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GeographyQuestions, mark schemes and

commentaries

Amanda Barker, David Redfern and Malcolm Skinner

AQA

A2

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2SupportingAQA A2 Geography Barker, Redfern and Skinner 2009 Philip Allan Updates

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Plate tectonics and associated hazards

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Weather and climate and associated hazards

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Ecosystems: change and challenge

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

World cities

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Development and globalisation

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Contemporary conflicts and challenges

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

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Introduction

This website contains some examples of the types of questions you will face in the AQA Unit 3

geography examination at A2. You may wish to use these questions as practice questions in yourwork or for revision. Questions are in bold type.Each one has a mark scheme together with

commentary in purple on how best to answer it. Sample student answers to some of the

questions, with examiner comments,appear in theAQA A2 Geography Student Unit Guide: Unit 3

published by Philip Allan Updates.

Before attempting to answer any of the questions, it is important that you understand the

processes by which these questions will be marked by the examiner in the real examination.

Below is a summary of those processes.

General marking criteria

The philosophyMarking at AQA is positive rather than negative.This means that examiners credit material you

get right, rather than deduct marks for what you get wrong.Examiners do not start with a model

answer in their heads,nor do they compare your answer with a model answer.They credit you

for the way in which you answer the question set, awarding more marks for the appropriate

detail and depth of response that you give.

Levels marking

For all questions worth more than 5 marks levels marking is used. For questions with 58 marks

there is a maximum of two levels; for questions with between 9 and 15 marks there are three

levels.For questions with more than 15 marks, including the essays on Unit 3, there are four levels.

Everyone involved in the levelsmarking process (examiners, teachers,students) should

understand the criteria for moving from one level to the next the triggers. In simple terms,

you should know what you must do to take your answer from Level 1 to Level 2, Level 2 to

Level 3, and Level 3 to Level 4. Although the precise triggers will vary from question to question,

there are general rules you should follow to enable you to make this progression.

In broad terms the levels can be described as follows.

Level 1: you attempt the question to some extent,giving a basic response

An answer at this level is likely to:

display a basic understanding of the topic

make one or two points without support of appropriate exemplification or application ofprinciple

give a basic list of characteristics,reasons and attitudes

provide a basic account of a case study,or provide no case study evidence

give a response to one command of a question where two (or more) commands are stated,

e.g.describe and suggest reasons

demonstrate a simplistic style of writing perhaps lacking close relation to the terms of the

question

lack organisation,relevance and specialist vocabulary

demonstrate deficiencies in legibility,spelling, grammar and punctuation

Level 2: you answer the question clearly


display a clear understanding of the topic

make one or two points supported by appropriate exemplification


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give a number of characteristics, reasons,attitudes (more than one)

provide clear use of case studies

give responses to more than one command, e.g.describe and explain

demonstrate a style of writing which matches the requirements of the question

demonstrate relevance and coherence with appropriate use of specialist vocabulary

demonstrate legibility of text, and qualities of spelling,grammar and punctuation which

enable clarity of meaning

Level 3: you answer the question very well


display a detailed understanding of the topic

make several points with support of appropriate exemplification

give a wide range of characteristics, reasons, attitudes etc.

provide detailed accounts of a range of case studies

respond well to more than one command

demonstrate evidence of discussion, evaluation, assessment and synthesis

demonstrate a sophisticated style of writing incorporating measured and qualified

explanation and comment as required by the question

demonstrate a clear sense of purpose so that the response is seen to closely relate to the

requirements of the question with confident use of specialist vocabulary

demonstrate legibility of text, and qualities of spelling,grammar and punctuation that

contribute to complete clarity of meaning

Level 4: you answer the question with depth, flair,creativity and insight

In addition to the requirements of Level 3,an answer at this level is likely to:

provide strong evidence of thorough, detailed and accurate knowledge, and critical under-

standing of concepts and principles and of specialist vocabulary

give explanations, arguments and assessments or evaluations that are direct, logical,

perceptive, purposeful, and show both balance and flair demonstrate a high level of insight, and an ability to identify, interpret and synthesise a wide

range of material with creativity

demonstrate evidence of maturity in understanding the role of values, attitudes and

decision-making processes

Question types

Unit 3 has a combination of structured questions carrying 25 marks and essay questions carrying

40 marks.

Structured questions

Structured questions have a gradient of difficulty.The initial sub-questions are less demandingthan the later ones, and therefore carry fewer marks. Thus sub-question (a) often uses command

words such as comment on, describeor outline, while subsequent questions may require

explanation,examples and evaluation.

Stimulus materials are used both directly and indirectly. For direct use,OS maps and

photographs are provided to assess key skills such as map reading and interpretation.Charts

and sketch maps may be supplied to assess your ability to summarise and recognise spatial

patterns and trends. For indirect use, stimulus materials are presented as a catalyst for assessing

your wider knowledge and understanding of a topic.

Essay questions

Essay questions have a number of common features: they require description and explanation

they require some evaluation, assessment or discussion


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they always require detailed exemplification using case studies

higher levels of response require clear evidence of synopticity

You should reserve 4 or 5 minutes for thinking time and for writing a brief plan of your answer.

The plan should outline the general content of each paragraph and the geographical examples

you intend to use to support your answer.

Your answer should have three main components: an introduction, a main body and a conclusion.

The introduction should (a) define any key terms used in the question, and (b) indicate the

broad structure of your answer. It should be brief and businesslike: four or five lines should be

sufficient.

The main bodyis where you develop the list of points in your introduction by means of a series

of paragraphs that follow each other in a logical sequence.When discussing or evaluating an

issue, and therefore presenting a number of viewpoints,put each idea into a separate

paragraph.This will ensure that the reader does not become confused by your argument.

The conclusion should be a brief summary of the points developed in your answer. Where

appropriate, it may need to include some evaluation or overall assessment.

Finally, all questions will cover some aspect of the geographical process summarised in Figure A.

It is important to recognise which part of the process the question is asking you about. In

general, the sequence of questions in an exam is logical. You may be asked to explain causes,

then to describe changes,next to identify problems and finally to suggest solutions.

Figure A The geographical process

The essays in Unit 3 will be marked using a generic mark scheme.This means that the same

general principles will be used to assess your essay,only the context, content and command

words will vary.Table A illustrates this mark scheme.

