September 2014

EXAM FEEDBACK1.1 ENE –

VOLCANIC ERUPTIONS

How the year group did?

Not Achieved = 30%Achieved = 18%

Merit = 32%Excellence = 20%

Score range:N = 0-7

A = 8-12M = 13-18E = 19-24

OVERALL RESULTS

Page 2: Type of extreme natural event = VOLCANIC ERUPTIONS Name of case studies e.g. Mt. Tarawera, NZ; Mt Pinatubo,

Phillipines; Nevado del Ruiz, Columbia; Mt Ruapehu, NZ; Eyjafjallajökull, Iceland (add in location)

Part (a) – This was a map or diagram DESCRIBING characteristics of your environment that make it VULNERABLE to volcanic eruptions (could be natural or cultural characteristics)

Part (b) – This question asked you to FULLY EXPLAIN the natural OR cultural characteristics of vulnerability. So many of you just described the characteristics, repeating the info from part (a). Many also just talked about eff ects/impacts of an eruption and not the characteristics of vulnerabilityApplication of concept ENVIRONMENTS for E8 – not just rewriting the defi nition given

QUESTION 1

N0 N1 N2 A3 A4 M5 M6 E7 E8

D Dp Dp + SOr Di

Dp + SpOr Di

Ep + S + Di

Ep + Sp + Di

Ec + Sc + DiL

Ec + Sc + DiL + C

QUESTION 1 OVERALL

Codes:D – very basic descriptionDp – partial descriptionS – specificsSp – partial specificsSc – comprehensive/integrated specificsEp – partial explanationEc – comprehensive explanationDi – basic diagramDiL – diagram annotated and linked to explanationC – conceptNR – not relevant

Part (a) – This question asked for annotated diagrams DESCRIBING NATURAL PROCESSES producing volcanic eruptions. As the concept here is PROCESS, a series of 3 diagrams would work best to describe the natural processes. Remember the diff erence between labels and annotations

Part (b) – Again here you had to FULLY EXPLAIN how the natural processes work to form a volcanic eruptions. You had to include specifics and refer to your diagrams

Many described processes or partially explained processes with no reference to a specific case study at all

Application of the concept PROCESS for E8, not just rewriting the definition given

QUESTION 2

N0 N1 N2 A3 A4 M5 M6 E7 E8

D Dp Dp + SOr Di

Dp + SpOr Di

Ep + S + Di

Ep + Sp + Di

Ec + Sc + DiA

Ec + Sc + DiA + C

QUESTION 2 OVERALL

Codes:D – very basic descriptionDp – partial descriptionS – specificsSp – partial specificsSc – comprehensive/integrated specificsEp – partial explanationEc – comprehensive explanationDi – basic diagramDiA – diagram annotated and linked to explanationC – conceptNR – not relevant

Even though this question was not divided into part (a) and part (b), it says you should use diagrams to support your answer. This means for Merit and Excellence a diagram is needed.

This question is asking you to FULLY EXPLAIN eff ects of volcanic eruptions on the cultural environment.

Annotated diagrams could be used for the DESCRIPTION of the eff ects.

Application of concept CHANGE for E8.

QUESTION 3

N0 N1 N2 A3 A4 M5 M6 E7 E8

D Dp Dp + SOr Di

Dp + SpOr Di

Ep + S + Di

Ep + Sp + Di

Ec + Sc + DiA

Ec + Sc + DiA + C

QUESTION 3 OVERALL

Codes:D – very basic descriptionDp – partial descriptionS – specificsSp – partial specificsSc – comprehensive/integrated specificsEp – partial explanationEc – comprehensive explanationDi – basic diagramDiA – diagram annotated and linked to explanationC – conceptNR – not relevant

Diagrams and maps need to have titles that clearly state what you are drawing and what setting/environment it is in

Stick to ONE case study per question only. This way you can write in depth about that particular case study and therefore score higher grades

Refer to maps and diagrams in your written explanationsRemember the diff erence between DESCRIBE and FULLY

EXPLAINWhen using Mt Tarawera case study and eff ects on the

cultural environment, be careful when talking only about the Pink and White Terraces – this is a natural feature. You have to carefully and insightfully link this to the tourism industry to include the Terraces as part of the cultural environment

Those people who attended the revision workshops – well done! Your results were definitely better than those who did not use the opportunities provided

TAKE NOTE….

