gce as/a level geography specimen assessment materials 2009

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GENERAL CERTIFICATE OF EDUCATION TYSTYSGRIF ADDYSG GYFFREDINOL 2009 - 2010 GEOGRAPHY SPECIMEN QUESTION PAPERS SPECIMEN MARKING SCHEMES

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GENERAL CERTIFICATE OF EDUCATION TYSTYSGRIF ADDYSG GYFFREDINOL

2009 - 2010

GEOGRAPHY

SPECIMEN QUESTION PAPERS SPECIMEN MARKING SCHEMES

GCE GEOGRAPHY Specimen Assessment Materials 3

Contents

Page Question Papers G1 Changing Physical Environments 5 G2 Changing Human Environments 11 G3 Contemporary Themes and Research in Geography 17 G4 Sustainability 25 G4 Resource Folder 27 Mark Schemes G1 Changing Physical Environments 42 G2 Changing Human Environments 48 G3 Contemporary Themes and Research in Geography 57 G4 Sustainability 72

GCE GEOGRAPHY Specimen Assessment Materials 5

WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced Subsidiary

CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol

Uwch Gyfrannol

GEOGRAPHY

G1 - CHANGING PHYSICAL ENVIRONMENTS

SPECIMEN PAPER

(1 hour 30 minutes)

ADDITIONAL MATERIALS In addition to this examination paper, you will need an answer book. INSTRUCTIONS TO CANDIDATES Answer all three questions. Write your answers in the separate answer book provided. Write your name, centre number and candidate number in the spaces at the top of the answer

book. INFORMATION FOR CANDIDATES Each question carries 25 marks. The number of marks is given in brackets at the end of each question or part-question. You are reminded that assessment will take into account the quality of written communication

used in your answers. No certificate will be awarded to a candidate detected in any unfair practice during the

examination. THIS PAPER REQUIRES THAT YOU MAKE THE FULLEST POSSIBLE USE OF EXAMPLES IN SUPPORT OF YOUR ANSWERS. SKETCH-MAPS AND DIAGRAMS SHOULD BE INCLUDED WHERE RELEVANT.

GCE GEOGRAPHY Specimen Assessment Materials 6

GEOGRAPHY

G1 - CHANGING PHYSICAL ENVIRONMENTS Answer all questions

Make the fullest possible use of examples in support of your answers.

Question 1

Figure 1 Changes in the Gangotri Glacier, India

http://rst.gsfc.nasa.gov/Sect16/Sect16_2.html (a) Use the information in Figure 1, to outline changes that have taken place in the position of

the glacier front between 1780 and 2001. (1.3) [5] (b) Outline the possible impacts of changing sea levels on people. (1.4) [10] (c) How can individuals attempt to reduce the impacts of climatic change?

(1.5) [10]

GCE GEOGRAPHY Specimen Assessment Materials 7

Figure 2 Deposition of sediment on the Ok Tedi riverbed at Tabubil, Papua New Guinea

Miners never miss an occasion to mention the landslides in the mountain areas that may fill a river bed in an instant. However, the occasional landslides must not be compared to the steady dumping of mine waste. The river bed and flood plain are never given a chance to recover to normal conditions as a result of the mine workings on the valley sides upstream. (a) Use Figure 2 to outline how human activity may lead to the flooding of rivers such as the Ok

Tedi. (2.5) [5] (b) Explain how physical factors can influence the severity of flooding. (2.5) [10]

(c) Outline the advantages and disadvantages of a flood management scheme. (2.6) [10]

GCE GEOGRAPHY Specimen Assessment Materials 8

Question 3

Figure 3 World average change of surface temperature

Te

mpe

ratu

re C

hang

e ºC

running mean

average temperature change, relative to the average 1951 - 1980

GCE GEOGRAPHY Specimen Assessment Materials 9

Figure 4

(a) Describe the trends shown on Figure 3. [7]

(b) Study Figure 4. Outline two additional pieces of information or data needed for

further research into changes in greenhouse gas emissions since 1999. [8]

(c) Discuss the importance of obtaining accurate and reliable data for an investigation into a changing physical environment that you have carried out. [10]

GCE GEOGRAPHY Specimen Assessment Materials 11

WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced Subsidiary

CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol

Uwch Gyfrannol

GEOGRAPHY

G2 – CHANGING HUMAN ENVIRONMENTS

SPECIMEN PAPER

(1 hour 30 minutes)

ADDITIONAL MATERIALS In addition to this examination paper, you will need a Resource Folder. INSTRUCTIONS TO CANDIDATES Answer all three questions. Write your answers in the separate answer book provided. Write your name, centre number and candidate number in the spaces at the top of the answer

book. INFORMATION FOR CANDIDATES Each question carries 25 marks. The number of marks is given in brackets at the end of each question or part-question. You are reminded that assessment will take into account the quality of written communication

used in your answers. No certificate will be awarded to a candidate detected in any unfair practice during the

examination. THIS PAPER REQUIRES THAT YOU MAKE THE FULLEST POSSIBLE USE OF EXAMPLES IN SUPPORT OF YOUR ANSWERS. SKETCH-MAPS AND DIAGRAMS SHOULD BE INCLUDED WHERE RELEVANT.

GCE GEOGRAPHY Specimen Assessment Materials 12

G2 – CHANGING HUMAN ENVIRONMENTS Answer all questions

Make the fullest possible use of examples in support of your answers.

Question 1 Figure 1 Population statistics

Country Births per

1000 population

Deaths per 1000

population

Population under 15

years of age (%)

Population 15 to 64

years of age (%)

Population 65 years of age and over (%)

Total population ( millions)

in 2003 United

Kingdom 11 10 19 65 16 59.2

Italy 9 10 14 67 19 57.2

Jamaica 21 7 31 62 7 2.6

Source: 2003 World Population Data Sheet (Population Reference Bureau)

(a) For each country in Figure 1, identify which stage of the demographic transition model is represented by the data. Justify your choice. (1.2) [5]

(b) Explain how characteristics of migrations may vary. (1.3) [10] (c) Outline the consequences of flows of refugees and asylum seekers into developed countries.

(1.4) [10]

GCE GEOGRAPHY Specimen Assessment Materials 13

Question 2

Figure 2 A central area of a UK city

(a) With the help of Figure 2 above suggest reasons why land uses are changing in the

central areas of cities. (2.3) [5] (b) Describe two major issues being faced in the Central Business Districts of cities you

have studied. (2.4) [10] (c) Explain why the social structures of either urban or rural settlements are changing.

(2.2) [10]

GCE GEOGRAPHY Specimen Assessment Materials 14

Question 3 Figure 3 The distribution of second homes in part of Wales.

www.leisuretourism.com.

Figure 4 Some features of the physical and human geography of the same area.

GCE GEOGRAPHY Specimen Assessment Materials 15

(a) Use Figures 3 and 4 to describe the distribution of second homes. [7] (b) Outline two additional pieces of information or data needed for a study of second

home ownership. [8] (c) Suggest primary and secondary information that needs to be collected in order to

investigate the problems of remote rural settlements. [10]

GCE GEOGRAPHY Specimen Assessment Materials 17

WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced

CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol

Uwch

GEOGRAPHY

G3 – CONTEMPORARY THEMES AND RESEARCH IN GEOGRAPHY

SPECIMEN PAPER

SECTION A

(1 hour 30 minutes)

ADDITIONAL MATERIALS In addition to this examination paper, you will need one 12-page answer book. INSTRUCTIONS TO CANDIDATES Answer two questions. Answer one question from each of the two selected themes in Section A Write your name, centre number and candidate number in the spaces at the top of the front page of

each answer book. INFORMATION FOR CANDIDATES Each question carries 25 marks. The number of marks is given in brackets at the end of each question or part-question. You are reminded that assessment will take into account the quality of written communication

used in your answers. No certificate will be awarded to a candidate detected in any unfair practice during the

examination. You are reminded that this paper is synoptic and so will draw on your understanding of the

connections between the different aspects of the subject represented in the geography specification.

THIS PAPER REQUIRES THAT YOU MAKE THE FULLEST POSSIBLE USE OF EXAMPLES IN SUPPORT OF YOUR ANSWERS. SKETCH-MAPS AND DIAGRAMS SHOULD BE INCLUDED WHERE RELEVANT.

GCE GEOGRAPHY Specimen Assessment Materials 18

GEOGRAPHY

G3 – CONTEMPORARY THEMES AND RESEARCH IN GEOGRAPHY Answer two questions from Section 1 and one from Section 2.

Make the fullest possible use of examples in support of your answers.

SECTION A: CONTEMPORARY THEMES

Answer one question only from either Theme 1 or Theme 2 or Theme 3

Theme 1 Extreme environments 1.1 Examine the physical characteristics of the desert environment that make it extreme. (1.1) [25] 1.2 Assess the negative impacts of the economic exploitation of extreme environments. (1.2;1.5) [25] Theme 2 Landforms and their management Either, 2. (a) Glacial environments 2.1 Explain how glacier movement results in the production of distinctive landforms. (1.1 and 1.2) [25] 2.2 Examine the main landform changes associated with deglaciation. (1.4) [25] Or, 2 (b) Coastal environments 2.3 Examine the effects of geology on the development of coastal landforms. (1.4) [25] 2.4 Assess the success of strategies used to manage the impact of human activity on the coastal

environment. (1.5 and 1.6) [25] Theme 3: Climatic Hazards 3.1 Assess the short-term and long-term effects of the hazards associated with low pressure

systems. (1.5) [25] 3.2 Assess the effectiveness of strategies used to manage the effects of hazards associated with

high pressure. (1.6) [25]

GCE GEOGRAPHY Specimen Assessment Materials 19

Answer one only from either Theme 4 or Theme 5 or Theme 6

Make the fullest possible use of examples in support of your answers.

