Cambridge International AS & A Level

GEOGRAPHY 9696/21
Paper 2 Core Human Geography May/June 2023
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 17 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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AS Level Geography 9696 (Paper 1 and Paper 2) specific marking instructions

Examiners must use the following annotations:

Annotation Meaning Use

Correct point Point-marked questions only:

Section A, Section B part (a)

Incorrect Point-marked questions only:

Section A, Section B part (a)

Level 4 Levels-marked questions only:

Section B part (c)

Level 3 Levels-marked questions only:

Section B parts (b) and (c)

Level 2 Levels-marked questions only:

Section B parts (b) and (c)

Level 1 Levels-marked questions only:

Section B parts (b) and (c)

Level 0 – No creditable response Levels-marked questions only:

Section B parts (b) and (c)

Highlight Creditworthy part of an extended Levels-marked questions only:

response Section B parts (b) and (c)

Evaluative point Levels-marked questions only:

Section B part (c)

Omission or further All questions

development/detail needed to gain
credit

Unclear or validity is doubted All questions

Developed point All questions

Appropriate example or case study All questions

given

Irrelevant All questions

Material that does not answer the All questions

question

Highlighting a significant part of an Levels-marked questions only:

extended response – to be used with Section B parts (b) and (c)

another annotation e.g. or

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1. Diagram or essay plan has been 1. Any diagrams or essay plans

seen but no specific credit given

2. Additional page has been checked 2. All blank pages in the provided generic
answer booklet and/or extension answer
booklet(s).

Rubric error Optional questions only (place at start of

question not being credited):
Section B (Candidates answer one
question)

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Section A

Answer all questions in this section. All questions are worth 10 marks.

Population

Question Answer Marks

1(a) Fig. 1.1 shows the age/sex structure for the world in 1980. Fig. 1.2 3
shows the age/sex structure for the world in 2020.

Using Fig. 1.1 and Fig. 1.2, calculate the difference in the percentage of
population 80 years and over between 1980 and 2020. Show your
working.

1980 = 0.7% (1), 2020 = 1.7% (1), change = increase by 1% (1)

1(b) Using Fig. 1.1 and Fig. 1.2, compare the shape of the two age/sex 3
structures.

Candidates should offer evidence from Fig. 1.1 to support the comparison.
Max. 1 mark if no direct comparison.

Comparison could include:

 1980 has a wide base (12.3%) whilst 2020 has a narrower base (8.7%)
 1980 has a triangular progressive shape whilst 2020 is more even
having a static shape
 1980 stops at 90–94 whilst 2020 stops at 95–99
 1980 gets steadily less as age group increases but 2020 has a bulge at
30–34
 Both similar in M/F balance

1 mark for a simple comparison point. Max. 2 if no use of data or if no

reference to shape.

1(c) Explain why birth rates are decreasing in many countries. 4

Reasons may include factors (environmental, economic, social and political)

which are contributory to decreasing birth rates such as:
 Greater use of birth control
 Reduced infant/child mortality
 Greater education especially of females
 More working females with career aspirations
 Increased cost of bringing up children
 More materialistic culture
 Less need for child labour or to support elderly
 Ageing population
 Government policy

1 mark for a simple reason or 2 marks for a developed reason (with detail
or an example), to the maximum.

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Migration

Question Answer Marks

2(a)(i) Table 2.1 shows the top 10 sources of migrants into the USA, an HIC in 1
North America, in 1990 and 2013.

Using Table. 2.1, state the country that has:

shown the greatest increase as a source of migrants

Mexico

2(a)(ii) Using Table. 2.1, state the country that has: 1

shown no change as a source of migrants.

Canada

2(b) Using Table 2.1, describe the distribution of sources of migrants 3

shown in 2013.

Candidates should offer data from Fig. 2.1 to support the description.

Points may include:

 5 of the sources are near neighbours of the USA
 5 of the sources are in Asia
 None from Europe
 7 are MICs, 3 HICs and no LICs

1 mark for a simple point or 2 marks for a developed point with supporting
data from Fig. 1.1, to the maximum.

2(c) Suggest why Mexico is a large source of migrants into the USA. 5

Reasons could include:

 Next door to USA – shorter distance than anywhere else
 Significant difference in standard of living between the two countries
 Many Mexicans have already migrated to the USA, so a lot of chain
migration
 Long porous border – difficult to police
 Much of SW USA has a Mexican (Hispanic) culture and language
 Lots of low skilled jobs available for ‘cheap’ labour
 Chance to send remittances home
 Safety and political stability
 Also accept relevant push and pull factors

1 mark for a simple point or 2/3 marks for a point with development (with
detail or an example), to the maximum.

