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Cambridge International Examinations
Cambridge Ordinary Level
*0123456789*
GEOGRAPHY
2217/02
For Examination from 2016
Paper 2 Geographical Skills and Investigations
SPECIMEN PAPER
2 hours 15 minutes
Candidates answer on the Question Paper.
Additional Materials:
Ruler
Calculator
Plain paper
Protractor
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 at the top of this page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Section A
Answer all questions.
Section B
Answer one question.
Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.
The Insert contains Photograph A for Question 3, Fig. 12 for Question 7 and Figs 17 and 22 for Question 8.
The Survey Map Extract and the Insert are not required by the Examiner.
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.
This document consists of 33 printed pages, 1 blank page and 1 Insert.
© UCLES 2014
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2
Section A: Geographical Skills
Answer all questions in this section.
1
Study the 1:50 000 map of Bindura, Zimbabwe.
(a) (i) Bindura has a sports field in grid square 2284. Give the 4-figure grid reference of a grid
square that contains another of Bindura’s sports fields.
[1]
(ii) Bindura’s rifle range is found in 2184. Give the 6-figure grid reference of the building
nearest to the rifle range.
[1]
(iii) Name two other leisure activities at Bindura, indicated on the map.
[2]
(b) (i) Measure the distance along the railway branch line, from its start at 178830 to its
junction with the main line at 225855. Give your answer in kilometres.
[1]
(ii) How have the builders of this railway branch line tried to keep it as level as possible?
[2]
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(c) Study the area of Bindura bounded by the grid lines shown on Fig. 1.
19
21
88
88
84
84
19
21
Fig. 1
(i) State the map evidence for mining in this area.
[3]
(ii) Describe the location of settlement (including huts and staff quarters) in this area.
[4]
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(d) Study the area bounded by the grid lines as shown on Fig. 2.
16
18
92
92
89
89
16
18
Fig. 2
(i) Describe the distribution of orchard or plantation in this area.
[2]
(ii) Describe the Mazowe river in this area.
[4]
[Total: 20 marks]
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TURN OVER FOR QUESTION 2
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6
2
Study Fig. 3, a climate graph for the city of Arica. Arica is in the Atacama Desert in Chile, South
America.
20
rainfall (mm)
15
10
1
5
0
temperature (°C)
25
0
J
F
M
A
M
J
J
months
A
S
O
N
D
Fig. 3
(a) (i) In which months does rain fall?
[1]
(ii) Will 0.1 mm of rain fall every September? Explain your answer.
[1]
(b) (i) Use the data in Table 1 to complete the climate graph for La Paz, Bolivia on Fig. 4.
Table 1
months
J
F
M
A
M
J
J
A
S
O
N
D
temperature (°C)
10
10
10
10
9
7
7
8
9
10
11
10
rainfall (mm)
130
105
70
50
10
5
10
15
30
40
50
90
rainfall (mm)
20
150
15
100
10
50
5
0
0
J
F
M
A
M
J
J
months
Fig. 4
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A
S
O
N
D
temperature (°C)
25
[2]
7
(ii) Describe the differences in climate between Arica and La Paz.
[2]
(c) Study Fig. 5, which shows the locations of Arica and La Paz.
LAKE
TITICACA
A
Prevailing wind
(January)
N
LA PAZ
(Altitude
3658 m)
D
E
A
S
T
A
M
O
C
N
M
T
N
A
A
I N
S
R T
S E
D E
PACIFIC
OCEAN
U
A
ARICA
(Altitude
0 m)
0
100
200
km
Fig. 5
Using Fig. 5, suggest reasons for the difference in climate between Arica and La Paz in
January.
[2]
[Total: 8 marks]
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3
Study Photograph A (Insert), of a river and its surroundings, and Fig. 6, which is a field sketch of
the same area.
river
Fig. 6
(a) Describe the relief of the area shown in Photograph A.
[3]
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(b) (i) Annotate Fig. 6 to describe the vegetation shown in Photograph A.
[3]
(ii) Suggest why the slope at X has the vegetation shown.
[2]
[Total: 8 marks]
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4
Study Fig. 7, which shows the main urban areas in Zambia, a country at a lower level of
development in Africa.
N
migration
to
mining X
area
i
bez
r Zam
Rive
international boundary
capital city
urban areas
railway
main road
direction of migration
Lusaka
migration
to tourist
area
Lake
Kariba
0
200
km
Fig. 7
(a) Describe the location of the main urban areas shown on Fig. 7.
