph, for secondary industry in the area.
.............................................................................................................................. [1]
[Total: 8 marks]
© UCLES 2012
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13
BLANK PAGE
© UCLES 2012
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Section B
For
Examiner’s
Use
Answer one question in this section.
7
Students who lived near a desert area in Saudi Arabia, were investigating the effects of river
processes in a valley called a wadi. Although there was no river flowing in the valley when
the students were doing their fieldwork, they could see some evidence of the work of the
river when it had flowed through the valley.
The students investigated the following hypotheses:
Hypothesis 1: The gradient of the valley floor decreases downstream.
Hypothesis 2: The river’s bedload becomes smaller and more rounded downstream.
(a) To investigate these hypotheses the students worked at three sites along the valley, one
in the upper, one in the middle and one in the lower course.
(i)
To test Hypothesis 1 they measured the slope of the valley floor as shown in Fig. 9
(Insert).
Describe how they measured the slope.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
The students made four measurements at each site. These are shown in Table 1
below.
Table 1
Students’ measurements
Upper course site
Middle course site
Lower course site
Measurement
angle of slope (°)
angle of slope (°)
angle of slope (°)
1
25
20
17
2
30
22
10
3
27
25
7
4
28
23
12
Average (mean)
27.5
(ii)
© UCLES 2012
11.5
Calculate the average (mean) angle of slope in the middle course of the valley. Put
your answer into Table 1.
[1]
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15
(iii)
Why did the students make four measurements at each site?
..................................................................................................................................
For
Examiner’s
Use
.............................................................................................................................. [1]
(iv)
What conclusion would the students make about Hypothesis 1: The gradient of
the valley floor decreases downstream? Support your answer with evidence from
Table 1.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(b) To investigate Hypothesis 2: The river’s bedload becomes smaller and more rounded
downstream the students measured the bedload in the wadi at each of the three sites.
Using a random sampling method they picked 20 rocks. They then measured the size
and weight of each rock and estimated its roundness.
The equipment which the students used to measure the bedload is shown in Fig. 10
(Insert).
Describe how the students made each measurement.
Size ..................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Weight ..............................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Roundness .......................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
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(c) The students’ results from the middle course site are shown in Table 2 below.
Table 2
Students’ results at middle course site
Sample number
Size of rock (cm)
Weight of rock (grammes)
Roundness score
1
11
470
3
2
12
320
1
3
8
200
3
4
7
230
2
5
9
130
3
6
13
380
2
7
8
160
4
8
5
190
3
9
9
230
1
10
6
200
3
11
7
140
3
12
4
110
4
13
8
310
2
14
5
100
4
15
8
150
3
16
9
160
2
17
11
110
3
18
9
220
3
19
8
160
4
20
10
240
2
© UCLES 2012
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For
Examiner’s
Use
17
(i)
Plot the size of rock samples 6 and 9 in the middle course site on Fig. 11 below. [2]
Dispersion graph - size of rocks
size
(cm)
Upper course site
Middle course site
Lower course site
20
20
20
15
15
15
size
(cm)
10
5
0
size
(cm)
10
10
5
0
0 1 2 3 4 5
number
of rocks
For
Examiner’s
Use
5
0
0 1 2 3 4 5
number
of rocks
0 1 2 3 4 5
number
of rocks
Fig. 11
(ii)
Use the results in Table 2 to complete the histogram for the middle course site in
Fig. 12 below.
[3]
Histogram - weight of rocks
Upper course site
Middle course site
10
5
20
number of rocks
15
0
Lower course site
20
number of rocks
number of rocks
20
15
10
5
0– 151– 301– 451– 601– 751–
150 300 450 600 750 900
weight of rocks (gm)
0
15
10
5
0– 151– 301– 451– 601– 751–
150 300 450 600 750 900
weight of rocks (gm)
0
0– 151– 301– 451– 601– 751–
150 300 450 600 750 900
weight of rocks (gm)
Fig. 12
© UCLES 2012
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(iii)
Look again at the roundness score chart in Fig. 10 (Insert). To plot the classification
of roundness on pie graphs, the students produced Table 3 below.
Table 3
Percentage of rocks in roundness classes
Class 1
Class 2
Class 3
Class 4
Class 5
Upper course site
30
50
20
0
0
Middle course site
10
25
45
20
0
Lower course site
0
20
30
45
5
Use the data in Table 3 to complete the middle course site pie graph in Fig. 13
below.
[2]
Roundness of rocks
Upper course site
Middle course site
90
10
80
20
70
30
60
40
50
Lower course site
Key
Class 1
Class 2
Class 3
Class 4
Class 5
Fig. 13
© UCLES 2012
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For
Examiner’s
Use
19
(iv)
Do the results of the students’ fieldwork support Hypothesis 2: The river’s bedload
becomes smaller and more rounded downstream?
Support your conclusions with evidence from Figs 11, 12 and 13.
For
Examiner’s
Use
..................................................................................................................................
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..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(v)
Give two reasons why the river’s bedload changes downstream.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
.............................................................................................................................. [2]
(d) Exfoliation is one weathering process which affects rocks in a dry river bed in a desert.
Describe this process.
..........................................................................................................................................
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...................................................................................................................................... [3]
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(e) Suggest three ways that the students could have improved their data collection methods
used to investigate the two hypotheses.
1 .......................................................................................................................................
..........................................................................................................................................
2 .......................................................................................................................................
..........................................................................................................................................
3 .......................................................................................................................................
