2024 Cambridge IGCSE Geography (0460) Practice Paper with Answers

Table 1.1 shows selected population structure data for Country X (a newly industrializing country) and Country Y (a highly developed country).

Table 1.1:
- Young dependents (0-14 years): Country X = 25.0%, Country Y = 13.0%
- Economically active (15-64 years): Country X = 66.0%, Country Y = 64.0%
- Old dependents (65+ years): Country X = 9.0%, Country Y = 23.0%
- Total dependency ratio: Country X = 51.5, Country Y = 56.3

(a) Study Table 1.1.
(i) What percentage of Country Y's population is made up of young dependents?
Underline or state your choice from: 9.0% / 13.0% / 23.0% / 25.0% [1]
(ii) Compare the proportion of old dependents in Country X and Country Y. Use statistics in your answer. [2]
(iii) Describe three features of a population pyramid for a country with a low birth rate and high life expectancy, such as Country Y. [3]
(iv) Explain why birth rates are declining in many transitioning countries like Country X. [4]

(b) Many countries have unbalanced dependency ratios.
(i) Describe three problems that a country might face if it has a high young dependency ratio. [3]
(ii) Explain the strategies a country can use to cope with a rapidly aging population. [5]

For a named country or area you have studied, explain the causes of rural-to-urban migration. You should refer to both push and pull factors.

For a named country or area you have studied, explain the causes of rural-to-urban migration. You should refer to both push and pull factors.

Answer this question if you choose the section on **The Natural Environment**.

Study **Fig. 3.1**, a diagram showing the cross-section of a waterfall, and **Fig. 3.2**, a diagram showing a cross-section and plan view of a river meander.

**Fig. 3.1** shows a waterfall where a layer of resistant limestone overlies a layer of weak shale. Below the falling water is a deep pool.

**Fig. 3.2** shows a meander bend with Point X on the outer bend and Point Y on the inner bend of the river channel.

(a) (i) Identify the term used to describe the deep pool formed at the base of a waterfall, as shown in Fig. 3.1.

(ii) State and describe three different processes of river erosion.

(iii) Explain how a waterfall, such as the one shown in Fig. 3.1, is formed and retreats upstream over time.

(b) (i) Using Fig. 3.2, compare the physical conditions and processes occurring at the outer bend (Point X) and the inner bend (Point Y) of a meander.

(ii) Explain how human activities in a drainage basin can increase the risk of flooding along a river valley.

Using a named river you have studied, explain how human activities have increased the risk of flooding.

Study the following data representing the percentage of electricity generated from different sources in a country between 2005 and 2025: Coal (2005: 60%, 2015: 45%, 2025: 25%), Natural Gas (2005: 20%, 2015: 25%, 2025: 30%), Hydroelectric Power (HEP) (2005: 15%, 2015: 18%, 2025: 20%), and Wind & Solar (2005: 5%, 2015: 12%, 2025: 25%). (a)(i) What percentage of electricity was generated from Coal in 2015? [1] (a)(ii) Using the data provided, compare the changes in electricity generated from Natural Gas with Wind & Solar between 2005 and 2025. Do not use statistics. [2] (a)(iii) Suggest three reasons why many countries are increasing their use of renewable energy sources such as wind and solar power. [3] (b)(i) Suggest three physical factors that need to be considered when choosing a site for a large solar power farm. [3] (b)(ii) Explain how the construction and operation of a large hydroelectric power (HEP) scheme can affect the local natural environment and communities. [4] (b)(iii) Explain the disadvantages of relying heavily on fossil fuels (such as coal and oil) to generate electricity. [5]

With reference to a named country or region you have studied, describe and explain the advantages and challenges of a specific scheme used to produce renewable energy.

With reference to a named country or region you have studied, describe and explain the advantages and challenges of a specific scheme used to produce renewable energy.

Study the map extract for Oakford Valley. The scale is 1:25 000.

(a) Study the sketch map (Fig. 1.1) below, which shows some of the features in the northwest of the map extract.

[Fig. 1.1 Sketch Map details:
- Grid lines: Eastings 20 to 24, Northings 45 to 49
- A: A main dual-carriageway road crossing grid square 2148
- B: A river named 'Oakford River' flowing southwards
- C: A spot height in grid square 2247 labeled '182'
- D: A steep escarpment/cliff line on the west side of the river
- E: A small nucleated village named 'Westwood' in grid square 2049
- F: A lookout tower located at Easting 21.8, Northing 47.5]

Using the map extract, identify the following features shown in Fig. 1.1:
(i) the type of road at A [1]
(ii) the name of the river at B [1]
(iii) the height above sea level of the spot height at C [1]
(iv) physical feature D [1]
(v) the name of the settlement at E [1]

(b) Give the six-figure grid reference of the lookout tower, F, shown in Fig. 1.1. [1]

(c) Find the settlement of 'Hillview' in grid square 2346.
(i) Identify the settlement pattern of Hillview. Choose from: linear, nucleated, dispersed. [1]
(ii) Give a reason for this settlement pattern. [1]

