0460 2019 Ms 11

Cambridge Assessment International Education
Cambridge International General Certificate of Secondary Education
GEOGRAPHY 0460/11
Paper 1 May/June 2019
MARK SCHEME
Maximum Mark: 75
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 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
This document consists of 17 printed pages.
© UCLES 2019 [Turn over

0460/11 Cambridge IGCSE – Mark Scheme May/June 2019
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 2019 Page 2 of 17

PUBLISHED
Question Answer Marks
1(a)(i) Over 1 million 1
1(a)(ii) China Colombia .Argentina .Australia 2
All correct = 2 marks

2/3 correct = 1 mark
2 @ 1 mark
1(a)(iii) Ideas such as: 3

Mexico is closer/Spain is further away;
From Spain it is necessary to travel by air/sea/Mexico has a land
border/direct border;
It is cheaper to travel there from Mexico;
Spain has more options/neighbouring countries;
Etc.
Easier access^
Bigger population^
3 @ 1 mark
1(a)(iv) Ideas such as: 4

Language difficulties;
Difficulties finding a job;
Low paid work/exploitation;
Discrimination/racism;
Finding somewhere to live is difficult;
Missing families/friends;
High cost of living/or, e.g. such as food/healthcare;
Culture shock;
Difficult to practice religion;
Illegal entry/sent back/no green card;
Etc.
=0
Not allowed in.
Communication problems^
Unfamiliar^
Get lost^
4 @ 1 mark
1(b)(i) Overall increase during whole period/1901–2010; 3

Decrease from 1901 to 1940 (or part of that time period, but not single year);
Increase from 1941 onwards (or part of that time period, but not single year);
Supporting statistic with two time periods and figures and units (1 MARK
RESERVE)
=0
Biggest/bigger in 2010.
3 @ 1 mark

PUBLISHED
1(b)(ii) Ideas such as : 5

Lack of/providing more housing/overcrowded housing/squatter
settlements/slums;
Lack of/providing more health care;
Lack of/providing more educational facilities;
Lack of/providing more food;
Lack of/providing more water;
Water/air pollution;
Sanitation/waste disposal;
Integrating international migrants;
Racial/political/religious tensions;
Increasing cost of benefit payments, etc.
Jobs/unemployment;
Traffic congestion;
Strain on public transport;
Loss of income due to remittances;
Illegal so don’t pay taxes;
Checking all paperwork, etc.;
Security/border controls/drug problems;
Signage/leaflets in different languages;
=0
Overpopulation
Disease
Need more resources
People/Government have to pay more taxes
Poverty
Crime^ but okay as development
5 @ 1 mark or development

PUBLISHED
1(c) Levels marking 7
Level 1 (1–3 marks)

Statements including limited detail which describe a population policy used
to influence growth rate.
e.g. One child Policy;

More developed statements which describe how a population policy is used
to influence growth rate NOT the impacts.
Note: Credit different approaches within a policy, so for example, when

marking a China One Child Policy answer, ideas will often cover the
following:
Incentives;
Penalties;
Exceptions;
Enforcement;
Note: Credit only 1 L2 mark for each of these four ideas above, although
credit should also be given for other ideas such as developing the idea such
as applying to have a child/increasing the age of marriage which do not fit
the four ideas above.
e.g. one child policy and free education L2;

one child policy and use of fines if more than one child L2;
one child policy and parents not penalized if they have twins or a child is
disabled L2
one child policy and Granny police check if couples are conforming to law
L2
Note: If another country is given generally apply the same principle, but
other ideas in the Content Guide will be relevant, e.g. gender equality acts
or educating women etc.
(Note: Max 5 if no named or inappropriate example)
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements including some place specific
reference which can be named parts of the chosen country,
Population data, reference to a specific named policy/specific details about it
etc.