Theme 4 Development 4.1 Examine the reasons for the existence of the Development Gap. (1.3) [25] 4.2 Assess the effectiveness of strategies implemented to narrow the Development Gap. (1.6) [25] Theme 5 Globalisation

5.1 Assess the costs and benefits of globalisation to one or more NICs. (1.4) [25] 5.2 Examine the ways by which regions suffering from deindustrialisation attempt to revive their

regional economies. (1.5) [25] Theme 6 Emerging Asia Either, 6 (a) China 6.1 Examine how and why the economy of China has changed in the last thirty years. (1.2) [25] 6.2 "Exploitation of the environment in China is unsustainable". Discuss with reference to

examples you have studied. (1.6) [25] Or, 6 (b) India 6.3 Examine how and why the economy of India has changed in the last thirty years. (1.2) [25] 6.4 "Exploitation of the environment in India is unsustainable". Discuss with reference to

examples you have studied. (1.6) [25]

GCE GEOGRAPHY Specimen Assessment Materials 21

WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced

CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol

Uwch

GEOGRAPHY

G3 – CONTEMPORARY THEMES AND RESEARCH IN GEOGRAPHY

SPECIMEN PAPER

SECTION B

(45 minutes)

ADDITIONAL MATERIALS In addition to this examination paper, you will need one 12-page answer book. INSTRUCTIONS TO CANDIDATES Answer both parts of this question. Write your name, centre number and candidate number in the spaces at the top of the front page of

each answer book. INFORMATION FOR CANDIDATES The question carries 25 marks. The number of marks is given in brackets at the end of each part-question. You are reminded that assessment will take into account the quality of written communication

used in your answers. No certificate will be awarded to a candidate detected in any unfair practice during the

examination. You are reminded that this paper is synoptic and so will draw on your understanding of the

connections between the different aspects of the subject represented in the geography specification.

GCE GEOGRAPHY Specimen Assessment Materials 22

SECTION B: RESEARCH

Answer both parts (a) and (b) of one question from your chosen research section. G3.B.1

Geography of Crime – Topic area: Patterns of criminal activity

1. (a) Outline how information may be collected in an investigation that compares patterns of crime in two districts. [10]

(b) Summarise the main conclusions of your personal research into patterns of criminal

activity and discuss how these conclusions support your initial aims. [15] G3.B.2

Deprivation – Topic area: Deprivation in MEDCs

2. (a) Outline how information may be collected in an investigation that compares patterns of deprivation in two districts of one MEDC. [10]

(b) Summarise the main conclusions of your personal research into deprivation in

MEDCs and discuss how these conclusions support your initial aims. [15]

G3.B.3

Geography of Disease – Topic area: Physical environments and disease

3. (a) Outline how information may be collected in an investigation into the link between physical environments and disease. [10]

(b) Summarise the main conclusions of your personal research into physical

environments and disease and discuss how these conclusions support your initial aims. [15]

G3.B.4 Environmental Psychology – Topic area: Age and environmental perception

4. (a) Outline how information may be collected in an investigation of how different age

groups perceive their local environment. [10] (b) Summarise the main conclusions of your personal research into age and

environmental perception and discuss how these conclusions support your initial aims. [15]

G3.B.5

Leisure & Recreation – Topic area: Social benefits of an area of leisure

5. (a) Outline how information may be collected in an investigation of the social benefits of a country park. [10]

(b) Summarise the main conclusions of your personal research into the social benefits of

an area of leisure and discuss how these conclusions support your initial aims. [15]

GCE GEOGRAPHY Specimen Assessment Materials 23

G3.B.6 Microclimates – Topic area: Rural microclimates

6. (a) Outline how information may be collected in an investigation of a woodland

microclimate. [10]

(b) Summarise the main conclusions of your personal research into rural microclimates and discuss how these conclusions support your initial aims.

[15]

G3.B.7 Atmospheric & Water Pollution – Topic area: Managing pollution incidents

7. (a) Outline how information may be collected in an investigation of a major oil spill at

sea. [10]

(b) Summarise the main conclusions of your personal research into the management of pollution incidents and discuss how these conclusions support your initial aims.

[15]

G3.B.8 Geography of Retailing – Topic area: Retailing in the urban core

8. (a) Outline how information may be collected in an investigation of the challenges faced

by retailers in the urban core. [10]

(b) Summarise the main conclusions of your personal research into retailing in the urban core and discuss how these conclusions support your initial aims. [15]

G3.B.9

Rivers – Topic area: Managing discharge

9. (a) Outline how information may be collected in an investigation of variations in discharge between a managed and an unmanaged stretch of river. [10]

(b) Summarise the main conclusions of your personal research into managing discharge

and discuss how these conclusions support your initial aims. [15]

G3.B.10 Small Scale ecosystems – Topic area: Heathlands and moorlands

10. (a) Outline how information may be collected in an investigation that compares the

characteristics of two heathland ecosystems. [10]

(b) Summarise the main conclusions of your personal research into a moorland or a heathland ecosystem and discuss how these conclusions support your initial aims.

[15]

GCE GEOGRAPHY Specimen Assessment Materials 25

WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced

CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol

Uwch

GEOGRAPHY

G4 –SUSTAINABILITY

SPECIMEN PAPER

(1 hour 45 minutes)

ADDITIONAL MATERIALS In addition to this examination paper, you will need a 12-page answer book and the pre-release

Resource Folder. INSTRUCTIONS TO CANDIDATES Answer all questions. Write your answers in the separate answer book provided. Write your name, centre number and candidate number in the spaces at the top of the answer

book. INFORMATION FOR CANDIDATES The number of marks is given in brackets at the end of each question or part-question. You are reminded that assessment will take into account the quality of written communication

used in your answers. No certificate will be awarded to a candidate detected in any unfair practice during the

examination. You are reminded that this paper is synoptic and so will draw on your understanding of the

connections between the different aspects of the subject represented in the geography specification.

GCE GEOGRAPHY Specimen Assessment Materials 26

GEOGRAPHY

G4 –SUSTAINABILITY

Section A In this section you may use information from the Resource Folder and your own research unless the question directs you otherwise. 1. Select evidence from the Resource Folder to suggest how the population of Honiara may

grow between 2000 and 2015. [10] (Approximately 13 minutes) 2. For an area that you have studied outside the Solomon Islands, explain how one of the

population dynamics shown in the top box of Fig. 7 has led to a shortage of either water or food. [10]

(Approximately 13 minutes) 3. To what extent do the Solomon Islands have the potential to meet future demands for food

and water? [10] (Approximately 13 minutes)

4 'The proposals for the development of the Solomon Islands are not all equally sustainable.' Discuss the extent to which this is true. [25]

(Approximately 31 minutes) Section B In this section you may use information from your studies for AS and A2 Geography as well as from the Resource Folder and your own research to help answer the following question. 5. 'The best way to achieve sustainable development is to use less energy.'

Why might opinions differ over this statement? [25] (Approximately 31 minutes)

GCE GEOGRAPHY Specimen Assessment Materials 27

WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced

CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol

Uwch

GEOGRAPHY G4

SUSTAINABILITY

SPECIMEN

Pre-Release Material

RESOURCE FOLDER

The Soloman Islands The materials in this folder provide information to help make decisions about the sustainable development of the Solomon Islands. You may study these to greater depth, or investigate comparable examples before answering the questions in the G4 paper. INSTRUCTIONS TO CANDIDATES This Folder must be taken into the examination. Do not write anything in this Folder. Work through this Folder to make sure you understand all the resources. You may seek help from your teachers or any other sources in this context. You have to apply your critical understanding to an unfamiliar situation. ADVICE TO CANDIDATES In this synoptic exercise you will be assessed on your ability to synthesise knowledge and understanding and skills derived from your A level course. You will be assessed on the quality of written communication shown throughout the report. You are reminded that assessment will take into account the quality of written communication used in your answers.

GCE GEOGRAPHY Specimen Assessment Materials 28

GCE GEOGRAPHY Specimen Assessment Materials 29

3 Figure 2 Population (millions) in 2000 and 2015 (UN estimate) for selected world cities

City 2000 2015 City 2000 2015

Beijing, China 14.2 19.4 New York, USA 16.6 17.6 Delhi, India 11.7 17.6 Rio de Janeiro, Brazil 10.2 11.6 Dhaka, Bangladesh 10.2 19.0 Singapore 4.2 4.5 Jakarta, Indonesia 13.1 14.3 Sydney, Australia 3.7 4.0 Manila, Philippines 10.8 14.7 Tokyo, Japan 27.9 28.7

Honiara had a population of 47 7000 (0.5 million) in 2000

Figure 3 Development Indicators for the Solomon Islands (Figures for UK and Bangladesh for comparison)

Solomon Islands UK Bangladesh

Total Population (millions) 0.5 58.8 131.3 Birth Rate per (1000) 31.6 10.9 30.0 Death Rate (per 1000) 4.0 10.2 8.5

GDP/capita ($US) 800 27 7000 1900 Primary employment 75% (60%

subsistence) 1% (0% subsistence) 63% (25% subsistence)

Secondary employment 5% 25% 11% Tertiary employment 20% 74% 26%

0 – 14 years 42.4% 18.0% 33.5% 15 – 64 years 54.4% 66.3% 63.1%

65 + years 3.2% 15.7% 3.4% Median age 18.4 years 38.7 years 21.5 years

Average calories/day 2277 3334 2103 Households with clean water 13% 100% 6%

Infections spread by water 34% under 1% 12%

Figure 4 Brief history of the Solomon Islands The islands became independent of the UK in 1978. There was very little development at the time of independence. After independence there was much ethnic violence and crime. This hindered development of water supplies and other infrastructure. Agriculture and industry were hardly developed either. In July 2003 a multinational force helped the government to disarm ethnic military groups and restored peace. aw and order became much better. Since then the government has begun to focus more on development. Most of the population live by subsistence farming. Logging, mineral extraction and oil palm plantations have started to appear since about 1990.

Turn over

GCE GEOGRAPHY Specimen Assessment Materials 30

GCE GEOGRAPHY Specimen Assessment Materials 31

GCE GEOGRAPHY Specimen Assessment Materials 32

6 Figure 8 Selected aspects of the Solomon Islands

GCE GEOGRAPHY Specimen Assessment Materials 33

7

GCE GEOGRAPHY Specimen Assessment Materials 34

8

GCE GEOGRAPHY Specimen Assessment Materials 35

9

GCE GEOGRAPHY Specimen Assessment Materials 36

10 Figure 9 (continued)

Solomon Islands Government Representative

Summary Report on Advice Received

• The present situation cannot be allowed to continue. There are food shortages, people get ill from the water they drink, and they

are very poor. The population is growing too fast, most people are too young to work, and we cannot provide them with an education. The adults are not educated enough to install clean water supplies or develop agriculture.