Table A Essay mark scheme

Level Marks/40 Assessment criteria

1 110 The answer shows a basic grasp of concepts and ideas,but points lack development

or depth Explanations are incomplete,arguments partial and lack coherent organisation or

reasoned conclusions

Examples are superficial

There is no evidence of synopticity

2 1120 The answer is relevant and accurate,and shows reasonable knowledge and critical

understanding of concepts and principles with some use of specialist vocabulary

Arguments are not fully developed and the organisation of ideas and the use of

examples and general theories show imbalances

Some ability to identify, interpret and synthesise some of the material

Limited ability to understand the roles of values,attitudes and decision-making

processes

Sketch maps/diagrams are not used effectively

Evidence of synopticity is limited

Geographicalissues begin withcauses.Processesthen occur whichlead to

consequences; thesecan be positive ornegative (problems)for people and/or theenvironment

changes takingplace. These can bechanges to natural orhuman systems. Thechanges often have

the problemsand issues requiremanagement tofind solutions andminimiseconflict

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Level Marks/40 Assessment criteria

3 2130 Sound and frequent evidence of thorough, detailed and accurate knowledge and

critical understanding of concepts and principles, and of specialist vocabulary

Explanations, arguments and assessments or evaluations are direct, logical,

purposeful and generally balanced

Some ability to identify, interpret and synthesise a range of material

Some ability to understand the roles of values,attitudes and decision-making

processes

Examples are developed and sketch maps/diagrams are used effectively

There is strong evidence of synopticity

4 3140 Strong evidence of thorough,detailed and accurate knowledge and critical

understanding of concepts and principles and of specialist vocabulary

Explanations, arguments and assessments or evaluations are direct, logical,

perceptive, purposeful, and show both balance and flair

There is a high level of insight,and an ability to identify,interpret and synthesise a

wide range of material with creativity

Evidence of maturity in understanding the role of values, attitudes and decision-

making processes

Examples are well-developed and sketch maps/diagrams are fully integrated

The answer is fully synoptic


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Plate tectonics and associated hazards

Question 1

a Study Figure 1, which shows the global distribution of earthquakes.

Figure 1 Global distribution of earthquakes

Describe the distribution of the earthquakes and attempt to explain the

pattern that is shown. (7 marks)

Mark scheme

Level 1 Basic/simple statements with regard to distribution, mainly names of countries or areas affected by

earthquakes. Explanation confined to plate boundaries. (14 marks)

Level 2 Wider picture seen, such as the Pacific Ring of Fire. Some reference to the large areas where there are

no or few recorded instances.More details on plate boundaries such as the name, the activity taking

place there which results in earthquakes and activity within fold mountains. Some attempt to explain

why some areas are free/relatively free from earthquakes. (57 marks)

e As this question is levels marked, you will receive only Level 1 marks if you describe the

distribution in piecemeal form, i.e. simply a list of countries/areas.You must describe awider pattern to reach Level 2.Similarly,explanations must go deeper than simply stating

that the earthquakes are on or near plate boundaries.You could state what is happening

to cause earthquakes at specific boundaries (must be those shown on the map, not

earthquakes in general) such as on the conservative margin in California.

b Describe the effects that a major earthquake can have on the population

of an area. (8 marks)

Mark scheme

Level 1 Simple statements giving nothing more than a list of the effects. (14 marks)

Level 2 Recognises that effects can be divided into primary and secondary and gives examples of each

(accept candidates own definition of primary/secondary as long as it is logical). Links are clearly

made between primary and secondary hazards, e.g.ground shaking can cause buildings to fall,

Eurasian plate

Africanplate

Antarctic plate

Antarctic plate

Indo-Australianplate

Pacific plate

North Americanplate

Cocosplate

Nazcaplate

SouthAmerican

plate

Caribbeanplate

Mid-Atlanticridge

Plate marginsEarthquake zone


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breaking gas pipes which could lead to fires breaking out. Several effects can be linked together in a

chain; another example could be ground shaking resulting in dams cracking, collapsing and leading

to flooding downstream. (58 marks)

e To reach the higher mark level, you must do more than write a list of effects.With manyhazards it is important to recognise that there are both primary effects and later

secondary effects, which may last for a considerable period of time after the event. It isalso essential to see that one effect may be the cause of another. If you can link the

hazards in this way, your mark will be at the top of the range.

c Discuss the effectiveness of the methods used to lessen the impact of

earthquakes on the population of an area. (10 marks)

Mark scheme

Level 1 Simple statements of methods,in effect little more than a list of the ways people can attempt to

lessen the impact. (14 marks)

Level 2 Recognises that there can be categories, or shows the general aim behind the methods.Begins toshow how these methods work and how effective they have been, perhaps with some small

references to located examples. (58 marks)

Level 3 Shows a clear indication that methods can be divided into categories and discusses the purposes of

such attempts.Clearly makes critical evaluations of the methods with details on how they can be

made to work. Links methodology and its effectiveness with clear references to located examples.

(910 marks)

e As with (b), text that is effectively a list of methods will receive credit only at the lowestlevel. The key word in the question is effectiveness, and you must show to what extent

the methods you quote work. Although examples are not mentioned in the question, it

is a good idea to link effectiveness to real-world situations. If a particular method was

effective/ineffective at a certain event,say so,as this will receive credit at the higher levels.

Question 2

a Study Figure 2 which shows the distribution of tectonic plates and their movements.

Figure 2 Tectonic plates

CC

C

Nazcaplate

Divergent (constructive)sea-floor spreading

Conservativezones

Convergent (destructive)subduction zones

Antarctic plate

Pacific plate

African plate

Eurasian plateNorth

Americanplate

SouthAmericanplate

Indo-Australian

plate

Transform fault

Direction of plate movement

Eurasianplate


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Select one plate boundary where volcanic activity is taking place. Name it,

and with the aid of an annotated diagram(s) explain what is happening there as

a result of the movement of the plates. (7 marks)

Mark scheme

Level 1 Simple statements/labels such as names of plates and density (but not both).Labelling incomplete.

Sequence of events from plate movement to volcanic activity not established. (14 marks)

Level 2 Plate labelling includes names and density (figures would indicate top of level answer). Details given,

with clear sequence established from movement to volcanic activity. Particular details given on

volcanic activity. (57 marks)

e Selection is very important here.You should choose a boundary with a lot of activity andwhere there is a clear link between the plate movement and volcanic action.The question

states with the aid of diagrams, which means that you could produce some text but you

MUST draw an annotated diagram to achieve a reasonable mark.The most important point

concerning the diagram is that the reader must be able to see the sequence from the initial

movement of the plate to the ultimate production of volcanic activity.

b A tsunami can result from tectonic activity.Explain how such large waves

are formed and why they can be so destructive. (8 marks)

Mark scheme

Level 1 Simple statements relating to cause, such as earthquakes or volcanic eruptions.Simple list of effects,

with no stress on why tsunamis can be so devastating. (14 marks)

Level 2 More detailed explanations as to the cause.Explains why tsunamis can cause such destruction,

particularly the lack of preparation/perception of the hazard in the past. Details on size,penetration,

etc., and indications that tsunamis may consist of more than one wave.Shows that debris in watercan also be very destructive. (58 marks)

e To achieve a mark beyond Level 1 you must recognise that formation of a tsunamirequires more than an earthquake/volcanic action. You must explain not only the

damage that tsunamis can do, but why they can be so destructive (e.g. Indian Ocean

tsunami, December 2004). Simply listing the effects will receive credit only at Level 1.

c Discuss the ways in which people and organisations have attempted to

minimise the effect of volcanic eruptions. (10 marks)

Mark scheme

Level 1 Simple statements of responses which could apply to any volcanic eruption. Answer little more than

a short list. (14 marks)

Level 2 Recognises that there can be categories, or shows general aim behind the methods.Begins to show

how such methods work with some small references to examples. (58 marks)

Level 3 Very clear indication that attempts can be categorised.Recognises that volcanic activity will occur

and that people are unable to stop it so their main thrust should be to minimise the effects upon

them. Critical evaluation made of the success of any attempts made, with clear reference to

examples. (910 marks)

e As with (c), it is important to use examples,even though there is no reference to them inthe question wording.As with all questions of this type,you should avoid stating only the

methods that are applied. Most methods can be divided into categories and you must


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use them, because this gives a clearer insight into how people hope to minimise the

effect of such hazards.