[3]
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(b) Study Fig. 8, a population pyramid for urban area X in Zambia.
Males
12 10
8
6
Age category
75+
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
Females
4
2
0
2
4
0
Percent of total population
6
8
10
12
Fig. 8
(i) What percentage of this urban population are females aged 15–19?
[1]
(ii) Suggest reasons for the high number of males aged 20–29.
[2]
(iii) Birth rates in urban areas in countries at lower levels of development are usually lower
than in rural areas. Suggest reasons for this.
[2]
[Total: 8 marks]
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5
Study Fig. 9, which shows world car production.
Russia
Canada
Eastern
Europe
Western
Europe
USA
South
Korea
China
Japan
India
Mexico
Brazil
No. of cars per year
10 million
5 million
1 million
Fig. 9
(a) (i) How many cars per year are produced in Russia?
[1]
(ii) Use Fig. 9 to list the three main car producing areas in order of output.
Greatest
[1]
(iii) Suggest why these areas produce the most cars.
[2]
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(b) Study Fig. 10, which shows the location of a car factory.
N
residential
area
|||||
||||||
|||||||||||||
0
|||||||
||||||
||| | | | | | |
| | | | | || |
| || | | | | | |
|
||
|||
power
station
1
km
|||||
|||||||
||
|| ||
|| ||
||
|||||||||
||||||
|||||
|||||
||||
|||
|||
||| ||
|| | || |
||| |
||
||
||
||
||
|
dock
floodplain
tidal estuary
Key
||||||||||||
floodplain
power line
railway
road
car factory
Fig. 10
Suggest why the car factory was built at this location.
[4]
[Total: 8 marks]
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6
Study Fig. 11, which shows the amount of food aid received by several countries.
360
Kenya
340
320
300
280
260
food aid (thousand tonnes)
240
220
200
180
160
140
120
100
80
Indonesia
60
40
Sri Lanka
20
0
2003
2004
2005
year
Fig. 11
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China
2006
15
(a) Use the data in Table 2 to complete the line for Kenya on Fig. 11.
[2]
Table 2
year
food aid for Kenya
(thousand tonnes)
2003
80
2004
120
2005
210
2006
340
(b) Describe the changes in the amount of food aid supplied to Indonesia.
[3]
(c) Suggest reasons for changes in the supply of food aid to countries such as those on Fig. 11.
[3]
[Total: 8 marks]
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Section B: Geographical Investigations
Answer one question from this section.
7
Students at a school in the Netherlands, a northern European country, investigated the
microclimate around their school. This was to find out whether buildings and different types of
ground surface influenced the air temperature and the relative humidity.
The two hypotheses were:
Hypothesis 1: Temperatures are higher nearer to the buildings.
Hypothesis 2: Relative humidity is affected by vegetation on the ground.
(a) The students recorded temperature and relative humidity in calm and clear conditions during
November. Why were these conditions important for the investigation?
[2]
(b) Study the map, Fig. 12 (Insert). This shows eight sites, labelled A to H, around the school
buildings. These sites were used by the students for measuring temperature and relative
humidity.
(i) The school’s Stevenson screen is located at Site A. Suggest two reasons why this is a
good location for a Stevenson screen.
1
2
[2]
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(ii) A traditional maximum-minimum thermometer is located in the Stevenson screen. Use
Fig. 13 to identify maximum, minimum and present temperature shown on the
thermometer. Record these in the boxes on Fig. 13.
[3]
°C
– 25
40
– 20
35
– 15
30
– 10
Maximum
temperature ...............°C
25
–5
20
0
15
5
Minimum
temperature ...............°C
10
10
5
15
0
20
Present
temperature ...............°C
–5
25
– 10
30
– 15
35
– 20
40
– 25
Fig. 13
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(c) The temperature at the other seven sites was measured using a hand-held digital
thermometer. The instructions from the teacher on how to use this thermometer are shown in
Fig. 14, below.
Readings should be taken at each site at 08.00 and 15.00 hours.
Hold the digital thermometer at waist height for 30 seconds.
Write the air temperature on the recording sheet. Repeat the
measurement two minutes later. Calculate the average (mean)
temperature of the two readings. Record this on the sheet too.
Do this in the morning and in the afternoon for three days.
Fig. 14
(i) Suggest one advantage of using a digital thermometer over a maximum-minimum
thermometer.
[1]
(ii) Give one disadvantage of the method described in Fig. 14.
[1]
(iii) Suggest why the temperatures were taken each morning and afternoon.
