Cambridge International AS & A Level: Geography 9696/22 May/June 2022

Cambridge International AS & A Level
GEOGRAPHY 9696/22
Paper 2 Core Human Geography May/June 2022
MARK SCHEME
Maximum Mark: 60
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 International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2022 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
This document consists of 16 printed pages.
© UCLES 2022 [Turn over

9696/22 Cambridge International AS & A Level – Mark Scheme May/June 2022
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2022 Page 2 of 16

PUBLISHED
Section A
Answer all questions in this section. All questions are worth 10 marks.
Population
Question Answer Marks
1(a) Fig. 1.1 shows average calorie consumption per person per day, for 1
USA and China, 1968–2018.
Using Fig. 1.1, state the number of years China had an average calorie
consumption per person per day below 2000 kcal.
9 or 10
1(b) Compare the changes in average calorie consumption per person per 4
day for USA and China shown in Fig. 1.1.
Indicative:
 Both have increased since 1968 – although the starting points are very
different
 China has increased at a faster rate than USA – China is catching USA
up
 USA has never been below 3000 kcal – China only got above that in
2009
 Overall increase for China (1750 to 3200 est.) is more significant than
USA (3000 to 3750 est.)
 USA seems to be levelling-off, but China is continuing to increase
Point mark. Maximum 2 marks if no reference to data.

Maximum 2 marks if no comparison.
1(c) Suggest why an increase in calorie consumption per person per day 5
may create problems for a country.
Indicative:
 Obesity with resulting health issues e.g. diabetes
 Health issues creating a strain on health services
 Limited amount of food production so where will it come from + impact
on farming/environment
 Increased costs of supplying the extra calories
 Need to import more food – increased costs, potential debt problems
 Could increase global warming e.g. increased consumption of beef
1 mark for simple reason or 2 marks if some development such as an

example of figures.

PUBLISHED
Population/Migration
2(a) Table 2.1 shows the reasons for internal migration for males and 3
females in India, an MIC in Asia, in 2011.
Compare the reasons for internal migration for males and females
shown in Table 2.1.
Indicative:
 The reasons for migration vary significantly between males and females
 Men are more likely to migrate for work, 23.9% vs 2.1% for women. The
majority of migration for women is due to marriage (66.5%), this is
relatively low % for men, around 3.7%.
 Both sexes have a fairly low % migrating for education, but again slightly
higher in men.
 Males undertake more migration to be with family at 34%, nearly twice
as much as females.
Maximum 2 marks if no data.

Maximum 2 marks if no comparison.
2(b) Suggest two reasons for the difference in percentage between males 3
and females moving for work in India as shown in Table 2.1.
Indicative:
Males are more mobile as:

 Often seen as ‘breadwinners’ for the family
 Cultural pressure
 More likely to drive and own cars
 More likely to do risky – dangerous/dirty/distant – jobs
 Often males are paid more so can afford to move
 May be better educated
Females are less mobile as:

 Often have young children to look after
 May lack sufficient education/funds
 Expected to marry and settle down
 Cultural pressures to not move
Point mark. 1 mark per reason or 2 marks if some development/detail.

PUBLISHED
2(c) Explain why improvements in communications in an area may 4

increase the rate of internal migration.
Communications can include transport, telecommunications, IT, etc.
Indicative:
 Reduces the friction of distance
 Reduces travel costs (in time/effort)
 Supplies more information on destinations to better inform choices
 Greater feedback from existing migrants; promotes chain migration
 Enables migrants to keep in touch with friends and family

example.
Settlement dynamics
3(a) Fig. 3.1 is a photograph which shows a car manufacturing site in 3

Brazil, an MIC in South America, in 2018.
State three different pieces of evidence from Fig. 3.1 which suggest
that this is a recently developed manufacturing site.
Indicative:
 Still building – vacant areas to the top right
 Buildings look new (clean and fresh)
 Vegetation not regrown – bottom left
 Not all car storage/parking spaces filled – suggests more to come
 Nothing old appears in photograph
 Modern layout and design
1 mark per appropriate point.
3(b) Suggest why the location of the manufacturing site shown in Fig. 3.1 is 3
suitable for modern-day manufacturing.
Indicative:
 Large-scale site with room for expansion
 Large area of flat land to accommodate the big modern buildings
 Good road communications – highway top right
 Appears to be distant from housing to minimise impact on residential
areas (less pollution/congestion)
 Space for parking
 Can build on greenfield site – no pre-existing buildings to remove or
incorporate
 Land may be cheaper
 Other
1 mark for simple reason or 2 marks if some development/detail.