• We have offers of help from charities, from all kinds of companies, and from

experts from foreign governments. Each one of them makes god sense at the time they are reporting to us, but their ideas often conflict with one another.

• There are advantages in the plans from each of these groups. But they don't

tell us what might happen over time. What might go wrong? Do they know of failures and catastrophes when similar plans have been tried in other places, and they are just not telling us? Who can we trust?

• Some environmental groups tell us that what happens here in the Solomon

Islands might have effects in other places all over the world. But they cannot prove what they claim.

• It is difficult to make a recommendation. We cannot do everything that has

been advised, but we do need to act. I suggest a short delay in making a decision. This time should be used for as much discussion as possible before the government finally makes up its mind.

GCE GEOGRAPHY Specimen Assessment Materials 37

11

GUIDE TO FURTHER STUDY The Resource Folder

You should first of all become familiar with the material in the Resource Folder. Make sure you know where to find particular pieces of information. When answering questions on the G4 paper, it will be helpful if you have further examples, or greater detail from your own studies, to support your answers. Your own studies based on the Resource Folder

Most of the sources of information on page 12 have additional information that will be useful. Some have websites, others have only printed publications. Some have only images and are listed only for copyright purposes. Other books and journals that cover these topics would be helpful. Web searches on the topics raised are likely to provide useful information. The following sites contain additional and more up-to-date information, greater depth and links to further studies that will be helpful: www.adra.org

www.cia.gov/cia/publications/factbook

www.fco.gov.uk

www.free-weather.com

www.fspi.org.fj/affiliates/solomon.htm

www.gdrc.org/oceans/csevilla.html

www.unescap.org/mced2000/pacific/background/freshwater.htm

www.un.org/esa/agenda21/natlinfo/wssd/solomonIslands.pdf

www.wpro.who.int/chips/chip02/sol.htm

www.wwfpacific.org.fj/where_we_work/solomons/index.cfm Differing points of view When looking at original sources it is useful to note why the information was produced. Some organisations have particular interests and produce information to support their point of view. Other organisations may hold other points of view and select different information to support other perspectives. Recognising these will help appreciate that there are differing views over sustainability. Credit will be given for the selective use and manipulation of this data in order to cross reference information, make linkages and evaluate sources. Other parts of the Geography Course It might be helpful in some questions if you can apply knowledge and understanding you have acquired from examples you have studied to new situations such as those in the Resource Folder. These may come from other parts of your Geography course both at AS and A2. Synoptic Questions Some of the questions are synoptic in nature. That means that you need to draw together information from several sources in order to answer a particular question. The sources will include the Resource Folder, your own studies and other parts of your AS and A2 Geography studies.

GCE GEOGRAPHY Specimen Assessment Materials 38

12

Sources of Information

Adventists Development and Relief Agency (ADRA) International

Alamy Ltd (copyright photographs)

American Association for the Advancement of Science

CIA The World Factbook 2005

Foundation of the Peoples of the south Pacific International (FSPI)

Free-Weather.com

GSP Software (copyright images)

HEMA maps

indo.com

Philip's Modern School Atlas 94th Edition

Solomon Islands Ministry national Assessment Report 2002

U.S. Census Bureau

UK foreign & Commonwealth Office

United Nations Department of Economic and Social Affairs

United Nations Human Development Report 2004

World Health Organisation

World Wildlife Fund

GCE GEOGRAPHY Specimen Assessment Materials 39

AS and Advanced Level Geography Mark Schemes

for Specimen Questions

GCE GEOGRAPHY Specimen Assessment Materials 40

ASSESSMENT GRID

GEOGRAPHY Assessment Objectives

Raw Marks (Actual/Notional)

AO1 AO2 AO3

Paper Total Mark

Synoptic ( √)

QWC (√ )

UNIT G 1 12 % 6% 7% Q1 15 7 3 25

Q2 15 7 3 25

Q3 6 4 15 25

TOTAL (Marks) 36 18 21 75 √

AO1 AO2 AO3

UNIT G2 (12 %) (6%) (7%)

Q1 15 7 3 25

Q2 15 7 3 25

Q3 6 4 15 25

TOTAL (Marks) 36 18 21 75 √

AO1 AO2 AO3

UNIT G3 (14%) (8 %) (8 %)

Q1 13 7 5 25

Q2 13 7 5 25

Q3 9 6 10 25

TOTAL 35 20 20 75 √ √

AO1 AO2 AO3

UNIT G4 (6 %) (8%) (6%)

Q 1 4 3 3 10

Q2 3 4 3 10

Q3 4 3 3 10

Q4 7 11 7 25

Q5 6 11 8 25

TOTAL 24 32 24 80 √ √

GCE GEOGRAPHY Specimen Assessment Materials 41

The Assessment of Quality of Written Communication at AS Opportunities for assessment of quality of written communication are found within each of the Assessment Objectives and thus within all questions that demand continuous prose that are marked out of ten. For each of the ten mark questions in G1 and G2, the following criteria for quality of written communication should be applied to the levels assessment. Mark Band Criteria for the Assessment of Quality of Written Communication for 10 mark questions at AS Level 1 • Information is randomly organised and lacks clarity.

• Statements are brief and bald and the language is simplistic with limited use of geographical vocabulary.

• Spelling, punctuation and grammar are weak with errors that may be intrusive.

Level 2 • Information is relatively clear but points and arguments are not always direct or logically developed.

• The use of geographical vocabulary is variable and prose style may lack precision or accuracy.

• There are some errors of spelling, punctuation and grammar that may make the meaning unclear.

Level 3

• Information is organised clearly and coherently and arguments are logically developed and tightly structured.

• Candidate writes in continuous prose using relevant and accurate geographical vocabulary.

• There are relatively few errors of spelling, punctuation and grammar.

GCE GEOGRAPHY Specimen Assessment Materials 42

AS GEOGRAPHY

G1 – CHANGING PHYSICAL ENVIRONMENTS

MARK SCHEME Question 1 (a) Use the information in Figure 1 to outline changes that have taken place in the position

of the glacier front between 1780 and 2001. (1.3) [5]

Answers should make reference to the retreat of the glacier, which is worth one mark. Other credit can be given for descriptions that use the amount of retreat using the scale on the satellite image. Final marks are for rate of retreat using the scale and the years. Look for the variations here – increased speed of retreat plus comment on changes in recent years One mark for a valid comment with an extra mark for development that may take the form of evidence from the resource.

(b) Outline the possible impacts of changing sea levels on people. (1.4) [10]

Answers could address a variety of possible impacts and will vary according to the emphasis given. The impacts chosen may refer to demography, economy, society and communications. Demographics may refer to migrations and deaths; economy could examine impacts on tourism and agriculture; social could look at the way of life of traditional societies whilst others may refer to disruption of transport systems in floods. The emphasis of the question is on outline but accept reference to how global warming leads to these impacts rather than a pure description of the impacts. Expect a wide range of examples that could use depth in a small number or breadth with a variety of examples to illustrate explanatory points. Level 1 (0 –3)

Gives limited explanation of the impacts. Explanations are in simplistic format that lacks development. Exemplar material is limited.

Level 2 (4 – 7)

Explanations of impacts are sound. Shows some ability to develop points made. Some knowledge of examples.

Level 3 (8 – 10)

Detailed explanation of impacts that shows understanding. Integrated use of relevant and developed examples.

GCE GEOGRAPHY Specimen Assessment Materials 43

(c) How can individuals attempt to reduce the impacts of climatic change? (1.5) [10]

Answers should show an understanding of the strategies used by individuals although these may be in unequal proportions. Individuals may address the issue through measures to cut down on the use of energy or the type of energy used. Alternative transport, energy conservation, ecovillages and renewable energy forms such as tidal power may form the basis of many answers. There may however be candidates who take a broader view who look at migrations from areas that suffer from areas experiencing extreme climatic events. Some candidates may discuss the role of individuals in pressure groups. Other valid approaches may be attempted and should be given credit. Expect a variation in the detail of explanations and descriptions, as different examples will have been used to illustrate the topic Level 1 (0 – 3)

Gives limited explanation of strategies. Explanations in simplistic format that lacks development.

Level 2 (4 – 7)

Explanations of strategies are sound. Shows some ability to develop points made. Lacks balance. Some use of examples.

Level 3 (8 – 10)

Detailed explanation of strategies that shows understanding. Balanced development of both elements. Well founded in examples.

Question 2 (a) Use Figure 2 to outline how human activity may lead to the flooding of rivers such as the

Ok Tedi. (2.5) [5]

The question is looking for an understanding that human activity can add significantly to the load of a river so that deposition takes place and reduces the capacity of the channel. Allow credit for the origin of the extra sediment both in location and process that produce it. The constant input of mine waste can be addressed. The impact of the mine waste on the channel capacity can be given credit as can the link to floods. To gain full marks answer needs to address the origin and the process link to flooding.

(b) Explain how physical factors can influence the severity of flooding. (2.5) [10]

There are two elements to the question – the knowledge of the factors that lead to flooding and the analysis of how they contribute to the severity of flooding. These must be integrated within exemplar material. The physical factors could refer to precipitation, geology, soil, snowmelt, slope, and vegetation characteristics. These factors must be used to explain how flooding occurred with reference to the passage of water through the drainage basin. Do not expect all factors to be used, as they will not all be present in the examples chosen. The question is directed at physical factors so do not credit human. Be prepared to give credit to answers that examine the severity aspect of the question. This can be addressed by comparison of various floods within one drainage basin, by comparison of factors within a particular flood or comparison of floods between basins.

Level 1 (0 – 3)

Shows limited understanding of factors. Explanations in simplistic format. Lacks development. Weak or no exemplar material

Level 2 ( 4 – 7)

Factors identified and link to floods explained in some depth. Exemplar material evident but not in depth. Limited reference to severity of flood

Level 3 (8 – 10)

Detailed and developed analysis that provides clear understanding of the link between factor and flood. Integrated use of exemplar material that addresses the topic of severity.

