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Geography B
Unit 1: Dynamic Planet
Foundation Tier
Sample Assessment Material
Time: 1 hour 15 minutes
You do not need any other materials.
Paper Reference
5GB1F/01
Total Marks
Instructions
Use black ink or ball-point pen.
• Fill
boxes at the top of this page with your name,
• centrein the
number and candidate number.
Section A, answer all questions.
• InIn Section
either question 5 or 6.
• In Section C,B, answer
answer
question 7 or 8.
• Answer the questionseither
in the spaces provided
• – there may be more space
than you need.
Information
The total mark for this paper is 78.
• The
for each question are shown in brackets
• – usemarks
this as a guide as to how much time to spend on each question.
Questions labelled with an asterisk (*) are ones where the quality of your
• written
communication will be assessed
•
– you should take particular care on these questions with your spelling punctuation
and grammar, as well as the clarity of expression.
The marks available for spelling, punctuation and grammar are clearly indicated.
Advice
each question carefully before you start to answer it.
• Read
• Check your answers if you have time at the end.
S45137A
©2014 Pearson Education Ltd.
5/5/5/2
*S45137A0118*
Turn over
SECTion A: inTRoDUCTion To DYnAMiC PLAnET
Answer ALL questions in this section.
Some questions must be answered with a cross in a box . if you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
Topic 1: Restless Earth
1 Figure 1 shows the possible impact of earthquakes on facilities in the San Francisco
area.
Percentage of total facilities
number of facilities
likely to be damaged (%)
likely to be damaged by 0
25
50
75
100
earthquakes
Types of facility
Hospitals
76
Emergency Services
2,970
Elementary Schools
987
Secondary Schools
233
Universities
62
Bridges
2,721
City Railway Tracks
150 km
Roads
30,350 km
Figure 1
(a) Study Figure 1
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Which of these has the highest percentage of damage?
(1)
A Hospitals
B Elementary Schools
C Universities
D City Railway Tracks
(ii) Which of the following is most important for preventing secondary impacts
on people and property?
(1)
A Secondary Schools and Elementary Schools
B Elementary Schools and Roads
C Hospitals and Universities
D Hospitals and Emergency Services
2
*S45137A0218*
(b) Outline the causes of tsunami.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Describe two differences between oceanic and continental crusts.
(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) Explain how building design can help to reduce the impact of earthquakes.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 1 = 12 marks)
*S45137A0318*
3
Turn over
Topic 2: Changing Climate
500
500
400
400
300
300
200
200
100
100
Present sea level
0
0
–100
–100
–200
–200
–300
1800
1850
Estimates of
the past
1900
1950
Year
Measured record
2000
2050
Sea level change (mm)
Sea level change (mm)
2 Figure 2 shows the history of global sea level until 2008 and a range of predictions
about future changes.
–300
2100
Future predictions
Figure 2
(a) Study Figure 2.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Which of the following statements is correct?
(1)
A In 1950 sea level was about 100 mm lower than in 2008.
B In 1950 sea level was about 200 mm higher than in 2008.
C In 1950 sea level was about 200 mm lower than in 2008.
D In 1950 sea level was about 100 mm higher than in 2008.
(ii) Which of the following statements is correct?
(1)
A Projections of future sea level rise by 2100 vary by almost 300 mm.
B Sea level will be 1 metre lower in 2100 than it was in 1800.
C Sea level will be 1 metre higher in 2100 than it was in 1800.
D Projections of future sea level rise by 2100 vary by almost 500 mm.
4
*S45137A0418*
(b) Outline one reason why sea level is expected to rise in the future.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Describe one impact of a short-term past climate change on:
(4)
the environment
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
the people
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(d) Explain how natural events can cause climate change.
(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 12 marks)
*S45137A0518*
5
Turn over
Topic 3: Battle for the Biosphere
3 Figure 3 shows the temperature and precipitation conditions for selected biomes.
Annual precipitation (mm)
4000
Tropical
rainforest
3000
Temperate
rainforest
Tropical
seasonal
forest
2000
Temperate
forest
Tropical
thorn scrub
and
woodland
1000
Boreal
forest
Savanna
Grassland
Desert
0
30
Tundra
20
10
0
Average temperature (°C)
–10
Figure 3
(a) Study Figure 3.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Which biome is found when average temperatures are 10°C and annual
precipitation is 1500 mm?
(1)
A Savanna
B Temperate forest
C Temperate rainforest
D Boreal forest
(ii) Which of the following statements is correct?
(1)
A Some deserts have average temperatures of 5°C.
B Some rainforests have less than 100 cm of precipitation.
C Tundra has high annual precipitation.
D Tropical rainforests have frequent frosts.
6
*S45137A0618*
(b) Outline how altitude affects biome location.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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(c) Describe two ways in which the biosphere acts as a ‘life support system’.
(4)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) Explain how climate change can lead to degradation of the biosphere.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 3 = 12 marks)
*S45137A0718*
7
Turn over
Topic 4: Water World
4 Figure 4 shows annual rainfall for Lodwar in north-west Kenya between 1950 and 2008.
700
600
Rainfall (mm)
500
400
300
200
100
0
1970 1975 1980 1985 1990 1995 2000 2005
Year
Figure 4
(a) Study Figure 4.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Which of the following years was the most arid?
(1)
A 2000
B 1982
C 1984
D 1971
(ii) Which of the following best describes the trend in annual rainfall?
(1)
A Rainfall amounts have fallen consistently.
B Rainfall is highly variable with no obvious trend.
C Rainfall amounts have risen although not consistently.
D Rainfall is consistently at the same level.
8
*S45137A0818*
(b) State two ways of using intermediate technology to manage water resources.
(2)
1 ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Describe two ways in which human activities can affect water quality.
(4)
1 ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) Describe how water is transferred from the oceans to the atmosphere and back again.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 12 marks)
ToTAL FoR SECTion A = 48 MARKS
*S45137A0918*
9
Turn over
SECTion B: SMALL-SCALE DYnAMiC PLAnET
Answer onE question in this section.
Topic 5: Coastal Change and Conlict
if you answer Question 5 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(d).
5 Figure 5 shows a stretch of coastline in southern England.
Y
X
Figure 5
(a) Study Figure 5.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Identify the coastal feature at X.
(1)
A A beach
B A bar
C A wave-cut platform
D A notch
(ii) Which of these pairs of processes has created the feature at Y?
(1)
A Attrition and longshore drift
B Deposition and swash
C Weathering and backwash
D Abrasion and hydraulic action
10
*S45137A01018*
(b) Outline one difference between cliffs on soft rock and hard rock coasts.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Describe one possible consequence of climate change on coastal erosion.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*(d) For a named coastline, explain how it is managed.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 5 = 15 marks)
*S45137A01118*
11
Turn over
Topic 6: River Processes and Pressures
if you answer Question 6 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(d).
6 Figure 6 shows a view of the Cuckmere Valley in Sussex.
X
Y
Figure 6
(a) Study Figure 6.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Identify the river feature at X.
(1)
A A meander
B An ox-bow lake
C A levee
D A floodplain
(ii) Which of these pairs of processes best describes how the feature at Y was
formed?
(1)
A Flooding and meandering
B Deposition and hydraulic action
C Attrition and abrasion
D Abrasion and hydraulic action
12
*S45137A01218*
(b) Describe one human action that might make river flooding more frequent.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Outline one method of soft engineering that is used to manage rivers.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*(d) For a named river, explain how channel shape changes along its long profile.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 6 = 15 marks)
ToTAL FoR SECTion B = 15 MARKS
*S45137A01318*
13
Turn over
SECTion C: LARGE-SCALE DYnAMiC PLAnET
Answer onE question in this section.
