N15/3/GEOGR/BP2/ENG/TZ0/XX/M

Markscheme

November 2015

Geography

Higher level and standard level

Paper 2

33 pages
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This markscheme is confidential and for the exclusive use

of examiners in this examination session.

It is the property of the International Baccalaureate and

must not be reproduced or distributed to any other person
without the authorization of the IB Assessment Centre.
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Paper 2 markbands
These markbands are to be used for paper 2 at both standard level and higher level.

AO1 AO2 AO3 AO4 Paper 2

Level Knowledge/ Application/ Synthesis/ Skills Marks
descriptor understanding analysis evaluation 0–10

A No relevant No evidence of No evaluation None appropriate 0

knowledge; no application; the
examples or case question has been
studies completely
misinterpreted or
omitted

B Little knowledge and/or Very little application; No evaluation Very low level; little 1–2
understanding, which important aspects of attempt at organization
is largely superficial or the question are of material; no relevant
of marginal relevance; ignored terminology
no or irrelevant
examples and case
studies
C Some relevant Little attempt at No evaluation Few or no maps or 3–4
knowledge and application; answer diagrams, little
understanding, but partially addresses evidence of skills or
with some omissions; question organization of material;
examples and case poor terminology
studies are included,
but limited in detail

D Relevant knowledge Some attempt at No evaluation or Basic maps or 5–6

and understanding, but application; competent unsubstantiated diagrams, but evidence
with some omissions; answer although not evaluation of some skills; some
examples and case fully developed, and indication of structure
studies are included, tends to be descriptive and organization of
occasionally material; acceptable
generalized terminology

E Generally accurate Appropriate Beginning to show Acceptable maps and 7–8

knowledge and application; developed some attempt at diagrams; appropriate
understanding, but answer that covers evaluation of the issue, structure and
with some minor most aspects of the which may be organization of
omissions; examples question unbalanced material; generally
and case studies are appropriate terminology
well chosen,
occasionally
generalized

F Accurate, specific, Detailed application; Good and well- Appropriate and sound 9–10
well-detailed well-developed answer balanced attempt at maps and diagrams;
knowledge and that covers most or all evaluation well structured and
understanding; aspects of the question organized responses;
examples and case terminology sound
studies are well
chosen and developed
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Option A — Freshwater – issues and conflicts

1. (a) State and briefly outline what environmental problem A and environmental
problem B could be. [2+2]

In each case, award [1] for stating a valid problem and [1] for a relevant outline.

Possible answers could include:

• groundwater problems – excessive use can cause rapid depletion of available
supplies / subsidence of ground
• salinization – increasing concentration of salts in upper layers of soils
• pollution – irrigation run-off carries farm waste into rivers
• eutrophication – irrigation water washes fertilizers/nitrates into water bodies.

Credit any other reasonable point, such as leaching or soil erosion.

(b) Using one named example, briefly explain one cause and two consequences of an
international conflict related to freshwater. [6]

For the example named, award up to [2] for the cause and [2+2] for two
consequences.

The most likely cause might be: two countries both in need of limited water
supplies [1] and gives a detail, eg population sizes/different demands/arid
climate/boundary dispute etc [1].

Possible consequences could be:

• treaties/international agreement [1] and gives a detail eg date [1]
• escalation of international conflict [1] and gives a detail eg political
repercussions [1]
• one country builds a dam to maximize its supply [1] and gives a detail
eg date of construction, or ecological/economic harm downstream, or navigation
issues [1]
• a substitution strategy eg desalinization [1] and gives a detail [1].

For example: Sudan and Egypt had a conflict over the Nile river, as both are in need
of limited water supplies [1] to satisfy the demands of the growing populations [1].
This conflict resulted in the Nile treaty [1] in 1959 [1]. Since then the Egyptians
have tried to use desalinization to meet their water needs [1]. This uses a process
called reverse osmosis to remove salt and produce freshwater [1].

Award up to a maximum of [4] if inappropriate or no named example.

Two separate consequences are needed; do not credit multiple problems associated
with dam construction.

If more than one example is used, mark only the first.

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(c) “Natural factors are always more important than human factors in causing a river
flood.” Discuss this statement with reference to one named example. [10]

A river flood should be clearly identified and located. It is not necessary to identify
an actual river, as long as a river flood is identified and located; eg Bangladesh
floods in 2005.

An account of the causes of a particular flood on the named river should be detailed.
Both natural and human factors should be included (case study dependent) and
good answers should include some specific details that refer to that river flood (not
generalizations).

Likely human causes include urbanization, deforestation etc.

Physical causes may include frontal rainfall, extreme weather, steep slopes, etc.

Good answers may discuss how human and natural factors may interrelate: land
use changes can exacerbate a natural tendency towards flashy hydrographs.
A combination of urbanization and high-intensity rainfall may be the reason why
extreme flooding has affected a place.

At band D, expect reference to a named river flood and a description of the natural
and human causes of the flood.

At band E, expect either a more in-depth explanation of the natural and human
causes, or some critical discussion of the relative importance of natural and human
factors.

At band F, expect both.

Marks should be allocated according to the markbands.

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2. (a) (i) Briefly outline how the natural recharge of an aquifer takes place. [2]

Natural recharge happens through normal percolation after rainfall/snowfall [1]

and/or a gradual seepage from rivers or other water bodies [1].

