0453 w10 QP 1

2
Question Part I
3
1 Study Fig. 1, which shows information about the world production of rice and the world price For
of rice between 2000 and 2007. Examiner’s
Use
700
650 World production
World production (million tonnes)

World price (US$ per tonne), 600
550
500
450
400
350
300
250 World price
200
150
100
50
0
2000 2001 2002 2003 2004 2005 2006 2007
Year
Fig.1
(a) (i) By how much did the world production of rice increase between 2000 and 2007?
.............................................................................................................................. [1]
(ii) What was the world price of rice per tonne in the year 2000?
.............................................................................................................................. [1]
(iii) How did the world price of rice change between 2000 and 2007? Choose the
correct answer A, B, C or D and tick (✓) the box.
A It increased a little.
B It more than doubled.
C It went down.
D It increased four-fold. [1]
(iv) Describe the relationship between the total world rice production and the world price
of rice.
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.............................................................................................................................. [1]
© UCLES 2010 0453/01/O/N/10 [Turn over

4
(b) Study Fig. 2, which shows information about world rice production and world rice For
consumption. Examiner’s
Use
• 700 million very poor people live in the rice growing countries of Asia.
• 2 kg of rice costs half the daily income of very poor people in Bangladesh.
• The world production of rice increased rapidly in the 1980s and 1990s due to
improved farming technology (the Green Revolution).
• By the year 2015 world annual demand for rice will increase by 50 million
tonnes.
• Rice production is competing for land, labour and water with other economic
activities, and with other crops including those grown for petrol substitutes
(biofuels).
• Global warming and natural disasters are also affecting rice production.
Fig. 2
(i) Give a definition of very poor people.
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(ii) Describe three of the features of improved farming technology.
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(iii) Suggest one reason why the demand for rice is rising.
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(iv) Describe three different ways in which rice production is competing for labour and
water.
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© UCLES 2010 0453/01/O/N/10
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(v) Explain why many farmers are growing other crops rather than staple foods like For
rice. Examiner’s
Use
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(c) Explain, using examples, how global warming and natural disasters may affect world
rice production.
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[Total: 20 marks]

6
2 Study Fig. 3A, which shows the percentage of children in primary school in five countries in For
1991 and 2005. Examiner’s
Use
Bangladesh Ghana Morocco Turkey Venezuela
1991 78 54 56 69 87
2005 85 64 88 91 91
Fig. 3A
(a) Millennium Development Goal 2 is to achieve universal primary education.
(i) Explain the phrase universal primary education.
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.............................................................................................................................. [1]
(ii) Which country had the lowest percentage of children in primary education in
1991?
.............................................................................................................................. [1]
(iii) Which country achieved the largest increase in the percentage of children in primary
education between 1991 and 2005?
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© UCLES 2010 0453/01/O/N/10

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Study Fig. 3B. For

Examiner’s
% of children in primary school in 2005 Use
Bangladesh
Key:
Girls
Ghana
Boys
Morocco
Turkey
Venezuela
0 10 20 30 40 50 60 70 80 90 100
Fig. 3B
(b) Millennium Development Goal 3 is to promote gender equality and empower women.
The target was to eliminate gender differences in education by 2005.
(i) What is meant by gender equality?
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.............................................................................................................................. [1]
(ii) Which country in Fig. 3B has the greatest gender equality?
.............................................................................................................................. [1]
(iii) Did the countries in Figs. 3A and 3B reach the targets for Goals 2 and 3 by 2005?
Explain your answer using examples.
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(c) Study Fig.4, which shows what some girls said about their life and their education. For
Examiner’s
Use
• “My parents think I am their property, to use how they want.” Girl aged
14, Bangladesh
• “When my brother and I both passed our school exams, my father
couldn’t pay for us both to stay at school, so I had to stay and help at
home.” Girl aged 12, Ghana
• “My father says there is no point in educating girls because they only
leave home and get married.” Girl aged 10, Morocco
• “In rural areas the elders think that girls are born to give birth and for
cleaning the house. They don’t send them to school.” Girl aged 15,
Turkey
• “I want to work and study. I don’t want to be like a girl I know who is only
a year older than me and is getting married.” Girl aged 13, Venezuela
Fig. 4
(i) Give two reasons why more girls than boys drop out of education.
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(ii) Suggest four reasons why it is important for families that both the mother and the
father are educated.
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© UCLES 2010 0453/01/O/N/10

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(d) Describe in detail how government policies could encourage gender equality and For
empower women. Examiner’s
Use
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[Total: 20 marks]

10
3 Fig. 5 shows the percentage of the male population in six countries employed in different For
sectors of the economy. Examiner’s
Use
100%
90%
80%
% male population employed
70% Key:
Services
60% Industry
Agriculture
50%
40%
30%
20%
10%
0%
Fig. 5
(a) (i) What percentage of the male population in Bangladesh is employed in agriculture?
.............................................................................................................................. [1]
(ii) Name one country in Fig. 5 which is at an early stage of development.
.............................................................................................................................. [1]
(iii) Describe how the percentage of people employed in the different sectors of the
economy changes as countries develop.
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© UCLES 2010 0453/01/O/N/10

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(iv) Explain why the percentage of people employed in the different sectors of the For
economy changes as countries develop. Examiner’s
Use
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(b) Study Fig. 6, which shows different types of services. For

Examiner’s
Use
shops, nurses, doctors, homes, domestic
wholesalers medical centres workers, cleaning
and waste disposal,
cafes, restaurants
HEALTH FOOD SUPPLY

MARKETING
& HYGIENE
road, rail, water, gas,

TRANSPORT SERVICES UTILITIES
sea, air electricity
COMMUNICATIONS EDUCATION
telephone, schools,
newspapers, media, colleges,
TV, internet universities
Fig. 6
(i) What is meant by services?
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(ii) Choose any type of service and describe how it changes as a country develops.
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(iii) What type of economy has some services in private ownership and some in public
ownership?
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© UCLES 2010 0453/01/O/N/10

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(iv) Describe some of the advantages of either private ownership or public ownership. For
Examiner’s
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(c) Choose an example of a manufacturing industry and describe how its production process
and its output are linked to the other sectors of the economy and to global trade.
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[Total: 20 marks]

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4 Study Fig. 7, which is a map of the forty-one Least Developed Countries that have the highest For
levels of poverty and unpayable debt. The key shows which countries are receiving aid and Examiner’s
which ones have not yet qualified for aid. Use
U. K.
Sudan
AUSTRALIA
Key:
receiving aid
getting some aid
not yet qualifying
for aid
Fig. 7
(a) (i) In which continent are most of the countries with the highest levels of poverty and
unpayable debt?
.............................................................................................................................. [1]
(ii) Explain why the levels of debt of these countries are described as unpayable.
..................................................................................................................................
.............................................................................................................................. [1]
(iii) Has Sudan qualified for aid?
.............................................................................................................................. [1]
(iv) One of the conditions of receiving such aid is to show that the country is fighting
corruption. Explain why it is necessary to get rid of corruption.
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.............................................................................................................................. [2]
© UCLES 2010 0453/01/O/N/10

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(v) Another condition of receiving aid for debt relief is that the country becomes For
democratic. What are the features of a democracy? Examiner’s
Use
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Study Fig. 8, which shows different kinds of foreign aid. For

Examiner’s
AID DONORS Use
international agencies foreign governments non-governmental

(multi-lateral aid) (bi-lateral aid) organisations (NGOs)
FOREIGN
AID
gifts and emergency technical aid for large aid for small
tied aid
loans aid aid projects projects
Fig. 8
(b) (i) Name one international agency that gives aid.
.............................................................................................................................. [1]
(ii) Give one reason why a country might be given emergency aid and describe the
sort of aid that would be needed.
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(iii) Explain what is meant by tied aid and suggest two disadvantages of receiving tied
aid.
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(iv) Suggest one type of technical aid that a country might receive.
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© UCLES 2010 0453/01/O/N/10
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(c) Suggest or describe an aid project and explain how it would help a country’s social and For
economic development. Examiner’s
Use
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[Total: 20 marks]
© UCLES 2010 0453/01/O/N/10

Answer Part I
1 (a) (i) Allow 40 to 50 MILLION TONNES [1]
(ii) Allow US$151 to 165 [1]
(iii) B. It more than doubled. [1]
(iv) Total world rice production and the world price of rice are both increasing.
There is a positive relationship. [1]
(b) (i) People who earn less than US$2 per day
People who cannot meet their basic needs
People who are below the poverty line. [1]
(ii) Three of following: (List = 1 mark)

Hybrid seeds
Fertilisers
Pesticides/insecticides/herbicides/chemicals
Machinery/modern tools/e.g.
Irrigation
GM crops
Modern storage facilities
Increased yields/better quality
High cost/capital intensive
Increased level of skill
Faster/more efficient. [3]
(iii) One reason: Growing

population Rising living
standards. [1]
(iv) Describe three different examples of competition:

Labour moving to work in cities, industry and services
Water needed for growing cities/population/industry
Rice production needs large quantities of water
Rice production is labour intensive
Water is needed for irrigation of other crops. [3]
(v) Two examples explained:

Price for rice has fallen due to increased supply/other crops make a bigger profit
Change in demand
Change in government policy
Other crops less prone to damage from adverse weather conditions/pests
Changes in land ownership
People now recognise the importance of a balanced diet. [2]
© UCLES 2010
Page 3 Mark Scheme: Teachers’ version Syllabus Paper
IGCSE – October/November 2010 0453 01
(c) Levels marking:
Level 1 (1 or 2 marks)
Simple statements with basic points made which must explain effects:
Global warming may result in drought so rice fails to grow.

Global warming may raise sea levels, drowning some rice growing areas.
Floods may wash away the rice crops.
Earthquakes destroy irrigation systems.
A sound attempt with points being developed or exemplified:
Global warming may change weather patterns/cause unpredictable conditions so that there
is drought and rice requires a great deal of water.
Global warming may raise sea levels, drowning low-lying river basins /large coastal areas of
Bangladesh where rice is grown.
Floods may wash away the rice crop and loss of soil/nutrients means poor quality crops.
Earthquakes may destroy dams/irrigation systems and transport links to and from the fields
may be broken.
A comprehensive attempt with points being developed and exemplified:
Global warming may cause unpredictable weather conditions, such as very heavy
rainstorms, which cause floods that wash away rice crops being grown in large quantities in
low-lying coastal areas/Bangladesh/India. Nutrients in the soil are also removed, which
makes it difficult to grow good quality crops with high yields. The flood waters also bring
diseases which make the farmers ill so they cannot work efficiently.
Natural disasters like earthquakes may destroy the infrastructure upon which rice production
depends. Many of the dams which supply water for the irrigation systems may be damaged
and rice depends on a large quantity of water in order to grow. Rice is labour-intensive and
many workers may have lost their lives or be unable to access the rice fields due to
disruption in the communication system. [6]
[Total: 20]
© UCLES 2010
2 (a) (i) All children have basic schooling.

All children receive primary education.
All children receive numeracy and literacy teaching. [1]
(ii) Ghana [1]
(iii) Morocco [1]
(b) (i) One of:

Equal treatment of/opportunities for boys and girls/men and women/or example
No discrimination of women. [1]
(ii) Venezuela [1]
(iii) No country reached target for goal 2.

Only one country reached target for goal 3.
Any relevant statement about a country for either goal. [3]
(c) (i) Two reasons:

Pregnancy/early marriage
Cultural attitudes regard girls as less important/boys seen as more economically
important/discrimination
Traditional role of girls to look after family/home/have children
Cost of education. [2]
(ii) Four reasons because:

Educated women will help to educate their children
Educated women/parents will understand the importance of good hygiene and disease
prevention
Educated women/parents will understand the importance of a balanced diet
So that women are not dependent on men
Knowledge of family planning to reduce birth rate
Allows women to get jobs to help support the family
Both can make decisions/share ideas/responsibilities
Education is an equal right. [4]
© UCLES 2010
(d) Levels marking:
Simple statements with basic points:
Make it compulsory for all boys and girls to go to school.

Make education free/low cost so families can send both boys and girls to school.
Encourage girls to go to university.
Give women equal rights before the law.
Help women to start businesses.
Introduce cooperatives for women.
Have more women in parliament.
Encourage girls to go to university by providing free places and scholarships.

Giving women equal rights before the law, to own land/ to borrow money etc.
Provide women with loans and advice on how to start businesses.
Have more women in parliament with women in the cabinet and in positions of power.
A comprehensive attempt with points being developed or exemplified:
Laws to allow women to vote as an equal right would enable their views to be heard. Women
should be encouraged to enter parliament with a quota system to ensure a certain number of
women were elected. The government should set an example by appointing women as
ministers and these women holding important positions could act as role models for others.
Issues relating to women and the family would then be considered at the highest level.
Governments should help women to set up cooperatives and provide them with loans. They
would then be able to share ideas and set up/improve their businesses. They could be
trained in new skills such as how to budget and achieve more independence through being
able to earn more income/own their own land etc. [6]
[Total: 20]
© UCLES 2010
3 (a) (i) 50 [1]
(ii) Either Bangladesh or Indonesia or Morocco. [1]
(iii) Two of following:

As country develops the percentage of people employed in agriculture decreases.
As country develops the percentage of people employed in industry increases.
As country develops the percentage of people employed in services increases.
This may be expressed in terms of the situation at different stages of development. [2]
(iv) Three of the following:

Industrialisation occurs
Agriculture becomes mechanised
Higher wages in secondary and tertiary sectors
New industries require development of services such as transport
Increased demand for services from society
Increase in skills through education. [3]
(b) (i) Services

Activities that provide needs and wants that cannot be seen or touched
Activities that help people to produce/exchange goods
Activities that help improve people’s lives. [1]
(ii) Credit description of how a service changes as a country develops.

E.g. from traditional education outside on culture by family members; to schools with
books and trained teachers; to the use of computers with access to the Internet etc.
This may be expressed in comparative terms such as ‘more trained teachers’ etc.
(iii) A mixed economy [1]
(iv) The advantages of
Either private ownership:

Competition leads to variety, greater choice
Competition leads to greater efficiency/higher quality goods
It encourages entrepreneurship
Prices determined by market forces
Greater profits/profit to shareholders
Privacy/owner makes decision/no government interference
Improves supply
Or of public ownership:
Government can decide on priorities
Government can plan and control development
Government can ensure equal provision for all/services for the benefit of the people
Provision of low-cost/free services. [2]
© UCLES 2010
(c) An example of a manufacturing industry:
This may vary from country to country, e.g. some examples may be processing of raw
materials/assembly of parts etc.
If the industry chosen is not manufacturing, or the choice is not clear – max 3.
Levels marking:
Simple statements with basic points made:
A furniture factory receives raw material/wood from the primary sector.

Electricity is needed to run the machinery.
Tables/chairs are sold locally/exported.
The goods are advertised in different media.
Transport services are used to distribute the outputs.
Locally-grown or imported timber is delivered by road or rail to the furniture factory.

It uses machines and computers which will need power supplies to run.
Tables/chairs are sold locally in shopping malls or exported to gain foreign exchange.
Advertisements in newspapers or the Internet help to promote the brand.
A furniture factory may receive its raw materials/wood from the primary sector in the local
area or from imports. The inputs will arrive by means of road, rail or sea transport and are
delivered to the factory. The service sector also supplies electricity for the machinery and
computers as well as water for the different processes. The skills provided by the workers will
have been learnt from education and training departments that require teachers also from the
tertiary sector of the economy. Marketing of the product may require promoting the brand on
the Internet or printing advertisements in local newspapers. The finished products are then
distributed to furniture warehouses/shops or they are exported and earn foreign exchange. [6]
[Total: 20]
© UCLES 2010
4 (a) (i) Africa [1]
(ii) The countries are too poor/their debts are greater than their income so they get more
and more into debt/they have a negative balance of trade. [1]
(iii) No/not yet [1]
(iv) Two points

With corruption:
The money lent will go to individuals/government officials/personal benefit/wrong hands
Money is used for something else/ not for the purpose the aid was given
Favoured people get given the work. [2]
(v) Two features:

Everyone has a vote
Equality before the law/equal rights/independent judiciary/fair trial
Freedom of speech/association/movement/religion/human rights
Free and fair elections
Regular elections
Right to form your own political party
Of the people, by the people, for the people/potential authority lies with the people. [2]
(b) (i) World bank/IMF/United Nations (agencies such as UNICEF) etc. [1]
(ii) No mark for just stating an emergency

1 mark – natural disaster/man-made disaster/earthquake/volcanic eruption/tsunami/
hurricane/pollution incident/war etc;
1 mark – shelters/emergency food/experts at rescuing people/helicopters/medicines/
water purification plants/doctors etc. [2]
(iii) 1 mark – aid that comes with conditions/strings attached

or example of goods supplied by lender
2 marks for disadvantages:

The supplies may not be the cheapest/best/most suitable
The receiver may think it should be spent on other needs
It creates a dependency relationship
Supplier may wish to exploit resources
Supplier may wish to change the way the country is run. [3]
(iv) One type of technical aid:

Medical experts/engineers/military or police trainers/electronics experts/computers/
machinery etc. [1]
© UCLES 2010
(c) If project is not an aid project or is not described clearly – MAX L2 (3 marks)
Levels marking:
An aid project to set up a clinic in a rural area.

Mothers will be taught basic hygiene.
Mothers will learn how to prevent disease.
Vaccinations for children will be available.
Mothers will learn the importance of a balanced diet.
Mothers taught basic hygiene, such as washing hands before preparing food, will help to
prevent diseases in the home.
A balanced diet will mean children grow up to be stronger and the IMR will fall.
Children who are healthy will not miss so much school and so will be better educated.
Crop production will increase as the farmers will be healthier, which will help the local
economy.
A comprehensive attempt with points being developed or exemplified.
A clinic could be provided by an NGO with Mother and Child Classes. Lessons in hygiene will
help ensure that water-borne diseases do not spread and parents and children would be
encouraged to keep their homes and neighbourhoods clean. By giving the family a balanced
diet, the family will be stronger and more work can be done both at school and on the farm
and in local jobs. If the children are properly educated, they will learn skills that will enable
them to get jobs and contribute to the economy. They will also be able to improve their own
standard of living by using their income to pay for better food and services. [6]
[Total: 20]
© UCLES 2010
Question Part II
2
1 (a) Study Fig. 1, which shows the production process. For

Examiner’s
Use
Capital
Land Labour
money goods
Enterprise
Labour Intensive Capital Intensive

Production Production
Fig. 1
(i) Using Fig. 1 identify the three factors of production.
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(ii) Give two types of land resources used in production.
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(iii) Give two examples of capital goods used in production.
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(iv) What is meant by enterprise in the production process?
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© UCLES 2010 0453/02/O/N/10

3
(b) Study Photographs A and B (Insert 1). For

Examiner’s
Photograph A shows labour intensive production in a textile factory in North Korea. Use
Photograph B shows capital intensive production in a car assembly plant in China.
(i) Using evidence from the photographs only, describe two main differences between
labour intensive and capital intensive production.
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(ii) Both factories shown in Photographs A and B achieve economies of scale. What is
meant by economies of scale?
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(iii) Explain three ways by which large firms, such as those shown in Photographs A
and B, can achieve economies of scale.
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(iv) Imagine that you are carrying out research, by observation, in the factory shown in
Photograph A. Give four observations which you would make about this factory.
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[Total: 16 marks]
4
2 (a) In many places in the world children are economically active (working for money). This For
can be in factories, on farms or by providing services. Examiner’s
Study Fig. 2, which shows the number of economically active children in the world (in Use
millions).
key:
Worst forms of child labour.
8 Unacceptable
Hazardous work.
work
Non-hazardous work.
Acceptable work.
111 59
67 82
25
5-14 years old 15-17 years old
Fig. 2
(i) How many million children aged 5 to 14 are doing hazardous work?
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(ii) In total, how many million children are doing work which is unacceptable?
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© UCLES 2010 0453/02/O/N/10

5
(b) Study Fig. 3, which shows the numbers of economically active children in different For
regions in 2000 and 2007. Examiner’s
Use
key
130
120 2000
110
Number of economically
2007
active children (million)
100
90
80
70
60
50
40
30
20
10
0
Asia and Latin America Sub-Saharan Other Regions
Pacific and Africa
Caribbean
Region
Fig. 3
(i) Describe the change in the total number of economically active children in the world
between 2000 and 2007.
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(ii) Identify the regions, named in Fig. 3, in which the following changes occurred
A In this region the number of economically active children increased slightly.
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B This region, with over 60% of the world’s child workers, showed a decrease of
five million economically active children.
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C The number of economically active children decreased the most in this region.
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6
(c) Study Fig. 4, which shows information about children aged between 7 and 14 in eight For
countries. Examiner’s
Use
100
Brazil
Venezuela Philippines
Zimbabwe
90
Bangladesh
children Ghana
attending 80 Cameroon
school
(aged 7-14)
70
Sudan
60
0 10 20 30 40
% of economically active children (aged 7-14)
Fig. 4
(i) Name the country, labelled on Fig. 4, which has the highest percentage of children
who are economically active.
.............................................................................................................................. [1]
(ii) Describe the general relationship between the percentage of children who are
economically active and the percentage attending school. You should refer to
examples and use figures in your answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(iii) Eight countries have been chosen at random from all the countries in the world to
use in this graph. What is a random sample?
..................................................................................................................................
.............................................................................................................................. [1]
© UCLES 2010 0453/02/O/N/10

7
(iv) Suggest a different sampling method that can be used to select eight countries. For
Explain why you chose this method. Examiner’s
Use
Method ......................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(d) Give one different example of a job which a child, aged 7 to 14, may do in each of the
following:
• agriculture .....................................................................................................................
• manufacturing industry .................................................................................................
• providing services. .................................................................................................... [3]
[Total: 16 marks]

8
3 A student is carrying out a research investigation about child labour in Bangladesh, as part For
of a Development Studies course. Study Figs 5A, 5B, 6, 7 and 8 (Insert 2) which are four Examiner’s
sources of information which the student wants to use. Use
(a) For each of the following give two examples of sources of information, shown by Figs 5A
to 8, which are:
(i) primary data ..............................................................................................................
.............................................................................................................................. [2]
(ii) secondary data .........................................................................................................
.............................................................................................................................. [2]
© UCLES 2010 0453/02/O/N/10

9
(b) Look again at Fig. 5A and Fig. 5B. The student wants to present and analyse these For
statistics about child labour in Bangladesh. Examiner’s
Use
(i) Draw a graph using Fig. 5A to show the percentage of children in different types of
employment in Bangladesh.
[4]
(ii) Describe what the statistics in Fig. 5B show about the percentages of boys and
girls of different ages who are working.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [5]

1
0
(c) Look again at Fig. 6. For
Examiner’s
(i) Give two reasons why information from previous research investigations may not Use
always be reliable.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(ii) Suggest three reasons why some employers use children in their workplaces.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(iii) Describe the social and economic impacts of using child labour on a country such
as Bangladesh.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [6]
© UCLES 2010 0453/02/O/N/10

1
1
(d) Look again at Fig. 7. For
Examiner’s
(i) Explain why it is important to carry out a pilot study before using a questionnaire. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(ii) Do you think the questionnaire is well designed? Give reasons for your answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(e) Look again at Fig. 8.
(i) Explain why an interview was a useful method to obtain information from a child
like Yasmin.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(ii) Describe four difficulties which a researcher might have in using interviews and/or
questionnaires.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]

1
2
(iii) For each difficulty you have identified in (ii) suggest how it might be overcome. For
Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
[Total: 39 marks]
© UCLES 2010 0453/02/O/N/10

1
3
4 In developing countries, like Bangladesh, attempts are being made by government and For
non-government agencies to reduce child labour. Examiner’s
Study the following three methods. Use
Method A
Make education up to 14 years compulsory.
Method B
Fine owners of businesses who employ children under 14 years old.
Method C
Give financial assistance to business owners to buy computer operated machines.
Fig. 9
For each of the methods, A, B and C in Fig. 9, evaluate how successful they are likely to be
in reducing the number of children working. In your evaluation you will need to explain the
advantages and disadvantages of each of the methods of reducing child labour.
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
............................................................................................................................................. [9]
[Total: 9 marks]
© UCLES 2010 0453/02/O/N/10
Answer Part II
1 (a) (i) Land, Labour, Capital (or money and goods)
All 3 needed for 1 mark [1]
(ii) ‘Land’ resources such as:

Soil
Forests/trees
Coal
Oil
Farmland/fields/land to grow things on
Fish
Minerals or metals, or examples
A mine
Water
Animals or examples
Rock
Copper from underground
2 at 1 mark [2]
(iii) Capital goods such as:

Machinery (or example from factory)
Vehicles (or example of transport)
Computers
Tractors (or other example of agricultural machine) etc
Raw materials/components/examples of these
Buildings
Tools or examples
2 at 1 mark [2]
(iv) Enterprise organises/joins/combines/brings together/directs the other factors of

production to produce the good or service/enterprise is required to get production
moving. [1]
(b) (i) Definitions:

Capital intensive uses more machines
Labour intensive uses lots of workers
Capital intensive uses complex machines but labour intensive uses simple
machines/technology [2]
(ii) Economies of scale occur when the unit cost of production is reduced as a result of
producing large quantities/the more they produce the cheaper each item becomes. [1]
© UCLES 2010
(iii) Ideas such as:

Buying raw materials in bulk
Saving transport cost by moving large loads
Increasing the specialisation of workforce
Enabling division of labour
Obtaining lower interest charges/having access to a greater range of financial instruments
Spreading cost of advertising over a greater range of output
Reducing development costs per unit
By using machinery/being more capital intensive etc
3 at 1 mark [3]
(iv) Accept any valid observations, positive or negative.

Ideas such as:
People are sewing/making clothes/knitting
People are sitting at machines/using machines/simple/intensive technology
It is modern
Machines do not have guards/people do not have gloves etc
People have uniforms
People are close together/lots of workers/large labour force
People are wearing hats
There is natural light
They are female
Using division of labour/working as a team/specialising
Manual work/jobs by hand
Employ local people/oriental/Korean
Working at a big table
4 at 1 mark [4]
[Total: 16]
© UCLES 2010
2 (a) (i) 111 [1]
(ii) 245 [1]
(b) (i) Decreases/went down [1]
(ii) A Sub-Saharan Africa

B Asia and Pacific
C Latin America and Caribbean
3 at 1 mark [3]
(c) (i) Ghana [1]
(ii) Inverse/negative relationship/countries with lower % going to school have higher %

working (1)
e.g. Brazil 7% working 97% attending school/has highest attending school and lowest
working (1)
Sudan 19% working 64% attending school (1) [3]
(iii) Any 8 countries have been selected/no criteria have been used in selection/names have
been drawn out of a hat/uses random number tables/not picked in an arranged manner
etc [1]
(iv) A named method or description is acceptable.

e.g. systematic (e.g. every nth on list)
stratified (e.g. 2 from each continent)/quota sample
2nd mark for explanation

e.g. systematic would eliminate the risk of bias; stratified would give a fair geographical
spread etc.
2 at 1 mark [2]
(d) Agriculture: weeding/watering crops/scaring birds/planting/harvesting/clearing land,

ploughing
Manufacturing: operating machinery/carrying raw materials or products/sweeping floor/
cleaning equipment
Services: shoe-shining/prostitution/selling fruits/stacking shelves/car washing/car
guarding/specific delivery
3 at 1 mark [3]
[Total: 16]
© UCLES 2010
3 (a) (i) Fig. 7 (questionnaire)/Fig. 8 (interview)
2 at 1 mark [2]
(ii) Fig. 5A/5B (Table of statistics from Internet) /Fig. 6 (Extract from journal)
2 at 1 mark [2]
(b) (i) Levels marking:
Level 1 (1 mark)
An attempt to draw a graph.
Level 2 (2 to 3 marks)
Information plotted using appropriate graph (bar/divided bar/pie chart) with up to two
errors (e.g. axes not labelled or drawn accurately, minor plotting errors).
Level 3 (4 marks)
Information plotted graphically using an appropriate graph (pie or divided rectangle or

bar) with no obvious inaccuracies in plotting or graph construction. [4]
(ii) Levels marking:
Simple description (no statistics).
(E.g. more children work at 12 years and over than under 12, more male children work
than female children etc)
Description supported by statistical evidence from tables.
Level 3 (5 marks)
Full conclusion supported by interpretation from tables.
(E.g. around 4 times as many children of 12 years old work than children of 11 years old,
about twice as many male children at 14 years old work as female children etc.)
N.B. No mark for simple repetition of figures without interpretation. [5]
© UCLES 2010
(c) (i) Ideas such as:

Material may be dated
Author could have been selective in material included/included material in a biased
way/be inaccurate/personal views/opinions
Some information may not be relevant to the investigation/researcher needs to be
selective etc
2 at 1 mark [2]
(ii) Ideas such as:

Low wages can be paid to them/higher profits can be made
They can make them work long hours
They have nimble fingers/work quickly
They will not complain/join a Trade Union
Small children can get under machines/do not take up much space
3 at 1 mark [3]
(iii) Levels marking:
Simple statements which describe social and/or economic impacts.
(E.g. children are exploited, children are in danger of injury, prevents children from
going to school etc)
More specific or developed statements which describe social or economic impacts.
(E.g. concern from international organisations over exploitation of children; children are
abused in the workplace by being made to work in dangerous conditions; working in
unsafe conditions against children’s human rights; prevents universal primary
education, which is one of Millennium Development Goals; an uneducated population
is likely to hinder development etc)
A comprehensive answer which describes social and economic impacts. [6]
(d) (i) Ideas such as:

To test out the questions
To see if wording is correct/needs to be amended
To see if questions can be understood by respondents
To check whether questions are ambiguous etc
2 at 1 mark or development [2]
© UCLES 2010
(ii) No mark for ‘yes’ or ‘no’. Marks to be allocated for reasoning.
Could argue that it is well designed as it:

- is quick/easy to complete/easy to understand/short questionnaire
- does not require extended written responses/short answers/multiple choice
answers
- doesn’t require much personal information
- collects background information
- is well focussed/collects relevant information/to the point/gets all the information
they need
- well organised.
Could argue that it is badly designed as it:

- asks personal questions (e.g. age)
- asks questions which could be deemed irrelevant/about parents
- doesn’t state purpose/hypothesis
- lacks opportunity for detailed response/reasoning
- asks limited information about respondent (e.g. nothing on socio-economic status
etc)
- should be offered with translation into local language
- may be difficult for respondents to understand complex wording (e.g. occupation/
relationship/precautions) etc.
Candidates can score up to three marks on justification of ‘yes’ or ‘no’ or it is possible

to score 2 + 1 by giving a balanced response.
(e) (i) Ideas such as:

Information can be obtained from those children directly involved/first hand/face to face
Can interview children who can provide detailed information
Flexibility in questions being asked/can respond to a remark made by the child with a
further question/get clarification
Interviews can be carried out with those children who are unable to read and write/not
educated
Information obtained instantly/do not have to wait for return of questionnaires etc
Puts child at ease
2 at one mark or development [2]
© UCLES 2010
(ii) Ideas such as:

People have limited knowledge/give wrong information
People could have made remarks which are biased/tell lies/give unreliable answers
Statements from different interviewees may be conflicting
People may want to protect their jobs/positions/afraid of implications
Some information may not be relevant to the investigation/need to be selective
People may not be able to read the questions/understand the questions/uneducated
people may not be able to write answers/uneducated people will not understand English/
will only speak local language
People may not answer honestly
People may not have time to complete questionnaire/interview etc
People may refuse/not co-operate
Fear of hostility/violence/robbery
Lack of trust/people suspicious of interviewer
Takes a lot of time
Expensive to interviewer/interviewee wants to be paid
4 at 1 mark [4]

(language barriers) ... use a translator
(people may not have time/busy/working) ... come back when they have finished
work/arrange an appointment
(people may be unwilling to answer questions) ... offer financial inducements
(people may be concerned over possibility of being robbed/think you have ulterior
motives/not trust researcher) ... reassurance/gain their confidence/put at ease
(suspicion of intrusive surveying) ... inform them privacy will be respected/inform them of
the purpose of the research
(people may not tell the truth) ... back up answers by observation/interview enough
people to reveal truth
(people may be offended by nature of some of the items being asked) ... avoid personal
details/offensive questioning
4 at 1 mark [4]
[Total: 39]
4 Levels marking:
Level 1 (1/2/3 marks)
One method only evaluated
Two methods only evaluated
An evaluation of each method [9]
[Total: 9]
© UCLES 2010
Assessment Objectives Grid
Questions 1 2 3 4 Total
A Knowledge and
10 3 9 22
Understanding
B Analysis and
2 10 5 9 26
evaluation
C Investigation and
4 3 25 32
Decision Making
© UCLES 2010
Question Part III
2
1 Study Fig. 1, which is a world map showing GNP per person. For
Examiner’s
(a) (i) What is the GNP per person in those countries marked as Lower Income Use
Countries?
.............................................................................................................................. [1]
(ii) Name one High Income Country.
.............................................................................................................................. [1]
(iii) Where are most of the High Income Countries?
.............................................................................................................................. [1]
(iv) Explain why some people in an Upper Middle Income Country may have US$11 200
or more a year to spend.
..................................................................................................................................
.............................................................................................................................. [1]
© UCLES 2011 0453/01/O/N/11

[Turn over
World Map Showing GNP per Person
0453/01/O/N/11
3
Key
High Income Countries $11 200 or more
Upper Middle Income Countries $3 600 – $11 200
Lower Middle Income Countries $900 – $3 600
Lower Income Countries $900 or less
Fig. 1
© UCLES 2011
4
(b) Study Fig. 2. For

Examiner’s
Use
Egypt
Egypt is a Lower Middle Income Country on the Mediterranean coast of North Africa. It
has warm winters and hot summers. It is the second largest economy in the Arab world.
Most of the 76 million population live near the fertile banks of the Nile River, in an area of
about 40 000 square kilometres, where the only arable agricultural land is found. The large
areas of the Sahara Desert are sparsely populated. In the last thirty years life expectancy
has increased to 69 for men and 74 for women, and people have access to more goods
and services. Six million Egyptians use the internet. About half of Egypt’s residents live in
the crowded urban areas. Cairo, the capital, had a population of eight million in 2006 and
is growing rapidly. Many people still cannot meet their basic needs.
Egypt is famous for its ancient civilisation and some of the world’s most famous monuments,
including the Giza Pyramids and the Great Sphinx. In the south is the old city of Luxor, the
Temple of Karnak and the Valley of the Kings. Egypt is widely regarded as one of the most
important political and cultural nations in the Middle East. It has been involved in at least
three wars with Israel since 1970. Egypt’s economy depends mainly on agricultural, media
and petroleum exports, and tourism. There are more than three million Egyptian migrants
working abroad, mainly in Saudi Arabia, the Persian Gulf and Europe.
Fig. 2
(i) What evidence is there to show that the standard of living in Egypt is improving?
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(ii) Describe three problems that there may be in Cairo if people cannot meet their
basic needs.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
© UCLES 2011 0453/01/O/N/11

5
(iii) Give three advantages for a country’s economy in having a large number of people For
working abroad. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(c) Tourism makes a very important contribution to Egypt’s economy. Identify two different
advantages Egypt has for tourism.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]

6
(d) Referring to Egypt and other areas you have studied, describe the problems of relying on For
tourism as a major means of development. You should develop the points you make. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 20 marks]
© UCLES 2011 0453/01/O/N/11

7
BLANK PAGE
PLEASE TURN OVER FOR QUESTION 2

8
2 Study Fig. 3, which shows the percentage of households with access to safe drinking water For
and improved sanitation. Examiner’s
Use
Key safe drinking water

improved sanitation
100
90
80
% of households
70
60
50
40
30
20
10
0
countries
Fig. 3
(a) (i) What is meant by safe drinking water?
..................................................................................................................................
.............................................................................................................................. [1]
(ii) What percentage of households have access to safe drinking water in South
Africa?
.............................................................................................................................. [1]
(iii) Which country has the best access to both safe drinking water and improved
sanitation?
.............................................................................................................................. [1]
(iv) Which is more likely to be found in these countries, safe drinking water or improved
sanitation?
.............................................................................................................................. [1]
© UCLES 2011 0453/01/O/N/11

9
(v) Describe methods that can be used to make people aware of the problems caused For
by a lack of both safe water and improved sanitation. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(b) Study Fig. 4 (Insert), which shows a shanty area in Jakarta, Indonesia.
(i) Describe three features of the housing shown in Fig. 4.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(ii) Explain why it is difficult to provide safe drinking water and improved sanitation to
households such as those shown in Fig. 4.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]

10
(c) Describe the social and economic benefits of providing safe water and good sanitation. For
You should develop the points you make. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 20 marks]
© UCLES 2011 0453/01/O/N/11

11
BLANK PAGE

12
3 Study Fig. 5. For

Causes of Deforestation Examiner’s
Use
Key
small farms
cattle pasture
large-scale crop growing
timber and logging
other
Fig. 5
(a) (i) Which is the largest cause of deforestation?
.............................................................................................................................. [1]
(ii) Suggest two reasons why so much land is being cleared for cattle pasture and
large-scale crop growing.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(iii) What do you think might be included in “other” as a cause of deforestation?
..................................................................................................................................
.............................................................................................................................. [1]
© UCLES 2011 0453/01/O/N/11

13
(b) Study Fig. 6, which shows information about the links between deforestation and global For
warming. Examiner’s
Use
Deforestation and Global Warming
The destruction of the tropical rainforests is now being seen as one of the main causes of
climate change. Carbon emissions from deforestation are greater than those from planes,
vehicles and factories. The United States and China emit the most carbon dioxide (CO²)
and other greenhouse gases. Indonesia, a Low Income Country, is now the third largest
producer of CO² and other greenhouse gases in the world, followed by Brazil. Neither
nation has a lot of heavy industry but they emit more CO² than the EU countries, India or
Russia.
The destruction of tropical forests is the second largest source of greenhouse gases.
Energy production is the first. Deforestation accounts for up to 25% of global emissions of
these gases, while transport and industry account for 14% each. Travel by plane makes up
only 3% of the total.
Increased demand for land is forcing poor farmers in less developed countries to clear
the forests, and there are big profits to be made from logging and cattle ranching. Areas
the size of the United Kingdom are being cleared each year, displacing local people and
destroying the tropical forest ecosystems.
Fig. 6
(i) Name two of the main causes of CO² and other greenhouse gas emissions.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]

14
(ii) Explain how CO² and other greenhouse gases cause global warming. You may For
illustrate your answer with a labelled diagram. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
(iii) Give two reasons why poor farmers in less developed countries need more land.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
© UCLES 2011 0453/01/O/N/11

15
(c) Describe the impact of deforestation on tropical forest ecosystems. For

Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
(d) Referring to areas you have studied, describe the possible impacts of global warming on
parts of the world outside the tropical forests. You should develop the points you make.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 20 marks]

16
4 Study Fig. 7, which shows the process of industrial production. For

Examiner’s
Use
land resources raw materials

overseas
capital
goods finished
goods home
capital
market
money
semi-processed infrastructure
skilled goods power supplies
etc.
labour
unskilled
Fig. 7
(a) (i) What term is used for Land, Labour and Capital?
.............................................................................................................................. [1]
(ii) State one capital good that would be used in a factory.
.............................................................................................................................. [1]
(iii) Using Fig. 7, give three ways in which money is used in industrial production.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(iv) What is meant by semi-processed (unfinished) goods?
..................................................................................................................................
.............................................................................................................................. [1]
© UCLES 2011 0453/01/O/N/11

17
(b) Give two examples of economies of scale that might be made in a large factory. For
Examiner’s
.......................................................................................................................................... Use
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
(c) Large factories are often located in free trade zones in Low Income Countries. What are
two advantages of locating a factory in a free trade zone?
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [2]
(d) Free trade zones are often in NICs.
(i) What do the initials NIC stand for?
..................................................................................................................................
.............................................................................................................................. [1]
(ii) Give examples of the development policies, other than free trade zones, that
have been used by NICs to encourage economic development and attract foreign
investment.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]

18
(e) Describe how a factory is linked to the different parts of the economy of the host country For
and how it might stimulate growth and development. You should develop the points you Examiner’s
make. Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 20 marks]
© UCLES 2011 0453/01/O/N/11

Answer Part III
1 (a) (i) $900 or less. [1]
(ii) One country correctly named e.g. UK, USA, France, Japan, South Korea, Australia, New
Zealand, Canada, Iceland, Qatar, Oman, Saudi Arabia, Greenland, UAE, and any of the
Western European countries. [1]
(iii) Europe, the North, the Northern Hemisphere, north of/above the Brandt line, the West.
Do not accept Developed countries or North America. [1]
(iv) The map shows GNP per head which is an average/ there will be some rich people who
earn a lot more than the average/ it is not evenly distributed. [1]
(b) (i) Two points:

Life expectancy has increased.
People have greater access to good and services.
A large number of Egyptians use the internet. [2]
(ii) Description of three problems:

Poverty/unemployment leads to crime begging etc.
Lack of clean water/proper sanitation leads to unhygienic conditions/spread of disease.
Lack of food results in malnutrition.
Lack of decent shelter will result in shanty towns/overcrowded living conditions.
Max. of one mark for a list. [3]
(iii) Three advantages:

Foreign currency/increased wealth or income/GNP.
Remittances used to stimulate local economy.
Fewer mouths to feed/less pressure on services.
People learn new skills. [3]
(c) Two advantages Egypt has for tourism:

It is on the Mediterranean/warm climate/seaside resorts.
River Nile and cruise ship routes.
Famous ancient monuments/ancient civilisation or a specific example given.
Cultural activities.
etc. [2]
© University of Cambridge International Examinations 2011

(d) Levels marking:
Simple statements with basic points made describing problems:
Tourism depends on competing for foreign visitors with other countries.