September 2014

EXAM FEEDBACK1.2 POPULATION

How the year group did?

Not Achieved = 16%Achieved = 33%

Merit = 32%Excellence = 19%

Score range:N = 0-7

A = 8-13M = 14-19E = 20-24

OVERALL RESULTS

PART A) Comparing population distribution between the Northern and Southern Hemispheres, using the fi gures provided. Some people only described the Northern Hemisphere and made

no comparison to the Southern Hemisphere. Make sure you know where the hemispheres are – some people

mixed them up!! A key word in the question was “describe”. Some people wrote

far too much here and went into far too much detail this would only be necessary if it had asked you to “ fully explain”. The amount of space given is also a hint!

PART B)You MUST do the diagram! It needed to have on it the patterns of population distribution and annotation evidence and supporting detail. E.g. West Bengal, showing the Ganges River fl owing through and a label saying ‘linear pattern’ There were some fantastic diagrams but some that still don’t know place names in India.

QUESTION 1

PART C)Use key words from the questionFactors were given to you, yet some people managed to

not even answer the question. You MUST read the question carefully to know what is required!

1 paragraph is not enough – again look at how much space they give you as an indication of how much to write.

Make sure you know the diff erences between natural and cultural factors – accessibility of Kashmir is not a cultural factor, it is natural because of the location it is in.

CONCEPT! Include this in your writing if you are told to – state the concept AND defi ne it! Some people did this very well.

High Merit/Excellence required all 3 parts done, with supporting evidence and explanation for part C). High E = concept used.

QUESTION 1 CONT.

Part A) One of the worst done parts of the paper, simply

because of people not reading the question/concept. You needed to refer to the statement about

population increase and so why is was not SUSTAINABLE (concept) and include specific information from India

People who did poorly in this question failed to link it to sustainability and/or India.

Part B) This was done well by most people. For a Merit you

had to say more than 1 way and have an explanation as to why this method was needed.

Including the outcome if possible was also good e.g. IR8 seeds failing as farmers could not aff ord the fertilisers to keep them going.

QUESTION 2

Part A) Describe features of the population structure:This needed to have supporting evidence so saying

“high life expectancy” wasn’t enough – need to say what life expectancy was, perhaps that females had a higher life expectancy than males.

Part B) Reasons for the population pyramid: If you mentioned that there was a large amount of

people from 20-24 it is likely to be because of job opportunities or a university in the town. NOT that there is a large amount of 19 year olds dying. High life expectancy because of medical care available etc. This is a town in the USA, not a developing country.

QUESTION 3

PART C)Another question that was poorly done, with some people

not bothering to read what the question was asking! You needed to state how the population had changed over

time, and perhaps how it was going to change in the future. Those who did this question well referred to the

Demographic Transition Model, explaining what stage India was in now, and how it had CHANGED to this stage and why. Also included the shape of India’s population pyramid and how the shape had changed over time and why.

They mentioned things like net migration weren’t a large factor for change in India as only 1% of the population had immigrated to India and that internal migration was large.

Oh and if you hadn’t fi gured the concept was……… CHANGE!Concept was needed for an Excellence.

QUESTION 3 CONT.

It was not diffi cult to achieve this paper and generally this paper was done well.

BUT….It was diffi cult to pass without attempting all questions.

Those who did pass with only one or two questions done had completed the question(s) to an excellence level.

Missing our parts of questions impacted the overall mark.

It was obvious those who had revised – specific information and statistics were used throughout their paper.

MARKER COMMENTS

For some of you this has given you a good understanding of what is required to do well in 1.2

Go back through your paper and choose 1 question to redo – use the information we have just discussed to PERFECT your response.

Read through and see where you went wrong. In your book rewrite the IDEAL answer.

Use the key words from the question, the concept given, your specifi c information about India to make it excellence worthy

WHERE TO NOW?

SEPTEMBER 2014

EXAM FEEDBACK 1.4 GEOGRAPHIC

SKILLS

Not Achieved: 32%Achieved: 42%

Merit: 20%Excellence: 6%

OVERALL RESULTS

Students who attempted ALL THREE questions stood a better chance of Achieving this paper

Accuracy IS IMPORTANT when applying geographic skills

B = Basic answer

C = Complex answer. For Merit and Excellence you wanted to make sure you had lots of C answers

This was probably the worst paper in terms of results, but this could be because people were thrown by the last question and failed to attempt it.