GCE GEOGRAPHY Specimen Assessment Materials 44

(c) Outline the advantages and disadvantages of a flood management scheme. (2.6) [10]

The management scheme can address preparation, prediction and aid. Content may examine any appropriate scheme. One approach may be to examine a scheme from a number of rivers. At the other end of the spectrum there may be a detailed consideration of a small stretch of a river. Answers may look at planting trees, changes to the channel, building of levees, washlands, flood warning schemes and aid given during and after the flood. This is not exhaustive and appropriate, valid alternatives may be given full credit. Do not expect all to be addressed. The advantages and disadvantages may relate to the nature of the event with analysis of elements such as speed of onset, amount of discharge, areal extent of flood etc. Other measures may look at economic ability to use management schemes, technical abilities or the quality of building of engineering schemes. Some candidates may examine advantages and disadvantages in the long and short term. For Level 2 and 3 there should be some comment on the effectiveness of the management strategy.

Level 1 ( 0 – 3)

Shows limited understanding of management. Explanations in simplistic format that lacks development. There is no attempt to examine advantages and disadvantages.

Level 2 (4 – 7)

A scheme is identified and link to flood alleviation explained in some depth. Advantages and disadvantages are not examined in depth..

Level 3 ( 8 – 10)

Detailed and developed analysis that provides clear understanding of the link between the scheme and flood alleviation. Advantages and disadvantages are well developed in the specific context.

Assessment Objectives for Questions 1 and 2

AO1 AO2 AO3 a 2 1 2 b 6 3 1 c 7 3 0 15 17 3

GCE GEOGRAPHY Specimen Assessment Materials 45

Question 3 (a) Describe the trends shown on Figure 3. [7]

• The overall trend/pattern shows average temperature increase over the last 140 years. • There are, however, large variations from year to year although the black line indicates

the running mean which. To some extent, tends to average out these variations. • Up to 1925 every year showed an annual average temperature below the 1951- 1980

average. • Between 1925 and 1976 there was oscillation both above and below the 1951- 1980

average. • After 1975 every year shows an annual average temperature higher than the 1951-1980

average. • Any appropriate use of specific numerical data to back up any of the above points can

gain credit e.g. the difference between the coldest year and the warmest year is 1.125 degrees.

Level 1 (0 – 2)

Shows limited ability to identify any trends/patterns on the graph.

Level 2 (3 – 5)

Shows some understanding of what the graph displays about overall changes on world temperature.

Level 3 (6– 7)

Shows a clear understanding of the patterns/trends with detailed and comprehensive responses. There is a recognition that the temperature values indicated are relative to a particular mean, the 1951 – 1980 average.

Assessment Objectives AO1 –2 marks – underlying key concept of physical/environmental processes, and change over time– in this case global warming. AO2 –1 mark – analysis of geographical information – in this case the graph. AO3 –4 marks – skills and techniques – in this case related to graph TOTAL AO marks = 7

GCE GEOGRAPHY Specimen Assessment Materials 46

(b) Study Figure 4. Outline two additional pieces of information or data needed for further research into changes in greenhouse gas emissions since 1999. [8]

• The data on the graphs do not show specific amounts of the different gases: they only

show the relative amounts in % figures: nor is there any total amount indicated, so further information on the actual amounts is required, together with an overall total figure.

• In order for the study to have an international dimension, there is a need for information concerned with how emissions vary from country to country, and indeed from continent to continent, not just in total amounts but comparisons between contributors.

• Information comparing emission amounts versus total population/industrial output for any given country would be helpful.

• The information given is for a specific year (1999) and in order to address the question of change since 1999, data beyond 1999 is needed.

• Other valid examples of data required will, no doubt, be mentioned and credit given if data is felt to be appropriate.

Level 1 (0 – 2)

Shows little awareness of what other information/data would be helpful i.e. no real appreciation of the limitations of the data given in the pie chart.

Level 2 (3 – 5)

Shows some ability to suggest other appropriate information/data in order to address the needs of such a research title.

Level 3 (6– 8)

Shows a clear understanding of further information/data that would allow a realistic study of greenhouse gas emissions, both from a time perspective and from the point of view of world variation.

Assessment Objectives:

AO1 – 3 marks – understanding of process and change over time plus concept of place – in this case comparative emissions/countries.

AO2 – 2 marks – evaluating geographical information – in this case pie charts.

AO3 – 3 marks- consideration of techniques employed and reaching conclusions based on those techniques – in thus case demerits/merits of given technique.

TOTAL AO marks = 8

(c) Discuss the importance of obtaining accurate and reliable data for an investigation into a

changing physical environment that you have carried out. ]10]

The answers to this question are likely to vary greatly, from those that simply state the clearly obvious statement that the better the data, the better the investigation to those that develop a sophisticated answer that shows excellent understanding of the need for accurate/reliable data at all stages of an investigation, who demonstrate why this is the case, and make full, appropriate reference to their own physical fieldwork/research study.

GCE GEOGRAPHY Specimen Assessment Materials 47

The following is a guide to the main points that are likely to be raised by candidates:

• Investigations are likely to start with a question/hypothesis and therefore there is a clear need to have the most reliable data/information in order to answer the question/test the hypothesis.

• Accurate and reliable data/information will enable correct representation to be made, using a variety of appropriate techniques.

• Such data/information means that any statistical analysis, where appropriate, can be carried out and the results can be relied upon so that any analysis/conclusions can be relied upon.

• Candidates should develop these arguments with specific reference to their own investigation, using appropriate data/information as examples to reinforce the above points.

Level 1 (0-3)

Shows little appreciation of the vital role that accurate/reliable data/information play in producing a good quality investigation. There is unlikely to be more than passing reference to any investigation they have carried out.

Level 2 (4-7)

Shows more awareness shown of the need for strong reliable data. Likely to have developed at least one of the bullet points listed above, together with some use being made of their own investigation experiences.

Level 3 (8-10)

Shows a clear, developed understanding of the vital need for accurate data/information if the conclusions of an investigation are to be relied upon. The sequential way of developing the points, as outlined in the bullet points above is increasingly likely to have been adopted. Appropriate use of relevant data from personal fieldwork/research experience is used to good effect to illustrate the arguments being put forward.

Assessment Objectives:

AO1 – 1 mark – importance of scale/contextualised examples – in this case reference to any chosen physical topic.

AO2 – 1 mark – analysing geographical information – in this case the physical topic chosen by the candidate.

AO3 – 8 marks – skills/techniques as applied to chosen physical investigation – in this question, with specific reference to the need for accuracy and reliability of data in an investigation in order to reach valid conclusions.

TOTAL AO marks = 10

GCE GEOGRAPHY Specimen Assessment Materials 48

GEOGRAPHY

G2 – CHANGING HUMAN ENVIRONMENTS

MARK SCHEME Q.1.

Figure 1. Population statistics

Country Births per

1000 population

Deaths per 1000

population

Population under 15

years of age (%)

Population 15 to 64

years of age (%)

Population 65 years of age and over (%)

Total population ( millions)

in 2003 United

Kingdom 11 10 19 65 16 59.2

Italy 9 10 14 67 19 57.2

Jamaica 21 7 31 62 7 2.6

Source: 2003 World Population Data Sheet (Population Reference Bureau) (a) For each country in Figure 1, identify which stage of the demographic transition is

represented by the data. (1.2) [5] Jamaica - Stage 3. UK - Stage 4. Italy - Stage 5. A diagram of the demographic transition is acceptable and credit worthy if annotated sufficiently accurately. The demographic transition is concerned with just birth and death rates. • Jamaica's BR is moderately high, some of the higher BRs in the world are in the 40s.

Jamaica's DR is relatively low showing progress along the demographic transition and benefiting from a relatively large percentage (31) of young people.

• The UK's BR and DR are relatively low and nearly equal, but BR is still higher than DR

showing a levelling off of natural population change which is typical in stage 4. • Italy has passed into stage 5 as DRs are higher than BRs, but both are relatively low on a

world scale. The high percentage, 67%, of old people would also indicate a very late stage in the demographic transition. Thus there is a natural decline in total population.

2 + 2+ 1 2 marks each for the two best identifications and reasons. 1 mark for the weakest identification and description. Up to 3 marks if the concept of the demographic transition is appreciated but individual countries have been misplaced within the demographic transition. Note, it is the reasons from the demographic transition's BR and DR lines which are important here and not the reasons why the BRs and DR themselves change over time.

GCE GEOGRAPHY Specimen Assessment Materials 49

(b) Explain how characteristics of migrations may vary. (1.3) [10]

Variations • by internal or external; • by forced or voluntary; • by temporary or permanent; • by age.

Level 1

0-3 marks Describes one migration characteristic, but with superficial examples and some aspects are in general terms with little depth or illustration.

Level 2 4 – 7 marks

Explanations are more broadly based and specific examples are relevant with a good level of factual information on at least two migration characteristics.

Level 3 8-10 marks

A wide ranging explanation with very good knowledge of at least two examples of migration characteristics.

(c) Outline the consequences of flows of refugees and asylum seekers into developed

countries. (1.4) [10]

A distinction should be made between refugees: people fleeing for their lives due to unfortunate life threatening circumstances, and asylum seekers: people attempting to enter another country for permanent or temporary residence using the argument that their life would be under threat if they were returned to their own country.

Consequences that may be addressed • Attitudes and values of migrants and hosts. • Housing/shelter. • Human rights

• A problem of keeping such people secure whilst their credentials are checked and

formalities completed. • The location of detention centres is a very volatile issue for local residents who object. • The effect on local schools and health and welfare services that suddenly may have to

cope with an increase of the local population who may not speak English but require using local services.

• The economic effect of maintaining a low wage local economy. • The social effect of locals resenting the newcomers and of repatriation of failed asylum

seekers.

Level 1 0-3 marks

Demonstrates some awareness of the consequences for refugees and asylum seekers, but the answer lacks precision and detail in any examples used.

Level 2 4 – 7 marks

Good use of specific examples, but the distinction between refugees and asylum seekers is not made clear.

Level 3 8-10 marks

A well-balanced account. The consequences of refugees and asylum seekers are well known in the contexts of specific examples.

GCE GEOGRAPHY Specimen Assessment Materials 50

Q.2 (a) With the help of Figure 2 give reasons why land uses are changing in the central areas of

cities. (2.3) [5]

The photograph shows: • wasteland used as a temporary car park; • broken fences; • graffiti on what could be a railway bridge.

Signs of change include: • the construction of a large building in the background. This could be a sports stadium, as

a part of inner city regeneration, or a CBD shopping development extension into the inner city.

• To the right of the photograph, in front of the round tower, there is what could be an old factory now converted into flats or offices.