[1]
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TURN OVER FOR QUESTION 7(d)
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(d) Study Table 3, which shows the temperature measured at each site.
Table 3
Air temperature at each site (°C)
Site
A
B
C
D
E
F
G
H
32 m
2m
3m
40 m
1m
17 m
9m
2m
Average
temperature
(08.00 and 15.00)
Day 1, 08.00
5.0
5.3
5.8
5.3
5.7
5.5
5.8
6.5
5.6
Day 1, 15.00
12.0
11.8
13.0
11.6
11.5
11.8
12.0
12.3
12.0
Day 2, 08.00
3.0
3.8
3.8
3.0
3.5
2.9
3.2
3.5
3.3
Day 2, 15.00
3.0
3.4
4.4
3.4
4.6
3.3
3.3
3.8
3.6
Day 3, 08.00
3.0
3.1
4.5
2.8
4.2
3.1
2.9
3.0
3.3
Day 3, 15.00
5.0
5.9
7.0
4.6
6.2
5.1
5.3
5.8
5.6
Three day site average
5.2
5.5
6.4
5.1
5.9
5.2
5.4
5.8
Distance from building
Describe the change in average temperature (08.00 and 15.00) during the three days.
Support your answer with data from Table 3.
[4]
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21
average air temperature (°C)
(e) The scatter graph, Fig. 15, below shows the three day average temperature at each site.
6.5
6.0
5.5
C
E
B
F
5.0
A
D
4.5
4.0
5
10 15 20 25 30 35 40
distance away from school buildings (m)
Fig. 15
(i) Use the three day site average temperatures from Table 3 to complete the scatter graph
for Sites G and H.
[2]
(ii) Draw a best fit line on Fig. 15.
[1]
(iii) What conclusion would the students make about Hypothesis 1: Temperatures are
higher nearer to the buildings? Use evidence from Table 3 and Fig. 15 to support your
answer.
[4]
(iv) Use Fig. 12 (Insert) to give two reasons why temperatures vary at the different sites.
1
2
[2]
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(f) At the same times of day, the students also used a digital hygrometer to measure relative
humidity at each site. The students also observed and recorded the type of ground surface.
Table 4 below shows the results of the students’ measurements and observations.
Table 4
Site
A
B
C
D
E
F
G
H
Average
relative
humidity
75%
77%
76%
75%
73%
73%
75%
77%
Type of
ground
surface
grass
small
plants
concrete
tarmac
concrete
trees
near
water
concrete
Does the data in Table 4 show there is a higher relative humidity at the sites where there is
vegetation at the ground surface? Calculate your results below and state your answer.
Space for calculations and answer
Average relative humidity
for sites with vegetation
Average relative humidity
for sites without vegetation
Is there a higher relative
humidity at the sites where
there is vegetation on the
surface?
Your answer
[2]
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(g) (i) Does the data collected by the students support Hypothesis 2: Relative humidity is
affected by vegetation on the ground?
State your answer and explain your decision.
[2]
(ii) Suggest three improvements the students could have made to their data collection
methods.
1
2
3
[3]
[Total: 30 marks]
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8
Students in Italy were investigating tourism in the village of Pescasseroli in the Abruzzi National
Park. They did their fieldwork during the summer holiday. They wanted to test the following
hypotheses:
Hypothesis 1: People of different ages visit the National Park for different reasons.
Hypothesis 2: Tourism has a positive effect on the village of Pescasseroli.
(a) The students used the Internet to find some information about Pescasseroli. This information
is given in Fig. 16 below.
Pescasseroli is a settlement of 2000 inhabitants. It is located on a wide plain surrounded
by mountains, in the middle of the Abruzzi National Park. Activities in winter include
downhill skiing and cross country skiing. In the summer there are many opportunities for
a variety of walking and outdoor activities. There are six hotels in the settlement and 11
restaurants for visitors and residents to use.
Fig. 16
(i) Which one of the following describes the Internet as a source of information? Circle your
answer.
Regular
Sampling
Secondary
Tertiary
[1]
(ii) The students also collected primary data. What is meant by a primary source of data?
[1]
(iii) Give one example of a primary source of data.
[1]
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(b) To find out information for Hypothesis 1 the students produced a questionnaire for tourists.
This is shown in Fig. 17 (Insert).
(i) The results to Question T1 (i) are shown in Table 5 below.
Table 5
Question T1 (i)
How did you get to the National Park today?