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Settlement dynamics

Question Answer Marks

3(a)(i) Fig. 3.1 shows the cities with over 1 million population in Nigeria, an 1
MIC in West Africa, in 2021.

Using Fig. 3.1, state the number of cities with populations:

between 3 and 4 million.

3(a)(ii) Using Fig. 3.1, state the number of cities with populations: 1
between 1 and 2 million.

3(b) Using Fig. 3.1, what evidence is there for a hierarchy of cities in 3
Nigeria?

Candidates should offer data from Fig. 3.1 to support the comparison.

 There is one large city (Lagos with almost 15 million) then two around
3–4 million and five between 1–2 million. This suggests a hierarchy of
power 2
 It is an unbalanced (primate city) hierarchy as the largest city is more
than twice the size of the second city
 Accept any that say why there is no evidence for a hierarchy

1 mark per point or 2 marks if data is used.

3(c) Explain the causes of the growth of world cities. 5

A world city, also called a power city, global city, alpha city or world centre,
is a city which is a primary node in the global economic network.
Candidates are free to develop their own explanation.

Causes could include:

 International transport hub – especially airlines/telecommunications
 Centre for world trade and finance
 Historical factors e.g. base for colonialism
 Centre for media and communication hub/cultural hub
 HQs for many TNCs/international organisations
 Major manufacturing centre
 Centre for world class universities/education
 Political influence

Candidates may focus on general city growth, but this is too limited for
credit. Answers should show some awareness of what a world city is to
achieve a mark.

1 mark for a simple point or 2 marks for a point with development (with
detail or an example), to the maximum.
If purely description, then max. 2 marks.

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Section B

Answer one question from this section. All questions are worth 30 marks.

Population

Question Answer Marks

4(a) Outline the concepts of carrying capacity and optimum population. 7

The carrying capacity of an environment is the maximum population size

(1) of a biological species that can be sustained in that specific environment
(1) given the food, habitat, water, and other resources available (1).

The optimum population is a concept where the human population is able

to balance maintaining a maximum population size (1) with optimal
standards of living for all people (1). Although some link it to the best use of
resources or highest level of income (1).

2 marks per description with up to 2 marks each for further development

such as examples.

Max. 4 marks if only one term described.

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Question Answer Marks

4(b) With the aid of examples, explain how overpopulation can occur. 8

Overpopulation of an area is when there are too many people for the
amount of food, materials, and space available there. Carrying capacity is
exceeded.

The explanation may look at the balance between population and resources:
 Increased population due to high natural increase or migration
 Increased levels of consumption by the population
 Failure in the resource base due to a climatic or geological hazard e.g.
drought
 Exhaustion of the resource base e.g. soils become exhausted

Max. 3 marks for a generic response without examples. Link to resources

needed to get into Level 3.

Award marks based on the quality of explanation and breadth of the

response using the marking levels below.

Level 3 (6–8)
Response clearly explains how overpopulation can occur. Response is well
founded in detailed knowledge and strong conceptual understanding of the
topic. Examples used are appropriate and integrated effectively into the
response.

Level 2 (3–5)
Response explains how overpopulation can occur. Response develops on a
largely secure base of knowledge and understanding. Examples may lack
detail or development.

Level 1 (1–2)
Response is largely descriptive about how overpopulation can occur.
Knowledge is basic and understanding may be inaccurate. Examples are in
name only or lacking entirely.

Level 0 (0)
No creditable response.

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Question Answer Marks

4(c) ‘Population will always grow to exceed food supply.’ 15

With the aid of examples, how far do you agree?

Candidates are free to develop their own approach to the question and
responses will vary depending on the approach chosen. Whichever
approach is chosen, essays which address the question and support their
argument with relevant examples will be credited. There may be detailed
consideration of a case study/one or more examples, or a broadly conceived
response, drawing on several examples to illustrate the factors involved.

Candidates may base their answers on the models proposed by Malthus

(where population does exceed resources) and Boserup (where population
stimulates resources) but this is not a requirement.

There should be a recognition that this may vary with time, location, type of
environment and the nature of the population. A sound approach would be
to contrast LICs and HICs and acknowledge the inequalities that exist.

Award marks based on the quality of the response using the marking levels
below.

Level 4 (12–15)
Response thoroughly discusses the extent to which population will always
grow to exceed food supply. Examples used are appropriate and integrated
effectively into the response. Response is well founded in detailed
knowledge and strong conceptual understanding of the topic.

Level 3 (8–11)
Response discusses the extent to which population will always grow to
exceed food supply but may be unbalanced. Examples may lack detail or
development. Response develops on a largely secure base of knowledge
and understanding.