The reasons why land uses are changing: • decentralisation of functions and people; • differential migration of the wealthier and socially more mobile away from inner cities to

find jobs elsewhere or to enjoy the perceived benefits of the suburbs and rural areas. • The decline in manufacturing industry located in the inner city due to competition from

abroad (derelict / waste land due to factory demolition.) • Reurbanisation (converted factory), new stadium/shopping

2 marks for using information derived from the photograph. 3 marks for suggesting why land uses are changing.

GCE GEOGRAPHY Specimen Assessment Materials 51

(b) Describe two major issues being faced in the Central Business Districts of cities that you have studied.

(2.4) [10]

• Pedestrianisation; • entertainment; • retail cloning; • office districts; • transport; • maintaining a vibrant shopping experience to fight off out of town and Internet shopping.

Level 1 0 – 3 marks

Demonstrates some awareness of the issues, but with little depth and superficial detail.

Level 2 4 – 7 marks

An adequate treatment of the case study with perhaps imbalance between the use of the specific example and coverage of the issues.

Level 3 8 -10 marks

A knowledgeable and well-balanced account relevantly using one CBD and referring to a wide selection of issues.

(c) Explain why the social structures of either urban or rural settlements are changing. (2.2) [1]

• Cities contain a wide variety of people in different social groups very often distinguished by their wealth.

• The inner city today is a mixture between the more traditional, older, lower social class manual labourer who hasn't decentralised and the newer, younger, more upwardly mobile people living in regenerated schemes.

• The suburbs are usually where traditionally the better residences are to be found attracting the more wealthy and higher class.

• The fringe of the city is where traditionally there is more space to develop larger housing plots and wealthy middle class people have occupied these areas.

• Reurbanisation is throwing these simplistic traditional ideas into some chaos. • Similarly, counterurbanisation as well as decline in remote villages results in changing

social structures. • Human issues encompassing filtering, increasing mobility, increasing disposable income

and planning decisions could be relevant. • Physical ideas regarding the height of the land, proximity to water and prevailing wind

may also have a part to play.

Level 1 0 – 3 marks

Demonstrates some awareness of the reasons for differentiated social grouping, but with little depth and superficial examples.

Level 2 4 – 7 marks

Imbalance between the use of specific examples and coverage of the various social groupings.

Level 3 8 -10 marks

A well-balanced, knowledgeable account relevantly using one or more examples and referring to variation in social structures.

Assessment Objectives for Questions 1 and 2

AO1 AO2 AO3

a 2 1 2 b 6 3 1 c 7 3 0 15 17 3

GCE GEOGRAPHY Specimen Assessment Materials 52

Q 3 (a) Use Figures 3 and 4 to describe the distribution of second homes. [7] • There are larger numbers of second homes near the coast e.g. about 300 in

various areas of the Lleyn Peninsula, Anglesey, Aberystwyth area. • There are fewer second homes in inland areas, in upland/more remote areas e.g.

Snowdonia.

• There are very few second homes in north –east Wales e.g. near Wrexham. No credit for any explanation that may be attempted.

Level 1 (0 – 2 marks)

Some basic description of second home distribution with little or no connection between the two maps.

Level 2 (3 – 5 marks)

Demonstrates some ability to describe the distribution and understands some relationships between this distribution and the physical and human geography.

Level 3 (6 – 7 marks)

Clearly describes the distribution and demonstrates a competent understanding of the link between this and the human and physical geography.

Assessment Objectives: AO1 – 2 marks – importance of scale/place/people-environment interactions – in this case considering these ideas in relation to two maps. AO2 – 1 mark – interpreting geographical information – in this case second home location/geographical relationships. AO3 – 4 marks – use of a range of skills related to map analysis TOTAL AO marks = 7

(b) Outline two additional pieces of information or data needed for a study of second

home ownership. [8]

Other information not shown on the second home distribution map that would be useful for any investigation on this topic include: • The number of second homes in any given area relative to the overall number of

houses i.e. some idea of relative proportion. • The proportion of time in a year when these homes are occupied. • The demographic composition of the occupiers/families who own these homes. • Where the owners come from i.e. the location of their first homes. • The value of these homes i.e. do they tend to be more expensive. • Do these homes tend to be in hamlets/villages/towns/isolated dwellings?

Other valid suggestions may be made.

GCE GEOGRAPHY Specimen Assessment Materials 53

Level 1 (0 – 2 marks)

Limited ability to consider other information/data that would help in such an investigation.

Level 2 (3 – 5 marks)

Valid suggestions are made about further useful information/data for the study of second homes.

Level 3 (6 – 8 marks)

The candidate shows a competent grasp of information/data that would aid an investigation.

Assessment Objectives: AO1 – 3 marks – importance of scale with the key underpinning of geographical concepts related to place and people-environment interaction AO2 – 2 marks- evaluating geographical information – in this case in terms of considering the validity of a given technique AO3 – 3 marks – use of a range of skills and techniques TOTAL AO marks = 8

GCE GEOGRAPHY Specimen Assessment Materials 54

(c) Suggest primary and secondary information that needs to be collected in order to investigate the problems of remote rural settlements. [10]

The following is a guide to the types of information that could be obtained in order to address

the issue of remoteness:

• Observation of remoteness in terms of distance from larger settlements, quality of roads, frequency of any public transport - primary.

• Observation re. height/steepness - primary. • Relative lack of services e.g. shops/schools primary/secondary. • Population structure e.g. maybe a dominance of older people – secondary i.e. census data. • Lack of employment opportunities primary/secondary. • Inhabitants' perceptions of the problem (or lack of a problem) – primary.

Justification should be put forward by candidates in terms of why/how such information

would aid the investigation.

Level 1 (0-3)

Shows only limited awareness of the sort of information that would be useful to investigate problems caused by remoteness.

Level 2 (4-7)

Shows some awareness of information that would aid the study. Some reference to primary and secondary data is probably made, especially towards the top end of this band.

Level 3 (8-10)

Shows a good/very good awareness of information that would be valid and appropriate for the study. Reference to both primary and secondary data is made.

AO1 -1 mark- key concept of space/place – in this case remoteness. AO2 –1 mark – application of understanding to an unfamiliar context – in this case remote settlements in north/central Wales. AO3 – 8 marks- carrying out of research/fieldwork/ use of a variety of methods as appropriate to the given topic – in this case remoteness in villages in central/north Wales. TOTAL AO marks = 10

GCE GEOGRAPHY Specimen Assessment Materials 55

ADVANCED LEVEL GEOGRAPHY

The Assessment of Quality of Written Communication at A2 • Opportunities for assessment of quality of written communication are found within each of

the Assessment Objectives at A2 and thus within all questions. • For G3 Section A, quality of written communication is integrated into the Generic Mark

Band Criteria on the next page. • For the essay questions 4 and 5 in G4, quality of written communication is integrated into the

mark band criteria for the specific questions. • For each of the questions in G3 Section B and G4 that are marked out of ten or fifteen, the

following criteria for quality of written communication should be applied to the levels assessment.

Mark Band Criteria for the Assessment of Quality of Written Communication for 10 and 15 mark questions Level 1 • Information is randomly organised and lacks clarity.

• Statements are brief and bald and the language is simplistic with limited use of technical vocabulary.

• Spelling, punctuation and grammar are weak with errors that may be intrusive.

Level 2 • Candidates communicate ideas fairly effectively. • Information is relatively clear but points and arguments are not

always direct or logically developed. • The use of geographical vocabulary is variable and prose style may

lack precision or accuracy. • There are errors of spelling, punctuation and grammar that may

make the meaning unclear. Level 3

• Candidates are able to communicate ideas very effectively. • Information is organised clearly and coherently and arguments are

logically developed. • Candidate writes in continuous prose using relevant and accurate

geographical vocabulary with fluency and confidence. • There are relatively few errors of spelling, punctuation and

grammar.

GCE GEOGRAPHY Specimen Assessment Materials 56

G3 SECTION A

Synoptic Assessment Synoptic assessment, testing candidates' understanding of the connections between the different elements of the subject and their holistic understanding of the subject, is a requirement of all A level specifications. In the context of Geography this means: Assessment of candidates' ability to draw on their understanding of the connections between different aspects of the subject represented in the specification and demonstrate their ability to 'think like a geographer'. In G3 Section A, essay questions will explore key geographical concepts through linkages between physical and human geography, or issues or problems that will require candidates to draw together and apply relevant integrated knowledge and understanding of the specification. This will require higher order skills in constructing answers. Candidates will need to draw on knowledge, understanding and skills from across the specification to inform their understanding of topics, to recognise the images between different elements of geography and appreciate the broad concepts which underpin their geographical studies. Assessment of synopticity is integrated into the generic mark band criteria opposite.

GCE GEOGRAPHY Specimen Assessment Materials 57 G3 SECTION A

CONTEMPORARY THEMES AND RESEARCH IN GEOGRAPHY

MARK SCHEME

Generic Mark Band Criteria for G3 Section A

Summary Descriptor

Marks out of 25

Criteria

Very good 21-25 • A response that demonstrates a high order of conceptual understanding and an appreciation of the holistic nature of geography within the context of the question.

• Critical analysis, synthesis and assessment of the connections between the different elements of the subject.

• Wide-ranging, thorough and accurate knowledge. • Detailed and possibly original exemplification. • Well-directed and well-annotated sketch maps/diagrams. • A well-structured, coherent and logical response. • Complex ideas expressed clearly with few, if any, errors in grammar,

punctuation and spelling.

Good 16 – 20 • A confident grasp of relevant concepts and principles. • Sound analysis, synthesis and assessment of some of the connections between

the different elements of the subject. • Good factual knowledge and understanding. • Appropriate exemplification. • Appropriate, basically accurate annotated sketch maps/diagrams. • The response is clear, coherent and appropriately structured. • The quality of English is consistently sound

Average 11 - 15 • A reasonable grasp of relevant concepts and principles. • Arguments are partial with points limited in range, depth and development with

only limited linkage. • A secure, straightforward base of knowledge and understanding. • Examples are superficial and may be variable. • Limited use of basic diagrams. • There may be some loss in coherence. • Language is correct but simplistic.

Marginal 6 - 10 • Some grasp of concepts and principles is evident, but there may be inaccuracies and misconceptions.

• Arguments are weakly presented and most points are generalised or of partial relevance to the question with little or no linkage.