Method
Number
Percentage
Car
56
70
Bus or Coach
17
21
Train
7
9
Bike
0
0
Use these results to complete the pie chart, Fig. 18, below.
Method of transport used by tourists
0%
10
90
80
20
Car
Bus or Coach
Train
30
70
Bike
40
60
50
Fig. 18
[2]
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(ii) Describe the pattern of transport shown by these results to Question T1 (i).
[2]
(iii) Suggest one reason for this pattern.
[1]
(iv) The results to Question T1 (ii) are shown in Table 6 below.
Table 6
Question T1 (ii)
If you came by car did you find parking difficult?
Opinion about parking
Number
Percentage
Very difficult
12
21
A little difficult
4
7
Easy
40
72
Use these results to complete the pictograph, Fig. 19, below, to show tourists’ opinions
about parking in Pescasseroli.
[1]
Tourists’ opinions about parking
Very difficult
A little difficult
Easy
or
or
= 4 people
Fig. 19
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(c) (i) The results to Question T2 are shown in Table 7 below.
Table 7
Question T2
What is the main reason for your visit to the National Park?
Main reason
Number
Percentage
See the wildlife
20
25
Scenery
22
28
Walking
15
19
Cycling
14
17
Skiing
0
0
Other e.g. visiting friends
9
11
Use these results to complete the bar graph, Fig. 20, below.
[2]
Reasons for visiting the Abruzzi National Park
number
25
20
15
10
5
0
other
skiing
cycling
walking
scenery
wildlife
Reason
Fig. 20
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(ii) The students produced Table 8, below, in which they compared the reasons for the visit
with the ages of the visitors.
Table 8
Age
Main reason
Under 20
20–40
41–60
Over 60
Total
See the wildlife
7
6
4
3
20
Scenery
6
8
3
5
22
Walking
3
7
4
1
15
Cycling
7
5
2
0
14
Skiing
0
0
0
0
0
Other e.g. visiting friends
3
2
3
1
9
Total
26
28
16
10
80
The students used the information in Table 8 to work out their conclusion to
Hypothesis 1: People of different ages visit the National Park for different reasons.
What conclusion would the students have made? Support your answer with evidence
from Table 8.
[4]
(iii) Suggest how the visitors’ main reason for visiting the National Park may change at a
different time of the year.
[2]
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(iv) The results of questions T3 and T4 in the questionnaire are shown in Tables 9 and 10
below.
Table 9
Question T3
How long are you staying in the village?
Length of stay
Number
Percentage
1 day
34
42
2–3 days
30
38
4–7 days
14
17
More than one week
2
3
Table 10
Question T4
What type of accommodation are you staying in?
Type of accommodation
Number
Percentage
None
34
42
Hotel
9
11
Youth hostel
23
29
Campsite
6
8
Villa or cottage
8
10
Explain how these results may affect tourism in the village.
[3]
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(v) The data about the gender of visitors is shown in Table 11 below.
Table 11
Gender of visitors
Gender
Percentage
Male
54
Female
46
Use the data in Table 11 to plot the percentage of visitors gender in the divided bar
graph below.
Key
male
female
10
20
30
40
50
60
70
80
90
100
%
Fig. 21
[2]
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TURN OVER FOR QUESTION 8(d)
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(d) To find out information for Hypothesis 2: Tourism has a positive effect on the village of
Pescasseroli, the students produced a questionnaire for residents. This is shown in Fig 22
(Insert). The results of this questionnaire are shown in Fig. 23 below.
Results of questionnaire for residents (125 results)
R1
R2
R3
Length of residency
Opinion of main problems
Residents’ views on
benefits of tourism
Number
%
Under 5 years
19
15
5–10 years
22
18
11–15 years
66
53
Over 15 years
18
14
None
50
40
Crowded
18
14
Litter
15
12
Traffic
26
21
Noisy people
16
13
Yes
No
Tourism related job
66%
34%
Adequate tourist facilities
72%
28%
Adequate parking
69%
31%
Improved facilities
83%
17%
Fig. 23
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33
What conclusion would the students make about Hypothesis 2? Support your decision with
data from Fig. 23.
[4]
(e) Describe how the students could collect data to investigate how tourism may increase the
amount of traffic in the village.
[4]
[Total: 30 marks]
© UCLES 2014
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BLANK PAGE
Copyright Acknowledgements:
Question 3 Photograph A
Questions 4 & 5
© Sandra Bird; © UCLES.
© Garrett Nagle; GCSE Geography through diagrams; Oxford University Press; 1998.
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
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