Essay questions

The generic mark scheme for the essays is given on pages 56. Below is a summary of the

requirements for a good answer to these questions.A key element is the need to demonstrate

synopticity. Synoptic assessment is built into the mark scheme,and is loosely defined as follows:

Question 3

The hazards presented by earthquakes and volcanic activity have the greatest

impact on the poorest members of the worlds population. To what extent do

you agree with this view? (40 marks)

Appropriate content

Appropriate content for a response to this question might include:

the concept of a hazard

an understanding of volcanoes and earthquakes as hazards and the extent to which they

impact upon human economies and societies

the possibility of management

areas at risk compared with the income/economic development of the people living there

variations in the capacity to adapt to/manage processes and impacts varying impacts on different groups within the same population, such as the vulnerability of

informal settlements

case study material/examples

Synopticity

This could emerge with some of the following:

a critical understanding of the processes that produce volcanic and earthquake hazard

events and the context in which they are produced

understanding the context of varying timescales (frequency etc.)

an understanding of the impact of volcanic and earthquake events

an understanding of the vulnerability of different populations to these hazards a critical understanding of the vulnerability of different regions, particularly the differences

between richer and poorer areas and the contrast between urban and rural environments

understanding the capacity and willingness of people to deal with these hazards

evidence of breadth/depth of case study material

The question requires a discussion and the response should reach a view.Any conclusion can be

credited as long as it is measured and reasonable, and related to the content of the answer.

e To answer this question you should carefully read the above bullet points to get an ideaof what your discussion should involve.The obvious conclusion is that the statement is

mainly correct. Poor people are not able to prepare for or manage hazards in the same

way that people in richer countries can.Richer countries can build structures to withstand

earthquakes, warning of volcanic eruptions is better and people are better placed to do

something about it.You could also argue,though,that the overall monetary cost to richer

Synoptic assessment involves 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.


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populations is much higher as there is more to lose. You could develop this theme,

showing how an earthquake in India does not have the same cost in financial terms as

one,say, in Los Angeles

In terms of loss of life and impact upon an areas economy, however, you would have to

argue the opposite.Hazard events in poorer countries often have a long recovery period,

with help needed from richer areas. If California, for example, suffers an earthquake,federal aid and other forms of help are almost always immediately available, but the

effectiveness of this very much depends on the scale of the event.

Question 4

To what extent do you agree with the view that the hazards resulting from

earthquakes and volcanic activity cannot be managed but merely adapted to.

(40 marks)

Appropriate content

Appropriate content for a response to this question might include: a review of the two geomorphological processes with some detailed description and

explanation

the extent to which earthquakes and volcanic activity impact upon human affairs either

intermittently or persistently

the scale of the processes and their role in the operation of wider natural systems

the potential for management

the potential to adapt to the processes,with risk acceptance being justifiable in certain

contexts

management, in terms of levels of development, technical capacity, types of economy and

cultural disposition

Synopticity

This could be achieved by some of the following:

a critical understanding of the processes that produce volcanic and earthquake hazard

events and the context in which they are produced

understanding the frequency of events and how this impacts on populations

an understanding of the impacts of earthquake and volcanic events

a critical understanding of how such events can be prepared for and possibly managed

a critical understanding of the vulnerability of different peoples

an understanding of the ability of people to respond depending upon their levels of wealth,

technical capacity and their cultural disposition

an understanding of the perception of risk taken by various peoples and how they respondgiven their perceptions


The question clearly requires a discussion and the response should reach a view.Any conclusion

can be credited as long as it is reasonable and related to the material under discussion.

e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question. You should understand what

management entails in the context of these hazards. It is difficult to act directly against

a specific earthquake event, although preparation in earthquake-prone areas will save

lives and infrastructure when an event happens. Volcanic activity cannot be prevented

either, but warnings can be given to evacuate populations and people can act to control

lava flows.Again, this depends upon the scale of the disaster.

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An overall conclusion will probably be that it is not really possible to manage these

hazards in terms of trying to control or even stop them, but some techniques can

mitigate the effects. You could also interpret the question as implying that people in

some areas simply accept that the area is prone to such hazards and feel that,with some

preparation,they can live with the situation.


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Mark scheme

Level 1 Simple and generalised descriptive statements comparing the equatorial climate with one other

tropical climate. A hint of understanding is displayed, most likely related to the angle of incidence of

the sun, and its effect on temperatures within the tropics. (14 marks)

Level 2 A clear answer which explains why seasonal differences in temperature,precipitation and/or wind

direction occur further away from the Equator. An understanding of global pressure and circulation isconveyed. (58 marks)

e This question requires an understanding of the variations in pressure patterns and windsin tropical regions.You should explain these variations with references to the following:

Close to the equator the climate shows uniformity throughout the year, often with

little seasonal difference in temperature or precipitation. This is because this

latitudinal belt lies under the influence of the doldrums low pressure all year round.

Tropical continental climates are experienced between 5 and 15N and S of the

equator, mainly in Africa and east central South America.They are influenced by the

trade winds and subtropical high pressure for part of the year (dry season) and low

pressure when the ITCZ moves in line with the overhead sun for the rest of the year.

The tropical monsoon climate is experienced in some tropical latitudes, where

seasonal wind patterns exert a huge influence on precipitation patterns. This climate

is best developed over southeast Asia and northern Australia. For one season the

winds blow from the sea to the land, bringing heavy rainfall, and for another season

the source of the winds is from the land,giving little or no rain.

c Assess the possible effects of global warming on a tropical region you have

studied. (10 marks)

Mark schemeLevel 1 Simple statements relating to one or more vague tropical region. No depth to the answer. Limited use

of exemplification and/or sense of place. (14 marks)

Level 2 Some detail and depth relating to one clearly defined climate type/region, with development of at

least one of the listed bullet points below, including simple evaluation/assessment of the effect/s.

(58 marks)

Level 3 Fully developed answer,with sound assessment of at least two of the bullet points below relating to

the stated climate. Locations used to elaborate are accurate. (910 marks)

e Be clear in your identification of the chosen tropical region and relate the possible

impacts of global warming to that area.The more specific your answer the better,but ingeneral terms you should consider references to:

temperature change

precipitation levels (total amounts and variability)

impact on river discharge levels

sea level change

impact on biodiversity (fauna and flora)

impact on human activities

The key command of the question is assess hence you should give an overview of the

impact based on your previous argument.