• Some knowledge and understanding, but it is limited in scope. • There is limited use of examples. • Sketch maps/diagrams contain inaccuracies. • The response lacks fluency. • Expression may be poor and there are basic errors in the spelling of

geographical terms.

Weak 1-5

• There is minimal understanding of subject material. • Organisation of material is poor and although occasional relevant points are

made much is irrelevant. • The response demonstrates poor knowledge and understanding and contains

errors. • Little use of examples or if evident they are irrelevant to the question. • The response may be incomplete or difficult to follow. • The answer is poorly written and contains basic errors in the spelling of

geographical terms. Not all descriptors within a level are needed for a mark in that band and the points do not imply equal weighting. The principle of 'best fit' must apply.

GCE GEOGRAPHY Specimen Assessment Materials 58

Theme 1: Extreme Environments 1.1 Examine the physical characteristics of the desert environment that make it extreme.

(1.1) [25]

Candidates should:

(i) show knowledge of the physical characteristics of the desert environment to include main climatic, soil and biotic characteristics ;

(ii) show an understanding of how the physical characteristics interrelate to give a distinctive environment;

(iii) link the physical characteristics to the concept of extreme.

Answers may examine the arid nature of deserts, high evaporation rates, the large scale variations in temperature at a diurnal or seasonal level, the accumulation of salts in the upper horizons of the soil profile, Aeolian elements etc. The interrelationships may be discussed in terms of the need for special adaptations required by biota to overcome climatic and soil characteristics. The concept of extreme may take this further and answers could relate extreme to purely physical or try to link extreme to human aspects.

Examples should be well integrated in the answer.

1.2 Assess the negative impacts of the economic exploitation of extreme environments. (1.2 and 1.5) [25]

Candidates should:

(i) show knowledge of the economic exploitation of extreme environments; (ii) show understanding of how the economic exploitation of such extreme environments

has negative impacts; (iii) assess the importance of the impacts.

In relation to deserts, candidates may examine the impacts of agriculture, tourism and mineral exploitation. They may refer to the negative impacts on a variety of elements of the desert environment. Comment could be made on the role of agriculture in desertification at a continental scale, the pollution of soils and ecosystems by mineral exploitation such as that in Australia or the damage caused by off-roading in Dubai. With tundra areas, answers may discuss the exploitation of oil in Siberia or tourism in the Alps. Do not expect all these for full marks. The assessment could come in the form of comparisons between regions or the relative impact of different forms of economic exploitation.

Examples should be well integrated in the answer.

GCE GEOGRAPHY Specimen Assessment Materials 59

Theme 2: Landforms and their Management 2 (a) Glacial environments 2.1 Explain how glacier movement results in the production of distinctive landforms (1.1, 1.2 and 1.3) [25]

Candidates should:

(i) show knowledge and understanding of glacial advance and retreat; (ii) explain the link between glacial advance and retreat and the processes of glacial

erosion and deposition; (iii) emphasise the distinctiveness of the landforms produced with reference to both

erosional and depositional processes. Candidates should make reference to the relationship between climatic fluctuations,

associated glacial advance and retreat and the geomorphological work done by ice. Candidates will need to cover at least one erosional and one depositional landform and link their formation to processes of glacial erosion and deposition. Candidates should be able to emphasise the distinctiveness of glacial landforms, and may mention that later modification may make these less distinctive. There should be specific examples of erosional and depositional glacial landforms mentioned in the discussion.

GCE GEOGRAPHY Specimen Assessment Materials 60

2.2 Examine the main landform changes associated with deglaciation. (1.4) [25]

Candidates should:

(i) describe and give examples of at least two landforms associated with deglaciation; (ii) explain the modification of the landforms described with reference to relevant

geomorphological processes.

Candidates should describe and explain the production of landforms that are the result of deglaciation. Candidates could examine the production of landforms that may pass through a series of process change from glacial to periglacial into present day conditions. Relevant geomorphological processes could include mass movement processes (modifying valley profiles largely created by glacial erosion), fluvial processes (resulting in the infilling at the head of ribbon lakes), or weathering processes (breaking down glacial and fluvio-glacial deposits). The effects of deglaciation on the landscape include the retreat of periglacial processes and landforms to higher altitudes and latitudes. On areas of low relief important periglacial processes are frost heaving and thrusting and associated periglacial landforms are pingos and patterned ground. On slopes important periglacial process are freeze-thaw weathering and solifluction and associated periglacial landforms are blockfields, scree slopes and solifluction lobes and benches.

There should be specific examples of landforms associated with deglaciation mentioned in the discussion.

GCE GEOGRAPHY Specimen Assessment Materials 61

2 (b) Coastal environments 2.3 Examine the effects of geology on the development of coastal landforms. (1.4) [25]

Answers should deal with at least two landforms. Some candidates may structure the whole answer around two or more selected landforms, but it is permissible for a broader approach to be taken with reference being made to a number of landforms by way of illustration.

Candidates should:

(i) show knowledge and understanding of the effect of geological structure (bedding, dip, faulting, and joints) on the development of coastal landforms.

(ii) show knowledge and understanding of the effect of the character of individual rocks

and lithology (hardness, mineral composition, solubility) on the development of coastal landforms;

(iii) examine the effects of geology on the development of the coastal landforms

discussed.

The influence of geology on landforms can readily be examined in a marine environment as follows: discordant and concordant coastlines; differential erosion of coastlines; features of coastal erosion - cliff profiles; caves, arches, blowholes; marine transportation - nature of load carried which provides the 'tools' for erosion; marine deposition – pebble – gravel – sand – alluvium – mud sequence in a beach or spit sequence.

Since the question is about examining the effects of geology on the development of coastal landforms, for a good level of response there needs to be a critical examination the effects of geological controls, with reference being made to other factors that influence the development of coastal landforms besides geology.

2.4 Assess the success of strategies used to manage the impact of human activity on the

coastal environment. (1.5 and 1.6) [25]

Candidates should:

(i) show knowledge and understanding of the range of ways that human activities impact on the coastal environment;

(ii) assess the success of strategies used to manage these impacts.

Candidates may refer to intensive and extensive building and infrastructure close to a coastal

edge where coastal erosion is rapid, removal of coastal deposits through activities such as dredging, inappropriate leisure activities such as dune trampling and cliff scaling and inappropriate management strategies that adversely affect geomorphological processes or damage coastal forms.

The strategies involved will vary, but may be expected to include protective measures such as prevention of access, control of occupation and character of land use through planning controls and/or education to modify human activity. The evaluation should be in terms of success in reducing the impact, although views on cost effectiveness can be credited. Not all impacts will be negative e.g. conservation and the strategies may be to maintain or enhance the impacts. Answers that provide detailed descriptions of the impact of humans and associated management strategies, but no evaluation should be limited to the quite good category.

GCE GEOGRAPHY Specimen Assessment Materials 62

Theme 3: Climate

3.1 Examine the short-term and long-term effects of the hazards associated with low pressure systems. (1.5) [25]

Candidates should:

(i) show knowledge of the short term effects of low pressure hazards; (ii) show knowledge of long term effects; (iii) give an assessment of both time scales.

There may be reference to demographic effects at both time scales such as deaths and long-

term migration. Economic effects may analyse losses in the short term such as cessation of production and costs of damage in the long term, such as the effects on economic activity and infrastructure. Social effects may include observations on health, homelessness and bereavement. There may also be consideration of the effects on the physical environment such as landslides, deforestation and salinisation.

Evaluation may take a number of different approaches, an assessment of which effects are the most important, demographic, social or environmental; an assessment of whether short or long term effects are the most significant or an evaluation of the effects in different areas, MEDC/LEDC.

In order to reach the good band, in addition to sound factual content of the impacts associated with low pressure systems, there needs to be some critical assessment of these.

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3.2 Assess the effectiveness of strategies used to manage the effects of hazards associated with high pressure. (1.6) [25]

Candidates should:

(i) show a knowledge of the damaging effects of the hazards associated with high pressure;

(ii) show an understanding of the strategies employed to manage the effects; (iii) give an assessment of the effectiveness of the above strategies.

Candidates need to refer to the effects of hazards associated with high pressure (anticyclonic)

situations. The effects discussed are likely to be both environmental and human (demographic, economic and social).

When discussing the measures taken to reduce the impacts of hazards associated with high

pressure systems (drought in tropical climates; drought, frost and fog in temperate climates), candidates may present logically sequenced points progressing from monitoring, prediction and warning, immediate response to lessen the impact once it has occurred to long-term planning.

Candidates need to assess the effectiveness of the measures discussed. Measures may be evaluated on the basis of the extent to which they reduce the impact of an event, by comparison with strategies in place elsewhere to meet a similar hazard event, on the basis of advances in strategy policies and implementation of them compared to those in place prior to the last hazard event or an evaluation on the basis of the finances and human resources available to the agencies involved in the formulation and implementation of measures at a local, regional, national or international level. Where there is limited evaluative comment, the answer is unlikely to reach 'good' and to reach 'very good' a well-balanced answer with some depth of discussion is needed.

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Theme 4: Development 4.1 Examine the reasons for the existence of the Development Gap. (1.3) [25 Candidates should: (i) show knowledge and understanding of the inequalities that exist in global levels of

development; (ii) account for the existence of these inequalities. The identification of inequalities should include reference to the large economic and

consequent social divide between richer countries and poorer countries. This part of the response may be usefully supported by actual statistics.

Accounting for the development gap may well be approached using development theory (Rostow and Frank), as this may provide a secure conceptual framework for the discussion, but good answers should cover a range of points including physical, economic, social, political and cultural factors affecting the nature and rate of development. The cover need not be exhaustive. Candidates may make reference to the countries in Brandt's 'South' that have recently benefited from the globalisation of economic activity, as illustrated by the rise of NICs/RICs and oil rich countries and identify that these benefits are not being passed on to, and have accentuated the problems of, sub-Saharan Africa. The explanation may be supported by appropriate exemplification, with the candidate choosing to illustrate their discussion with reference to the factors that have operated to make Africa the world's least developed continent.

Where the explanatory side is limited, it is difficult to see the assessment reaching beyond average.

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4.2 Assess the effectiveness of strategies implemented to narrow the Development Gap. (1.6) [25]

Candidates should:

(i) show knowledge and understanding of the strategies implemented to narrow the

development gap; (ii) assess the degree of success of the strategies discussed.