Topic 7: oceans on the Edge
if you answer Question 7 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b) (ii).
7 Figure 7 shows the distribution of eutrophication on global coasts.
Key
•
•
•
Severe
eutrophication
Moderate
eutrophication
Area in recovery
n
Figure 7
(a) Study Figure 7.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Which of the following continents has the most seriously affected coasts?
(1)
A Oceania (Australasia)
B South America
C Africa
D Europe
(ii) Which of the following is correct?
(1)
A There are more eutrophication on the west coast of North America
than on the east coast.
B New Zealand has no coasts affected by eutrophication.
C There is only one eutrophication site in the Arctic.
D There is no eutrophication in the Carribean.
14
*S45137A01418*
(iii) Suggest one reason for the variations in the pattern of eutrophication.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) (i) Outline the characteristics of food webs.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*(ii) Using named examples, explain how marine food webs can be disrupted by
human actions.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 7 = 15 marks)
*S45137A01518*
15
Turn over
Topic 8: Extreme Environments
if you answer Question 8 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b) (ii).
8 Figure 8 shows Arctic sea ice in 1979 and 2007.
September 1979
Key
Arctic sea ice
North Pole
September 2007
Greenland
Russia
Alaska
North
Pacific
Figure 8
(a) Study Figure 8.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Which of the following is correct?
(1)
A The area covered by sea ice has reduced by about 50%
B The area covered by sea ice has reduced by about 10%
C The area covered by sea ice has increased by about 10%
D The area covered by sea ice has reduced by about 80%
16
*S45137A01618*
(ii) Which of the following is correct?
(1)
A There is less sea ice on Greenland’s north coast in 2007 than in 1979.
B Alaska has more sea ice in 2007 than in 1979.
C There is less sea ice on the north coast of Russia in 2007 than in 1979.
D In 1979 there was sea ice in the North Pacific.
(iii) Suggest one reason for the changes in Arctic sea ice.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) (i) Outline why some environments are considered fragile.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S45137A01718*
17
Turn over
*(ii) Using examples, explain how fragile environments in hot arid regions can be
affected by human actions.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 8 = 15 marks)
ToTAL FoR SECTion C = 15 MARKS
ToTAL FoR PAPER = 78 MARKS
Edexcel a product of Pearson Education Ltd. gratefully acknowledges the following sources:
U.S. Geological Survey, Department of the Interior/USGS, http://pubs.usgs.gov/gip/2005/15/
‘Climate Change 2007: The Physical Science Basis’, International Panel on Climate Change (IPCC), 2007
World Resources Institute (www.wri.org)
Every effort has been made to contact copyright holders to obtain their permission for the use of copyright
material. Edexcel, a product of Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions
and include any such rectifications in future editions.
18
*S45137A01818*
5 GB1 F M a r k Sche m e
Que st ion
nu m be r
1ai
Cor r e ct Answ e r
Re j e ct
Mark
D = Cit y Railway t racks
All ot her answers
1
Que st ion
nu m be r
1aii
Cor r e ct Answ e r
Re j e ct
Mark
D = Hospit als and Em ergency Services
All ot her answers
1
Que st ion
nu m be r
1b
Cor r e ct Answ e r
Re j e ct
Mark
•
•
•
Que st ion
N um be r
1 ( c)
Acce pt a ble Answ e r s
Re j e ct
Mark
Use of opposit es i.e.
oce a nic cr ust is
de nse , cont ine nt a l
is le ss de nse is
wort h 1 m ark not 2
4
( 2+ 2)
Acce pt a ble Answ e r s
Re j e ct
Mark
Can be eit her developed or developing
Allow one m ark for any basic idea e.g. and one
m ark for an ext ension
• Dam pers in a roof ( 1) which reduce
building sway ( 1)
• Cross bracing ( 1) st ops floors collapsing
( 1)
• Light weight roofs ( 1) so collapse is less
hazardous
• Use of st eel rod foundat ions ( 1) t o
prevent collapse
• Cross bracing walls ( 1) t o prevent
falling m asonry/ brickwork
A list of m et hods w it h
no links t o how t hese
help reduce im pact . I n
ot her words t his is a
2x2 quest ion
4
•
•
•
•
Que st ion
N um be r
1 ( d)
2
An eart hquake on t he sea/ ocean
floor/ subm arine landslides/
subm arine volcanic erupt ions/
bolide im pact ( 1)
( That creat e) large w aves ( 1)
That are oft en m agnified as t hey
reach shallower wat er( 1)
Ocean crust denser t han cont inent al ( 1)
det ail/ dat a t o support ( 1)
Different t ypes of rock ( 1) Ocean crust
m ade up of basalt ic rocks - cont inent al
granit ic ( or a cont rast ing rock) ( 1)
Ocean crust younger ( 1) det ail –
exam ple ( 1)
Ocean crust t hinner ( 1) det ail –
exam ple ( 1)
Det ail and dat a about
past event s wit h no
reference t o building
design
Que st ion
nu m be r
2ai
Que st ion
nu m be r
2aii
Que st ion
nu m be r
2b
Cor r e ct Answ e r
Re j e ct
Mark
A = 100m m lower t han…
All ot her answers
1
Cor r e ct Answ e r
Re j e ct
Mark
A = Proj ect ions….300m m
All ot her answ ers
1
Cor r e ct Answ e r
Re j e ct
Mark
Answers which focus on
reasons for global
w arm ing wit h no link t o
sea- level
2
•
•
Que st ion
N um be r
2 ( c)
Melt ing ice sheet s ( 1) so m ore
wat er in ocean( 1)
Higher t em perat ures ( 1) so wat er
expands ( 1)
Acce pt a ble Answ e r s
Re j e ct
Mark
A long list of possibles in bot h cat egories
depending on choice of ‘short - t erm past
clim at e change. Most likely are ‘lit t le ice- age’
or ‘m edieval warm period’. Basic m ark for
describing t he change, second for det ail.
Answers t hat describe
how clim at es changed
in t he past
4
( 2+ 2)
Acce pt a ble Answ e r s
Re j e ct
Mark
Three choices for m ost candidat es:
• Orbit al geom et ry ( 1) det ail of sam e ( 1)
• Volcanic erupt ions ( 1) det ail of sam e
( 1)
• Bolide collision ( 1) det ail of sam e ( 1)
Allow ‘t ipping- point ’ idea e.g.;
• More snowfall increases planet ary
albedo ( 1) reduces radiat ion absorbed
so t em perat ure falls furt her and m ore
snow falls ( 1)
Ant hropogenic causes
4
( 2+ 2)
Env.
•
Farm out put fell ( 1) about 10% of
farm ers died of fam ine ( 1)
People
• People m igrat ed ( 1) abandoning
m ount ain regions especially ( 1)
Que st ion
N um be r
2 ( d)
A list of causes wit h
no explanat ion.
Que st ion
nu m be r
3ai
Cor r e ct Answ e r
Re j e ct
Mark
B= Tem perat e forest
All ot her answers
1
Que st ion
nu m be r
3aii
Cor r e ct Answ e r
Re j e ct
Mark
A= Som e desert s….
All ot her answers
1
Que st ion
nu m be r
3b
Cor r e ct Answ e r
•
•
Re j e ct
Alt it ude reduces t em perat ures ( 1) so different
plant s grow ( 1) exam ple of where t his is t rue
( 1) – allow explanat ion of why t em perat ures
reduces ( 1)
Alt it ude increases rainfall ( 1) so different
plant s grow ( 1) exam ple of where t his is t rue
( 1) – allow explanat ion of why rainfall
increases ( 1)
Mark
2
( 1+ 1)
Que st ion
N um be r
3( c)
Acce pt a ble Answ e r s
Re j e ct
Mark
Several possibilit ies; m any will be based on t ropical
rainforest but allow ANY biom e or biosphere in
general.
