OXFORD CAMBRIDGE AND RSA EXAMINATIONS
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Secondary Education
1987/2
GEOGRAPHY SPECIFICATION B (Avery Hill)
PAPER 2 HIGHER TIER
Monday
2 JUNE 2003
Morning
1 hour 30 minutes
Additional materials:
Resource Booklet (1987/1&2/RB) – inserted
OS Map Extract, Scale 1 : 25 000 (1987/1,2/M) – inserted
12 page Answer Booklet to be provided by the centre.
TIME
1 hour 30 minutes
INSTRUCTIONS TO CANDIDATES
Write your name, Centre number and candidate number in the spaces at the top of the separate
Answer Paper.
This question paper is in three sections (Sections A, B and C). Each section contains two questions.
Answer only one question from each section.
Answer all parts of the question in your Answer Booklet. Make sure each answer is clearly numbered.
Begin each question on a new page of your Answer Paper.
At the end of the examination complete the grid on your Answer Paper.
INFORMATION FOR CANDIDATES
You are strongly advised to read through each section carefully before answering a question.
The number of marks is given in brackets [ ] at the end of each question or part question.
You will be awarded marks for the quality of written communication.
Credit will be given for the relevant use of sketch maps and diagrams.
This question paper consists of 17 printed pages and 3 blank pages.
SP (SC/KN) S32530/8
© OCR 2003 [100/1162/6]
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SECTION A:
CLIMATE, THE ENVIRONMENT AND PEOPLE
Attempt EITHER Question A1 OR Question A2.
Question A1
(a) Study the map below.
Arctic Circle
United
Kingdom
Tropic of Cancer
Equator
Tropic of Capricorn
0
2000
4000 km
New
Zealand
(i)
Compare the location of the United Kingdom (UK) with the location of New Zealand. [2]
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(b) Study the map and diagram below.
The distribution of precipitation in New Zealand
N
Average annual
precipitation
NORTH
ISLAND
Millimetres
3000
1500
1200
800
600
0
Prevailing
wind
400
800 km
SOUTH
ISLAND
Cloud cover
wind direction
Dry sunny weather
Wet
cloudy weather
weather
wet cloudy
Mountain Barrier
Windward region
receiving high rainfall
and moderate sunshine hours
NORTH-WEST
Rain shadow region
receiving low rainfall
and high sunshine hours
SOUTH-EAST
(i)
Describe the distribution of precipitation from west to east across New Zealand.
[2]
(ii)
What is this type of precipitation called?
[1]
(iii)
Explain the precipitation distribution you have described. Use the diagram to help.
[3]
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(c) Study the climate graphs and other information below.
Features of Makarora Sheep Station,
South Island
Relief: Rugged hills and snow-covered
mountain tops; steep slopes
Sunshine: less than 180 hours per year
Temperature Range –2 °C to 12 °C
Precipitation: 2780 millimetres per year
Features of Fruit Growing near
Hastings, North Island
Relief: Flat fertile floodplain
Sunshine: 2200 hours per year
Temperature Range 7 °C to 20 °C
Precipitation: 725 millimetres per year
MAKARORA
Temperature (°C)
HASTINGS
Temperature (°C)
30
30
20
20
10
10
6
6
0
0
Precipitation (mm)
300
300
200
200
N
AVERAGE
ANNUAL
TEMPERATURE
IN
NEW ZEALAND
30
30
20
20
10
10
6
6
0
0
Precipitation (mm)
300
300
Hastings
100
100
200
200
100
100
°C
Makarora
12.5
10.0
7.5
0
J F MAM J J A SOND
J F MAM J J A SOND
Growing season
above 6°C
0
400 800 km
(i)
What is meant by precipitation and temperature range?
[2]
(ii)
Describe the patterns of precipitation and temperature at Hastings.
[4]
(iii)
Give two ways in which the climate at Makarora is different to that at Hastings. Suggest
reasons for your answers.
[4]
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(d) Study Photographs 1 and 2 in the separate Resource Booklet.
(i)
Use evidence from the previous resources to explain why:
•
fruit growing takes place at Hastings
•
sheep farming takes place at Makarora
[4]
(e) CASE STUDY: A weather event caused by a high OR low-pressure weather system.
(i)
Name a location where you have studied a weather event.
(ii)
State whether the weather event was caused by a high OR a low pressure weather
system.