...................................................................................................................................... [3]
[Total 30 marks]
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For
Examiner’s
Use
21
8
Four students in Workington in Cumbria in the U.K. read in the local newspaper about a plan
to build six wind turbines on a local hilltop near to their school. The newspaper report said
that some local people were objecting to the plan. The students decided to investigate the
views of local people on wind power and the possible location of the wind turbines near to
where they lived.
For
Examiner’s
Use
The students investigated the following hypotheses:
Hypothesis 1: Most local people think that wind power is a good way to generate electricity.
Hypothesis 2: Most local people think that wind turbines should not be built on the hilltop.
(a) (i)
To begin their investigation the students divided into two pairs to think of some
questions to include in a questionnaire. The questions produced by one pair are
shown in Fig. 14 (Insert).
Suggest two weaknesses of the questions in this questionnaire pointed out by their
teacher.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
.............................................................................................................................. [2]
(ii)
The questionnaire produced by the other pair was approved by their teacher. This is
shown in Fig. 15 (Insert). Why is this a better questionnaire than the one in Fig. 14?
..................................................................................................................................
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..................................................................................................................................
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..................................................................................................................................
.............................................................................................................................. [3]
(iii)
Before using the questionnaire shown in Fig. 15, the four students thought about
the best way to make use of it. They decided to ask the opinion of 100 people.
Describe a suitable sampling method for the students to select 100 people.
Explain why you have chosen this method.
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.............................................................................................................................. [3]
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(b) The results of the question (Do you think that generating electricity by wind power is a
good idea?) and reasons for the answer are shown in Table 4 below.
Table 4
Answers to Question: Do you think that generating electricity by wind power is a
good idea?
Answer
Number of people
Answer
Number of people
YES
72
NO
28
Wind power does not
pollute the atmosphere
46
Wind turbines only work
when it is very windy
16
Wind is free
19
Wind turbines do not
produce much power
8
Wind power is
renewable
7
Wind power is
expensive
4
(i)
What is the most common reason given by the 100 people questioned against
using wind power to generate electricity?
..................................................................................................................................
.............................................................................................................................. [1]
(ii)
Complete Fig. 16 below, by drawing in the two missing bars on the graph.
[2]
Reasons given by local people
50
40
30
Number of people
20 10
0
10 20
Wind power does not
pollute the atmosphere
Wind turbines only work
when it is very windy
Wind turbines do not
produce much power
Wind power is
expensive
Wind is free
Wind power is
renewable
Fig. 16
(iii)
Do the results shown in Table 4 and Fig. 16 support Hypothesis 1: Most local people
think that wind power is a good way to generate electricity ?
Use data to support your conclusion.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
© UCLES 2012
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For
Examiner’s
Use
23
(iv)
Suggest two reasons, not shown in Table 4, why wind power is a good way to generate
electricity.
For
Examiner’s
Use
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
.............................................................................................................................. [2]
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(c) The opinions of people about whether the local area is a good location to build wind
turbines are shown in Table 5, below.
Table 5
The opinions of 100 local people
Agree
strongly
Agree
Disagree
Disagree
strongly
Wind turbines will create a lot of noise
70
20
7
3
Wind turbines will spoil the view
20
40
28
12
Wind turbines will stop tourists visiting the area
7
23
52
18
Wind turbines will be a danger to walkers
7
9
60
24
Wind turbines will create few jobs in the area
21
31
26
22
Opinion
(i)
Complete the results of the statement ‘Wind turbines will stop tourists visiting the
area’ on Fig. 17 below.
[3]
The opinions of 100 local people
0
10
20
30
40
Wind turbines will
create a lot of noise
Wind turbines will
spoil the view
Wind turbines will stop
tourists visiting the area
Wind turbines will be a
danger to walkers
Wind turbines will create
few jobs in the area
Key
Agree
strongly
Agree
Disagree
Disagree
strongly
Fig. 17
© UCLES 2012
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50
60
70
80
90
100
For
Examiner’s
Use
25
(ii)
Which one of the five statements has the most even balance of local people’s
opinions?
For
Examiner’s
Use
..................................................................................................................................
.............................................................................................................................. [1]
(iii)
What conclusion would the students make about Hypothesis 2: Most local people
think that wind turbines should not be built on the hilltop? Refer to data in Table 5
and Fig. 17 to explain your answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [5]
(d) To extend their study the students asked some local people for their opinions on renewable
energy and global warming. However, some of the people they spoke to did not understand
these topics. So the students decided to produce an information sheet to give to people.
The following answers will be part of the information given to people.
(i)
Wind power is one type of renewable energy. Give two other examples of renewable
energy.
1 ...............................................................................................................................
2 ........................................................................................................................... [2]
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(ii)
Explain how global warming occurs.
..................................................................................................................................
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..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
[Total: 30 marks]
© UCLES 2012
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For
Examiner’s
Use
27
BLANK PAGE
© UCLES 2012
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Copyright Acknowledgements:
Question 2 Fig. 3
Question 2 Fig. 4
Question 3 Fig. 5
Question 4 Fig. 6
Question 4 Fig. 7
Question 6 Photograph A
© ADAPTED: http://www.abc.net.au/news/events/haiti-earthquake/map.htm; 7 August 2010.
© http://earthquake.usgs.gov/learn/topics/mercalli.php.
© ADAPTED: http://www.thegcr.org.uk/GUIA/28/Figures/JPEGsLoRes/GCRv28c06f009.jpg; 7 August 2010.
© http://en.wikipedia.org/wiki/File:Mexicopop.svg; 17 July 2010.
© http://en.wikipedia.org/wiki/File:Mexicopop.svg; 17 July 2010.
© James Harper.
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