• Regulat ing t he at m osphere ( 1) det ail of sam e
e.g. absorbing carbon dioxide ( 1)
• Reducing runoff ( 1) so reducing
erosion/ silt at ion ( 1)
• Part of nut rient cycle ( 1) providing hum us..( 1)
• Providing habit at ( 1) t hus preserving
biodiversit y ( 1)
• At t ract ive/ aest het ic landscape ( 1) a
dest inat ion for t ourist s/ visit ors ( 1)
• Product ion of vit al goods ( 1) exam ple of sam e
( 1)
List s of goods
and services
wit h no links t o
how t his links
t o ‘life support
syst em ’
4
( 2+ 2)
Que st ion
N um be r
3( d)
Acce pt a ble Answ e r s
Re j e ct
Mark
Wide variet y of possible response but likely t o focus
on ;
• I m pact s on fauna ( 1) det ails of sam e ( 1)
• I m pact s on flora ( 1) det ails of sam e ( 1)
• Shift ing veget at ion zones ( 1) det ails of sam e
( 1)
• El Nino( 1) det ail of im pact ( 1)
Det ails of why
clim at e is
changing
4
( 2+ 2)
Que st ion
nu m be r
4ai
Cor r e ct Answ e r
Re j e ct
Mark
C = 1984
All ot her answers
1
Que st ion
nu m be r
4aii
Cor r e ct Answ e r
Re j e ct
Mark
B= Rainfall is highly variable…...
All ot her answers
1
Que st ion
Cor r e ct Answ e r s
Re j e ct
Mark
nu m be r
4b
Que st ion
N um be r
4 ( c)
Que st ion
N um be r
4 ( d)
Depends on chosen exam ple of
int erm ediat e t echnology – expect basic
idea nam ing m et hod wit h 2 nd m ark for
det ail/ dat a ext ension
• Rainw at er harvest ing ( 1) det ails of
sam e
• Tube wells ( 1) det ails of sam e ( 1)
Anyt hing ot her t han
int erm ediat e t echnology
2
Cor r e ct Answ e r s
Re j e ct
Mark
Wide range of possibilit ies. Expect basic
ident ificat ion of cause for 1 m ark and ext ension
t hrough det ail and or dat a for t he 2 nd m ark. For
exam ple;
• I nt ensive farm ing using fert ilisers ( 1)
det ails of sam e – runoff of nit rat es ( 1)
• I ndust rialisat ion so m ore fact ories ( 1)
leading t o indust rial effluent – det ail of
sam e ( 1)
• Deindust rialisat ion ..( 1) as above but
expect det ails of im provem ent
Focus on wat er
qu a nt it y
4
Acce pt a ble Answ e r s
Mark
Four possible processes t o ident ify. Evaporat ion, condensat ion t o form
clouds and t hen precipit at ion and run- off back t o ocean.
Allow t o 4 if processes ident ified in t he correct order. I f any one process
m issed 4 t h m ark m ay com e from any furt her det ail – t his can com e
from point about process – cooling air as it rises ( 1) or sim ilar.
4
Que st ion
nu m be r
5ai
Cor r e ct Answ e r
Re j e ct
Mark
C = A wave- cut plat form
All ot her answers
1
Que st ion
nu m be r
5aii
Cor r e ct Answ e r
Re j e ct
Mark
D = Abrasion and hydraulic act ion
All ot her answers
1
Que st ion
N um be r
5b
Acce pt a ble Answ e r s
•
•
•
Que st ion
nu m be r
Different height s ( 1) exam ple of sam e
( 1) or reason for sam e ( 1)
Different angle ( 1) exam ple of sam e ( 1)
or reason for sam e ( 1)
Different rat e of erosion ( 1) or reason
for sam e ( 1)
Cor r e ct Answ e r
Re j e ct
Mark
Two or m ore
differences
2
Mark
•
•
•
5c
Que st ion
N um be r
5 ( d)
QWC
i,ii,iii
Higher sea- level ( 1) increases rat e of cliff/ beach erosion ( 1)
I ncreased st orm iness ( 1) increases rat e of cliff/ beach erosion
Differences in river discharge ( 1) changing am ount of sedim ent
delivered or sim ilar ( 1)
2
I ndica t ive cont e nt
St ress here is on explanat ion so links need t o be est ablished bet ween t he
m anagem ent policy and t he reasons why it is ( or isn’t ) appropriat e;
Le ve l
Le ve l 0
Le ve l 1
Likely
•
•
•
•
Mark
0
1- 2
are;
Soft engineering
Hard engineering
Holist ic int egrat ed m anagem ent schem es
A m ixt ure
D e scr ipt or
No accept able response.
Response ident ifies m anagem ent syst em but m ay not be clear.
Lim it ed det ails on what is act ually done. No com m ent on t he
appropriat eness of t he choice. Exam ples are not used beyond nam ed
places. Lim it ed st ruct ure and basic use of geographical t erm inology.
Response ident ifies m anagem ent syst em w it h a lit t le descript ive det ail
of how it is carried out . A st at em ent on t he appropriat eness of t he
choice.. The response uses a few exam ples w it h som e explicit det ail.
Som e st ruct ure and clearly com m unicat ed but wit h lim it ed use of
geographical t erm inology.
Response describes m anagem ent syst em in som e det ail. Very clear
on what is act ually done. Clear explanat ion as t o t he appropriat eness
of choice will receive t op level 3 but a clear det ailed explanat ion of t he
m anagem ent should also receive t he t op band. Exam ples are used
w it h som e det ailed descript ion. Clear st ruct ure and well
com m unicat ed wit h m ost ly sound use of geographical t erm inology.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Le ve l 2
3- 4
Le ve l 3
5- 6
SPa G
Le ve l 0
0
SPa G
Le ve l 1
1
SPa G
Le ve l 2
2
SPa G
Le ve l 3
3
Que st ion
Cor r e ct Answ e r
Re j e ct
Mark
nu m be r
6ai
C = A levee
All ot her answers
1
Cor r e ct Answ e r
Re j e ct
Mark
A = Flooding and m eandering
All ot her answers
1
Que st ion
N um be r
Cor r e ct Answ e r s
Re j e ct
Mark
6b
Many possibilit ies but expect ;
• Deforest at ion ( 1) so less wat er t aken up
by t rees ( 1)
• Urbanisat ion ( 1) so m ore run- off ( 1)
• River channelizat ion ( 1) so wat er
displaced downst ream ( 1)
• Clim at e change ( 1) so higher rainfall ( 1)
Answ ers t hat address
why flooding m ight be
m ore dam aging as in
– building on t he
floodplains
2
Que st ion
nu m be r
6c
Cor r e ct Answ e r
Re j e ct
Mark
Depends on m et hod but expect basic
ident ificat ion of m et hod ( 1) explanat ion of how
it reduces flooding ( 1) t hus;
• Afforest at ion ( 1) which absorbs w at er
( 1)
• Managed flooding ( 1) using wash- plains
t hat allow rivers t o flood ( 1)
Any hard engineering
exam ples
2
Que st ion
N um be r
6 ( d)
QWC
i,ii,iii
I ndica t ive cont e nt
Que st ion
nu m be r
6aii
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
•
Expect com m ent s about dept h, widt h and possibly shape t hrough wet t ed
perim et er
• Allow gradient i.e. long- profile
• Also allow explanat ions of m eandering
• Generally channels becom e deeper and wider in a downst ream direct ion
• Gradient reduces
• How ever t his is a high level of generalisat ion so allow variat ions
• Explanat ion involves increasing efficiency of channel t hrough erosion and
deposit ion
• I ncreasing discharge is key cont rol
Mark
D e scr ipt or
0
No accept able response.
