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INSTRUCTIONS TO CANDIDATES
Use black ink or black ball-point pen.Write your name, centre number and candidate number in the spaces at the top of this page.Answer all questions.Write your answers in the spaces provided in this booklet. Where the space is not sufficient for your answer, continue the answer at the back of the book, taking care to number the continuation correctly.
INFORMATION FOR CANDIDATES
The number of marks is given in brackets at the end of each question or part-question.You are reminded that assessment will take into account the quality of written communication used in your answers that involve extended writing.
VP*(S15-4231-02)
Surname
Other Names
CandidateNumber
0
CentreNumber
© WJEC CBAC Ltd.
GCSE
4231/02
GEOGRAPHY(Specification A)HIGHER TIERUNIT 1: Core Geography
P.M. TUESDAY, 19 May 2015
1 hour 45 minutes
S15-4231-02
For Examiner’s use only
Question MaximumMark
MarkAwarded
1. 15
2. 15
3. 15
4. 15
5. 15
6. 15
Total 90
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Answer all questions.
Theme 1 – Water
1. (a) Study the map below.
Properties at risk of flooding in Greater London
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River Thames
KENSINGTON& CHELSEA
KEY
N
Number of propertiesat risk of flooding in each area
40,000 +
30,000 - 39,999
20,000 - 29,999
10,000 - 19,999
0 - 9,999
ENFIELD
REDBRIDGE
SUTTON
SOUTHWARK
GREENWICH
0 5 km
(i) There are 16, 000 properties in Redbridge at risk of flooding. Complete the map by applying the correct shading for Redbridge. [1]
(ii) Describe the distribution of properties at risk of flooding in Greater London. [3]
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(i) Name and describe one river landform shown in the photograph. [2]
Landform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Name and describe one process by which rivers erode the land. [2]
Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(iii) Give one piece of photographic evidence which suggests that this area is popular with tourists. [1]
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(b) Study the photograph below.
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(c) Explain why rivers can have negative effects on the lives of people. [6] Use examples to help your answer.
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Theme 2 – Climate Change
2. (a) Study the photographs and map below.
Athabasca Glacier, Jasper National Park, Canada
Source (a)
1919 2005
0 1km
N
KEYLocation ofcamera whereboth photographswere taken
Footpath
Road
00 01 02 03 04 05 06
0000
01
02
03
04
05
06
00
01
02
03
04
05
06
01 02 03 04 05 06
P
P
P?
Park
s Ca
nada
Info
rmat
ion
Cent
reCo
lum
bia
Icef
ield
Cha
let
Icef
ield
Cen
tre
Snoc
oach
Tick
et O
ffice
IcefieldCampground(tents only)
Recession or melt-backof the glacier over the last 100 years
1870
19401950
1965
1977
A t ha b a s c a
Gl a
c i er
R i v e r
Gate
UpperParking Lot
MountAthabasca(3,493m)
Snoc
oach
Buse
s O
nly
HangingGlacier
Snoco
ach
Route
Little AGlacier
WARNING:Do not ventureonto the glacier
without anexperienced guide Boundary
Glacier
P
Sunwapta Lake(1,925m)
8400
Position ofglacier today
Position ofglacier in 1870
Vegetation
Ice
Source (b)
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(i) In what direction was the camera facing when the photographs were taken? [1]
(ii) Describe the changes in the Athabasca Glacier since 1870. [3]
(iii) Use map evidence to suggest how changes in the Athabasca Glacier may affect the lives of people who work in this area. [2]
(b) Explain how one piece of evidence, other than melting ice, supports the idea that climate change is taking place in a different part of the world. [3]
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(c) Describe how the natural greenhouse effect warms the Earth’s atmosphere and how people’s actions are affecting this process. [6]
You must draw an annotated diagram below to help your answer.
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ExamineronlyTheme 3 – Living in an Active Zone
3. (a) Study the map below.
© WJEC CBAC Ltd.