Credit any valid extension of either point or any comment that relates to the
geology/porosity of rock [1] of the area that allows downward movement of
water.

(ii) State two methods that can be used to artificially recharge an aquifer. [2]

Through creation of recharge basin lakes [1] or water pumped down the bore
hole [1]. Credit any other logical reason why more water could be
introduced to a region where an aquifer is present, eg drainage diversion [1].

(b) Suggest how three human modifications of a floodplain can help to reduce flooding. [2+2+2]

In each case award [1] for explanation of what the modification is and [1] for link
clearly established with flooding.

Modifications should be exclusive of each other. Modifications could include:

• afforestation
• changing agricultural practices
• urban changes eg “greening”
• river management schemes ie any measures that decrease the flood (eg flood
relief channels, land-use zoning / river restoration schemes, channelization,
levees).

For example: Flood relief channels are artificial channels parallel to the river [1]
which divert water away from the river in a controlled manner, reducing flood
risk [1].

For example: Restoration of rivers allows them to meander and deliberately flood an
area [1], reducing the risk of floods downstream [1].

Only modifications on the floodplain may be credited.

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(c) Evaluate the strategies that have been used to resolve competing demands for
water in one named river basin. [10]

Responses will depend on the river basin chosen. The river basin should be named
and located.

The competing demands should be outlined and could include farming, industry,
domestic supplies, recreation and power supply.

Strategies depend on the river basin selected but could include: customer metering
of water, dams and reservoirs, transfer of water, zoning, water use restriction
(temporary or permanent), customer advisory services, the use of incentives for
installation and/or retrofitting of water efficient equipment, reduction of water use by
the water utility, leakage detection and repair programmes and pressure reduction,
regulation of the efficiency of water using appliances, especially in new buildings,
and use of reclaimed water (eg waste water/grey water) to reduce the need for fresh
water supplies.

Good answers may discuss the varying power and/or perspectives of different user
groups in relation to how a resolution is arrived at (commercial/human need for
water may ultimately take precedence over the needs of ecosystems/wetlands, for
instance) Another approach might be to evaluate the importance/success of
strategies/actions.

Answers that do not refer to a named river basin and focus on demands only should
not move beyond band C.

At band D, expect description of some strategies used to tackle water demand

problems in a recognizable river basin.

At Band E, expect either more in-depth explanation of strategies, or some critical

evaluation of how successful the strategies have been.

At band F, expect both.

Marks should be allocated according to the markbands.

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Option B — Oceans and their coastal margins

3. (a) Identify and briefly describe two coastal landforms in area X marked on map B. [2+2]

Landforms present in area X include: a spit, lagoon, bay/cove, wave-cut platform,

stacks, foreshore flats/sand in water. For example, wave-cut platform/shore
platform [1] has a long shallow gradient / is submerged at high tide [1].

(b) Using located examples, suggest two reasons why ocean pollution may impact
areas far from the source of pollution. [3+3]

In each case award [1] for the located example (credit source or sink regions; or
named examples of ocean currents/regions) and a further [2] for the reason offered.
If the same example is used twice, award up to a maximum of [5].

Possible examples:
• oil pollution from the Deepwater Horizon oil spill travelled 80 km to make landfall
along the US coastline
• ocean currents driving accumulation of plastics in the Great Pacific Garbage
Patch
• radioactive material from nuclear power stations/industrial process/research eg
Fukushima, Japan
• other named sources for fertilizers/sewage/detergents/plastics.

Possible reasons:
• discharge/channel flow in rivers takes pollution away from source [1] which can
lead to the development of eutrophic/nutrient-rich conditions in named coastal
areas [1]
• surface movement of oil / solid wastes / chemical spills is driven by ocean
currents and wind systems [1] and may provide further details [1]
• ocean movements caused by tropical cyclones [1] may also disperse pollutants
into areas far from their source and may give details [1]
• oil may be ingested by some species [1] which travel long distances perhaps for
food / breeding grounds [1]
• pollution builds up (bioaccumulation / biomagnification) [1] in species higher up in
the food chain which have travelled further for their food supply [1].

For example: Oil pollution from the Deepwater Horizon oil spill in the Gulf of Mexico
travelled over 80km to make landfall along the US coastline [1]. The oil spill was
driven by ocean currents and winds onto the coastline [1]. The oil also covered and
was ingested by various marine animals and thus severely affected ecosystems
along the Louisiana coast [1].

Credit other valid reasons and developments.

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(c) Evaluate the contribution that subaerial processes and wave action make to the
development of coastal landforms. [10]

Likely landforms include erosional features, such as cliffs, stacks, arches, wave-cut
platforms, and depositional features, such as beaches, spits, bars and dunes. Full
marks could be gained through an examination of just two landforms if the balance
between subaerial processes and wave action is well evaluated.

• Subaerial processes include weathering, mass movements and surface run-off.

Mass movements include slumping, rotational slumps, slides and flows.
Weathering processes in coastal areas may be responsible for wave-cut platform,
and the weathering of cliffs.
• Wave actions include the actions of destructive (erosional) waves and
constructive waves. The former may be involved in the formation of cliffs, arches,
stacks, stumps, whereas the latter may be involved in the formation of beaches,
spits, bars, barrier beaches etc. Longshore / littoral movements also potentially
play a role.

Answers where one set of processes is absent in both cases will be self-limiting as
that answer will only explain, and will not evaluate.

