This document consists of 13 printed pages, 3 blank pages and 1 Insert.

SP (SLM) T60251
UCLES 2008 [Turn over
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
READ THESE INSTRUCTIONS FIRST
If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
Answer three questions, each from a different section.
Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.
The Insert contains Photographs A, B and C for Question 2, Photograph D for Question 3 and Figs 8A and 8B
for Question 5.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
*
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7
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3
2
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7
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6
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GEOGRAPHY 2217/01
Paper 1 May/June 2008
1 hour 45 minutes
Additional Materials: Answer Booklet/Paper
Ruler
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2217/01/M/J/08 UCLES 2008
Section A
Answer one question from this section.
1 (a) Study Fig. 1, which shows population density in Mali (an LEDC in Africa).
R
i
v
e
r


N
i
g
e
r
























































10W 0
N
ALGERIA
NIGER
NIGERIA
BENIN
TOGO
GHANA
IVORY COAST
LIBERIA
GUINEA
SIERRA
LEONE
BURKINA FASO
MALI
MAURITANIA
Timbuktu
0 500
km
20N
15N
100mm
400mm
1
0
0
0
m
m
10N
Sgou
Kita
Nioro du Sahel
Bia
Sigasso
San
Koulikoro
Bamako
Mopti
N

Key
fewer than 1
1.0 to 2
2.1 to 10
more than 10
annual precipitation
1
0
0
m
m
Population density (people per km
2
):

Location of Mali
Fig. 1
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(i) Which part of Mali has the lowest population density? [1]
(ii) Describe two features of the location of areas where population density is over 10 people
per square kilometre. [2]
(iii) Suggest reasons why the population of Mali is unevenly distributed. [3]
(b) Study Fig. 2, which shows population statistics for Mali between 2000 and 2005.
year birth rate death rate net migration life expectancy
2000 49.23 19.10 0.37 46.66
2001 48.79 18.71 0.36 47.02
2002 48.37 18.32 0.35 47.39
2003 47.79 19.21 0.34 45.43
2004 47.29 19.12 0.33 45.28
2005 46.77 19.05 0.33 45.09
Fig. 2
(i) Calculate the population growth of Mali in 2005. You must show how you worked out your
answer. [3]
(ii) Explain why birth rates are still high in LEDCs such as Mali. [4]
(iii) Describe and suggest reasons for the changes in life expectancy in Mali between 2000
and 2005. [5]
(c) Choose any example of international migration which you have studied and name the countries
between which people moved. Explain why many people made the decision to migrate. You
should refer both to pull and to push factors. [7]
[Total: 25 marks]
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2 (a) Study Fig. 3, which shows the location of the CBD and two modern shopping centres in
Sheffield, a city in the UK.
A57
A
6
1
A
6
1
A
6
1
3
5
A
5
7
A
6
2
1
A
6
2
1
A
6
2
5
A
6
2
5
SHEFFIELD SHEFFIELD
ROTHERHAM ROTHERHAM
2
2 Crystal Peaks
1 Meadowhall
0 5
km
M1
M
1
1
34
33
31
30
A
5
7
M
1
8
A
6
3
0
A
6
3
0
A
6
3
0
A
6
1
3
5
A
6
1
3
5
A
6
1
0
2
A
6
1
0
2
R
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D
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32
31
motorway
Key
Modern shopping centres:
motorway junction
river
A road
urban area
CBD
N
Fig. 3
(i) What is meant by the initials CBD? [1]
(ii) Meadowhall and Crystal Peaks are modern shopping centres. Identify one similarity and
one difference between their locations. [2]
(iii) Use evidence from Fig. 3 to suggest reasons for the location of Crystal Peaks shopping
centre. [3]
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(b) Study Fig. 4, which shows a hierarchy of settlements and services, and Photographs A, B and C
(Insert).
Large
railway station
Indoor shopping
centre
Theatres Museums
Large sports stadium
Department stores
Specialist shops
University
Hospital
Supermarkets Bus station
Banks Travel agents
Leisure centre Secondary school
Doctors surgery General store/Post office
Church Primary school
Villages
Towns
Cities
HIGH
ORDER
SPHERE
OF INFLUENCE
MIDDLE
ORDER
LOW
ORDER
SMALL
LARGE
Fig. 4
(i) Photographs A, B and C (Insert) were taken in three different types of settlement.
For each photograph, state whether it was taken in a city, a town or a village, judging by
the services shown. [3]
(ii) Use the information in Fig. 4 to explain what is meant by hierarchy of settlements and
services. [4]
(iii) Explain why people travel further for some shops and services than for others. [5]
(c) The building of new housing, roads and services often results in urban sprawl.
Name an example of a town or city which you have studied where urban sprawl has taken
place. Describe its effects on people and the natural environment. [7]
[Total: 25 marks]
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Section B
Answer one question from this section.
3 (a) Study Fig. 5A, which shows the location of the Mojave Desert, along with Fig. 5B, a graph
showing its climate.
CALIFORNIA
NEVADA
N
UTAH
ARIZONA
Pacific
Ocean
Mojave
Desert
Mojave
Desert
0 250
km
Fig. 5A
Canada
Mexico
USA
Area shown
by Fig. 5A
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0
5
J F M A M J J A S O N D
p
r
e
c
i
p
i
t
a
t
i
o
n