PUBLISHED
2(a)(i) 25 (%) 1
2(a)(ii) Ideas such as: 2

Burning fossil fuels/oil/coal/petrol;
Smelting/processing raw materials in factories;
Congested roads/heavy lorries add to air pollution;
CO2/SO2/Nitrous oxide;
Exhaust fumes;
Smoke/chimneys;
Lots of cars^
Work all the time^
2 @ 1 mark

Greater percentage from traffic in Western Europe/or statistics;
Greater percentage from industry in Western Europe/or statistics;
Greater percentage from domestic/homes in Africa/or statistics;
Greater percentage from electricity generation in Western Europe or
statistics;
Greater percentage from other sources in Africa or statistics;
Electricity generation is highest in W.Europe but domestic usage is highest
in Africa;
Domestic usage is lowest in W.Europe but industry is lowest in Africa;
Note: Statistics must use units for credit.
=0
More even proportions in Africa.
3 @ 1 mark

There are more vehicles used in Western Europe;
There are more factories/industries in Western Europe;
Western Europe is richer/more developed/MEDCs;
Many homes in African cities will burn wood/cleaner sources of fuels will be
used in homes in Western Europe;
More people use electricity in W.Europe;
More gadgets/appliances/air von units in W.Europe;
etc.
4 @ 1 mark

PUBLISHED
2(b)(i) Positive relationship/higher population density the more traffic congestion 3

there is;
Statistical evidence to support the above, e.g. those with a population
density below 5000 have congestion level below 30% but with density over
25 000 the congestion level is above 50% OR statistics for highest and
lowest values;
However relationship is not perfect/there are anomalies
Note: Statistics must use units for credit. 1 mark reserve.
3 @ 1 mark
2(b)(ii) Ideas such as: 5

Urban populations are growing rapidly/very large/densely populated;
Enough road spaces/road systems are inadequate/built years ago;
There is limited space/ lack of investment in new roads;
Lack of investment in/unreliability of public transport;
Car ownership is increasing/most work in urban areas;
Many people commute to work;
Congestion causes delays/can’t get to appointments on time;
People are late to work/school;
Emergency services can’t get through;
Air pollution;
Noise pollution;
Stress/road rage;
Rush hour/work finishes at same time;
Wasted fuel
Etc.
=0
Accidents.

PUBLISHED

Statements including limited detail which describe the strategies used to
improve traffic congestion.

Uses named example.
More developed statements which describe the strategies used to improve

traffic congestion.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements which describe the strategies
used to improve traffic congestion, with some place specific reference.
Content Guide:
Answers are likely to refer to ideas such as:
• New road building,
• Investment in public transport,
• Cycle lanes,
• Park and Ride,
• Congestion charging, etc.
Place specific reference is likely to consist of:

Locational details,
Specific details of the schemes,
Named parts of urban areas, etc.
Statistics
3(a)(i) (Sand) dune 1
3(a)(ii) Gentle slopes/steep near beach/windward side; 2

Low level;
Marram (grass) growing on it;
Some bare sand/patches, etc.
2 @ 1 mark

PUBLISHED

Sand blown by wind;
Obstruction/pebble/litter/plant blocks wind;
Causes velocity of wind to reduce/eddies;
Deposition;
Colonization by more plants;
Gets larger over time;
etc.
3 @ 1 mark

(Prevailing) wind approaches from an angle ;
Swash comes in at an angle/obliquely;
Backwash is vertical/straight out to sea;
Material is moved in zigzag manner;
(Known as) longshore drift;
Spit develops where there is a change in direction of coastline;
Recurved/hook by waves from other directions, etc.
4 @ 1 mark
3(b)(i) P = Stack 3
Q = Cliff
R = Wave cut platform
3 @ 1 mark

Hydraulic action;
Air compressed in crack in rocks by power of waves;
Corrosion/solution;
Rocks like limestone dissolved by acids in sea water;
Corrasion/abrasion;
Waves pick up loose materials and use them to grind the cliffs;
Attrition;
Materials reduced in size as they hit each other when being carried or
moved around by waves, etc.
Note: Max 2 for each process
=0
Cave, arch etc.
Hard and soft rock.

PUBLISHED

Statements including limited detail which describe the strategies used to
manage coastal erosion.

Uses named example.
More developed statements which describe the strategies used to manage

coastal erosion.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements including some place specific
reference.
Content Guide:
Answers are likely to refer to:
Groynes,
Revetments,
Beach nourishment,
Gabions,
Managed retreat,
Artificial sea walls
Hard and soft engineering
etc.