The content of the answers will depend upon the strategies selected. Candidates may discuss the role of aid, free and fairer trade, FDI and initiatives for debt reduction. A distinction may be made between 'top down' and 'bottom up' strategies.

An assessment of the success of the strategies discussed can be considered in terms of economic, social and environmental progress in poorer countries. Candidates may also demonstrate knowledge of the range of indicators that can be used to measure changes associated with the improvements in economic activity and the narrowing of the development gap. Indicators covered will be mainly economic, but may include social, environmental and demographic measures of change.

The discussion should be supported by appropriate exemplification, with the candidate illustrating their discussion with reference to one named country such as Vietnam where FDI, improvements in trade (membership of ASEAN 1995 and the WTO 2006), together with aid (DFID £50 million/yr) have operated to improve human development indicators and economic growth rates significantly since the 1980s.

Answers must assess the degree of success of the strategies employed in order to achieve a

'good' category of response. Evaluative comment should make reference to both the positive and negative effects on development (inequality, corruption and environmental deterioration) of the initiatives discussed.

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Theme 5. Globalisation

5.1 Assess the costs and benefits of globalisation to one or more NICs. (1.4 and 1.5) [25]

Candidates should:

(i) describe and briefly explain the costs and benefits of globalisation to one or more NICs;

(ii) assess the costs and benefits of globalisation in the context of one or more NICs;

The content will vary according to the NIC(s) used as illustration. Economic benefits may include job creation, taxes, infrastructure provision, training and the multiplier effect. Economic costs may include exploitation of the workforce, the remittance of profits and the risk that MNEs may relocate in response to changing economic conditions. Social benefits may include improved social services, standards of living and quality of life. Social costs may include increased consumerism, a loss of traditional society and social problems such as increased alcoholism, drug use and health problems. Environmental benefits may include environmental enhancement in areas of economic growth, whilst environmental costs may include increased congestion, pollution, water abstraction, loss of open space and habitats and environmental degradation.

Evaluative comment may be based on an analysis of benefits: costs or in terms of differences

within the chosen region or in the chosen region over time. Where there is limited evaluative comment, the answer is unlikely to reach 'good' and to reach 'very good' a well-balanced, well-located answer with some depth of discussion is needed.

5.2 Examine the ways by which regions suffering from deindustrialisation attempt to revive

their regional economies. (1.5) [25] Candidates should:

(i) show knowledge and understanding of responses implemented in regions suffering from deindustrialisation;

(ii) make a reasoned assessment of these responses.

The content will vary according to the region suffering from deindustrialisation used as illustration. Responses to revive regional economies suffering from deindustrialisation may include promoting location, developing leading industries, creating R&D, providing government assistance at the local, regional and national level and encouraging tourism.

Candidates may refer to the growing tertiarisation of economic activity and have the opportunity to make a reasoned assessment of the responses discussed.

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Theme 6 Emerging Asia CHINA 6.1 Examine how and why the economy of China has changed in the last thirty years. (1.2) [25]

Candidates should:

(i) describe how the economy of China has changed in the last thirty years;

(ii) give reasons for these changes. Candidates need to describe how the economy of China has changed in the last thirty years,

with the decline of many old manufacturing industries owned by the state (SOEs) with mainly strategic SOEs left such as steel, petrochemicals and cars; the transfer of SOEs to private ownership leading to increased efficiency and modernised production; the crucial role of FDI with foreign firms located in SEZs; the concentration of new industry in coastal cities and SEZs; the growth of new industries – all kinds of modern technology – and the growth of export markets based on low labour costs; rural – urban migration especially to east coast cities and the growth of many new small manufacturing firms – TVEs – in towns and cities.

Candidates also need to give reasons for these changes that may include the failure of Mao's

socialist policies to create wealth and industrial prosperity, the realisation that China was being left behind in the global community, the need to modernise industry rapidly with the aim to get transfer of technology from foreign firms through FDI, the Open Door policy of Deng in 1988, the lack of money to pay for welfare, education and the need for resources e.g. oil and minerals for industrial development.

6.2 "Exploitation of the environment in China is unsustainable". Discuss with reference to

examples you have studied. (1.6) [25] Candidates should:

(i) show some knowledge of the different ways in which the Chinese environment is being exploited;

(ii) assess the extent to which this exploitation is sustainable.

Candidates should discuss in some detail examples of at least two environments that are being

or have been exploited. Candidates are likely to argue that exploitation is not sustainable. For good to very good responses expect specific comment regarding sustainability. There may be some reference to conservation schemes / ecocities (Dongtan, near Shanghai).

Candidates are most likely to use the following examples: Air pollution in major cities e.g. Beijing, Shanghai; polluted rivers e.g. Huai River; use of

water and water shortages in Beijing; availability of water – South - North water transfer scheme, encroaching desertification from the north, Mongolia; soil erosion in loess plateau; multi-purpose schemes e.g. 3 Gorges Dam – may be seen as sustainable, but perceptive candidates will recognise flaws in knock-on impacts e.g. village displacement, reduced flow downstream therefore more concentrated pollutants.

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INDIA 6.3 Examine how and why the economy of India has changed in the last thirty years.

(1.2) [25]

Candidates should:

(i) describe the nature of economic change in India in the last thirty years;

(ii) give reasons for these changes. Candidates are most likely to argue that India's rural economy is still very important and has

changed little, although there has been some developments in agribusiness in some states. In contrast the urban / industrial economy has changed significantly with the growing importance of foreign direct investment and also of Indian firms. Economic change includes the growth of modern steel, pharmaceuticals, textiles, clothing, and a substantial high-tech electronics sector e.g. mobile phones and the growth of service industries – call centres, back office jobs, outsourcing from Europe / US and the growth of entertainment industries – Bollywood.

The question requires candidates to evaluate variations in economic change in India, with

particular reference to spatial variations. Candidates are likely to mention that new industries are concentrated in large cities and that growth has been enabled by the growing urban middleclass, educated population who have become consumers themselves, providing a large market for new consumer goods. Candidates may contrast these changes with the lack of economic development outside urban areas because of poor infrastructure and traditional societies. As a result economic change in India has led to growing spatial inequalities.

Where there is limited evaluative comment, the answer is unlikely to reach 'good' and to reach 'very good' a well-balanced, well located answer with some depth of discussion is needed.

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6.4 "The exploitation of the environment in India is unsustainable". Discuss this with reference to examples you have studied. (1.6) [25]

Candidates should:

(i) show knowledge of the different ways in which the Indian environment is being exploited;

(ii) assess the extent to which this exploitation is sustainable.

Candidates should discuss in some detail examples of at least two environments that are being

or have been exploited. Candidates are likely to argue that exploitation in urban areas is not sustainable, whilst the exploitation of environments in rural areas is generally more sustainable. For good to very good responses expect specific comment regarding sustainability and candidates may comment on scale – contrasting small-scale NGO sustainable projects with large unsustainable schemes such as Narmada. In rural areas where there is intensive agribusiness, agriculture may also be seen as unsustainable compared with traditional rural agricultural practices that are generally more sustainable, but increasingly compromised as the result of growing population pressure. There may be some reference to conservation schemes / ecocities.

There are potentially a wide range of examples. Candidates are most likely to use the

following examples: air and water pollution in Delhi; Bhopal Union Carbide industrial disaster; Ganga Action Plan; Sardar Sarovar / Narmada scheme; intensive use of chemicals and pesticides in rural areas as part of Green revolution technology; deforestation – need for fuel; energy demand – coal, limited development of alternative energy resources; flooded river valleys and increase in malaria; small scale sustainable development in Himalayas; increasing desertification in Rajasthan.

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GEOGRAPHY

G3 SECTION B

Synoptic Assessment Synoptic assessment, testing candidates' understanding of the connections between the different elements of the subject and their holistic understanding of the subject, is a requirement of all A level specifications. In the context of Geography this means: Assessment of candidates' ability to draw on their understanding of the connections between different aspects of the subject represented in the specification and demonstrate their ability to 'think like a geographer'. In this Section G3B this will be a synoptic assessment task based on an individual research enquiry that allows candidates to draw together and apply relevant knowledge, understanding and skills of enquiry.

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CONTEMPORARY THEMES AND RESEARCH IN GEOGRAPHY

MARK SCHEME

(a) Outline how information may be collected in an investigation that (context). [10] There is no requirement to draw parallels with their own study, but this should be credited if it helps to develop the answer. Candidates should demonstrate their knowledge of techniques associated with data collection in the context of their selected research area. These techniques can include the use of equipment, sampling techniques, questionnaire surveys and interviews and sources of secondary data. This is not an exhaustive list; accept other valid techniques that are appropriate to the investigation. Level 1 (1-3 marks)

Answers provide a simple description of a limited number of techniques used to collect information.

Level 2 (4-7 marks)

Answers at this level are likely to develop a description of techniques used to collect information in some depth, either by describing a greater variety of techniques used or by developing the description of fewer techniques in greater detail. Candidates may demonstrate their ability to link sets of information.

Level 3 (8-10 marks)

Answers contain a detailed description of a variety of techniques developed in some depth and demonstrate their ability to link sets of information.

(b) Summarise the main conclusions of your personal research into (context) and discuss

how these conclusions support your initial aims. [15]

Candidates should demonstrate their ability to describe the conclusions reached in their personal research within their chosen topic area. Candidates should also demonstrate their ability to link their conclusions to their original hypothesis/geographical question so that the conclusions can be placed into context. Level 1 (1-5 marks)

Conclusions are outlined in a limited way and there is no attempt to link the outcomes to the original hypothesis/geographical question.

Level 2 (6-10 marks)

A variety of conclusions are reached, but are only developed in a generalised manner, and there is some attempt to refer the outcomes to the original hypothesis/geographical question.

Level 3 (11-15 marks)

Detailed conclusions are developed in depth and these are clearly related to the original hypothesis/geographical question.

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GEOGRAPHY

G4 –SUSTAINABILITY

Synoptic Assessment Synoptic assessment, testing candidates' understanding of the connections between the different elements of the subject and their holistic understanding of the subject, is a requirement of all A level specifications. In the context of Geography this means: Assessment of candidates' ability to draw on their understanding of the connections between different aspects of the subject represented in the specification and demonstrate their ability to 'think like a geographer'. In G4 the decision making/problem solving/issues evaluation exercises require candidates to draw on relevant knowledge, understanding and skills of the specification to tackle a decision, problem or issue that is new to them. The final question will provide 'stretch and challenge'.