(
m
m
)
t
e
m
p
e
r
a
t
u
r
e

(

C
)
10
months
15
20
25
30
35
40
0
10
20
30
40
Fig. 5B
(i) Estimate the total annual precipitation in the Mojave Desert. [1]
(ii) What is the annual temperature range in the Mojave Desert? You must show how you
worked out your answer. [2]
(iii) Describe the location of the Mojave Desert. [3]
(iv) Explain why tropical desert areas, such as the Mojave Desert, are hot and dry. You may
use labelled diagrams or sketch maps in your answer. [4]
(b) Study Photograph D (Insert), which shows vegetation in part of the Mojave Desert.
(i) Describe the main features of the vegetation shown in Photograph D. [3]
(ii) Explain the effects of climate on the natural vegetation in tropical desert areas. [5]
(c) Many areas of natural vegetation are at risk from human activities. Name either an area of
tropical rain forest or tropical desert which you have studied and explain why and how it is at
risk from human activities. [7]
[Total: 25 marks]
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4 (a) Study Fig. 6, which shows major plates and the location of fold mountains.
Pacific
plate
Eurasian
plate
African
plate
plate boundary
Key
direction of plate movement fold mountain range
Indo-
Australian
plate
Nazca
plate
Antarctic
plate
South
American
plate
North
American
plate
Rockies
Andes
Himalayas
Alps
Atlas
Mountains
Fig. 6
(i) What is meant by fold mountains? [1]
(ii) Name the fold mountains which have been formed close to the boundaries between:
A the South American and the Nazca plates;
B the Eurasian and the Indo-Australian plates. [2]
(iii) The following processes take place at certain plate boundaries, shown on Fig. 6. For each
process, name two plates which share a boundary along which it is happening.
A sea floor spreading
B subduction
C plates sliding past each other [3]
(iv) Explain why fold mountains are formed close to some plate boundaries.
You may use labelled diagrams in your answer. [4]
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(b) Study Fig. 7, which shows information about the location of volcanoes in relation to constructive
and destructive plate boundaries.
destructive
plate boundary
constructive
plate boundary
ocean
crust
mantle
volcanoes
convection currents
land land
Fig. 7
Explain how plate movement results in volcanoes being formed at:
A constructive plate boundaries; [3]
B destructive plate boundaries. [5]
You may use labelled diagrams in your answers.
(c) Many people live in areas where there are natural hazards such as:
volcanic eruptions
earthquakes
tropical storms
flooding
drought
Name an area which you have studied and state the natural hazard(s) faced by the people
who live there.
Explain why people live in the area. [7]
[Total: 25 marks]
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Section C
Answer one question from this section.
5 (a) Study Fig. 8A (Insert), which shows information about the physical geography of New Zealand,
along with Fig. 8B (Insert), which shows information about pastoral farming.
(i) What is meant by pastoral farming ? [1]
(ii) Using Fig. 8B (Insert), identify a region:
A where more dairy cattle are kept per square kilometre than beef cattle;
B which is one of the most important sheep farming regions in New Zealand. [2]
(iii) Use evidence from Fig. 8B (Insert) to identify differences in farming between Taranaki
and Hawkes Bay. [3]
(iv) Suggest reasons why more cattle are kept on North Island than on South Island. [4]
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(b) Study Fig. 9, which shows the location of meat processing factories in New Zealand.
Napier
Wellington
Christchurch
0 250
km
Dunedin
Invercargill
Auckland
Key
Meat processing factories:
sheep (lamb)
cattle (beef)
main cities
N
Fig. 9