1- 2
Response at t em pt s t o describe channel shape but wit h lit t le accuracy
or det ail; perhaps j ust one variable discussed. Underst anding of
process is lim it ed t o one sim ple st at em ent . Exam ples are not used
beyond nam ed places. Lim it ed st ruct ure and basic use of geographical
t erm inology.
3- 4
The response at t em pt s t o describe channel shape wit h a range of
variables, but not in great det ail. The response explains at least
variable wit h som e det ail of process alt hough not clearly linked t o
channel changes. Som e st ruct ure and clearly com m unicat ed but wit h
lim it ed use of geographical t erm inology.
5- 6
The response shows good underst anding of changes in channel shape
downst ream . Explanat ion is clear and well- linked t o t he downst ream
changes. Exam ples are used wit h som e det ailed descript ion. Clear
st ruct ure and well com m unicat ed wit h m ost ly sound use of
geographical t erm inology.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
SPa G
Le ve l 0
0
SPa G
Le ve l 1
1
SPa G
Le ve l 2
2
SPa G
Le ve l 3
3
Que st ion
nu m be r
7ai
Cor r e ct Answ e r
Re j e ct
Mark
D = Europe
All ot her answers
1
Que st ion
nu m be r
7aii
Cor r e ct Answ e r
Re j e ct
Mark
C= There is only one eut rophicat ion sit e in
t he Arct ic.
All ot her answ ers
1
Que st ion
N um be r
7b
Acce pt a ble Answ e r s
Re j e ct
Mark
Suggest one reason so expect basic point ( 1)
and ext ension ( 1)
• There are m ore nut rient ( s) added t o t he
wat er( 1) any legit im at e cause - e.g.
m ore int ensive agricult ure, m ore
indust rial pollut ion, m ore t ourism ( 1)
Explanat ions of t he
process it self beyond
addit ional nut rient s
2
Que st ion
nu m be r
7bi
Cor r e ct Answ e r
Acce pt a ble Answ e r s
Mark
Out line one so expect basic idea
( 1) plus ext ension t hrough
det ail ( 1)
Allow ‘More com plex t han a sim ple
food- chain’ for basic point ( 1)
2
Basic idea- A set of
relat ionships bet ween living
creat ures m aking t hem
int erdependent ( 1) exam ple of
a food web ( 1) or developm ent
as in - usually wit h carnivores
at t he t op of food chain ( 1)
Que st ion
N um be r
7 b ii
QWC
i,ii,iii
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
SPa G
Le ve l 0
SPa G
Le ve l 1
SPa G
Le ve l 2
SPa G
Le ve l 3
I ndica t ive cont e nt
Reference could be m ade t o a num ber of m arine food webs and m any hum an
act ions at a range of scales. Expect t hese disrupt ions t o feat ure;
• Marine food webs m ay be open ocean or based on
• ......m angroves and coral reefs
• Processes of disrupt ion are likely t o include;
1. Overfishing
2. Eut rophicat ion
3. Silt at ion
4. Clim at e change
5. Bleaching
6. Species m igrat ion
• Locat ional det ail m ay include specific case- st udy m at erial at a range of
scales but likely t o focus on local scale illust rat ive case- st udy m at erial
Mark
D e scr ipt or
0
No accept able response.
1- 2
The response describes one disrupt ion but wit h lim it ed det ail and
lacking a link t o relevant processes. Exam ples are not used beyond
nam ed places. Lim it ed st ruct ure and basic use of geographical
t erm inology.
3- 4
The response explains how at least one hum an act ion im pact s on t he
oceans but wit hout m uch developm ent of t he processes involved. The
response uses at least one exam ple wit h som e det ail. Som e st ruct ure
and clearly com m unicat ed but wit h lim it ed use of geographical
t erm inology.
5- 6
The response explains how various hum an act ions have disrupt ed at
least one m arine food w eb – clear focus on processes and good
linkages t o t he im pact s fo t hese processes. Exam ples are used wit h
som e det ailed descript ion. Clear st ruct ure and well com m unicat ed
w it h m ost ly sound use of geographical t erm inology.
0
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
1
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
2
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
3
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Que st ion
nu m be r
8ai
Cor r e ct Answ e r
Re j e ct
Mark
A = ..reduced by about 50%
All ot her answers
1
Que st ion
nu m be r
8aii
Cor r e ct Answ e r
Re j e ct
Mark
C = There is less sea ice on t he nort h
coast …
All ot her answers
1
Que st ion
N um be r
8 ( a) ( iii)
Acce pt a ble Answ e r s
Re j e ct
Mark
Suggest one reason so expect basic point ( 1)
and ext ension ( 1)
• Global warm ing ( 1) leading t o m elt ing
( 1) det ail of reason for global warm ing
( 1)
Answers t hat address
consequences of ice
m elt
2
Que st ion
nu m be r
8 ( b) ( i)
Cor r e ct Answ e r
Acce pt a ble Answ e r s
Mark
Out line one so expect basic idea ( 1)
plus ext ension t hrough det ail ( 1)
Allow ‘easily dam aged’ for t he
basic point ( 1)
2
Basis idea is t hat – sm all changes in
processes cause subst ant ial changes in
t he ‘syst em ’ ( 1) exam ple of sam e ( 1)
or developm ent t hrough illust rat ion of
process change ( 1)
Que st ion
N um be r
8 ( b) ( ii)
QWC
i,ii,iii
I ndica t ive cont e nt
Le ve l
Le ve l 0
Le ve l 1
Mark
0
1- 2
There w ill be a range of hot - arid environm ent s chosen but likely t o include t he
Sahel and ( cent ral) Aust ralia.
• I m pact s are likely t o include desert ificat ion, species loss and populat ion
decline
• Processes m ay include;
1. Clim at e change at a global level
2. Clim at e change at a regional level
3. Local act ions including m ining..
4. … overgrazing
5. … over- ext ract ion of wat er
• Links bet ween processes and im pact s should cover fragilit y of
environm ent s
D e scr ipt or
No accept able response.
The response describes one im pact on fragile environm ent but w it h
lim it ed det ail and lacking a link t o relevant processes. Exam ples are
not used beyond nam ed places. Lim it ed st ruct ure and basic use of
Le ve l 2
3- 4
Le ve l 3
5- 6
SPa G
Le ve l 0
0
SPa G
Le ve l 1
1
SPa G
Le ve l 2
2
SPa G
Le ve l 3
3
geographical t erm inology.
The response explains how at least one hum an act ion im pact s on
fragile environm ent s wit h som e det ail of t he process. The response
uses at least one exam ple w it h som e det ail. Som e st ruct ure and
clearly com m unicat ed but wit h lim it ed use of geographical
t erm inology.
The response explains how various hum an act ions have im pact ed on
t he chosen fragile environm ent ( s) – clear focus on processes and
good linkages t o t he im pact s of t hese processes. Exam ples are used
w it h som e det ailed descript ion. Clear st ruct ure and well
com m unicat ed wit h m ost ly sound use of geographical t erm inology.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Write your name here
Surname
Other names
Pearson
Edexcel GCSE
Centre Number
Candidate Number
Geography B
Unit 1: Dynamic Planet
Higher Tier
Sample Assessment Material
Time: 1 hour 15 minutes
You do not need any other materials.
Paper Reference
5GB1H/01
Total Marks
Instructions
Use black ink or ball-point pen.