Level 2 (4–7)
Response shows general knowledge and understanding of the extent to
which population will always grow to exceed food supply. Response is
mainly descriptive or explanatory with limited use of examples and
understanding of the topic may be partial or inaccurate. Some concluding
remarks. General responses without the use of example(s) will not get
above the middle of Level 2 (6 marks).

Level 1 (1–3)
Response may broadly discuss population issues but does not address the
question and does not come to a convincing conclusion. Response is
descriptive, knowledge is basic and understanding is poor.

Level 0 (0)
No creditable response.

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Population/Migration

Question Answer Marks

5(a) Compare the characteristics of economic migration flows with the 7

characteristics of refugee flows.

The focus is on characteristics rather than explaining the two terms. Max. 3
marks if no comparison or if description of the flows.

Characteristics could include:

Characteristic Economic migration Refugee flows

flows

Cause Pull – e.g. higher Push e.g. fear of

incomes violence

Distance Flexible Short – usually nearest

safe haven

Destination HICs – usually cities Anywhere that is safe

Duration Years or may be Most are short-term until

permanent peace returns

Transport Often by air and sea Often walk

Volume Low High

Frequency Low In bursts

Structure Single person Families

Age Young All ages

Gender balance More males Mix/variety

1 mark for a simple comparison point or 2 marks for a point with

development (with detail or an example), to the maximum.

Two separate accounts, max. 4 marks.

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Question Answer Marks

5(b) With the aid of examples, suggest why refugee flows may increase in 8
the future.

This question is about the cause of refugee flows and why such causes may
be more frequent in the future. It is speculation but should be grounded in
current trends such as:

 Increased levels of conflicts between distinctive groups within a country

 Increased conflicts between states often over decreasing resources e.g.
water wars
 Climatic refugees due to global warming effects e.g. to escape rising
sea levels/disease
 To escape from natural disasters e.g. earthquakes, hurricanes etc. –
partly caused by increased numbers of people living in disaster prone
areas
 To escape persecution
 Easier for refugees to flee e.g. improved transport links
 Greater international aid for refugees

Max. 3 marks for a generic answer without examples/or where examples

are not refugees.

Award marks based on the quality of explanation and breadth of the

response using the marking levels below.

Level 3 (6–8)
Response clearly explains why refugee flows may increase in the future.
Response is well founded in detailed knowledge and strong conceptual
understanding of the topic. Examples used are appropriate and integrated
effectively into the response.

Level 2 (3–5)
Response explains why refugee flows may increase in the future. Response
develops on a largely secure base of knowledge and understanding.
Examples may lack detail or development.

Level 1 (1–2)
Response is largely descriptive about how refugee flows may increase in
the future. Knowledge is basic and understanding may be inaccurate.
Examples are in name only or lacking entirely.

Level 0 (0)
No creditable response.

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Question Answer Marks

5(c) With the aid of examples, assess the extent to which refugee flows 15
impact more on receiving/destination areas in LICs/MICs than on
receiving/destination areas in HICs.

Candidates are free to develop their own approach to the question and
responses will vary depending on the approach chosen. Whichever
approach is chosen, essays which address the question and support their
argument with relevant examples will be credited. There may be detailed
consideration of a case study/one or more examples, or a broadly conceived
response, drawing on several examples to illustrate the factors involved.

The impacts of refugees depend on several factors such as:

 Volume of refugees
 Characteristics of refugees
 Culture of refugees compared to that of receiving/destination area
 Wealth of receiving/destination area
 Resources of the receiving/destination area
 History of previous refugee flows to receiving/destination area
 Environment of the reception area
 Political stance of receiving government

The level of impact may be considered to vary spatially, between groups of

people and over time. Impacts may be demographic, economic, social,
political and environmental.

Award marks based on the quality of the response using the marking levels
below.

Level 4 (12–15)
Response thoroughly discusses the extent to which refugee flows impact
more on receiving/destination areas in LICs/MICs than on
receiving/destination areas in HICs. Examples used are appropriate and
integrated effectively into the response. Response is well founded in
detailed knowledge and strong conceptual understanding of the topic.

Level 3 (8–11)
Response discusses the extent to which refugee flows impact more on
receiving/destination areas in LICs/MICs than on receiving/destination areas
in HICs but may be unbalanced. Examples may lack detail or development.
Response develops on a largely secure base of knowledge and
understanding.

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Question Answer Marks

5(c) Level 2 (4–7)

Response shows general knowledge and understanding of the extent to
which refugee flows impact more on receiving/destination areas in
LICs/MICs than on receiving/destination areas in HICs. Response is mainly
descriptive or explanatory with limited use of examples and understanding
of the topic may be partial or inaccurate. Some concluding remarks. General
responses without the use of example(s) will not get above the middle of
Level 2 (6 marks).