Tsunami wave height - metres
0.000.010.050.100.250.500.751.00= epicentre
11.65
Hawaii
Japan
3 hours
6 hours
9 hours
15 hours
18 hours
21 hours
5000 km0N
progress ofthe tsunamiwave
(i) Use the map to calculate the time it took the tsunami wave to reach Hawaii. [1]
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (hours)
(ii) Calculate the distance from the epicentre of the earthquake to Hawaii. [1]
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(iii) Use evidence from the map to describe the changes in the height of the tsunami wave as it moved away from Japan. [2]
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A tsunami is a powerful wave that can be triggered by an earthquake
Pacific Ocean Tsunami, March 2011
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(iv) Use evidence in the photograph only to describe one way in which the tsunami affected the lives of people who live in the coastal areas of Japan. [2]
(b) Explain why many people continue to live in areas which are affected by hazards associated with earthquakes. [3]
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Study the photograph which shows the impact of the tsunami on the coast of Japan.
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© WJEC CBAC Ltd.
(c) Explain the formation of any large scale feature (such as a rift valley or ocean trench) that has been formed by plate movement. [6]
You must use an annotated diagram to help your answer.
Name of landform: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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12Examiner
onlyTheme 4 – Changing Populations
4. (a) Study the map below. It shows India, a country in South Asia.
Population change in India (2001-2011)
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0 500
70°E 80°E 90°E
70°E
30°N
20°N
10°N
30°N
KEY:% Population changefrom 2001 to 2011
20°N
+10.1 to +20+20.1 and above
0 to +10
No data
Loss
10°N
80°E 90°E 100°E
kilometres1000
I N D I A
Mumbai
Kerala
(i) Give the latitude and longitude of Mumbai. [1]
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ° N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ° E
(ii) Describe the pattern of population change in India between 2001 and 2011. [4]
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Choose two development indicators from the table. Use this information to help explain why Kerala has a low population growth rate. [4]
Indicator 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Indicator 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Explain why some parts of the world are densely populated. [6] Use one or more examples to help your answer.
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(b) Study the table below.
Development Indicators Kerala India as a whole UK
Infant Mortality (per 1, 000 live births) 14 70 6
Female Literacy Rate (%) 85 57 99
% Use of contraceptives by married women (all methods) 64 48 75
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15Examiner
onlyTheme 5 – Globalisation
5. (a) Study the information below.
Worldwide distribution of the electronics company, Apple
© WJEC CBAC Ltd.
N
USA
CANADA
ASIA
CHINAJAPAN
AFRICA
EUROPE
SOUTHAMERICA
Apple Inc. HQ
AUSTRALASIA
UROPPPPPP
Number of Apple storesApple main facilitiesFinal assembly locationsComponent suppliers(companies who make parts for Apple products)
74
10
19
19
23647
(i) Describe the distribution of component suppliers. [3]
(ii) Suggest reasons to explain the distribution of component suppliers. [4]
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(b) (i) Explain how one named change in technology has allowed increased globalisation of human activities. [2]
Change in technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Explanation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Explain why some people see increased globalisation as a threat. [6]
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An anti-globalisation protest in the USA
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(i) Compare the change in HDI of India and the Democratic Republic of Congo between 1980 and 2010. [2]
(ii) Suggest reasons which would explain the change in HDI for India. [3]
© WJEC CBAC Ltd.
Theme 6 – Development
6. (a) Study the graph below. It shows HDI which measures wealth, education and health. It is scored out of 1.0. Places with a higher score have a higher standard of living.
Changes in Human Development Index (HDI) (1980-2010)
1
0.75
0.5HD
I
Year
0.25
0
1980
1985
1990
1995
2000
2005
2010
India
DemocraticRepublic ofCongo
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(i) Give the mean number of years in school of children in the Democratic Republic of Congo. [1]
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Describe the relationship between mean number of years in school and GDP per person shown on the scattergraph. [3]
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(b) Study the scattergraph below.
12
14
10
8
6
4
Mea
n (a
vera
ge) n
umbe
r of y
ears
in s
choo
l
2
00 10 000 20 000
GDP (wealth) per person (US$)
30 000
UK
Norway
40 000 50 000
Democratic Republic of Congo
Namibia
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19Examiner
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Describe how non-governmental organisations can help sub-Saharan countries improve the standard of living of people living in those countries. [6]
END OF PAPER
© WJEC CBAC Ltd.
A number of non-governmental organisations (NGOs), such as Save the Children, work in countries such as the Democratic Republic of Congo.
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