Geography 9230 | Paper 3 Mock 01 | Written Paper 3

Fig. 1 is a sketch map used in a fieldwork enquiry into congestion near a new market in Ibadan, Nigeria. Six students stood at three road locations marked A, B and C. They recorded every vehicle passing their position between 07:45 and 08:00 on a Tuesday. Table 1 gives the data after the groups combined their tally sheets. The study also noted that location B is beside the market entrance, while location C is 350 metres from it.

Table 1 Vehicle observations during the 15-minute count

(a) State the location with the greatest total number of vehicles. [1]
(b) Calculate the mean number of cars recorded per minute at location B. Give your answer to one decimal place. [2]
(c) Describe two differences between the traffic data at locations B and C. [3]
(d) Suggest two improvements to the method that would make this fieldwork enquiry more reliable. [2]
(e) Explain one reason why the data from this single Tuesday morning may not represent usual traffic conditions in the study area. [2]

Fig. 1 shows a proposed renewable-energy scheme near Ouarzazate, Morocco. Mirrors concentrate sunlight onto a receiver, heating a fluid that produces steam. The steam turns a turbine connected to a generator. Electricity is carried by power lines to towns. Engineers claim that the scheme can help reduce global carbon emissions, although local people have raised questions about land and water use.

(a) State the energy source used in this scheme. [1]
(b) Describe the sequence of energy transfers from the receiver to electricity in Fig. 1. [2]
(c) Explain one global advantage and one local disadvantage of constructing this solar-power scheme. [2]
(d) Suggest one way planners could reduce conflict with local communities. [1]

Fig. 1 is a proportional-symbol map from a study of water use in four villages on the edge of the Sahel. Each circle represents daily water collected from a borehole. The students used household interviews and measured the number of containers carried home. The map is useful for seeing differences between villages, but the class also checked that households had been sampled at each settlement.

(a) State the village with the greatest daily water collection. [1]
(b) Suggest why a proportional-symbol map is more suitable than a simple location map for these data. [2]

A fieldwork notebook contains the flow diagram in Fig. 1. It was produced by students investigating how rainwater moves through an urban catchment after heavy rainfall. They stood at a culvert where water from roofs and roads entered a small stream. The diagram is used to help them distinguish between rapid surface movement and slower underground movement before they analyse discharge data.

(a) State the name given to water flowing over the ground into the stream. [1]
(b) Explain why a paved road is likely to increase this flow during a storm. [2]

The table below shows rainfall data collected for a drought study in northern Nigeria. A farming cooperative compared the wet-season total with the long-term mean before deciding how much millet seed to distribute. The data were shared with students completing a fieldwork enquiry into the effects of unreliable rainfall on rural livelihoods.

(a) State the wet-season rainfall shown for 2024. [1]
(b) Calculate the difference between the long-term mean rainfall and the 2024 rainfall. Show your working. [2]
(c) Explain two likely impacts of the 2024 rainfall data on millet farmers. [2]

After an offshore earthquake near the island of Seram, a tsunami warning centre issued messages to villages on the coast. Fig. 1 is a diagram used in a community meeting. It shows how waves change as they travel from deep water towards a beach. The map reference for the school evacuation point was printed on each warning card, and students practised the route during a fieldwork exercise.

(a) State the natural event that can trigger a tsunami. [1]
(b) Describe one change to the tsunami wave shown as it enters shallow water. [2]
(c) Suggest two actions villagers should take after receiving an official tsunami warning. [2]

Fig. 1 shows a simplified map used by students completing a fieldwork enquiry in the Thar Desert, India. They investigated how a new surfaced road and a solar-powered borehole changed access to water for three hamlets. Distances on the map are in kilometres. During interviews, residents said that some families had reduced the number of goats kept near the borehole.

(a) State which hamlet is nearest to the borehole. [1]
(b) Describe two advantages that the new road could bring to the settlement shown on the map. [2]
(c) Explain two environmental problems that may result if many livestock gather around one borehole. [4]

The diagram shows a community-led upgrading project in an informal settlement in Accra. Local residents marked locations where drains were blocked, then worked with the city authority to install a surfaced footpath and shared water point. Fig. 1 shows the changes along one narrow lane after the rainy season.

(a) State the type of settlement shown in Fig. 1. [1]
(b) State two benefits of covering the drain. [2]

Fig. 1 is a sketch map made from a drone image of a former dockyard in Liverpool. The land had warehouses and contaminated ground before regeneration began. The city council plans housing, a park and workspaces on the brownfield site, rather than allowing construction on nearby farmland.

(a) State the term used for redevelopment of previously used urban land. [1]
(b) State two advantages of using this dockyard site rather than a greenfield site. [2]

Read Fig. 1, which is an annotated sketch drawn during a study of tourism on Santa Cruz Island in the Galapagos. Visitors arrive by boat at a small pier and follow a marked path to view nesting seabirds. A ranger station checks that visitors remain on the path. However, the students also noted litter near the pier and several tour boats waiting offshore. The fieldwork enquiry considered how ecotourism could support conservation.

(a) State one piece of evidence in Fig. 1 that tourists are being managed. [1]
(b) Explain one environmental benefit of keeping visitors on the marked path. [2]
(c) Suggest two actions that tour operators could take to make visits more sustainable. [2]

In northern Kenya, a non-government organisation monitored a drought-resilience project in a pastoral village. Fig. 1 shows the water system installed after several years of unreliable rainfall. Rainwater from a school roof is directed into a covered storage tank. A solar pump then lifts stored water to a raised trough for goats and cattle. Students studying the project were asked to consider both the benefits and limitations of this method.

(a) State the source of energy used by the pump. [1]
(b) Explain one way the water system could improve food security for pastoral households. [2]
(c) Suggest two reasons why this project may not fully solve water shortages during a long drought. [2]

The diagram shows a simplified global supply chain for a mobile phone used by a student in the United Kingdom. Minerals are extracted in several low-income countries, parts are assembled in East Asia and used phones may later be sent to a recycling centre. This case study was used in a school study of globalisation and unequal development. The width of each arrow indicates the movement of materials, products or money.

(a) State the country where the phones are assembled. [1]
(b) Explain one reason why a company may choose to assemble phones in Vietnam rather than in the UK. [2]
(c) Suggest two ways in which consumers can reduce the environmental impact of the supply chain shown in Fig. 1. [2]