Remember the concept of TAONGA WILL BE IN YOUR END OF YEAR EXAM so you MUST understand it.

GENERAL COMMENTS

QUESTION ONE: MAP AND PHOTO INTERPRETATION

ANSWER SCORE

a) RTQ, question was about LOCATION (where it is). Needed specific evidence

B or C

b) (i) (ii)

Saw milling and 56 people BOTH for B

b) (iii) Named examples needed e.g. Ulva Island Marine Reserve, Rakiura National Park, Stewart Island Forest Conservation Area

TWO needed for C

c) Precis mapping needs to be accurate. Roads should be a SINGLE line and areas must be SHADED IN. Cannot put an x for the island

See map

Shelter BRoad B or CUlva Island BSand/mud C

QUESTION ONE: PRECIS MAPS

ANSWER SCORE

d) Most missed this question46º55’ needed degree AND minute symbols

B

e) (i) Needed to be an OCCUPATIONe.g. teacher, police officer, DOC ranger, hotel worker etc

TWO needed for B

(ii) 100m (had to have METRES) C

f) Advantages and disadvantages needed with specific detail from the resource

B or C depending on level of discussion

QUESTION ONE: MAP AND PHOTO INTERPRETATION

QUESTION ONE OVERALLN0 N1 N2 A3 A4 M5 M6 E7 E8

1/11 2/11 3-4/11 5/11 6-7/11 8/11 with 2 C’s

9/11 with 3 C’s

10/11 with 3 C’s

10/11 with 4 C’s

ANSWER SCORE

a) MUST be a LINE GRAPHMarked on 6 things• Title (climate graph, NOT JUST

temperature)• Scale (must include ºC)• Points in middle of Month• Points joined by single line• Line accurately touches axes on both

sides• Dip or v shape between June and

August

B = 4 ticksC = 5 ticks

b) (i) October B

(ii) 138mm MUST have mm B

(iii) March and July B (BOTH correct)

c) February or March B = month namedC = reason given

d) Comparison of climate, KEY to look at AVERAGE rainfall vs AVERAGE temperature. Poorly done

B or C

QUESTION TWO: GRAPH, TABLES AND STATISTICS

ANSWER SCORE

e) (i) 200m B

(ii) 17-18km (had to have km) B

(iii) Must talk about BOTH tracks with specifics from the resource. Good students used the bullet pointed list and worked their way through this.

B or C depending on level of detail and discussion

QUESTION TWO: GRAPH, TABLES AND STATISTICS

QUESTION TWO OVERALL

N0 N1 N2 A3 A4 M5 M6 E7 E8

1/9 2/9 3/9 4/9 5/9 6/9 with2 C’s

7/9 with 2 C’s

8/9with 3 C’s

8/9 with 4 C’s

Each of the three paragraphs are assessed using the following codes

N: Not answered, irrelevant or insuffi cient answer

Ep: Partial explanation (basic understanding of resource use but little supporting evidence)

Ed: Detailed explanation (full explanation of the resource use is shown, with supporting evidence)

It was key here to know the diff erence between a NATURAL resource (wind, trees, fi sh, water, etc.) and a CULTURAL resource (museum, sawmills, school, stores, etc.)

Students that used the defi nition of TAONGA which was given in the question in their answer generally scored better as it focused their response.

QUESTION THREE: APPLICATION OF GEOGRAPHIC CONCEPTS

QUESTION THREE OVERALL

N0 N1 N2 A3 A4 M5 M6 E7 E8

None Answered but no relevant info

1 Ep 2 EpOR1 Ed

3 EpOR1Ep & 1Ed

2 Ep & 1Ed

2 Ed 1 Ep & 2 Ed

3 Ed

NOT ACHIEVED0-8

ACHIEVEMENT9-13

ACHIEVEMENT WITH MERIT14-18

ACHIEVEMENT WITH EXCELLENCE19-24

OVERALL JUDGEMENT

Generally speaking, students that attempted ALL parts of ALL 3 questions tended to Achieve.

Even if you wrote SOMETHING for the last question (and it was mostly incorrect) it would have given you 1 mark. This was the diff erence between an ACHIEVED and a NOT ACHIEVED for some people

Be accurate in your précis maps and READ THE QUESTIONUse specific information from the resource booklet but do notcopy word for word

ADVICE FOR THE END OF THE YEAR