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MARK SCHEME

Section A

GEOGRAPHY G4 SPECIMEN MARK SCHEME

Section A

1 Select evidence from the Resource Folder to suggest how the population of Honiara may

grow between 2000 and 2015. [10]

There are several sources of information that can be used to help support the answer. Overall population growth can be found in the birth and death rates, and population structure. Development indicators place the Solomon Islands at an early stage, and still as an LEDC. Growth of other cities is shown. Other LEDC cities have rapid growth. Rapid growth is the likely approach, but supported arguments for more limited growth, perhaps related to development, should be well credited. Candidates are not required to go beyond the resource, but reasoning related to rural-urban migration in developing countries should be rewarded. Level 1 (1-3 marks)

Some suggestions made, but either evidence not given or, if given, not linked by reasoning to suggestions made. e.g. 'Honiara will grow because it is in a developing country'.

Level 2 (4-7 marks)

Suggestions are linked to evidence. There may be several pieces of evidence, but poor linkage to suggestions, or very limited evidence, but what is given is explained to some degree. 'The Solomon Islands have a high birth rate, low death rate and a population pyramid with a broad base.' or 'The broad base of the population pyramid shows there are many young people who will be of child-bearing age in the next twenty years causing growth.'

Level 3 (8-10 marks)

Clear suggestions are made with several pieces of evidence made clear. e.g. the last point made in L2 plus ideas such as, 'The Solomon Islands is an LEDC. Cities in other LEDCs are fast growing such as Delhi at 50.4% and Dhaka at 75.2% while MEDCs such as Tokyo only have 2.9% growth.'

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2 For an area that you have studied outside the Solomon Islands, explain how one of the population dynamics shown in the top box of Fig. 7 has led to a shortage of either water or food. [10]

Any area other than the Solomon Islands is acceptable, but must be related to water or food. Just one of natural change, migration/urbanisation or distribution/density should be chosen. Resource 2 may give reminders of ways shortages may be triggered, but well informed candidates may give examples not well related to these. Answers related to other causes, e.g. low rainfall or warfare, should remain in L1 unless such factors are related back to population dynamics. Level 1 (1-3 marks)

Answers may remain in this level in several ways. Population dynamics may be poorly represented. The answer may be very general, not really related to any real area. An area may be named, but no detail of the locality may appear. 'Food shortages occur when the population is growing faster than crop output can be increased.'

Level 2 (4-7 marks)

Answers will be related to a population dynamic but the reasoning will be partial or relatively simple, or place detail is not extensive. 'In Burkino Faso some areas have a high population density. As it is getting less rainfall it is hard to feed the people.'

Level 3 (8-10 marks)

A population dynamic is explained clearly to account for a shortage. Place detail is good and specific to the example chosen. e.g. 'Many settlers established farms in South Australia. This density was supported until the climate became drier. The demand for water in urban areas such as Adelaide has reduced the amount available for farmers in rural areas.'

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3 To what extent do the Solomon Islands have the potential to meet future demands for food and water? [10]

The charity worker provides information that can be used to show potential, and problems, for water supply. Similarly the community leader provides information on food. Other commentators have relevant points, and aspects of the ecosystem can be used. Evidence from the candidates' own studies should augment available evidence. It is reasonable to produce arguments based on a richer economy being able to purchase its needs. High level answers need to deal with extent, either by posing more than one point of view, or qualifying a line of argument taken. Level 1 (1-3 marks)

A simple answer that states that it is or isn't, with very weak or no support to claims made. e.g. 'The area can produce food. The Solomon Islands have a tropical rainforest.'

Level 2 (4-7 marks)

One line of reasoning dominates giving weak or no extent. Answers dealing well with either water or food, but neglecting the other, will fall in this range. If there is a clear lack of breadth or depth, answers will be in this level. 'Water supply can be assured as there is over 2000 mm per year with no dry season.'

Level 3 (8-10 marks)

Both food and water are covered in some depth, but not necessarily equally. Good evidence is selected and explained. Clear understanding of extent is shown either by conflicting evidence or qualifying points. e.g. 'Water supply could be assured as there is over 2000 mm per year with no dry season. But unless development takes place there is not money available to store, purify or transport the water. The Solomon Islands are in a tropical area where evaporation is high and bacteria breed quickly.'

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4 'The proposals for the development of the Solomon Islands are not all equally sustainable.' Discuss the extent to which this is true. [25]

Candidates need to examine the positive and negative points related to sustainability for each proposal. There should be reasoned argument to support these points. There should also be some discussion of the relative levels of sustainability between the options. Candidates may well suggest alternatives from their own studies, or select aspects from two or more of the given proposals. Good answers should adopt an evaluative tone throughout. Level 1 (1-4 marks)

A few good and bad points identified but not really related to sustainability. e.g. 'Tourism is the best option. It makes a lot of money.' The answer is poorly written and contains many basic errors of spelling, punctuation and grammar.

Level 2 (5-9 marks)

A limited range of points made, but at least one has some element of sustainability. e.g. 'Tourism is the best option. It makes a lot of money that can be invested in other projects.' Expression may be poor and there are basic errors of spelling, punctuation and grammar that are intrusive.

Level 3 (10-16 marks)

All the options considered. Some element of sustainability considered for each, but not necessarily positive and negative for each. A range of points similar to L2 presented. There may be lapses in communication with errors of spelling, punctuation and grammar.

Level 4 (17-21 marks)

Negative and positive points of each option considered and related to sustainability. There may be some attempt to differentiate between proposals. For some aspect of the answer, the logical organisation or the English expression distorts the clarity. e.g. 'Tourism generates money but the jobs are poorer than food manufacturing that helps educate people.' There are relatively few errors of spelling and punctuation.

Level 5 (22-25 marks)

A good range of negative and positive points of each option is considered and these are related to sustainability. There is a good attempt to differentiate between proposals, select aspects of them, or add other proposals in an evaluative framework. Organisation is logical, and English expression clear. e.g. 'Both tourism and food manufacturing generate income. Ecotourism causes the least harm so would be the best long-term option. If the money is spent on education rather than armaments, the economy can be diversified so it is not dependent on just tourism.' Complex ideas are expressed most effectively, synthesising ideas and information, with very few errors in spelling, punctuation and grammar.

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Section B 5 'The best way to achieve sustainable development is to use less energy.'

Why might opinions differ over this statement? [25]

All questions are expected to present stretch and challenge, but that is one of the two central concerns of this question. The other concern is to present an opportunity for a high degree of synopticity. Having stated that, there is no prescribed path for a good answer. It is possible to develop an answer in terms of climate change, or in the context of interdependency of nations on the planet, or the finite nature of current fossil fuels, or in other ways. What is required, is that a wide range of evidence is used, and that the evidence is used 'to think like a geographer'. The answer should be in the form of discussion or evaluation. Level 1 (1-4 marks)

A few points made that may have some relevance to an answer, but the relevance not made clear. The question is not really answered. e.g. 'We need to reduce energy because it pollutes.' The answer is poorly written and contains many basic errors of spelling, punctuation and grammar.

Level 2 (5-9 marks)

Some points are made and at least one is explained a little. There is the beginning of an answer but it is quite incomplete. e.g. 'We need to reduce the use of fossil fuels because carbon dioxide causes global warming.' Expression may be poor and there are basic errors of spelling, punctuation and grammar that are intrusive.

Level 3 (10-16 marks)

At least two aspects of Geography are linked in some way. Some reason for difference of opinion is explained to some extent. Different scales may be mentioned, or different interest groups, but one may be quite superficial, covered in one brief sentence. Parts of the answer may be good but either overall structure or weak expression may muddle some parts. e.g. 'We need to reduce the use of fossil fuels. These produce global warming that affects the whole world. Thermal expansion of water makes sea level rise that will especially affect low-lying countries like Bangladesh.' There may be lapses in communication with errors of spelling, punctuation and grammar.

Level 4 (17-21 marks)

A range of ideas from more than one aspect of Geography is introduced. Some difference in interpretation/prioritisation by different interest groups is shown, but there may be imbalance. Some idea of scale is likely to considered. Sound organisation and expression is shown, but there may be some weakness in logic or clarity. e.g. 'Poorer countries need more energy to develop. Developing countries like Sudan are in tropical areas with high insolation allowing solar power. Developed countries like USA want to retain fossil fuels to keep their economies going because they lack alternatives.' There are relatively few errors of spelling and punctuation.

Level 5 (22-25 marks)

Ideas from different aspects of Geography are linked in a convincing manner. That evidence can be interpreted in more than one way, or given a different priorities in relation to evidence by different interest groups is demonstrated. Good support is given in support of the answer. More than one scale will be considered from local, regional, national, continental or global, or scale may be considered by reference to individuals, groups, governments or large organisations. Organisation is logical and English expression good. e.g. L3 answer plus, 'All the world will suffer if global warming continues. Some American geographers say global warming is part of a natural cycle of warming and cooling, and not caused by energy use. The US government approves of this because reducing fossil fuel use will harm their economy when competition from RICs like China is strong.' Complex ideas are expressed most effectively, synthesising ideas and information, with very few errors in spelling, punctuation and grammar.

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Specimen G4 Assessment Objectives Grid Question AO1

Knowledge & Understanding

AO2 Application

AO3 Skills

Total

1

(4.1)

4

(human processes, change over time)

3

(interpreting & unfamiliar context)

3

(use of maps, data & communication)

10

2

(1.2,2.1, 2.2)

3

(human & environmental processes, examples)

4

(interpreting & unfamiliar context)

3

(use of techniques & communication)

10

3

(1.3, 2.3)

3

(people-environment interactions)

3

(analysis & unfamiliar context)

4

(analyse geographical information &

communication)

10

4

(all x.4)

7

(extend geographical ideas, concepts &

processes)

11

(evaluation of viewpoints)

7

(synthesise information, reach conclusions &

communicate findings)

25

5

(synoptic)

7

(extend geographical ideas, concepts &

processes)

11

(evaluation & connections between aspects of

Geography)

7

(reach conclusions & communicate findings)

25

Total

24

(30%)

32

(40%)

24

(30%)

80

(100%)

GCE Geography SAMs (2009-2010)/JD 2 July 2007