Good answers may evaluate explicitly the relative balance of the two sets of
processes, perhaps in relation to contrasting landforms. The timescale for process
operation could be considered also.

At band D, expect answers which describe two or more landforms in a way that
shows how subaerial processes and/or wave action have an influence.

At band E, expect either a wider range of landforms/processes explained or some

critical examination of the relative influence/interaction of subaerial and wave
processes (for instance in relation to cliffs).

At band F expect both.

Marks should be allocated according to the markbands.

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4. (a) Describe two physical and/or human features shown in the photograph that suggest
this is an advancing coastline. [2+2]

In each case, award [1] for a brief statement of evidence (either a landform feature
or reference to human activity), and [1] either for an extended description of the
feature, or an explicit link that is made with the fact that the coast is advancing.

For example:
• the land here is very flat/sandy [1] suggesting it may be new land, a result of
deposition by constructive waves [1]
• there is a new industrial/port area extending out from the coast [1], which is sited
on land that appears to have been recently reclaimed from the sea [1]
• the main landform appears to be a spit [1]. There are a number of recurves
(eg in square D3) located along the spit as a result of deposition over time [1]
• the growing marsh/salt marsh [1] is the result of freshwater from the stream
mixing with salt water in an enclosed environment [1].

(b) Explain how oceanic trenches are formed. [6]

Award up to [2] for description and location of ocean trenches, and [4] for an
explanation of their occurrence

Description:
• very long, linear (underwater) features [1]
• the deepest parts of the oceans [1]
• may offer example(s) [1].

Explanation:
• formed at oceanic-continental subduction zones [1]
• denser oceanic crust plunges under less dense continental crust [1]
• alternatively, at an island arc system, denser ocean crust plunges under less
dense ocean crust [1]
• as the plunging plate subducts into the mantle, it forms a steep, deep, trench,
typically at an angle of 45° [1]
• the cause of plate movement is convection currents in the mantle, causing
material to be pushed away from mid ocean ridges [1]
• provides relevant diagram [1].

Credit other valid points.

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(c) “There are no simple solutions for the conflicts that arise over the use of coastal
areas.” Discuss this statement. [10]

There are many competing land uses in coastal areas – urbanization, transport,
tourism, recreation, fishing, industry, energy production, conservation. This can lead
to many conflicts eg access to the land, use of resources, conflicts between farmers,
developers, local residents etc.

Conflict can also arise over the use of coastal waters eg aquaculture, mangrove
management, wind farms, etc.

For example, urbanization may lead to the loss of habitat / species diversity /
lowering of groundwater, causing salt water intrusion/water pollution. This may
anger those who are trying to conserve natural habitats and biodiversity.

Full marks can be achieved by a discussion of two conflicts and their possible
solutions (do not expect balance).

Good answers may highlight the uneven power of different user groups (meaning
that conflict is brushed aside rather than resolved). Another approach might be to
establish interrelationships with processes such as in-migration, economic
development or long-term sea-level changes: any of these processes may mean
that conflicts over land use are especially hard to resolve.

If the candidate refers to geopolitical conflicts in relation to oceanic resources, rather

than conflicts on a coastline, do not award above a band C.

At band D, expect an identification/description of at least one conflict (and interest

groups) or description of some general solutions/strategies for coastal management.

At band E, expect either more detailed explanation of two conflicts and possible
solutions, or some critical discussion of why conflicts are difficult to resolve.

At band F, expect both.

Marks should be allocated according to the markbands.

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Option C — Extreme environments

5. (a) Describe two changes in the landscape shown by the two photographs that
demonstrate glacial retreat. [2+2]

In each case, award [1] for a valid change and [1] for a description that
demonstrates a link with glacial retreat.

Possibilities include:
• snout of glacier has moved up the valley [1] demonstrating it has got shorter
• there is a new lake [1] which shows the glacier is melting/shrinking [1]
• land is exposed on valley sides [1] as glacier is not as deep/wide [1]
• other valid suggestions.

(b) Explain the formation of two features resulting from the processes of glacial and/or
fluvioglacial deposition. [3+3]

Possible depositional or fluvioglacial depositional features could include: tills, lateral

moraine, medial moraine, terminal moraine, kame terraces, esker, drumlin, outwash
plains, erratics.

In each case, award [1] for identifying a feature, [1] for description if given and up to
[2] for explanation of how the feature has formed.

Credit should be given for use of an explanatory diagram.

For example: Lateral moraine [1] is the material on margin/sides of a glacier [1].
This material is deposited along the valley edge when the glacier retreats [1].
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(c) Using examples, discuss the opportunities for agriculture in hot, arid areas. [10]

Hot, arid areas are characterized by high temperatures and low/variable annual
rainfall. There are various opportunities for agriculture that can be explained:
• pastoral nomadism (the traditional way of dealing with insufficient amounts of
rainfall and pasture)
• settled farming making use of/access to aquifers and artesian basins or irrigation
close to rivers or oases, with increased use of drought-tolerant and/or
disease-resistant species.

Good answers may critically discuss one or more factors that determine whether
agricultural outcomes can be optimized/realized or not; or may discuss whether
opportunities have increased or lessened over time. Themes might include unequal
or improving access to technology; poverty; conflict; climate change etc.

At band D, expect answers which describe a few real or perceived opportunities that
are appropriate for hot, arid areas, with few or limited examples.