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Question 2

Tables 1 and 2 show climate data for Greenwich,London, and Tenby, on the Welsh

coast (19712000 averages).

Table 1 Greenwich, London (altitude 7 m)

Month Max temp Min temp Days of air Sunshine hours Rainfall

(C) (C) frost (hours) (mm)

Jan 7.9 2.4 7.4 45.9 51.9

Feb 8.2 2.2 7.4 66.1 34.0

Mar 10.9 3.8 2.9 103.2 42.0

Apr 13.3 5.2 1.1 147.0 45.2

May 17.2 8.0 0.1 185.4 47.2

Jun 20.2 11.1 0.0 180.6 53.0

Jul 22.8 13.6 0.0 190.3 38.3

Aug 22.6 13.3 0.0 194.4 47.3

Sept 19.3 10.9 0.0 139.2 56.9

Oct 15.2 8.0 0.3 109.7 61.5

Nov 10.9 4.8 3.0 60.6 52.3

Dec 8.8 3.3 6.9 37.8 54.0

Table 2 Tenby, south Wales (altitude 5 m)

Month Max temp Min temp Days of air Sunshine hours Rainfall

(C) (C) frost (hours) (mm)

Jan 8.5 3.1 3.2 58.0 115.4

Feb 8.0 2.8 3.1 75.4 90.1

Mar 9.7 3.8 0.6 115.6 87.2

Apr 11.7 4.7 0.3 184.8 61.3

May 14.8 7.4 0.0 218.2 51.5

Jun 17.3 9.9 0.0 205.8 66.6

Jul 19.5 12.0 0.0 218.9 52.7

Aug 19.3 11.8 0.0 200.6 92.7

Sept 17.1 10.3 0.0 149.1 101.6

Oct 14.2 8.3 0.0 106.0 131.3

Nov 11.2 5.3 0.4 71.7 129.9

Dec 9.5 4.0 1.9 49.9 126.4

a Describe and suggest reasons for the differences in the climates of Greenwich

and Tenby. (7 marks)


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Mark scheme

Level 1 Straightforward description of climate differences with little attempt to use the values in support.

Explanation is basic. (14 marks)

Level 2 Clear description and explanation of climatic differences using values from the figures.Two or more

aspects of the climate must be explained for full marks. (57 marks)

e Note there are two commands for this question. You must respond clearly to both toaccess Level 2. In each case differences should form the focus of your answer.

Differences should be identified in terms of temperature,days of air frost, sunshine hours

and rainfall. Explanation could involve factors such as distance from the sea, location in

a large urban area or otherwise (urban climate) and relative position within the UK (east

versus west).

b Explain how the weather experienced in the British Isles is influenced by

its global position. (8 marks)

Mark scheme

Level 1 Simple and generalised descriptive statements about the weather will be given with perhaps just a

token explanation in relation to Britains latitude or coastal location. (14 marks)

Level 2 A clear description and explanation of two or more aspects of the weather, showing good

understanding of atmospheric processes. (58 marks)

e A range of influences can be cited here: Latitude The British Isles is located in the temperate mid-latitudes, roughly

between 50 and 60N. Latitude has a strong influence on temperature.

Air masses Britain can be affected by polar or tropical air masses which will depress

or raise temperatures. Additionally, when a continental air mass locates itself over

Britain dry weather is the norm,but when a moist maritime air mass is located over the

area, humidity is higher and precipitation occurs.

Ocean current The British Isles is located on the western margin of a major

continent, under the influence of a warm ocean current. Its coastal location modifies

both summer and winter temperatures because of the differential heat capacities of

land and sea. Summer temperatures are lower than might be expected, winter

temperatures higher.

Westerly winds affect precipitation as well as temperature.Subtropical and sub-polar

air masses meet in these latitudes, giving rise to low-pressure weather systems and

frequent precipitation.c Evaluate the influence of oceanic circulation on global climates. (10 marks)

Mark scheme

Level 1 A simple appreciation of the influence of warm and cold ocean currents on climate.No depth to the

answer and limited use of locations. (14 marks)

Level 2 A clear answer,where a good understanding of the influence of oceanic circulation on global

climates is demonstrated.One other influence, probably latitude,will be noted, but evaluation will be

implicit. (58 marks)

Level 3 More detailed knowledge and understanding of the factors influencing global climates,using

locations is shown.The candidate is able to highlight the most important factors and understandsthat o ceanic circulation is of lesser importance than other factors. (910 marks)


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e Note the key command of this question evaluate. Your conclusion should give anoverall statement of the role of ocean currents on global climates. The overriding

influence on global climates is latitude, and distance from the sea/continentality is

another important factor. Ocean currents do play a part, but this is relatively minor and

is most marked on the western sides of continents. ENSO has an important influence on

the climate of places bordering the Pacific Ocean, and the Gulf Stream influences the

mid-latitudes on the west coast of the Atlantic Ocean.

Essay questions



synopticity. Synoptic assessment is built into the mark scheme,and is loosely defined as folows:

Question 3

Assess the impact on human activity of the weather associated with the

varying air masses affecting the British Isles. (40 marks)

Appropriate content

Appropriate content for a response to this answer might include:

knowledge that the climate of the British Isles is influenced by several distinctive air masses,

each bringing with it a range of weather conditions detailed accounts of the weather associated with each of the arctic, polar maritime,polar

continental, tropical maritime and tropical continental air masses

detailed accounts of the impacts of these weather patterns on human activity

references to examples of significant impact

Synopticity

Synopticity can be achieved by:

understanding the atmospheric processes associated with air masses from different

geographical source regions


understanding that some impacts of the weather are positive, others negative assessment may compare the impacts of the weather associated with different air masses in

the UK, a developed country, with those in a less developed country

there may be assessment of the impacts of different air masses on contrasting regions within

the British Isles, e.g. a predominantly rural region compared with a predominantly urban

region

This question requires an analytical approach.The answer should be broken down into its

constituent parts,with an in-depth account given of each element.Any conclusion can be

credited as long as it is reasonable and related to the preceding content and argument.

eCarefully read the above bullet points as they will give you a clear insight as to what is

required when attempting an answer to this question.You should have a clear idea of the

concept of air masses and the varying weather patterns associated with them.Take note



subject represented in the specification and demonstrate their ability to thinklike a geographer.

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of the key command assess an overall assessment of the extent to which human

activity is influenced by weather is required. A response to this command based on a

thorough grasp of concepts and suitable and detailed case study material should allow

you to access the upper levels of the mark scheme.