(iii)
Describe how the weather event affected people and the environment.
(iv)
Explain what caused the weather event. Use diagrams if you wish.
[8]
Total mark 30
End of Question A1
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Question A2
(a) Study Map 1 in the separate Resource Booklet.
(i)
What is an ecosystem?
[2]
(ii)
Choose two ways in which people use Salcey Forest. Suggest how these uses may
affect the ecosystems in the forest.
[4]
(b) Study the climate graph below and Photographs 3 and 4 in the separate Resource
Booklet.
Temperature (°C)
Climate Data for Salcey Forest
20
20
15
15
10
10
Growing season above 6°C
5
5
J
J A S O N D
Total Rainfall = 575 mm
100
Rainfall (mm)
F M A M J
100
75
75
50
50
25
25
J
F M A M J
J A S O N D
(i)
Describe the patterns of temperature and rainfall at Salcey Forest.
(ii)
Use the climate information to explain two differences between the forest in
Photograph 3 and Photograph 4.
[4]
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[4]
7
(c) Study the graph below. It shows the numbers of vehicles visiting Salcey Forest during the
year 2000.
Number of vehicles entering car parks at Salcey Forest
1000
2000
3000
4000
1000
2000
3000
4000
J
F
M
A
M
J
J
A
S
O
N
D
Source: Salcey Forest Warden (year 2000)
(i)
Suggest reasons for the pattern of vehicles visiting Salcey Forest throughout the year.
[3]
(d) People working in Salcey Forest are trying to manage the forest in a sustainable way.
(i)
What does sustainable mean?
[2]
(ii)
Large numbers of visitors can cause problems for organisations trying to manage forest
ecosystems. Read the information below which can be found on notice boards in
Salcey Forest.
FOLLOW THE FOREST CODE
•
•
•
•
GUARD against all risk of fire
PROTECT trees, plants and wildlife
KEEP dogs under proper control
AVOID damaging buildings, fences, hedges, walls and
signs
• LEAVE no litter
THANK YOU
Source: Leaflet on Salcey Forest published by The Forestry Commission
Suggest one other way that the forest could be managed for sustainability. Explain
how and why it would work. Refer to places you have studied if you wish.
[3]
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(e) CASE STUDY: The effects of people on an ecosystem.
(i)
Name and locate an ecosystem you have studied.
(ii)
Describe the structure of the ecosystem. Refer to plants and animals. Draw diagrams if
you wish.
(iii)
Explain how and why people are changing (or have changed) the ecosystem structure.
[8]
Total mark 30
End of Question A2
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SECTION B:
PEOPLE, WORK AND DEVELOPMENT
Answer EITHER Question B3 OR Question B4.
Question B3
(a) Study the map below.
MORE ECONOMICALLY DEVELOPED COUNTRIES
United
Kingdom
NORTH
AMERICA
EUROPE
ine
L
randt
The B
ASIA
Tropic of Cancer
AFRICA
Burkina
Faso
Equator
Tropic of Capricorn
SOUTH LESS ECONOMICALLY DEVELOPED COUNTRIES
AMERICA
AUSTRALASIA
0
2000
4000 km
(i)
Find the country of Burkina Faso on the map. State whether Burkina Faso is a More or
Less Economically Developed Country.
[1]
(ii)
Describe the location of Burkina Faso. Refer to the Brandt line in your answer.
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[3]
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(b) Study the map of northern Africa below.
N
Value of export goods (in million US dollars) 1998
TUNISIA
NORTHERN
AFRICA
Mediterranean
Sea
More than 5000
1001 – 5000
501 – 1000
0 – 500
MOROCCO
ALGERIA
WESTERN
SAHARA
LIBYA
EGYPT
Tropic of Cancer
0
MAURITANIA
MALI
NIGER
SUDAN
DJIBOUTI
BENIN
NIGERIA
GUINEA BISSAU
SIERRA
LEONE
ERITREA
BURKINA
FASO
GUINEA
1000
CHAD
SENEGAL
GAMBIA
km
IVORY
COAST
LIB
ER
IA
ETHIOPIA
GHANA
TOGO
CAMEROON
SOMALIA
CENTRAL AFRICAN
REP.
(i)
What is meant by an export good?
(ii)
How does the value of Burkina Faso’s exports compare to other countries in northern
Africa?