At band E, expect either the well-exemplified explanation of a wider range of

opportunities for recognizable arid areas, or some critical discussion of whether one
or more opportunities have actually been realized.

At band F, expect both.

Marks should be allocated according to the markbands.

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6. (a) Referring to the photograph, briefly describe how people have adapted their clothing
and transport in order to live in extreme cold environments. [2+2]

In each case, award [1] for identifying an aspect(s) of clothing/transport and [1] for
describing why it is needed/linked to cold environments.

Possibilities for clothing are skins / heavy clothing / heavy boots / head protection /
gloves [1] because of below-freezing temperatures / wind chill / might get frostbite /
other specific point (do not accept “very cold” or “extreme cold”) [1].

Possibilities for transport are specific modifications including ski style transport /
rugged construction / wide tracks [1] because of extensive/permanent snow cover /
ice cover / permafrost [1].

(b) Explain two causes of low rainfall in hot, arid environments. [3+3]

In each case, award [1] for an identified cause of rainfall and up to [2] for the
explanation, which may include [1] for an example.

Possibilities could include:

• latitude – dry descending air heated above dew point, absence of clouds ie
anticyclonic conditions, the Hadley Cell
• continentality – large areas of dry land, due to wind blowing over large land areas
• rain shadow effect – air descends and warms on the leeward side of mountains
• cold, offshore currents – air is cooled travelling over cold water and is unable to
hold moisture.

Diagrams should be given credit.

For example: Rain shadow effect [1] – the high ground forces air to rise where it
cools and forms rain [1] and as it descends, it warms and dries [1].
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(c) Examine how tourism in one type of extreme environment has led to a wide range of
adverse environmental impacts. [10]

Increased tourism activity in extreme environments has sometimes resulted in

increased pressure on a delicate environment. Environmental impacts that might be
explained can include mass movement, erosion and land degradation, water usage,
vulnerability to hazards, loss of biodiversity, waste disposal issues. These impacts
could in turn threaten social sustainability with further knock-on effects for the
environment.

Good answers may do more than explain/list different, unconnected impacts. They
may additionally examine the interrelations, complexity or timescale of different
impacts, for instance by stressing the possible irreversibility of certain impacts
(eg permafost melting, desertification, species loss), or showing interrelated
impacts eg how ecosystems are affected by water shortages, etc.

At band D, expect answers which describe some negative impacts of tourism for a
recognizable extreme environment.

At band E expect either an explanation of a wider range of environmental impacts in

named extreme area(s), or some critical examination of a narrower range of
impacts.

At band F, expect both.

Marks should be allocated according to the markbands.

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Option D — Hazards and disasters – risk assessment and response

7. (a) Using data from the diagram, describe three trends shown. [4]

Award [1] for each valid statement, up to [3].

Possibilities could include:

• total population increases [1]
• over-65s no change 1915–65 then rise in 2015/after 1965 [1]
• poverty % rises then falls [1].

Award [1] for each valid point up to a maximum of [3]. The final [1] is reserved for
some quantification.

(b) Suggest how a community’s vulnerability to hazards is affected by:

(i) the demographic characteristics of its population; [3]

Responses may use own knowledge or may refer to the diagram.

In each case, award [1] for each basic link between a valid population factor
and some aspect of vulnerability/risk (such as preparedness, resilience,
response) and up to [2] for further development using applied knowledge of a
hazard, an example, or data from the diagram.

Possibilities could include:

• more people means greater numbers are at risk [1] may give example of a
place [1]
• more migrants who speak a different language and do not understand
warnings [1]
• older people may have greater knowledge of dangers and are better
prepared [1].

For example: Vulnerability increases if more elderly people are in a place at

risk of flooding who might be unable to move quickly [1], this might be the
case for a coastal town in Florida [1] with large numbers of elderly there who
also may struggle to hear warnings [1].
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(ii) the socio-economic characteristics of its population. [3]

Responses may use own knowledge or may refer to the diagram.

In each case, award [1] for each basic link between a valid population factor
and some aspect of vulnerability/risk (such as preparedness, resilience,
response) and up to [2] for further development using applied knowledge of a
hazard, an example, or data from the diagram.

Possibilities could include:

• high levels of poverty may mean more people living in hazard-prone areas
[1]
• poorer people/areas have lower quality housing that is vulnerable to hazard
events [1]
• lower income groups may not be able to afford insurance so are more
vulnerable [1]
• high levels of affluence means more valuable possessions at risk [1]
• people with less formal education may have less knowledge of risks [1].

For example: Low income groups cannot afford insurance and so are
vulnerable [1], and also may not have a television so do not get the warnings
in time [1]. The poor were badly affected when Hurricane Katrina struck New
Orleans [1].
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(c) Using examples, contrast the strategies adopted to minimize the risk from future
droughts and hurricanes. [10]

There are multiple aspects of adjustment and response, including building

construction, land-use planning, insurance, education and community capability-
building, planning for rescue and rehabilitation.

Answers may also highlight the possibility of climate change, making hurricanes and
droughts more frequent/less predictable, and thus management strategies would
need to plan for the future.

Good answers may highlight and comment on the clear contrasts that emerge from
the analysis, and the way these relate to the varying nature of the risk (hurricanes
are sudden onset, powerful, destructive events and this ought to be factored into the
way buildings are constructed; whereas droughts are slow onset, pervasive periods
of water shortage and this may require better governance in relation to water
management / food storage).