PUBLISHED
3(c) Explain why services might locate in the central business district 4
(CBD) of urban areas.
Indicative:
 Good access for both workers and customers (transport hub)
 Complementarity – services interlink
 High demand
 High cost of sites can be offset by building upwards
 Access to a large number and range of customers
(workers/residents/tourists)
 Could be near universities etc. to supply skilled workers and/or use
services
 Anti-pollution laws which improve CBD environment
 Demand from government for services
 Government incentives/zoning/grants

example.

PUBLISHED
Section B
Answer one question from this section. All questions are worth 30 marks.
Population
4(a) Describe the changes in the birth rate in the demographic transition 7
model (DTM).
Indicative:
 Stage 1 (High stationary) – BR is high and fluctuates
 Stage 2 (Early expanding) – BR remains high
 Stage 3 (Late expanding) – BR falling but slowing
 Stage 4 (Low stationary) – BR is low
 Stage 5 (Declining) – BR falls further or remains low
1 mark per correct change/stage + 2 marks available for use of examples

with data.
Candidates may not answer with reference to stages, but this may be self-
limiting.
Candidates may label a diagram with data.
No credit for explanation.

PUBLISHED
4(b) With the aid of examples, explain why infant mortality rates fall with 8
the increased economic development of an area.
Candidates may answer this stage by stage of the DTM or consider the
various factors that come with increased economic development:
 Improvement in diets (quality and quantity) – farming improves
 Improved health – medical advances, more hospitals, better health care
 Greater security so fewer wars, violence
 Improved water supply (quality and quantity)
 Greater education on safer living for mothers – anti-smoking, better
hygiene etc.
 Improved housing – so fewer fires, fewer bugs etc.
 Cultural shift such that female children more valued and protected
 More years in education means women may have fewer children – fewer
children mean a lower IMR
 Improved transport so aid can reach problem areas
Award marks based on the quality of explanation and breadth of the

response using the marking levels below.
Level 3 (6–8)
Response clearly explains in detail why infant mortality rates fall with the
increased economic development of an area. Response is well founded in
detailed knowledge and strong conceptual understanding of the topic.
Examples used are appropriate and integrated effectively into the response.
Level 2 (3–5)
Response offers some explanation of why infant mortality rates fall with the
increased economic development of an area. Response develops on a
largely secure base of knowledge and understanding. Examples may lack
detail or development.
Maximum 4 marks if no examples.
Level 1 (1–2)
Response is largely descriptive with limited, if any, explanation of why infant
mortality rates fall with the increased economic development of an area.
Knowledge is basic and understanding may be inaccurate. Examples are in
name only or lacking entirely.
Level 0 (0)
No creditable response.

PUBLISHED
4(c) ‘The main impact of a youthful population on a country is economic.’ 15

With the aid of examples, how far do you agree with this statement?
Candidates are free to develop their own approach to the question and
responses will vary depending on the approach chosen. Whichever
approach is chosen, essays which address the question and support their
argument with relevant examples will be credited. There may be detailed
consideration of a case study/one or more examples, or a broadly conceived
response, drawing on several examples to illustrate the factors involved.
A youthful population impacts on a country via its impact on:

 Demography – higher BR, lower DR
 Social and cultural life – need for schools, health care, type of consumer
goods etc.
 Political – voting patterns, tax revenue, need for social services/facilities
 Economic – both directly e.g. labour supply, cost of childcare, etc. but
also indirectly such as increased need for medical care, need for
increased size of residential housing, etc.
So is economic the main impact? Are all impacts negative – are there some
positives? e.g. increased employment in education.
Award marks based on the quality of the response using the marking levels
below.
Level 4 (12–15)
Response thoroughly discusses the extent to which the main impact of a
youthful population on a country is an economic one. Examples used are
appropriate and integrated effectively into the response. Response is well
founded in detailed knowledge and strong conceptual understanding of the
topic.
Level 3 (8–11)
Response discusses the extent to which the main impact of a youthful
population on a country is an economic one but may be unbalanced.
Examples may lack detail or development. Response develops on a largely
secure base of knowledge and understanding.
Level 2 (4–7)
Response shows general knowledge and understanding of the extent to
which the main impact of a youthful population on a country is an economic
one. Response is mainly descriptive or explanatory with limited use of
examples and understanding of the topic may be partial or inaccurate. Some
concluding remarks. General responses without the use of example(s) will
not get above the middle of Level 2 (6 marks).
Level 1 (1–3)
Response may broadly discuss the role of a youthful population but does
not address the question and does not come to a convincing conclusion.
Response is descriptive, knowledge is basic and understanding is poor.
Level 0 (0)

PUBLISHED
Population/Migration
5(a) Describe different ways of classifying types of migrants. 7
Indicative:
 On cause/reason/motivation: employment, education, forced vs
voluntary, pushed vs pulled
 On distance: international vs internal (or regional, local etc.)
 On direction: rural to urban, intra-urban etc.
 On duration: migration vs circulation
 On nature of people moving e.g. refugees, legal/illegal
 On demographic characteristics e.g. age, sex
 On social factors e.g. level of education, family status
Expect at least two ways otherwise a single classification is maximum 4

marks.
Point mark. 1 mark per point + 2 marks available for use of

examples/details.

