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
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Addysg Gyffredinol
Uwch Gyfrannol
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Education
Advanced Subsidiary
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
Temperature Change ºC
Figure 3 World average change of surface temperature
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.
(c)
Outline the consequences of flows of refugees and asylum seekers into developed countries.
(1.4) [10]
(1.3) [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
(2.3) [5]
central areas of cities.
(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
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Addysg Gyffredinol
Uwch
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Education
Advanced
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
2.3
(b) Coastal environments
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
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Addysg Gyffredinol
Uwch
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Education
Advanced
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
CYD-BWYLLGOR ADDYSG CYMRU
Tystysgrif Addysg Gyffredinol
Uwch
WELSH JOINT EDUCATION COMMITTEE
General Certificate of Education
Advanced
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
Beijing, China
14.2
19.4
Delhi, India
11.7
Dhaka, Bangladesh
City
2000
2015
New York, USA
16.6
17.6
17.6
Rio de Janeiro, Brazil
10.2
11.6
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)
UNIT G 1
AO1
AO2
AO3
12 %
6%
7%
Paper
Total
Mark
Q1
15
7
3
25
Q2
15
7
3
25
Q3
6
4
15
25
36
18
21
75
AO1
AO2
AO3
(12 %)
(6%)
(7%)
Q1
15
7
3
25
Q2
15
7
3
25
Q3
6
4
15
25
36
18
21
75
AO1
AO2
AO3
(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
(6 %)
(8%)
(6%)
Q1
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
TOTAL (Marks)
UNIT G2
TOTAL (Marks)
UNIT G3
UNIT G4
Synoptic
( √)
QWC
(√ )
√
√
√
√
√
√
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
•
•
•
Level 2
•
•
•
Level 3
•
•
•
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.
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.
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)
Level 2
(4 – 7)
Level 3
(8 – 10)
Gives limited explanation of the impacts. Explanations are in simplistic
format that lacks development. Exemplar material is limited.
Explanations of impacts are sound. Shows some ability to develop points
made. Some knowledge of examples.
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)
Level 2
(4 – 7)
Level 3
(8 – 10)
Gives limited explanation of strategies. Explanations in simplistic format
that lacks development.
Explanations of strategies are sound. Shows some ability to develop points
made. Lacks balance. Some use of examples.
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)
Level 2
( 4 – 7)
Level 3
(8 – 10)
Shows limited understanding of factors. Explanations in simplistic format.
Lacks development. Weak or no exemplar material
Factors identified and link to floods explained in some depth. Exemplar
material evident but not in depth. Limited reference to severity of flood
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)
Level 2
(4 – 7)
Level 3
( 8 – 10)
Shows limited understanding of management. Explanations in simplistic
format that lacks development. There is no attempt to examine advantages
and disadvantages.
A scheme is identified and link to flood alleviation explained in some depth.
Advantages and disadvantages are not examined in depth..
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
a
b
c
AO1
2
6
7
15
AO2
1
3
3
17
AO3
2
1
0
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 19511980
average.
Between 1925 and 1976 there was oscillation both above and below the 19511980
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)
Level 2
(3 – 5)
Level 3
(6– 7)
Shows limited ability to identify any trends/patterns on the graph.
Shows some understanding of what the graph displays about overall changes
on world temperature.
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)
Level 2
(3 – 5)
Level 3
(6– 8)
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.
Shows some ability to suggest other appropriate information/data in order
to address the needs of such a research title.
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
Level 2
4 – 7 marks
Level 3
8-10 marks
(c)
Describes one migration characteristic, but with superficial examples
and some aspects are in general terms with little depth or illustration.
Explanations are more broadly based and specific examples are
relevant with a good level of factual information on at least two
migration characteristics.
A wide ranging explanation with very good knowledge of at least
two examples of migration characteristics.
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
Level 2
4 – 7 marks
Level 3
8-10 marks
Demonstrates some awareness of the consequences for refugees and
asylum seekers, but the answer lacks precision and detail in any
examples used.
Good use of specific examples, but the distinction between refugees
and asylum seekers is not made clear.
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
Level 2
4 – 7 marks
Level 3
8 -10 marks
(c)
Demonstrates some awareness of the issues, but with little depth and
superficial detail.
An adequate treatment of the case study with perhaps imbalance
between the use of the specific example and coverage of the issues.
A knowledgeable and well-balanced account relevantly using one
CBD and referring to a wide selection of issues.
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
Level 2
4 – 7 marks
Level 3
8 -10 marks
Demonstrates some awareness of the reasons for differentiated
social grouping, but with little depth and superficial examples.
Imbalance between the use of specific examples and coverage of the
various social groupings.
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
a
b
c
AO1
2
6
7
15
AO2
1
3
3
17
AO3
2
1
0
3
GCE GEOGRAPHY Specimen Assessment Materials 52
Q3
(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)
Level 2
(3 – 5 marks)
Level 3
(6 – 7 marks)
Some basic description of second home distribution with little or no
connection between the two maps.
Demonstrates some ability to describe the distribution and understands
some relationships between this distribution and the physical and
human geography.
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)
Level 2
(3 – 5 marks)
Level 3
(6 – 8 marks)
Limited ability to consider other information/data that would help in
such an investigation.
Valid suggestions are made about further useful information/data for the
study of second homes.
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
•
•
•
Level 2
•
•
•
•
Level 3
•
•
•
•
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.
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.
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
Very good
Marks out
of 25
21-25
Criteria
•
•
•
•
•
•
•
Good
Average
16 – 20
11 - 15
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Marginal
6 - 10
•
•
•
•
•
•
•
Weak
1-5
•
•
•
•
•
•
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.
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
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.
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.
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)
(ii)
(iii)
show knowledge of the physical characteristics of the desert environment to include
main climatic, soil and biotic characteristics ;
show an understanding of how the physical characteristics interrelate to give a
distinctive environment;
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)
(ii)
(iii)
show knowledge of the economic exploitation of extreme environments;
show understanding of how the economic exploitation of such extreme environments
has negative impacts;
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 longterm 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.
GCE GEOGRAPHY Specimen Assessment Materials 63
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.
GCE GEOGRAPHY Specimen Assessment Materials 64
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.
GCE GEOGRAPHY Specimen Assessment Materials 65
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.
GCE GEOGRAPHY Specimen Assessment Materials 66
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.
GCE GEOGRAPHY Specimen Assessment Materials 67
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.
GCE GEOGRAPHY Specimen Assessment Materials 68
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.
GCE GEOGRAPHY Specimen Assessment Materials 69
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.
GCE GEOGRAPHY Specimen Assessment Materials 70
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.
GCE GEOGRAPHY Specimen Assessment Materials 71
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.
Conclusions are outlined in a limited way and there is no attempt to link the
Level 1
outcomes to the original hypothesis/geographical question.
(1-5 marks)
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.
GCE GEOGRAPHY Specimen Assessment Materials 72
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'.
GCE GEOGRAPHY Specimen Assessment Materials 73
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 childbearing 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.'
GCE GEOGRAPHY Specimen Assessment Materials 74
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.
Answers may remain in this level in several ways. Population
Level 1
dynamics may be poorly represented. The answer may be very
(1-3 marks)
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.'
GCE GEOGRAPHY Specimen Assessment Materials 75
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.'
GCE GEOGRAPHY Specimen Assessment Materials 76
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)
Level 2
(5-9 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.
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.
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.
Level 5
(22-25 marks)
GCE GEOGRAPHY Specimen Assessment Materials 77
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)
Level 2
(5-9 marks)
Level 3
(10-16
marks)
Level 4
(17-21
marks)
Level 5
(22-25
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.
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.
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.
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.
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.
GCE GEOGRAPHY Specimen Assessment Materials 78
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
24
(30%)
32
(40%)
24
(30%)
80
(100%)
Total
GCE Geography SAMs (2009-2010)/JD
2 July 2007