[3]
(iii)
Suggest two reasons why the value of export goods can vary between countries in
northern Africa. Explain your reasons.
[4]
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[1]
11
(c) Study the information in the pie charts and table below.
Employment structure
Burkina Faso
United Kingdom
0
0
75%
25%
75%
Key:
25%
50%
Agriculture
Manufacturing
Services
50%
Burkina Faso
UK
GNP per person ($)
250
20 870
Access to safe water (%)
35
99
Infant mortality (per 1000)
110
6
Life expectancy (years)
44
77
In primary education (%)
32
100
‘Burkina Faso was a French colony until 1964. A landlocked country, it contains Sahel
in the north with forest and savannah in the south. Most people are subsistence
farmers. Drought, floods and rapid population growth have made the country one of
the least developed in Africa.’
(i)
Compare the employment structure of Burkina Faso with that of the United Kingdom
(UK). Refer to figures from the pie charts in your answer.
[2]
(ii)
Explain two reasons why Burkina Faso is called a Less Economically Developed
Country (LEDC). Use evidence from the resources given.
[4]
(d) Suggest two ways in which trade could help an LEDC like Burkina Faso develop. Explain
how your ways would work.
[4]
(e) CASE STUDY: A country or region of a country that has received or is receiving aid.
(i)
Name a country or region of a country you have studied that is receiving or has received
aid.
(ii)
Describe the aid that has been given to the country or region.
(iii)
Explain the impact of the aid on the country or region.
[8]
Total mark 30
End of Question B3
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Question B4
(a) Study the map below.
Where Ford has car-making factories
MORE ECONOMICALLY DEVELOPED COUNTRIES
3
Canada
Europe
11
16
Mexico
USA
1
ine
L
randt
The B
Turkey
China
2
1
1
Venezuela
Malaysia
2
50000
Taiwan
1
1
Employment
1
India
Brazil
LESS ECONOMICALLY DEVELOPED COUNTRIES
Australia
10000
2500
1
Number of
factories
Total employment
worldwide: 140 247
1
1
Argentina
1
South Africa
Ford is a multi-national company with its headquarters in Detroit, USA.
Adapted from ‘Manufacturing Industry, The Impact of Change’, by M. Raw – Collins
(a) (i)
(ii)
Describe the distribution of Ford factories. Refer to the Brandt Line in your answer. [2]
Compare employment patterns in Ford factories on both sides of the Brandt Line.
[2]
(b) Ford is a multi-national (trans-national) company. It is involved in manufacturing which is a
secondary economic activity.
(i)
Suggest one reason why Ford has located factories in Less Economically Developed
Countries (LEDCs). Explain your reason.
[2]
(ii)
Suggest and explain one advantage and one disadvantage to an LEDC when a
multi-national company locates in the LEDC.
[4]
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(c) Look at Photograph 5 in the separate Resource Booklet.
(i)
Use the photograph to help you describe the location of the Ford Motor factory at
Dagenham.
[2]
(ii)
Suggest and explain two reasons why this was a good site for a car factory.
[4]
(d) Read the article below.
1900 JOBS TO GO AS FORD ENDS CAR
PRODUCTION AT DAGENHAM
T
he American-based company, Ford Motors, has at last called an end to its long
history of car making at Dagenham in the United Kingdom. The global
company is moving its car production to Cologne in Germany. Dagenham’s last
cars will come off the assembly line in late 2002. ‘The German factory has the
machinery to produce many different makes of cars and we just have too many
factories at present’ said the chairman. The Dagenham plant will be left to produce
diesel engines. Only 500 jobs will remain.
(News report: October 2001)
(i)
What two reasons are given by the chairman of Ford to explain why car-making will
stop at Dagenham.
[2]
(ii)
Suggest how both economic and social activities in the Dagenham area might be
affected by the loss of jobs at the Ford factory.
[4]
(e) CASE STUDY: The location of a primary OR tertiary economic activity.
(i)
Name a place where you have studied a primary or tertiary economic activity. State
whether you are writing about a primary or tertiary activity.
(ii)
Draw a labelled sketch map to show the location of the economic activity.
(iii)
Explain the advantages and disadvantages of this location now.
[8]
Total mark 30
End of Question B4
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BLANK PAGE
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SECTION C:
WATER, LANDFORMS AND PEOPLE
Answer EITHER Question C5 OR Question C6.