Tourism depends on influences outside the countries direct control.
Tourism depends on investment by multinationals.
Tourism depends on changing fashions.
Tourism is influenced by currency fluctuations.
Tourism is influenced by political instability.
Tourism can be very seasonal.
Tourism can be impacted by natural disasters.
A sound attempt with points being developed or exemplified for any area:
Tourism depends on competing for foreign visitors with other countries, and demand for
certain holidays such as safaris may decline as others become more ‘fashionable’.
Tourism depends on influences outside the countries direct control such as
currency fluctuations and the availability of credit.
Tourism depends on multinationals and requires a lot of investment. Hotels and tourist
facilities are very expensive to maintain and need to have highly trained staff.
Political instability and terrorist threats may dissuade people from visiting certain countries.
Highly publicised crime in tourist areas, such as muggings, may reduce visitor numbers.
A comprehensive attempt with points being developed and exemplified for any area:
Tourism depends on competing for foreign visitors with other countries, and is dependent on
fashion and the quality of the competition. This requires constant improvement of facilities/
advertising and government backing through the countries foreign embassies/cultural
activities and the media etc.
Tourism depends on influences outside the countries direct control. Currency fluctuations
and the world global recession may affect tourist numbers. Egypt’s history of involvement in
Middle East conflicts/Israeli wars or the world political situation with the threat of terrorism will
influence tourists’ decision to visit a particular country.
Tourism depends on multinationals such as the Hilton Group and requires a lot of
investment. Hotels and tourist facilities are very expensive to maintain and must be of a very
high standard. Hotel staff need to be highly trained, requiring first class chefs, waiters,
educated guides etc. First class airports links etc are needed all of which require the use of
hard currency and rely on foreign expertise. [6]
For Level 1, 2 marks need 2 L1 points.

Max. 4 marks/Level 2 for problems of mass tourism only.
Max. Level 2 if no specific area example.
For Level 2, 4 marks need 2 L2 points
For Level 3 require a need to focus on the problems of relying on tourism.
[Total: 20]

2 (a) (i) Pure water/piped/uncontaminated/free from germs/does not make you ill etc. [1]
(ii) 92–94% [1]
(iii) Argentina. [1]
(iv) Safe drinking water. [1]
(v) A description of how people can be made aware of the problems:

Schools teaching children, or teaching them to train others. Can be developed e.g.
drawing attention to washing hands, drinking pure water, cleanliness etc.
Health clinics and health workers, teaching mothers and families.
A media programme using the television, cinemas and advertisements.
Using posters/billboards/banners/leaflets etc. [3]
(b) (i) Three features of the housing:

Built out of scraps/waste material/wood/bamboo or not designed out of modern building
materials.
Two storey buildings, on stilts, live upstairs, no windows.
Poor roofing/not watertight/corrugated iron roofing.
Built on rubbish, without foundations/flimsy.
Cramped/overcrowded/no garden.
Near to river/stream/water.
Trees next to houses.
Poor sanitation/presence of outdoor latrine.
Fire risk.
Unhygienic/unhealthy. [3]
(ii) Problems explained:

The area is very overcrowded.
The area is unplanned with no roads along which pipes could be laid.
It would be very costly.
There is no electricity to pump the sewage away.
It is an illegal settlement.
The residents cannot afford to pay for it.
Credit development of the point. [4]

(c) Levels marking:
Simple statements with basic points made describing benefits:
Social benefits:
People would be less prone to disease/ would live longer.
Children would be able to attend school regularly.
Economic benefits:
People would be healthier and so they could work more efficiently.
People would spend less money on medicines etc.
Social benefits:
People would be less prone to disease and would not be constantly having to help members
of the family who were ill.
People would be happier, as their family and children would not die young.
Children would attend school regularly and learn more about good hygiene and healthy
living.
Economic benefits:
People would be healthier so they could work more efficiently and earn enough money to
improve their standard of living.
People would spend less money on medicines and have more to spend on food, and
improving their shelter and living conditions etc.
Social benefits:
People would be less prone to disease and would not be constantly having to help members
of the family who were ill. There would be fewer dependents and healthier children would
work better at school/people would be happier, as their family and children would not die
young and the healthier population would be better able to cope with everyday conditions.
Children would be able to go to school instead of looking after ailing parents.
Economic benefits:
People would be healthier and so they could work more efficiently and earn enough money
to improve their standard of living. Some would be able to afford to move out of these shanty
areas to live in better housing areas. They would spend less money on medicines and have
more to spend on food, and improving their shelter and living conditions etc. The next
generation would not suffer from extreme poverty as the children’s attendance at school
would improve and so they may gain qualifications which would enable them to get well-paid
jobs which would allow them to live a better, more hygienic lifestyle in future. [6]
[Total: 20]

3 (a) (i) Small farms. [1]
(ii) Two reasons:

Rising standard of living/increased demand for meat.
Increase population and need to increase food production.
Activities of multinational companies/ fast food etc.
Need to export cash crops/more profit.
Soil degradation elsewhere. [2]
(iii) Cutting wood for fuel/urbanisation/building of infrastructure/HEP projects/mining/quarrying/

industry. [1]
(b) (i) Two points:

Energy production.
Deforestation.
Transport/vehicles.
Industry/factories. [2]
(ii) Greenhouse gases form a layer in the atmosphere around the earth.
Radiation/heat from the sun passes through this layer.
Heat from the earth’s surface gets trapped by this layer.
The atmosphere heats up.
Diagram, not compulsory for answer, but if drawn must be clearly labeled to gain full
marks.
Max. one mark if ozone layer described but principle correct. [3]
(iii) Two reasons:

Populations are increasing.
Subdivision of land amongst children.
They are pushed out by large modern farmers/multinationals etc.
Rising living standards increase demand for a greater variety/amount of food.
Soil degradation/erosion/ need more land as land is now marginal land.
Price of crop is falling so need more land to keep the same income. [2]
(c) Description of loss of valuable ecosystems:

Wildlife habitats destroyed.
Loss/migration of species/loss of biodiversity.
Food chains are disrupted/unbalanced.
Loss of soil and soil erosion.
Credit development of point. [3]

(d) Levels marking:
Simple statements with basic points made describing impacts:
Global warming will:

Increase melting of the ice caps.
Change the climatic belts.
Change the amount and patterns of rainfall.
Cause expansion of the deserts.
Increase the occurrence of extreme weather conditions.
Increased melting of the ice caps will lead to a rise in sea levels.
An alteration of the climatic belts will cause changes in the world’s agricultural regions.
Changes in the amount and patterns of rainfall will affect agricultural yield.
Increased desertification may cause migration of people as water supplies dry up.
Increase in occurrence of extreme weather conditions, such as hurricanes and tropical
storms, will cause loss of life and property.
A comprehensive attempt with points being developed and exemplified:
Increased melting of the ice caps will lead to a rise in sea levels, drowning some sea coasts
and river estuaries where there is often a high density of population. Low lying islands such
as the Maldives and areas such as Bangladesh as well as many coastal cities will be
flooded. Costly coastal defences will need to be installed and maintained. Mass migration of
people from affected areas will cause pressure on food and water supplies in other areas.
Changes in the amount and patterns of rainfall will result in changes in agricultural yields
leading to food shortages and loss of income to farmers etc. Increased desertification will
lead to abandonment of areas such as the Sahel. Extreme flooding in other areas will destroy
crops and cause destruction of property and loss of life. An increase in the occurrence of
extreme weather conditions, such as hurricanes, will result in huge economic losses. [6]
[Total: 20]

4 (a) (i) Factors of production. [1]
(ii) One capital good: machinery, computers, etc. [1]
(iii) Three different ways:

To buy raw materials.
To buy semi-processed goods.
To pay the labour.
To pay for infrastructure/power supplies/water/sewage etc. [3]
(iv) Semi-processed goods – goods that have been manufactured but are not yet in a
completed/finished state. [1]
(b) Two examples of economies of scale:

Labour specialisation/managerial economies.
Marketing economies.
Bulk buying of raw materials/purchasing economies.
Use of large scale machinery/technical economies. [2]
(c) Two advantages:

No tariffs/no import or export duties/no taxes.
No restrictions on trade/an open market/no quotas.
Prices determined by supply and demand.
Businesses become efficient/more competition. [2]
(d) (i) A newly industrialised/industrialising country. [1]
(ii) Three examples or two with one developed.

Tax concessions.
Low rents for sites.
Concentration on export orientated industrial development.
Provision of cheap labour.
Access to cheap raw materials.
Lack of labour laws/reduced trade union rights.
Lack of strict environmental laws.
Advertising/invitations.
Grants/low interest loans/subsidies. [3]

(e) Levels marking:
Simple statements with basic points made describing links:
Natural resources may be extracted and crops grown in the primary sector to be used in the
factory.
Raw materials will need to be transported to the factory.
The factory will need electricity from the service sector.
Goods produced may be exported.
Natural resources extracted and crops grown in the primary sector will need to be
transported to the factory using deliveries by road or rail.
Local employment provided will increase people’s spending power which will stimulate the
local economy.
Goods produced will be sold at local retailers or may be shipped abroad to earn foreign
exchange.
Skills learnt from education in the tertiary sector will be used in all aspects of production such
as finance, marketing, IT etc.
Infrastructure, such as new roads, may attract other industries.
Resources and raw materials of the host country may be developed to use in the factory, and
the increased demand for these raw materials will stimulate increased production and
development of those resources with increased employment opportunities.
Increased demand for raw materials such as silk in China, cotton in India, may attract other
industries using those raw materials.
Further stimulus may come from the demand for increased power supplies e.g. coal for
power stations. The growing provision of power supplies and transportation networks may
attract new industries which will lead to the multiplier effect and the stimulation of growth.
Local labour may be used in the factory giving employment to the people which will bring
more income and alleviate poverty. People will have more money to spend on health and
education and the standards of living will increase. The increased spending power will
stimulate the local economy leading to increased exchange of goods and economic
development.
Export of the product will generate foreign exchange which will be used by the government to
further improve services in the country. Tax from the company and from workers will
generate improvements in local services such as health and education which will promote
development further. [6]
[Total: 20]
Question Part IV
2
1 (a) Study Fig. 1 (Insert), which shows the percentage of the population living on less than For
US$1 per day. Examiner’s
Use
(i) Using Fig. 1, put the following countries in rank order according to the percentage
of the population living on less than US$1 per day. You should list the countries
from highest to lowest.
Australia Brazil India South Africa.
....................................................... Highest percentage
.......................................................
.......................................................
....................................................... Lowest percentage [1]
(ii) Describe the distribution of countries where over 40% of the population live on less
than US$1 per day.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(b) Study Fig. 2 (Insert), which shows indicators of poverty and development.
(i) What is meant by the following terms:
life expectancy; .........................................................................................................
..................................................................................................................................
GDP (Gross Domestic Product) per person; .............................................................
..................................................................................................................................
adult literacy? ............................................................................................................
.............................................................................................................................. [3]
© UCLES 2011 0453/02/O/N/11

3
(ii) Identify one indicator from Fig. 2 which is difficult or impossible to measure. Give For
reasons for your choice. Examiner’s
Use
Indicator chosen ........................................................................................................
Reasons for choice....................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(c) Study Fig. 3 (Insert), which shows the percentage increase in GDP per person in Kenya
Describe the trends in GDP per person in Kenya between 1998 and 2007. Refer to
years and figures in your answer.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [5]

4
(d) A student wants to research the answer to the following question: For
Examiner’s
Is Kenya a low, middle or high income country? Use
Explain how the student could use a variety of indicators, such as those in Figs 1 and 2,
to carry out this task.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 21 marks]
© UCLES 2011 0453/02/O/N/11

5
2 (a) Study Figs 4A and 4B (Insert), about the Makueni District of Kenya, where a research For
investigation was carried out. Examiner’s
Use
(i) Describe the location of the Makueni District.
...................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(ii) Identify two differences between the Wote and Kibwezi areas.
1 ................................................................................................................................
..................................................................................................................................
2 ................................................................................................................................
.............................................................................................................................. [2]
(iii) Name a study village which is:
• in Wote;
..............................................................................................................................
• more than three hours’ walking distance from a market;
..............................................................................................................................
• in a dry, lowland area
..............................................................................................................................
[3]

6
(b) Study Fig. 5, which is about the research investigation. For

Examiner’s
Use
The aim of the research investigation was to find out about farming households in the four
villages. The researcher wanted to find out about the characteristics of the households and
how they were attempting to improve their farms to earn more income.
After carrying out a pilot study the researcher visited each village for two days. On the first day
group discussions were conducted with all villagers who were interested. Then the researcher
took a random sample of twelve farming households in each village. People from these
households were interviewed the next day, when farm observations were also carried out.
Fig. 5
(i) Explain why researchers carry out pilot studies before carrying out interviews.
..................................................................................................................................
.............................................................................................................................. [1]
(ii) The researchers took a ‘random sample of twelve farming households in each
village’. Give one advantage and one disadvantage of random sampling.
Advantage .................................................................................................................
..................................................................................................................................
Disadvantage ............................................................................................................
.............................................................................................................................. [2]
(iii) Name and describe two other methods which could have been used to choose the
sample of twelve houses in each village.
Method 1 ...................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
Method 2 ...................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
© UCLES 2011 0453/02/O/N/11

7
(iv) Identify two methods of data collection used in this research investigation. For each For
method suggest why it was used. Examiner’s
Use
Method 1 ...................................................................................................................
Why it was used ........................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
Method 2 ...................................................................................................................
Why it was used ........................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [6]
(v) Explain the practical difficulties which the researcher may have experienced when
collecting the data for this research investigation.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [5]

8
(c) Study Figs 6A and 6B, which show information collected about the farms in the study villages.
Average farm size and amount of arable land
Kyamusoi
Kaiani
Key
average farm
Athi
size (hectares) Kamunyuni
[scale: 1 square = 1 hectare]

Darajani
average amount of farmland
used for crops (arable)
average amount of farmland
used for animals (pastoral)
Fig. 6A
© UCLES 2011 0453/02/O/N/11

9
Ownership of cattle and goats For

Examiner’s
Use
100
CATTLE GOATS
90
80
70
60
percentage
of 50
households
40
30
20
10
0
Athi Kaiani Kyamusoi Darajani Athi Kaiani Kyamusoi Darajani
Kamunyuni Kamunyuni
village
Key
no goats/cows
1 to 5 goats/cows
6 or more goats/cows
Fig. 6B
(i) Complete Fig. 6A by plotting the following information for Athi Kamunyuni on the
map:
average farm size 10 hectares
average amount of farmland used for crops 2 hectares
average amount of farmland used for animals 8 hectares [2]

10
(ii) Compare the average farm size and amount of land used for crops in Kyamusoi For
and Darajani. (Refer to the map on page 8). Use statistics in your answer. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
(iii) Compare the amount of livestock kept on farms in Kaiani and Athi Kamunyuni.
(Refer to the graph on page 9). Use statistics in your answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [4]
© UCLES 2011 0453/02/O/N/11

11
(d) Study Fig. 7, which shows information the researcher obtained about the percentage of For
households in each of the four villages using different sources of water. Examiner’s
Use
Village River Borehole Dam Tanks on roof

Kyamusoi 20 23 35 22
Kaiani 0 0 62 38
Darajani 11 0 22 67
Athi Kamunyuni 76 0 0 24
Fig. 7
(i) Complete the pie chart using data from Fig. 7 to show the sources of water used in
Kyamusoi.
0
90 10
Key
80 20 river
70 30
60 40
50
[2]
(ii) Explain why a pie chart is a suitable method to present this data.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
© UCLES 2011 0453/02/O/N/11

12
(iii) Identify and suggest reasons for the differences in the percentage of households For
using different sources of water in these villages. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [6]

13
(e) Study Fig. 8, which shows some of the ways in which farmers invested money in the four For
villages. Examiner’s
Use
Buy
Terracing livestock
Ways in which
Build dam the farmers Put up
invested the fencing
money
Build grain Buy cart

store
Fig. 8
Choose two of the investments in Fig. 8. For each one explain why it would be a good
investment for a farming household in the Makueni District. You should develop the
points you make.
Investment 1 .....................................................................................................................
Explanation .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Investment 2 .....................................................................................................................
Explanation .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [8]
© UCLES 2011 0453/02/O/N/11
14
(f) Explain and justify methods which could be used by a researcher to find out how
successful these investments have been. You should develop the points you make.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [6]
[Total: 59 marks]
For Examiner’s Use
© UCLES 2011 0453/02/O/N/11

Answer Part IV
1 (a) (i) India, South Africa, Brazil, Australia
Correct order needed for 1 mark [1]
(ii) Descriptions such as:

In Africa,
West Africa/Central Africa
South of the Sahara
In south (east) Asia
In tropical areas/between the equator and the Tropic of Cancer/Capricorn
South of the Brandt line/the South
In LEDCs
Any named examples to max. 1, including one country in Central Asia
No marks for southern hemisphere/south of the equator
3 at 1 mark [3]
(b) (i) Life expectancy: Average number of years people are expected to live
Accept expected/estimated
GDP per person: The average value of goods and services produced/earned/spent
by a person in a year
Adult literacy: The ability of adults to be able to read/write
3 at 1 mark [3]
(ii) Freedom and justice (1 mark reserved)
Ideas such as:

It is an abstract/may exist on paper but not a guaranteed concept
Not all human rights violations recorded
Not measurable by statistics/not an exact science
Complex/involves different issues/variables
Information withheld by governments
3 at 1 mark [3]
(c) Levels marking:
Level 1 (1–2 marks)

Simple statements which could be a straight lift of figures with no interpretation.
e.g. in most years GDP has increased, GDP changed from year to year etc.)

Statements supported by reference to years and figures.
Level 3 (5 marks)
Comprehensive answer with reference to years and figures which shows an
understanding of rate of increase.
Allow 0.1 tolerance either side for figures. [5]

(d) Levels marking:

A simple identification of one or more direct or indirect indicators of income.

An explanation of how at least one indicator of income could be used.

A full explanation, referring in detail to how two or more different indicators of income
can be used. [6]
[Total: 21]
2 (a) (i) Descriptions such as:

In southern Kenya
Between Nairobi and Mombasa/North of Nairobi, South of Mombasa
Close to border of Tanzania etc.
2 at 1 mark [2]
(ii) Differences such as:

Wote is higher land
Wote is a wetter area/more rainfall
Wote has more markets/two markets compared to one
The main road passes through Kibwezi but not Wote
Wote is further North etc.
2 at 1 mark [2]
(iii) Reduction/decrease
Kyamosoi/Kaiani
Athi Kamunyuni
Athi Kamunyuni/Darajani
3 at 1 mark [3]
(b) (i) Explanations such as:

To test out the questions
To see if wording is correct/needs to be amended
To see if questions can be understood by respondents
To check whether questions are ambiguous etc.
1 mark [1]

(ii) Advantages such as:

They are not time consuming/they are quick/easy
Researcher cannot introduce bias
Disadvantages such as:

They are time consuming when using random number tables
Sample chosen may not be representative etc.
2 at 1 mark [2]
(iii) Methods such as:

Systematic sampling – every nth house/person
Stratified/quota/cluster sampling – samples reflecting the various parts of society/
weighting of total population
Opportunity sampling – any house where people are available
Snowball sampling – give questionnaire to one person who then passes it on to
another and so on
No mark for random sampling.

One mark for naming sampling method and one for description of it.
2 at 2 marks [4]
(iv) Max. 2 marks for any two methods from:

Interviews
Group discussions
Observations
Max. 4 for reasoning such as:
Interviews:
Information obtained from those people directly involved/first hand
Flexibility in questions being asked/can respond to a remark made by the
interviewee with a further question/get clarification/can explain question
Can be carried out with those people who are unlikely to be able to read and write
Information obtained instantly/do not have to wait for return of questionnaires etc.
Group discussions:
Respondents will not feel intimidated
To save time
So more people can contribute than the 12 farming households/so that all villages
can be involved etc.
Observations:
To verify answers given by interviewees
To see for themselves/with their own eyes/can get information at first hand
Does not disturb villagers
It is a quick method etc.
6 at 1 mark [6]

(v) Ideas such as:

Villagers may not have time to answer questions/attend discussion – as they may
be too busy with their work (development)
Villagers may refuse to answer/cooperate – they may be suspicious of surveying/
they may think researchers are officials who may evict them (development)
Some villagers will not understand the questions – as they do not speak English
(development)
Some villagers will not tell the truth – as they are embarrassed to reveal personal
details/want to hide their earnings (development)
It will take a long time to reach the villages – as roads are poor (development)
There may be health risks for the interviewer – as conditions may not be hygienic
(development)
It may be dangerous/they could be attacked/robbed – as some villagers could be
poor
Costs a lot of money – as they have to travel to different villages to collect
information (development) etc.
To gain developed marks the problem must be stated.
(c) (i) Completion of 10 squares (1)

Correct shading (2 crops/8 animals) (1)
2 at 1 mark [2]
(ii) Farm size and percentage land used for crops:

Bigger farm size in Kyamusoi/smaller farm size in Darajani
15 Kyamusoi/4 Darajani
More land used for crops in Kyamusoi than Darajani
7 hectares Kyamusoi/3 hectares Darajani
Higher percentage crops in Darajani
Less than half/44% in Kyamusoi/75% in Darajani
4 at 1 mark [4]
(iii) Livestock:
There are more people with livestock in Kiani than Athi Kamunyuni/or more people
with no livestock in Athi Kamunyuni
There are more people with cattle in Kiani
There are more people with goats in Athi Kamunyuni
Credit to be given for comparative statistics about cattle and goats to a maximum
of 2 marks.
4 at 1 mark [4]
(d) (i) Correct plotting and shading on pie chart (2)

Accept correct labelling if no shading
Allow 1 mark if partially correct [2]

(ii) Ideas such as:

it shows proportions
it is visual/easily interpreted/easy to understand
2 at 1 mark [2]
(iii) Levels marking:

Simple statements which identify differences or suggest simple reasons for
differences in sources of water.
e.g. Kaiani does not use river water but other villages do.

Statements which identify differences and suggest simple reasons for differences
in sources of water.
e.g. Kaiani may not have river passing through it so people do not use river water,
more people in Darajani use tanks on roofs as farmers are more wealthy.

Statements which identify and suggest developed reasons for variation in sources
of water referring to all four villages.
Generic answers with no named villages: level 1 for reasons only [6]
(e) Any two ways of investing money can be chosen (no mark for choice of ways).
e.g. Build dam:
Water can be provided regularly/all year round
Can be used for irrigation
So crop yields are higher/farmers gain more income from sales of crops
People do not have to walk long distances to collect water
So they have more time for working
More water available for all people’s needs
More water available for animals
They do not use river water which may be is polluted by other people etc.
Point marking but allow development points as appropriate

Maximum 6 marks on each section
2 at 4 marks [8]

(f) Levels marking:

Simple suggestions of methods of data collection which could be used.
e.g. Give questionnaires to farmers, interview farmers, observe changes etc.

More specific or developed statements which explain or justify methods which could be
used.
e.g. Give questionnaires to farmers asking how their crop yields and income has
changed, ask farmers about their income before and after the improvements etc.

A comprehensive answer which explains and justifies methods which could be used.
e.g. Give questionnaires to farmers asking how their crop yields and income has
changed to discover if yields have increased as a result of the investments, ask farmers
about income and compare income earned before and after the improvements to see if
the improvements have had a positive effect etc. [6]
[Total: 59]
Assessment Objectives Grid
Questions 1 2 Total
A Knowledge and Understanding 12 8 20
B Analysis and Evaluation 9 21 30
C Investigation and Decision Making 0 30 30

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
* 4 9 9 3 5 0 0 4 5 8 *
DEVELOPMENT STUDIES 0453/01

Paper 1 October/November 2012
2 hours
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
Do not use staples, paper clips, highlighters, glue or correction fluid.
You may use a pencil for any diagrams, graphs or rough working.
DO NOT WRITE IN ANY BARCODES.
Answer all the questions.

You may not need all the answer lines for your answer.
You should read and study the sources before answering the questions.
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.
Total
This document consists of 18 printed pages and 2 blank pages.
DC (RW/SW) 49949/5
© UCLES 2012 [Turn over
2
1 Study Fig. 1, which describes life in Indian villages. For

Examiner’s
Use
Life in Indian Villages
There are half a million villages in India. Most of the one or two roomed houses are
made of mud and straw and are crowded along narrow roads. Richer families live in
brick and concrete houses and sometimes have a satellite television. Most people use
kerosene for cooking and lighting. Water is from communal wells or from a nearby
river, but some larger villages now have piped water close to the houses. Washing
facilities are in the open and toilets are usually holes in the ground screened by leaves
or trees. There is usually a school for children up to 11 or 12 years old in each village,
and health care workers visit weekly. Hospitals and secondary schools are only to
be found in the towns.
People work in the surrounding fields, growing wheat, rice, lentils, vegetables and fruit
for their own use. Women work planting, weeding and looking after the family cow and
the men plough the land using bullocks and small tractors. Villages are usually
2 or 3 kilometres from a main road and local store. Buses usually run on the main roads
to local towns, which are often 20 kilometres away. The surplus farm produce and any
cash crops will be taken there by bullock cart.
Fig. 1
(a) (i) Describe the building materials used for the houses of:
poorer families ..........................................................................................................
richer families ....................................................................................................... [2]
(ii) Name one modern technology that has reached the village.
.............................................................................................................................. [1]
(iii) Suggest two ways that the villages described in Fig. 1 meet the basic needs of the
people.
1 ...............................................................................................................................
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2 ...............................................................................................................................
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© UCLES 2012 0453/01/O/N/12

3
(iv) Suggest three improvements that could be made to meet one of these basic needs. For
Examiner’s
1 ............................................................................................................................... Use
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2 ...............................................................................................................................
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3 ...............................................................................................................................
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(b) (i) Name the type of farming which is described in Fig. 1.
.............................................................................................................................. [1]
(ii) Describe the characteristics of this type of farming in terms of land, labour and
capital.
..................................................................................................................................
..................................................................................................................................
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.............................................................................................................................. [3]
(iii) Give two reasons why it is difficult to take surplus produce to sell in local towns.
1 ...............................................................................................................................
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2 ...............................................................................................................................
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4
(c) Describe the ways in which agricultural output could be improved in low income For
countries. You should develop the points you make. Examiner’s
Use
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[Total: 20 Marks]
© UCLES 2012 0453/01/O/N/12

5
BLANK PAGE

© UCLES 2012
World Map Showing Maternal Mortality Rate

0453/01/O/N/12
6
Key
Maternal Mortality Rate (MMR) per 100 000 live births
1000 or more – very high MMR
500 – 999 – high MMR
100 – 499 – moderate MMR
less than 100 – low MMR
Fig. 2A
7
Percentage of total births attended by skilled health workers For

Examiner’s
Use
percentage
0 10 20 30 40 50 60 70 80 90 100
South Asia
Africa South of the
Sahara
Middle East / North Africa
Latin America / Caribbean
East Asia / Pacific
Ex-USSR territories
Industrialised countries
Fig. 2B
2 Study Fig. 2A, which shows a map of maternal mortality (deaths of mothers during pregnancy
and childbirth) per 100 000 live births and Fig. 2B, which shows the percentage of births in
each region attended by skilled health workers.
(a) (i) Which continent has the highest rates of maternal mortality?
.............................................................................................................................. [1]
(ii) Name one country with a maternal mortality rate of between 500 and 999 per
100 000 live births.
.............................................................................................................................. [1]
(iii) Which region has the lowest percentage of births attended by skilled health
workers?
.............................................................................................................................. [1]
(iv) Using Fig. 2A and Fig. 2B describe the relationship between maternal mortality and
attendance by skilled health workers. Give data from the figures to support your
answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
8
(b) (i) Describe three possible causes of maternal mortality that may affect the number of For
mothers dying. Examiner’s
Use
1 ...............................................................................................................................
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2 ...............................................................................................................................
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3 ...............................................................................................................................
.............................................................................................................................. [3]
(ii) Explain why it is necessary to lower the cost of maternal care services.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(c) Give three reasons to explain how educating mothers in low income countries will
improve the health of the population.
1 .......................................................................................................................................
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2 .......................................................................................................................................
..........................................................................................................................................
3 .......................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2012 0453/01/O/N/12

9
(d) Millennium Development Goal 6 is to combat HIV/AIDS, malaria and other diseases. For
Describe how the spread of HIV/AIDS is affecting the development of low income Examiner’s
countries. You should develop the points you make. Use
..........................................................................................................................................
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...................................................................................................................................... [6]
[Total: 20 marks]

10
3 Study Fig. 3A and Fig. 3B which show information about the twelve countries that have the For
highest carbon dioxide (CO2) emissions per person. Examiner’s
Use
30 30
% world emissions of CO2
tonnes CO2 per person

25 25
20 20
15 15
10 10
5 5
0 0
countries countries
Fig. 3A Fig. 3B
(a) (i) What percentage of the world’s carbon dioxide emissions is from the USA?
.............................................................................................................................. [1]
(ii) How many tonnes of carbon dioxide are emitted per person from China?
.............................................................................................................................. [1]
(iii) Suggest why there is such a difference in the tonnes of carbon dioxide emitted per
person between the USA and China.
..................................................................................................................................
.............................................................................................................................. [1]
(iv) Nine of the countries in Fig. 3 emit over 5 tonnes of carbon dioxide per person.
Suggest three reasons why they emit so much carbon dioxide.
1 ...............................................................................................................................
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2 ...............................................................................................................................
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3 ...............................................................................................................................
.............................................................................................................................. [3]
© UCLES 2012 0453/01/O/N/12

11
BLANK PAGE
PLEASE TURN OVER FOR QUESTION 3(b)

© UCLES 2012
World Map
“I ought to walk but it is “Our industries need to

“We must use more catch up with America and
renewable energy easier to go by car.”
Europe.”
resources.”
“Our islands will be

covered by the sea.”
“I am afraid
there will be
more storms.”
0453/01/O/N/12
“We must stop

clearing the
12
tropical forests.” “The whole world must
cut down on the use of
“It is the fault of fossil fuels.”
the western countries.
Why should we cut
down on fossil fuels?”
“We may not be able
to grow coffee in a
few years.”
Fig. 4
13
(b) Study Fig. 4 which shows what people in different countries are saying about global For
warming. Examiner’s
Use
(i) What is meant by renewable energy resources?
..................................................................................................................................
.............................................................................................................................. [1]
(ii) Give two examples of renewable energy.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
.............................................................................................................................. [2]
(c) (i) Explain why some islands may be in danger of being covered by the sea.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
(ii) Explain three possible effects that global warming may have on crops and food
supplies in the future.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
.............................................................................................................................. [3]

14
(d) Describe the causes of urban pollution and explain how it can be reduced. You should For
develop the points you make. Examiner’s
Use
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[Total: 20 marks]
© UCLES 2012 0453/01/O/N/12

15
BLANK PAGE

16
4 Study Fig. 5A which shows the trade pattern of Country A in 1977. For
Examiner’s
Use
imported manufactured goods exported goods

Country A in 1977
money in
money out
Fig. 5A
(a) (i) What type of goods did Country A export in 1977?

Tick the correct answer in the list below:
Primary Secondary Tertiary
[1]
(ii) Country A had a negative balance of trade in 1977.
Describe two problems that Country A would have had in 1977 because of this
trade balance.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
.............................................................................................................................. [2]
(b) Some money came into Country A in 1977 from tourism. Explain three of the economic
problems that may arise if a country relies on tourism.
1 .......................................................................................................................................
..........................................................................................................................................
2 .......................................................................................................................................
..........................................................................................................................................
3 .......................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2012 0453/01/O/N/12

17
(c) Study Fig. 5A along with Fig. 5B, which show how the pattern of trade of Country A had For
changed by 2011. Examiner’s
Use
imported manufactured goods exported goods and services

Country A in 2011
money out money in
Fig. 5B
(i) By 2011 Country A had become a NIC. What do the letters NIC stand for?
.............................................................................................................................. [1]
(ii) Using Fig. 5A and Fig. 5B compare the changes in the trade pattern of Country A
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
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..................................................................................................................................
.............................................................................................................................. [4]

18
(iii) How will the relative size of the primary, secondary and tertiary sectors of the For
economy of Country A have changed between 1977 and 2011? Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(d) Describe the advantages and disadvantages to low income countries of attracting
multinational companies (transnational companies) to encourage economic
development. You should develop the points you make.
..........................................................................................................................................
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[Total: 20 marks]
© UCLES 2012 0453/01/O/N/12

19
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© UCLES 2012 0453/01/O/N/12

20
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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.
University of 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 2012 0453/01/O/N/12

CAMBRIDGE INTERNATIONAL EXAMINATIONS
MARK SCHEME for the October/November 2012 series
0453 DEVELOPMENT STUDIES

0453/01 Paper 1, maximum raw mark 80
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 will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2012 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2 Mark Scheme Syllabus Paper
1 (a) (i)
Poorer families Richer families Bricks and
Mud and straw concrete Manufactured
Raw materials products Weather
Low quality/cheap resistant/expensive
[2]
(ii) (Satellite) Television/ Tractors/ Piped Water/ Buses [1]
(iii) Some villages have piped water and communal wells

Most villages have schools for children up to 11 or 12 / primary schools
Most villages have weekly visits from health care workers
People have houses for shelter
People grow their own food in the surrounding fields. [2]
(iv) Clean water:

All houses should have piped clean water/access to a standpipe;
Provision of adequate sanitation/waste disposal;
Education for all in ways to reduce water pollution.
OR
Education:
A primary school for each village;
Training of more teachers;
Provision of free education;
Making primary education compulsory;
Provision of more books/ equipment.
OR
Health care:
A medical centre in each village/ visit by mobile clinic;
The means of transport to get sick people to hospital in emergencies;
A resident qualified mid-wife;
Regular visits by a doctor;
Pharmacy provided in villages;
Provision of clean water supply/improved sanitation.
OR
Food:
Better transport to towns to buy a variety of food/more food;
Introduction of methods to increase yields/ efficiency;
Improvement in storage methods.
OR
Shelter:
Provision of indoor sanitation;
Supply of piped water to each house;
Construction with more weather-resistant materials;
Provision of better ventilation/ chimneys.
© Cambridge International Examinations 2012

Credit development for any of the above methods [3]

(b) (i) Traditional / subsistence / peasant / mixed [1]
(ii) Land – small plots/ family owned/ tenant occupied;

Labour – mainly family / labour intensive/ division of labour;
Capital – low capital input/ simple technology.
1 mark for each of land, labour, capital [3]
(iii) Problem of distance to a main road/ local town;

Poor surfaces may be impassable in wet season;
No regular/ affordable modern means of transport to carry goods;
Bullock cart is slow /product may deteriorate;
Limit of how much can be carried on foot and by bus. [2]
(c) Levels marking:
Farmers should:
be able to buy improved seeds
have access to fertilisers and pesticides
be able to join cooperatives
get training/ have access to extension workers
be able to get cheap credit
Farmers should:
be able to buy improved seeds/fertilisers/pesticides to grow high yielding crops
be able to join cooperatives to gain the benefits of sharing ideas and technology
have access to extension workers/training to learn about modern farming methods and new
products.
be able to get cheap credit to be able to borrow money to buy modern machinery.
The use of high yielding crops which are disease/drought resistant would improve output.
Artificial fertilisers would increase yields by providing the nutrients required by the crops and
pesticides would kill pests that kill plants or reduce their quality. Modern machinery would
allow faster, more efficient production. Farmers need to be able to access cheap credit as
this would enable them to borrow money to make these farm improvements.
The creation of cooperatives would mean that farmers gain the benefits of working together.
The cooperative could buy fertilisers and pesticides in bulk to reduce costs. By sharing
modern machinery and tools, production would be more efficient. Agricultural advisers could
be brought in to introduce members to modern techniques and new high yielding varieties.
Irrigation systems could be set up for those individual farmers who could not afford their own.
[6]
[20 marks]

2 (a) (i) Africa. [1]
(ii) India, Pakistan, Congo, Sudan, Nigeria, Ghana etc. [1]
(iii) South Asia [1]
(iv) There is a negative relationship/ the higher the percentage of births attended by skilled
health workers the lower the maternal mortality rate;
The relationship is not perfect / there are anomalies / not all countries within a region
have the same MMR;
Reference to MMR and % attendance relationship in any named region(s) without use of
data (eg using terms such as high or low;
Use of relevant data comparing MMR and % attendance in named region(s);
1 mark reserved for figures [3]
(b) (i) Distance to hospitals or clinics/ few hospitals;

Use of unqualified/ traditional birth attendants/ lack of skilled health workers;
Lack of cleanliness/ dirty instruments/ lack of clean water/ ignorance of need for sterile
conditions;
Births to very young mothers/ early marriage;
Poor health/ nutrition/ living environment weakens pregnant women;
Frequent pregnancies;
HIV/Aids causing weakness in mothers;
Unable to afford/ obtain ante-natal care/ medication;
Inadequate medical equipment;
Gender discrimination means mothers’ health is not considered to be important. [3]
(ii) So that everyone can afford maternal care services;

So that mothers do not sacrifice their own health to save money;
To reduce the MMR/ Infant Mortality Rates/ number of orphans;
To raise the importance of women’s health/avoid gender discrimination. [2]
(c) Educated mothers will understand:-

The importance of a balanced diet to maintain good health;
The importance of good hygiene in the home;
The benefits of smaller families / use of contraception;
The importance of taking their children for vaccinations/ regular check-ups;
The importance of disease prevention;
Mothers educate others in better healthcare;
Mothers more able to get jobs and so afford better healthcare/ standard of living;
Economic benefits for country allowing more investment in health care. [3]

(d) Levels marking:
There is illness and the death of many adults/increase in death rate.