Answers that do not deal with predicted/future risk, but instead contrast the
emergency/reconstruction response to events that have occurred already should be
judged on their merits and might reach band D.

At band D, expect a basic description of strategies used for the two hazards (do not
expect balance).

At band E, expect either greater, well-exemplified detail of the varied strategies

and/or risks, or some critical evaluation of the contrasting character of the
responses/risks.

At band F expect both.

Marks should be allocated according to the markbands.

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8. (a) Referring to either earthquakes or volcanoes, briefly outline:

(i) one scale used to measure the magnitude of the hazard event; [2]

• identifies a scale [1]

• provides detail of the scale [1].

Example: (earthquakes) The Richter scale [1] gives values for magnitude on a
logarithmic scale [1].

Accept other valid details about the scale.

(ii) why some hazard events are categorized as disasters. [2]

• outside help is needed to deal with the disruption

• provides further detail or an example.

(b) Referring to either earthquakes or volcanoes, briefly explain their occurrence:

(i) at a destructive (convergent) plate margin; [3]

Earthquakes:
• two plates move towards each other [1] and one is subducted/sinks due to
density [1]
• this results in friction/tension that generates earthquakes [1] may give
additional details eg deep focus events to a depth of 700 km [1]
• provides a clear diagram in support [1].

Volcanoes:
• two plates move towards each other [1] and one is subducted/sinks due to
density [1]
• this results in melting / partial melting to produce magma [1] may give
additional details eg viscous lava resulting in explosive eruptions [1]
• provides a clear diagram in support [1].

(ii) in areas other than along a plate margin. [3]

Earthquakes:
• transform/minor faults [1] run hundreds of kilometres perpendicular to plate
boundaries [1] may give example [1]
• may occur at volcanic hotspots [1] due to thin plate / highly active plume [1]
may give example [1]
• human-induced hazards eg reservoir construction [1], mining or fracking [1]
may give example [1]
• provides a clear diagram in support [1].

Volcanoes:
• may occur at volcanic hotspots [1] due to thin plate / highly active plume [1]
may give example [1]
• volcanoes at destructive boundaries may be some distance from actual
margin due to the angle of subduction [1] may give details [1]
• provides a clear diagram in support [1].
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(c) Discuss why some hazard events are easier to predict than others. [10]

The most likely framework will be to explain, in turn, some combination of different
types of hazard events: hurricanes, tectonic hazards, droughts and human-induced
(technological) hazards. Two named types must be discussed in some depth for the
award of full marks.

Credit should be given for the use of an alternative conceptual framework, for
instance looking at the probability of high-impact / high-magnitude events as
opposed to low-impact events with different recurrence intervals. Another approach
is to look at spatial and temporal probabilities. We may predict where, but not when
(San Andreas fault); or we may predict when, but not where (next year’s hurricane
season).

Good answers might critically discuss:

• the general predictability of hurricane activity but lack of ability to predict actual
paths / intensities / landfall
• how our ability to predict in the short-term is actually improving/dynamic, eg
analysis of earthquake “swarms” or GIS applied to detect magma chamber
expansion
• the varying capabilities of countries at differing levels of development and their
ability to predict/anticipate hazards
• unpredictability of human-induced hazards.

Only credit answers that refer to one or more of the four types of hazard included in
the syllabus.

At band D, expect answers which describe some basic reasons for differences in
our ability to predict where/when different hazards may strike.

At band E, expect either more detailed explanation of our varying ability to predict
where/when different types of hazard will strike or some critical discussion of the
statement

At band F, expect both.

Marks should be allocated according to the markbands.

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Option E — Leisure, sport and tourism

9. (a) Referring to the graph, describe the relationship between household income and
participation in sport in Canada. [4]

Award [1] for each valid point, up to a maximum of [3], with an additional [1] for
some quantification.

Possibilities could include:

• households with less than C$20 000 show the least participation in sport
• households with C$50 000 or more show the greatest participation in sport
• participation in sport has decreased in all income groups between 1992 and 2005
• there is less participation in sport in 2005 than in 1992 for all income groups
• the decrease in participation has been greatest in income groups C$20 000 to
C$49 999
• the decrease has been least in income group C$50 000 or more
• there is a positive relationship between increases in household income and
participation in sport.

(b) Using examples, explain how levels of participation in international sport are
affected by:

(i) one economic factor; [3]

Economic factors could include:

• income levels in a country
• funding for sports facilities
• recession means that fewer people can afford to participate in sports.

Award [1] for the identification of a factor and an additional [2] for the
development of the factor.

If only a generic response is given, and no sports event or sport is named,

award up to a maximum of [2].

For example: Many low income countries cannot invest in building and
maintaining expensive sporting facilities [1] consequently participation in
international sports like swimming that require Olympic-sized pools [1] will be
limited as nationals will have nowhere to train [1].
 – 22 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

(ii) one political factor. [3]

Political factors could include:

• political initiatives to promote sport
• government investment in sport
• hosting of a major international sporting event, such as the Olympics or
football World Cup
• international prestige
• in some Islamic countries, religion, with political backing, may require
female athletes to remain fully clothed, inhibiting them from competing.

Award [1] for the identification of a factor and an additional [2] for the
development of the factor.

If only a generic response is given, and no sports event or sport is named,

award up to a maximum of [2].