Question 4Critically evaluate the extent to which economic activity can modify both

weather patterns and climatic trends. (40 marks)

Appropriate content


knowledge that urbanisation and the development of megacities have had a marked effect

on the weather in such built-up areas; for example, temperature (the heat island effect),

precipitation (increased frequency and intensity, fogs and thunderstorms), wind (speed,

direction and frequency),air quality ( particulate pollution and photochemical smog)

an evaluation of the extent of variation in urban climates in relation to city size/area/

population/location/level of economic development

references to climate change: global warming in recent decades has been blamed on human

activity in particular the burning of fossil fuels and deforestation; some may debate

whether the evidence points towards human activity causing recent changes to global

climates or indeed whether global warming is a natural event, or they might choose to

disagree with the evidence altogether

Synopticity

Synopticity emerges with the following:

evidence in the breadth/depth of supporting case study material

detailed critical understanding of the differentiation between weather and climate and the

varying levels of impacts in the developing and more developed parts of the world recognition of the complexity of the issue of global warming and some recognition of the

debate around the issue

an awareness of the interrelationships of the various aspects covered in the question

This question requires an evaluative approach and the response should reach a view.Any

conclusion can be credited as long as it is reasonable and related to the preceding content and

argument.

e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question.You should have a clear idea of the

concept of weather and climate modification and the varying weather patternsassociated with human economic activity. Take note of the key command critically

evaluate an overall evaluation of the extent to which human activity can modify

weather/climate is required.A response to this command based on a thorough grasp of

concepts and suitable and detailed case study material should allow you to access the

upper levels of the mark scheme.


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Ecosystems: change and challenge

Question 1

Figure 4 is a kite diagram illustrating the results of vegetation quadrat sampling along

a sand and shingle ridge in south Devon.

Figure 4 Kite diagram showing the results of vegetation sampling, south Devon

a Describe and suggest reasons for the changes shown in Figure 4. (7 marks)

Mark scheme

Level 1 Simple and generalised statements that describe how species change inland,with only limited

explanation offered, most likely along the lines of conditions becoming less harsh inland from the

sea. No precise use of the kite diagram. (14 marks)

Level 2 Clear description of the changes in both extent and variety of species inland, demonstrating an

understanding of why these changes occur.The answer may show knowledge of particular species

within seres, or there may be use of per cent values determined from the kite diagram.

(57 marks)

e Note there are two commands for this question,describeand suggest reasons, and thatboth commands must be responded to clearly to access Level 2. In each case changes

should form the focus of your answer. Differences should be identified in terms of

distance from the sea, species variation and relative proportions of shrubs.Explanation

could involve factors such as soil quality, nutrient levels, soil moisture levels and plant

succession processes.

b Examine the circumstances under which succession towards climatic climax

can be arrested. (8 marks)

Pioneer species

Maritime specialists

Meadow plants

Shrubs

1 2 3 4 5 6 7 8 9 10

50

0

50

0

50

0

50

0

50

Landward

Station number along transect

Percentageofvegetation

sampledateachstation

Seaward


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Mark scheme

Level 1 A basic response that describes either a plagioclimax or a secondary succession in vague terms.There

may be some confusion in the definitions. (14 marks)

Level 2 The response demonstrates clear knowledge and understanding of either a plagioclimax, a

secondary succession or both.There may be reference to accurate examples or locations.

(58 marks)

e Plant successions can be stopped from reaching the climatic climax,or deflected towardsa different climax, by human interference. The resulting vegetation is known as a

plagioclimax. Examples of human activity that create plagioclimaxes are:

deforestation or afforestation

animal grazing or trampling

fire clearance

A secondary succession is a succession that develops on land that has previously been

vegetated. For example, an area might have been cleared for farming, but later

abandoned. This abandoned land becomes colonised in a secondary succession.

Secondary succession can also follow natural events such as a change in climate, a

disease, a mudflow, a volcanic eruption or a spontaneous fire,which can be the result of

lightning.

You should refer to a range of the above in order to access the higher level.

c Analyse the factors that are most responsible for variations in biodiversity

at a global scale. (10 marks)

Mark scheme

Level 1 Simple statements concentrating on the impact of different types of habitat in relation to the

number and type of animal and plant species.Over-reliance on one biome,such as the tropical

rainforest. (14 marks)

Level 2 Some detail and depth relating to one factor,most likely climate, in relation to at least two biomes.

(58 marks)

Level 3 Fully developed answer, with good elaboration of both physical and human influences using

accurate locations in relation to the biomes stated. (910 marks)

e Climate is the overriding factor as it has an important influence on soil type and vegetation.These three factors combined have the greatest impact globally on biodiversity.

Tropical rainforest and monsoon forest are high-energy biomes but the savanna

grasslands have a lower net primary productivity (NPP). All biomes, regardless of which

continent they occur on, show similarities in climate, soils, plants and animal life. Low-

energy biomes are the tundra in the high latitudes and the hot deserts in the low

latitudes.Here, the vegetation is scant and NPP is low, biodiversity among animals,birds

and insects is lower because there is less food available for the herbivores, and this has

an effect on the higher trophic levels. The greatest biodiversity exists within the tropical

rainforests half the worlds gene pool is thought to exist there.Tropical rainforests have

been stable ecosystems for up to 100 million years and,until recently, have continued to

gain new species in their undisturbed state.

Human activity has greatly depleted biodiversity in some biomes; deforestation of the

rainforests and of the tropical monsoon forests provides a good example of this. In more

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developed countries (e.g. the UK) very little of the natural vegetation remains and so

biodiversity has been affected greatly. In some more extreme latitudes the natural

environment has been less affected by human activity.

The introduction of alien species, usually initiated by human activity, has had an

enormous impact on biodiversity in some areas.

Ensure that you give an overall analysis of a range of factors to access the highest level

of response.

Question 2

Figure 5(a) and (b) demonstrates seasonal differences in the nutrient cycle for a

deciduous wood in England.

Figure 5 The nutrient cycle

a Identify and comment on the seasonal variations in nutrient cycling between

late autumn and late spring. (7 marks)

Mark scheme

Level 1 Description predominantly of differences in the three stores between the seasons, expect reference

to one of the transfers using an accurate term for 4 marks. (14 marks)

Level 2 Accurate description of the relative sizes of all three transfers and stores.The most effective

responses will also show knowledge of inputs and outputs. (57 marks)

e You should provide a description of the relative sizes of the stores, and demonstrate anunderstanding of the terms biomass, litter and soil. You should also comment on the

comparative size of the transfer flows as they change seasonally.The best responses will

also show an understanding of inputs and outputs (not shown on the diagrams), for

example runoff and leaching are likely to be greater outside of the growing season,in late

autumn, and weathering more rapid during spring.

Transfers

Stores

(a) Late autumn

Litter

Biomass

Soil

(b) Late spring

Litter

Biomass

Soil


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b Suggest reasons for the variations identified in (a). (8 marks)

Mark scheme

Level 1 Predominantly basic reasons why there are changes in relative sizes of the stores; it is unlikely that

the correct terminology for transfers will be used. Basic explanation might be offered, perhaps an

understanding of why leaf fall occurs during the autumn. (14 marks)

Level 2 Clear understanding why differences in both stores and transfers occur between the seasons.There

may be more precise use of detail,e.g.temperature values might be used to explain the start of the

growing season. (58 marks)

e This question focuses on reasons only. There are a number of reasons for the changes,which are linked to seasonal variations in the influence of the following:

temperatures:having an impact on both leaf coverage and rates of decomposition

the activity of soil fauna such as earthworms

the rates of growth of vegetation and the associated uptake of nutrients by

vegetation

the relative rates of weathering physical and chemical

A good answer will show the links between these factors.

c Evaluate the success of conservation measures in relation to one or more

fragile ecosystems you have studied. (10 marks)

Mark scheme

Level 1 The response is likely to give a generalised description of conservation strategies, such as the

creation of National Parks or other types of protected area within a general environment,such as a

rainforest.There will be little or no attempt to evaluate the success of conservation measures.