Many children are unable to attend school.
Workers stay at home to support sick relatives.
Economic progress slows down.
High cost of medical care.
Many children are orphaned with no one to look after them and are unable to attend school.
Economic progress has slowed down because so many people of working age are sick and
unable to work or need to stay at home to look after sick relatives.
High medical costs mean there is less money to spend on improving infrastructure.
Many children are orphaned and have to be looked after by their grandparents which may
cause mental and physical stress. The children may not be able to attend school which
means literacy rates will fall and they will not learn the skills to enable them to work to
develop the economy in future.
Many people of working age have to support sick and dying relatives and so are unable to
work and contribute to the family income which results in increased poverty and hardship.
Medical costs and good food may not be afforded which could lead to further health
problems.
The government will receive less revenue in taxes as fewer people are able to work. Money
for extra medical costs is needed which means there is less for a government to spend on
improving infrastructure such as roads and power supplies which would encourage
investment in industries and promote economic development. The country may need to
borrow money and so falls into debt which makes further development difficult. [6]
[20 marks]
3 (a) (i) 24(%) [1]
(ii) 4 (tonnes) [1]
(iii) The population of China is much larger than that of USA. [1]
(iv) Three reasons

Large amounts of fossil fuels burned;
The countries have many industries;
The populations have high standards of living – emissions from heating, household
appliances, etc.
A great deal of fuel is used for transporting goods/ many people have cars. [3]
(b) (i) Energy generated from a source that will not run out / can be replaced etc. [1]

(ii) Solar / Wind/ Hydro Electric Power (HEP) / tidal / waves/ geothermal heat/
wood/biomass. [2]
(c) (i) Global warming may cause the polar ice caps to melt.
Ocean water is heated and expands.
Sea level rises.
Islands are low lying.
Increasing intensity of tropical storms. [2]
(ii) The hot desert margins may expand/ desertification in the tropical areas means crops
cannot be grown there or livestock kept.
Drought/ Insufficient water reduces quality and quantity of food supplies;
Climate change causes the world crop belts to move/ crops may be grown in areas
previously unsuitable for them;
More intense storms causing flooding will destroy crops;
Increasing soil erosion linked to desertification/ flooding;
Pests may increase and cause low yields;
Flooding/ Drought may cause deaths of farmers which will affect production. [3]
(d) Levels marking:
Air pollution from vehicles using fossil fuels.

Industries emit chemical fumes into air / dispose of waste products into rivers.
Noise from traffic.
Provide adequate sewage disposal.
Provide a regular rubbish collection service.
Air pollution from vehicles using fossil fuels could be reduced by increasing taxes on cars
and fuel/ promoting the use of public transport / cycle ways would reduce air pollution from
transport.
Pollution from industries sending out chemical waste into the air and water could be reduced
by laws enforcing use of cleaner industrial methods.
Rubbish and litter in streets could be cut down by local authorities having regular rubbish
collections.
Presence of human waste could be solved by building drains and sewage systems.

Air and noise pollution from traffic could be reduced by increasing taxes on fuel and cars that
emit large amounts of pollutants. Bus lanes, park and ride systems and cycle ways would
also reduce the number of cars on roads. High car park charges and low bus fares are other
methods that could be used.
The problem of human waste and rubbish can be reduced by the construction of a sewage
system with proper sanitation for all buildings. Councils should arrange regular rubbish
collections with dumps outside the urban areas. Recycling of waste should be promoted and
companies should be encouraged to use less packaging. Fines for those dropping litter
should be given.
Laws are needed to control industrial pollution by chemical waste emitted into the air or
water. These laws should be enforced as heavy fines for polluters would deter others.
Production that makes large amounts of noise should be limited to certain hours of the day.
For marks in Level 3 both causes and methods of reduction must be considered. [6]
[20 marks]
4 (a) (i) Primary. [1]
(ii) Description of two problems:

Not enough money to import goods/ shortage of foreign exchange;
Need to borrow money/ get into debt / not enough money to pay off interest on debt.
No money for healthcare / education/ infrastructure etc.
A trade deficit may lead to recession and unemployment. [2]
(b) Three problems of relying on tourism:

Situations outside the country’s control may mean tourists stay away and income falls;
High cost of developing tourism facilities reduces money for infrastructure projects etc;
Profits sent out of country as tourism is developed by MNCs;
Wealth often concentrated in tourist areas;
Need to import foreign expertise, staff, food etc;
If tourism declines the country has no other means of generating wealth;
Seasonal nature of tourism leads to unemployment in slack season;
Devaluation of currency makes imports more expensive. [3]

(c) (i) A new(ly) industrialised/ industrialising country. [1]
(ii) Description of the changes:

In 2011:
Less variety of primary goods exported;
Exports included manufactured/ electronic goods rather than just primary goods/ greater
variety of exports;
Exports now include services;
Imports of vehicles had stopped/ vehicles now exported;
Imports mostly producer/ semi-processed goods rather than consumer/ finished goods;
Fuel is now imported;
A positive balance of trade has been created/ more money earned from exports than
spent on imports;
Greater value of trade/ imports/ exports. [4]
(iii) Primary sector will have decreased in both relative importance and in number of people
employed;
Secondary sector will have increased/ a large number now employed in industry;
Tertiary sectors will also have increased/ a large number of people now employed in the
service industries, such as transport, banking, marketing, etc. [3]
(d) Levels marking:
Advantages:
Bring in foreign expertise.
Bring in foreign investment.
Help to diversify the economy.
Gain in foreign currency.
Train local people.
Provide jobs for local people.
Disadvantages:
Pay low wages.
Most of the profit goes overseas.
Employ expatriates in senior jobs.
They may withdraw suddenly.
Compete with local businesses.
Lack of respect for local culture.
Cause air/water pollution.

Advantages:
Foreign expertise is brought in which helps to train local people in new skills.
People get jobs and use their income to support shops etc. in the local economy.
Foreign currency is earned which helps the balance of payments and reduces debt.
Disadvantages:
MNCs employ expatriates in senior jobs and local people do the unskilled jobs with no
training.
MNCs exploit workers with low wages and bad working conditions.
They compete with local businesses which often close and cause job losses and poverty.
They may pollute the local area with chemical spillages / devastated landscapes as
governments usually have little control over the activities of MNCs.
A comprehensive attempt with points being developed or exemplified.
Advantages:
Local people get jobs and can use their income to improve their standard of living. Education
can be afforded as well as medical costs and a varied diet and so the family’s health
improves. The local economy benefits as workers spend their money and more services may
be provided.
Foreign currency is earned through increasing exports and this helps the balance of
payments. Debt interest can be repaid so the country’s debt does not build up and the
government can use tax revenue to build more schools and hospitals and improve transport
networks.
Disadvantages:
MNCs aim to make the most profit they can and as a result workers are paid low wages for
long hours. Health and safety conditions in factories are poor and workers who complain are
often fired. No trade unions are allowed as these would try to improve workers’ conditions but
would cost the MNC money.
The host country has no say in decisions, and has little control over MNCs. They compete
with local businesses and put them out of business by undercutting them in local markets.
The MNCs may then withdraw suddenly creating further unemployment and hard ship.
MNCs are often attracted to low income countries as environmental laws are missing or not
enforced by corrupt officials. Mining operations and huge commercial farms may cause large
scale deforestation with loss of habitats and biodiversity. Air and water pollution of the local
area not only affects wildlife but also communities whose drinking water may become
contaminated.
For Level 3, both advantages and disadvantages must be considered. [6]
[20 marks]

* 5 6 9 6 0 5 8 5 6 8 *

2 hours
AdditionalMaterials: Ruler
You may use a soft pencil for any diagrams, graphs or rough working.

Total
This document consists of 19 printed pages and 1 blank page.
DC [NF/CGW) 49948/5
2
1 (a) Study Fig. 1, which shows three migrants. For

Examiner’s
Use
A. “My farmland has been flooded and my family is starving so we

are walking to the Red Cross camp where we can get food aid”.
B. “I am moving across the border into the United States where I

can look for a job fruit picking”.
C. “I am escaping from my country to avoid being killed because

of my religious and political beliefs”.
Fig. 1
Three different types of migrant are:
• asylum seeker;
• economic migrant;
• refugee.
For each of the people in Fig. 1 identify which type of migrant is shown.
A. ......................................................................................................................................
B. ......................................................................................................................................
C. .....................................................................................................................................
[2]
© UCLES 2012 0453/02/O/N/12

3
(b) Study Fig. 2, which shows how the n umber of mig rants from a country changes as it For
develops economically. Examiner’s
Use
high
number
of
migrants
low
low high
economic development
Fig. 2
(i) Describe how the number of migrants from a country changes as it develops.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(ii) Suggest three reasons why the number of migrants from a country is likely to
change with economic development.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
[Total: 7 marks]

4
2 (a) Study Fig. 3, which shows the countries of origin of migrants living in Denmark, a high income
European country.
Bosnia-
Herzegovina Iceland
USA
Thailand
Iran
Morocco
Norway
U.K.
Germany
Philippines
Pakistan
Sri Lanka
DENMARK
Poland
Netherlands
Sweden
Afghanistan
Iraq Turkey
Somalia
China Lebanon
Vietnam
Scale:
more than European

Key:
20 000 migrants country
10 001 to Non - European

20 000 migrants country
5001 to
10 000 migrants
Fig. 3
© UCLES 2012 0453/02/O/N/12
5
(i) Complete the table below by putting the following countries in rank order according For
to the number of migrants from them who are living in Denmark. Examiner’s
Use
CHINA GERMANY NORWAY
Country Number of migrants from the country

living in Denmark
More than 20 000
10 001 to 20 000
5001 to 10 000
[1]
(ii) Name one low income country and one high income country from which between
5001 and 10 000 people have migrated into Denmark.
Low income country .................................................................................................
High income country ................................................................................................

[2]
(iii) Is it true that many migrants to Denmark are from Europe? Refer to actual examples
of countries in your answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]

6
(b) Study Fig. 4, which shows the n umber of immigrants to and emigrants from Denmar k For
between 1980 and 2006. Examiner’s
Use
Content removed due to copyright restrictions.
(i) Compare the pattern of immigrants to and emigrants from Denmark between 1980 and
2006. Refer to statistics and years in your answer. [5]
© UCLES 2012 0453/02/O/N/12

7
(ii) Suggest two benefits for countries of receiving large numbers of immigrants. For
Examiner’s
1 ............................................................................................................................... Use
..................................................................................................................................
2 ...............................................................................................................................
............................................................................................................................. [2]
(iii) Describe three impacts for a low income country of large numbers of people
migrating away from it.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
............................................................................................................................. [3]
[Total: 16 marks]

8
3 (a) Study Fig. 5, which shows information about a research investigation carried out in For
Denmark. Examiner’s
Use
(i) The main aim of the investigation was to find out why some Nigerian people had migrated to
Denmark. Use your own words to state the other two aims of the investigation.
1 ...............................................................................................................................
...............................................................................................................................
2 ...............................................................................................................................
............................................................................................................................... [2]
(ii) Describe three possible problems of using data from the Internet in research investigations.
1 ...............................................................................................................................
...............................................................................................................................
2 ...............................................................................................................................
...............................................................................................................................
3 ...............................................................................................................................
............................................................................................................................... [3]
(iii) What is the difference between an open-ended question and a closed question?
...............................................................................................................................
............................................................................................................................... [2]
© UCLES 2012 0453/02/O/N/12

9
(iv) Questionnaires were given out for people to fill in and return at a later date. Explain For
the advantages and disadvantages of using questionnaires in a study such as Examiner’s
this. Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [6]

10
(b) Study Fig. 6, a diagram which shows methods of sampling. For

Examiner’s
Use
SAMPLE (to represent the whole population)
METHOD
OF
)
PROBABILITY SAMPLE (unbiased) NON-PROBABILITY SAMPLE (biased)
SAMPLING )
TYPE OF )
SAMPLING RANDOM SYSTEMATIC STRATIFIED OPPORTUNITY JUDGEMENT QUOTA
)
Fig. 6
(i) From Fig. 6 identify one type of sample which is a probability sample and one which
is a non-probability sample.
Probability sample ....................................................................................................
Non-probability sample ........................................................................................ [1]
(ii) What is the difference between a biased and an unbiased method of sampling?
..................................................................................................................................
............................................................................................................................. [1]
(iii) Choose one type of sample from Fig. 6 and explain how it could be used to select a
sample of 25 Nigerian migrants to give questionnaires to.
Type of sample ..........................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
© UCLES 2012 0453/02/O/N/12

11
(c) Study Fig. 7, which shows information about the type of sample used by the researchers. For
Examiner’s
Use
We used another type of sampling, snowball sampling, in our research study about
Nigerian migration to Denmark. To do this we identified one Nigerian immigrant
and gave him a questionnaire. We then asked him to pass a questionnaire to
another Nigerian immigrant and so on.
Fig. 7
(i) Suggest reasons why the researchers used snowball sampling in this investigation.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(ii) Explain why snowball sampling may be unreliable.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
[Total: 21 marks]

12
4 (a) The main aim of the investigation was to find out why some Nigeruan people had For
migrated to Denmark. Examiner’s
Use
The researchers found out that the three most important push and pull factors were:
PUSHES
– Poverty
– Lack of safety
– Corruption
PULLS
– Employment
– Social benefits
– Education
(i) What is meant by the terms ‘push factor’ and ‘pull factor’?
Push Factor ..............................................................................................................
..................................................................................................................................
Pull Factor ................................................................................................................
............................................................................................................................. [2]
© UCLES 2012 0453/02/O/N/12

13
(ii) Explain fully why poverty and employment are factors which encourage migration For
from low income countries to high income countries. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]

14
Fig. 8, 9, 10 and 11, about Denmark and Nigeria, were obtained by the researchers. For
Examiner’s
(b) Study Fig. 8, which shows government spending on social benefits in Denmark in 2007. Use
Fig. 8
(i) How much money was spent in Denmark on health care in 2007?
....................................................................................................... billion kroner [1]
(ii) Explain how people living in a country benefit from government spending on:
• pensions
..................................................................................................................................
..................................................................................................................................
• health care
..................................................................................................................................
© UCLES 2012 0453/02/O/N/12

............................................................................................................................. [2]
15
(c) Study Fig. 9, which shows information about safety on the roads in Nigeria and Denmark For
in 2004. Examiner’s
Use
To what extent do you think the statistics in Fig. 9 help to support the findings of the
researchers about why Nigerian people had migrated to Denmark?
Give reasons for your answer. [5]

16
(d) Study Fig. 10, a graph which shows adult literacy and the percentage of Gross Domestic For
Product (GDP) spent on education in selected countries. Examiner’s
Use
Relationship between % of GDP spent

on education and adult literacy
8 Denmark
6
UK
% of GDP
spent on 4
India Chile
Angola Philippines
2
Nigeria
0
50 60 70 80 90 100
Adult literacy (%)
Fig. 10
(i) Complete Fig. 10 by plotting the following information for Kenya:
% of GDP spent on education = 7.0
Adult literacy (%) = 85 [1]
(ii) Compare the percentage of GDP spent on education and the adult literacy of
Denmark and Nigeria. Give statistics in your answer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]
© UCLES 2012 0453/02/O/N/12

17
(iii) What type of relationship is shown between adult liter acy and the percentage of For
GDP spent on education? Refer to countries and statistics in your answer. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]

18
(e) Study Fig. 11, which shows what a sample of Niger ian people thought about corruption For
in Nigeria. Examiner’s
(NB Corruption occurs when people are dishonest and can be bribed.) Use
(i) Complete Fig. 11 by plotting the following information for what people interviewed
thought about the elected leaders. 5% thought none were corrupt 50% thought some
were corrupt 45% thought most were corrupt [3]
(ii) What percentage of the people interviewed thought:

•some border officials were corrupt,
...................................................................
•most government officials were corrupt?
..................................................... [2]
(iii) Suggest two reasons why high levels of corruption may encourage people to migrate
from a country.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
[Total: 29 marks]
© UCLES 2012 0453/02/O/N/12

19
5 Abasiama is a 35 year old Nigerian who migrated to Denmark in 2008. For

Examiner’s
Before he migrated he worked as a school teacher in Lagos, the capital of Nigeria, where his Use
family and children are still living. He now works in a fish processing factory in Copenhagen,
the capital city of Denmark. He needs to make a decision about his future.
The options he is considering are to:

A. Remain in Copenhagen and continue working in the factory.
B. Remain in Copenhagen and study in the University there to qualify as a teacher in
Denmark.
C. Return to Nigeria and find work teaching in a school there.
Which of these options do you think Abasiama should choose and why?
To do this you should explain the advantages of your chosen option and the disadvantages
of the two options which you have not chosen.
Chosen option .........................................................................................................................
Advantages of chosen option ..................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
Disadvantages of first option not chosen ................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
Disadvantages of second option not chosen ..........................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
.................................................................................................................................................
............................................................................................................................................ [7]
[Total: 7 marks]
[Total: 80 marks]
© UCLES 2012 0453/02/O/N/12
20
BLANK PAGE
Copyright Acknowledgements:
Question 2b Fig. 4 © AMENDED; http://diggy.ruc.dk/bitstream/1800/3189/1/Reasons%20for%20Nigerian%20people%20migration%20to%20Europe.pdf.

Question 3a Fig. 5 © AMENDED; http://diggy.ruc.dk/bitstream/1800/3189/1/Reasons%20for%20Nigerian%20people%20migration%20to%20Europe.pdf.
Question 4 Fig. 8 © AMENDED; http://diggy.ruc.dk/bitstream/1800/3189/1/Reasons%20for%20Nigerian%20people%20migration%20to%20Europe.pdf.
Question 4 Fig. 9 © AMENDED; http://diggy.ruc.dk/bitstream/1800/3189/1/Reasons%20for%20Nigerian%20people%20migration%20to%20Europe.pdf.
Question 4e Fig. 11 © AMENDED; http://diggy.ruc.dk/bitstream/1800/3189/1/Reasons%20for%20Nigerian%20people%20migration%20to%20Europe.pdf.
reasonable effort has been made by the publisher (UCLES) to tr ace copyright holders, but if any items requir ing clearance have unwittingly been included, the
University of Cambr idge International Examinations is part of the Cambridge Assessment Group . Cambridge Assessment is the brand name of University of
© UCLES 2012 0453/02/O/N/12


components.
1 (a) A = Refugee
B = Economic migrant
C = Asylum seeker
All 3 needed for 2 marks

1 or 2 correct (1) [2]
(b) (i) Ideas such as:

increases then decreases or levels off (need both parts)/migration is low when economic
development is low or migration is high when economic development is higher;
increases steeply/decreases gently.
NB: Any comment about relationship between number of migrants and economic
development (0)
2 @ 1 mark [2]
(ii) Ideas such as:

When development is very low people cannot afford to migrate abroad/more people can
afford to move as country begins to develop/people will be unaware of other countries;
When economic development is low people will want to move to country which offers
better quality of life/bright lights/jobs/better standard of living etc;
Levels off as home country develops/offers more opportunities/ because other countries
impose more stringent controls etc.
3 @ 1 mark or 2 @ 1 mark plus development. [3]
NB: The focus is on “from” a country. The reason for migration needs to be linked to the
number of migrants.
[Total: 7 marks]

2 (a) (i) Germany, Norway, China.
Correct order required for 1 mark [1]
(ii) Low Income:

Sri Lanka,
Thailand,
Vietnam,
China,
Philippines,
Morocco,
Afghanistan.
High Income:
USA,
Iceland,
Netherlands.
2 @ 1 mark [2]
(iii) It is true/many of the countries are European;

e.g. Norway, Germany;
some statistics to support;
but there are migrants from other parts of the world;
e.g. Iraq, Pakistan;
some statistics to support.
NB: 9 out of 22 countries are European/there are more non-European countries than
European (1).
3 @ 1 mark [3]
(b) (i) Levels marking:

An attempt to compare (accept similarities and differences) or statistics without analysis
e.g. there were usually more immigrants than emigrants, numbers of immigrants went up
more quickly/both increase over time.

A clear analysis which refers to statistics and/or years.
e.g. there were usually more immigrants than emigrants except between 1981 and 1983,
numbers of immigrants went up by 20000 but emigrants went up by 15000, immigrants
peaked in 1995 but emigrants changed more gradually etc.
Level 3 (5 marks)
A comprehensive analysis which refers to years and statistics.
Comprehensive means at least two clear ideas.
NB: At all levels reference to immigration and emigration is needed as the focus of the
question is “compare”. [5]

(ii) Ideas such as:

more workers/increased labour supply/increase in productivity;
workers who will do dirty jobs/work for low pay;
specific services e.g. ethnic restaurants;
skilled workers e.g. doctors/skills transfer/brings new ideas;
multicultural society/cultural exchange;
revenue from taxation;
set up new businesses;
larger market for goods.
The following answers would need more development for credit:

economic development;
increased GNP/increased wealth.
2 @ 1 mark [2]

loss of workers/labour shortage/decrease in productivity;
loss of educated people/‘brain drain’;
loss of young people/ageing population;
benefits from remittances;
social impacts on families;
less pressure on services;
less pressure on jobs;
reduced taxation;
loss of market for goods etc.

economic decline;
population decrease;
reduced GNP/GDP/wealth.
3 @ 1 mark [3]
[TOTAL: 16 marks]
3 (a) (i) Aims to find out:

the effects of the migration;
if migrants are going to return home in the future.
Reasons for migration (0)

Direct lifts from the text (0)
2 @ 1 mark [2]
(ii) Ideas such as:

data/statistics may be outdated;
data may be inaccurate/not validated;
reports/articles could be biased;
journals could express personal opinions;
data may be limited;
data is not first hand;
data is not relevant;
websites are complicated etc.

The following ideas would need more development for credit:

people cannot afford the internet;
poor network connections.
3 @ 1 mark [3]
(iii) Open ended question encourages extended response/opinions/qualitative;

Closed question will have choice of answer/or yes/no style/only;
one answer/quantitative.
2 @ 1mark [2]
(iv) Advantages such as:

does not take much time;
as questionnaires can be delivered by post/handed out;
cheap method (if qualified) for example – cheaper than paying for an interviewer;
collects large amount of data/large number of people can be asked;
from people at first hand/directly affected etc.
provides privacy for respondents
more likely to complete as less pressure than interview/can complete in their own time/
more anonymous than interview etc.
Disadvantages such as:

some respondents are not literate/language barrier;
not all will return questionnaires/some may not take seriously/may not complete
questionnaire;
cannot ask follow up questions/data cannot be clarified;
takes long time for questionnaires to be returned;
people cannot understand the questions;
may not answer truthfully/may not complete questionnaire accurately/ may not take enough
time to complete the questionnaire;
costly/expensive (if qualified) - for example printing the questionnaires;
people may be suspicious/may not trust the person who gives out the questionnaire etc.
MAX. 4 marks on advantages/disadvantages

not enough time to complete;
easy to graph;
cheap (not qualified);
expensive (not qualified).
6 @ 1 mark or development [6]

(b) (i) Probability sample = Random/systematic/stratified.

Non-probability sample = opportunity/judgement/quota.
Both required for 1 mark [1]
(ii) An unbiased sample is one where each item in the population has an equal chance of
being chosen, a biased sample does not.
NB: If a candidate just gives examples from Figure 6 = 0 marks.
1 mark [1]
(iii) For the sample type chosen credit one mark for a simple statement and two marks if it is
developed.
e.g.
Random sample:
People are chosen by selecting any 25 migrants (1)
Names of migrants are put into a hat and 25 are selected (2)
2 marks [2]

it is a quick method;
don’t have to hand out questionnaires individually;
it is cheap/reduces cost;
questionnaires don`t need posting;
more willing to complete if they know someone;
easier to identify respondents
The following answer needs more answer for development:

easier.
2 @ 1 mark [2]
(ii) Ideas such as:

sample is likely to be unrepresentative/biased;
people may be from same part of the town;
or from the same workplace;
all people could be of the same social status;
all people from the same family;
same gender;
may not pass on/may fill in themselves/may not know anyone to pass on to/may pass on to
inappropriate person;
may not take seriously if given by a friend;
open to corruption;
may not be returned/researcher cannot follow up because do not know who
questionnaire was passed on to.
Saves paper (0)
2 @ 1 mark [2]
[TOTAL: 21 marks]

4 (a) (i) Push factor – something which is bad about the place they live/makes them want to
move away from it.
Pull factor – something which is good about a place they want to move to/attracts them
to it.
Repeat of word push and pull (0).
2 @ 1 mark [2]
(ii) Ideas such as:

fewer jobs/more jobs;
lower pay/higher pay;
poorer working conditions/better working conditions;
hard to support families/can better support families;
jobs in agriculture/jobs in industry or services;
informal sector/formal sector;
irregular pay/regular pay;
poor standard of living/quality of life/lifestyle or better standard of living/quality of
life/lifestyle;
people can buy food or clothes/people cannot buy food or clothes;
low job security/better job security etc.
NB: No double credit for reverse reference to low and high incomes.
(b) (i) 94 (billion kroner) Allow range 93-95.
1 mark [1]
(ii) A People will have money to live on when they can no longer work/will not have to rely
on their families to look after them in old age.
B People will be able to access health care/health care will improve/people will live
longer, people will not have to pay for all health care/access to medicines and
treatment/healthier people etc.
2 @ 1 mark [2]

(c) Levels marking:

Simple statements which describe statistics or simple reasons/evaluation without reference to
statistics.
e.g.
the statistics show that there are more road accidents in Nigeria; the statistics show that more
people are killed/injured in Nigeria; the roads are safer in Denmark/the roads are safer in
Denmark.

Developed statements linked to migration which analyse and evaluate statistics.
e.g. the statistics show that there are more road accidents in Nigeria so people are pushed away
from there as roads are unsafe; the statistics show that more people are killed/injured in Nigeria
so this helps researchers to understand why safety is a push factor etc.
Level 3 (5 marks)
A comprehensive answer which analyses and evaluates statistics.
e.g. the statistics show that there are more road accidents in Nigeria so people are pushed away
from there as roads are unsafe; the statistics show that more people are killed/injured in Nigeria
so this helps researchers to understand why safety is a push factor; however comparisons like
these may have little meaning without being able to compare number of cars on road; there may
be far more deaths in Nigeria on the roads but in comparison with Denmark its population is far
larger etc.
NB: Comprehensive needs two developed ideas. [5]
(d) (i) Completion of graph. Name of country not required for mark.
1 mark [1]
(ii) Denmark has a higher adult literacy than Nigeria or vice versa;
Denmark 99% and Nigeria 68%/31% higher;
Denmark has a higher percentage of GDP spent on education or vice versa;
Denmark 8% and Nigeria 0.9%/7.1% higher.
Reasons (0)
NB: The answer must compare. There is no tolerance on statistics. Accept reverse.
4 @ 1 mark [4]
(iii) Graph shows positive relationship/higher % spent on education the higher the literacy or
vice versa;
Statistics to support e.g. UK 99%/5.6% and India 61%/3.2%;
However relationship is not perfect;
Philippines has higher literacy % than India but spends smaller % of GDP on education.
NB: No tolerance on statistics.
3 @ 1 mark [3]

(e) (i) Graph completion

1 mark for each line and 1 mark for shading.
3 marks [3]
(ii) Border officials 39%.

Government officials 44%.
NB: Allow a tolerance of + or – 1 for statistics.
2 @ 1 mark [2]

people may not trust politicians/leaders/authorities may act dishonestly;
people may have to pay bribes to officials;
government officials or elected leaders may spend taxes to benefit themselves rather
than the people/money spent on people so they remain poor;
people want to be treated fairly/don’t want to be treated unfairly or example etc.

move to feel safer;
political instability.
2 @ 1 mark [2]
[TOTAL: 29 marks]
5 Levels marking:

An evaluation of the options with basic points.

An evaluation of the options with developed points.
Level 3 (7 marks)
A full and sophisticated evaluation of the options with developed points.
NB: Use highlighting symbol to show simple points and Dev symbol to indicated developed points.
L1 (1) = 1 simple statement

L1 (2) = 2 simple statements
L1 (3) = 3 simple statements
L2 (4) = 1 developed idea

L2 (5) = 2 developed ideas
L2 (6) = 3 developed ideas
L3 (7) = 3 developed ideas plus additional detail which makes it a sophisticated answer. [7]
[TOTAL: 7 marks]
[PAPER TOTAL: 80 MARKS]

* 3 3 1 1 5 0 6 6 9 7 *

2 hours

The Insert contains Fig. 8 for Question 4(b).
The Insert is not required by the Examiner. It can be kept by the Centre and used as a teaching resource.
Total
This document consists of 15 printed pages, 1 blank page and 1 insert.
DC (NF/CGW) 64119/4
2
1 Study Fig. 1A and 1B which show the major cocoa producing and consuming countries. For
Examiner’s
(a) (i) Which continent produces the most cocoa? Use
............................................................................................................................. [1]
(ii) What percentage of the world’s cocoa is produced in Africa?
............................................................................................................................. [1]
(iii) In what type of country is most of the world’s cocoa produced? Tick the correct
answer from the list below:
High Income ................
Middle Income ................
Low Income ................ [1]
(iv) In what type of country is most of the world’s cocoa consumed? Tick the correct
answer from the list below:
High Income ................
Middle Income ................
Low Income ................ [1]
(v) Which country is both a major producer and a consumer?
............................................................................................................................. [1]
© UCLES 2013 0453/01/O/N/13

3
Major Cocoa Producing Countries %
Others
Equador 0
Brazil
Ivory Coast
Malaysia
80 20
A
Indonesia
Cameroon
60 40
Nigeria
Ghana
Fig. 1A
Major Cocoa Consuming Countries %
Others
Brazil 0
Japan
USA
80 20
Russia
Belgium
Poland
Spain Canada
60 40
Mexico
Italy
O
France Germany
Fig. 1B
4
(b) Cocoa is exported in the form of cocoa beans and is mainly imported and manufactured For
into chocolate in the countries where it is consumed. Examiner’s
Explain why the pattern of the world’s cocoa production and trade can be described as Use
neo-colonial.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
(c) Study Fig. 2
The Problems of Cocoa Farmers
Naana, is a woman in southern Ghana who has a small cocoa farm. She increased
production, as did many other cocoa farmers, when prices were high. Since then there
has been a surplus in the world market and the price of cocoa has dropped. All over Africa
producers of primary agricultural products have suffered in the same way. Costs of dealing
with pest control, and of fertilisers and seed have increased. Some years the rainfall is
lower and cocoa pests are a particular problem.
The women cocoa farmers are particularly vulnerable because they lack influence and have
few resources of their own. They are disadvantaged by gender discrimination.
Fig. 2
(i) Give two reasons why the price of primary products like cocoa fluctuates.
..................................................................................................................................
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............................................................................................................................. [2]
(ii) Trading in cocoa and the manufacture of chocolate is controlled by a few large
multinational companies. Give two reasons why this control increases the problems
for cocoa producers.
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............................................................................................................................. [2]
© UCLES 2013 0453/01/O/N/13
5
(iii) Give two examples of ways in which women ‘are disadvantaged by gender For
discrimination’. Examiner’s
Use
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............................................................................................................................. [2]
(d) Describe some of the measures that the governments of countries might make to improve
the life of both men and women farmers. You should fully develop the points you make.
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[Total: 20 marks]
6
2 Study Fig. 3 For

Examiner’s
Use
The Tsunami and the Andaman Coast of Thailand
In December 2004 there was an earthquake off the west coast of Sumatra.
This caused a tsunami that devastated many of the coastal lands of South-East
Asia, including many international tourist resorts, on the Andaman coast. At
09.38 a huge wave, six to seven metres high, struck the low-lying coast, to be
followed by two more tsunami waves, one of which was ten metres high. The
sea water spread for two kilometres inland.
As a result of the tsunami it was estimated:
Total number of people killed 5 395

Number of foreign nationals killed 2 248
Number who lost jobs in fisheries 30 000
Fishing boats destroyed 7 500
Number who lost jobs in tourism more than 120 000
Houses destroyed or badly damaged 4 806
Total estimated damages US$ 353.4 million
Fig. 3
(a) (i) The earthquake occurred at 07.08. How long was it before the tsunami hit the
low-lying Andaman coast?
............................................................................................................................. [1]
(ii) Give two reasons why the waves spread so far inland.
..................................................................................................................................
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..................................................................................................................................
............................................................................................................................. [2]
(iii) Why were many foreign nationals killed on the Andaman coast?
..................................................................................................................................
............................................................................................................................. [1]
© UCLES 2013 0453/01/O/N/13

7
Study Fig. 4 which outlines some of the United Nations’ recommendations when a For
natural disaster occurs. Examiner’s
Use
The United Nations (UN) recommended the following:
Immediate responses to natural disaster require:

• coordinated national and international disaster warning systems
• improvements in national natural disaster management plans
• coordination of the relief effort by the ministries, the armed forces and
Non-Governmental Organisations (NGOs)
• quick provision of emergency disaster aid.
Fig. 4
(b) (i) Why does the UN recommend disaster warning systems?
............................................................................................................................. [1]
(ii) Give two reasons why it is necessary to have a quick response to a natural disaster.
..................................................................................................................................
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............................................................................................................................. [2]
(iii) Give three reasons why it might be difficult to provide ‘quick provision of emergency
disaster aid’.
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............................................................................................................................. [3]

8
(iv) Explain why coordination of the relief effort is important following a natural disaster. For
Examiner’s
.................................................................................................................................. Use
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............................................................................................................................. [4]
(c) With reference to a natural disaster:
• State the type of natural disaster .......................................................................
• Name the place where it happened ...................................................................
• Explain its impact on development. You should fully develop the points you make.
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[Total: 20 marks]
© UCLES 2013 0453/01/O/N/13

9
3 (a) Study Fig. 5 which shows birth rates and death rates per 1000 population for selected For
countries. Examiner’s
Use
Birth rate Birth rate Death rate Death rate

1995 2010 1995 2010
Angola 50 40 21 13
India 28 21 10 8
Philippines 31 26 6 5
Zambia 45 45 18 13
Fig. 5
(i) Which country has shown the largest fall in its death rate between 1995 and 2010?
............................................................................................................................. [1]
(ii) Explain why death rates have fallen in many countries between 1995 and 2010.
..................................................................................................................................
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(iii) Calculate the natural increase of population in India in 2010. Show your calculations.
..................................................................................................................................
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............................................................................................................................. [2]

1
0
(iv) The birth rates shown in Fig. 5 are high. Explain why developing countries have For
high birth rates. Examiner’s
Use
..................................................................................................................................
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............................................................................................................................. [3]
(b) Study Fig. 6A and 6B which are the population pyramids of Bangladesh in 2000 and
then projected for 2025.
Bangladesh – 2000
Male Female
100+
95 – 99
90 – 94
85 – 89 old
80 – 84
75 – 79 dependents
70 – 74
65 – 69
60 – 64
55 – 59
50 – 54
45 – 49
40 – 44 economically
35 – 39 active
30 – 34
25 – 29
20 – 24
15 – 19
10 – 14
5–9 young
0–4 dependents
0 2 4
10 8 6 4 2 0 6 8 10
population (in millions)
Fig. 6A
© UCLES 2013 0453/01/O/N/13

1
1
Bangladesh – 2025 For
Male Female Examiner’s
100+ Use
95 – 99
90 – 94
85 – 89 old
80 – 84 dependents
75 – 79
70 – 74
65 – 69
60 – 64
45 – 49
55 – 59
50 – 54
40 – 44 economically
35 – 39 active
30 – 34
25 – 29
20 – 24
15 – 19
10 – 14
5–9 young
0–4 dependents
0 2 4
10 8 6 4 2 0 6 8 10
population (in millions)
Fig. 6B
(i) Identify the age group which has the highest numbers of the population in 2000.
..................................................................................................................................
............................................................................................................................. [1]
(ii) Describe the expected changes in the population structure of Bangladesh between
2000 and 2025.
..................................................................................................................................
..................................................................................................................................
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..................................................................................................................................
............................................................................................................................. [3]

1
2
(c) Explain the likely effects of population change on the development of a country. You For
should consider both population growth and structure, and should fully develop the points Examiner’s
you make. Use
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[Total: 20 marks]
© UCLES 2013 0453/01/O/N/13

1
3
4 Study Fig. 7 which shows the change in the world’s urban and rural population from 1950 to For
2010 and the predicted change to 2050. Examiner’s
Use
Urban and Rural Population of the World 1950 – 2050
80
Urban
70 Population
60
% of World Population
50
40
Rural
30 Population
20
10
0
1950 1970 1990 2010 2030 2050
year
Fig. 7
(a) (i) What is the term given to the growth in the proportion of the population living in
urban areas?
............................................................................................................................. [1]
(ii) In which year was the proportion of people living in urban areas the same as those
living in rural areas?
............................................................................................................................. [1]

1
4
(iii) The proportion of people living in rural areas is decreasing. Give three difficulties of For
living in rural areas in a developing country. Examiner’s
Use
..................................................................................................................................
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............................................................................................................................. [3]
(b) Study Fig. 8 (Insert), which shows a photograph of a shanty town (squatter settlement)
in Manila.
(i) What evidence is there in Fig. 8 of overcrowding?
..................................................................................................................................
............................................................................................................................. [1]
(ii) Suggest some problems of living in overcrowded conditions.
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(iii) Use Fig. 8 only to describe the building materials of the shanty town.
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© UCLES 2013 0453/01/O/N/13

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5
(c) Explain why so many people who move to urban areas live in shanty towns. For
Examiner’s
.......................................................................................................................................... Use
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(d) One of the targets of the United Nations Millennium Development Goal 7 is ‘By 2020
to have achieved a significant improvement in the lives of at least 100 million slum
dwellers’. Describe what can be done by the authorities and residents to achieve this
target. You should fully develop the points you make.
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[Total: 20 marks]
© UCLES 2013 0453/01/O/N/13
1
6
BLANK PAGE
Question 3 Figs 6A & 6B © www.census.gov.