• Fill
boxes at the top of this page with your name,
• centrein the
number and candidate number.
Section A, answer all questions.
• InIn Section
either question 5 or 6.
• In Section C,B, answer
answer
question 7 or 8.
• Answer the questionseither
in the spaces provided
• – there may be more space
than you need.
Information
The total mark for this paper is 78.
• The
for each question are shown in brackets
• – usemarks
this as a guide as to how much time to spend on each question.
Questions labelled with an asterisk (*) are ones where the quality of your
• written
communication will be assessed
•
– you should take particular care on these questions with your spelling, punctuation
and grammar, as well as the clarity of expression.
The marks available for spelling, punctuation and grammar are clearly indicated.
Advice
each question carefully before you start to answer it.
• Read
• Check your answers if you have time at the end.
S45138A
©2014 Pearson Education Ltd.
5/5/5/2
*S45138A0118*
Turn over
SECTion A: inTRoDUCTion To DYnAMiC PLAnET
Answer ALL questions in this section.
Topic 1: Restless Earth
1 Figure 1 shows the possible impact of earthquakes on facilities in the San Francisco
area.
Percentage of total facilities
number of facilities
likely to be damaged (%)
likely to be damaged by 0
25
50
75
100
earthquakes
Types of facility
Hospitals
76
Emergency Services
2,970
Elementary Schools
987
Secondary Schools
233
Universities
62
Bridges
2,721
City Railway Tracks
150 km
Roads
30,350 km
Figure 1
(a) Study Figure 1.
Describe the possible impact of earthquakes on facilities in the San Francisco
area.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
*S45138A0218*
(b) Explain how building design can help to reduce the impact of earthquakes.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Examine why the characteristics of volcanoes vary.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 1 = 12 marks)
*S45138A0318*
3
Turn over
Topic 2: Changing Climate
500
500
400
400
300
300
200
200
100
100
Present sea level
0
0
–100
–100
–200
–200
–300
1800
1850
Estimates of
the past
1900
1950
Year
Measured record
2000
2050
Sea level change (mm)
Sea level change (mm)
2 Figure 2 shows the history of global sea level until 2008 and a range of predictions
about future changes.
–300
2100
Future predictions
Figure 2
(a) Study Figure 2.
Describe the possible predicted changes in sea level.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
*S45138A0418*
(b) Explain how natural events can cause climate change.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) For a named developing country, explain how climate change might affect its
economy.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 12 marks)
*S45138A0518*
5
Turn over
Topic 3: Battle for the Biosphere
3 Figure 3 shows the temperature and precipitation conditions for selected biomes.
Annual precipitation (mm)
4000
Tropical
rainforest
3000
Temperate
rainforest
Tropical
seasonal
forest
2000
Temperate
forest
Tropical
thorn scrub
and
woodland
1000
Boreal
forest
Savanna
Grassland
Desert
0
30
20
10
0
Average temperature (°C)
Tundra
–10
Figure 3
(a) Study Figure 3.
Describe the range of climatic conditions associated with tropical rainforests.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
*S45138A0618*
(b) Explain how climate change can lead to degradation of the biosphere.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Using examples, explain how management measures can help to conserve the
biosphere.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 3 = 12 marks)
*S45138A0718*
7
Turn over
Topic 4: Water World
4 Figure 4 shows annual rainfall for Lodwar in north-west Kenya between 1950 and 2008.
700
600
Rainfall (mm)
500
400
300
200
100
0
1970 1975 1980 1985 1990 1995 2000 2005
Year
Figure 4
(a) Study Figure 4.
Describe the variations in annual rainfall.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
*S45138A0818*
(b) Describe how water is transferred from the oceans to the atmosphere and back
again.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Using examples, examine the costs and benefits of large-scale water management
schemes.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 12 marks)
ToTAL FoR SECTion A = 48 MARKS
*S45138A0918*
9
Turn over
SECTion B: SMALL-SCALE DYnAMiC PLAnET
Answer onE question in this section.
Topic 5: Coastal Change and Conlict
if you answer Question 5 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b).
5 Figure 5 shows a stretch of coastline in southern England.
Figure 5
(a) Study Figure 5.
(i) Describe how a wave-cut platform is formed.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Outline one economic consequence of coastal erosion
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
*S45138A01018*
*(b) Examine the differences between concordant and discordant coasts.
(8)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 5 = 15 marks)
*S45138A01118*
11
Turn over
Topic 6: River Processes and Pressures
if you answer Question 6 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b).
6 Figure 6 shows a view of the Cuckmere Valley in Sussex.
Figure 6
(a) Study Figure 6.
(i) Describe how a flood plain is formed.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Outline one economic consequence of river flooding.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
*S45138A01218*
*(b) Examine the landform contrasts between the upper and lower courses of rivers.
(8)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 6 = 15 marks)
ToTAL FoR SECTion B = 15 MARKS
*S45138A01318*
13
Turn over
SECTion C: LARGE-SCALE DYnAMiC PLAnET
Answer onE question in this section.
Topic 7: oceans on the Edge
if you answer Question 7 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b).
7 Figure 7 shows the distribution of eutrophication on global coasts.
Key
•
•
•
Severe
eutrophication
Moderate
eutrophication
Area in recovery
n
Figure 7
(a) Study Figure 7.
(i) Describe the global pattern of eutrophication.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Outline the process of eutrophication.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
*S45138A01418*
*(b) For a named marine ecosystem, examine why it is under increasing pressure.
(8)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 7 = 15 marks)
*S45138A01518*
15
Turn over
Topic 8: Extreme Environments
if you answer Question 8 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b).
8 Figure 8 shows Arctic sea ice in 1979 and 2007.
September 1979
Key
Arctic sea ice
North Pole
September 2007
Greenland
Russia
Alaska
North
Pacific
Figure 8
(a) Study Figure 8.
(i) Describe the changes in the pattern of sea ice.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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16
*S45138A01618*
(ii) Explain one other impact of climate change on the environment of polar
regions.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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*(b) Using named examples, examine the culture and uniqueness of peoples living in
extreme environments.
(8)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 8 = 15 marks)
ToTAL FoR SECTion C = 15 MARKS
ToTAL FoR PAPER = 78 MARKS
*S45138A01718*
17
BLAnK PAGE
Edexcel a product of Pearson Education Ltd. gratefully acknowledges the following sources:
U.S. Geological Survey, Department of the Interior/USGS, http://pubs.usgs.gov/gip/2005/15/
‘Climate Change 2007: The Physical Science Basis’, International Panel on Climate Change (IPCC), 2007
World Resources Institute (www.wri.org)
Every effort has been made to contact copyright holders to obtain their permission for the use of copyright
material. Edexcel, a product of Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions
and include any such rectifications in future editions.
18
*S45138A01818*
5 GB1 H M a r k Sche m e
Que st ion
nu m be r
1a
Cor r e ct Answ e r
Re j e ct
Mark
Eight different cat egories of service can be discussed;
All ot her
answers
2
Describe t he possible im pact …so expect t wo point s.