Locational details,
named places within the area managed,
specific details of measures, etc.
Statistics
4(a)(i) The annual precipitation is lower than 250 mm 1
4(a)(ii) Similarity: 2
Both are at similar latitude/close to Tropic of Capricorn;
Both in Southern Africa;
Both in Namibia;
Difference:
Namib is on the coast but Kalahari is inland;
Namib extends slightly further south/north than Kalahari
2 @ 1 mark

PUBLISHED

High daytime but cold night temperatures;
Lack of clouds allow high insolation during day;
Lack of clouds allows heat to escape at night;
Inland so no moderating influence of sea;
Etc.
Inland ^
3 @ 1 mark

Close to Tropic of Capricorn;
High air pressure;
Descending air;
Air cools;
Wind direction over areas of land;
Cold current causes condensation/fog;
Etc.
=0
Lack of water sources nearby
4 @ 1 mark
4(b)(i) X is a cactus but Y is a tree/X lacks leves/branches; 3

X is higher/X is 4 metres high but Y is 3 metres;
Roots of Y are deeper/Y roots are 7 metres deep but X is only 1.5
metres;
Roots of X extend further sideways than Y;
Roots of X are sideways but Y are downwards;
=0
Thin/thick
Large/small
Etc.
3 @ 1 mark

PUBLISHED

Seeds/plants remain dormant/lose leaves during long dry spells;
Only flower for a short period of time/after rain;
Waxy/narrow/spiky leaves to reduce transpiration;
Spiky leaves/thorns to protect from predators;
Tap roots/long roots/wide spreading roots to search for water;
Light colours to reflect sunlight;
Animals shelter in underground burrows to avoid heat;
Animals only come out to hunt at night to avoid heat;
Thick/fleshy stems/humps to store water;
Stomata are small/closes at night to avoid transpiration;
Note: No reserve on plants/wildlife.
=0
Can survive without water
Do not credit examples alone.
etc.

PUBLISHED

Statements including limited detail which describe the characteristics of a
tropical rainforest ecosystem.

Uses named example.
More developed statements which describe the characteristics of a tropical

rainforest ecosystem.
Level 3 (7 marks)
Comprehensive and accurate statements which describe the characteristics
of a tropical rainforest ecosystem.
Note: Must consider more than one ecosystem element, e.g. plants and soil.
Content Guide:
Types of vegetation,
Types of fauna,
Layers,
Buttress roots,
Drip tip leaves,
Specified links within ecosystem eg food chains,
Nutrient cycles
Food chains
Soil
Climate, etc.

Locational details,
named flora/fauna, etc.
Statistics.
5(a)(i) Completion of bar (no need to shade) 1
5(a)(ii) Wind power; 2

Solar power,
Tidal power;
Wave power;
Biomass
=0
Nuclear
HEP
2 @ 1 mark

PUBLISHED

More use of non-renewables than renewables;
535 petajoules non-renewable but 350 petajoules renewable;
Main fuels used are non-renewable;
Natural gas and geothermal used in equal amounts;
Compare an example of renewable and non-renewable MAX 1;
Statistics = max 1 mark reserve, must use units and be comparative
Etc.
3 @ 1 mark

Worries over radiation/meltdown;
Problem of disposing of waste;
Expensive building/setup costs;
Political issues/government ideology;
Public pressure/environmental awareness/protests;
Nuclear power stations could be damaged by earthquake;
Etc.
=0
Dangerous/explode
Lack of technology
Nuclear accident/fallout/weapons^
Environmentally friendly^
4 @ 1 mark
5(b)(i) Higher GDP the greater the use of electricity/positive correlation; 3

Statistical evidence to support the above, e.g. Norway has GDP of 69 300
and uses 24 621 kwh energy per person but Mexico has GDP of 18 900 and
uses 2496 kwh energy per person
However relationship is not perfect/there are anomalies, e.g. Australia has a
higher GDP than Canada but uses less energy per person, etc.
Statistics = 1 mark reserve, must use units
3 @ 1 mark

Electricity availability tends to increase with development;
In many countries with low GDP many rural areas are not connected to grid;
Countries with higher GDP likely to use energy/electricity in
factories/workplaces;
Countries with higher GDP likely to use more home appliances;
Higher GDP will enable investment in power stations/supply infrastructure;
Etc.