Question 4 Fig. 7 © http://en.wikipedia.org.
© UCLES 2013 0453/01/O/N/13


components.
1 (a) (i) Africa [1]
(ii) Allow 67–69 [1]
(iii) Low income [1]
(iv) High income [1]
(v) Brazil [1]
(b) Reasons:
Raw materials/primary product exported by developing countries and processed by

developed countries;
Economic dependence of low income countries on higher income countries;
Trade between former colonies and colonists/earlier links maintained;
Value added in manufacturing process/greater benefits to developed countries;
Prices are still controlled by developed countries. [3]
(c) (i) Two reasons:
World production/supply might rise so prices fall (or vice versa);

Production/quality varies due to different weather/environmental conditions;
World demand might increase so prices will rise (or vice versa);
Demand changes due to fashions/trends/alternatives;
Costs of production vary.
Changes in supply and demand – max 1 if no reference to prices [2]
(ii) Two reasons:
The producers have little choice who to sell their cocoa to/difficult for other
manufacturers to set up;
The manufacturers may force the small farmers to sell their cocoa at cheap rates;
These large companies can refuse to buy a farmer’s produce if the standard/quality/
quantity is not right. [2]
(iii) Two examples:
Women have to work on their farms and carry out other traditional duties;
Women have less access to modern methods/machinery/cooperatives;
They may have to look after the sick and elderly;
They may not be able to access credit;
Women farmers usually have little money/land/property;
Women have unequal rights before the law;
They have lower wages than men;
They are often not allowed to attend school/get training;
Women are not allowed to make decisions etc. [2]

(d) Levels marking:
Introduce fair trading

Guarantee prices
Provide cheap loans to farmers
Provide cheaper inputs such as fertilisers
Help farmers to set up cooperatives
Build better roads
Provide better health facilities
Introduce fair trading so that producers have enough income to live on.
Guarantee prices will not fall below a minimum, so that farmers are sure to make a profit.
Provide cheap loans to farmers to buy inputs such as fertilisers to improve their farming.
Help farmers to set up cooperatives to get training in improved farming methods.
Build better roads and provide easier access to local markets.
Provide better local health facilities so that farmers can improve their health and be able to
work efficiently.
A comprehensive attempt with points being well developed or exemplified:
Governments can subsidise the cost of inputs such as high quality seeds to make them
cheaper for farmers. They can provide cheap loans to farmers to enable them to buy inputs
to improve their farming such as fertilisers/insecticides/irrigation systems to get better
yields/profit/income. With a greater income the farmers’ standard of living will improve as
they can afford to make home improvements and are able to buy better food and medicines.
Governments can help farmers to set up cooperatives. This will help them to share ideas, to
get training in better farming methods from agricultural advisers and to gain from bulk buying
of fertilisers. By sharing large machinery, farming would be more efficient and more
profitable. Provision of storage facilities would reduce waste and enable farmers to sell
products when prices are higher. Governments can build tarred roads for easier access to
local markets so that farmers can get goods to market quickly before they are spoilt.
Governments can provide better health facilities and education in disease prevention so that
farmers can get health care in the village and do not get ill so often. If a farmer catches
malaria at harvest time, his crop may rot as he would be unable to harvest it and so keeping
healthy is very important.
[6]
[Total: 20]

2 (a) (i) Two and a half hours/2 hours and 30 minutes. [1]
(ii) Two reasons:
The land/coast was low;

The waves were high/large/6 to 10 metres high; [2]
(iii) It was a tourist area [1]
(b) (i) To raise awareness of the danger;

So that people have time to get to a place of safety;
To enable people to be prepared;
To reduce casualties etc. [1]
(ii) Two reasons why it is necessary to have a quick response:
Survivors will die of hunger and exposure;

Water supplies will be disrupted/need to provide clean water;
Prevent deaths/further injuries;
Prevent the spread of disease;
Emergency transport system for food/medical supplies;
Maintain security of scarce resources (e.g. food) etc. [2]
(iii) Three reasons why a quick response might be difficult:
Roads and bridges may have been damaged;

Airports may be destroyed;
Disruption of telecommunications/electricity supply;
Loss of personnel/local administrators;
Remoteness of area/time taken to get there;
Size of area/population affected;
Reluctance of governments to seek outside help;
Damage to hospitals/emergency services;
Too dangerous/buildings unstable;
Inadequate preparation for a disaster, etc. [3]
(iv) Reasons why coordination of the relief effort is important:
To increase the efficiency of the relief effort;

So that land, sea and air forces can work together;
So that each group knows their role/there is an effective plan;
So that the government knows what is being done/where to supply help;
So that work is not duplicated and wasted;
To ensure the largest number of people can be rescued/survive, etc. [4]

(c) Example: Flood – Pakistan
Levels marking:
People lost their homes and all their possessions

Schools/hospitals were destroyed
The cost of rebuilding was several billion dollars
Providing clean water and sanitation was expensive
Bridges were broken and transport disrupted
Crops were destroyed and farmers’ standard of living dropped as they had no income.
Schools were destroyed and children were unable to go to school so literacy rates fell.
Money spent on building new hospitals resulted in the country getting further into debt.
Factories were ruined so people lost their jobs and production declined.
A comprehensive attempt with points being well developed or exemplified:
Clean water supplies and good sanitation were provided to reduce the risk of cholera in the
temporary camps that were set up and food supplies and vitamin supplements were given to
try to prevent malnutrition. This cost the government huge sums of money and damaged
schools, hospitals and bridges had to be rebuilt. The country had to borrow money and fell
further into debt.
Farmers’ crops were destroyed and so there was no income to send children to school. Many
schools were destroyed and so literacy rates fell as many children did not attend school.
Poverty often meant children had to go and find informal work rather than learning skills that
would help economic development in the future.
Economic production decreased as many factories were ruined or the transport system was
damaged. With broken bridges and flooded roads, goods could not be moved to the ports for
export and so the country’s income fell. Without jobs, people could not afford to eat properly
and so became sick which placed a further burden on the already overstretched health
service.
NB max Level 2 if place chosen is incorrect for named type of disaster. [6]
[Total: 20]

3 (a) (i) Angola [1]
(ii) Reasons;
Increase in access to health care/more doctors/more clinics/lower costs;

Improvements in medical services/new medicines; water supplies/sanitation;
Education into disease prevention;
Fewer children to look after;
Improved food supplies etc.
Credit development of a point (max 1) [4]
(iii) 21 minus 8 1 mark

13 per 1000 / 1.3% 1 mark [2]
(iv) Reasons:
Lack of family planning/contraception;

Need for children to work on farms;
To ensure some children survive; To look after the
elderly parents; Traditional/religious reason to
have large families; Prestige in community;
Early marriage/lack of career opportunities for women etc. [3]
(b) (i) 0–4 [1]
(ii) The number/proportion of young dependents will decrease/narrower pyramid base;

The number/proportion of the economically active will increase/broader middle section;
The number/proportion of the old dependents will increase/wider at the top;
More people will live to a greater age/higher life expectancy.
The dependency ratio will decrease. [3]

(c) Levels marking:
Increase in population means more pressure on government to provide services.

High death rates from shortages of water/food
Not enough jobs
Overcrowding in schools, houses
Less economically active people mean loss in production
If populations fall there won’t be enough people to do the jobs
If populations grow rapidly, the government cannot keep pace with the demand for more
schools so literacy rates fall.
If there are not enough jobs, many people will be unemployed with no income to look after
their family and so poverty increases.
Rapid population growth leads to food shortages which results in malnutrition and disease
and death rates increase.
A high dependent population means those in employment have to support large numbers of
people so taxes rise and standards of living may fall.
If growth rates fall, families become healthier with fewer children to look after.
A comprehensive attempt, referring to both growth and structure with points being well
developed or exemplified:
If population growth is rapid, governments find it difficult to keep pace with the demand for
services. Too many young people with not enough schools means that these children will
lack education and literacy rates will fall. These children will not learn skills to develop the
economy in future and may be trapped in the vicious circle of poverty if they are unable to get
jobs.
If there are more and more mouths to feed, there is more pressure put on the land to supply
food to prevent people from becoming malnourished. This could result in soil degradation
which means even less food can be grown. People who are malnourished catch diseases
more easily and cannot be treated if there are not enough hospitals. Death rates rise and
people are too weak to work properly so the country makes no economic progress.
As countries develop, there are more people over 65 in the population and the economically
active population gets smaller. Retirement rates may rise to ensure a country has enough
workers to provide taxes for the government to spend. Industries may close due to a lack of
workers which will lead to a decline in economic growth.
If birth rates fall, families are more able to feed their children properly and may be able to
send them all to school. The family becomes healthier and better able to contribute to the
country’s economic activities. Less money spent on health care by the government means
more money available for construction roads and ports to encourage exports.
[6]

4 (a) (i) Urbanisation [1]
(ii) 2010 [1]
(iii) Three difficulties:
There are few employment opportunities;

Clean water/electricity etc. are often lacking;
There is limited medical care with hospitals only in the urban areas;
Harder to access education;
There is little entertainment/sport;
Roads are often impassable in wet seasons/other transport difficulties;
Insufficient land/land degradation;
Break up of families due to outward migration etc. [3]
(b) (i) The buildings are very close together/no space between houses;
There is no open space;
The only garden is on a roof;
There are shacks on the roofs of other houses/multi-storey. [1]
(ii) Three problems:
Little privacy/need to share

facilities; Diseases can spread
rapidly;
Increased levels of crime/alcoholism/drugs;
Problems of waste disposal/lack of sanitation;
High levels of air/noise pollution;
Unstable houses/fire risk; [3]
Inadequate clean water available etc.
(iii) Corrugated iron/metal/rusty;
Breeze blocks/mortar/cement/concrete;
Wood/hardboard;
Cloths;
Poor quality/cheap;
Flimsy/unstable etc. [2]
(c) Reasons:
They cannot afford to live in proper houses/they build homes with materials they can find;
They do not have jobs/jobs are low paid/jobs are in informal sector;
Relatives who have already moved to town may live there;
It is easy to set up activities in the informal sector;
They may be subjected to discrimination in ‘better’ parts of the town;
There is no need to purchase land as many of the shanty areas are illegal settlements, etc.
[3]

(d) Levels marking:
Governments and authorities should put in water pipes.

Residents can be supplied with better quality building materials.
Self-help groups should be encouraged to set up improvement schemes.
Residents should be given security of tenure.
Governments and authorities should put in stand pipes for clean water and sewage systems
to improve the health of the slum dwellers.
Self-help groups should be supplied with cheap building materials by the government and the
residents provide the labour.
Residents should be given security of tenure so that they will be prepared to make
improvements to their dwelling as they own the land and cannot be evicted.
Authorities could collect rubbish regularly and residents could organise clean-up and
recycling campaigns.
A comprehensive attempt, with reference to both authorities and residents, with points
being well developed or exemplified:
Governments and local authorities should put in services, such as stand pipes for clean
water and sewage systems. The provision of bins and regular rubbish collections by the
authorities and facilities for recycling would encourage residents to make improvements
themselves.
Governments should plan to lay out a road pattern which would also supply services such as
lighting. This would make the area safer and reduce crime. Bus services could then run on
the new roads to schools and places of employment and people could travel to sell goods in
the markets of the town. With an income, standards of living would improve.
Self-help groups should be encouraged to set up improvement schemes, with the

government providing cheap building materials and residents organising communal work in
laying of pipes, digging ditches and building homes. With community involvement, a project
is more likely to be appreciated and looked after. A community spirit may develop which can
be used to make further improvements.
These settlements are usually illegal and so residents should be given security of tenure so
that they will be prepared to make improvements themselves without the fear that they will
lose their home. Small improvements could be funded with low interest loans paid back over
a long period.
[6]
[Total: 20]

* 7 7 8 6 9 0 1 2 0 5 *

2 hours
Additional Materials: Ruler

The Insert contains Fig. 2 for Question 2.

At the end of the examination, fasten all your work securely together including any additional paper that you
may have used.
The number of marks is given in brackets [ ] at the end of each question or
part question.
Total
This document consists of 16 printed pages and 1 insert.
DC (NF/CGW) 64113/3
2
1 Study Fig. 1 which shows information about water. For

Examiner’s
Use
water
is a basic
GETTING OUR WATER
need for 70% of world’s population do not have pure water.
human
life Every day 25 000 die from waterborne diseases.
Daily water use per person (litres)
630
210 175 65 60
USA Russia UK Tanzania India
The larger the bucket the more water is used in that country
Women in poor countries spend many hours each day carrying water
Fig. 1
(a) (i) Explain why ‘water is a basic need for human life’.
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............................................................................................................................. [2]
(ii) State four other examples of basic needs.
1 ..................................................................
2 ..................................................................
3 ..................................................................
4 .................................................................. [4]
© UCLES 2013 0453/02/O/N/13

3
(b) (i) What is meant by ‘Daily water use per person’? For
Examiner’s
.................................................................................................................................. Use
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(ii) Which method has been used to show daily water use per person in the five
countries?
Choose from the methods listed below and circle the correct answer.
Divided bars Pictogram Proportionate symbols Field sketch [1]
(iii) Give one advantage and one disadvantage of this method of presentation.
Advantage ................................................................................................................
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Disadvantage ...........................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(iv) Suggest one way in which a researcher could use secondary data to find out exact
figures for water use.
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4
(c) (i) Explain why ‘women in poor countries spend many hours each day carrying water’. For
Examiner’s
.................................................................................................................................. Use
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(ii) Explain why ‘every day 25 000 people die from waterborne diseases’.
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............................................................................................................................. [3]
[Total: 18 marks]
© UCLES 2013 0453/02/O/N/13

5
2 (a) Study Fig. 2 (Insert), which shows information about the use of water in each continent. For
Examiner’s
(i) Name a continent where most of the land area is suffering from water shortages. Use
................................................ [1]
(ii) Suggest one reason why the continent which you have named in (i) is suffering
from water shortages.
..................................................................................................................................
............................................................................................................................. [1]
(iii) Name the continent which uses the largest percentage of water for industry.
..................................................... [1]
(iv) Identify three differences in the percentage use of water in Africa and North
America.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
..................................................................................................................................
3 ...............................................................................................................................
............................................................................................................................. [3]
(v) Suggest two reasons why a higher percentage of water is used for agriculture in
Australasia than in Europe.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
............................................................................................................................. [2]

6
(b) Isaac lives in an apartment near the centre of Accra, the capital city of Ghana. Ghana is For
shown on Fig. 2. Examiner’s
He is carrying out a research investigation into his use of water and he has filled in the Use
information shown in his water diary. One day in his diary is shown in Fig. 3.
Tuesday 20 August 2013
Column A Column B Column C

Activity Amount used (litres) Number of times Total (litres)
per day
Flushing the toilet 9 5
Washing 2 3 6
Taking a shower 20 1 20
Using the washing

100 1 100
machine
Preparing food and

2 3 6
drinks
Using the
30 1 30
dishwasher
Fig. 3
(i) Complete Fig. 3 by filling in the information in the empty box. [1]
(ii) Calculate the total amount of water used by Isaac during the day.
............................... litres [1]
© UCLES 2013 0453/02/O/N/13

7
(iii) Use the figures in Column C of Fig. 3 to draw a bar graph to show Isaac’s daily use For
of water. Examiner’s
Use
[4]
(iv) Suggest how and explain why the figures would be different if the water diary in
Fig. 3 had been completed by a student living in a shanty town/squatter settlement
in Ghana.
How? ........................................................................................................................
..................................................................................................................................
Why? ........................................................................................................................
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[Total: 17 marks]

8
3 (a) Study Fig. 4, which shows information about a village in Ghana. For
Examiner’s
Use
Four hundred people live in the village and their homes are spread out over a wide
area. Most homes have thatched roofs but the larger ones and the school have
corrugated iron roofs. At present the nearest supply of clean water is 3 km away at a
borehole. Many villagers pay 4000 cedis (approximately US$4) a year to use it even
though it is not reliable and there are times when the water dries up. The villagers
often have to queue for 2 hours to use the borehole, especially during the dry season
which usually lasts from 6 to 8 months. Those villagers who do not use the borehole
carry water from springs in the hills which are over 5 kms away.
Four options are being considered to improve water supply for the villagers:
Option 1 Build a traditional well in the village

This is possible where the water is not too far below the surface. Two unskilled men
can dig a well which is 10 metres deep in 7 days. Then a stonemason will need to put
concrete around the top.
Option 2 Harvest rainwater

Fix guttering to the roofs and build storage tanks for the water to drain into. Tanks will
need to be built using cement on a bamboo frame.
Option 3 Pipe water from springs in the hills

A spring can be dammed and water channelled down a pipe to the village where it can
be stored in a large tank.
Option 4 Drill a borehole in the village

A team of engineers will need to bring in a mechanical drilling machine to reach the
water, which is over 100 metres below the surface. Electric pumps will need to be
fitted to pump up the water.
Fig. 4
(i) Explain why it is important that the local village community is involved in making the
decision of which option to choose.
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© UCLES 2013 0453/02/O/N/13

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(ii) Which of these options do you think should be chosen? For

Examiner’s
Option ............ Use
Explain two advantages of the option you have chosen.
1 ...............................................................................................................................
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2 ...............................................................................................................................
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(iii) Choose two of the options which you have rejected. For each one explain one
disadvantage of the option.
Option ............
Disadvantage ...........................................................................................................
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Option ............
Disadvantage ...........................................................................................................
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[Total: 12 marks]

10
4 (a) Study Fig. 5 which contains information about a research investigation into water supply. For
Examiner’s
Use
The study area lies in the state of Rajasthan in Western India which experiences
water shortages.
A researcher from the University of Dehli spent a week carrying out an investigation
into water supply in six villages in the Jodhpur District, each with different sources
of water. Access to water varies across the six villages and sources include piped
water supplies, hand pumps, wells, tanks, rivers and nadis (traditional rain harvesting
structures).
Information was gathered with the help of structured questionnaires at household level,
through informal group discussions with the older people from the villages, and by
visiting and observing the water sources. A sample of 15 to 20 households
representing various socio-economic groups in each village was taken.
Fig. 5
(i) Identify the country in which this research investigation was carried out.
.................................................... [1]
(ii) Identify three different methods by which primary data was collected.
1 ...............................................................................................................................
2 ...............................................................................................................................
3 .......................................................................................................................... [3]
(iii) Suggest why the sample of households chosen in each village had to represent
different socio-economic groups.
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(iv) Describe one way in which this sample could have been chosen.
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© UCLES 2013 0453/02/O/N/13

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(v) Describe the practical difficulties which the researcher may have experienced when For
collecting the primary data. Examiner’s
Use
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12
(b) Study Fig. 6 which contains information about the percentage of sample households For
using different sources of water in six villages in the Jodhpur District. Examiner’s
Use
Village Piped Hand Wells Tanks Rivers Nadis

Water pumps (traditional rain
harvesting
structures)
Anganwa 100
Soorpura 29 41 30
Modijoshiyan 53 100 7
Lolawas 20 27 86 20
Bacharna 100 13 40
Kalijal 47 65 94
Fig. 6
(i) Suggest a reason why the total figures for some villages add up to more than 100%.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [1]
(ii) Identify a village where:
All the sample households used hand pumps ..........................................
Most people use traditional rain harvesting structures ................................. [2]
(iii) Suggest three reasons to explain differences between water supply methods used
in Soorpura and Bacharna.
1 ...............................................................................................................................
..................................................................................................................................
2 ...............................................................................................................................
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3 ...............................................................................................................................
............................................................................................................................. [3]
© UCLES 2013 0453/02/O/N/13

13
(c) The researcher set up the following hypotheses about water use in the villages: For
Examiner’s
Use
Hypothesis 1
There is a positive relationship between the average time spent on collecting water
and the average distance travelled to collect it.
Hypothesis 2
There is no relationship between the average amount of water used per household
and the average time spent on collecting it.
(i) Suggest why the researcher expected that there would be a positive relationship
between the average time spent on collecting water and the average distance
travelled to collect it.
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [1]
(ii) Suggest why the researcher expected that there would not be a relationship
between the average amount of water used per household and the average time
spent on collecting it.
..................................................................................................................................
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............................................................................................................................. [1]

14
(d) Study Fig. 7, which shows information that the researcher found out in order to test the For
hypotheses about water use in the six villages. Examiner’s
Use
Column A Column B Column C
Average amount of water Average distance Average time spent

Village used per household travelled to collect on collecting water
(litres per day) water (metres) (hours per week)
Anganwa 276 120 14
Soorpura 311 136 18
Modijoshiyan 343 283 17
Lolawas 107 217 15
Bacharna 316 934 22
Kalijal 217 1859 19
Fig. 7
(i) Complete the table below to show the rank order of the average distance travelled
to collect water and the average time collecting it.
Average distance Average time spent

travelled to collect on collecting water
water (metres) (hours per week)
MOST Kalijal Bacharna
LEAST Anganwa Anganwa

[2]
© UCLES 2013 0453/02/O/N/13

15
(ii) Use the figures in Columns A and C of Fig. 7 to draw a scatter graph to show the For
relationship between the average amount of water used per household and the Examiner’s
average time spent on collecting it. Use
[4]
(iii) How far do you agree with Hypotheses 1 and 2?
Support your answer by referring to the data.
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16
For
.................................................................................................................................. Examiner’s
Use
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[Total: 33 marks]
© UCLES 2013 0453/02/O/N/13

components.
1 (a) (i) Ideas such as:

Without it we would not survive/we would die/there would not be any life/for the body to
function;
Or suffer dehydration/it hydrates people/people suffer thirst;
We need it for drinking/cooking/washing/grow food/sanitation/give water to their animals,
etc.
The following answers are insufficient:

• Domestic purposes
• Keeps them healthy
• People need it
• Used by animals (unless qualified)
2 @ 1 mark [2]
(ii) Basic needs such as:

food/balanced diet;
housing/shelter/somewhere to live;
health care or example;
education or example;
clothing

• Health
• Diet
The following answers = 0:

• Water
• Electricity
• Sanitation
• Freedom of speech
4 @ 1 mark [4]
(b) (i) Basic definition = 1

How much water each person uses per day/the average amount of water each person
uses/the average amount of water used per day)
Full definition = 2
How much water each person uses on average per day) [2]
(ii) Proportionate symbols [1]

(iii) Advantages such as:

it is visually effective/eye catching/attractive;
comparison between countries is easy;
easy to read/interpret/understand;

• It is clear
• It is easy
Disadvantages such as are insufficient:

drawing it is time consuming;
differences don’t appear as big as they actually are
The following answer is insufficient:

• It is not accurate
The following answer = 0:

• Does not show what the water is used for
2 @ 1 mark [2]
(iv) Ideas such as:

looking on internet/websites;
book/atlas/textbook;
journal/newspaper;
government statistics/government records;
census

• Past records

• How they use it – for example, to draw a graph. [1]

carry small amounts therefore lots of journeys/journeys are slow;
many do not have piped supplies/water in their homes/they have got no taps;
it is a long way to the water sources/rivers/wells; no river/wells nearby;
they have to queue to use wells/standpipes;
it is the traditional role of women to collect water;
nearby supplies are drying up/people have to search further afield because of
drought, etc.
there are no roads/they have no transport/they have to walk to get water

• No access to water
• They need a lot of water
3 @ 1 mark [3]

(ii) Ideas such as:

lack of water infrastructure/no piped water/no wells/no boreholes/few water treatment
plants/water not filtered or purified;
people are using polluted water/water which carries disease/bacteria/contaminated/dirty
water;
water is also used to dispose of sewage/industrial waste/to wash clothes/for bathing;
they have no alternative but to drink it even though it is diseased;
people die from cholera/typhoid/bilharzia or other named water-borne disease;
health care/medical care is poor/cannot afford to treat disease;
lack of education/lack of awareness about how to purify water;
cannot afford to buy bottled or clean water/cannot afford to purify water;

• No education
• Because they are poor

• Malaria/reference to mosquitoes/insects
3 @ 1 mark [3]
[Total: 18]
2 (a) (i) Australasia/Africa
Australia = 0 [1]
(ii) Ideas such as:

Drought/low rainfall/lots of deserts/climate is too dry/desertification;
Overpopulation (if Africa chosen);
Lack of investment in water infrastructure (if Africa chosen) etc.

• There are poor
• It is developing
• There is not enough rainfall

• Hot climate [1]
(iii) Europe [1]

(iv) Africa uses:

more/higher percentage for agriculture;
less/lower percentage for industry;
less/lower percentage for domestic purposes;
comparison of uses in the rank order – for example, agriculture is highest in and…is
highest in
(or reverse statements)
Can use pairs of statistics/figures that compare – allow 5% tolerance
Africa North America
Agriculture 90% 40%
Industry 4% 50%
Domestic 6% 10%
NB: Must compare.
3 @ 1 mark [3]
(v) Ideas such as:

Europe has more rainfall/farmers have to use more irrigation in Australasia/Australasia
has less rainfall/more drought/more water shortages;
Australasia has more farmland;
Europe is more industrial.
(or reverse statements)

• More deserts in Australasia
• Better climate in Europe
NB: Does not need to compare. Accept implied comparison.
2 @ 1 mark [2]
(b) (i) 45 [1]
(ii) 207 (litres) – or accept correct total worked out if (i) is incorrect. [1]

(iii) Drawing of bar graph. DO NOT accept any other type of graph = 0. If wrong set of
figures is used = 0.
Choice of scale (1) – 1 cm = 10% (y-axis) and 1 or 2 cm for one use (x-axis)
Labelling of axes (1) – Total (litres) and Activity/Use
Labelling of bars/key (1) – Name the bars or use a key
Correct plotting (1)
Do not penalise if error on (i).
Without correct scale – MAX 2
4 marks [4]
(iv) Ideas such as:

less water will be used in total;
greater proportion is used for washing/food and drink preparation;
as it is likely to be less easily accessible/not piped/people will have to collect it from
standpipe/rivers/shortage of water;
less/none will be used for washing machine/dishwasher/shower/toilet;
as they will not have one/cannot afford one etc.

• Water contains disease/they are worried about getting a disease

• Some activities don’t exist
3 @ 1 mark [3]
[Total: 17]

they are more familiar with local issues/circumstances/they know what is best;
so they will be aware of the likely implications of decisions/because it will affect them;
they know what they can afford;
a decision is more likely to be made which is supported by them;
so they will have ‘ownership’/will be more willing to help;
they will be likely to provide labour for construction;
and ongoing maintenance etc;
community spirit;
They own/use/live on the land.
4 @ 1 mark [4]

(ii) No mark for choice as each one can be justified.
Candidates need to explain 2 advantages of their chosen option.

Simple explanation = 1 mark
Developed explanation = 2 marks
e.g. Option 1 Build a traditional well

It is low cost = 1
Cost is low as most of work will be done by unskilled locals = 2
The following answer = 0

• Easy/quick/don’t have to walk far
• Readily available
1 Well: 3 Pipes from Springs:

Low cost Low cost
Can do it for themselves Reliable/won’t dry up
Low maintenance Clean
It won’t take long
2 Rainwater: 4 Borehole:
Low cost Clean/safe water
Low maintenance Won’t dry up
Quick Large amounts of water provided
2 @ 2 marks [4]

(iii) No mark for choices.
For each choice of rejected option candidates need to explain one disadvantage.
Simple explanation = 1 mark
Developed explanation = 2 marks
e.g. Option 1 Build a traditional well
The well will not provide water all the time = 1
During periods of drought water will not be available as the level of the water table will be
lowered = 2
1 Well: 3 Pipes from Springs:

Not hygienic Stagnant water in tank
Dangerous to young children Cost (if qualified)
Stagnant water Pipes cross peoples’ land
Will not provide water all the time
2 Rainwater: 4 Borehole:
Not pure or clean Expensive
No water in the dry season Maintenance
Stagnant water Cost of electricity
The following answer would = 0:

• Air/noise pollution
2 @ 2 marks [4]
[Total: 12]
4 (a) (i) India [1]
(ii) Methods such as:

questionnaires;
discussions;
observation
Do not accept interviews = 0
3 @ 1 mark [3]

so it was representative/accurate/reliable;
so results would be fair/balanced/reduced bias;
because different socio-economic groups may access water using different methods;
so they can compare how different socio-economic groups access the water

• They live in different ways
• So they can draw conclusions
• Reference to people rather than socio-economic groups [1]

(iv) Stratified (1) or description

How they collect a stratified sample (1) – for example, ask the village elders or use the
census.
2 @ 1 mark [2]
(v) Ideas such as:

• people may refuse to cooperate/not fill in questionnaire;
• people may not answer honestly/lie/give wrong information;
• people may not be able to read the questions;
• people may not be able to write answers;
• people will not understand English/will only speak local language;
• people may not have time to complete questionnaire/attend meeting/
discussion;
• information discussed at informal meeting may not be relevant/researchers time
may be wasted;
• observation of all water sources may not be possible;
• difficulty/cost of accessing six villages;
• cost of paper/printing of questionnaires;
• accommodation/food/water when working in the area;
• danger of attack/theft etc.;
• may not trust the researcher/be suspicious;
• questionnaires not returned;
• bad weather;
• people might not be at home/working in the fields
• ACCEPT generic points. The emphasis is on collecting the data.

• Questionnaires, observation or discussions.

• takes a long time
• costs a lot
(b) (i) Some households may use 2 or more different sources of water. [1]
(ii) All sample households use hand pumps = Anganwa

Most people use traditional rain harvesting structures = Kalijal
2 @ 1 mark [2]


Soorpura is connected to supply pipes but Bacharna is not;
people in Soorpura are more wealthy;
there is a river closer to Bacharna than Soorpura;
water table is higher in Bacharna than Soorpura etc.
(accept reverse statements)
NB: No need for explicit comparison. There are no marks for description – the answer
must explain.

• more rainfall
3 @ 1 mark [3]
(c) (i) Hypothesis 1

If people travel a long way to collect water it will take longer than if their supply is nearby
[1]
(ii) Hypothesis 2
Average amount of water used will be influenced more by method of supply [1]
(d) (i) Average distance travelled to collect water
Bacharna
Modijoshiyan
Lolawas
Soorpura
Average time spent on collecting water
Kalijal
Soorpura
Modijoshiyan
Lolawas
2 @ 1 mark [2]
(ii) Drawing of scatter graph:

Choice of scales (1) – scales roughly same length/good fit
Labelling of axes (1) – time (hours)/amount (litres)
Labelling of crosses (1) – crosses labelled
Correct plotting (1)
If candidate use wrong sets of figures = 0. Do not accept any other type of graph. [4]

(iii) Levels marking
Simple answer which states that the candidate agrees with hypotheses 1 and 2.
Answer which states that the candidate agrees with hypotheses 1 and 2 supported by
reference to villages and/or statistics or anomalies.
An answer showing excellent understanding which states that the candidate agrees with
hypotheses 1 and 2 supported by reference to villages and/or statistics and anomalies
(Hyp 1). [6]
[Total: 33]

Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 6 7 5 9 3 8 5 9 3 9 *

2 hours
Do not use staples, paper clips, glue or correction fluid.

This document consists of 16 printed pages.
DC (NF/SW) 82099/3
2
1 (a) Study Fig. 1 which shows two development indicators for selected countries.
Energy use (Kg oil equivalent per person)

3000 South Africa
2500 Venezuela
Latvia
2000 Chile
China
1500
1000 Indonesia
Angola India
500
0
0 10 20 30 40 50 60 70 80
Rural population (%)
Fig. 1
(i) What percentage of people in India live in rural areas?
...................................................................................................................................... [1]
(ii) Describe the relationship between the percentage of people living in rural areas and the
energy use per person. You should refer to examples and use figures in your answer.
...........................................................................................................................................
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(iii) Oil is a non-renewable resource. What is the meaning of this term?
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© UCLES 2014 0453/01/O/N/14

3
(b) Study Fig. 2 which shows the percentage of the population relying on different types of
cooking fuels in the least developed countries.
Key
wood
charcoal
gas
dung
other
0 10 20 30 40 50 60 70 80 90 100
Population (%)
Fig. 2
(i) What fuel do most people use for cooking in least developed countries?
...................................................................................................................................... [1]
(ii) Fuel used by people in rural areas is often collected from the surrounding area. Describe
the local environmental problems this may cause.
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4
(iii) Suggest the problems governments might face in providing electricity to rural areas.
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© UCLES 2014 0453/01/O/N/14

5
(c) Large scale destruction of forests is a serious problem in many parts of the world.
Describe the methods used to reduce deforestation and protect forests. You should develop
the points you make.
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[Total: 20 marks]
6
2 (a) Millennium Development Goal 4 is to reduce child mortality. Study Fig. 3 which shows the
change in the under-five mortality rate between 2006 and 2009 for selected countries.
140
Key
under 5 mortality rate 2006
120
under 5 mortality rate 2009
Child mortality rate (per 1000)
100
80
60
40
20
0
Benin Cambodia China Costa Malawi Namibia Pakistan Peru
Rica
Fig. 3
(i) What was Malawi’s child mortality rate in 2009?
...................................................................................................................................... [1]
(ii) Describe the main features of the bar chart. Use examples of countries in your answer.
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© UCLES 2014 0453/01/O/N/14

7
(b) Study Fig. 4 which is an extract from The Millennium Development Goals Report 2011.
In sub-Saharan Africa, diarrhoea, malaria and pneumonia are responsible for more than
half the deaths of children under five. In Southern Asia, over half of all childhood deaths
occur in the first 28 days after birth, pointing to the need for better post-natal care. In both
regions, undernutrition is an underlying cause of a third of these deaths. Special efforts to
fight pneumonia, diarrhoea and malaria, while bolstering nutrition, could save the lives of
millions of children.
Fig. 4
(i) Which three diseases cause most deaths in children under five in sub-Saharan Africa?
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) What is meant by the term ‘post-natal care’?
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(iii) Explain how the following diseases can be prevented.
a) diarrhoea
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b) malaria
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[4]

8
(c) Measles is another cause of child mortality.
How can governments increase vaccination rates for diseases such as measles?
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© UCLES 2014 0453/01/O/N/14

9
(d) Explain why it is important for a country to have healthy children and adults if economic
development is to take place. You should develop the points you make.
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[Total: 20 marks]
10
3 (a) Study Fig. 5 which gives information about the main countries involved in migration to and
from Kenya.
COUNTRY Destination / GDP per HDI HDI WORLD

Country of Origin person (US$) (max. 1.0) RANKING in 2010
(out of 169 countries)
AUSTRALIA D 41 000 0.94 2
UNITED STATES D 47 200 0.90 4
CANADA D 39 400 0.89 8
UNITED KINGDOM D 34 800 0.85 26
KENYA 1 600 0.47 128
UGANDA D and O 1 300 0.42 143
TANZANIA D and O 1 400 0.40 148
SUDAN O 2 300 0.38 154
ETHIOPIA O 1 000 0.33 157
SOMALIA O 600 Not available Not available
D = Destination country for migrants from Kenya

O = Country of origin for migrants to Kenya
Fig. 5
(i) Name a high income country to which people migrate from Kenya.
...................................................................................................................................... [1]
(ii) What is the level of development of the countries from which people migrate to Kenya?
...................................................................................................................................... [1]
(iii) The countries are ranked according to their HDI. What does the term ranked mean?
...........................................................................................................................................
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(iv) What does the information in Fig. 5 show about the relationship between GDP per person
and HDI?
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© UCLES 2014 0453/01/O/N/14

11
(v) Why is the HDI regarded as a better indicator of development than GDP per person?
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...................................................................................................................................... [2]
(b) Study Fig. 6 which is taken from a newspaper report about refugees from Somalia fleeing to a
camp in Kenya.
‘It is more like a city than famine in the Horn Kenya. Day after day,
a refugee camp. It of Africa are driving refugees flock here from
sprawls for 30 miles and hungry and exhausted Somalia – trekking with
its population could people from hundreds their families through
soon be half a million. of miles around to this barren lands for up to a
Drought and arid corner of northern month.’
Fig. 6
(i) Identify the problems that are likely to be found in refugee camps such as the one in
Fig. 6.
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12
(ii) Explain the impact large numbers of refugees will have on the development of a country
such as Kenya.
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(c) Describe the benefits and the problems for families of economic migrants who travel to work
in another country. You should develop the points you make.
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[Total: 20 marks]
14
4 (a) Study Fig. 7 and Fig. 8 which show commercial farming activities.
Maize harvesting Rice spraying
Fig. 7 Fig. 8
(i) Farming is part of the primary sector of the economy. What is the meaning of this term?
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(ii) State the type of technology shown in Fig. 7 and suggest why commercial farmers use
this type of technology.
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(iii) Explain how farmers make use of the secondary and tertiary sectors of the economy.
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(b) Study Fig. 9 which shows the growth in sales of Fairtrade bananas in the United Kingdom
400
350
Sales (US $ millions)
300
250
200
150
100
50
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Year
Fig. 9
(i) Describe the changes in Fairtrade banana sales shown by the graph.
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(ii) Explain how managers of Fairtrade banana plantations could make sure that their
workers do not suffer from discrimination and that their working conditions are good.
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16
(c) Modern commercial farming is able to increase output in a number of ways. Explain the
effects these methods may have on the natural environment. You should develop the points
you make.
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[Total: 20 marks]
Question 1 Figure 1 © www.cia.gov/library/publications/the-world-factbook; http://data.worldbank.org.

