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This document consists of 15 printed pages, 1 blank page and 1 Insert.

SPA (KN) T47299/3© UCLES 2008 [Turn over

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSInternational General Certificate of Secondary Education

READ THESE INSTRUCTIONS FIRST

If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.Write your Centre number, candidate number and name on all the work you hand in.Write in dark blue or black pen.You may use a soft pencil for any diagrams, graphs, or rough working.Do not use staples, paper clips, highlighters, glue or correction fluid.

Answer three questions.Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.The Insert contains Photograph A for Question 4 and Fig. 9 and Photographs B, C and D for Question 5.

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.

*2944957945*

GEOGRAPHY 0460/01

Paper 1 October/November 2008

1 hour 45 minutes

Additional Materials: Answer Booklet/Paper

www.XtremePapers.com

http://www.studentbounty.com/

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1 (a) Study Fig. 1, population pyramids of Indonesia (an LEDC) and Japan (an MEDC).

0 0

0 – 45 – 9

10 – 1415 – 1920 – 2425 – 2930 – 3435 – 3940 – 4445 – 4950 – 5455 – 5960 – 6465 – 6970 – 74

75+

Age

% of total population

Male

OLD DEPENDENT

YOUNG DEPENDENT

ECONOMICALLYACTIVE

JAPAN

Female

1 2 3 4 5 6 71234567

0 0

0 – 45 – 9

10 – 1415 – 1920 – 2425 – 2930 – 3435 – 3940 – 4445 – 4950 – 5455 – 5960 – 6465 – 6970 – 74

75+

Age

% of total population

Male

OLD DEPENDENT

YOUNG DEPENDENT

ECONOMICALLYACTIVE

INDONESIA

Female

1 2 3 4 5 6 71234567

Fig. 1

(i) What is meant by economically active? [1]

(ii) What evidence in the population pyramids suggests that:

A people in Japan have a longer life expectancy than people in Indonesia;

B Indonesia has a higher birth rate than Japan? [2]



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(iii) How is the young dependent population of Indonesia different from that of Japan? Support your answer with figures from Fig. 1. [3]

(iv) Explain why, in some countries, the young dependents make up a larger percentage of the population than in other countries. [4]

(b) Study Fig. 2, which shows changes in the percentage of population over the age of 65 in Indonesia and Japan.

0

5

10

15

20

25

30

perc

enta

ge o

f tot

al p

opul

atio

n ov

er 6

5 ye

ars

1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025

projected

INDONESIA

JAPAN

Fig. 2

(i) Compare the percentage of the population over the age of 65 in Indonesia and Japan between 1970 and 2005. [3]

(ii) Suggest reasons for the expected increase in the percentage of the population over the age of 65 in Indonesia and Japan by 2025. [5]

(c) For a country which you have studied, explain why the government is concerned by an ageing population. [7]

[Total: 25 marks]



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2 (a) Study Fig. 3, which shows simplified urban land use models for MEDCs and LEDCs.

mainroadlink

mainroadlink

Model A Model B

0 5

km

Key for both models

high quality residential

low quality residential

area X

area Y

medium quality residential

squatter settlements

Fig. 3

(i) Which model represents land use in an LEDC city? [1]

(ii) Identify the land uses in areas X and Y. [2]

(iii) Identify the similarities and differences between the two land use models. [4]



5


(b) Study Fig. 4, which shows the location of squatter settlements around Lima, the capital city of Peru (an LEDC in South America).