Question C5
(a) Study the map below.
The Parana River drainage basin
N
Watershed
BOLIVIA
BRAZIL
PARAGUAY
ARGENTINA
Boundary
of country
Resistencia
Posadas
Corrientes
0
250 500
km
Watershed
URUGUAY
Buenos Aires
ATLANTIC
OCEAN
SOUTH
AMERICA
(i)
What is meant by a ‘river drainage basin’?
[1]
(ii)
From which countries does the Parana River collect its water?
[1]
(iii)
Describe and explain one problem that could be caused when a river basin, like the
Parana River basin, is shared by countries.
[3]
(b) Study Map 2 in the separate Resource Booklet.
(i)
Use the scale to estimate in kilometres:
•
the length of the floodplain
•
the width of the floodplain at its widest point
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[2]
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(ii)
Suggest two reasons why most towns and cities are located on the edge of the
floodplain of the Parana River.
[2]
(iii)
Find the province of CHACO on the map. Use the key to estimate, to the nearest
thousand, the population of Chaco that would be affected by
•
a small flood every 10 years
•
a large flood every 100 years
[2]
(c) Study the graph and the news item below.
Maximum and minimum discharge of the Parana River 1951–2001 (at Corrientes)
Discharge in Cumecs (Cubic metres per second)
50 000
Key:
Maximum Discharge
Minimum Discharge
40 000
30 000
20 000
10 000
1951
1961
1971
1981
1991
2001
Year
Increased flooding in the north of
Argentina is being blamed on
deforestation in Paraguay, increased
rainfall on the mountains to the north
from El Nino, overgrazing on the west
banks of the Parana River, and the
expansion of towns and cities close to
the floodplain …’
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(i)
How did the maximum discharge of the Parana River change between 1951 and 2001?
Refer to figures in your answer.
[2]
(ii)
Choose two of the causes given for increased flooding in the news article. For each
cause, explain why it could increase the flooding of the Parana River.
[4]
(d) Study Map 3 in the separate Resource Booklet. It shows the town of Resistencia which is
in the Chaco province in northern Argentina.
(i)
What is being done to protect the town from flooding?
[1]
(ii)
Suggest two other ways of protecting the town from flooding. Explain how each way
would work.
[4]
(e) CASE STUDY: A place where a serious flood OR a serious drought has affected people
and the environment.
(i)
Name a place where you have studied a serious flood OR a serious drought.
(ii)
Describe how the flood or drought affected people and the environment.
(iii)
Explain what people could do OR have done to prevent the flood or drought affecting
them in the future.
[8]
Total mark 30
End of Question C5
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Question C6
(a) (i)
(ii)
What do you understand by the terms erosion and deposition?
Study Photograph 6 in the Resource Booklet and the separate Ordnance Survey
(OS) map. The photograph shows coastal landforms in grid square 2984.
In which direction was the camera pointing?
(iii)
[2]
[1]
Three landforms are marked A, B and C on the photograph. State whether these
landforms were created by erosion or deposition. Justify your choice.
[3]
(b) Study Photograph 7 in the separate Resource Booklet. It shows a landform in the north of
the separate OS Map.
(i)
Draw an outline map of the landform and label the following on it:
Mud and saltmarsh
Hurst Beach
Sand and shingle
[3]
(ii)
Give one example of map evidence and one example of photograph evidence that
show people have used or use this landform.
[2]
(c) Study the Ordnance Survey Map.
(i)
Many tourists visit the area to enjoy the coastal landforms. Give one piece of map
evidence that shows there is tourist activity here.
[1]
(ii)
Choose one coastal landform from the map. Name the landform and state which grid
square it is in. Suggest how it may have been formed. (Draw diagrams if you wish). [4]
(d) Look at the OS map again. Groynes are located in grid square 3286.
(i)
Suggest why groynes have been built on this part of the coast.
[2]
(ii)
Suggest TWO other ways in which people can manage coasts. Explain how each way
works. (Refer to places you have studied in your answer if you wish.)
[4]
(e) CASE STUDY: A river landform.
(i)
Name a place where you have studied a river landform. Name the type of landform and
state whether it was created by erosion or deposition.
(ii)
Describe how the river landform was created.
(iii)
Explain how the river landform has been OR is being used by people and/or
organisations.
[8]
Total mark 30
End of Question C6
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