Question 1 Figure 2 © adapted: The Energy Access Situation in Developing Countries; World Health Organisation; 2009.
http://www.who.int/indoorair/publications/PowerPoint_Energy_Access_paper-lr.pdf.
Question 2 Figure 3 © http://data.worldbank.org/indicator/.
Question 2 Figure 4 © http://data.worldbank.org/indicators.
Question 3 Figure 5 © https://www.cia.gov/library/publications/the-world-factbook/index.html; http://hdr.undp.org/en/countries/.
Question 3 Figure 6 © Ben Brown; An arid city crying out for help; The Sunday Telegraph; 10 July 2011.
Question 4a Figure 7 © Ref: AABXHF; INSADCO Photography; Bilderbox/Alamy; Corn/maize crop/harvesting; www.alamy.com.
Question 4a Figure 8 © Ref: AH5YH0 Chao-Yang Chan/Alamy; Farmer spraying pesticide on rice field; www.alamy.com.
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 0453/01/O/N/14
fCAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE ®, Cambridge International A and AS Level components and some
Cambridge O Level components.
® IGCSE is the registered trademark of Cambridge International Examinations.

Cambridge IGCSE – October/November 2014 0453 01
1 (a) (i) 70–71 [1]
(ii) Description of relationship:

• There is a negative relationship/negative correlation/as the rural populatio n
increases the energy use decreases
• It is not a perfect relationship
• Relevant figures for energy use and rural population for any country
Reserve 1 for figures [3]
(iii) A finite resource/it will run out/it will be exhausted/it cannot be replaced
Do not accept ‘cannot be recycled’ [1]
(b) (i) Wood [1]
(ii) Local environmental problems such as:

• Deforestation
• Loss of habitat
• Loss of species/biodiversity
• Impact on food chains
• Soil erosion as the soil is bare
• Formation of gullies
• Rapid water run-off causing flooding
• Air pollution from wood smoke
• Possibility of bush/veld fires from wood burning
Credit development [4]
(iii) Problems in providing electricity such as:

• The costs would be high
• The distances from towns and between villages might be large
• Poor roads make access difficult
• High labour/material costs to benefit a small population
• Village dwellers may not be able to afford the service
• Villagers may be reluctant to change and prefer traditional ways
• Priorities for governments are in urban areas where most voters live

(c) Level 1 (1 or 2 marks) – Simple statements with basic points made such as:
Governments only allow companies to fell small areas.
Governments can use laws to stop illegal logging.
National Parks can be set up where no deforestation is allowed.
More trees can be planted.
Public awareness campaigns/education.
Etc.
Level 2 (3 or 4 marks) – A sound attempt with points being developed or exemplified by use
of case studies such as:
Governments give companies quotas to fell only a limited area and laws prevent illegal
logging by companies without a licence.
Companies can be made to use heli-logging so that only the trees such as mahogany are
felled and the rest of the forest is left.
Set up National Parks and develop eco-tourism which makes the forests valuable as forests
not as logs.
Set up schemes where companies have to plant the same type and at least the same
number of trees that they fell.
Etc.
Level 3 (5 or 6 marks) – A comprehensive attempt with at least two ideas well developed.
Only companies with licences are given quotas by governments to fell a limited area of
forest. Any company felling trees illegally will then be severely punished as a deterrent to
others. Governments need to fight corruption to prevent illegal logging.
Helicopters can be used to lift valuable trees such as mahogany out from the forest without
destroying everything else. Strip logging can leave sections of forest whose seeds can be
used to regenerate the areas felled. Corridors between areas of forest should be left so
wildlife can travel between the different areas of forest.
Eco-tourism gives a value to forests and National Parks can provide protection against
logging companies wanting to fell the trees. If local people are trained as guides and are
given work in tourist lodges then they will help to look after the forest as it is their source of
income. This is a sustainable use of forests as eco-tourism can provide jobs and protect
forests in the long term.
Afforestation replaces the area of forest lost and if more than one tree is planted for each one
cut down, then the forested area will increase. However, trees take a long time to grow and
original forest takes centuries to be replaced. Consumer demand in developed countries for
tropical wood needs to reduced and people educated so they only buy wood from
sustainable sources.
Etc. [6]
[Total: 20 marks]

2 (a) (i) 110 per 1000 [1]
(ii) Description of features of chart:

• Most countries have shown a decrease/none have increased
• One country has remained the same
• Some countries have decreased more than others
• Decreases are relatively small
• There are large variations in mortality rates between individual countries
• Countries with the highest/lowest rates in 2006 also have the highest/lowest rates in
2009
For full marks there must be reference made to at least one country (figures not
required) [3]
(b) (i) Diarrhoea, malaria, pneumonia [1]
(ii) Looking after babies/mothers in the days after birth [1]
(iii) Explanation of preventative measures such as:
A Diarrhoea:
• Drinking/preparing food with clean water
• Covering food from flies
• Washing hands before eating
• Using proper sanitation
• Cooking food properly
B Malaria:
• Mosquito nets at night
• Spraying with insecticide/repellent
• Removing standing water
• Drugs/medicines
• Education about how the disease can be avoided
Max 3 on either A or B [4]
(c) Methods to increase vaccination rates such as:

• Provide free/cheap vaccinations
• Compulsory vaccinations
• Increase the number of clinics/PHC centres/medical personnel
• Improve access to vaccination e.g. mobile clinics/door to door visits/schools etc. (max 2)
• Improve education so mothers understand the benefits of immunisation
• Public information/awareness campaigns

(d) Level 1 (1 or 2 marks) – Simple statements with basic points made such as:
Workers need to be healthy to work well.
Children cannot go to school if they are ill.
Health services cost a lot of money.
People have time off work when they are ill.
Level 2 (3 or 4 marks) – A sound attempt with points being developed or exemplified such
as:
People can only work efficiently and increase production if they are not ill and weak as work
needs energy.
Sickness and disease means children miss school and so they will not learn the skills
needed for economic development.
If the government is spending a lot of money on medicines it won’t have so much to spend
on building the infrastructure that the economy needs.
When people are ill they have time off work and sometimes the women and children have to
miss work and school to look after sick relatives.
Level 3 (5 or 6 marks) – A comprehensive attempt with at least two ideas well developed.
In order to work efficiently it is important to be fit and healthy. Farmers who are weak from
illness may not be able to plough or sow their fields or harvest their crops and so will not
produce any goods for sale at markets. One of the key inputs of all industries is labour.
If children are sick they miss school and this may mean they do not get enough education.
They would be unable to get qualifications to enable them to go on to secondary and tertiary
education where they would learn the skills needed for a growing economy.
Medicines, doctors and hospitals are very expensive. If a government has to spend a lot of
money providing health services, it will not have money to build infrastructure needed by
industries such as roads, power supplies etc. Without industries economic development
cannot take place.
Workers who are off sick cannot produce goods or provide services to the economy. Many
people with HIV/AIDS are too ill to work themselves and need looking after by someone else
who is also then unable to work.
Etc. [6]
[Total: 20 marks]

3 (a) (i) Australia/US/Canada/UK [1]
(ii) Developing/less developed/low income/low/non-industrialised [1]
(iii) Put in order [1]
(iv) Relationship between GDP per person and HDI:

• It is a positive relationship/as GDP per person increases/decreases so HDI
increases/decreases
• It is not a perfect relationship
The USA has the highest GDP per person but not the highest HDI.
Sudan is an anomaly as it has a low HDI but a higher GDP per person than Kenya.
1 mark reserved for positive relationship [2]
(v) GDP per person is an average figure/some people may be very poor but others may be
very rich.
HDI is an index that combines several types of data. [2]
(b) (i) Problems found in refugee camps:

• Overcrowding/lack of privacy
• Very poor/makeshift housing
• Lack of food and water so people are hungry and malnourished
• Sickness and diseases spread quickly/absence of medical care
• Water supplies are polluted by human waste
• Criminal activities due to lack of security and desperate people
• Racial tension
Etc. [3]
(ii) Explanation of impact of refugees on development:

• Money will be spent providing services to the refugees as well as to the people of
Kenya
• The strain on the government to provide for everyone will mean people remain in
poverty
• Less money will be available for improving roads/ports which would encourage
industries and economic development
• People will lack health care and child mortality rates will rise
• Not all children will go to school and literacy rates will fall
• There are not enough jobs for everyone and people struggle to meet their basic
needs
• Development will not be sustainable as use of resources increases etc.

The families get sent money by the emigrant.
They may be able to afford a better standard of living.
The families have fewer mouths to feed.
They will worry about the person who has left.
The migrants may suffer from discrimination.
as:
Remittances that are sent from the person working abroad may be spent on better and more
food for the family.
There will be one less person in the household to feed and clothe and there will be more
living space so the home will be less crowded.
The families will worry about the safety of the emigrant and whether or not they will find a job.
Migrant families may suffer from racism and find it difficult to adjust to living in a society with
a different culture.
Level 3 (5 or 6 marks) – A comprehensive attempt with the benefits for the families and the
problems they face well developed.
Remittances will be spent on improving the quality of life for the family such as by making
improvements to the home, buying better quality food or paying for education and health
care. With people having more income to spend, local shops etc. will be supported and
perhaps will be prevented from closing.
There will be one less person to feed but there will also be one less person to do the work. If
the families farm their own land, they will miss the labour especially at harvest time. There
will be less crowded conditions in the home and generally more resources to share around.
Many emigrants have a dangerous journey to reach their destination so families will be very
anxious that the migrant has arrived safely. They may have no contact with the migrant for
weeks or even months. The families will worry that the person has not found a job and will
have no home or food. They may worry that the money sent to them has not been received.
Etc. [6]
[Total: 20 marks]

4 (a) (i) Primary sector:

Production of raw materials/activities that use land and sea to produce food and to
extract natural resources [1]
(ii) Type: Complex/advanced machinery (Reserve 1)
Reasons why commercial farmers use complex technology such as:

• The areas of land are large and cannot be harvested manually/large scale
operations
• Machines do the work quickly
• Machines increase production/efficiency
• Commercial farmers can afford large machines [3]
(iii) Farmers’ links to other sectors of the economy such as:
Secondary (Reserve 1):

• machines, fertilisers etc. made by industry
• crops sent for processing
• fuel for machines from oil refineries
• containers/vehicles made by industry
Tertiary (Reserve 1):

• transport services to get crops to market
• shops to sell products
• banking services to provide finance for investment
• energy and water distribution as needed for machinery
• education services to provide skilled workers [4]
(b) (i) Changes shown by the graph:

• The graph shows a growth/increase in sales
• There was slower growth from 2000 to 2004/2006
• The growth from 2004/2006 was more rapid [2]
(ii) Explanation of ideas such as:
Discrimination (Reserve 1):

• Women paid the same wages as men for the same work
• Women promoted if their skills/experience are the same as men
• Minority groups given the same jobs as everyone else
Working conditions (Reserve 1):

• Protection from moving parts of machines
• Healthy conditions with unpolluted air
• Reasonable working hours with breaks/days off
• Handling of dangerous substances with protection
• Allow trade unions
• Improved communication with workers
• Job security/minimum wage/pension scheme [4]

Pesticides will kill insects that eat the crop.
Fertilisers may run off and pollute rivers.
Machines pollute the air.
Herbicides may kill all the wild flowers.
Irrigation takes water from rivers.
as:
Pesticides kill insects and this has an impact on the food chain.
Some beneficial insects, such as bees, are killed.
Fertilisers may run off into rivers and cause a huge growth of river plants.
Machines can damage the soil which leads to erosion and loss of fertility.
Irrigation may use water from rivers, will mean they suffer from lack of water which can cause
fish to die.
Level 3 (5 or 6 marks) – A comprehensive attempt with the effects on the natural

environment well developed such as:
Pesticides and herbicides kill insects and wild flowers which mean that birds have less to eat
and this can have an impact up the food chain. Some insects such as bees are important for
pollination but all the insects can be killed not just the pests. If the birds have no food supply
they will also die and birds are important for seed dispersal.
If fertilisers are sprayed onto crops the fertiliser can run-off into rivers when it rains. This can
cause eutrophication when river plants grow so much they smother everything else and other
river wildlife such as fish cannot survive. The ecosystem is disrupted and out of balance.
Irrigation takes water from streams and rivers which means that they may dry up. Water
plants and fish will die as they cannot move to other rivers. Many insects spend some of their
life in water and they too will not survive.
Etc. [6]
[Total: 20 marks]

* 4 4 7 4 4 2 8 1 5 7 *

2 hours

The Insert contains Photographs A–F for Question 4(a).
This document consists of 18 printed pages, 2 blank pages and 1 Insert.
DC (LK/KN) 82096/5
2
1 Study Fig. 1, an extract about secondary data.
Secondary data are often used in research investigations. Many researchers use
quantitative data, such as official statistics, as a source of information.
Other researchers prefer to use qualitative data, for example personal records such as
letters, diaries and photographs. Some make use of articles in newspapers, or on film
and TV. Materials published in books and on the Internet may also be useful forms of
secondary data.
Secondary data can be useful to support primary data, which have been collected by
questionnaires, interviews and observation, but care has to be taken when using them.
Data may not always be up to date and they may not always provide the information
required. The validity of the data may therefore be limited.
Fig. 1
(a) Identify two examples from Fig. 1 of:
Qualitative data
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Primary data
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(b) Define the following terms:
Official statistics ........................................................................................................................
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(c) Explain the difference between primary and secondary data.
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(d) Explain why care must be taken when using secondary data. Give two reasons.
Reason 1 ...................................................................................................................................
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4
2 (a) Study Fig. 2, official statistics showing international tourist arrivals in Mauritius.
1 000 000
900 000
800 000
700 000
Number of tourists
600 000
500 000
400 000
300 000
200 000
100 000
0
1985
1995
2010
2000
1975
1980
1990
2005
Year
Fig. 2
(i) How many international tourists arrived in Mauritius in 1975?
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(ii) Identify the year when the number of international tourists arriving in Mauritius increased
by more than 100 000.
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(iii) Suggest reasons for the growth of international tourism in developing countries in the
last 20 years.
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(b) Study Fig. 3, which shows information about the skill level of people employed in hotels in
Mauritius.
Type of jobs Male (%) Female (%)

Low skill (e.g. cleaning) 34 32
Medium skill (e.g. catering) 58 38
High skill (e.g. managerial) 8 30
Fig. 3
(i) Complete the graph below by plotting the information for females.
MALE
Key:
10 20 30 40 50 60 70 80 90 100
Low skill
Percentage
Medium skill
High skill
FEMALE
10 20 30 40 50 60 70 80 90 100
Percentage
[3]
(ii) Give one similarity and one difference in the percentage of males and females employed
in hotels in Mauritius.
Similarity.............................................................................................................................
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(iii) Explain the advantages and disadvantages of tourism as a means of development.
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[Total: 19 marks]
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3 Study Figs 4 and 5, information about St. Lucia, an island in the Caribbean.
ST. LUCIA FACTFILE

Location: Eastern Caribbean. One of the Windward Islands.
Size: 620 square kilometres. 43.5 kilometres long. 22.5 kilometres wide.
Main Features: Mountainous volcanic island. Highest point 950 metres.
Beaches and coral reefs.
West coast sheltered. East coast exposed to Atlantic storms.
Climate: Tropical.
Population: 173 765.
Capital: Castries.
Gross
Domestic
Product: GDP per capita US$11 200. 48% of GDP from tourism.
Economy: Tourism, bananas and light manufacturing.
Tourism: Beach resorts and cruise ships.
Diving, snorkelling, sailing and hiking.
Weddings and honeymoons.
St. Lucia Jazz Festival.
St. Lucia Food and Rum Festival.
Main season January to April.
Fig. 4
Gros Islet
Caribbean Sea Rodney Bay
Choc Bay
Vigie Beach
4
Castries
Cruise Ship Port
Cul de Sac
Marigot Bay
Anse Cochon
Anse Chastanet
Soufrière
Petit Piton &

Gros Piton
Atlantic
Ocean
scale: kms
4
0 4 8
Vieux Fort
Cap Moule
à Chique
St. Lucia
Fig. 5
8
The Government of St. Lucia plans to increase the number of international tourists visiting the
island. The east coast of the island is not developed for tourism at the moment. The Ministry of
Tourism has three options:
Option 1
Encourage multinational companies to build large all-inclusive resort complexes on the east coast
to attract European and American visitors.
Option 2
Create several small ecotourism resorts on the east coast which will attract environmentally aware
tourists.
Option 3
Develop the island’s existing tourist areas further and do not develop the east coast at all.
Choose the option which you think will be most beneficial for St. Lucia.
Explain your reasons for choosing this option. You should do this by describing the advantages of
the option you have chosen and the disadvantages of the options you have rejected. [9]
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[Total: 9 marks]

1
0
4 Students of Development Studies in a school in Mauritius carried out a research investigation
into the growth and impact of tourism on the island. They decided to investigate why international
tourists come to Mauritius and what impact tourism has on the island. Their two research questions
were:
A. Are natural attractions more important to tourists in Mauritius than built attractions?
B. Does tourism have more positive than negative effects in Mauritius?
(a) The students started by identifying and taking photographs of a number of attractions on the
island. These attractions are shown in Photographs A to F (Insert).
(i) Identify one photograph which shows a natural attraction and one which shows a built
attraction.
Natural attraction: Photograph .........................................................................................
Built attraction: Photograph .........................................................................................[2]
(ii) The students used their photographs to make a presentation and included a description
of the attractions.
For any three photographs, fully describe the attractions of the area for tourists.
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1
(b) The students devised the questionnaire, shown in Fig. 6, to investigate their first research
question:
‘Are natural attractions more important to tourists in Mauritius than built attractions?’
We are doing a tourism survey as part of our Development Studies course. Please
answer the following questions:
1 Which continent do you come from?
Asia ............................... Africa ............................... Oceania ..............................
Europe ....................... North America ....................... South America ......................
2 Which of these natural attractions are you visiting in Mauritius?
Isle aux Cerfs ............................................ La Vanille Reserve .....................................
Botanical Gardens .................................... Black River Gorge .......................................
Rochester Falls ......................................... La Cuvette Beach .......................................
3 Which of these built attractions are you visiting in Mauritius?
Grand Bassin Temple ............................... Fort Adelaide ..............................................
Natural History Museum ........................... Eureka Creole House .................................
Flacq Market ............................................. Bois Cheri Tea Factory ...............................
4 Overall which of these attracted you most to Mauritius?
Natural attractions .................................... Built attractions ...........................................
Thank you for your time.
Fig. 6
(i) When they showed their questionnaire to their teacher, he suggested that they should
start the questionnaire by asking:
‘Are you a tourist or do you live in Mauritius?’
Why do you think the teacher made this suggestion?
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1
2
(ii) Suggest why the students included some natural and built attractions from which tourists
could choose.
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(iii) One hundred tourists were asked to complete questionnaires. The answers to Question 1
(‘Which continent do you come from?’) are shown in Fig. 7 below:
Continent Number of tourists

Asia 10
Africa 11
Oceania 4
Europe 51
North America 22
South America 2
Total 100
Fig. 7
What conclusions can be drawn from Fig. 7 about the origin of tourists visiting Mauritius?
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© UCLES 2014 0453/02/O/N/14

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3
(iv) The answers to Question 2 (‘Which of these natural attractions are you visiting in
Mauritius?’) are shown in Fig. 8 below.
Natural attractions Number of responses

Isle aux Cerfs 49
La Vanille Reserve 18
Botanical Gardens 13
Black River Gorge 36
La Cuvette Beach 35
Rochester Falls 19
Total 170
Fig. 8
Use the data to draw a bar graph to show the information.

[4]
1
4
(v) The answers to Question 4 (‘Overall which of these attracted you most to Mauritius?’) are
shown in Fig. 9 below.
Overall opinion Number of tourists

Natural attractions 65
Built attractions 35
Total 100
Fig. 9
Use the data to draw a pie chart to show this information.
[3]
(vi) What conclusion can be drawn from Fig. 9 about whether natural or built attractions bring
more tourists to Mauritius? Support your answer by using the data in Fig. 9.
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5
(c) The students used a different questionnaire to investigate the impact of tourism on people
who live in Mauritius. The questionnaire was only given to residents of Mauritius. This is
shown in Fig. 10.
We are doing a tourism survey as part of our Development Studies course. Please answer the
following questions.
1 What do you think are the main positive impacts of tourism in Mauritius? Number your first
and second choices ‘1’ and ‘2’.
More jobs and income ..................................... Improved standard of living ..................................
More modern services ..................................... Cleaner environment ...........................................
Improved transport links ................................... More goods in shops ............................................
More global awareness .................................... Reduction in crime ..............................................
2 What do you think are the main negative impacts of tourism in Mauritius? Number your first
and second choices ‘1’ and ‘2’.
Loss of local culture ......................................... Air pollution...........................................................
Traffic congestion ............................................. Destruction of natural environment ......................
Increase in litter ............................................... Increase in cost of living .......................................
Increase in crime ............................................. Noise pollution......................................................
3 Overall do you think that tourism has a positive or negative impact in Mauritius?
Positive .......................................................... Negative ..............................................................
Fig. 10
(i) The students used systematic sampling to choose sixty people to complete the
questionnaire. Suggest how they might have used this sampling method to choose whom
to ask to fill in the questionnaire.
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1
6
(ii) The answers to Questions 1, 2, and 3 of the questionnaire in Fig. 10 are shown in Fig. 11
opposite.
The students devised this simple method to work out which impacts were most important.
Positive impact More jobs and income

1st Choice 26 × 2 = 52
2nd Choice 15 × 1 = 15
Total Score = 67
Use this method to work out the total score for air pollution.
Show your calculation in the space below and then write the answer in the empty box in
Fig. 11.
[2]
© UCLES 2014 0453/02/O/N/14

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Question 1
First Second
What do you think are the main positive Total score
choice choice
impacts of tourism in Mauritius?
More jobs and income 26 15 67
Improved standard of living 7 11 25
More modern services 2 6 10
Cleaner environment 3 1 7
Improved transport links 8 6 22
More goods in shops 6 6 18
More global awareness 7 3 17
Reduction in crime 1 12 14
Question 2
First Second
What do you think are the main negative Total score
choice choice
impacts of tourism in Mauritius?
Loss of local culture 6 5 17
Air pollution 16 10
Traffic congestion 17 14 48
Destruction of natural environment 7 5 19
Increase in litter 3 7 13
Increase in cost of living 4 8 16
Increase in crime 3 4 10
Noise pollution 4 7 15
Question 3
Overall do you think that tourism has a Answers
positive or negative impact in Mauritius?
Positive 52
Negative 8
Fig. 11
(iii) What conclusion can be drawn from Fig. 11 about whether residents think that tourism
has a positive or negative effect on people in Mauritius? Support your answer with data
and examples.
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1
8
(iv) Residents identified traffic congestion as the main negative impact of tourism. Explain
why tourism is likely to lead to traffic congestion.
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(v) Describe how the students could have used a variety of methods to carry out research to
investigate the impact of traffic congestion caused by tourism in Mauritius.
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[Total: 39 marks]
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Question 2 Fig. 2 Adapted from: © http://www.unctad.org/en/docs/diaeia20086_en.pdf.

Question 4 Photographs A-F S. Sibley © UCLES.
© UCLES 2014 0453/02/O/N/14


Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE ®, Cambridge International A and AS Level components and some

1 (a) Qualitative data

Any 2 of letters; diaries; photographs; newspaper articles; films; TV programmes;
newspapers.
Primary data
Any 2 of questionnaire; interview; observation.

• articles
• personal records
The following = 0:
• books
• internet 4 × 1 mark [4]
(b) Figures produced by government bodies or figures produced by authorities;
Figures/statistics/numerical data/can be shown on a graph/numbers;
Accuracy/truth/reliability/legitimacy of the data/whether the data is trustworthy/whether the

data is authentic/data without bias etc.;

• valid
• quantity

• relevance
• usefulness
• a direct copy of the second sentence from the text 3 × 1 mark [3]
(c) Primary data is collected first hand/by the researcher/in the field/directly from respondents/
research you would do yourself;
Secondary data has been collected by someone else/desk research/is another person’s
interpretation of primary data/data from published work/previous reports;

• second hand
• data that is not new
• data that already exists
• data that is from another source

• examples 2 × 1 mark [2]

(d) 1 mark each for two simple reasons lifted from resource with a further mark in each case for
development.
Ideas such as:

it may not be valid/true/reliable (1) as the writer could have included biased views/as the
writer could have left out vital information (1);
It may be out of date (1) as textbooks may have used figures gathered some years ago/so
that data is no longer relevant (1);
It may not provide the information needed/data might be produced for a different reason (1)
as much of it could be irrelevant to the issue being investigated (1);
2 × 1 + 2 development marks [4]
[Total = 13 marks]
2 (a) (i) 60 000–75 000 (any figure within range) 1 mark [1]
(ii) 2007 or 2006–2007 1 mark [1]

Greater affluence;
Developments in transport/accessibility;
Investments in tourism/more hotels/tourist attractions built;
By multinationals/government;
Development of infrastructure;
Globalisation;
Tourists becoming more adventurous/want to experience a new culture;
More paid leave;
Longer holidays;
Decreasing relative costs;
More advertising/information/TV;
Political stability/less wars/safer;
Cheaper air travel/more airports;
More travel agencies etc.;

• attractions of the countries
• cultures

• it is cheap
• greater awareness
4 × 1 mark or development. Can develop up to maximum. [4]
(b) (i) Completion of divided rectangle
1 mark each for correct plots at 32 and 70

1 mark for shading or labels
N.B.: Need to use the key. Do not accept labels. Graph should be in the correct order for
full marks. [3]

(ii) Similarity
similar amount of low skilled workers/for both medium is the highest/high skills is lowest
for both;
Differences
higher percentage of high skilled females/higher percentage of medium skilled males
(accept if expressed in reverse)

• low skills
• high skills
N.B.: Can accept examples. Statistics on their own are not enough to gain the mark –
some interpretation is required. 2 × 1 mark [2]
(iii) Level 1 (1 to 3 marks)
Simple statements which list advantages and disadvantages of tourism as a means of

development.
(e.g. brings in money, better services provided, jobs created, exploitation, low pay, loss
of culture, seasonality etc.)
Developed statements which explain advantages or disadvantages of tourism as a

means of development.
(e.g. brings in money which can be used to improve quality of life, money spent on
schools will increase skills base, better health care services provided which locals can
use as well as tourists, jobs created where a regular salary can be earned etc.)
Developed statements which explain advantages and disadvantages of tourism as a

means of development.
(e.g. brings in money which can be used to improve quality of life, money spent on
schools will increase skills base ensuring high quality future workforce, better health care
services provided which locals can use as well as tourists, jobs created where a regular
salary can be earned, workers may be exploited as pay may be low and hours long, as
local people come into contact with western dress and behaviour they may neglect their
own cultures/traditions;
Tourism is seasonal so there will be times of year when incomes are low/non-existent;
during a recession tourists may not go on holiday therefore there could be redundancies
etc.)
N.B.: Development must be of the advantage/disadvantage (impact) not cause. [8]
[Total = 19 marks]

3 Level 1 (1 to 3 marks)
A simple attempt to justify the choice of option, with basic points made.
A developed justification of the choice of option backed up by reference to either advantages of

chosen option or disadvantages of at least one of the two rejected options.
A full answer which justifies choice of option by developed references to advantages of chosen
option and disadvantages of the two rejected options.
N.B.:
Disadvantage of the chosen option is not relevant
Advantages of tourism (generic) are not relevant unless specific to chosen scheme
Advantages of rejected scheme are not relevant
Do not double credit opposites [9]
[Total = 9 marks]

4 (a) (i) Physical = Photograph A/B/E

Human = Photograph C/D/F 2 × 1 mark [2]
(ii) Credit description as appropriate to photographs chosen. Must link to the photograph.
The following answers = 0 (for all photographs):

• naturalness
• quietness
• sightseeing
• taking photos
• it is beautiful
• there are nice views
• there is good weather
• green/greenery
• picnic
• relaxation
Photograph A:
Beach/sand;
Sea/ocean;
Tropical vegetation;
Water sports/boats/example of activity;
Developed water idea;

• vegetation
• coast
• culture
• forest
• trees
• water
• relaxing
Photograph B:
Waterfall;
Trees;
Swimming/scrambling;

• forest
Photograph C:
Temple
Statue/gods
Art/culture/religious
Lake

Photograph D:
Marina/port/harbour;
Sailing/boating;
Modern buildings/interesting architecture/buildings with suggestion of use;

• buildings
• culture
Photograph E:
Highland/mountains/hills;
Rock outcrops;
Walking/rambling/hiking/birdwatching/botany;
Variety of vegetation/flowers and trees;

• Vegetation
• Trees
Photograph F:
Windmill
Traditional/old/historic building;
Museum;
N.B.: Maximum 3 marks for any photograph. 7 × 1 mark [7]
(b) (i) Ideas such as:

students only want to ask tourists/questionnaire is for tourists;
many people approached may be residents/not all people approached will be tourists/
local views are not relevant/answer from residents will not help them;
they do not want to waste residents’ time/their own time;
adding non-tourists’ responses will make results unreliable/to ensure results are valid or
relevant/no bias is introduced;

• so they know if they are tourists or locals 2 × 1 mark [2]
(ii) Ideas such as:

to illustrate differences between physical and human attractions;
to see which type of attractions are most popular/it makes it easier to compare;
both types of attraction are of interest to tourists/to give them a wider choice/so they
have a range to choose from;

• It makes it quick 2 × 1 mark [2]

majority of/most tourists come from Europe/large number from Europe;
not many/few tourists come from Oceania/South America;
most tourists come from MEDCs/few from LEDCs;
second largest from North America/large number from North America;
some tourists from every continent;
more from northern hemisphere/less from southern hemisphere;
N.B.: Statistics without interpretation = 0 2 × 1 mark [2]

(iv) Drawing of bar graph:

Choice of scale = 1 mark
Labelling of y-axis = 1 mark
Labelling of all bars/key = 1 mark
Correct plotting = 1 mark
N.B.: cannot get plotting mark if scale is not even. 1 mm = 1% or 1 mm = 2%
4 marks [4]
(v) Drawing of pie chart:

Correct plotting = 2 marks
Labelling of segments/key = 1 mark
120 and 130 degrees = 2 marks

115–119 and 131–135 = 1 mark
Can get labelling mark if plotting is wrong as long as two segments on the pie chart.
3 marks [3]
(vi) Natural attractions brought more tourists than built attractions;

Almost twice as many/double attracted by natural attractions/30% more
(2nd mark for interpretation of statistics) = 2 2 × 1 mark [2]
(c) (i) Every nth person/one person every 5 minutes;

every nth house on a housing estate;
one person from each of 100 streets in a town;
one person from each of 100 workplaces in a town etc. 1 mark [1]
(ii) One mark for method (16 × 2) + (10 × 1)

One mark for correct total (42) – must be shown in the table 2 marks [2]

Effect is positive (reserve);
52 out of 60 answering that it was positive/52 said it was positive and 8 said it was
negative;
Approx. 80%/44 more people thought it was positive;
Creation of jobs and income considered more important than all negative impacts added
together etc.

• 52 thought it was positive 3 × 1 mark [3]

(iv) Ideas such as:

more vehicles/cars will be on the road/more traffic;
coaches/buses used by tourists will hold up traffic;
tourists may drive slowly to see scenery;
or stop to take photographs;
tourists will need to travel from airport/to hotels/to attractions;
transport of goods for hotels/shops;
people going to work in hotels/airport;
unfamiliarity with roads/traffic systems etc.

• More people can afford cars
• Tourists drive badly
• A lot of tourists come to the country
• Tourists travel around 3 × 1 mark [3]
(v) Level 1 (1 to 2 marks)
Simple statements which identify possible methods which could be used to investigate
impact of traffic congestion.
(e.g. traffic survey, count cars, interview people, carry out questionnaires, see how long
it takes for journeys etc.)
More specific or developed statements which describe one or two methods which could
be used to investigate impact of traffic congestion.
(e.g. carry out a traffic survey recording vehicles heading to main tourist destinations,
interview residents about how they are effected by traffic congestion)
A comprehensive answer which uses developed statements to clearly describe a variety

of methods which could be used to investigate impact of traffic congestion.
(e.g. carry out a traffic survey recording vehicles heading to main tourist destinations,
interview residents about how they are effected by traffic congestion, carry out
questionnaires asking people in car parks about the time taken for their journey in and
out of the main tourist seasons; time vehicles over a set distance in areas where there
are different numbers of tourists, observe impact of street parking in tourist hotspots etc.)
[6]
N.B.:
Don’t allow development for generic advantages of the methods, must relate to the
impact of traffic congestion. Accept primary or secondary methods. Reference to
sampling methods is not relevant.
[Total = 39 marks]

* 0 0 0 7 7 3 9 8 9 8 *

2 hours

The Insert contains Fig. 5 for Question 3(b).
DC (ST/CGW) 100626/2
2
1 Study Fig. 1 which shows the number of children who did not attend primary school in 1990 and
2011.
120
100
Number of children who did not
attend primary school (millions)
80 Others
South-Eastern Asia
Latin America and

60 the Caribbean
Eastern Asia
40 Southern Asia
Sub-Saharan Africa
20
0
1990 2011
Fig. 1
(a) (i) Which region showed the largest decrease in the number of children who did not attend
primary school between 1990 and 2011?
.......................................................................................................................................[1]
(ii) Millennium Development Goal 2 is to achieve universal primary education by the end of
2015.
Do you think that this goal will be met? Explain your answer.
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© UCLES 2015 0453/01/O/N/15

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(iii) Explain why many children in developing countries do not attend school.
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4
(b) Study Fig. 2 which shows youth literacy rates for Sub-Saharan Africa and Southern Asia.
Sub-Saharan Africa
Southern Asia
40 50 60 70 80 90 100
youth literacy rate (%)

women, 1990 men, 1990
women, 2011 men, 2011
Fig. 2
(i) Compare the literacy rates of the two regions.
...........................................................................................................................................
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(ii) Describe the methods that governments might use to encourage more girls to attend
school and complete their education.
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© UCLES 2015 0453/01/O/N/15

5
(c) Explain how an education helps families to reduce poverty and improve living standards. You
should develop the points you make.
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[Total: 20 marks]

6
2 Study Fig. 3 which shows selected data for Mozambique, a country in Africa in 2012.
HDI rank 185

Life expectancy 52 years
Infant mortality rate 75/1000 live births
Access to improved drinking water source 47%
Adult literacy 56%
GDP $27 billion
GDP per person $1200
Imports $6.1 billion
Exports $3.5 billion
National debt $4.6 billion
Fig. 3
(a) (i) Mozambique is one of the least developed countries in the world. Use two examples to
show how the data in Fig. 3 supports this statement.
...........................................................................................................................................
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(ii) What type of balance of trade did Mozambique have in 2012?
.......................................................................................................................................[1]
© UCLES 2015 0453/01/O/N/15

7
(b) Countries like Mozambique often borrow money and get into debt.
(i) Explain why a country’s debt can grow and eventually become so large that it cannot
afford to pay the money back.
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(ii) Explain how a large national debt influences the development of a country.
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(c) Developing countries that are in debt may receive aid.
(i) Suggest one type of equipment that may be given as emergency aid in the event of a
disaster.
.......................................................................................................................................[1]
(ii) Aid may be given to developing countries in the form of money or equipment. Give two
reasons why this might not reach the people in need of it. Suggest a solution to each of
these problems.
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8
(d) Describe an aid project which you have studied and assess its benefits to the community. You
should develop the points you make.
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[Total: 20 marks]
© UCLES 2015 0453/01/O/N/15

9
3 Study Fig. 4 which shows the contributions of different economic activities to the GDP of
Country A and Country B.
Country A Country B
100% 100%
75% 25% 75% 25%
50% Mining 50%

Agriculture
Manufacturing
Tourism
Others
Fig. 4
(a) (i) Identify two differences between Country A and Country B.
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.......................................................................................................................................[2]
(ii) Suggest two economic problems for Country A of relying on the production and export of
mineral products.
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10
(iii) Describe three environmental problems caused by the exploitation of mineral resources.
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(b) Study Fig. 5 in the Insert which shows a popular holiday destination.
(i) State the main features of the tourist resort.
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.......................................................................................................................................[3]
(ii) Sustainable tourism and ecotourism try to reduce the impact of tourists and tourist
facilities on the natural environment. Explain how this can be achieved.
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© UCLES 2015 0453/01/O/N/15

11
(c) Industrialisation is a major contributor to the development process. Explain how industries
use the different forms of infrastructure and services that are needed for development to take
place. You should develop the points you make.
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[Total: 20 marks]

12
4 Study Fig. 6 which shows some of the pressures on traditional farms.
Urban growth
Soil erosion Drought
Traditional Soil
Land reform
farm degradation
Large families Climate change
Commercial farms
Fig. 6
(a) (i) Identify two environmental pressures on traditional farms.
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) How might urban growth put pressure on these farms?
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© UCLES 2015 0453/01/O/N/15

13
(iii) State two methods that traditional farmers use to prevent soil erosion and explain how
each method works.
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(b) Study Fig. 7 which shows part of a newspaper article about a farmer in Brazil.
Carpo is a traditional farmer who grows fruit, can make their vast operations even bigger.
vegetables and cereals on a small plot of He fears they will threaten him if he refuses.
land by his house. He keeps a few chickens, Many local farmers have already sold up and
a couple of goats and a cow. He is worried. moved into town but they cannot find jobs
The commercial soya producers are offering and they are struggling to feed their families.
him money to sell his land to them so they
Fig. 7
(i) Explain in your own words why the farmer is worried.
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(ii) Explain how food grown on traditional farms can help to keep the body healthy.
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14
(c) Farmers often join together to form groups called co-operatives. Explain how co-operatives
can support traditional farmers and help them to increase their output. You should develop the
points you make.
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[Total: 20 marks]
© UCLES 2015 0453/01/O/N/15

15
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© UCLES 2015 0453/01/O/N/15

16
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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 International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
© UCLES 2015 0453/01/O/N/15


Cambridge is publishing the mark schemes for the October/November 2015 series for most
Cambridge IGCSE ®, Cambridge International A and AS Level components and some

1 (a) (i) Southern Asia. [1]
(ii) It took over 20 years to reduce the number of children who did not attend primary school
by just less than 50 million/from 104 million to 57 million.
It will take more than 4 years to reduce by a further 57 million/numbers in 2011 are too
high.
Families cannot afford costs of education/children needed to work in fields etc.
Credit to be given for the reason(s). [2]
(iii) Families living in poverty cannot afford the costs.