PUBLISHED
5(b) With the aid of examples, explain why the level of internal migration 8
has increased in many HICs.
The HIC context suggests rapidly counter-urbanising countries as well as

intra- and inter-urban movements, so level of migration has increased due
to:
 Greater disparities in wealth between areas e.g. rural vs urban or core
vs periphery
 Increased opportunities in rural areas or cities
 Increased separation of work and home locations
 Decreased satisfaction with rural or urban life
 Improvement in transport – both private and public
 Can now work from home (IT)
 Increased education – opened up new horizons and ambitions
 Growth of media so more people know of other opportunities elsewhere
 Government policy – tends to encourage counterurbanisation

Level 3 (6–8)
Response clearly explains in detail why the level of internal migration has
increased in many HICs. Response is well founded in detailed knowledge
and strong conceptual understanding of the topic. Examples used are
appropriate and integrated effectively into the response.
Level 2 (3–5)
Response offers some explanation of why the level of internal migration has
increased in many HICs. Response develops on a largely secure base of
knowledge and understanding. Examples may lack detail or development.
Level 1 (1–2)
Response is largely descriptive with limited, if any, explanation of why the
level of internal migration has increased in many HICs. Knowledge is basic
and understanding may be inaccurate. Examples are in name only or
lacking entirely.
Level 0 (0)

PUBLISHED
5(c) ‘The impact of the migration of a population into an area is always 15

negative for the receiving/destination area.’
With the aid of examples, to what extent do you agree with this view?
Examples can be national or international.
Indicative:
 In-migration can be negative for the receiving/destination area
depending on the volume and characteristics (e.g. young or old) of the
migrants
 Economic – strain on services, jobs, housing, food supply etc.
 Demographic – higher BR, sex imbalance
 Social – unrest, friction with locals
 Cultural – differences in religion, diet etc.
 Political – may change local voting patterns
 In-migration often involves the young, better educated, healthy or
wealthy population so can have a positive economic, social and cultural
impact
below.
Level 4 (12–15)
Response thoroughly discusses the extent to which the impact of the
migration of a population into an area is always negative for the
receiving/destination area. Examples used are appropriate and integrated
effectively into the response. Response is well founded in detailed
knowledge and strong conceptual understanding of the topic.
Level 3 (8–11)
Response discusses the extent to which the impact of the migration of a
population into an area is always negative for the receiving/destination area
but may be unbalanced. Examples may lack detail or development.
Response develops on a largely secure base of knowledge and
understanding.
Level 2 (4–7)
which the impact of the migration of a population into an area is always
negative for the receiving/destination area. Response is mainly descriptive
or explanatory with limited use of examples and understanding of the topic
may be partial or inaccurate. Some concluding remarks. General responses
without the use of example(s) will not get above the middle of Level 2 (6
marks).

PUBLISHED
5(c) Level 1 (1–3)

Response may broadly discuss the impact of the migration of a population
into an area but does not address the question and does not come to a
convincing conclusion. Response is descriptive, knowledge is basic and
understanding is poor.
Level 0 (0)
Population/Migration/Settlement dynamics
6(a) Describe the causes of re-urbanisation. 7
This is about the causes that lead to re-urbanisation (a movement back into
urban areas) rather than an explanation of the process as such although
these may overlap.
Indicative:
 Older population moving into urban areas for services/facilities –
especially accessible ones
 Wealthy moving into older areas – gentrification
 Students moving in to be near universities
 Young population looking for bright lights/entertainment
 Government policy e.g. investment in housing and services
 Redevelopment leading to re-imaging of an area
 Disadvantages of rural areas
Many may see this in terms of push vs pull factors.
Point mark. 1 mark per correct statement + 2 marks available for use of
examples.