0 10

km

N

CONOCONONORTENORTE

CONO CONO ESTE ESTE

R. C

hillo

n

Pan A

merican H

ighway

R. Rimac

San San Cristobal Cristobal

San San Juan de Juan de

Lurigancho Lurigancho

El Agustino El Agustino San Martin de Porres

LIMA LIMA

San Cosme San Cosme Mendocita Mendocita Matute Matute Carmen de Carmen de

la Legua la Legua

Callao Callao

San San Isidro Isidro

Miraflores Miraflores

City City Centre Centre

Chorrillos Chorrillos

San Juan de Miraflores

CONO CONO SUR SUR

Villa Maria Villa Maria del del

Triunfo Triunfo

Pan American Highway

R. L

urin

Paci f ic Ocean

CONONORTE

San Cristobal

San Juan de

Lurigancho

CONO ESTE

El Agustino

CONO SUR

Villa Maria del

Triunfo

LIMA

San Cosme Mendocita Matute Carmen de

la Legua

Callao

San Isidro

Miraflores

City Centre

Chorrillos

highland

squatter settlements

built-up area of Lima

Los Los Olivos Olivos

Los Olivos

Villa Villa El Salvador El Salvador

Villa El Salvador

Tahuantinsuyo Tahuantinsuyo Tahuantinsuyo

Comas Comas Comas

Cuevas Cuevas El Ermitano El Ermitano Cuevas El Ermitano

Fig. 4

(i) Using evidence from Fig. 4 only, describe the distribution of the squatter settlements around Lima. [3]

(ii) Suggest reasons for the distribution of squatter settlements around Lima. [3]

(iii) Explain why large cities in LEDCs have many people living in squatter settlements. [5]

(c) Name an urban area in an LEDC where there are squatter settlements. Describe what has been done to improve the quality of life for the people who live in these settlements. [7]

[Total: 25 marks]



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3 (a) Study Figs 5A and 5B. Fig. 5A shows instruments used at a weather station and Fig. 5B shows the wooden box in which some of these instruments are kept.

– 25

– 20

– 15

– 10

– 5

0

5

10

15

20

25

30

35

40

40

35

30

25

20

15

10

5 0

– 5

– 10

– 15

– 20

– 25

°C °C

E

W S

N

MAXIMUM AND MINIMUM THERMOMETER

ANEMOMETER

BAROMETER

SUNSHINE RECORDER

970 965 96

0

975

980

985

990 995

1000

1005

1010 1015

1020

1025

1030

1035

10

40

STO

RM

Y

R

AIN

CHANGE FAIR VER

Y D

RY

compensated

0 0 3 2 7 1 kms m

WIND VANE

Fig. 5A



7


Fig. 5B

(i) What is the wooden box shown in Fig. 5B called? [1]

(ii) Identify the two instruments shown in Fig. 5A which are kept in the wooden box. [2]

(iii) Explain why the wooden box:

A is painted white;

B has slatted sides;

C has legs which raise it above the ground. [3]

(iv) Describe where the wooden box should be sited. Give reasons for your answer. [4]



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(b) Study Fig. 6, which shows the weather recorded at a weather station over a period of 24 hours in October.

1200 1400 1600 1800 2000 2200 2400 0200 0400 0600 0800 1000 1200960

970

980

990

THURSDAY 15 OCTOBER FRIDAY 16 OCTOBER

atm

osph

eric

pre

ssur

e (m

b)

1200 1400 1600 1800 2000 2200 2400 0200 0400 0600 0800 1000 12005

10

15

20


air

tem

pera

ture

(°C

)

1200 1400 1600 1800 2000 2200 2400 0200 0400 0600 0800 1000 12000

1

2

3

4


rain

fall

(mm

)

1200 1400 1600 1800 2000 2200 2400 0200 0400 0600 0800 1000 12000

10

20

30

40

50


mea

n w

ind

spee

d (k

m/h

our)

1200 1400 1600 1800 2000 2200 2400 0200 0400 0600 0800 1000 12000

60120180240300360


win

d di

rect

ion

(deg

rees

)

Fig. 6



9


(i) Describe how the atmospheric pressure changed over the 24 hour period. [3]

(ii) Compare the weather at 16.00 (15 October) and 02.00 hrs (16 October). [5]

(c) Name an area which you have studied where drought occurs. Describe the problems experienced by people living in your chosen area. [7]

[Total: 25 marks]



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4 (a) Study Figs 7A, 7B and 7C. These are block diagrams of a river in three parts of its valley.

alluvium

alluvium

Fig. 7A

Fig. 7B

Fig. 7C



11


(i) In which figure, 7A, 7B or 7C, is the volume of the river likely to be the largest? [1]

(ii) Describe two differences in the shape of the valley cross sections shown in Figs 7A and 7B. [2]

(iii) Give three processes by which the river is likely to carry out erosion in Fig. 7A. [3]

(iv) Describe the processes by which a river is likely to transport eroded materials. [4]

(b) Study Photograph A (Insert) which shows a waterfall, the Montmorency Falls, near Quebec City, Canada.