Level 1 (1–3)
Response may broadly discuss refugee flows but does not address the
question and does not come to a convincing conclusion. Response is
descriptive, knowledge is basic and understanding is poor.

Level 0 (0)
No creditable response.

Settlement dynamics

Question Answer Marks

6(a) Describe how environmental factors affect the location of activities 7

within urban areas.

Activities can include residential, commercial, manufacturing, infrastructure

etc. but the stress is on the environmental factors that influence their
location such as:
 Climate e.g. aspect – high class residential have sunny locations
 Relief – industry needs flat land, but defence needs steep slopes
 Drainage – rivers attract port activities, but poor drainage can repel
activities
 Vegetation – woodlands attract recreation (parks) and high class
residential
 Geology – strong bedrock is needed to support heavy industry.
Activities avoid areas prone to mass movement. Mineral deposits may
attract extraction activities such as a coal mine
 Soil type – well drained gravel soils are ideal for buildings
 Pollution – e.g. wind direction blows pollution away

1 mark per descriptive point with up to 2 marks for further development

such as examples.

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Question Answer Marks

6(b) With the aid of examples, explain how and why the location of retailing 8
in cities has changed over time.

Candidates may base their explanations in HICs or LICs/MICs or a mix of

both.

It is a two-part answer. How has the location of retailing changed which

could include:
 Movement to urban fringe/out-of-town
 High-end retailing increasingly focused in CBD
 Increased location in malls
 Increasingly based not in a shop but online

Why involves the explaining of one or more of these changes. This could
include:
 To escape high rents/taxes in the CBD
 To better meet the needs of customers
 To gain more floor space at a cheaper price
 Easier access/parking for customers and suppliers
 Government planning restrictions
 To gain greater linkage or comparison with other retailers

Max. 3 marks for a generic answer without exemplar content or if one of the
components (how or why) are clearly missing.

Award marks based on the quality of explanation and breadth of the

response using the marking levels below.

Level 3 (6–8)
Response clearly explains how and why the location of retailing in cities has
changed over time. Response is well founded in detailed knowledge and
strong conceptual understanding of the topic. Examples used are
appropriate and integrated effectively into the response.

Level 2 (3–5)
Response explains how and why the location of retailing in cities has
changed over time. Response develops on a largely secure base of
knowledge and understanding. Examples may lack detail or development.

Level 1 (1–2)
Response is largely descriptive about how the location of retailing in cities
has changed over time. Knowledge is basic and understanding may be
inaccurate. Examples are in name only or lacking entirely.

Level 0 (0)
No creditable response.

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Question Answer Marks

6(c) With the aid of examples, how far do you agree that Central Business 15
Districts (CBDs) are in decline?

Candidates are free to develop their own approach to the question and
responses will vary depending on the approach chosen. Whichever
approach is chosen, essays which address the question and support their
argument with relevant examples will be credited. There may be detailed
consideration of a case study/one or more examples, or a broadly conceived
response, drawing on several examples to illustrate the factors involved.

Candidates may look at ‘decline’ in terms of population, land uses, activity,

land value, pedestrian/traffic flows etc. or possibly contrast these aspects.

CBDs are in a state of change. Once centres for retailing, commerce and
offices, both the movement out to the suburbs and the online revolution
threaten their central pivotal role in the urban structure and lead to decline in
activity. There is some hope for this central area possibly based around:
 Entertainment and recreational functions – could involve re-imaging
 As a tourist centre (as still a transport hub plus historical/cultural
aspects)
 As high-class residential
 Universities/educational establishments
 Government functions/offices
 Providing personal services e.g. beauty parlours
 Large amount of investment in the CBD, so in the interests of investors
and governments to find a use for such a central area

Award marks based on the quality of the response using the marking levels
below.

Level 4 (12–15)
Response thoroughly discusses the extent to which Central Business
Districts (CBDs) are in decline. Examples used are appropriate and
integrated effectively into the response. Response is well founded in
detailed knowledge and strong conceptual understanding of the topic.

Level 3 (8–11)
Response discusses the extent to which Central Business Districts (CBDs)
are in decline but may be unbalanced. Examples may lack detail or
development. Response develops on a largely secure base of knowledge
and understanding.

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Question Answer Marks

6(c) Level 2 (4–7)

Response shows general knowledge and understanding of the changing
Central Business District (CBD). Response is mainly descriptive or
explanatory with limited use of examples and understanding of the topic
may be partial or inaccurate. Some concluding remarks. General responses
without the use of example(s) will not get above the middle of Level 2 (6
marks).

Level 1 (1–3)
Response may broadly discuss the Central Business District (CBD) but
does not address the question and does not come to a convincing
conclusion. Response is descriptive, knowledge is basic and understanding
is poor.

Level 0 (0)
No creditable response.

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