(14 marks)

Level 2 Some detail and depth relating to one clearly defined fragile environment,with development of at

least one conservation strategy,including simple evaluation/assessment of the effectiveness of this.

(58 marks)

Level 3 Fully developed answer, with sound assessment of the success of conservation measures relating to

the fragile environment. Locations used to elaborate are accurate. (910 marks)

e You should be sure of the meaning of the two key terms of this question: conservation the protection and possible enhancement of natural environments

to ensure their survival for future use

fragile environment one that is easily disturbed and difficult to restore oncedestroyed

According to the United Nations, fragile environments include arid and semi-arid areas,

mountainous areas, polar locations, freshwater and intertidal wetlands, rainforests and

coral reefs.Many are regional in scope, transcending national boundaries;others are at a

smaller scale in isolated and fragmented pockets.

You should ensure that you clearly outline and describe the conservation measures that

have taken place in your chosen area(s), and express a judgement as to whether or not

they have been successful.


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Essay questions




Question 3

With reference to one tropical biome, evaluate the role and extent of human

activities in modifying its characteristics. (40 marks)

Appropriate content


an outline of the main characteristics of the biome,in terms of climate, vegetation, soils and

biodiversity

a discussion of a range of human activities in the biome,which will depend upon the biome

selected; deforestation is likely to be a common theme,as are settlement/agricultural land

use and conservation

an exploration of the impact of climate change caused by human activity on the biome

would also be relevant,which is likely to be evaluated as having an impact throughout the

entire biome

Synopticity

Synopticity emerges with the following: contrasts in human activity in relation to levels of economic development between

regions/countries located within the biome

evidence of breadth/depth of case study material used in support

detailed critical understanding of the impact of at least one human activity on the biome

clear distinction between the role of human activities and the extent to which human activity

modifies the chosen biome

This question requires an evaluative approach and the response should reach a view.Any

conclusion is creditable as long as it is reasonable and related to the preceding content and

argument.

e Carefully read the above bullet points to get a clear insight into what is required whenattempting an answer to this question. You should have a clear idea of the concept of

vegetation change resulting from human activity, and be aware that the question

requires a discussion of both role and extent.Take note of the key command evaluate

an overall evaluation of the extent to which human activity can modify vegetation

characteristics is required. A response to this command based on a thorough grasp of



Synoptic assessment involves assessment of candidates ability to draw ontheir understanding of the connections between different aspects of the


like a geographer.


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Question 4

Discuss the relative importance of physical and human factors in accounting

for changes to vegetation over time in one or more ecosystems you have

studied in the British Isles. (40 marks)

Appropriate content


the factors causing succession towards climatic climax of a range of plant communities found

in the British Isles, including at least one of lithosere, psammosere, hydrosere or halosere

the characteristics of the climatic climax community, the temperate deciduous woodland

biome and the extent to which this has been modified; there might be some understanding

of regional differences in the biome,e.g. the types of location where ash is the dominant

species rather than oak

the human factors affecting plant successions:secondary succession and plagioclimax

changes to ecosystems resulting from urbanisation, colonisation of wasteland; the

development of distinctive ecologies along routeways and in the urbanrural fringe

the impact of conservation in a variety of settings: urban and rural, and natural environmentssuch as sand dunes

Synopticity

Synopticity emerges with the following:

an understanding of both physical and human factors in relation to changes in plant

communities over time, either short or long term

awareness of the interrelationships between physical and human factors

use of detailed case study support (breadth and depth) from contrasting ecosystems,man-

made and natural

evaluative comments relating to the relative importance of physical and human factors over

the short and long term

The question clearly requires a discussion approach and the response should reach a view

regarding relative importance of the two factors. Any conclusion can be credited as long as it is

reasonable and related to the material under discussion.


concept of vegetation change resulting from both physical and natural causes as well as

from human activities.Take note of the key command discuss an overall statement of

relative importance of the two factors is required. A response to this command based on

a thorough grasp of concepts and suitable and detailed case study material should allow

you to access the upper levels of the mark scheme.


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World cities

Question 1

a Study Figure 6 which shows the global distribution of two types of city.

Figure 6 World cities and other important cities, 2005

Describe and comment on the distribution of the two types of city shown

in Figure 6. (7 marks)

Mark scheme

Level 1 Simple listing of cities by continent; recognition that there are variations in the totals of cities by

continent. Basic recognition of types of city shown and their distribution. Commentary is lacking or

simplistic. (14 marks)

Level 2 Commentary that reflects on the distributions shown that may suggest some contributory factor,e.g.

level of development.Critical comments on the data shown.Overall a more sophisticated response.

(57 marks)

e Answers to this type of data stimulus question fall into two categories. The simple andlow-level response is to lift the data and put them into words. Examiners refer to this as

data waffle.The key to a higher-level response is to respond to the higher level command

comment on. Any valid and appropriate comment will be rewarded, especially if it is

supported by evidence from the figure and/or your own knowledge. It is also valid to

critically comment on the data are all of the important cities in Asia named?

SanFrancisco

Mexico City

BuenosAires

Caracas

Santiago

World cities Other important cities

So Paulo

Madrid

Geneva

Paris

London

Brussels

Frankfurt

Minneapolis

LosAngeles

Chicago New York

Boston

MontrealToronto

Washington

MoscowCop

enha

gen

Stockh

olm

Hambu

rg

Amsterda

m

Berlin

Dusseld

orf

Barcelon

a

Zurich

Mila

n

Rome

Munich

Warsaw

Prague

Budapest

Istanbul

Johannesburg

Singapore

TokyoSeoulBeijing

Shanghai

Hong Kong

Bangkok

Kuala Lumpur

Taipei

Manila

Jakarta

Osaka

Melbourne

Sydney

Atlanta

MiamiHouston

Dallas


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b With reference to one or more examples, describe how urban growth can

cause social and economic problems in urban areas. (8 marks)

Mark scheme

Level 1 Generalised account of problems that could refer to the growth of any city in the world.Problems

tend to be listed simplistically rather than dealt with in depth; or discussion of one,or one type of,

problem only. (14 marks)

Level 2 More than one problem discussed.Specific statements relating to a named city/urban area access

this level. Answers are detailed,have depth and are more sophisticated. Higher mark responses

should refer to both social and economic problems. (58 marks)

e The key to a good answer to this type of question is to respond to the opening clause ofthe question:With reference to one or more examples.Weaker responses tend not to

note this and give very generalised answers which could refer to a wide range of cities

in the world. At A-level, depth and detail are paramount, together with a clear sense of

place. Note that both social and economic problems are required for maximum credit,

though you will access the lower end of Level 2 for just one. Also note that there is norequirement for any particular type of city you can refer to cities at any stage along the

development continuum.

c Discuss the attempts by planners to reduce the impact of cities on the

physical environment. (10 marks)

Mark scheme

Level 1 Limited knowledge and understanding of how planners have attempted to reduce the impact of

cities on the physical environment. Cause and effect are not well understood and there is limited use

of examples. Limited analysis of the attempts by planners to reduce the impact of cities on the

physical environment. (14 marks)

Level 2 Some knowledge and understanding of how planners have attempted to reduce the impact of cities

on the physical environment. Cause and effect are understood and some examples are given. Some

analysis of the attempts by planners to reduce the impact of cities on the physical environment.