Children are weak from hunger and illness.
Not enough schools/teachers/government funding for education.
Schools are too far away for families with no transport/difficult to reach in rural areas.
Children are needed to work in the home/on farm/go out to work.
Children needed at home to care for sick/elderly relatives/siblings.
Gender inequality results in girls missing out on education/boys more likely to get
education.
Cultural/traditional/religious beliefs that discourage education.
Parents do not understand the importance of schooling.
Pregnancy/early marriage results in girls dropping out of school.
Civil wars/natural disasters destroy schools.
Etc. [4]
(b) (i) Literacy rates:

For women/men have increased from 1990 to 2011 in both regions.
For men are higher than for women in both regions in 1990 and 2011.
For women/men in Sub-Saharan Africa have not increased as much as those in
Southern Asia.
For women/men are higher in Sub-Saharan Africa in 1990.
For women/men are higher in Southern Asia in 2011.
For women have shown a greater increase than men in both regions.
Difference between men and women in 1990 is greater in Southern Asia.
Etc. [3]
(ii) Reduce costs of education so families can educate girls as well as boys.
Encourage female teachers/women in high profile jobs as role models.
Introduce laws to make education compulsory/to promote gender equality.
Make child marriages and child labour illegal and ensure the laws are enforced.
Reward families who allow girls to complete their education.
Information programmes directed at parents to show the importance of educating girls.
Improve health facilities to keep girls healthy.
Provide safe transport to school/private sanitation facilities.
Provide schools for girls only/provide more school places.
Etc. [4]

(c) Levels marking:
Level 1 (1 or 2 marks) – simple statements with basic points made:
If parents are educated they can get jobs and earn money.
With money they can buy better materials for their house.
If their children are ill they can afford medicine.
They know how to eat a balanced diet and can afford to buy one.
Level 2 (3 or 4 marks) – a sound attempt with points being developed or exemplified:
Education teaches skills which can result in a higher paid job which lifts families out of
poverty.
Living conditions at home can be improved by building more rooms or mending a roof that
may leak.
Educated parents understand the importance of disease prevention and can afford medical
care.
Educated parents know about family planning and poverty is reduced if there are fewer
children to care for.
Level 3 (5 or 6 marks) – a comprehensive attempt with points being well developed or

exemplified:
People with an education are more likely to get a skilled job which pays well. The money
they earn can be spent on building a bigger house or one that is of better construction to
keep out the wind and rain. Education will teach about disease prevention and the
importance of vaccinations and health care can be afforded for all the family. Cleanliness in
the home which is taught at school will improve living conditions and general health.
Students will understand the importance of a balanced diet. Good quality and sufficient food
can be afforded. Living standards could also be improved by the purchase of electrical items
such as a computer or an electric cooker. Mothers will learn how to look after themselves
during pregnancy and the child mortality rate will fall. Family planning may be practiced
which will mean fewer children to look after and a generally higher standard of living. [6]
[Total: 20]

2 (a) (i) HDI rank is low.

Life expectancy is low.
Less than half the population have access to improved drinking water.
Adult literacy levels are low.
GDP per person is low.
Infant mortality is high. [2]
(ii) There is a negative balance of trade/trade deficit. [1]
(b) (i) Interest has to be paid on the loan.

Need to borrow to build schools/clinics/buy weapons which do not generate income.
More money is borrowed to pay off the existing loan.
High costs of essential imports.
Exports do not earn enough to pay off the debt.
Misuse of loans/corruption means more has to be borrowed. [2]
(ii) Debt reduces development as there is no money for infrastructure/schools/hospitals/

relieving poverty.
Debt results in economy slowing down/higher unemployment/higher taxes.
Poor infrastructure will not encourage industrial growth/rural development.
Lack of investment in education means literacy rates fall/workforce lacks skills.
Fewer hospitals/health workers mean diseases will spread/people will be unable to work.
Lack of access to clean drinking water/good sanitation results in higher mortality rates/
lower life expectancy.
GDP will fall/exports will be reduced if the workers are sick.
Etc. [4]
(c) (i) Shelter/medical supplies/clothing/rescue equipment etc. [1]
(ii) Corruption/misuse by individuals. Aid is delivered at grass roots by NGOs that are known
and trusted.
Governments divert aid to other departments. More careful monitoring is done by donor
organisations.
Poor communications/remoteness/difficulty of access. Assistance is given in form of
helicopters.
Conflicts may make it difficult for aid workers to move around. Governments should work
with NGOs to ensure aid workers are safe.
Credit other reasons such as scale of need, delays due to bureaucracy etc. and relevant
solutions.
2 marks for two reasons and 2 marks for relevant solutions. [4]

(d) Levels marking:
Level 1 (1 or 2 marks) – simple statements with basic points made. Candidate might not
identify a form of aid or aid project:
The community is supplied with clean water.

Women now do not have to walk long distances to fetch water.
There is water to put on the vegetable plots.
Children are much healthier now there is water to wash in.
Level 2 (3 or 4 marks) – a sound attempt with points being developed or exemplified.

Candidate has identified a form of aid or an aid project.
WaterAid (in Country X) has drilled a borehole which now supplies clean water to tap stands
in different parts of the village which is much better than river water.
Instead of spending several hours each day collecting water, the women are less tired and
can set up small businesses.
Waste water is put on the crops and so incomes have risen as more can be grown which
helps reduce poverty.
Children are much healthier now as they do not catch water-borne diseases such as
diarrhoea.
Level 3 (5 or 6 marks) – a comprehensive attempt with points being well developed and well
exemplified:
WaterAid in the Sahel region of Burkino Faso has drilled a borehole in the community with an
electric pump. Water is then sent to various tap stands around the village. Before, water had
to be collected from a polluted river some distance away and sometimes it dried up.
Women and children who used to spend several hours each day collecting water can now
access clean water at taps around their village. This has made a huge difference to their
lives. The children have time to attend school and they are less tired and the women have
time to make crafts they can sell to bring more income into the house. Water in containers is
heavy and the women and children were suffering from bad backs but now they do not.
The health of the whole community has improved as there is now plenty of clean water for
cooking and washing and also for flushing latrines. Many children used to suffer from
diarrhoea and skin rashes were common. They can now attend school more regularly. [6]
[Total: 20]

3 (a) (i) Country A’s economic activities are in the primary sector and B’s are mainly in the
secondary and tertiary sector.
Country B’s economic activities are more diverse.
Country A’s main economic activity is mining but Country B’s is manufacturing.
Country B includes tourism but Country A does not etc.
Country A has more agriculture than Country B etc. [2]
(ii) Mineral products are non-renewable/will run out.

Prices can fall/fluctuate/specific cause of falling prices.
World demand may fall/fluctuate/specific cause of falling demand.
They have few economic activities to fall back on. [2]
(iii) Trees have to be cleared to make land available.

Loss of habitats/wildlife will have to move elsewhere.
Loss of biodiversity.
Toxic materials might get washed into the streams.
Disruption to aquatic food chain.
Dust from blasting will cause air pollution.
Etc.
Environmental problems must not just be identified. Credit global issues. [3]
(b) (i) Hotels/high density buildings/apartments/balconies/flat roofs/buildings.

Sea/water/waves/coast.
Beaches.
Seating/sunshades.
Few trees.
Road/walkway.
Do not accept weather features, absent features. [3]
(ii) Hotels are not built so high so that they look more in keeping with the surroundings.
Materials are found locally and design reflects local culture.
Open space is left within resorts so all the natural vegetation and wildlife is not
destroyed.
Hotels have to be a certain distance from the beaches.
The number of tourists is reduced so there is less pressure on the water supplies/
sewage disposal service.
Guides offering wildlife safaris are limited to reduce disturbance to wildlife.
Simple accommodation run by local people gives communities the incentive to conserve
natural areas for ecotourists.
Creation of protected/restricted areas.
Measures to reduce car usage such as pedestrianisation/congestion charging.
Encourage the use of renewable energy sources in tourist areas.
Measures to reduce litter such as on-the-spot fines/recycling bins.
Education of visitors in more sustainable tourism through e.g. posters, brochures.
Etc. [4]

(c) Levels marking: – Accept a broad definition of ‘industries’.
Roads are used to transport materials to the site.

Energy supplies are needed to work the machines.
Telecommunications allow contact with suppliers.
Education provides people with the skills needed.
Industries use roads and railways to transport inputs to the site and their products to the
consumers or to the ports for export.
Electricity is used to power machines and computers and also provide lighting.
Telecommunications are used for passing information to workers, checking prices of different
supplies and ordering new ones.
Schools provide basic education and universities provide further training in specific skills
such as accountancy.

exemplified:
For a country’s economy to grow and for development to take place, industries need to
produce goods for export. Industries use roads and railways to transport inputs to the site
and their workers and fast, reliable communications to markets are also needed. Industries
may have their own vehicles or use other transport services for this. Docks have to be
constructed to cope with large volumes of goods often in containers and the ports need to
have good links with the industrial areas.
Telecommunications are used for ordering new supplies and the internet allows world prices
to be checked on a regular basis. All business and financial transactions depend on fast and
reliable internet access which depends on a reliable electricity supply. Cheap energy is also
needed to run machinery. Oil supplies are essential to the smooth running of machines and
for the transport of goods and workers. [6]
[Total: 20]

4 (a) (i) Soil erosion/drought/soil degradation/climate change.
Accept any two [2]
(ii) As towns grow they need more land for housing and the farmer may be forced off the
land.
A growing population may use more of the local water supplies.
Stealing of crops may be a problem as urban dwellers live closer and closer.
Farmer’s children may prefer to work in industries in the growing towns than in the fields.
[2]
(iii) Manure/compost/leaves/waste is used to cover the soil with a mulch so it will not be
blown away.
Grazing of livestock is controlled so land is not left bare of vegetation.
Land is ploughed across/along the slopes so rain will not run down the furrows and
erode the soil.
Small bushes/trees are planted to slow water moving down the slopes/provide shelter
from the wind etc.
Crop rotation helps the soil stay fertile so crops can always be grown and the land is not
left bare.
Etc.
1 mark for each method, 1 mark for explanation of that method x2 [4]
(b) (i) He is frightened that:

He will be threatened.
He might lose his farm.
He might not be able to find another job.
He might not be able to buy food for his family.
Do not credit a direct lift from Fig. 7. [2]
(ii) The variety of food grown provides a balanced diet.

Cereals supply the body with carbohydrates which are needed as a source of energy.
Meat/dairy products/milk from cows provide fats for stored energy.
Vegetables/meat provide protein for growth and repair of tissues.
Fruit/vegetables provide vitamins for general good health.
Milk/vegetables provide minerals for strong bones and teeth.
Less use of chemicals means the food is healthier.
Farmers are unlikely to grow GM crops/eat processed food. [4]

(c) Levels marking:
Farmers can help each other at harvest time.

Fertilisers can be bought cheaply in bulk.
Machinery can be shared by members of the group.
Farmers can obtain credit more easily if they are part of a group.
Farmers could share large equipment and help each other at harvest time so that crops are
not wasted by being left in the field.
A group can obtain loans more easily than a farmer on their own and this could be used to
buy better seeds.
Training can be arranged for group meetings so that farmers are aware of the latest
technology and best suppliers.

exemplified:
Members of a group can access credit more easily without having to give their land as
security on the loan. They can then afford to buy fertilisers and pesticides to improve their
yields and these are cheaper if bought in bulk. Large equipment which individual farmers
cannot afford can be purchased using a group loan and then shared among members who
also help each other at busy times of the farming year.
Farmers can share ideas and skills and arrange for specialist advice to be given to the group.
This could be advice on prices, suppliers of seeds, finding new markets and also new
technologies. Storage is often a problem for individual farmers but a group could arrange
storage of surplus crops where they would not be damaged. Farmers could then benefit from
selling their produce when prices rise. [6]
[Total: 20]

* 7 8 1 6 6 8 8 7 8 0 *

2 hours
You may use an HB pencil for any diagrams, graphs or rough working.

The Insert contains Photographs A and B for Question 3(a).
This document consists of 19 printed pages, 1 blank page and 1 Insert.
DC (NF/JG) 99186/3
2
1 (a) Study Fig. 1 which shows information about natural population change.
Russia
Europe
Africa
India
Kenya
Argentina Key
3% increase and over
2–2.9% increase
1–1.9% increase
0–0.9% increase
Decrease
Fig. 1
(i) Using Fig. 1, put the following countries in rank order according to their rates of population
change. You should rank the countries from highest to lowest.
Argentina India Kenya Russia
..................................................... Highest
.....................................................
.....................................................
..................................................... Lowest
[2]
© UCLES 2015 0453/02/O/N/15

3
(ii) Compare the rates of natural population change in Africa and Europe. You should use
statistics in your answer.
...........................................................................................................................................
...........................................................................................................................................
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...................................................................................................................................... [3]
(b) Study Fig. 2 which shows information about India’s population in 2012.
Total population 1.2 billion

Birth rate 20.6 per 1000
Death rate 7.4 per 1000
Infant mortality 46.1 per 1000
Life expectancy 67.1 years
Fig. 2
Calculate the natural population growth rate for India. You should show your calculations.
.................... per 1000

[2]

4
(c) Study Fig. 3 which shows information about changes in the birth and death rates of India, a
developing country in Asia.
50 50
40 40
Rate
per 30 Birth rate 30
1000
POPULATION GROWTH
people
20 20
10 10
Death rate
0 0
1951 1961 1971 1981 1991 2001 2011
Years
Fig. 3
(i) Use data from Fig. 3 to explain how differences between birth rates and death rates have
caused natural population growth in India between 1951 and 2011.
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...................................................................................................................................... [3]
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5
(ii) Suggest reasons for the changes in birth rates and death rates which are shown on
Fig. 3.
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...................................................................................................................................... [6]
[Total: 16 marks]

6
2 Study Fig. 4 which shows information about five districts in the Indian state of Uttar Pradesh.
Muzaffarnagar Key % living in urban areas
% living in rural areas
Siddharthnagar
Lucknow
Varanasi
Mahoba
Fig. 4
(a) Identify the district which has:
• the highest percentage of the population living in urban areas ............................
• the highest percentage of the population living in rural areas ............................ [2]
(b) Study Fig. 5 which shows information about birth rates, death rates and infant mortality rates
in the five selected districts of Uttar Pradesh.
Birth rate Death rate Infant mortality rate

District (per 1000 people) (per 1000 people) (per 1000 live births)
Urban Rural Urban Rural Urban Rural
Muzaffarnagar 22.1 25.0 7.5 9.6 37.2 59.6
Lucknow 16.4 22.1 5.8 8.3 32.9 57.0
Mahoba 25.6 25.7 6.9 7.7 38.7 53.2
Varanasi 17.6 21.7 7.4 8.5 69.8 83.1
Siddharthnagar 28.5 38.4 9.3 11.5 87.6 90.7
Fig. 5
© UCLES 2015 0453/02/O/N/15

7
(i) What is meant by the term infant mortality rate?
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Identify the main difference between the death rates in urban and rural areas in all five
selected districts.
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) Suggest reasons to explain why infant mortality rates are high in some rural areas in
Uttar Pradesh.
...........................................................................................................................................
...........................................................................................................................................
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...................................................................................................................................... [4]
(iv) Compare the birth rates of Mahoba and Varanasi.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]

8
(c) Study Fig. 6, a scatter graph which shows the percentage of the population who live in rural
areas and the average birth rates of the selected districts of Uttar Pradesh.
35
30
Mahoba
25 Muzaffarnagar
average
birth
rate 20 Lucknow
Varanasi
(per
1000 15
people)
10
0
40 50 60 70 80 90 100
% living in rural areas
Fig. 6
(i) Complete the scatter graph by plotting the following information for Siddharthnagar:
Population who live in rural areas = 96%
Average birth rate = 35 per 1000
[1]
(ii) Draw a best fit line on Fig. 6. [1]
(iii) Use information from Fig. 6 to show that there is a positive relationship between the
average birth rates and the percentage of the population who live in rural areas.
...........................................................................................................................................
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...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2015 0453/02/O/N/15

9
(iv) Explain why birth rates are high in many rural areas of developing countries.
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...................................................................................................................................... [4]

10
(d) Qadirabad is a village in Siddharthnagar which faces the challenge of reducing the birth rates.
Money is available to do this from the Indian government.
Consider the following options.
Option A:
Supply free contraceptives (condoms).
Option B:
Employ a family planning nurse at the village clinic.
Option C:
Organise a meeting for local people to explain the importance of reducing birth rates.
Option D:
Offer free food vouchers for families with no more than one child.
(i) Which two options do you think are most likely to reduce the birth rates?
Give reasons for your choices.
...........................................................................................................................................
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© UCLES 2015 0453/02/O/N/15

11
(ii) Explain why it is important to use several methods together to reduce birth rates, rather
than using only one method.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 26 marks]

12
3 A research investigation was carried out with women in an urban area in India to find out information
about their health and the health of their families.
(a) Study Photographs A and B which show parts of the area which was chosen to carry out the
research.
(i) Write an introduction to the investigation which describes the characteristics of the area
where the study was carried out.
Your introduction should be based on observations from Photographs A and B.
...........................................................................................................................................
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...................................................................................................................................... [4]
(ii) Use your observations to explain three likely risks to the health of people living in the
area.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...........................................................................................................................................
3 .......................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2015 0453/02/O/N/15

13
(b) Study Fig. 7, which describes the research, and Fig. 8, which is a letter given to the people
chosen to take part in the investigation.
As we were dealing with sensitive issues it was necessary to build a relationship with the women
who took part in our study. This was done by holding meetings with the women and making
contact with local organisations. In addition we circulated leaflets in Marathi and Hindi with details
about our investigation (Fig. 8). These leaflets were distributed widely among all members of the
community, especially women. For those who could not read the leaflet, it was either read out or
explained. Our address and telephone numbers were important considerations in building trust
and faith in the community.
Female investigators were used to interview women. All these investigators were aged between
18 and 25 and could speak and write in Marathi and Hindi. They were fully trained before the
investigation started.
Both quantitative and qualitative data were collected. Interviews were used with a large sample of
people, both residents and health workers, and supporting data obtained.
Fig. 7
Centre For Enquiry into Health and Allied Themes (CEHAT)

519, Prabhu Darshan, 31, S.S. Nagar, Amboli, Andheri (W) 400 068
Phone: 625 0363
Dear Sister,
We are conducting a study on women’s health.
Our organisation has a special interest in health issues. It is a secular, non governmental
organisation. It is five years old and is run by its staff. It is governed by Anusandhan Trust
(Reg. No. E 13480). We have conducted many research studies in different parts of Maharashtra.
This study aims to find out what illnesses people, especially women, suffer from, where do they go
for help and how much time is spent on seeking care. For this reason, we want to know from
women about themselves and their family members’ health. We also want information about
events – births, pregnancies, abortions and deaths – which have occurred in the past year in
the household. At the end of the study, a detailed report will be written based on the information
collected. No individual’s name will be printed in this report.
We have selected the sample of households carefully, so that all kinds of people can be included
in the study. However, you have a right to refuse to give the interview and also to refuse to answer
specific questions. CEHAT and the people who have signed this letter promise you that this
information will not be given to anyone else.
If you have any doubts, questions or suggestions, please call us, meet us or write to us.
Researchers
Roopashri Sinha
Neha Madhiwalla
Sunil Nandraj
Amar Jesani (Co-ordinator)
(Note: This pamphlet has been translated from Marathi.)
Fig. 8

14
(i) The data collected in the investigation was primary data. What is meant by primary data?
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Explain why the letter (Fig. 8) was given to the people taking part in the investigation.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(iii) The data gathered in the investigation was both qualitative and quantitative.
Define the terms:
qualitative data ..................................................................................................................
...........................................................................................................................................
quantitative data ................................................................................................................
...................................................................................................................................... [2]
(iv) Name and describe a method which could be used to choose a representative sample of
households for the interviews.
Explain why you think this type of sample would be representative.
Type of sample ..................................................................................................................
Description ........................................................................................................................
...........................................................................................................................................
Explanation .......................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2015 0453/02/O/N/15

15
(v) Describe the advantages and disadvantages of interviews as a method of data collection.
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16
(c) Study Fig. 9 which shows data collected in the investigation about the health facilities used.
0
90 10 Private
10–30 over
less than 10 minutes mins 30
20 mins
80
0 10 20 30 40 50 60 70 80 90 100
% of households
Private Government
70 30
less than 10–30 over
10 - 30 30 mins
10 minutes mins
mins
60 40
50 0 10 20 30 40 50 60 70 80 90 100
% of households
Type of facility used by
households (%) Time taken to get to facility from home
Fig. 9
What conclusions can be made from these data? Refer to statistics in your answer.
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© UCLES 2015 0453/02/O/N/15

17
(d) Study Fig. 10 which shows data collected in the investigation about treatment and health care
providers.
Key Medicine Key Doctor
Medicine and Chemist / Nurse
0 injection 0 Self
90 10 Special care 90 10 Other
Home remedy
80 20 80 20
70 30 70 30
60 40 60 40
50 50
Treatment Provider
Fig. 10
(i) Use the following information to complete the pie chart in Fig. 10 which shows the type of
treatment:
Medicine 63%
Medicine and injection 28% [2]
(ii) State the percentage of households whose treatment was provided by a doctor.
......................................% [1]

18
(e) Study Fig. 11 which shows reasons why people sometimes did not treat illnesses.
No Response
Other
Long Term Illness
Afraid
Problems of Access
No Need for Treatment
Could Not Afford
0 5 10 15 20 25
% of households
Fig. 11
(i) Complete Fig. 11 by showing the following information:
22% did not treat their illness because they could not afford to. [1]
© UCLES 2015 0453/02/O/N/15

19
(ii) Suggest possible solutions to the problem of non-treatment of illness in the area. Justify
your suggestions.
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...................................................................................................................................... [6]
[Total: 38 marks]
© UCLES 2015 0453/02/O/N/15

20
BLANK PAGE
© UCLES 2015 0453/02/O/N/15


Cambridge IGCSE ®, Cambridge International A and AS Level components and some

1 (a) (i) Kenya

India
Argentina
Russia
2 marks for all correct

1 mark for 2/3 correct
0 marks for 0/1 correct [2]
(ii) Ideas such as:

Growth rates are higher in Africa/lower in Europe or growth rates are high in Africa and
low in Europe or there is an increase in Africa and decrease in Europe;
Comparative statistics;
There is more variation in Africa/less variation in Europe;
NB: Answer needs to compare.
3 @ 1 mark [3]
(b) Birth rate – Death rate/20.6 – 7.4 (1)

13.2 (per 1000) (1)
2 @ 1 mark [2]
(c) (i) Birth rate is higher than death rate;

Death rate reduces more quickly than birth rate (up to 1971)/death rate falls but birth rate
rises (up to 1961);
NB: Statistics need years and figures.
The following answers are incomplete:

Natural growth statistics on their own
3 @ 1 mark [3]

(ii) Level 1 (1–2 marks)

Reasons suggested for changes in birth rate or death rate using simple statements.

Reasons suggested for changes in birth rate or death rate using developed statements.

A comprehensive answer using developed statements which suggests reasons for
changes in both birth and death rates.
Reference is likely to be made to factors such as:
Health care,
Economic change,
Contraception,
Abortion,
Water supply
Sanitation etc.
NB: The focus is on reasons for decreasing BR and DR. Not about reasons for high BR
and DR.
The following answers = incomplete:

Lack of education
Because the country is more developed
Because the country is richer

One Child Policy [6]
[Total = 16]

2 (a) Lucknow
Siddharthnagar
2 × 1 mark [2]
(b) (i) Number of babies/infants/children which die in their first year per 1000 live births. [1]
(ii) Death rates are higher in rural areas/lower in urban areas.

NB: Needs to compare. [1]

Poor/lack of or cannot afford health care/hospitals/medical care/clinics;
Lack of doctors/nurses/midwives;
Difficult to obtain/cannot afford medicine/drugs;
Lack of vaccination/cannot afford vaccination;
Poor sanitation;
Lack of a safe/pure/clean water supply/waterborne diseases;
Inadequate food supply/malnutrition/starvation/cannot afford food;
Lack of education about childcare/diet/hygiene;
Long distance to clinics/hospitals/many home births;
Women have to work hard during pregnancy;

Named diseases
The following answer = incomplete:

• Poverty
• Lack of education
• Disease
• Housing/shelter
• Poor living conditions
• Teenage pregnancies
4 @ 1 mark [4]
(iv) Lower in Varanasi in urban areas/higher in Mahoba in urban areas;

Comparative statistics (25.6 and 17.6/by 8)
Lower in Varanasi in rural areas/higher in Mahoba in rural areas;
Comparative statistics (25.7 and 21.7/by 4);
Similar in urban and rural in Mahoba but different in urban and rural in Varanasi;
Comparative statistics (25.6 and 25.7 in Mahoba and 17.6 and 21.7 in Varanasi);
NB: MAX 1 on statistics. Alternative to Line 1 and 3 of ms = birth rates are higher in
Mahoba. Needs to compare. No need for “per 1000”.

• A comparison between urban and rural
2 @ 1 mark [2]

(c) (i) Completion of scatter graph. [1]
(ii) Drawing of best fit line. 2 and 2 or 3 and 2 either side of the line. No negative correlation.
No need to label.
1 mark [1]
(iii) higher percentage in rural area and higher birth rate

Use of appropriate statistics to illustrate positive relationship:
Example: 45% of Lucknow’s population live in rural areas and birth rate is 18.5 per 1000
96% of Siddharthnagar’s population live in rural areas and birth rate is 35 per 1000
(1 mark for sets of figures for 2 places which illustrate the positive relationship)
2 @ 1 mark [2]
(iv) Ideas such as:

cannot afford/little/do not use availability of contraception/birth control/or examples;
not educated re: contraception/not educated about impacts of large families;
not likely to be able to afford contraception/birth control/family planning;
likely to want children to work on the land/on farms;
likely to want children to send out to earn money/work;
likely to want children to help around the house/look after younger children/collect water;
likely to want children to look after parents in old age/sick relatives;
not likely to be affected by government policy to reduce family size;
likely to have large families due to tradition/to get a son/polygamy;
likely to have large families due to religious influences/religion does not allow
contraception/children are seen as a gift of God;
no access to abortion;
high infant mortality rates/people have more children in the hope that some will survive;
women stay in the home/don’t work/women lack education/low literacy rates for females;
early marriage/teenage pregnancy etc.

• Religion
• Tradition
• Education
4 @ 1 mark [4]
(d) (i) Level 1 (1–2 marks)

Reason(s) suggested for one or both options chosen using simple statements.

Reason(s) suggested for one option or both options chosen using developed
statement(s).

A comprehensive answer using developed statements which suggest reasons for both
options chosen.
NB: Disadvantages of other schemes = IR [6]

(ii) Ideas such as:

each method deals with a different cause of increase in population growth;
dealing with one cause alone will not solve the problem/the methods are complementary;
e.g. it is no good giving out contraceptives free if people still want children to help grow
food etc.

• One method on its own won’t work
• More efficient
• One method will only slow birth rates a little
• Gives people a choice
NB: If candidate writes about all four options, mark the first two options given.
2 @ 1 mark [2]
[Total = 26]

Small houses;
Shop;
Litter/rubbish/waste/garbage;
Polluted atmosphere;
Densely packed/people living close together/overcrowded/congested;
Two storey housing;
Brick houses/concrete/cement/stone;
Built on hillside;
Stream passing through/open sewer/polluted water/sewage;
Corrugated iron roofs/plastic sheets;
Electricity supply;
Small/not many windows;
Observations must be evident from photographs. Do not accept value judgements.

• Shanty town/squatter settlement
• It is an urban area
• Self-built
• There is no sanitation
• Unpaved
• Space to play

• Built out of different materials
• Not clean
• Polluted
• Dirty
• Satellite dishes
• Disease
• Greenery
4 @ 1 mark [4]

(ii) Ideas such as:

water borne diseases from stream/open sewer/polluted water/unclean water;
atmospheric pollution could cause chest/lung problems;
litter/rubbish could spread disease/flies/insects/rats spread disease;
disease easily spread as people living close to each other etc.

• Poor health care
• Houses collapse
• No toilets
3 @ 1 mark [3]
(b) (i) First-hand information/data collected personally by the researcher/face to face
1 mark [1]
(ii) Ideas such as:

so they knew what the investigation was about;
know what questions will be asked
to let people know who the investigation was being carried out by;
so people would realise that it was genuine/trust the researchers;
to provide contact details;
letter guarantees privacy/anonymity/they know their identity will be protected etc.
3 @ 1 mark [3]
(iii) Qualitative data can be observed but not measured.

Quantitative data is numerical/based on statistics;

• Large amount
• Good quality
• Official
• A reference to how the data is collected
2 @ 1 mark [2]

(iv) Any type of sample:

Stratified/quota/systematic sample/random
1 + 1 for name of sample and description
One further mark for justification of why it is representative:
E.g. stratified sample would be more representative as the same balance is chosen as
make up the total population

• People chosen at random

• Snowball sampling
• Cheap/easy/fast
NB: Credit appropriate ideas even if placed incorrectly.
3 @ 1 mark [3]
(v) Level 1 (1–2 marks)

Advantages and/or disadvantages stated using simple statements.

Advantages or disadvantages explained using developed statements.

A comprehensive answer explaining both advantages and disadvantages using
developed statements.
References are likely to be made to advantages and disadvantages such as:
Advantages
• information can be obtained from people directly involved/first hand;
• flexibility in questions being asked/can respond to a remark made with a further
question/get clarification;
• Interviews can be carried out with people who are unable to read and write;
• Information obtained instantly/do not have to wait for return of questionnaires etc.
Disadvantages
• people may have limited knowledge/give wrong information;
• people could make remarks which are biased;
• statements from different interviewees may be conflicting;
• some information may not be relevant to the investigation/need to be selective;
• people will not understand English/will only speak local language;
• people may not answer honestly;
• people may not have time to complete interview etc.

• cheap
• saves time
• not biased (unless clarified) [6]

(c) Level 1 (1–2 marks)

An attempt to make conclusions without statistics or statistics without analysis.

A clear conclusion (with analysis) referring to statistics.

A comprehensive conclusion which refers to statistics.
Comprehensive means reference to all three graphs. [6]
(d) (i) Completion of pie chart.
Correct dividing line at 63 (1 mark)

Correct shading (1 mark)
NB: Do not accept line at 28%. Tolerance 62%–64%.
2 @ 1 mark [2]
(ii) 85% (no tolerance)
1 mark [1]
(e) (i) Completion of bar at 22% (no tolerance)
1 mark [1]
(ii) Level 1 (1–2 marks)

Ways suggested to increase the number of people treated.

Ways suggested to increase the number of people treated with some justification using
simple statements.

Ways suggested to increase the number of people treated with clear justification using
developed statements.
Candidates are likely to refer to ideas such as:

Building of more clinics,
Employment of more healthcare professionals;
Free health care,
Education about importance of treatment,
Use of mobile clinics;
Better medicines/invention of treatments;
Research [6]
[Total = 38]

* 7 6 4 7 5 4 0 0 5 0 *

2 hours

The Insert contains Photographs A and B for Question 3(a).
DC (NF/JG) 115845/5
2
1 (a) Millennium Development Goal 3 is to promote gender equality and empower women.
Study Fig. 1 which shows the percentage of women working in the non-agricultural sectors of
the economy in selected regions.
Northern Africa
Southern Asia
1990
Western Asia 2014
Sub-Saharan Africa
South-Eastern Asia
Latin America and

the Caribbean
0 10 20 30 40 50 60 70 80 90 100
%
Fig. 1
(i) Which region showed no change between 1990 and 2014?
...................................................................................................................................... [1]
(ii) Which region showed the greatest increase in the percentage of women working in the
non-agricultural sectors?
...................................................................................................................................... [1]
(iii) Which region was closest to achieving gender equality in these jobs in 2014? Give one
reason for your answer, using evidence from Fig. 1.
...........................................................................................................................................
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...................................................................................................................................... [2]
© UCLES 2016 0453/01/O/N/16

3
(b) (i) Describe the traditional role of women in many societies in developing countries.
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...................................................................................................................................... [3]
(ii) Suggest three policies that would enable more women with families to take paid
employment.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
...................................................................................................................................... [3]
(iii) Women have many roles at home, at work and in their community.
Explain why it is important to involve women in decision-making. You may use examples
in your answer.
...........................................................................................................................................
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...................................................................................................................................... [4]

4
(c) Explain how poor health and hunger in families can be reduced by promoting gender equality
and empowering women. You should develop fully the points you make.
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[Total: 20 marks]
© UCLES 2016 0453/01/O/N/16

5
2 (a) Study Fig. 2 which is a world map showing levels of human development using the Human
Development Index (HDI).
China
Key
very high
high
medium
low
Fig. 2
(i) What is the level of human development of China?
...................................................................................................................................... [1]
(ii) What is the level of human development of most countries in Europe?
...................................................................................................................................... [1]
(iii) Compare the level of human development of the countries in Africa with those in South
America.
...........................................................................................................................................
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...................................................................................................................................... [2]

6
(b) Study Fig. 3 which shows the relationship between HDI and child mortality rates for selected
countries in 2013.
1.0
Germany
0.9
0.8 Malaysia
0.7 Brazil Indonesia

Botswana
Honduras
HDI 0.6
India
Cambodia
Kenya
0.5
Ethiopia
0.4
0.3
0.2
0.1
10 20 child mortality
30 40 50 rate60 70 80
(per 1000 live births)
Fig. 3
(i) Describe the relationship shown in the graph.
...........................................................................................................................................
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...................................................................................................................................... [2]
(ii) Suggest three possible reasons why Botswana has a much higher child mortality rate
than Indonesia.
1 ........................................................................................................................................
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2 ........................................................................................................................................
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3 ........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2016 0453/01/O/N/16
7
(c) Describe the characteristics of countries at low levels of human development. Your answer
should include reference to different indicators of poverty and development.
...................................................................................................................................................
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8
(d) Explain the benefits of providing rural communities with improved energy supplies.
You should develop fully the points you make.
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[Total: 20 marks]
© UCLES 2016 0453/01/O/N/16

9
3 (a) Study Photographs A and B in the Insert which show two different industries.
(i) In which sector of the economy are these industries found?
...................................................................................................................................... [1]
(ii) Describe the difference between the two industries shown in Photographs A and B in
terms of the following factors of production.
Labour ...............................................................................................................................
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Capital ...............................................................................................................................
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...................................................................................................................................... [4]
(b) Many large companies use outsourcing for some of their production and services.
(i) Define the term outsourcing.
...................................................................................................................................... [1]
(ii) Explain how globalisation and improvements in communication have made outsourcing
easier.
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10
(c) Many countries have a negative balance of trade (trade deficit).
Explain how a negative balance of trade can be reduced.
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.............................................................................................................................................. [4]
© UCLES 2016 0453/01/O/N/16

11
(d) Explain the advantages and disadvantages for the people in a developing country of a
multinational company (MNC) setting up there. You should develop fully the points you make.
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[Total: 20 marks]

12
4 (a) Study Fig. 4 which shows data about urban population and waste generated for groups of
countries based on income levels.
Urban waste includes food, paper, textiles, plastics, metal and glass.
Urban population Urban waste generated Urban waste generated

(millions) (1000 kg per day) (kg per person per day)
Group of countries
2013 2025 2013 2025 2013 2025
(estimated) (estimated) (estimated)
Lower Income 343 676 204 802 584 272 0.60 0.86
Lower Middle
1293 2080 1 012 321 2 618 804 0.78 1.30
Income
Upper Middle
572 619 665 586 987 039 1.16 1.60
Income
High Income 774 912 1 649 547 1 879 590 2.13 2.10
Fig. 4
(i) What is likely to happen to urban populations by 2025?
...........................................................................................................................................
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...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Which two groups of countries are likely to produce more than double the amount of
urban waste in 2025 than in 2013?
...........................................................................................................................................
...................................................................................................................................... [1]
(iii) Compare the change in urban waste generated per person per day in Lower Income with
High Income countries between 2013 and 2025. Use data to support your answer.
...........................................................................................................................................
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...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2016 0453/01/O/N/16

13
(iv) Urban waste sent to landfill sites causes pollution of various types.
Suggest sustainable ways to reduce the amount of urban waste sent to landfill sites.
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(b) Farmers often use chemicals to increase their yields.
Explain how the following can cause problems for the natural environment.
Fertilisers ..................................................................................................................................
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Pesticides/herbicides ................................................................................................................
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.............................................................................................................................................. [5]

14
(c) The use of fossil fuels, such as oil and coal, causes air pollution.
Evaluate ways to reduce the use of fossil fuels. You should develop fully the points you make.
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.............................................................................................................................................. [6]
[Total: 20 marks]
© UCLES 2016 0453/01/O/N/16

15
BLANK PAGE
© UCLES 2016 0453/01/O/N/16

16
BLANK PAGE
© UCLES 2016 0453/01/O/N/16


MARK SCHEME
Maximum Mark: 80
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 IGCSE , Cambridge International A and AS Level components and some Cambridge O Level
components.

Question Answer Marks
1(a)(i) Northern Africa 1

1(a)(ii) Sub-Saharan Africa 1
1(a)(iii) Latin America and the Caribbean 2
Women workers are almost / nearly / close to / about to reach 50%
1(b)(i) Ideas such as: 3
Doing the housework / cleaning / cooking
Cottage industries / informal jobs outside home / e.g. maid, street vendor etc.
Bearing children / looking after the children / teaching children
Looking after sick / elderly relatives
Working on the family farm / looking after livestock
Fetching firewood / water / food / shopping
Community activities
Example of women’s status in home
Etc.
Lists can be credited.