For example: In the UK, the government won the hosting of the London
Olympics [1], and this resulted in an increase in sport participation in the UK,
due to people wanting to emulate the success of athletes [1], and also
increased media coverage of sport [1].
 – 23 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

(c) “Land value is the most important factor influencing the location of recreation and
sports facilities in urban areas.” Discuss this statement with reference to specific
urban areas. [10]

Reference should be made to the location of recreation and sports facilities in

specific urban areas. The choice of examples may affect the validity of the
statement.

While it could be argued that land value is an important factor, other factors such as
accessibility, physical factors, and the socio-economic characteristics of different
urban zones are also important.

For example, in some countries golf courses are often located on the rural–urban
fringe because of the need for large areas of open space and low land values, but
also because the wealthier people tend to live in the outer suburbs and have easier
access. Also, football stadia are often located close to the central areas of cities,
where land values are higher, because of historical factors and ease of access to
large numbers of supporters due to good transport facilities. Gymnasia and
swimming pools require relatively little land and can locate closer to the centre, and
have easier access to a large population. Sometimes, physical factors are
important, such as floodplains near a city centre, which can be the location of
football pitches, cricket grounds and playing fields.

Good answers may discuss how land values may be of greater importance for
understanding the location of some activities than they are for others (recreational
spaces such as public parks may have a long and complex history which explains
where they are found/protected; whereas the location of sports facilities may be
more easily explained using land values). Another approach might be to discuss
how the statement may be truer for some places than it is for others.

At band D, expect responses that describe how land values or other factor(s) have
influenced where facilities are in a recognizable urban area.

At band E, expect either more detailed explanation of how land values and other
factors have influenced facilities, or some critical discussion of the statement.

At band F, expect both.

Marks should be allocated according to the markbands.

 – 24 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

10. (a) Briefly describe:

(i) the pattern shown on the bar graph; [2]

Award [1] for a valid regional comparison with an additional [1] for
quantification. A simple list with numbers should receive no more
than [1].

For example: Europe has more than twice as many tourist arrivals as any
other region [1], and ten times as many as Africa [1].

(ii) the trend shown on the map. [2]

Award [1] for each valid statement:

• most regions show an increase
• anomaly (Middle East) or quantification.

(b) Using examples of countries, suggest three reasons why numbers of international
tourist arrivals have sometimes decreased. [2+2+2]

Possible reasons include:

• war or civil unrest reduces numbers of tourists to a country
• some regions or countries decline due to lack of investment or association with
high crime rates
• changing fashions in tourism result in the decline of some areas
• saturation of market (Butler model)
• hazard events
• other places become more popular
• seasonality – eg tourist numbers may decline in some countries in a hot, wet
monsoon season.

Award [1] for a valid idea, and [1] for extension, or applied use of an example.

For example:
• there has been a decrease in tourism in Egypt [1] because of recent civil
unrest/terrorism and fears for tourist safety [1]
• there has been a decline in tourist numbers to some areas of coastal Spain
[1] due to its poor image for rowdy behaviour and high crime rates [1]
• there has been a decline in tourist numbers to some UK resorts [1] due to a lack
of investment in tourist facilities and/or poor weather conditions [1].
 – 25 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

(c) “The economic gains from tourism always exceed its negative social impacts.”
Discuss this statement with reference to one or more case studies. [10]

Responses should consider a variety of both positive and negative economic and
social impacts of tourism with reference to a case study (or case studies).

Economic impacts might include improved employment opportunities, growth of

local industry and increased farm output, improvements to infrastructure, increased
GDP and incomes, but also revenue leakage to high-income countries and TNCs,
and uneven economic development with tourist ghettos. Negative social impacts
could include increases in prostitution, crime, social inequality, forced migrations,
conflicts over land and resources, and loss of cultural identity.

Good answers may discuss the timescale over which impacts are experienced.
Another approach might be to discuss varying perspectives and reasons why views
may differ (social impacts could be hard to quantify, for instance). Another approach
might be to discuss how the validity of the statement may depend on the place
contexts used for exemplification: if tourism is more carefully managed in some
places than in others, this could affect the balance of gains and negative impacts.

Do not credit environmental impacts unless there is some link to people’s quality of
life or wealth.

At band D, expect responses that describe some relevant positive and negative
impacts of tourism for a recognizable place(s).

At band E, expect either greater explanation (range or depth) of economic gains and
social impacts or some critical discussion of the statement.

At band F, expect both.

Marks should be allocated according to the markbands.

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Option F — The geography of food and health

11. (a) (i) Identify the malnutrition category experienced in Swaziland, but not in Poland. [1]

child stunting [1]

(ii) Briefly describe how the malnutrition category you have identified in (a)(i)
affects an individual. [2]

Children are less tall than they would be with adequate nutrition [1], and have
a lower cognitive capacity or a reduced ability to learn [1].

Accept other valid points such as “they are likely to earn less when they
grow up”.

If a candidate chooses micronutrient deficiency in part (i) and describes it well

in part (ii), award up to a maximum of [2].

(iii) Identify malnutrition category C. [1]

adult obesity [1] (accept “obesity”)

(b) Briefly describe what is meant by the term famine. [2]

A famine occurs when there is a serious shortage of food [1], normally over a wide
area or affecting a large number of people [1]. Accept other valid statements such
as leads to an increase in regional mortality, or severe health consequences, or
places a population on the brink of starvation.