Limited (if any) evaluation. (58 marks)

Level 3 Detailed knowledge and understanding of how planners have attempted to reduce the impact of

cities on the physical environment.Cause and effect are well understood,and there is effective use of

detailed examples. Clear analysis and effective evaluation of the attempts by planners to reduce the

impact of cities on the physical environment. (910 marks)

e Planning attempts aimed at reducing the impact of cities on the physical environmentinclude: controls on air pollution,especially from motor vehicles

recycling waste and reductions in solid waste going to landfill

reclamation of derelict land

tackling traffic congestion

the development of sustainable cities

As stated in the mark scheme, the key is to provide both depth and detail of a range of

management strategies, with good use of case studies.To gain the highest level, some

statement of success or otherwise should be given.


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Question 2

a Study Photograph 1 which shows an out-of-town retailing area in the UK.

Photograph 1 Out-of-town retailing

Describe and comment on the characteristic features of this retail park. (7 marks)

Mark scheme

Level 1 Two characteristic features identified and described, or simple listing of features from the

photograph. Commentary is lacking or simplistic. (14 marks)

Level 2 More than two characteristics identified and described. Commentary that relates to the features

identified. Overall a more sophisticated response. (57 marks)

e When answering a question introduced by the words Study Photograph, you mustrefer to the actual photograph given.You are told that the place in the photograph is an

out-of-town retailing area so your comments should bear this in mind. However, your

initial starting point should be features that can be seen rather than those that could be

there or are at a similar centre you studied.

b Suggest reasons for the decentralisation of retailing and other services. (8 marks)

Mark scheme

Level 1 Generalised statements of reasons that could apply to the growth of any out of town location, or the

decline of a CBD area. Reasons tend to be stated simplistically.Development of one reason only.

(14 marks)

Level 2 Development of more than one reason. As more reasons are developed and elaborated upon the

answer moves up through the mark range. (58 marks)

e This question does not ask for references to named examples and hence maximum creditcan be awarded for a purely theoretical answer. However, as the question requires

reasons more than one reason should be given. To access Level 2, some degree of

development is required this could take the form of a more sophisticated account or

it could involve the use of case studies. Hence there are two ways to access the higher

level of credit.


Bluewater

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c With reference to at least one example, discuss the impact of the redevelopment

of urban centres. (10 marks)

Mark scheme

Level 1 Limited knowledge and understanding of the impact of redevelopment of urban centres.Cause and

effect are not well understood and there is limited use of examples.Limited analysis of the impact of

redevelopment. (14 marks)

Level 2 Some knowledge and understanding of the impact of redevelopment of urban centres.Cause and

effect are understood and some examples are given.Some analysis of the impact of redevelopment.

Limited (if any) evaluation. (58 marks)

Level 3 Detailed knowledge and understanding of the impact of redevelopment of urban centres.Cause and

effect are well understood,and there is effective use of detailed examples.Clear analysis and effective

evaluation of the impact. (910 marks)

e A number of strategies have been devised to redevelop urban centres, including: the provision of a more attractive shopping environment with pedestrianisation,new

street furniture, floral displays, paving and landscaping the construction of all-weather shopping malls which often have integral low-cost

parking

the encouragement of specialist areas, such as attractive open street markets,cultural

quarters, themed areas and arcades

the improvement of public transport links to the heart of the CBD, including rapid

transit systems,park-and-ride schemes and shopper buses

the encouragement of a wider range of leisure facilities, including caf bars,

restaurants, music venues

the encouragement of residential activities to return to city centres,by providing flats

to rent above shops, redeveloping old buildings (a form of gentrification) or building

new up-market apartments

As stated in the mark scheme,the key here is to provide both depth and detail of a range

of redevelopment strategies with good use being made of case studies. To gain the

highest level, some statement of success or otherwise should be given.

Essay questions

The generic mark scheme for these essays is given on pages 56. Below is a summary of the



Question 3

With reference to either waste managementor transport managementin urban

areas, assess the extent to which it is possible to achieve increased levels of

sustainability. (40 marks)




like a geographer.


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Appropriate content


a description of the chosen urban issue and how it impacts on identified affected areas

a definition of the term sustainability

an outline of the solutions/management strategies adopted in an identified area(s)

a comparison between contrasting cities in countries along the development continuum

Synopticity

This could be achieved by:

evidence in the breadth/depth of case study material

detailed critical understanding of the issue identified

detailed critical understanding of the management of the issue identified

a recognition of the importance of values and attitudes,and of the role of decision makers

evaluative comments as to whether sustainability can be achieved/increased

The question requires a discursive approach and the response should reach an overall view. Any

conclusion can be credited as long as it is reasonable and related to the preceding content and

argument.


concept of sustainability and what this entails in the context of your chosen issue.The

question refers to increased levels of sustainability this implies change. You must

therefore be sure of the current state of affairs and what strategies can be put in place

to change this situation. Make sure you take note of the key command assess an

overall assessment of the extent to which change can be produced, and the degree of

that change, is required. A response to this command based on a thorough grasp of



Question 4

With reference to examples, discuss the overall effectiveness of urban

regeneration schemes. (40 marks)

Appropriate content


a description of the issues facing areas identified prior to regeneration

a definition of the termurban regeneration

a discussion of at least one urban regeneration scheme and of how such schemes impact onthe affected areas identified

a comparison of the different strategies adopted by identified areas

Synopticity

This could be achieved by:

evidence in the breadth/depth of case-study material

detailed critical understanding of the problems facing the areas identified

detailed critical understanding of the regeneration strategies in the areas identified

a recognition of the importance of values and attitudes, and of the role of decision makers

evaluative comments as to whether the schemes are/were successful

The question requires a discursive approach and the response should reach an overall view. Anyconclusion can be credited as long as it is reasonable and related to the preceding content and

argument.


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e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question. The great majority of urban

regeneration schemes have a positive effect on the social, economic and environmental

aspects of the areas affected. Indeed, in the more modern schemes most of these go

hand in hand they are deliberately integrated.However, not everyone agrees on the

relative effectiveness and/or success of each of these elements, nor of the scheme in

total. You should examine the rationale and methodology of at least two urban

regeneration schemes and comment on their success. A good discussion should

highlight both the positive and negative elements of the schemes selected. Remember,

it is important that you reach a conclusion based upon the evidence you have presented

in your essay.