Correct ident ificat ion of t wo or m ore of above ( 1)
Num ber of facilit ies dam aged ( 1) percent age of
facilit ies dam aged ( 1)
Que st ion
N um be r
1 ( b)
Que st ion
N um be r
1 ( c)
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
Cor r e ct Answ e r s
Re j e ct
Mark
Can be eit her developed or developing
Allow one m ark for any basic idea e.g. and one
m ark for an ext ension
• Dam pers in a roof ( 1) which reduce
building sway ( 1)
• Cros- bracing ( 1) st ops floors collapsing
( 1)
• Light weight roofs ( 1) so collapse is less
hazardous
• Use of st eel rod foundat ions ( 1) t o
prevent collapse
• Cross- bracing walls ( 1) t o prevent
falling m asonry/ brickwork
A list of m et hods w it h
no links t o how t hese
help reduce im pact . I n
ot her words t his is a
2x2 quest ion
4
( 2+ 2)
Det ail and dat a about
past event s wit h no
reference t o building
design
I ndica t ive cont e nt
Likely t o concent rat e on cont rast s bet ween shield volcanoes and com posit es or,
perhaps andesit ic and basalt ic;
• Different t ypes of m agm a wit h det ails of sam e in t erm s of fluidit y linked
t o shape – slope angle/ size
• Different t ypes of m agm a wit h det ails of sam e in t erm s of fluidit y linked
t o explosivit y
• Different t ype of plat e boundary linked t o det ail of volcano t ype –
fissure/ cone et c.
Mark
D e scr ipt or
0
No accept able response.
1- 2
Response ident ifies at least one t ype of volcano. Links t o
charact erist ics are weak but som e ident ificat ion of feat ures.
Explanat ion is sim ply st at ed but wit hout explorat ion of processes.
Exam ples are not used beyond nam ed places.
3- 4
Response ident ifies at least t wo t ypes of volcano. Links t o
charact erist ics are well m ade wit h som e ident ificat ion of feat ures.
Explanat ion is part ial but wit h som e explicit explorat ion of processes.
The response uses a few exam ples w it h som e explicit det ail.
5- 6
Response ident ifies several t ypes of volcano. Links t o charact erist ics
are st rong wit h good ident ificat ion of feat ures. Explanat ion is det ailed
w it h explicit explorat ion of processes. Exam ples are used wit h som e
det ailed descript ion.
Que st ion
nu m be r
2( a)
Que st ion
N um be r
2 ( b)
Que st ion
N um be r
2 ( c)
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
Cor r e ct Answ e r
Re j e ct
Mark
I t will rise ( 1) wide variat ion in predict ed
rise ( 1) dat a t o support eit her point ( 1)
All explanat ory point s
2
Cor r e ct Answ e r s
Re j e ct
Mark
Three choices for m ost candidat es:
• Orbit al geom et ry ( 1) det ail of sam e ( 1)
• Volcanic erupt ions ( 1) det ail of sam e
( 1)
• Bolide collision ( 1) det ail of sam e ( 1)
Allow ‘t ipping- point ’ idea e.g.;
• More snowfall increases planet ary
albedo ( 1) reduces radiat ion absorbed
so t em perat ure falls furt her and m ore
snow falls ( 1)
Ant hropogenic causes
4
( 2+ 2)
A list of causes wit h
no explanat ion.
I ndica t ive cont e nt
Depends on chosen case- st udy but likely t o have sim ilar range of ideas t o
include; : im pact s on agricult ure affect ing yields and farm ing pat t erns et c.
• loss of product ive land in delt aic, est uarine and ot her coast al regions
• cost s of defences against sea- level rise
• im pact on indust ry t hrough short age of resources
• im pact s of populat ion m ovem ent t hat , in t urn, im pact on t he econom y –
rapid urban growt h – dependency on aid et c.
Mark
D e scr ipt or
0
No accept able response.
1- 2
Response ident ifies at least one im pact . Links t o econom y are weak
but som e link t o clim at e change im plicit . Explanat ion is sim ply st at ed
but wit hout explorat ion of processes. Exam ples are not used beyond
nam ed places.
3- 4
Response ident ifies at least one explicit ly econom ic im pact . Links t o
clim at e change explicit . Explanat ion is clearly st at ed wit h lim it ed
explorat ion of processes. The response uses a few exam ples wit h
som e explicit det ail.
5- 6
Response ident ifies several econom ic im pact s. Links t o clim at e change
are st rong wit h good ident ificat ion of feat ures. Explanat ion is det ailed
w it h explicit explorat ion of im pact s. Exam ples are used wit h som e
det ailed descript ion.
Que st ion
nu m be r
3 ( a)
Que st ion
N um be r
3( b)
Cor r e ct Answ e r
Re j e ct
Mark
Hot ( 1) dat a t o explore range 20 o - 28 o C ( 1)
Wet ( 1) 225 cm ( or equivalent ) – 450 cm
( or equivalent ) ( 1)
All explanat ions
2
Cor r e ct Answ e r s
Re j e ct
Mark
Expect basic idea/ descript ion of degradat ion e.g. coral
reefs disappearing ( 1) w it h explanat ory link t o clim at e
change i.e. warm er ocean wat er ( 1)
List s of goods
and services
wit h no links
t o how t his
links t o ‘life
support
syst em ’
4
( 1+ 1)
+
( 1+ 1)
Or process based answer e.g. clim at e change is rapid
in som e areas ( 1) and plant s cannot adapt fast
enough so species will decline ( 1)
Might offer 2 ideas, bot h developed or perhaps 3 wit h
only one developed.
Que st ion
N um be r
3 ( c)
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
Or
( 1+ 1)
+1 +1
I ndica t ive cont e nt
A w ide range of possible m anagem ent m easures w ill be offered at a range of
scales.
• Global level e.g. Ram sar
• Nat ional level – Nat ional Parks
• Local level – rainforest reserve
Em phasis is likely t o be on t ropical rainforest s but expect ot hers. Higher level
answers should address t he relat ive success of t hese conservat ion m easures.
Mark
D e scr ipt or
0
No accept able response.
1- 2
Response ident ifies at least one m anagem ent m easure. Links t o
conservat ion are weak. Explanat ion is sim ply st at ed but wit hout
explorat ion of processes. Exam ples are not used beyond nam ed
places.
3- 4
Response ident ifies and adds det ails about at least one m anagem ent
m easure. Links t o conservat ion are explicit . Explanat ion is clearly
st at ed w it h som e lim it ed explorat ion of processes. The response uses
a few exam ples wit h som e explicit det ail.
5- 6
Response ident ifies several m anagem ent m easures. Links t o
conservat ion are st rong wit h good ident ificat ion of feat ures.
Explanat ion is det ailed wit h explicit explorat ion of processes t hat link
m anagem ent t o conservat ion. Exam ples are used wit h som e det ailed
descript ion.
Que st ion
nu m be r
4a
Cor r e ct Answ e r
Re j e ct
Mark
I t is highly varied ( 1) no obvious pat t ern
( 1) dat a t o support eit her point ( 1)
All explanat ions
2
Que st ion
N um be r
4 ( b)
Cor r e ct Answ e r s
Mark
Four possible processes t o ident ify. Evaporat ion, condensat ion t o form
clouds and t hen precipit at ion and run- off back t o ocean.
Allow t o 4 if processes ident ified in t he correct order. I f any one process
m issed 4 t h m ark m ay com e from any furt her det ail – t his can com e from
point about process – cooling air as it rises ( 1) or sim ilar.
4
Que st ion
N um be r
4 ( c)
I ndica t ive cont e nt
Le ve l
Le ve l 0
Le ve l 1
Mark
0
1- 2
Le ve l 2
3- 4
Le ve l 3
5- 6
Many possible exam ples of large- scale wat er m anagem ent schem es but expect
San Ant onio, Three Gorges. Cost s are likely t o include:
• displacem ent of people
• im pact s on wat er qualit y and quant it y –eut rophicat ion et c
• cost s
• lack of fulfilm ent of init ial t arget s
Benefit s;
• product ion of power and polit ical im plicat ions of sam e – energy
independence
• creat ion of em ploym ent
Exam inat ion encourages som e assessm ent of t he balance of t he cost s and
benefit s
Are m arks lim it ed if only cost s OR benefit s are discussed? Quest ion im plies t hat
t his will be t he case. Exam iners need direct ion. Som e subj ect s would lim it
m arks t o say 5
D e scr ipt or
No accept able response.