‘Looking after family’, ‘working from home’ – too vague
1(b)(ii) Ideas such as: 3
(Promote) gender equality / reduce discrimination / education for women
Example of policy to promote gender equality / women’s empowerment [dev]
such as quotas, stopping sexual harassment
Encourage men to do greater share of housework / child rearing
Availability of primary education / child care / crèches at work;
Job sharing;
Part-time employment;
Day centres for elderly relatives;
Flexible working hours;
Paid maternity benefits;
Etc.
Max 2 for addressing women’s equality issues in general

1(b)(iii) Ideas such as: 4
Women have different ideas / perspective / opinions / solve problems in a
different way
Equal rights / gender equality / fairness
Issues of importance to women may not be considered if only men make
decisions
Waste of resources if half the world’s population cannot have a say
Women carry out the decisions / are most involved in the home
Increase in confidence / women feel more valued / more involved
Women now have better skills / are more educated and so can make good
decisions
Women often have to make decisions if the men have migrated
Act as role model for young girls
Etc.
Credit examples as development to max 1
© UCLES 2016
1(c) Level 1 (1 or 2 marks) 6

– simple statements with basic points made.
If women have jobs they earn money to buy more food for the family;
If women are educated they know how to prevent disease;
If women are educated they know how to improve their land;
If women can take out loans they can buy more seeds and grow more food;
Educated women have smaller families which they can look after better;
Etc.
– a sound attempt with points being developed or exemplified.
If women have jobs there is more money to buy more and better quality food
for the family who will then not be malnourished and so will be healthier;
If women are educated they know how to prevent disease by keeping their
house clean and drinking clean water;
If women are educated they understand how to improve their land by
preventing soil erosion and how to increase yields of crops;
If women are allowed to own land they can take out loans to buy modern
equipment and fertilisers;
Etc.
– a comprehensive attempt with points being well developed or exemplified.
If women are allowed to earn more money, the family will be able to afford
more food and eat a better diet to avoid malnutrition. They will be healthier
and so less likely to catch diseases. If they are ill, the family would be more
able to buy medicines. If women are allowed to go to school, they will
understand the importance of hygiene in the home and taking their children
for vaccinations. They would know the importance of family planning and how
to look after themselves during pregnancy.
If women are allowed to own land, they can use it as security to obtain loans
which they can use in a number of ways to increase the yield of their land. If
the land belongs to them, they will look after it better and prevent soil erosion.
Agricultural experts would be able to teach them about new crops that would
grow well in their soil, how to use modern technology and the best ways to
store the products that they grow. A higher yield of a variety of crops would
mean more variety of food.
Etc.
Total: 20
© UCLES 2016
2(a)(i) High 1
2(a)(ii) Very high 1
2(a)(iii) Countries in Africa are mainly / generally of low human development whereas 2
those in South America are mainly / generally of high human development;
Africa has no countries with a very high human development but South
America has.
South America has no countries with low levels of human development but
Africa has.
More countries have medium levels of development in Africa than in South
America
More countries have high levels of development in South America than in
Africa.
Etc.
Ignore regional differences

2(b)(i) There is a negative / inverse relationship / the higher the HDI the lower the 2
child mortality rate
Not a perfect relationship (generally/mostly) / there are exceptions / relevant
examples
Poor quality of health care / doctors
Availability of health care / number of doctors / government spending on
healthcare
Methods of disease prevention
Children may suffer from malnutrition / lack of enough food
Poor hygiene in the homes / poor sanitation / lack of clean water
Inadequate education of mothers in looking after children properly
HIV/AIDS may have caused more children’s death
Lack of family planning
Etc.
Credit answers about Botswana or Indonesia

‘Poverty’, ‘lack of education’ too vague.
© UCLES 2016
2(c) Ideas such as: 5

Low educational standards / literacy rates are low / low levels of school
enrolment / completion of schooling
Health care is poor / infant / child / maternal mortality rates are high / low life
expectancy
High proportion live on less than $1.25 per day
Many people are malnourished / low calorie intake
GDP / GNI is low / GDP per person is low
Large numbers of people work in the primary sector of the economy
Large rural population
Population growth rates are high / high birth rates
High HDI
Poor sanitation / low levels of access to improved sanitation / improved water
source
Traditional fuel use / low energy use per person
Lack of gender equality / low proportion of girls attending school
High levels of unemployment / underemployment / working in informal sector
Limited democracy / human rights
Etc.
[No credit for ‘high debt’, ‘civil war’, ‘infrastructure’, ‘emigration’]
Reserve 1 for indicator.
© UCLES 2016
2(d) Level 1 (1 or 2 marks) 6

Electricity means lighting so children can do homework in the evening

More efficient stoves / cleaner fuel cause fewer respiratory problems
Women / children have more time if they do not have to collect firewood
Pumps can be used to irrigate crops
Etc.
Electricity in the home can be used to run small machines which allow women
to set up craft businesses so they can earn money
Cleaner fuel for cooking reduces air pollution in the homes so children are
less likely to be ill and miss school
If women do not have to spend several hours collecting firewood they have
more energy and time to help in the community / earn money to improve
living standards
Electrical water pumps allow more crops to be grown and so provide the
community with a better food supply
Etc.
The provision of electricity in homes means that lighting and electrical

appliances can be used. Work can continue after dark for women running
small businesses and children can do their homework. Meals can be cooked
without filling the homes with smoke and so the health of women, children
and the elderly in particular, who spend the most time at home, will be
improved as they will not suffer from respiratory problems.
If the women do not have to spend time and energy collecting firewood, they
can be more productive on their farms and in the community. Small electric
pumps could supply irrigation water to enable them to grow more and
different crops to provide the family with a more balanced diet and therefore
improved health. Community based activities such as social meetings for the
elderly would be arranged and rural craft businesses set up with the use of
small machines.
Total: 20
© UCLES 2016
3(a)(i) Secondary 1
3(a)(ii) Labour: 4
A is more labour intensive
Hand weaving / no use of machinery (A) compared with the control of robots /
use of machinery (B)
Weaving done mainly by women (A), car production by men (B)
Hand weaving takes a longer time to do task
Individual production (A) compared with mass production (B)
Capital:
B is more capital intensive
Capital spent on simple / intermediate technology / looms (A) compared with
complex technology / machines (B)
Capital spent on workshop (A) and large factory (B) / etc. such as energy use
[‘A is labour intensive and B is capital intensive’ – 1 mark]

Reserve 1 for each of labour / capital.
3(b)(i) Outsourcing: the transfer of part of the work of a company to another 1
company / place.
3(b)(ii) Globalisation has made it easier for movement of labour 4
Trade blocs enable the easier movement of goods / services / people across
open borders
Companies in different countries can communicate quickly / cheaply over the
internet;
Transfer of money can be made quickly;
Many locations can be contacted via mobile technology;
Containerisation has led to the easier transport of goods;
Ports have grown to allow for the increase in demand;
New roads and railways are being built to move goods from one company to
another quickly;
Logistic operations allow the goods to be tracked;
Universal language
Etc.
Credit development to max 1
© UCLES 2016
3(c) Ideas such as: 4

Develop an import substitution strategy / encourage industries to supply the
domestic market;
Develop an export orientated strategy / encourage exports especially of high
value goods;
Increase mining of minerals for export;
Reduce exports of low value commodities whose prices fluctuate
Devaluation of currency
Use of import tariffs / quotas / increasing regulations
Government policies to promote use of local products
Encourage the growth of the tourism industry;
Grow more crops commercially for the domestic market as well as for export;
Attract foreign companies by measures such as tax breaks / free trade zones
etc. (to max 2)
Etc.
Credit examples as development
[Reduce imports / increase exports – too vague]
© UCLES 2016
3(d) Level 1 (1 or 2 marks) 6

MNCs bring jobs and so people have more money to spend;

People pay tax for the government to spend on services;
Workers learn new skills;
People may have to work in poor and dangerous conditions;
Local rivers are polluted by waste:
Etc.
People get jobs and with the money they earn they are able to improve their
quality of life by buying better food or improving their homes;
The government receives taxes which it can use to improve roads and build
more schools and hospitals;
People may work long hours for poor pay and have accidents due to the lack
of safety measures;
The MNCs extract the country’s resources with no thought of sustainable
development and future generations;
Etc.
With the money people earn from their jobs, they can buy better food and
medicines and keep their children healthy. The money they have to spend
increases the demand for more services which in turn creates more
employment. They may be able to afford to send all their children to school
which brings many further benefits. They pay tax to the government which
can then provide better schools and healthcare.
In order to attract MNCs, governments often have few labour and

environmental laws. This means child labour is often used. Trade unions are
not allowed and if people complain about the unsafe and unhealthy working
conditions they lose their jobs. The companies are allowed to dispose of their
waste in the rivers and air which often makes people in the local communities
ill from drinking dirty water or from breathing poisonous gases.
Total: 20
© UCLES 2016
4(a)(i) Urban populations will increase (in all regions); 2

Some regions will show a much larger increase than others.
4(a)(ii) Lower Income and Lower Middle Income 1
[Both required for one mark]
4(a)(iii) Lower Income countries will show an increase in the waste generated per 2
person per day compared with High Income countries which will show a
decrease.
Second mark for using data: absolute / difference / scale of change
[For figures – must give kg]
4(a)(iv) Ideas such as: 4
Buy products that have little packaging
Recycle plastics, glass, paper
Re-use items as often as possible
Repair items rather than throwing them away
Councils / schools etc. should provide recycling facilities
Incineration if linked to energy production
Education / campaigns / posters /
Composting
Use of biodegradable materials
Government initiatives
Tax on plastic bags
[Any reasonable distinct points]

4(b) Fertilisers: 5
When it rains, fertilisers are washed off the land into streams and rivers
Fertilisers add nutrients to the water which causes water plants to grow
rapidly / eutrophication
The plants / algae block out the light which harms other life in the river
The plants / algae die and in decomposing use up oxygen in the water
Fish die through lack of oxygen.
Pesticides / herbicides:
These kill other plants and insects that may not be pests
This affects the food chain
Birds etc. may starve or move elsewhere
Effect on pollination / seed dispersal
Etc.
Reserve 2 for each
© UCLES 2016
4(c) Level 1 (1 or 2 marks) 6

Governments can develop renewable energy supplies / nuclear power;

People can use cycles / trains / buses rather than cars;
Children can be taught about energy conservation;
People should turn heating down / not leave computers on standby;
Etc.
Governments can develop renewable energy supplies but these are

unreliable;
Nuclear power produces radioactive waste which is harmful and difficult to
dispose;
Public transport should be used instead of cars but services are limited /
crowded / expensive;
People should be taught energy conservation measures such as turning off
TVs when not in use;
Etc.
The government could encourage industries to develop renewable energy

supplies such as wind and solar but these are unreliable as the wind does not
always blow and the sun does not always shine. HEP involves expensive
dams across rivers and flooding valleys which destroys farmland and affects
river ecosystems. Nuclear power produces harmful radioactive waste which
has to be stored safely for hundreds of years and people fear the dangers of
an explosion and do not want the power plant near their community.
People need to use cars less and use public transport or cycle. The
government can encourage this by providing safe cycle routes to work,
special lanes on motorways for car sharers, free parking at railway stations,
more bus routes etc. All these measures cost the governments money.
Governments can promote energy conservation in homes by teaching

measures in schools and by advertisements. Simple things like turning off
lights when leaving a room adds up to a lot of energy saved if everyone does
it. Turning computers and TVs off instead of leaving them on standby is
another conservation method as is turning down the heating / air conditioning
and only using it when really necessary.
Total: 20
© UCLES 2016
* 3 4 7 0 3 8 5 7 9 9 *

2 hours

DC (LEG/SG) 115843/3
2
1 (a) Study Fig. 1, which shows information about the population in four countries in 2013.
Country Total Birth rate Death rate Net Life Infant

population (per 1000) (per 1000) migration expectancy mortality
(millions) (per 1000) (years) rate
(per 1000)
Japan 127 8.1 9.4 0 84.5 2.1
Australia 22 12.2 7.1 +5.7 82.1 4.4
Sudan 35 30.1 7.9 –4.4 63.3 52.9
Uganda 36 44.2 11.0 –0.7 54.5 60.8
Fig. 1
(i) Which one of the countries shown in Fig. 1 had the smallest total population?
.......................................................................................................................................[1]
(ii) Sudan had an infant mortality rate of 52.9. Explain what is meant by this.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Identify from Fig. 1 the country where:
• people live the longest on average ..............................................
• the total population is increasing most rapidly ..............................................
• there is more immigration than emigration. .............................................. [3]
(iv) Calculate the natural population growth rate of Sudan.

You should show your calculations.
[3]
© UCLES 2016 0453/02/O/N/16

3
(b) (i) Suggest three reasons why there are low death rates in Australia (a developed country).
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
3 .........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain why there are high birth rates in developing countries such as Uganda.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]

4
(c) Study Fig. 2, which shows information about population change in 2013.
Europe
North
America Asia
Africa
South
America
Australasia
Key
Population growth rate
more than 3%
2–3%
1–1.99%
0–0.99%
less than 0%
no data
Fig. 2
(i) Compare the population change in Africa with that in South America. Refer to information
from Fig. 2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2016 0453/02/O/N/16

5
(ii) Explain why the governments of many developing countries are aiming to reduce their
rates of population growth.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]

6
(d) Study Fig. 3, which is an article written in 2013 about population policy in China.
Why China Is Finally Abandoning Its One Child Policy

One of the first announcements by the new government taking charge in China may lead to the
gradual removal of the One Child Policy, which has been used since 1979 to reduce birth rates.
The policy was first introduced to reduce population growth and to promote economic
development.
The One Child Policy has reduced birth rates but has caused problems both socially and
economically in China. There are now two generations of Chinese adults who never had the
benefits of growing up with brothers or sisters. There is a great shortage of females compared
with males.
The percentage of the Chinese population over 65 is rising at one of the fastest rates in the
world. This slows down economic growth and results in a lack of workers. The costs of health
care and looking after the elderly continue to increase.
China’s One Child Policy has been changed in recent years. Couples can now apply to have a
second child if their first child is a girl, or if neither parent had brothers or sisters.
Fig. 3
(i) Identify from Fig. 3 two ways in which the One Child Policy in China has been changed
in recent years.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2016 0453/02/O/N/16

7
(ii) Explain how social and economic problems might be reduced in China as a result of
these decisions to change the One Child Policy.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]
[Total: 35 marks]

8
2 (a) Study Fig. 4, which shows changes in the population structure of the Dominican Republic.
1975 Age
100+
95–99
90–94
85–89
80–84
Males 75–79 Females
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
10 8 6 4 2 0 0 2 4 6 8 10
Percent of Total Population
2005 Age
100+
95–99
90–94
85–89
80–84
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
10 8 6 4 2 0 0 2 4 6 8 10
2025 (predicted)
Age
100+
95–99
90–94
85–89
80–84
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
10 8 6 4 2 0 0 2 4 6 8 10
Fig. 4
© UCLES 2016 0453/02/O/N/16

9
(i) What is meant by the term population structure?
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Using Fig. 4, state the year with:
• the highest birth rate ...................................
• the longest life expectancy. ................................... [2]
(iii) Describe two predicted changes in the population structure of the Dominican Republic
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
.......................................................................................................................................[2]
(iv) Explain why the population structure of a country changes as the country develops.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

10
(b) Study Fig. 5, which shows changes in the percentage of population over the age of 65 in
selected developed countries.
35
30 Key
Percentage of total population
France
25
Italy
over 65 years old
Japan
20
Sweden
USA
15
10
0
1970 1975 1980 1985 1990 1995 2000 2005 2010 2015
Years
Fig. 5
(i) Complete the following table to show the rank order of these countries based on the
percentage of the population over the age of 65 in 1970 and 2015.
Percentage of population Percentage of population

over 65 in 1970 over 65 in 2015
MOST Sweden Japan
............................................ ............................................
............................................ ............................................
............................................ ............................................
LEAST Japan USA
[2]
© UCLES 2016 0453/02/O/N/16

11
(ii) Compare the change in the percentages of the population over the age of 65 in Italy and
France between 1970 and 2015. Include statistics in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(iii) Suggest how the percentages of people over 65 in developing countries will differ from
the developed countries shown in Fig. 5. Give a reason for your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 17 marks]

12
BLANK PAGE
© UCLES 2016 0453/02/O/N/16

13
3 Study Fig. 6, which contains information about an investigation carried out by researchers at
Durban University of Technology into elderly people in South Africa.
The purpose of this research was to investigate the diet and health of elderly people on state pension
living in Umlazi, KwaZulu-Natal, South Africa. The researcher made an announcement in the Zulu
language. This was done in the community halls used as pension paypoints, a month before the
study took place in order to inform the elderly about the fieldwork which would be taking place
on their next pension date. Systematic sampling was used to choose a sample of 1700 from the
17 000 people in Umlazi who were aged 60 years and older and registered pensioners with the
South African Social Security Agency.
All the respondents had to complete a consent form to take part in the study, after listening to
the researcher explaining the purpose of the study. All participation was on a voluntary basis and
respondents understood that they could withdraw at any time.
All respondents were given a number and no names were used during the study. The names and
numbers of the respondents were kept at the Durban University of Technology and no one had
access to it except for the researchers.
Fig. 6
(a) (i) In which country was this research investigation carried out?
.......................................................................................................................................[1]
(ii) The sample of 1700 elderly people was chosen using systematic sampling. Suggest how
the researchers could have chosen this systematic sample.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Suggest why the researchers:
• made an announcement in the Zulu language rather than in English
...........................................................................................................................................
...........................................................................................................................................
• explained the purpose of the study
...........................................................................................................................................
...........................................................................................................................................
• used numbers rather than names of participants during the study.
...........................................................................................................................................
.......................................................................................................................................[3]
14
(b) Study Fig. 7, data collected by the researchers about the sample of 1700 elderly people.
Total income per household Percentage of

(in rand – South African currency) respondents
R500–R1000 66
R1001–R1500 17
R1501–R2000 11
R2001–R2500 3
Over R2500 3
Spending on food per month
(in rand)
Less than R250 9
R250–R500 11
Over R500 80
Food shortages
Always 54
Often 15
Sometimes 29
Never 2
Fig. 7
© UCLES 2016 0453/02/O/N/16

15
(i) Complete the pie chart which shows total income per household.
0
90 10
Key
80 20
R500–R1000
R1001–R1500
R1501–R2000
70 30
R2001–R2500
Over R2500
60 40
50
[2]
(ii) Complete the bar graph which shows food shortages.
60
50
Percentage of 40
respondents
30
20
10
0
Always Often Sometimes Never
[1]
(iii) Draw a divided bar which shows spending on food per month.
Key
[3]

16
(iv) Identify three conclusions that can be drawn from Fig. 7 about the total income per
household, spending on food per month and food shortages for the sample of elderly
people.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
3 .........................................................................................................................................
.......................................................................................................................................[3]
(c) The researchers also had to collect information about the health of the elderly people.
(i) Describe two different methods which the researchers could have used to collect data
about the health of their sample of 1700 elderly people.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
.......................................................................................................................................[2]
(ii) Explain why obtaining information about the health of the sample of elderly people may
be difficult using these methods.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(d) Study Fig. 8, recommendations of the researchers for improving the diet and health of elderly
people in Umlazi.
Recommendation A
Provide free health and nutrition education for all adults in Umlazi.
Recommendation B
Set up ‘food banks’ where people who have a monthly income of less than R1000 can
claim free meat, maize and vegetables.
Recommendation C
Give higher pension payments to all people aged 60 and over in Umlazi.
Recommendation D
Enlarge the clinic in Umlazi and employ more doctors and nurses.
Fig. 8
© UCLES 2016 0453/02/O/N/16
17
(i) Choose the recommendation listed in Fig. 8 which you think will be most likely to improve
both the diet and health of elderly people in Umlazi.
Explain your reasons for choosing this recommendation. You should do this by describing
the advantages of the recommendation you have chosen and the disadvantages of the
recommendations you have rejected.
Recommendation chosen: ....................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]

18
(ii) After five years, the researchers intend to review the success of the chosen
recommendation.
Suggest methods they could use to find out if the diet and health of elderly people have
improved.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 28 marks]
© UCLES 2016 0453/02/O/N/16

19
BLANK PAGE
© UCLES 2016 0453/02/O/N/16

20
BLANK PAGE
© UCLES 2016 0453/02/O/N/16

* 3 4 7 0 3 8 5 7 9 9 *

2 hours

DC (LEG/SG) 115843/3
2
1 (a) Study Fig. 1, which shows information about the population in four countries in 2013.
Country Total Birth rate Death rate Net Life Infant

population (per 1000) (per 1000) migration expectancy mortality
(millions) (per 1000) (years) rate
(per 1000)
Japan 127 8.1 9.4 0 84.5 2.1
Australia 22 12.2 7.1 +5.7 82.1 4.4
Sudan 35 30.1 7.9 –4.4 63.3 52.9
Uganda 36 44.2 11.0 –0.7 54.5 60.8
Fig. 1
(i) Which one of the countries shown in Fig. 1 had the smallest total population?
.......................................................................................................................................[1]
(ii) Sudan had an infant mortality rate of 52.9. Explain what is meant by this.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Identify from Fig. 1 the country where:
• people live the longest on average ..............................................
• the total population is increasing most rapidly ..............................................
• there is more immigration than emigration. .............................................. [3]
(iv) Calculate the natural population growth rate of Sudan.

You should show your calculations.
[3]
© UCLES 2016 0453/02/O/N/16

3
(b) (i) Suggest three reasons why there are low death rates in Australia (a developed country).
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
3 .........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain why there are high birth rates in developing countries such as Uganda.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]

4
(c) Study Fig. 2, which shows information about population change in 2013.
Europe
North
America Asia
Africa
South
America
Australasia
Key
Population growth rate
more than 3%
2–3%
1–1.99%
0–0.99%
less than 0%
no data
Fig. 2
(i) Compare the population change in Africa with that in South America. Refer to information
from Fig. 2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
© UCLES 2016 0453/02/O/N/16

5
(ii) Explain why the governments of many developing countries are aiming to reduce their
rates of population growth.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]

6
(d) Study Fig. 3, which is an article written in 2013 about population policy in China.
Why China Is Finally Abandoning Its One Child Policy

One of the first announcements by the new government taking charge in China may lead to the
gradual removal of the One Child Policy, which has been used since 1979 to reduce birth rates.
The policy was first introduced to reduce population growth and to promote economic
development.
The One Child Policy has reduced birth rates but has caused problems both socially and
economically in China. There are now two generations of Chinese adults who never had the
benefits of growing up with brothers or sisters. There is a great shortage of females compared
with males.
The percentage of the Chinese population over 65 is rising at one of the fastest rates in the
world. This slows down economic growth and results in a lack of workers. The costs of health
care and looking after the elderly continue to increase.
China’s One Child Policy has been changed in recent years. Couples can now apply to have a
second child if their first child is a girl, or if neither parent had brothers or sisters.
Fig. 3
(i) Identify from Fig. 3 two ways in which the One Child Policy in China has been changed
in recent years.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
.......................................................................................................................................[2]
© UCLES 2016 0453/02/O/N/16

7
(ii) Explain how social and economic problems might be reduced in China as a result of
these decisions to change the One Child Policy.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[6]
[Total: 35 marks]

8
2 (a) Study Fig. 4, which shows changes in the population structure of the Dominican Republic.
1975 Age
100+
95–99
90–94
85–89
80–84
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
10 8 6 4 2 0 0 2 4 6 8 10
2005 Age
100+
95–99
90–94
85–89
80–84
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
10 8 6 4 2 0 0 2 4 6 8 10
2025 (predicted)
Age
100+
95–99
90–94
85–89
80–84
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
10 8 6 4 2 0 0 2 4 6 8 10
Fig. 4
© UCLES 2016 0453/02/O/N/16

9
(i) What is meant by the term population structure?
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) Using Fig. 4, state the year with:
• the highest birth rate ...................................
• the longest life expectancy. ................................... [2]
(iii) Describe two predicted changes in the population structure of the Dominican Republic
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
.......................................................................................................................................[2]
(iv) Explain why the population structure of a country changes as the country develops.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]

10
(b) Study Fig. 5, which shows changes in the percentage of population over the age of 65 in
selected developed countries.
35
30 Key
Percentage of total population
France
25
Italy
over 65 years old
Japan
20
Sweden
USA
15
10
0
1970 1975 1980 1985 1990 1995 2000 2005 2010 2015
Years
Fig. 5
(i) Complete the following table to show the rank order of these countries based on the
percentage of the population over the age of 65 in 1970 and 2015.
Percentage of population Percentage of population

over 65 in 1970 over 65 in 2015
MOST Sweden Japan
............................................ ............................................
............................................ ............................................
............................................ ............................................
LEAST Japan USA
[2]
© UCLES 2016 0453/02/O/N/16

11
(ii) Compare the change in the percentages of the population over the age of 65 in Italy and
France between 1970 and 2015. Include statistics in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
(iii) Suggest how the percentages of people over 65 in developing countries will differ from
the developed countries shown in Fig. 5. Give a reason for your answer.
...........................................................................................................................................
...........................................................................................................................................
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.......................................................................................................................................[2]
[Total: 17 marks]

12
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© UCLES 2016 0453/02/O/N/16

13
3 Study Fig. 6, which contains information about an investigation carried out by researchers at
Durban University of Technology into elderly people in South Africa.
The purpose of this research was to investigate the diet and health of elderly people on state pension
living in Umlazi, KwaZulu-Natal, South Africa. The researcher made an announcement in the Zulu
language. This was done in the community halls used as pension paypoints, a month before the
study took place in order to inform the elderly about the fieldwork which would be taking place
on their next pension date. Systematic sampling was used to choose a sample of 1700 from the
17 000 people in Umlazi who were aged 60 years and older and registered pensioners with the
South African Social Security Agency.
All the respondents had to complete a consent form to take part in the study, after listening to
the researcher explaining the purpose of the study. All participation was on a voluntary basis and
respondents understood that they could withdraw at any time.
All respondents were given a number and no names were used during the study. The names and
numbers of the respondents were kept at the Durban University of Technology and no one had
access to it except for the researchers.
Fig. 6
(a) (i) In which country was this research investigation carried out?
.......................................................................................................................................[1]
(ii) The sample of 1700 elderly people was chosen using systematic sampling. Suggest how
the researchers could have chosen this systematic sample.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) Suggest why the researchers:
• made an announcement in the Zulu language rather than in English
...........................................................................................................................................
...........................................................................................................................................
• explained the purpose of the study
...........................................................................................................................................
...........................................................................................................................................
• used numbers rather than names of participants during the study.
...........................................................................................................................................
.......................................................................................................................................[3]
14
(b) Study Fig. 7, data collected by the researchers about the sample of 1700 elderly people.
Total income per household Percentage of

(in rand – South African currency) respondents
R500–R1000 66
R1001–R1500 17
R1501–R2000 11
R2001–R2500 3
Over R2500 3
Spending on food per month
(in rand)
Less than R250 9
R250–R500 11
Over R500 80
Food shortages
Always 54
Often 15
Sometimes 29
Never 2
Fig. 7
© UCLES 2016 0453/02/O/N/16

15
(i) Complete the pie chart which shows total income per household.
0
90 10
Key
80 20
R500–R1000
R1001–R1500
R1501–R2000
70 30
R2001–R2500
Over R2500
60 40
50
[2]
(ii) Complete the bar graph which shows food shortages.
60
50
Percentage of 40
respondents
30
20
10
0
Always Often Sometimes Never
[1]
(iii) Draw a divided bar which shows spending on food per month.
Key
[3]

16
(iv) Identify three conclusions that can be drawn from Fig. 7 about the total income per
household, spending on food per month and food shortages for the sample of elderly
people.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
...........................................................................................................................................
3 .........................................................................................................................................
.......................................................................................................................................[3]
(c) The researchers also had to collect information about the health of the elderly people.
(i) Describe two different methods which the researchers could have used to collect data
about the health of their sample of 1700 elderly people.
1 .........................................................................................................................................
...........................................................................................................................................
2 .........................................................................................................................................
.......................................................................................................................................[2]
(ii) Explain why obtaining information about the health of the sample of elderly people may
be difficult using these methods.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(d) Study Fig. 8, recommendations of the researchers for improving the diet and health of elderly
people in Umlazi.
Recommendation A
Provide free health and nutrition education for all adults in Umlazi.
Recommendation B
Set up ‘food banks’ where people who have a monthly income of less than R1000 can
claim free meat, maize and vegetables.
Recommendation C
Give higher pension payments to all people aged 60 and over in Umlazi.
Recommendation D
Enlarge the clinic in Umlazi and employ more doctors and nurses.
Fig. 8
© UCLES 2016 0453/02/O/N/16
17
(i) Choose the recommendation listed in Fig. 8 which you think will be most likely to improve
both the diet and health of elderly people in Umlazi.
Explain your reasons for choosing this recommendation. You should do this by describing
the advantages of the recommendation you have chosen and the disadvantages of the
recommendations you have rejected.
Recommendation chosen: ....................................
...........................................................................................................................................
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.......................................................................................................................................[6]

18
(ii) After five years, the researchers intend to review the success of the chosen
recommendation.
Suggest methods they could use to find out if the diet and health of elderly people have
improved.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 28 marks]
© UCLES 2016 0453/02/O/N/16

19
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© UCLES 2016 0453/02/O/N/16

20
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© UCLES 2016 0453/02/O/N/16


MARK SCHEME
Maximum Mark: 80
Published
Teachers.
®
components.

Question Answer Mark
1(a)(i) Australia 1
1(a)(ii) 52.9 babies out of 1000 die in their first year of life 2
2 marks for all elements of definition

1 mark if an element is missing / incorrect
1(a)(iii) Japan 3
Uganda
Australia
1(a)(iv) 30.1 – 7.9 3

= 22.2
per 1000 / 2.22%
1(b)(i) Ideas such as: 3

Good / free health care / hospitals / clinics
Low ratio of doctors to patients / lots of doctors / nurses / qualified doctors / skilled doctors / good doctors
Vaccinations
Good food supply / diet / nutrition
Good water / sanitation / hygiene / toilets / running water
Medicines / drugs
Education about healthy living / diet / disease prevention
Contraception reduces risk of STDs / AIDS / HIV
Care for elderly / pensions
etc.
© UCLES 2016
1(b)(ii) Level 1 (1 to 2 marks) 6
Simple statements which explain why there are high birth rates in LEDCs.
(e.g. lack of contraception, early marriage, high infant mortality, to send them out to work, to look after them when
they are old etc.)
More developed statements which explain why there are high birth rates in LEDCs.
(e.g. lack of contraception as people are unable to afford it, early marriage so it is likely that women will have more
child bearing years during marriage, high infant mortality so women have more children in case some die, to send
them out to work as they need lots of hand labour on farms, to look after them when they are old as there are no
pensions etc.)
A comprehensive answer which uses developed statements to clearly explain why there are high birth rates in
LEDCs.
(Comprehensive requires at least three different issues to be covered with developed ideas)
1(c)(i) Ideas such as: 3

Population growth is generally higher in Africa / lower in South America
More variation in Africa / less variation in South America
Supporting statistics e.g. many between 2 and 3% in Africa but most below 2% in South America
Some countries in both continents with same growth rates / some anomalies etc.
Reserve 1 mark for comparative statistics from Figure 2
© UCLES 2016
1(c)(ii) Level 1 (1 to 2 marks) 6
Simple statements which explain why governments of many developing countries are trying to reduce population
growth.
(e.g. lack of resources, lack of work, lack of food, not enough health care, lack of housing etc.)
More developed statements which explain why governments of many developing countries are trying to reduce
population growth.
(e.g. to reduce unemployment which results in less poverty, so that there are fewer people who need to be fed
therefore less starvation, there is not enough health care for a large population so death rates are high, there is
not enough housing to accommodate all the population and reducing population’s growth will result in fewer
people having to live in squatter settlements etc.)
A comprehensive answer which uses developed statements to explain why governments of many developing
countries are trying to reduce population growth.
(Comprehensive requires at least three different issues to be covered using developed statements.)
1(d)(i) Couples can have a second child if the first child is a girl. 2
Couples can have a second child if both parents are only children.
© UCLES 2016
1(d)(ii) Level 1 (1 to 2 marks) 6
Simple statements which explain how social and economic problems might be reduced as a result of decision to
relax the one child policy.
(e.g. there will be more workers, male / female will become more balanced, children will have brothers and sisters
etc.)
More developed statements which explain how social and economic problems might be reduced as a result of
decision to relax the one child policy.
(e.g. there will be more workers and therefore economic growth will increase, male / female will become more
balanced and therefore more people will be able to marry and bear children in the future, children will have
brothers and sisters so children will be less pampered etc.)
A comprehensive answer which uses developed statements to explain how social and economic problems might
be reduced as a result of decision to relax the one child policy.
(Comprehensive requires at least different issues to be covered using developed statements and must cover both
social and economic issues.)
Total: 35
© UCLES 2016
2(a)(i) How population is made up (divided into) male / female / age groups / dependent / independent / 1
economically / active / inactive
2(a)(ii) 1975 (highest birth rate) 2

2025 (longest life expectancy)
2(a)(iii) Lower percentage of / fewer young people (by 2025) 2

More / higher percentage of elderly people / some over 80 (by 2025)
Age groups become more balanced (by 2025)
Largest percentage is now 5–9 rather than 0–4 years
Larger working population / economically active
2(a)(iv) Birth rates are reduced / fewer children born 4

As a result of increased availability of contraception etc.
Death rates are reduced / people live longer / longer life expectancy
As a result of more investment in health care / hospitals / doctors etc.
2(b)(i) 2
1970 2015
France Italy
Italy Sweden
USA France
(Note: Columns need to be fully correct for each mark)
2(b)(ii) Both countries increase 4

France higher percentage in 1970 / up to 1981 / 2
Italy higher percentage in 2015 / after 1981 / 2
Rate of growth is faster in Italy / Italy increases constantly while France decreases
Comparative statistics (reserve 1 mark)
© UCLES 2016
2(b)(iii) Percentages of over 65 will be lower / increase less quickly in developing countries 2
As death rates may be higher / life expectancy shorter / birth rates higher / poorer health care etc.
Total: 17
3(a)(i) South Africa 1
3(a)(ii) Every 10th / nth person / at even intervals 2

Using a list of over 60s / provided by South African Social Security Agency (dev. only)
Choose people of different ages above 60 (dev. only)
3(a)(iii) Announcement in Zulu 3

– Many of the old people would not speak English / so they would understand / the local language is Zulu.
Explained purpose
– So people would be likely to trust the researchers / feel comfortable / less suspicious / people would think they
may benefit from the research / know importance of the research.
Used numbers rather than names

– So people would be anonymous / people’s privacy / confidentiality would be maintained
3(b)(i) Completion of pie chart: 2

Dividing line (1 mark)
Shading of two sectors (1 mark)
3(b)(ii) Completion of bar graph: 1

Bar at 54 (shading not necessary) (1 mark)
© UCLES 2016
3(b)(iii) Divided bar: 3

Scale marked on edge of divided bar (1 mark)
Dividing lines and shading accurately positioned (1 mark)
Key completed to match shading in divided bar (1 mark)
3(b)(iv) Most of the sample had an income between R500 and R1000 / low income 3
Most of the sample spent over R500 / over half their income on food
Most of the sample always had food shortages
3(c)(i) Use questionnaires 2

Interview (elderly people) / group discussion
Interview doctors / nurses
Use health records / data from clinics / hospitals / Ministry of Health
Carry out health inspections or example, e.g. take blood pressure / weight etc.
3(c)(ii) People may be unwilling / not have time to give information 2

Illiteracy may prevent elderly people completing questionnaires
People may lie about their health / give wrong information
Health records are confidential
Carrying out health inspections may need to be done by a skilled practitioner
Health inspections may be seen to be intrusive
Time consuming
Data outdated / health records incomplete
Questionnaires not returned
© UCLES 2016
3(d)(i) Level 1 (1 to 2 marks) 6
Simple justification of chosen scheme.
Justification of chosen scheme, along with reasons for rejection of some options.
Justification of chosen scheme, along with reasons for rejection of each of the other schemes, using a range of
ideas.
3(d)(ii) Ideas such as 3

Use health records / Ministry of Health data to compare before and after
Interview / questionnaire asking about improvements to diet / health
Compare data such as life expectancy / death rates / calorie intake etc.
Total: 28
© UCLES 2016
* 4 6 6 2 5 4 0 6 4 6 *

2 hours

The Insert contains Photograph A for Question 2.
DC (NF/SG) 135546/2
2
1 (a) Study Fig. 1 which shows the percentage of GDP spent on health, education and the military
for selected countries.
12
10 Health
Education
Military
8
Percentage
6
of GDP
0
Argentina Benin India Japan Rwanda
Fig. 1
(i) Which country spends the largest percentage of its GDP on health?
...................................................................................................................................... [1]
(ii) What do all the countries spend the most similar percentage of their GDP on?
...................................................................................................................................... [1]
(iii) Suggest a reason for the difference in spending on health between Benin and Rwanda.
...........................................................................................................................................
...................................................................................................................................... [1]
© UCLES 2017 0453/01/O/N/17

3
(b) Describe the characteristics of socialist systems of government.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
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...................................................................................................................................................
.............................................................................................................................................. [3]
(c) Describe three differences between a democracy and a dictatorship.
1 ...............................................................................................................................................
...................................................................................................................................................
2 ...............................................................................................................................................
...................................................................................................................................................
3 ...............................................................................................................................................
.............................................................................................................................................. [3]
(d) Explain why countries are less likely to develop socially and economically if they are involved
in wars and conflicts.
...................................................................................................................................................
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.............................................................................................................................................. [5]

4
(e) One of the roles of government is to plan for development.
Choose a large construction project, such as a port, mine or dam. Describe the advantages
and disadvantages of the project. You should develop fully the points you make.
...................................................................................................................................................
...................................................................................................................................................
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.............................................................................................................................................. [6]
[Total: 20 marks]
© UCLES 2017 0453/01/O/N/17

5
2 (a) Study Photograph A (Insert), which shows part of a squatter settlement (shanty town) in
Mumbai, India. Squatter settlements are a feature of many urban areas in developing
countries.
Identify four different ways that the land is used in the photograph.
1 ...............................................................................................................................................
2 ...............................................................................................................................................
3 ...............................................................................................................................................
4 .......................................................................................................................................... [4]
(b) Many people who live in squatter settlements have migrated from rural areas.
Describe three different aspects of life in rural areas that result in people leaving to search for
a better life in urban areas.
1 ...............................................................................................................................................
...................................................................................................................................................
2 ...............................................................................................................................................
...................................................................................................................................................
3 ...............................................................................................................................................
.............................................................................................................................................. [3]
(c) Many people who live in squatter settlements work in the informal economy.
Describe the characteristics of work in the informal economy.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]

6
(d) Explain how poor housing and a lack of basic services may lead to the poor health of people
who live in squatter settlements.
...................................................................................................................................................
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.............................................................................................................................................. [4]
© UCLES 2017 0453/01/O/N/17

7
(e) Describe possible solutions to the problems found in squatter settlements.