(d) Find the orange secondary road (Route 404) in the east of the map extract.
(i) What is the distance in metres along the orange secondary road 404 between the bridge in grid square 2445 and the road intersection in grid square 2447? [1]
(ii) What is the compass direction from the bridge in grid square 2445 to the campsite in grid square 2448? [1]

(e) Fig. 1.2 is a cross-section along northing 47 from 200470 to 240470.
(i) Identify the feature at X (located at 208470). [1]
(ii) Identify the feature at Y (located at 215470). [1]
(iii) The cross-section shown in Fig. 1.2 is incomplete. Describe how to complete the cross-section line between Eastings 22 and 24, where it crosses a hill reaching a peak of 310m. [2]

(f) Study the river flowing between the north and south of the map extract. Describe the physical (natural) features of the river and its valley. Do not refer to land use beside the river. [6]

Table 1.1 shows demographic data for Country X between 1990 and 2020. Table 1.1: 1990: Birth Rate = 38 per 1000, Death Rate = 14 per 1000; 2000: Birth Rate = 32 per 1000, Death Rate = 9 per 1000; 2010: Birth Rate = 24 per 1000, Death Rate = 6 per 1000; 2020: Birth Rate = 15 per 1000, Death Rate = 5 per 1000. (a) (i) Calculate the natural increase per 1000 for Country X in the year 2010. [1] (ii) Identify the year in which Country X experienced the highest rate of natural increase. [1] (b) Describe how and suggest why the death rate of Country X changed between 1990 and 2020. [3] (c) Suggest three reasons why birth rates decrease as a country develops. [3]

Fig. 2.1 shows a settlement hierarchy and service threshold model. Hamlet: Threshold population = 50, low-order services. Village: Threshold population = 500, low-order services. Small Town: Threshold population = 5000, middle-order services. City: Threshold population = 50000, high-order services. (a) (i) Define the term 'threshold population'. [1] (ii) State the minimum population required to support a middle-order service according to Fig. 2.1. [1] (b) Describe the relationship between settlement size, number of services, and sphere of influence. [3] (c) Explain why low-order services are more frequently found in villages than high-order services. [3]

Table 3.1 shows weather data recorded at a weather station over a 12-hour period. Table 3.1: 08:00: Temp = 18C, Pressure = 1012 mb, Wind Direction = SW, Rainfall = 0 mm; 12:00: Temp = 22C, Pressure = 1008 mb, Wind Direction = SW, Rainfall = 2 mm; 16:00: Temp = 24C, Pressure = 1004 mb, Wind Direction = W, Rainfall = 5 mm; 20:00: Temp = 19C, Pressure = 1010 mb, Wind Direction = NW, Rainfall = 1 mm. (a) (i) State the instrument used to measure atmospheric pressure. [1] (ii) Calculate the temperature range during this 12-hour period. [1] (b) Describe how wind direction and atmospheric pressure changed as the rainfall increased. [2] (c) Explain how a maximum-minimum thermometer (Six's thermometer) is used to record daily temperatures. [4]

Table 4.1 shows river channel characteristics at three different sites along the River Eden. Table 4.1: Site X: Width = 1.2 m, Average Depth = 0.15 m, Velocity = 0.3 m/s; Site Y: Width = 5.4 m, Average Depth = 0.60 m, Velocity = 0.7 m/s; Site Z: Width = 15.2 m, Average Depth = 1.80 m, Velocity = 1.1 m/s. (a) (i) Identify which site (X, Y, or Z) represents the upper course of the river. [1] (ii) Describe the trend in river velocity from the source to the mouth shown in Table 4.1. [1] (b) Describe how a river channel changes downstream. Use statistics from Table 4.1 to support your answer. [2] (c) State and explain two processes of river transportation. [4]

Table 5.1 shows the percentage of water used by different sectors in Country A (an LEDC) and Country B (an MEDC). Table 5.1: Sector: Agriculture (Country A = 82%, Country B = 35%); Sector: Industry (Country A = 8%, Country B = 45%); Sector: Domestic (Country A = 10%, Country B = 20%). (a) (i) State the sector that consumes the least water in Country B. [1] (ii) Compare the industrial water use in Country A and Country B. [1] (b) Suggest reasons for the differences in domestic water use between Country A and Country B. [2] (c) Explain the methods used to manage water supply sustainably in areas facing water shortages. [4]

Students in Spain carried out fieldwork along a tributary of the Ebro River, called the River Jalón, to investigate how river characteristics change downstream. They selected six sites along the river course.

(a) (i) The students collected both primary and secondary data. Explain the difference between primary and secondary data. [2]

(ii) State two safety precautions that the students should take before and during their river fieldwork. [2]

(b) To investigate Hypothesis 1: River velocity increases downstream, the students used a float to measure velocity.

(i) Describe a method the students could use to measure river velocity using a float, tape measure, and stopwatch. [4]

(ii) Other students in the group used a digital flow meter to measure velocity. Suggest two advantages of using a digital flow meter instead of a float. [2]

(iii) The students recorded their velocity measurements in Table 1.1.

