O-LevelGeographyEconomic development2217/13 · Oct/Nov 2014 · Q525 Marks

Study Fig. 7, which shows information about the percentage of the population which has access to a clean water supply and improved sanitation in Africa. [Figure 5.1]

(a)(i)Circle the country in the following list which has the best access to both clean water and improved sanitation. Egypt Mali South Africa Zambia[1]
(a)(ii)Complete Fig. 7 by using the following information: 54% of the population of Nigeria has access to clean water; 35% of the population of Nigeria has access to improved sanitation.[2]
(a)(iii)Explain how sanitation can be improved in an LEDC.[3]
(a)(iv)Describe four different ways in which water supplies can be increased in a country.[4]
(b)(i)Using evidence from Fig. 8 only, describe the changes which took place to Lake Chad between 1963 and 2001.[3]
(b)(ii)Suggest the likely impacts of the changes to Lake Chad on local people.[5]
(c)For a named country or area you have studied, identify a form of energy which is used. Describe how its use threatens the natural environment. Name of country or area[7]

This question uses a diagram from the original paper, which isn't shown here. Open the full paper from the past papers archive to see it.

Mark scheme

Marking points from the official mark scheme (Oct/Nov 2014). The mark or mark type is shown in brackets.

[1] (a)(i) Egypt; 1 mark
[2] (a)(ii) On map N.B.: must be the same as the key and be drawn in the correct direction. 2 @ 1 mark
[3] (a)(iii) • installation of running water/build water pipes/plumbing/taps; • sewage pipes/sewage systems; • build toilets; • sewage treatment works; • showers/sinks/baths; • use soap or cleaning products; • educate people about hygiene or examples; etc. 3 @ 1 mark
[4] (a)(iv) Ideas such as: • dams/reservoirs; • use of aquifer/underground water/wells/bore holes; • desalinisation; • import of water/donation of bottled water; • use pipelines to transfer water from one part of the country to another; • cloud seeding; • collection in (rooftop) tanks; • purification of water sources/treatment plants; • repair leaking pipes; • any conservation technique; (Max.1) etc. 4 @ 1 mark
[3] (b)(i) Ideas such as: • smaller size of lake as years progress/parts of lake have dried up; • totally disappeared from Niger and Nigeria/2001 only in Cameroon and Chad/disappeared from North or North West/only in South or South East; • use of figs for scale accept any reasonable idea to show distance/percentage of lake left or lost e.g. 75+% lost; • vegetation covering where lake used to be; etc. 3 @ 1 mark
[5] (b)(ii) Ideas such as: • there is less water (supply); • for drinking/washing/sanitation/cooking; • death/dehydration; • less water available for irrigation/gardens die; • reduction of food supply/yields/death of crops/starvation; • poorer pasture for animals; • need to migrate; • less areas to fish; • more land for cultivation/settlement; • can't use for transportation; etc. 5 @ 1 mark or development
[7] (c) Levels marking Level 1 (1–3 marks) Statements including limited detail which describe how use of chosen form of energy threatens the natural environment. Level 2 (4–6 marks) Uses named example. More developed statements which describe how use of chosen form of energy threatens the natural environment. (N.B. Max 5 if no named example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements, including some place specific reference. Content Guide: Answers are likely to refer to; Atmospheric pollution, Threats to species, Global warming, Acid rain etc. Place specific reference is likely to consist of: Locational details; Named species and locations; Other areas impacted by global warming etc. N.B.: Can include exploration and transportation of the chosen energy type.