Response ident ifies at least one im pact , probably a cost . Links t o any
part icular schem e is lim it ed. Explanat ion is sim ply st at ed but wit hout
explorat ion of processes t hat m ake t he im pact negat ive ( or posit ive) .
Exam ples are not used beyond nam ed places.
Response ident ifies and adds a few det ails about at least t wo im pact s,
one of each at least . Links t o part icular schem es are explicit .
Explanat ion is clearly st at ed wit h som e lim it ed explorat ion of
processes t hat m ake t he im pact s negat ive and posit ive. The response
uses a few exam ples wit h som e explicit det ail.
Response ident ifies and has good det ails about m ore t han t wo
im pact s, bot h cost s and benefit s. Links t o part icular schem es are
st rong wit h good ident ificat ion of feat ures. Explanat ion is det ailed wit h
explicit explorat ion of processes t hat m ake t he im pact s negat ive and
posit ive. Exam ples are used wit h som e det ailed descript ion.
Que st ion
nu m be r
5ai
Cor r e ct Answ e r
Re j e ct
Mark
Cliffs are eroded ( 1) ) so t hey ret reat ( 1)
leaving a plat form ( 1) w hich w ill be furt her
eroded and weat hered ( 1) allow det ail of
process( es) ( 1)
All ot her answers
2
Que st ion
N um be r
5 a ii
Cor r e ct Answ e r s
Re j e ct
Mark
Out line so expect one basic point ( 1) and an
ext ension t hrough m ore det ail or dat a ( 1)
• Financial losses t hrough ( 1) cost s of
coast al prot ect ion schem es ( 1) or
insurance of propert y ( 1) or loss of
propert y ( 1) dat a/ det ail of t hat loss ( 1)
Point s t hat do not
refer t o cost s – no
obvious econom ic link.
2
Que st ion
N um be r
* 5 ( b)
QWC
I ,ii,iii
I ndica t ive cont e nt
Le ve l
Le ve l 0
Le ve l 1
Mark
0
1- 3
Le ve l 2
4- 6
Le ve l 3
7- 8
SPa G
Le ve l 0
0
St ress here is on explanat ion so links need t o be est ablished bet ween t he
geography of concordant and discordant coast s and clear links bet ween t heir
form and t he processes t hat creat e t hem . These should include:
• alignm ent of rocks
• headlands and bays on discordant coast s reflect ing geology
• rat es of erosion varied along t hat coast
• different alignm ent of concordant coast s
Answers m ay well include case- st udy com parisons, perhaps from Dorset
D e scr ipt or
No accept able response.
Response ident ifies one t ype of coast but m ay not be clear. Lim it ed
det ails on it s form . Geology t hat explains basic difference not
explored. Exam ples are not used beyond nam ed places. Lim it ed
st ruct ure and basic use of geographical t erm inology.
Response ident ifies bot h t ypes of coast line. Som e reference t o
differences in form . Bot h geology and processes addressed but not
explicit ly linked t o form . The response uses a few exam ples wit h som e
explicit det ail. Som e st ruct ure and clearly com m unicat ed but wit h
lim it ed use of geographical t erm inology.
Response describes bot h t ypes of coast line in som e det ail. Explicit
com parison of differences in form . Bot h geology and processes
addressed explicit ly linked t o form . Exam ples are used wit h som e
det ailed descript ion. Clear st ruct ure and well com m unicat ed wit h
m ost ly sound use of geographical t erm inology.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
SPa G
Le ve l 1
1
SPa G
Le ve l 2
2
SPa G
Le ve l 3
3
Que st ion
nu m be r
6ai
Cor r e ct Answ e r
Re j e ct
Mark
Rivers m eander ( 1) eroding t he valley sides ( 1)
leaving a t rail of ( point - bar) deposit s ( 1)
flooding adds m at erial t o t hat surface ( 1)
All ot her answers
2
Que st ion
nu m be r
6aii
Cor r e ct Answ e r
Re j e ct
Mark
Out line so expect one basic point ( 1) and an
ext ension t hrough m ore det ail or dat a ( 1)
Financial losses t hrough ( 1) loss of
agricult ural incom e ( 1) dam age t o
propert y ( 1) ..or indust ry ( 1) det ail t o
support ( 1)
Point s t hat do not
refer t o cost s – no
obvious econom ic link.
2
Que st ion
N um be r
* 6 ( b)
QWC
I ,ii,iii
I ndica t ive cont e nt
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Given t he broadness of t he cat egories allow any sensible com parison bet ween
upper and lower courses.
Expect com m ent s about wat erfalls, gorges, int erlocking spurs, m eanders,
oxbow lakes, floodplains and levees. Allow com m ent s about channel
charact erist ics t o include widt h and dept h. Exam ine requires descript ion and
explanat ion and som e assessm ent ;
• Changes in processes downst ream
• River m ore powerful as discharge increases
• Cut t ing lat erally as well as vert ically
• Sub- aerial processes also significant in valley widt h, gradient
Mark
D e scr ipt or
0
No accept able response.
1- 2
Response at t em pt s t o describe one or t w o landform s. Underst anding
of influence of processes is lim it ed t o one sim ple st at em ent .
Exam ples are not used beyond nam ed places. Lim it ed st ruct ure and
basic use of geographical t erm inology.
3- 4
The response at t em pt s t o describe a range of landform s, but not in
great det ail. The response explains at least one wit h som e det ail of
processes alt hough not clearly linked t o t he landform . Som e st ruct ure
and clearly com m unicat ed but wit h lim it ed use of geographical
t erm inology.
The response shows good underst anding of changes in landform s
downst ream . Explanat ion is clear and well- linked t o t he cont rast s
bet ween upper and lower course. Exam ples are used wit h som e
det ailed descript ion. Clear st ruct ure and well com m unicat ed wit h
m ost ly sound use of geographical t erm inology.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Le ve l 3
5- 6
SPa G
Le ve l 0
0
SPa G
Le ve l 1
1
SPa G
Le ve l 2
2
SPa G
Le ve l 3
3
Que st ion
nu m be r
7ai
Cor r e ct Answ e r
Re j e ct
Mark
I t is uneven ( 1) dist inct ive clust ers ( 1)
areas of absence ( 1) det ails/ dat a t o
support any of t hese ideas ( 1)
Explanat ory point s
2
Que st ion
nu m be r
7aii
Cor r e ct Answ e r
Re j e ct
Mark
Rising levels of nut rient s in t he wat er ( 1)
encourage algal growt h ( 1) deat h and
decay of t his algae ( 1) w hich rem oves
oxygen from w at er ( 1)
All ot her answers
2
Que st ion
N um be r
7 ( b)
QWC
i,ii,iii
I ndica t ive cont e nt
Marine ecosyst em is likely t o be eit her coral reefs or m angrove swam ps but
allow all legit im at e m arine ecosyst em s. Processes t hat increase ‘pressure’ are
likely t o include:
1. Overfishing
2. Eut rophicat ion
3. Silt at ion
4. Clim at e change
5. Bleaching
6. Species m igrat ion
Locat ional det ail m ay include specific case- st udy m at erial at a range of scales
but likely t o focus on local scale illust rat ive case- st udy m at erial .
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
SPa G
Le ve l 0
SPa G
Le ve l 1
SPa G
Le ve l 2
SPa G
Le ve l 3
Que st ion
nu m be r
8ai
Explanat ion of ‘w hy’ m ay t race back reasons t o basic causes of. as in, for
exam ple:
• explanat ion of growt h of t ourism and reasons why dam age is not
cont rolled
Mark
D e scr ipt or
0
No accept able response.