(i) Describe the natural features of the waterfall shown in the photograph. [3]

(ii) Explain how the waterfall may bring both benefits and problems for local people. [5]

(c) For a named river which you have studied, explain the causes of flooding. [7]

[Total: 25 marks]



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5 (a) Study Fig. 8, which shows numbers of international tourists and their destinations.

1800

Middle East

Key to destinations

1600

1400

1200

1000

800

600

400

200

0 1980 2000 2020

(projected)

num

ber

of in

tern

atio

nal t

ouris

ts (

mill

ions

)

Europe

Asia and the Pacific

The Americas

Africa

Fig. 8



13


(i) What was the total number of international tourists in 2000? [1]

(ii) Identify the part of the world which:

A had more than 100 million international tourists in 1980;

B increased its number of international tourists from 20 million in 1980 to 100 million in 2000. [2]

(iii) Suggest reasons for the expected increase in international tourism. [3]

(b) Study Fig. 9 (Insert), which shows Mahé Island, which is part of the Seychelles (an LEDC in the Indian Ocean), along with Photographs B, C and D (Insert).

The location of each photograph is shown on Fig. 9.

(i) Suggest three different ways in which people who live on Mahé Island might benefit from international tourists visiting the island. [3]

(ii) Suggest three different problems which international tourism might cause for people who live on Mahé Island. [4]

(iii) Use evidence from Fig. 9 (Insert) and Photographs B, C and D (Insert) only to explain why Mahé Island is attractive to tourists. [5]

(c) Name an area which you have studied where the tourist industry is important. Describe what has been done in the area to maintain, improve and conserve the quality of the environment.

[7]

[Total: 25 marks]



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6 (a) Study Figs 10A and 10B, which show information about the use of different types of energy.

Europe andformer USSR

MiddleEastNorth

America

SouthAmerica

Africa

AsiaandPacific

fossil fuels

Key

nuclear power

HEP

Fig. 10A

1009080706050

% of total fuelwood used

403020100

Asia and Pacific AfricaSouth

AmericaNorth

America Europe

Fig. 10B

(i) What is meant by fossil fuel? [1]

(ii) Which two regions, between them, use over 75% of the world`s fuelwood? [2]

(iii) Identify three differences in the use of energy between South America and Europe and former USSR. [3]

(iv) Suggest reasons why the importance of different types of energy varies globally. [4]



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0460/01/O/N/08© UCLES 2008

(b) Study Fig. 11, part of a webpage about energy in China.

Oil prices rose above US$50 per barrel in September, reaching record-high levels.

The rise in oil prices is likely to affect Chinaʼs economic growth. As a result of rapid

industrialisation, China has become the worldʼs second largest user of oil and its

imports are increasing rapidly. The rise in oil prices affects the Chinese economy, as

higher oil prices lead to higher costs for Chinese manufacturing firms.

Like many LEDCs, the government of China has encouraged economic development,

even though it has damaged the environment. However, the use of large amounts of

energy also uses up valuable resources and makes industry less competitive, because

of higher costs.

Fig. 11

(i) Use your own words to suggest three different ways in which high oil prices are likely to cause problems for the Chinese economy and industry. [3]

(ii) Describe the ways by which the transport and use of oil might damage the natural environment. [5]

(c) For a country or area which you have studied, describe the ways in which renewable energy supplies are being developed. [7]

[Total: 25 marks]



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BLANK PAGE

Copyright Acknowledgements:

Question 4 Photograph A S. Sibley © UCLES.Question 5 Photograph B S. Sibley © UCLES.Question 5 Photograph C S. Sibley © UCLES.Question 5 Photograph D S. Sibley © UCLES.Question 5 Fig. 9 © Air Seychelles.

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.



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