Table 1.1: Average velocity measurements at six sites
- Site 1: Distance from source = 1.2 km, Average velocity = 0.25 m/s
- Site 2: Distance from source = 3.5 km, Average velocity = 0.38 m/s
- Site 3: Distance from source = 6.8 km, Average velocity = 0.44 m/s
- Site 4: Distance from source = 9.2 km, Average velocity = 0.42 m/s
- Site 5: Distance from source = 12.5 km, Average velocity = 0.58 m/s
- Site 6: Distance from source = 15.1 km, Average velocity = 0.65 m/s

The students plotted these results on a scatter graph (Fig. 1.1), but they did not plot the result for Site 4. Describe how the students would plot the point for Site 4 on Fig. 1.1. [2]

(iv) What conclusion would the students make about Hypothesis 1: River velocity increases downstream? Support your answer with evidence from Table 1.1. [4]

(c) The students also investigated Hypothesis 2: Average bedload (pebble) size decreases downstream.

(i) Describe how the students could select a sample of 10 pebbles from the river bed at each site using a systematic sampling method to avoid bias. [3]

(ii) The students measured the longest axis of each pebble. Put the following steps A to D in the correct chronological order to describe the measurement process using a caliper.
- A: Read and record the measurement in millimeters on the caliper scale.
- B: Pick up a pebble from the river bed sample.
- C: Place the pebble between the jaws of the caliper.
- D: Close the caliper jaws firmly around the longest axis of the pebble.
[2]

(iii) Table 1.2 shows the average pebble length at six sites:
- Site 1: 84 mm
- Site 2: 68 mm
- Site 3: 52 mm
- Site 4: 41 mm
- Site 5: 30 mm
- Site 6: 15 mm

The students drew a bar chart to represent these results. Describe how they would construct the bar representing Site 5. [2]

(iv) What conclusion would the students make about Hypothesis 2: Average bedload (pebble) size decreases downstream? Support your answer with evidence from Table 1.2. [4]

(d) Suggest one other river characteristic (other than velocity or bedload size) that could be investigated to see how it changes downstream. Describe how the students would measure this characteristic in the field. [3]

Students in Mombasa, Kenya, carried out fieldwork to investigate differences in water supply and sanitation between two suburbs: Nyali (a high-income residential area) and Likoni (a low-income informal settlement area). They chose two hypotheses to investigate:

**Hypothesis 1**: *Households in Likoni spend a larger percentage of their weekly income on securing water than households in Nyali.*

**Hypothesis 2**: *The use of untreated or informal water sources is associated with higher rates of stomach illnesses.*

(a) (i) The students drafted a questionnaire. One question they wrote was:

*"Do you agree that your household water is bad and too expensive?"*

Explain two reasons why this is a poorly designed question. [2]

(ii) The students conducted a pilot study with 15 households in Nyali before starting their main survey.
State two reasons why carrying out a pilot study is useful. [2]

(b) (i) The students wanted to obtain a representative sample of 100 households in each suburb. They decided to use **stratified sampling** based on housing types (e.g., apartment blocks, detached houses, informal shacks).
Describe how the students would carry out a stratified sampling method. [3]

(ii) Suggest one advantage and one disadvantage of using stratified sampling rather than random sampling in this study. [2]

(c) The results for the percentage of weekly household income spent on water are shown in Table 1.1.

**Table 1.1: Percentage of weekly household income spent on water**

| Percentage of income spent on water | Nyali (number of households) | Likoni (number of households) |
| :--- | :--- | :--- |
| Less than 2% | 75 | 5 |
| 2% to 5% | 20 | 15 |
| 6% to 10% | 5 | 45 |
| More than 10% | 0 | 35 |
| **Total** | **100** | **100** |

(i) Use the data in Table 1.1 to describe how you would complete a divided bar graph for **Likoni** (assuming a single bar represents 100 households/percent). State at which cumulative percentage values you would draw the dividing lines to separate the four categories. [3]

(ii) What conclusion would the students make regarding **Hypothesis 1**? Support your conclusion with data from Table 1.1. [4]

(d) The main sources of water used by households in both suburbs are shown in Table 1.2.

**Table 1.2: Main household water sources in Nyali and Likoni**

| Main water source | Nyali (% of households) | Likoni (% of households) |
| :--- | :--- | :--- |
| Public piped utility (tap) | 88 | 12 |
| Private borehole | 10 | 18 |
| Commuter water kiosk | 2 | 30 |
| Mobile water tanker / informal vendor | 0 | 40 |

(i) If you were to plot the data for **Likoni**'s water sources on a bar graph, state the height (in percentage) that each of the four bars should be. [2]

(ii) Using Table 1.2, compare the household water sources in Nyali and Likoni. **Do not** use statistics in your answer. [3]

(iii) Explain why relying on mobile water tankers or informal vendors can lead to both higher water costs and increased health risks for residents in settlements like Likoni. [4]

(e) Suggest two low-cost methods, other than constructing a piped water network, that residents or local groups in Likoni could use to make their drinking water safer. [2]

(f) The students decided to extend their study by testing the physical and chemical quality of water from three local boreholes.
Describe how they could measure:
- pH of the water [1]
- turbidity (clarity) of the water [2]