PUBLISHED

Statements including limited detail which list methods of water supply.
e.g. rivers (L1), reservoirs (L1),aquifer (L1)

Uses named example.
More developed statements which explain how water supply is being
managed to ensure future supplies.
Level 3 (7 marks)
Uses named example.
Comprehensive and accurate statements, including some place specific
reference.
Content Guide:
Answers are likely to refer to ideas such as:
Reservoirs,
Use of water from aquifer,
Desalination,
Water transfer pipelines,
Restrictions on use,
Cloud seeding
Water treatment
Grey water
Etc.
=0
Irrigation

Locational details/named areas within country/area chosen
Specific schemes, etc.
Statistics
6(a)(i) (Production of crops animal products/farming) for use by family/tribe/not to 1

sell

PUBLISHED
6(a)(ii) Evidence such as: 2

Wood/branches on ground;
Tree stumps seen;
Plants are lower level than surrounding ones;
Vegetation is not so dense as surrounds;
Banana plants can be seen growing;
Areas of bare soil/ground can be seen;
Etc.
=0
Clearing
2 @ 1 mark

Rain is heavy in the tropical rainforest/there are regular storms;
Bare soil is exposed/no trees for shelter;
Particles of soil are washed/carried away by the water;
No interception;
No roots to hold soil;
=0
Wind blows away
Nutrients
Etc.
3 @ 1 mark
6(a)(iv) Strategies such as: 4

Contour ploughing;
Protect the ground with vegetation cover,
Avoid overgrazing/overcultivation;
Add mulch;
Build retaining walls;
Strip cropping,
Plant trees;
Terracing;
Irrigation;
Etc.
=0
Crop rotation
4 @ 1 mark
6(b)(i) Ideas such as: 3

Air pollution from burning fuels;
Water pollution from disposing of waste/washing clothes/sewage;
Noise pollution from construction/shipbuilding/children;
=0
Boiling
Machinery
3 @ 1 mark

PUBLISHED

Poisoning of water sources/air;
Build up of toxins;
Acid rain;
Loss of habitat;
Kills wildlife/plants;
Extinction;
Noise scares wildlife;
Destruction of vegetation;
Impacts on ecosystems/food chains;
Eutrophication/algal blooms
=0
Air pollution
Water pollution
Global warming
etc.

Statements including limited detail which describe the impacts of global
warming on the natural environment.
e.g. flooding (L1)

More developed statements which describe the impacts of global warming
on the natural environment.
Note: MAX 5 if no place references, MAX 6 if one place reference
Level 3 (7 marks)
Comprehensive and accurate statements, including some place references.
Content Guide:
Changing rainfall patterns,
Carbon dioxide/oxygen balance,
Melting of ice caps/glaciers,
Impacts on:
Species
Biodiversity
Food chains, etc.

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Cambridge Assessment International Education

Cambridge International General Certificate of Secondary Education

This document consists of 17 printed pages.

© UCLES 2019 [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 2019 Page 2 of 17

Question Answer Marks

1(a)(i) Over 1 million 1

1(a)(ii) China Colombia .Argentina .Australia 2

All correct = 2 marks

1(a)(iii) Ideas such as: 3

1(a)(iv) Ideas such as: 4

1(b)(i) Overall increase during whole period/1901–2010; 3

© UCLES 2019 Page 3 of 17

Question Answer Marks

1(b)(ii) Ideas such as : 5

© UCLES 2019 Page 4 of 17

Question Answer Marks

1(c) Levels marking 7

Level 1 (1–3 marks)

Level 2 (4–6 marks)

Note: Credit different approaches within a policy, so for example, when

e.g. one child policy and free education L2;

(Note: Max 5 if no named or inappropriate example)

© UCLES 2019 Page 5 of 17

Question Answer Marks

2(a)(ii) Ideas such as: 2

2(a)(iii) Ideas such as: 3

Note: Statistics must use units for credit.

2(a)(iv) Ideas such as: 4

© UCLES 2019 Page 6 of 17

Question Answer Marks

2(b)(i) Positive relationship/higher population density the more traffic congestion 3

Note: Statistics must use units for credit. 1 mark reserve.

2(b)(ii) Ideas such as: 5

© UCLES 2019 Page 7 of 17

Question Answer Marks

2(c) Levels marking 7

Level 1 (1–3 marks)

Level 2 (4–6 marks)

More developed statements which describe the strategies used to improve

(Note: Max 5 if no named or inappropriate example)

Place specific reference is likely to consist of:

Question Answer Marks

3(a)(i) (Sand) dune 1

3(a)(ii) Gentle slopes/steep near beach/windward side; 2

© UCLES 2019 Page 8 of 17

Question Answer Marks

3(a)(iii) Ideas such as: 3

3(a)(iv) Ideas such as: 4

3(b)(ii) Ideas such as: 5