(c) Referring to one type of agricultural system, explain what is meant by the term
energy efficiency ratio. [4]

Award [2] for explaining that “energy efficiency ratio” is the ratio between energy
inputs [1] and energy outputs [1] for any particular type of agriculture.

Award a further [2] for relating this to a specific type of agricultural system.

For example: Growing tomatoes in glasshouses in non-tropical countries requires

very large inputs of energy [1] compared to the energy contained in the crop
produced [1], making this form of agriculture very energy inefficient.

Award up to full credit for a diagram that demonstrates this concept.

 – 27 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

(d) To what extent is access to safe water a good indicator of the health of a
population? [10]

One approach to answering the question is to focus on links between safe water
and health. Another approach would be to discuss alternative indicators of health.
Some candidates may do both.

Access to safe water has positive effects on a population, not only in relation to
nutrition, but also in relation to food production, public health, disease prevention
and treatment.

Good answers may evaluate the extent to which the availability of sufficient safe
water underpins some of the other factors mentioned, including, for example,
indicators. Another approach might be to evaluate the extent to which there are
other, possibly better, indicators of health other than safe water, such as such as
infant mortality, maternal mortality, the incidence of gastrointestinal diseases, wealth
or access to technology.

At band D, expect some description of links are described between safe water and a
population’s health.

At band E, expect either greater explanation of how water can affect health or some
critical evaluation of the extent to which the statement is true.

At band F, expect both.

Marks should be allocated according to the markbands.

 – 28 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

12. (a) (i) Identify the type of diffusion shown on map A by the spread of flu in the first
two weeks. [1]

expansion diffusion

(ii) Identify the type of diffusion shown on map A by the spread of flu in week four
to new areas such as the settlement of Digby Island. [1]

relocation diffusion

(iii) Using evidence from map B, suggest why the flu outbreak started in
square 1419. [2]

Possible suggestions would be “outsider” arrived in the city by boat, or was

brought to the court house or police station.

Award [1] for the map feature that is identified and [1] for the justification
given, eg “there is a marina in 1419 and someone with flu may have sailed
here”.

If the wrong square is used (eg identifies City Hall in 1319), only [1] can be
awarded for the justification.

(b) Using evidence from map B, suggest three reasons for the spread of this disease
between the end of week one and week four. [2+2+2]

In week two, the high density of population in the central area of the city leads to
people infecting others around them; this area includes the city hospital (likely to be
visited by many people with weakened immune systems and who therefore help
spread the disease), as well as the community centre and local sports clubs
(eg golf).

During week three, the movement of people, including travellers using the ferry and
visiting the airport, result in the flu area expanding rapidly (more to the west than the
east) to include not only outlying parts of Prince Rupert (eg around Oldfield), but
also jumping to Digby Island, with cases reported from the areas near the ferry dock
and around the airport).

Communication links during week four result in flu reaching the settlement of Digby
Island, perhaps because some residents of Digby Island settlement work at the
airport.

Award up to [2] for each developed reason.

For example: During week three, someone from Prince Rupert travelling on the
ferry [1] carries the flu to a previously unaffected area [1].

No marks should be awarded for reasons not supported by map evidence.

Full marks may be awarded even if the reasons suggested cover only part of the
time range.
 – 29 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

(c) Examine the reasons why some communities enjoy greater food security than
others. [10]

The WHO defines food security as “when all people at all times have access to
sufficient, safe, nutritious food to maintain a healthy and active life” (ie people are
not living in hunger or fear of starvation).

The concept of food security has three different aspects/assumptions:

• food availability (having sufficient quantities of food available on a consistent
basis)
• access to food (having the resources, economic and physical, to obtain
appropriate foods for a nutritious diet) and
• use of food (making appropriate use of food based on knowledge of basic
nutrition and care, as well as adequate water and sanitation).

Some communities live on more fertile land and get higher agricultural output or
have more wealth enabling the community to purchase more food.

Good answers may explicitly examine disparities in different aspects of food

security. Another approach might be to examine disparities for communities at
varying scales, eg from village to nation, or even to examine how food security may
vary for individuals within a community.

At band D, expect some description of reasons why food security/availability may

vary for communities.

At band E, responses are likely to either provide greater depth/breadth of

explanation for the reasons why food security/availability varies or offer some
examination of the concept of food security or community.

At band F, expect both.

Marks should be allocated according to the markbands.

 – 30 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

Option G — Urban environments

13. (a) Using photographic evidence, outline two characteristics of the informal sector of
the economy in King William’s Town. [2+2]

For each case, award [1] for identifying a characteristic and [1] for development of
the point.

For example:
• it is located on the side of a road/close to a bus park [1] – the best locations to
locate are close to highly accessible areas such as bus parks/stations [1]
• the people are selling goods on the side of the road [1] because they cannot
afford to own/rent a shop/premises [1]
• it is small-scale [1] – they can only bring what they can carry so the amount of
goods is limited [1]
• they appear to be mainly selling food/fruit/vegetables [1] – they can only afford to
buy and re-sell cheap goods/some may grow the food on their own
land-holdings [1].

(b) Referring to examples, explain two factors that influence the location of megacities. [3+3]

Award [1] for identifying a factor and [2] for further exemplification/explanation.
Factors may be physical (eg coastal location / river valleys) and/or socio-economic
(eg tax-free zones / free-trade areas / areas of rapid industrialization).