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.............................................................................................................................................. [6]
[Total: 20 marks]

8
3 (a) Study Fig. 2 which shows the population of the world and selected areas.
Population (millions)
2015 2030 2050 2100
(estimate) (estimate) (estimate)
World 7349 8501 9725 11 213
Africa 1186 1679 2478 4 387
Asia 4393 4923 5267 4 889
Europe 738 734 707 646
Latin America and the Caribbean 634 721 784 721
North America 358 396 433 500
Fig. 2
(i) Using Fig. 2, describe how the population of the world is expected to change between
2015 and 2100.
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Which area is expected to more than double its population between 2015 and 2100?
...................................................................................................................................... [1]
(b) Study Fig. 3 which is an extract from ‘How to feed the world in 2050’.
In order to feed this larger population, food production must increase by 70%. Annual cereal
production will need to rise to about 3 billion tonnes from 2.1 billion today and annual meat production
will need to rise by over 200 million tonnes to reach 470 million tonnes.
Urbanisation will bring with it changes in lifestyles and consumption patterns. In combination with
income growth, it may lead to diets in developing countries becoming more varied.
Fig. 3
Identify why the demand for food supplies is likely to change.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
© UCLES 2017 0453/01/O/N/17

9
(c) Up to 40% of food produced in the developing world is wasted before it reaches the market.
Suggest how this loss could be reduced.
...................................................................................................................................................
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.............................................................................................................................................. [4]
(d) Explain why the families of many subsistence farmers in traditional societies are malnourished.
...................................................................................................................................................
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10
(e) Describe methods to increase commercial food production and suggest the extent to which
these methods are sustainable. You should develop fully the points you make.
...................................................................................................................................................
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[Total: 20 marks]
© UCLES 2017 0453/01/O/N/17

11
4 (a) Study Fig. 4 which shows annual global carbon dioxide (CO2) emissions per person resulting
from energy production, transportation and industrial processes.
India
Key
Units: tonnes of
CO2 per person
per year
over 10.00
5.01–10.00
2.01–5.00
0.02–2.00
Fig. 4
(i) State the CO2 emissions per person per year in India, shown in Fig. 4.
............................................................................. tonnes of CO2 per person per year [1]
(ii) Describe the global distribution of CO2 emissions, shown in Fig. 4.
...........................................................................................................................................
...........................................................................................................................................
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...........................................................................................................................................
...................................................................................................................................... [3]

12
(b) Human activities are contributing to climate change by adding gases such as CO2 to the
atmosphere.
(i) Why is international co-operation needed to limit climate change?
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Suggest ways governments can work together to limit climate change.
...........................................................................................................................................
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...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2017 0453/01/O/N/17

13
(c) CO2 and other gases that lead to climate change are often referred to as greenhouse gases.
Study Fig. 5 which shows the sources of global greenhouse gas emissions.
Energy supply
Transport
Residential and commercial buildings
Industry
Agriculture
Forestry
Waste
Fig. 5
(i) What is the largest source of greenhouse gas emissions?
...................................................................................................................................... [1]
(ii) What proportion of global greenhouse gas emissions is produced by industry, agriculture
and forestry combined?
...................................................................................................................................... [1]
(d) Explain how large-scale deforestation of tropical forests contributes to climate change.
...................................................................................................................................................
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.............................................................................................................................................. [4]

14
(e) Describe the likely impacts of climate change on developing countries.

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[Total: 20 marks]
© UCLES 2017 0453/01/O/N/17

15
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© UCLES 2017 0453/01/O/N/17

16
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© UCLES 2017 0453/01/O/N/17

Cambridge Assessment International Education

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
®
components.
® IGCSE is a registered trademark.

0453/01 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2017
1(a)(i) Rwanda 1
1(a)(ii) Education 1
1(a)(iii) • Benin spends more of its GDP on the military / other priorities or objectives 1
• Benin’s healthcare may already be of a higher standard and so requires less
spending
• Rwanda is investing in higher quality health facilities
• Rwanda may be suffering from more outbreaks of disease / be less healthy
• Etc.
Statements should include comparative terms (e.g. more, higher)

Require more than more educated/higher standard of living even if linked to more
health care.
1(b) Description of the characteristics of socialist systems of government: 3

• Based on public / state ownership of services
• Based on public / state ownership of the means of production / state controls
the distribution of resources
• Based on equal distribution of wealth
• Economy is (centrally) planned
• Choice for consumers is limited / lack of competition
• All systems operate in a similar way
• Prices are controlled by the state / not controlled by market forces
• Etc.
No credit for suggesting poorer quality of services / lack of profits / creation of

employment etc. (i.e. not specific to socialist systems)
1(c) Three differences based on the ideas of: 3

• Regular elections / secret ballot / no intimidation / accurate counting of votes
• Equality before the law / independent judiciary / elected legislature
• Human rights / fundamental freedoms / freedom of speech
• Number of political parties
• Etc.
The comparison between a democracy and a dictatorship must be clear
© UCLES 2017 Page 2 of 11

PUBLISHED 2017
1(d) Effects of conflicts on social and economic development: 5

• Money has to be spent on the military rather than on education/health
(leading to falling literacy rates / life expectancy etc. – DEV)
• Infrastructure can be destroyed by fighting so industries cannot transport
goods (so exports decline etc. – DEV)
• Businesses destroyed, so production and exports will decline (less income to
finance services – DEV)
• Essential services damaged, so children unable to attend school etc (so
literacy rates fall – DEV)
• More pressure on hospitals so access becomes difficult (so death rates may
rise – DEV)
• People are afraid to go out to buy food so will become malnourished
(become too weak to work – DEV)
• Farmers are afraid to work their fields and so less food is produced (lowering
exports- DEV)
• Aid workers flee the country leaving projects unfinished (with example –
DEV)
• Creates instability in the country + a consequence
• Discourages foreign investment + a consequence
• Discourages tourism + a consequence
• Emigration / Displaced people + consequence
• Etc.
Allow development marks as exemplified above. Development marks could be

part of the effect and vice versa. One DEV max. per effect. Do not double credit
on DEV marks

PUBLISHED 2017
1(e) Level 1 (1 or 2 marks) 6

Simple statements with basic points made.
Depending on the project chosen, reference may be made to the availability of

jobs, provision of fresh water supplies, improved transport infrastructure, loss of
habitats etc.
There is little development of ideas but candidates will have shown a basic
understanding of the benefits of and/or problems caused by large scale
construction projects.
A sound attempt with points being developed.
Simple statements that characterise answers worth marks in Level 1 will be

developed.
For example, the availability of jobs may be explained in terms of families being
able to afford more than their basic needs. The advantage of fresh water supplies
from dam construction may be linked to an improvement in health for
communities.
A comprehensive attempt with points being well developed.
For marks in Level 3, both advantages and disadvantages of the chosen project
would need to be described to make the answer comprehensive. Candidates
would be expected to consider a few issues in depth rather than many different
ideas that are only weakly developed:
Candidates may take the advantages of jobs and explain the types available and
follow this up with the higher / more secure income compared with what was
available before the project was constructed. This could lead on to how the
families have benefitted from the income such as by being able to send their
children to school, buy a greater variety of food etc.
Disadvantages may cover the different aspects of pollution caused by a mining

project, for example, such as polluted water and its effect on the natural food
chain, the effects of noise pollution from the explosions/machinery/heavy traffic,
as well as air pollution from dust causing lung diseases in local communities etc.
Credit should be given for clear evidence of a case study – although case studies
are not essential to achieve full marks.

PUBLISHED 2017
2(a) Four ways that land is used 4

• Buildings / Housing / Shacks / Slums / Sheds / Shelters
• Rubbish / Scrap / Landfill / Waste / Dump
• Footway (not roads)
• Vegetation / Trees
• High-rise (buildings) – 1 mark only
• Pipe / Pipeline
Workplace = 0 Business = 0
2(b) Description of three aspects of life in rural areas which are Push Factors based 3
on:
• Employment / poverty
• Education / health care / roads / entertainment / shops
• Piped water / sanitation / electricity
• Farm size / land tenure systems
• Environmental conditions
• Political situation / security
• Etc.
Credit any well described aspect of life

Pull factors = 0 Infrastructure=0 Services = 0
2(c) Description of the characteristics of work in the informal sector such as: 3
• Income is low and unreliable / day to day / in cash
• No tax is paid / unregistered
• Small scale / based on streets / home / no premises
• Self-employment / family labour / children may work
• No fixed working hours / job security / holiday or sick pay / workers’ rights
• Labour intensive / manual
• Unregulated / no health & safety
• Few skills required / practical work / training on job
• Entrepreneurship / own businesses set up
• Sometimes illegal (not most/all)
• Etc.
Allow development – Max.1 (but not for examples of types of work)

No uniform = 0

PUBLISHED 2017
2(d) Explanation of how living conditions lead to poor health: 4

• Overcrowded conditions allow the easy spread of disease
• Poor sanitation / water supply results in (water borne) diseases
• Polluted air leads to respiratory diseases
• Rubbish in streets encourage rats which bring disease
• Stressful living leads to mental health problems / drug addiction / alcohol
abuse
• Poor quality housing leads to damp conditions which cause respiratory
conditions
• Lack of adequate primary health care means illnesses cannot be treated
• Lack of education leads to lack of knowledge of disease prevention
• Etc.
Allow Development (DEV) – Max.1 for each living condition.

Sick / ill health / poor health without qualification = 0
Do not double credit the consequence (e.g. outbreaks of disease)

PUBLISHED 2017

Reference may be made to the installation of piped water supplies, the collection
of rubbish, the provision of more secure/weatherproof housing.
understanding of possible solutions to the problems of squatter settlements.
Simple statements that characterise answers worth marks in Level 1 will be

developed.
For example, the squatter residents could be provided with recycling facilities and
the sorted rubbish collected by the city council.
Candidates would be expected to consider a few issues in depth rather than

many different ideas that are only weakly developed:
Candidates may develop the solution of self-help schemes whereby the local
authorities would supply the materials and the local community would provide the
labour. For houses, breeze blocks can be supplied to provide weatherproof
housing which is also more secure. Pipes for water and sanitation can be
suppled and the community dig the trenches for them. These will all lead to
improvements in the health of the residents.
Candidates could describe how the problem of rubbish could be solved with
community action and help from NGOs. A variety of initiatives may have been
studied such as those that lead to the setting up of businesses that make items
from the rubbish which also helps reduce the problems caused by
unemployment.
Credit should be given for evidence of case studies.
Candidates should be describing the solutions rather than focusing on the

problems/explaining the benefits.

PUBLISHED 2017
3(a)(i) • It will increase from 2015 to 2100 2

• The increase will be more gradual after 2050
No marks for quoting data
3(a)(ii) Africa 1
3(b) • Population growth 2

• A richer population / income growth
• Changing lifestyles / consumption patterns / more varied diets
Urbanisation = 0
3(c) Ways food loss can be reduced: 4

• Refrigeration for storage / transportation
• Freezing / drying / salting / preserving
• Improved quality of storage
• Better transportation / roads / rail / port facilities to allow food to get to market
more quickly / smoothly
• Education regarding food storage / handling
• Airports / air transport to avoid delays
• Use GM Crops/new varieties / unripe crops that stay fresh for longer
• Improvements in packaging
• Etc.
Credit development (DEV) Max.1
3(d) Characteristics of traditional farming to explain malnourishment: 5

• Farms are small (so quantity of food is insufficient)
• There is not enough surplus to sell to buy extra food
• Lack of fertilisers / pesticides / irrigation / hybrid seeds (so quality is low)
• Lack of variety of food grown (means a balanced diet is unlikely)
• Farmers unable to purchase machines (so less can be grown)
• Staple crops grown as lack of education on more nutritious foodstuffs
• Large families (so not enough food to go round)
• Low education standard / illiteracy (unaware of modern farming methods /
importance of balanced diet)
• Etc.

PUBLISHED 2017

Reference may be made to the use of fertilisers to increase yields, the clearing of
forests to provide more land, the use of GM crops / high yielding varieties etc.
understanding of how food production can be increased. There is no reference to
the sustainability of these methods.
Loans to farmers = not enough on its own to reach Level 1
Simple statements that characterise answers worth marks in Level 1 can be

developed either by a further explanation of the method or an attempt to suggest
the sustainability of the method:
GM crops can increase yields as the crop may be resistant to pests / tolerate
drought etc.
The clearing of forests can provide more land for more food production but
deforestation destroys habitats and this loss of wildlife is not sustainable.
To make the answer comprehensive, the methods to increase food production

would need to be described as well as suggestions as to the extent to which
these methods are sustainable.

Artificial fertilisers supply crops with extra nutrients which allow them to grow
stronger and so yield is increased. These, however, are made in factories using
huge amounts of energy, which is not sustainable unless renewable energy is
used. Fertilisers are often washed into rivers and cause eutrophication which
damages aquatic wildlife which is also not sustainable.
Food production can be increased by increasing the area of land available.

Forests are cleared to provide this extra land but the soil quickly becomes
infertile in the absence of trees as the nutrient cycle is broken. This soil
degradation is completely unsustainable as it causes yields to decline, incomes
to fall and people’s standard of living to decline. The natural environment is also
badly affected by loss of biodiversity.

PUBLISHED 2017
4(a)(i) 0.02–2.00 (tonnes) 1
4(a)(ii) Global distribution of carbon emissions per person: 3

• The highest emissions are found in North America, Australia and parts of
Asia (at least 2 continents/regions should be named)
• Most of the medium emission countries are in Europe
• Most countries in Africa and South America have low emissions (both
continents should be named)
Allow to the north of / north of Brandt line / MEDCs / industrialised countries for
higher emission areas,
to the south / in tropics / south of Brandt line LEDCs / less industrialised countries
for lower emission areas
4(b)(i) Why international co-operation is needed: 1

• Climate change is a global problem and is likely to affect all countries /
climate is not limited by political boundaries
• Countries with the most emissions may not be those who are most affected
4(b)(ii) Ways governments can work together: 3

• Meetings of representatives of all countries can be held to discuss the issue
• International agreements / treaties on aspects of climate change
• Targets for reducing causes / effects can be drawn up
• Developed countries can help developing ones reduce the effects
• Research into new low carbon technologies can be shared
• International laws to enforce commitments made
• Sanctions for countries breaking agreements / laws
• Etc.
Max.1 for individual governments actions
4(c)(i) Energy supply 1
4(c)(ii) 50% / half 1
50 = 0 (proportion is required)
4(d) How deforestation contributes to climate change: 4

• Trees absorb CO2 through photosynthesis / if trees are felled less CO2 is
removed from the atmosphere / without trees there are increased levels of
CO2
• Burning of trees also releases CO2
• Reduction of transpiration leads to less water vapour and reduced rainfall
locally (Max.1 for any local climate impact)
• CO2 and other greenhouse gases form a layer in the atmosphere
• This layer traps the sun’s radiation within the atmosphere
• This causes the atmosphere to warm up which causes climate change
• Etc.
No credit if points are not in correct sequence

PUBLISHED 2017

Reference may be made to the rising sea levels flooding low-lying areas, extreme
weather conditions causing loss of life / damage to property, crops dying due to
higher temperatures etc.
understanding of the impacts of climate change.
A sound attempt with points being developed
Simple statements that characterise answers worth marks in Level 1 can be

developed or may be exemplified with the use of case study material:
Extreme weather conditions such as the floods in Pakistan in 2010 may cause
huge loss of life.
Higher temperatures / drought will cause crops to fail which will lead to more
poverty / malnutrition / loss of exports.

Low-lying coasts and islands such as The Maldives may be completely

submerged as sea levels rise due to warmer seas expanding and the addition of
water from melting ice. This would cause huge displacements of people as they
would lose their homes and jobs and have to settle somewhere else where they
would put extra pressure on schools, housing etc. Literacy rates will fall and
poverty increase.
Higher temperatures / drought may cause crops to fail as they have done recently
in Somalia. People will become malnourished and suffer ill health and mortality
rates may rise. There will be a reduction of crops for export so a country’s GDP
will fall and there will be less money to spend on education, new infrastructure etc.
so the development of other economic activities would be more difficult.

* 4 7 0 4 0 0 1 0 1 5 *

2 hours

The Insert contains Fig. 4 for Question 2(a) and Fig. 5 for Question 2(b).
DC (NF/SW) 135696/2
2
1 (a) Study Fig. 1, which shows information about a sample of countries in Africa.
GDP per person Literacy Life expectancy Use of energy HDI rank
(US $) (percentage) (years) resources per
person (kg oil
equivalent)
Algeria 14 300 80 77 1204 93
Botswana 16 000 89 54 1080 109
Cameroon 3 000 58 75 322 152
Egypt 10 900 74 74 969 110
Namibia 10 800 82 52 716 127
Tunisia 11 300 82 76 918 90
Zambia 4 100 63 52 645 141
Fig. 1
(i) What do the initials HDI represent?
...H
.....................................................D
..............................................I................................ [1]
(ii) Identify from Fig. 1 the country where:
• people live the longest on average .................................

• the lowest percentage of the population can read and write.
................................. [2]
(iii) What is meant by the following statement?
Cameroon has a GDP per person of US $3000.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2017 0453/02/O/N/17

3
(iv) Using the data in Fig. 1 only, suggest which country has the highest level of development.
Give reasons for your choice.
...a..m
...e...o..f..c..o..u..n..t.r.y.............................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]

4
(b) Study Fig. 2, which shows information about the employment structure in Australia and India.
0
100
20
80
40
% %
60
secondary tertiary
industry 60 industry
40
80
India
20
Australia
100
0
100 80 60 40 20 0
% primary industry
Fig. 2
(i) Plot a cross on Fig. 2 to show the following information about the employment structure
of Zimbabwe:
Primary 65%
Secondary 10%
Tertiary 25% [1]
(ii) Using Fig. 2, compare the employment structure of Australia and India.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
© UCLES 2017 0453/02/O/N/17

5
(c) Study Fig. 3, which shows changes in the employment structure of South Korea between
1963 and 2010.
100
90
80
Tertiary
70
60
total
workforce 50
(percentage)
40 Primary
30
20
10 Secondary
0
1963 1968 1973 1978 1983 1988 1993 1998 2003 2008 2010
years
Fig. 3
(i) Using Fig. 3, identify the changes which have taken place between 1963 and 2010 in:
• primary industry;
...........................................................................................................................................
...........................................................................................................................................
• secondary industry;
...........................................................................................................................................
...........................................................................................................................................
• tertiary industry.
...........................................................................................................................................
...................................................................................................................................... [3]

6
(ii) Explain why the employment structure of a country changes as it develops.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
[Total: 19 marks]
2 (a) Study Fig. 4 (Insert), which shows the value of exports and imports between different parts of
the world in 2013.
(i) What was the value of exports from Asia to North America in 2013?
Tick your answer from the list in the table below.
Tick (✓)
over US $500 billion
US $250 to 500 billion
US $100 to 249 billion
below US $100 billion

[1]
(ii) Complete the table by inserting the names of the three parts of the world below. The
parts of the world should be arranged in rank order of their total value of trade.
Asia European Union Sub-Saharan Africa

Largest total value of trade
...........................................................
...........................................................
...........................................................
Smallest total value of trade
[1]
© UCLES 2017 0453/02/O/N/17

7
(iii) Explain how trade benefits a country.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [5]
(b) Study Fig. 5 (Insert), showing information about a multinational chain of coffee shops (cafés),
which has its headquarters in the USA.
Explain why this company is a good example of globalisation.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]

8
(c) Study Fig. 6, which shows information about a multinational chain of restaurants.
Country Number of
restaurants
Canada 350
China 100
Germany 180
Japan 560
UK 150
USA 950
Fig. 6
(i) Draw a bar graph below which shows the information in Fig. 6.
[4]
© UCLES 2017 0453/02/O/N/17

9
(ii) Suggest reasons why these restaurants are located in many different countries.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
(iii) This company has opened many restaurants in developing countries. These provide
employment in the formal sector.
Describe four characteristics of employment in the formal sector.
1 .......................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...........................................................................................................................................
3 .......................................................................................................................................
...........................................................................................................................................
4 .......................................................................................................................................
...................................................................................................................................... [4]
[Total: 22 marks]

10
3 (a) Study Fig. 7, a diagram which shows some of the problems which are caused by rapid
industrialisation in a developing country.
Damage to
the natural Exploitation
environment of workers
Problems caused by
rapid industrialisation
Poor working Poor living

conditions conditions
Fig. 7
(i) State two different types of damage to the natural environment that may occur during
rapid industrialisation.
1 .......................................................................................................................................
2 .................................................................................................................................. [2]
(ii) From Fig. 7, explain two different problems which may be faced by workers in a country
experiencing rapid industrialisation.
1 .......................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
2 .......................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [4]
© UCLES 2017 0453/02/O/N/17

11
(b) Study Fig. 8, an extract about the impacts of a new cement factory in Pakistan.
Residents of Kamalpur staged a protest against

a local cement factory on Tuesday.
Villagers accused the factory of polluting the environment and causing health problems for
children at a nearby school. The villagers protested in front of the factory gates, blocking traffic
for two hours.
A representative of the villagers accused the factory management of using old machines.
These released dust and cement particles into the air which caused breathing difficulties and
eye diseases.
He added that the dust had reduced the fertility of their land.
The protestors stated that the Kamalpur Primary School has been affected by the factory,
adding that the children were not able to concentrate due to the noise.
They also said that large trucks carrying stones and other materials have damaged the roads
and held up traffic.
Fig. 8
Identify three different problems which the cement factory has caused for people in the area.
1 ...............................................................................................................................................
...................................................................................................................................................
2 ...............................................................................................................................................
...................................................................................................................................................
3 ...............................................................................................................................................
.............................................................................................................................................. [3]

12
(c) A researcher wanted to find out how worried local people were about the cement factory and
other industries in Kamalpur. She gave 50 people a questionnaire to fill in, shown in Fig. 9.
Questionnaire for residents of Kamalpur
Tick your answers
How old are you? Under 16 ............

16 to 25 ............
25 to 40 ............
40 to 60 ............
over 60 ............
What is your gender? Male ............ Female ............
In which of the following ways do you think industry causes problems in Kamalpur?
For each problem which you tick give a score using a scale of 1 to 5
(1 = Low level of concern 5 = High level of concern)
Problem Is it a problem? Level of concern

( ✓ or ✗ ) ( 1 to 5 )
Air pollution ............... ...............
Noise ............... ...............
Dangerous traffic ............... ...............
Looks ugly ............... ...............
Trees are chopped down ............... ...............
Other problems (please state)
...................................................... ............... ...............
...................................................... ............... ...............
Fig. 9
(i) The 50 people who were selected to fill in the questionnaire were chosen using a random
sample.
Describe how this sample could have been selected.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
© UCLES 2017 0453/02/O/N/17

13
(ii) The researcher wanted to find out how worried people were about each impact of
industry in the area. Use your own words to explain how she did this.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(iii) Do you think this was a good questionnaire? Give reasons for your opinion.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
(iv) Suggest reasons why some people in Kamalpur will be more worried than others about
the impacts of industry in the area.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]

14
(d) Study Fig. 10, which shows the researcher’s recommendations for reducing the negative
impacts of industry in Kamalpur.
Method A
Make laws to reduce the amount of air pollution from factories.
Method B
Give grants and low interest loans to factory owners to update their machinery and processes.
Method C
Close down the industries which cause pollution and do not allow any new industries to be built in
Kamalpur.
Method D
Enlarge the clinics in Kamalpur and employ specialist doctors and nurses to treat breathing difficulties
and eye diseases.
Fig. 10
Choose the method listed in Fig. 10 which you think will be most likely to reduce the negative
impacts of industry in Kamalpur.
Justify your choice by referring to the advantages of the method you have chosen and the
disadvantages of the methods which you have rejected.
Method chosen ....................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
© UCLES 2017 0453/02/O/N/17

15
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [6]
[Total: 25 marks]

16
4 Study Fig. 11 which shows three students of Development Studies who are planning research on
pollution of the environment in their home areas.
I want to investigate I am planning to

the environmental research the effects
problems caused by of air pollution.
a factory.
Student A Student B
My research is
about pollution of
the local river.
Student C
Fig. 11
Fig. 12 shows a sequence which is a useful way to organise research.
Identify a research
question or hypothesis
Decide what data is needed and

how it should be obtained
Carry out a pilot study Collect
and record data Present and
analyse the data
Reach a conclusion and

evaluate the research
Fig. 12
© UCLES 2017 0453/02/O/N/17

17
(a) Choose one of the students from Fig. 11, A, B or C, and write down the letter of that student.
Describe how the student could carry out the research. Use the ideas in Fig. 12 to organise
your answer.
Letter of student chosen ....................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [9]

18
(b) Describe any difficulties the student might have carrying out the chosen research.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 14 marks]
© UCLES 2017 0453/02/O/N/17

19
BLANK PAGE
© UCLES 2017 0453/02/O/N/17

20
BLANK PAGE
© UCLES 2017 0453/02/O/N/17

Cambridge Assessment International Education

MARK SCHEME
Maximum Mark: 80
Published
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
®
components.
® IGCSE is a registered trademark.

PUBLISHED 2017
1(a)(i) Human Development Index 1
1(a)(ii) Algeria 2
Cameroon
2 @ 1 mark
1(a)(iii) 2 marks for a full answer: 2
The average amount of goods and services produced per person per year in Cameroon is US $3000
1 mark for reference to the amount / value of goods / services or countries income produced in one year
2nd mark for further information – per person / US $3000

2 @ 1 mark
1(a)(iv) Algeria and Tunisia are likely answers with Botswana as another possibility. 3
No marks for country choice; the marks are to be awarded for reasoning.
Tunisia / Algeria has:

• high HDI rank
• high GDP per capita
• high life expectancy
• high literacy / number of people that can read and write
• uses large amount of energy per person etc
Botswana has:
• high GDP per capita
• high literacy / number of people that can read and write
• relatively high use of energy per person
3 @ 1 mark

PUBLISHED 2017
1(b)(i) 1

• More primary in India / Less primary in Australia
• Similar secondary percentage in each country / both have 20%
• More tertiary in Australia / Less tertiary in India
• India has most in Primary and Australia has most in Tertiary
• India has least in Tertiary and Australia has least in Primary
• Australia has 75% in tertiary industry but India has only 30%
3 @ 1 mark

PUBLISHED 2017
1(c)(i) Primary = Decrease / goes down 3

Secondary = Increase followed by decrease
Tertiary = Increase / goes up
3 @ 1 mark
1(c)(ii) Ideas such as: 4

• Exhaustion of raw materials
• Investment in manufacturing by government / multinationals
• People become more skilled / better educated / better literacy
• Mechanisation / use of technology (of agriculture / industry)
• More people can afford services / need services / greater demand for services
• Import of primary products / manufactured goods
• Outsourcing
• Cheaper to manufacture goods elsewhere
• Less subsistence agriculture / more commercial agriculture etc
4 @ 1 mark or development

PUBLISHED 2017
2(a)(i) Over US $500 billion 1
2(a)(ii) European Union 1

Asia
Sub-Saharan Africa
1 mark
2(a)(iii) Ideas such as: 5

• It enables a country to obtain goods it cannot produce itself / more variety of goods available / necessary goods
• It allows specialisation to take place
• Imports may be cheaper / of better quality than locally produced goods
• Larger market for home producers
• It allows a country to exploit its comparative advantage
• Enables producers to achieve economies of scale
• It increases employment from transport / named industry
• It encourages political / cultural links
• It brings in money from other countries / increases foreign exchange / sells surplus goods / more exports than imports
• Brings in money for the government through tariffs / duties / government revenue
• Enables improvement of transport infrastructure
• etc
5 @ 1 mark or development
2(b) Ideas such as: 3

• It has links in many parts of the world / many countries / all over the world / across the world
• Suppliers are largely in LEDCs / South America and Africa
• Outlets / offers services / It is sold / there are sales outlets in many parts of the world
• Headquarters are in North America / MEDC
3 @ 1 mark

PUBLISHED 2017
2(c)(i) Bar graph: 4

• 1 mark for choice of scales
• 1 mark for labelling both axes – Number of restaurants / countries
• 1 mark for labelling bars with country names
• 1 mark for correct plotting – all 6 must be correct plot for the mark
4 marks
2(c)(ii) Ideas such as: 4

• they have expanded their business globally / to increase business / revenue / make more money
• the product is in demand in many countries / larger market / they are well known internationally
• meat and other food products can be obtained in many different countries / access to raw materials
• local sources can be used to keep costs low wherever that is possible
• the labour required in the outlets is generally low skilled / cheap labour / there is no problem obtaining labour in any
country
• economics of scale
• etc
4 @ 1 mark
2(c)(iii) Ideas such as: 4

• Workers have a contract
• Workers earn pay / salary / wages
• Workers are protected / have rights
• Workers are able to join a trade union
• Tax needs to be paid on earnings
• Workers have a workplace / factory / office etc.
• The work is legal / government registered / follows rules and regulations
• They have a uniform / dress code
• People can have pensions / sick leave
• Workers have fixed hours / shifts
• Workers have breaks / holiday entitlements
4 @ 1 mark

PUBLISHED 2017
3(a)(i) Ideas such as: 2

• Loss of habitat
• Deforestation / cutting down trees
• Extinction / death of species / animals / fish / wildlife die
• Damage to food chains / ecosystems
• Pollution of rivers / lakes / seas / water
• Air pollution
• Soil depletion / degradation / erosion
• etc
2 @ 1 mark
3(a)(ii) 1 mark for simple explanation + 1 mark for development. 4

Developed points outlined below can be used as simple explanations and vice versa.
Ideas such as;

• Workers are being exploited (1) as they may have to work long hours/receive low pay (dev)
• working conditions are not good / safe / sanitary (1) as there are few regulations to protect them / as they have to breath
in polluted air (dev)
• they have poor conditions in their homes (1) as many people migrate to cities to get work / many live in squatter
settlements (dev)
• mechanisation/technology takes over some jobs (1) therefore people can’t make a living (dev)
• etc
2 + 2 marks
3(b) Ideas such as: 3

• Breathing difficulties / allergies / eye problems
• Loss of soil / land fertility
• Students cannot concentrate in school
• Roads damaged / traffic held up
3 @ 1 mark

PUBLISHED 2017
3(c)(i) Simple statement = 1 mark 2

E.g. choose any 50 people / ask anyone / ask any people in the street / by chance / no pattern / no order / sequence to follow
2nd mark for a more precise indication of how a random sample could have been selected e.g. hand out questionnaires to any
50 people approached in the street; use a random number tables / draw names from a hat to select homes to which to deliver
questionnaires.
2 marks can be awarded for 2 specific ways to get a random sample

2 @ 1 mark
3(c)(ii) 1st mark: Use of a 1 to 5 / number scale (1) 2
2nd mark:
problems people were concerned about had higher scores;
with 1 being the lowest and 5 being the highest; etc.
2 @ 1 mark
3(c)(iii) No mark for ‘yes’ or ‘no’. Marks to be allocated for reasoning. Candidates can score up to three marks on justification of ‘yes’ or 3
‘no’ or it is possible to score 2 + 1 by giving a balanced response.
Could argue that it is well designed as it:

• is quick / easy to complete / easy to understand
• does not require extended written responses
• doesn’t require much personal information
• collects information about age and gender
• uses simple numerical technique to assess concern/which is easy to present / analyse
• is well focussed / finds out what problems are faced / addressed all issues
• is left open for additional responses
• uses mainly closed questions
• is not biased
• is anonymous / has no space for name

PUBLISHED 2017
3(c)(iii) Could argue that it is badly designed as it:

• asks questions which may offend (e.g. age)
• doesn’t ask for place of residence
• doesn’t state purpose
• lacks opportunity for detailed response / reasoning
• asks limited information about respondent (e.g. nothing on employment / socio-economic status etc.)
• should be offered with translation into local language
• may be difficult for respondents to understand how the numerical scale works
• uses words / phrases which may be hard to understand
• unsuitable age scale / age scale overlaps
• etc
3 @ 1 mark
3(iv) No need for a direct comparison as this is implied in each answer. 3
Ideas such as:

• proximity of homes to the industries / those living close by / people who live there may have greater concerns
• age of respondent / older people may be more concerned if they feel it is destroying the area where they have lived for
many years
• health of respondent / healthy people may be less concerned than those in poor health / suffering asthma / having
allergies
• people with young children who could be at risk may be more concerned than single people
• people who benefit financially (e.g. employees) as a result of the industry may be less concerned than those who do not
• people with strong views about environmental destruction / are more educated will be more worried than those who are
less aware / less educated
• people whose livelihood could be threatened will be likely to be more concerned (e.g. farmers)
• people who commute / travel to work will be more worried than those who do not
• etc.
3 @ 1 mark

PUBLISHED 2017
3(d) Levels marking 6
An evaluation of the options with basic points
An evaluation of the options with developed points
A full and sophisticated evaluation of the options with developed points
Candidates can choose any of the four methods and justify them. Statements to be credited which explain why they have chosen
the method and why they have rejected the other three. The disadvantages must be for the methods that they have not rejected.
E.g. Give grants and low interest loans to factory owners
• they will be able to buy new machinery which will cause less pollution
• they will be able to use more efficient processes which will make less noise
• making laws may not work as they may not be enforced
• as factory owners may bribe local officials
• closing down industries will cause poverty
• enlarging clinics will treat the symptoms not the causes
• and building clinics will not solve all problems e.g. traffic / noise etc.
Note: Do not double credit direct opposites

PUBLISHED 2017
4(a) Levels of response marking 9
Simple statements which briefly describe how the research enquiry could be carried out.
(e.g. use questionnaires, graph the results, write about the findings, get secondary data, look in newspapers, present clearly,
give a pilot study to friends, interview people etc.)
Note: Do not credit simple copy of boxes in sequence of enquiry diagram.
Note: Repeat of 1–5 ratings from 3(c)(ii) can only be credited as an L1 statement
More developed statements which describe how the enquiry could be carried out.
(e.g. ask a sample of the town’s population to complete a questionnaire about how the factory effects them, draw bar graphs to
show pollution levels in different parts of the river / draw line graphs to show how levels of air pollution vary over time, test the
levels of pollution in the water using testing kits; use newspaper articles about problems caused by the factory, present a report
to the local authority, make recommendations etc.)
A comprehensive account which includes more developed statements (level 2) and covers at least 3 of the boxes in the sequence
of enquiry diagram (e.g. identification of enquiry question / hypotheses / collection of data / presentation and analysis.)

PUBLISHED 2017
4(b) The problems which can be credited are likely to be similar for each example and may include ideas such as:
• many residents are unlikely to be cooperative / may not answer questions / may not hand them back;
• many residents may not reveal / do not know answers to all questions;
• residents may not trust researchers / be suspicious;
• residents may not tell the truth;
• there could be hostility from local people;
• residents may fear loss of their jobs and therefore not cooperate / residents may be threatened by employers;
• the industries involved are unlikely to divulge information / may give biased information;
• unlikely to achieve much by use of observation;
• some types of data (e.g. secondary data) are likely to be limited / unavailable;
• pollution of the air / water is difficult to measure without scientific equipment;
• Information collected about pollution based on questionnaires / interviews is subjective and not always reliable;
• language difficulties relating to interviews / questionnaires;
• illiteracy – difficulty in handling questionnaire;
• cost of testing water samples / printing questionnaires / equipment / transport;
• difficulties of transport to less accessible parts of the study area;
• costs of transport to different locations within the area / to laboratories for testing of water samples;
• time consuming (to carry out interviewing/test changes in water quality over a period of time);
• bias in bi-polar surveys;
• people act out of character when observed; etc.
5 @ 1 mark but credit appropriate development

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2

650 World production

World production (million tonnes)

B It more than doubled.

D It increased four-fold. [1]

© UCLES 2010 0453/01/O/N/10 [Turn over

(i) Give a definition of very poor people.

(ii) Describe three of the features of improved farming technology.

© UCLES 2010 0453/01/O/N/10 [Turn over

Bangladesh Ghana Morocco Turkey Venezuela

(a) Millennium Development Goal 2 is to achieve universal primary education.

(i) Explain the phrase universal primary education.

© UCLES 2010 0453/01/O/N/10

Study Fig. 3B. For

(i) What is meant by gender equality?

(ii) Which country in Fig. 3B has the greatest gender equality?

© UCLES 2010 0453/01/O/N/10

© UCLES 2010 0453/01/O/N/10 [Turn over

(ii) Name one country in Fig. 5 which is at an early stage of development.

© UCLES 2010 0453/01/O/N/10

© UCLES 2010 0453/01/O/N/10 [Turn over

(b) Study Fig. 6, which shows different types of services. For

HEALTH FOOD SUPPLY

road, rail, water, gas,

(i) What is meant by services?

© UCLES 2010 0453/01/O/N/10

© UCLES 2010 0453/01/O/N/10 [Turn over

(iii) Has Sudan qualified for aid?

© UCLES 2010 0453/01/O/N/10

© UCLES 2010 0453/01/O/N/10 [Turn over

Study Fig. 8, which shows different kinds of foreign aid. For

international agencies foreign governments non-governmental

(b) (i) Name one international agency that gives aid.

© UCLES 2010 0453/01/O/N/10

1 (a) (i) Allow 40 to 50 MILLION TONNES [1]

(ii) Allow US$151 to 165 [1]

(iii) B. It more than doubled. [1]

(ii) Three of following: (List = 1 mark)

(iii) One reason: Growing

(iv) Describe three different examples of competition:

(v) Two examples explained:

(c) Levels marking:

Global warming may result in drought so rice fails to grow.

2 (a) (i) All children have basic schooling.

(ii) Ghana [1]

(iii) Morocco [1]

(b) (i) One of:

(ii) Venezuela [1]

(iii) No country reached target for goal 2.

(c) (i) Two reasons:

(ii) Four reasons because:

(d) Levels marking:

Make it compulsory for all boys and girls to go to school.

Encourage girls to go to university by providing free places and scholarships.

3 (a) (i) 50 [1]

(ii) Either Bangladesh or Indonesia or Morocco. [1]

(iii) Two of following:

(iv) Three of the following:

(b) (i) Services

(ii) Credit description of how a service changes as a country develops.

(iii) A mixed economy [1]

(iv) The advantages of

Either private ownership: