How this guide works...
This guide is not a revision guide – that comes later down the line – this instead is a
booklet for exam questions – fun right?
There is method in this though – AQA are unlikely to re-invent the wheel too much,
and so if you practice enough questions, a part of them is likely to reappear, or at
the very least you’ll get higher confidence with answering exam questions.
Some of these questions will be used in class, some will be used for homework,
some will be left and you may wish to do in your own revision. Either way – you do
them, I mark them, you respond / improve and then I remark.
The next six pages are the best places to start they talk about what the exam will
look like, what the exam board say you should know for this unit, a small guide to
the types of questions there are on GCSE geography exams and how to answer
them and finally a list of command words.
Any questions...
...please ask!
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What will my exam look like?
You will have two exams, both will last 1 and a half hours and will be made up of 2 sections – the helpful diagram below will
explain everything.
Physical
Geography - 1
and 1/2 hours
long
Section A
Q1 - Restless
Earth
Section B
Q5 - Water on
the Land
Human
Geography - 1
and 1/2 hours
long
Q6 - Ice on the
Land
Section A
Q2 - Changing
Urban
Environments
Section B
Q4 Development
Gap
Q6 - Tourism
What does the exam board expect me
to know for the Restless Earth
Section?
You should know and understand:
✓
What a tectonic plate is and where they are
What the difference between continental and oceanic tectonic
plates are
What happens at the destructive, constructive and conservative
plate margins (boundaries)
The sorts of landforms that are found at plate margins like fold
mountains, ocean trenches, composite volcanoes and shield
volcanoes
A case study of how one range of fold mountains are used
Volcanoes – the characteristics of shield and composite volcanoes
A case study of a volcanic eruption – it’s cause, primary and
secondary effects, positive and negative impacts, immediate and
long term responses
How can volcanic eruptions be monitored and predicted for
The characteristics and likely effects of a Supervolcano
The locations and causes of earthquakes, its features (epicentre,
focus, shock waves) and how earthquakes are measured.
How countries can predict, protect and prepare for earthquakes
and why this is important.
TWO case studies of an earthquake – one in an MDC and one in a
LDC – their specific causes, primary and secondary effects,
immediate and long term responses and the differences between
them.
A case study of a tsunami – its cause, effects and responses.
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The really helpful bit
In GCSE geography there are two types of questions – short answer questions
(worth 1, 2 or 3 marks) and longer answer questions (worth 4, 6 or 8 marks). This
help guide should help you recognise the difference between the two and how to
answer each type of question.
Short Answer Questions (worth 1, 2, or 3 marks)
These questions are point marked. This means that the examiner will give you a
mark for each point that you make and explain (if the question asks for it).
Before answering the question you should read it carefully. It might be worth
highlighting or circling what the command words are and then underline what
topic the question actually is asking for.
A few quick points:
-
Make sure you give / answer the correct number of points for the marks that
the question is worth.
Make sure you introduce your answer – it only takes a few words and shows
the examiner you know what you’re talking about. Avoid starting any
sentence with words like it or they. A better example would be “An MDC is a
more developed country”
Long Answer Questions (worth 4, 6, or 8 marks)
These questions are level marked. This means that the examiner will read all of
your answer and then decide on a level to give you. In 4 or 6 mark questions the
maximum level you can get is level 2, in an 8 mark questions the maximum level is
level 3.
On your human geography paper for your 8 mark questions there is 3 extra marks
awarded for your spelling punctuation and grammar. The table below shows what
you need to do to get these extra marks.
Threshold
performance
(1 mark)
Intermediate
performance
(2 marks)
High
performance
(3 marks)
-
You spell, use punctuation and use the rules of grammar with
reasonable accuracy.
Any mistakes do not stop the examiner understanding what you meant in
your response.
You use a limited range of key words appropriately.
You spell, use punctuation and use the rules of grammar with
considerable accuracy
The examiner has a good idea of what you mean in your answer.
You use a good range of key words appropriately.
You spell, use punctuation and use the rules of grammar with consistent
accuracy.
The examiner has no trouble understanding what you mean in your
answer.
You use a wide range of specialist terms adeptly and with precision.
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The examiner is looking for what are called ‘linked statements’ to give you the
higher levels, and therefore higher marks.
Linked statements are sentences with developed explanation, statistics or
examples in your answer that prove your point.
What the examiner is looking for at each level is shown in the table below along
with some example sentences to help.
Level 1
Basic knowledge with
little or no detail showing
very simple
understanding.
There is little organisation
of the answer and few key
words.
Lots of people die in
poorer countries die in
earthquakes.
Level 2
Clear knowledge with
clear and developing
understanding and
explanation shown.
Some examples are used
along with key words.
Lots of people die in
earthquakes in LDCs
because there is likely to
be less emergency
services.
Level 3
Detailed knowledge with
clear and detailed
understanding and
explanation.
Examples are used to
answer the question with
explanation and a wide
range of key words are
also used.
Lots of people die in
earthquakes in poorer
countries because there
is likely to be less
effective emergency
services. This is because
there is less money to pay
for training for them, or
give them good
equipment. This means
that less people will be
saved and therefore more
people will die.
A good 4 step plan to remember when writing a longer answer essay question is:
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Exam Command Words
These are sometimes called trigger words – they should trigger you into knowing
what the question is asking of you. But sometimes people can get confused as to
what they need to do to answer the question effectively.
The table below shows you the most often used command words and what they
mean. They are in an order with most often used ones first.
Command
Word
Describe
Definition
Give a detailed version of what happens / has happened.
Give
Use words like because in your answer as you will be explaining how or why
something is that way.
Discuss
Explore the subject by looking at its advantages and disadvantages (i.e. for
and against). Attempt to come to some sort of judgement.
Explain
Describe, giving reasons and causes.
Define
Give the meaning. This should be short.
Outline
Concentrate on the main bits of the topic or item. Ignore the minor detail.
Evaluate /
Assess
Give an opinion by exploring the good and bad points. It’s a bit like asking you
to assess something. Attempt to support your argument with expert opinion.
Factors
Not strictly a command word – but it can come up – where a question asks
about factors it means give the facts, reasons or circumstances that can make
something happen.
Identify
Recognise, prove something as being certain.
Compare /
Contrast
Analyse
Comment
Justify
Show the similarities / Show the differences (but you can also point out the
other side of the argument).
Explore the main ideas of the subject, show they are important and how they
are related.
Discuss the subject, explain it and give an opinion on it.
Give a good reason for offering an opinion.
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2010
1 (a) Study Figure 1 below which shows the earth’s tectonic plates and the places where
earthquakes occur worldwide.
Figure 1
1 (a) (i) Describe the distribution of earthquakes. (3 marks)
Response
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1 (a) (ii) Draw a labelled diagram(s) to explain why earthquakes occur at conservative
plate boundaries. (4 marks)
Response
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1 (b) Study Figure 2, below, a 1:50 000 Ordnance Survey map extract of Market Rasen,
Lincolnshire. An earthquake struck Market Rasen on 27 February 2008.
Figure 3 on the next page is a sketch map drawn from Figure 2.
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1 (b) (i) The epicentre of the earthquake was 4 km north of the railway station in Market
Rasen.
On Figure 3, mark the position of the epicentre with the letter X.
(2 marks)
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1 (b) (ii) Damage was reported to Legsby parish church in grid square 1385 and to
chimneys of houses at grid reference 108892.
On Figure 3, draw two arrows to show where this damage occurred.
Label these arrows with the correct letters Y and Z from the key.
(3 marks)
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1 (b) (iii) The earthquake measured 5.2 on the Richter Scale. With the help of Figure 2 and
your own knowledge, explain why the damage was limited. (4 marks)
Response
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1 (c) Use a case study to describe the responses to a tsunami. (9 marks)
Response
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2011
1 (a) Give two differences between continental crust and oceanic crust. (2 marks)
Response
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1 (b) (i) Study Figure 1 below, a photograph of Mount Vesuvius, a volcano in Italy.
Draw a labelled sketch of Figure 1 to show the characteristics of this volcano. (3 marks)
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1 (b) (ii) Explain how volcanoes form at constructive plate margins. (4 marks)
Response
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1 (c) (i) Describe the size and shape of a Supervolcano (2 marks)
Response
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1 (c) (ii) Describe the likely worldwide effects of a supervolcano eruption. (6 marks)
Response
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1 (d) Study Figure 2 below, photographs of how people use fold mountains. With the
help of Figure 2 and a case study of a fold mountain range, describe how people use
fold mountains. (8 marks)
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Response
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2012
1 (a) Study Figure 1 below, a map showing the locations of young fold mountains and
ocean trenches.
1 (a) (i) Describe the location of ocean trenches. (2 marks)
Response
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1 (a) (ii) With the help of a diagram(s), explain the formation of young fold mountains and
ocean trenches. (8 marks)
Response
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1 (b) Outline how the Richter scale is used to measure earthquakes. (3 marks)
Response
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1 (c) What is the difference between the focus and the epicentre of an earthquake? (2
marks)
Response
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1 (d) Study Figure 2 below, which shows characteristics of the L’Aquila, Italy earthquake
in April 2009, and the Haiti earthquake in January 2010.
Compare and/or contrast the characteristics of the two earthquakes. (4 marks)
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Response
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1 (e) Describe how the effects of an earthquake in a richer area of the world are different
from the effects of an earthquake in a poorer area of the world. (6 marks)
Response
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2013
1 (a) Study Figure 1, a map showing the earth’s tectonic plates and margins (boundaries).
1 (a) (i) With the help of Figure 1, outline differences between constructive and destructive
plate margins (3 marks)
Response
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1 (a) (ii) Give one example of a conservative plate margin shown in Figure 1. (1 mark)
Response
1 (b) Outline the characteristics of a shield volcano. (2 marks)
Response
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1 (c) Explain the formation of a composite volcano. (4 marks)
Response
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1 (d) Describe how volcanoes are monitored so that people can prepare for an eruption. (4
marks)
Response
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1 (e) Study Figures 2a and 2b below, information about the Japanese earthquake and
tsunami on 11 March 2011.
Use Figures 2a and 2b to explain the cause of the Japanese tsunami. (3 marks)
Response
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1 (f) Use a case study to describe the effects of a tsunami. (8 marks)
Response
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2014
1 (a) 1 (a) Study Figure 1, a table showing the largest and deadliest earthquakes from
2008 to 2012.
1 (a) (i) To what extent is there a relationship between the largest and deadliest
earthquakes shown in Figure 1? (3 marks)
Response
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1 (a) (ii) Outline one reason why the largest earthquakes do not always cause the most
deaths. (2 marks)
Response
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1 (b) Draw an annotated diagram to explain why earthquakes occur at destructive plate
margins. (4 marks)
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1 (c) Study Figures 2a, 2b and 2c below, photographs showing responses to the
earthquake in Christchurch, New Zealand in 2010.
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Use Figures 2a, 2b and 2c and your own knowledge to describe how the three Ps (predict,
protect and prepare) can help to reduce the effects of earthquakes. (8 marks)
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Response
1 (d) (i) What are fold mountains? (2 marks)
Response
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1 (d) (ii) Use a case study to describe how people use fold mountains. (6 marks)
Response
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2015
1 (a) Describe the characteristics of oceanic crust. (3 marks)
Response
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1 (b) Study Figure 1 below, a map showing the world distribution of volcanoes.
Describe the world distribution of volcanoes. (3 marks)
Response
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1 (c) Study Figure 2 below, a photograph of Eyjafjallajökull, a volcano in Iceland.
1 (c) (i) Draw a labelled sketch cross section to show the characteristics of this volcano. (3
marks)
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1 (c) (ii) Use a case study to discuss the immediate and long-term responses to a volcanic
eruption. (8 marks)
Response
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1 (d) Study Figure 3 on the insert, a map showing the Yellowstone supervolcano in the
USA.
1 (d) (i) Use information in Figure 3 to complete the table below. (2 marks)
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1 (d) (ii) How is a supervolcano different from a volcano? (2 marks)
Response
1 (d) (iii) Describe the likely global consequences of a supervolcano eruption. (4 marks)
Response
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