For example: Many of the world’s megacities, such as Shanghai and Mumbai, are
located in coastal areas/large river valleys [1] as this increases the potential for
trade and commerce [1]. Coastal areas are also more favourable for industrial
development as they are able to import raw materials and finished products more
competitively than inland areas/landlocked countries [1].

Award up to a maximum of [4] if no or only inappropriate examples are given.

 – 31 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

(c) “Sustainable urban management is desirable but impossible to achieve.” Discuss

this statement, using examples. [10]

Sustainable urban management can have an economic, social or environmental

focus, and ideally all three. Good answers may comment on this or discuss the
interrelationships that exist. Alternatively, candidates may approach the question
using linear and circular urban systems.

There are a number of sustainable urban strategies eg recycling, re-use, reduce,

sustainable forms of transport, urban agriculture, sustainable forms of energy etc.
Some of these may be small-scale eg Bedzed in south-west London, whereas
others are much larger in scale eg Curitiba, Brazil or Masdar City, UAE. Good
answers are likely to present the achievements and limitations of two strategies.

Good answers may discuss external/long-term issues affecting the sustainable

management of urban areas eg the context of continuing population growth/rural–
urban movement. Another approach might be to discuss the veracity of the
statement for different place contexts (cities in countries at different stages of
development). Another approach might be to discuss how some strands of
sustainability (social/housing) could be easier to achieve than others (ecological
footprint minimization).

At band D, expect some description of a limited range of urban problems, or

sustainable strategies, or the drawbacks to sustainability schemes.

At band E, expect either greater explanation of the strengths and weaknesses of at

least one sustainable strategy (and a second strategy outlined), or some critical
discussion of why sustainable urban management is hard to achieve.

At band F, expect both.

Marks should be allocated according to the markbands.

 – 32 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

14. (a) (i) Define the term suburbanization. [2]

Suburbanization is the outward growth of towns or cities [1] that leads to

former villages or rural areas becoming urban [1], or the movement of people
to the rural–urban fringe [1].

(ii) Briefly outline two possible population changes in an urban area where
suburbanization is occurring. [2]

Award [1] for each outlined population change (either to suburban or other
affected area):
• more people arrive in suburbs (newer housing)
• fewer people might be left in city centre
• lower density left in city centre
• older people in particular may move to (quieter) suburbs
• families in particular may move to (spacious) suburbs.

There are many other possibilities that can be credited.

(b) Referring to one or more named cities, explain two ways in which humans affect
urban air pollution. [3+3]

Possible ways humans affect air pollution in urban areas include through transport
emissions, burning of fossil fuels for energy production/domestic heating/commercial
enterprises.

Equally, it is possible that human activities may reduce air pollution in urban areas,
eg Beijing’s relocation of iron and steel plants before the 2008 Olympics, the use of
park and rides, Clean Air Acts, etc.

In each case, award [1] either for the identification of a specific source of urban
pollution in a named city or for a located pollution reduction strategy. In each case
award up to [2] for the description and explanation of what the effect (positive or
negative) has been.

Only award [2] in each case if no city named.

For example: In Los Angeles, vehicles release nitrogen oxides [1]. NOx react in
sunlight to form ground level ozone [1]. High levels of ground-level ozone form
photochemical smog pollution [1].

For example: In Paris 2014 the authorities introduced a policy to reduce the number
of cars in the central area [1]. Cars with an odd-numbered number plate were
allowed in certain days of the week whereas those with an even numbered-number
plate were allowed in on the other days of the week [1]. This has reduced
emissions of NOx, improving air quality [1].

(Vehicle pollution includes NOx, CO, particulates and hydrocarbons; NOT carbon
dioxide.)
 – 33 – N15/3/GEOGR/BP2/ENG/TZ0/XX/M

(c) Examine the effects of the movement of services and manufacturing activities to
new locations in cities. [10]

Responses could consider the movement of economic activities into cities in

developing/emerging economies; or the relocation movement from central areas to
out of town/edge of town locations for well-established cities. There are also
redevelopments in inner urban areas and some central areas of older cities, as a
result of regeneration schemes. The movement of services (accept retailing) and
manufacturing to new locations can have many effects: environmental, economic
and social.

Socio-economic effects could be discussed, for instance changes in employment

and social class structure, and associated neighbourhood changes.

Negative environmental effects may include increase in impermeable surface,

poorer air quality due to the volume of people traveling to the new location. Effects
may be highly damaging in newly-industrializing areas eg Pearl River Delta.

On the other hand, new business developments in post-industrial cities increasingly

include landscaping, creation of new environments and a more varied habitat.
There may also be environmental impacts in the post-industrial area which industry
has left – at first dereliction and visual pollution of the environment; then urban
succession; but longer-term improvements/landscaping may also occur.

Good answers may do more than explain/list different, unconnected effects. They
may additionally examine the interrelations or the timescale of different effects, for
instance by showing how economic impacts and social effects are linked. Another
approach might be to examine what the effects are for cities at different stages of
development, or for areas gaining/losing activity.

At band D, expect a description of some effects of relocations, or new economic

activities, within one or more recognizable cities / types of city.

At band E, there should be either an explanation of a wider range of effects/

/movements or some critical examination of how cities/places/people are affected.

At band F, expect both.

Marks should be allocated according to the markbands.