PUBLISHED
6(b) With the aid of examples, explain the consequences of 8

re-urbanisation.
Consequences occur both for the urban area and the rural area and can be
positive or negative although this may vary between groups/locations.
Indicative:
 Environmental e.g. levels of pollution, congestion levels etc.
 Demographic e.g. age/sex ratios, birth rates etc.
 Economic e.g. employment, house prices, transport facilities
 Social e.g. demand for services, crime levels etc.
 Political e.g. voting patterns, type and direction of government
investments

Level 3 (6–8)
Response clearly explains in detail the consequences of re-urbanisation.
Response is well founded in detailed knowledge and strong conceptual
understanding of the topic. Examples used are appropriate and integrated
effectively into the response.
Level 2 (3–5)
Response offers some explanation of the consequences of re-urbanisation.
Response develops on a largely secure base of knowledge and
understanding. Examples may lack detail or development.
Level 1 (1–2)
Response is largely descriptive with limited, if any, explanation of the
consequences of re-urbanisation. Knowledge is basic and understanding
may be inaccurate. Examples are in name only or lacking entirely.
Level 0 (0)

PUBLISHED
6(c) With the aid of examples, to what extent do political factors affect the 15
location of activities within urban areas?
Political factors cover a wide range of influences and scales e.g. local vs
national. Factors could include:
 Financial e.g. taxation/rates
 Planning restrictions/land use zoning
 Transport policy e.g. investment in roads/public transport
 Investment in services e.g. education
 Level of security/safety e.g. policing policy
 Development schemes e.g. re-imaging/conservation projects
 Impact of conflict
The key element is how these affect the location of activities such as
residential, retail, manufacturing etc. within urban areas.
below.
Level 4 (12–15)
Response thoroughly discusses the extent to which political factors affect
the location of activities within urban areas. Examples used are appropriate
and integrated effectively into the response. Response is well founded in
detailed knowledge and strong conceptual understanding of the topic.
Level 3 (8–11)
Response discusses the extent to which political factors affect the location
of activities within urban areas but may be unbalanced. Examples may lack
detail or development. Response develops on a largely secure base of
knowledge and understanding.

PUBLISHED
6(c) Level 2 (4–7) 15

which political factors affect the location of activities within urban areas.
Response is mainly descriptive or explanatory with limited use of examples
and understanding of the topic may be partial or inaccurate. Some
concluding remarks. General responses without the use of example(s) will
not get above the middle of Level 2 (6 marks).
Level 1 (1–3)
Response may broadly discuss the role of a limited number of political
factors but does not address the question and does not come to a
convincing conclusion. Response is descriptive, knowledge is basic and
understanding is poor.
Level 0 (0)

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Cambridge International AS & A Level

This document consists of 16 printed pages.

© UCLES 2022 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2022 Page 2 of 16

Question Answer Marks

Point mark. Maximum 2 marks if no reference to data.

1 mark for simple reason or 2 marks if some development such as an

© UCLES 2022 Page 3 of 16

Question Answer Marks

Maximum 2 marks if no data.

Males are more mobile as:

Females are less mobile as:

Point mark. 1 mark per reason or 2 marks if some development/detail.

© UCLES 2022 Page 4 of 16

Question Answer Marks

2(c) Explain why improvements in communications in an area may 4

Communications can include transport, telecommunications, IT, etc.

1 mark for simple reason or 2 marks if some development such as an

Question Answer Marks

3(a) Fig. 3.1 is a photograph which shows a car manufacturing site in 3

1 mark per appropriate point.

1 mark for simple reason or 2 marks if some development/detail.

© UCLES 2022 Page 5 of 16

Question Answer Marks

1 mark for simple reason or 2 marks if some development such as an

© UCLES 2022 Page 6 of 16

Question Answer Marks

1 mark per correct change/stage + 2 marks available for use of examples

Candidates may label a diagram with data.

No credit for explanation.

© UCLES 2022 Page 7 of 16

Question Answer Marks

Award marks based on the quality of explanation and breadth of the

Maximum 4 marks if no examples.

© UCLES 2022 Page 8 of 16

Question Answer Marks

4(c) ‘The main impact of a youthful population on a country is economic.’ 15

A youthful population impacts on a country via its impact on:

© UCLES 2022 Page 9 of 16

Question Answer Marks

5(a) Describe different ways of classifying types of migrants. 7

Expect at least two ways otherwise a single classification is maximum 4

Point mark. 1 mark per point + 2 marks available for use of

© UCLES 2022 Page 10 of 16

Question Answer Marks

The HIC context suggests rapidly counter-urbanising countries as well as

Award marks based on the quality of explanation and breadth of the

Maximum 4 marks if no examples.

© UCLES 2022 Page 11 of 16

Question Answer Marks