(i) Describe the distribution of meat processing factories in New Zealand. [3]
(ii) Suggest reasons for the distribution of meat processing factories in New Zealand. [5]
(c) Human activities cause both benefits and problems for people and the natural environment.
Name an area you have studied where one of the following activities is important:
agriculture
manufacturing industry
energy production
Describe the benefits and problems to people and the natural environment from this activity in
your chosen area. [7]
[Total: 25 marks]
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6 (a) Study Fig. 10, a scatter graph which shows the relationship between GDP and the percentage
of population with access to safe water in ten countries.
GDP is an indicator of the wealth of a country.
10 20 0
0
1 000
2 000
3 000
4 000
5 000
6 000
7 000
8 000
9 000
10 000
GDP
per
capita
(US$)
11 000
12 000
13 000
14 000
15 000
16 000
17 000
18 000
19 000
20 000
30 40 50
population with access to safe water
(%)
60 70 80 90 100
Portugal
Argentina
Malaysia
Thailand
Romania
China
Guatemala
Morocco
Bolivia
Ethiopia
Fig. 10
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(i) Which country has a GDP per capita of US$8 200 and 62% of its population has access
to safe water? [1]
(ii) What is the general relationship shown by Fig. 10 between GDP per capita and the
percentage of population with access to safe water? Use examples and figures to
illustrate your answer. [2]
(iii) Suggest three reasons why there is better access to reliable supplies of safe water in
some countries than there is in others. [3]
(iv) Explain how providing reliable supplies of clean water in LEDCs improves the quality of
life of the people. [4]
(b) Study Fig. 11, which is an article from a website about drought in Portugal. Portugal is an
MEDC in Europe.
Drought threatens water supply for 10 percent of Portuguese
Portugal is suffering its worst drought in decades. The country received an
average of 542 millimetres of precipitation in 2004, compared with an average
annual precipitation of 930 millimetres between 1961 and 1990.
The dry weather, which has harmed crops and caused livestock to starve,
continued into 2005, with the country experiencing precipitation levels which
were less than 20% of normal levels in January.
The regions most at risk are those in the centre and south of the country,
which rely mostly on wells instead of dams for their water.
In January the Environment Minister threatened to ration water in the southern
province of Algarve, if the region did not receive enough rain by the end of the
year.
Tourism industry officials had condemned talk of water rationing, arguing it
could frighten visitors away from the Algarve, the nations main tourist centre.
Environmentalists estimate Portugal wastes some three billion litres of water
each year.
Fig. 11
(i) Use evidence from Fig. 11 to suggest three reasons why people are short of water in
some regions of Portugal. [3]
(ii) Describe methods which could be used to reduce water shortages. [5]
(c) Name an area which you have studied where the tourist industry is important.
Explain why the tourist industry has grown up in the area. You should refer in detail to the
areas physical and human attractions. [7]
[Total: 25 marks]
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Copyright Acknowledgements:
Question 2 Photograph A S. Sibley UCLES.
Question 2 Photograph B S. Sibley UCLES.
Question 2 Photograph C S. Sibley UCLES.
Question 3 Photograph D S. Sibley UCLES.
Question 6 Fig. 11 www.terradaily.com 7 September, 2006.
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reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
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University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.