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Development and globalisation

Question 1

a Study Figure 7 which shows the GNP per capita for most countries in 2006.

Figure 7 Map showing GNP per capita, 2006

Describe the pattern shown on this map. To what extent does it justify the

division of the world into rich North/poor South one way of showing the

development gap? (7 marks)

Mark scheme

Level 1 Basic material with regard to pattern.Says only that it reflects a development gap,with high GNP

countries to the north and low GNP countries to the south. (14 marks)

Level 2 Recognises that there are aspects of the pattern other than simply rich areas/poor areas,e.g.greatvariety within Africa/Middle East. Attempts to answer question by addressing to what extent, seeing

the more negative points given above. (57 marks)

e The first section requires that you do more than just state which areas have high GNP andwhich areas have low figures.Point out where there are quite wide variations in one area,

for example Africa. For the second section, you must address the to what extent

command by looking both at positive aspects, which justify the division, and more

negative points where it is not so clear. Remember that Australia and New Zealand are

not anomalies, they are counted as being in the North.

b What are the characteristics of the countries which make up the group

known as least developed countries (countries at a low level of economic

development). (8 marks)

10,00190,000

2,50110,000

5012,500

0500

No data

GNP per capita($US)


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Mark scheme

Level 1 Straightforward statements,very much a list of characteristics,e.g. low GNP, low literacy,low life

expectancy, low levels of calorie intake, etc. (14 marks)

Level 2 Recognises that the characteristics can be placed into categories,such as economic, social, political.

Links made between some of the problems listed above, such as lack of capital leading to poor

education and health services giving low life expectancy and low levels of literacy. Puts in somedetail such as figures, and may back up material with examples. (58 marks)

e Answers to questions on characteristics can easily become a list of those features.To accesshigher marks you must recognise that characteristics can be categorised and details are

essential.For example,do not just state low GNP, but give some figure (under $800 is given

in the textbook). Also, try to link some characteristics, e.g. the low level of economic

diversification which itself is based upon the low share of manufacturing in the GNP.

c Discuss the ways in which the countries known as NICs have rapidly transformed

their economies in recent years. (10 marks)

Mark scheme

Level 1 Concentrates on rapid industrialisation and the role of TNCs.Little detail and examples are little more

than a simple e.g. (14 marks)

Level 2 Recognises that stages exist and that different reasons exist for the growth.Is able to identify

countries from the various stages,but stops at the India/China stage.More detail on the role of TNCs.

(58 marks)

Level 3 Clear answer showing the progressive growth of NICs and the different ways in which they gained a

better economy.Recognises that there is a stage based on new markets and technologies. Good and

accurate use of exemplar material. (910 marks)

e There are various reasons for the growth of NICs and you should be able to set this materialin the stages given in the textbook. Remember that although the question does not

mention examples,such material should form part of your answer at the higher levels (and

should be more than e.g. Malaysia).Good comparisons of the different paths followed by

these countries will form part of the discussion asked for in the question wording.

Question 2

a Study Figure 8, which shows the distribution of Toyota manufacturing plants outside

Japan and the companys worldwide production in 2004.Toyota is an automobile manufacturer which started life in Japan. Describe and

attempt to explain the world distribution of Toyota plants and production as

shown on Figure 8. (7 marks)


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Figure 8 Distribution of Toyota manufacturing plants outside Japan and worldwide production, 2004

Mark scheme

Level 1 Simple statements with regard to distribution. Explanations are little more than production in home

country followed by a need for Toyota to produce where it sells (i.e.its markets). (14 marks)

Level 2 Detailed statements with regard to distribution, particularly with regard to technical centres. Explains

in detail why plants are scattered,such as reduced taxation and subsidies and grants.Sees

peculiarities of local markets requiring specialised R&D. (57 marks)

e At Level 1,this is a simple distribution exercise.To reach the higher level marks you do notneed to know anything about Toyota. Assume that it behaves in the same way in which

other companies operate, i.e. it has markets where it manufactures, it moves to take

advantage of tax concessions and grants/subsidies, it requires local R&D for local market

conditions.These are the possible explanations asked for in the question.

b What can be the effects in the donor (home) country when transnational

companies move their investment to other countries? (8 marks)

Mark scheme

Level 1 Straightforward statements referring to unemployment, poorer areas and on the positive side, more

money.Answer mainly stresses the downside of the move in terms of the donor country.

(14 marks)

Level 2 More detail on the material, particularly with reference to the downward spiral.Much more detail on

the movement of capital back to the donor country. (58 marks)

e Remember, to reach Level 2 credit you must put detail on your statements. For example,do not simply state that money from profits is returned, but show in detail how it is

returned via share dividends and to the government through company taxation. Another

good Level 2 point would relate to unemployment,where you should show that it is not

only the main industry that is affected but also component and service suppliers (when

a factory closes, it is said that other companies are affected, even including those who

supply clean towels to the washrooms and those supplying pies to the canteen; this is

part of the downward spiral mentioned in the mark scheme).

Manufacturing plant

R&D centre

Calty DesignResearch

Toyota Technical

Center (USA)

North America

(1,444,000)

Latin America

& the Caribbean

(80,000)

Toyota Europe

Design Development

TMEM Technical

Division

Toyota

Motorsports

Toyota Technical

Center, China(Tianjin)

Toyota Technical

Center, Asia Pacific

(Thailand)

Toyota Technical

Center, Asia Pacific

(Australia)

Europe

(583,000)

Africa

(109,000)

Middle east &

southwest Asia

(70,000)

Asia

(647,000)

Oceania

110,000

(1,444,000) Vehicles produced, 2004


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c Discuss the role of transnational companies in the development of the global

economy. (10 marks)

Mark scheme

Level 1 Simple statements commenting on the importance of TNCs across the world without developing

their role in the global economy. (14 marks)

Level 2 Clear statements with a precise picture of how TNCs operate across the world and their importance

in the global economy.Good use of case study material to exemplify points. (58 marks)

Level 3 Clear discussion of the global economy and of the role of TNCs in it.Good and accurate use of

exemplar material. (910 marks)

e The discussion should centre on assessing the role of TNCs in the global economy. Be sureto translate the idea of the importance of TNCs into that role. For the highest marks you

must write something about the global economy and place TNCs into that discussion. As

before,work exemplar material into your answer.

Essay questions

The generic mark scheme for these essays is given on pages 56. Below is a summary of the



Question 3

Discuss the varying roles of (a) the promotion of trade and (b) the provision

of aid, as approaches in the efforts to raise living standards in the poorest

countries of the world. (40 marks)

Appropriate content


the problems of the poorest countries which need to be addressed

the benefits of trade such as increases in the amount of wealth being generated, allowing an

increase in living standards the belief that countries should go through a process of industrialisation (just like those in

the North); this would allow more trade,increasing the revenue flowing into the country

the doubts,expressed by some economists, that many of these countries cannot be

competitive as they have too many problems such as HIV/AIDS, internal conflicts and climatic

problems, e.g.drought

the main systems of international aid and how they work

the argument that aid does not always get to where it is needed and it is often n

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