1- 2
The response describes one pressure but wit h lim it ed det ail and
lacking a link t o relevant ecosyst em . Exam ples are not used beyond
nam ed places. Lim it ed st ruct ure and basic use of geographical
t erm inology.
3- 4
The response explains how at least one pressure im pact s on t he
nam ed ecosyst em but wit hout m uch developm ent of t he processes
involved. The response uses at least one exam ple wit h som e det ail.
Som e st ruct ure and clearly com m unicat ed but wit h lim it ed use of
geographical t erm inology.
5- 6
The response explains how various processes have increased pressure
on t he nam ed ecosyst em – clear focus on processes and good
linkages t o t he im pact s of t hese processes. Exam ples are used wit h
som e det ailed descript ion. Clear st ruct ure and well com m unicat ed
w it h m ost ly sound use of geographical t erm inology.
0
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
1
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
2
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
3
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Cor r e ct Answ e r
Re j e ct
Mark
I t has shrunk ( 1) especially on Siberian ( or
any recognisable equivalent ) coast ( 1) also
in nort hern Canada ( 1) shrunk by about
50% ( 1)
Explanat ory point s
2
Que st ion
nu m be r
8aii
Cor r e ct Answ e r
Re j e ct
Mark
Environm ent is focus so allow any one of
following
I m pact on biosphere ( 1) det ail of sam e ( 1)
I m pact on perm afrost ( 1) det ail of sam e
( 1)
All ot her answers
2
Que st ion
N um be r
8 ( b)
QWC
i,ii,iii
I ndica t ive cont e nt
Le ve l
Le ve l 0
Le ve l 1
Mark
0
1- 2
Le ve l 2
3- 4
Le ve l 3
5- 6
SPa G
Le ve l 0
0
SPa G
Le ve l 1
1
SPa G
Le ve l 2
2
Likely t o cover peoples of bot h arid and polar regions but allow a single casest udy approach. Exam ine Exam inat ion? involves descript ion of t he cult ure,
explanat ion of it s uniqueness ( why is it different ?) and som e assessm ent which
m ight involve a com m ent t hat is com parat ive or a reflect ion on pressure/ change
t hat t hreat ens t he ‘uniqueness’.
Point s t hat m ight be covered include:
• adapt abilit y
• abilit y t o survive in harsh condit ions
• relat ionship wit h t he environm ent
• underst anding of t hat environm ent
• part icular feat ure of t he cult ure
D e scr ipt or
No accept able response.
The response describes one aspect of t he cult ure of a com m unit y in
ext rem e environm ent s. No explanat ion in t erm s of links t o relevant
processes. Exam ples are not used beyond nam ed places. Lim it ed
st ruct ure and basic use of geographical t erm inology.
The response explains how at least one com m unit y has unique
charact erist ics wit h som e det ails. The response uses at least t wo
exam ples wit h som e det ail. Som e st ruct ure and clearly com m unicat ed
but wit h lim it ed use of geographical t erm inology.
The response explains how at least t w o com m unit ies have unique
charact erist ics – clear focus on uniqueness and good linkages t o t he
cult ure. Exam ples are used wit h som e det ailed descript ion. Clear
st ruct ure and well com m unicat ed wit h m ost ly sound use of
geographical t erm inology.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
SPa G
Le ve l 3
3
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Write your name here
Surname
Other names
Pearson
Edexcel GCSE
Centre Number
Candidate Number
Geography B
Unit 2: People and Planet
Foundation Tier
Sample Assessment Material
Time: 1 hour 15 minutes
You do not need any other materials.
Paper Reference
5GB2F/01
Total Marks
Instructions
Use black ink or ball-point pen.
• Fill
boxes at the top of this page with your name,
• centrein the
number and candidate number.
In
Section
answer all questions.
• In Section B,A, answer
question 5 or 6.
• In Section C, answer either
question 7 or 8.
• Answer the questionseither
in the spaces provided
• – there may be more space
than you need.
Information
The total mark for this paper is 78.
• The
for each question are shown in brackets
• – usemarks
this as a guide as to how much time to spend on each question.
labelled with an asterisk (*) are ones where the quality of your
• Questions
written communication will be assessed
•
– you should take particular care on these questions with your spelling, punctuation
and grammar, as well as the clarity of expression.
The marks available for spelling, punctuation and grammar are clearly indicated.
Advice
each question carefully before you start to answer it.
• Read
• Check your answers if you have time at the end.
S45132A
©2014 Pearson Education Ltd.
5/5/5/2
*S45132A0124*
Turn over
SECTION A: INTRODUCTION TO PEOPLE AND THE PLANET
Answer ALL questions in this section.
Topic 1: Population Dynamics
1 Figure 1 shows population pyramids for Ethiopia and Japan in 2012.
Figure 1
(a) Study Figure 1.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Which of these has the highest number of people in the 85–89 age group?
(1)
A Ethiopia: male
B Ethiopia: female
C Japan: male
D Japan: female
2
*S45132A0224*
(ii) What is likely to happen to Ethiopia’s total population in the next 20 years?
(1)
A It will stay the same.
B It will grow slowly.
C It will grow rapidly.
D It will fall.
(b) Describe what is meant by an ageing population.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Japan faces social and economic challenges because of the shape of its
population pyramid.
Outline one social and one economic challenge it faces.
(4)
Social challenge
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Economic challenge
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S45132A0324*
3
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(d) Explain why it is difficult to predict the future population size of countries.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 1 = 12 marks)
4
*S45132A0424*
Topic 2: Consuming Resources
2 Figure 2 shows a web page from ‘Recycle Now’ the official UK recycling campaign.
(Source: http://www.recyclenow.com/what_can_i_do_today/index.html)
Figure 2
(a) Study Figure 2.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) What is the main purpose of this web page?
(1)
A To encourage people to insulate their homes.
B To encourage people to buy recycled products.
C To make money from recycling.
D To encourage people to recycle.
*S45132A0524*
5
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(ii) Identify the materials which are often recycled, but which are not referred to
on Figure 2.
(1)
A Paper and cardboard
B Plastic and plastic bottles
C Home composting
D Aerosol cans
(b) State two reasons why some people do not recycle their household waste.
(2)
1 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Other than recycling, describe two ways in which resource consumption can be
made more sustainable.
(4)
1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) Explain the relationship between population and food supply outlined by
Malthus.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 12 marks)
6
*S45132A0624*
Topic 3: Globalisation
3 Figure 3 shows the global distribution of Toyota’s factories and research and
development sites.
(Source: Toyota corporate website)
Figure 3
(a) Study Figure 3.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) Which of the following countries has the most Toyota factories?
(1)
A USA
B China
C Japan
D Australia
(ii) Which of the following has no Toyota research and development site?
(1)
A Africa
B Asia
C North America
D Europe
*S45132A0724*
7
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(b) Toyota opened a car factory in Derby in the UK in 1992. Suggest two benefits this
may have brought to local people.
(2)
1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Suggest reasons why:
(4)
Toyota’s research and development sites are mostly in developed countries.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Toyota locates some factories in developing countries.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
*S45132A0824*
(d) Describe the negative impacts of globalisation on people in the developing
world.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 3 = 12 marks)
*S45132A0924*
9
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Topic 4: Development Dilemmas
4 Figure 4 shows information about Zambia.
Figure 4
(a) Study Figure 4.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
Which of the following best describes Zambia?
(1)
A A developed country in Sub-Saharan Africa.
B A developing country in Sub-Saharan Africa.
C A developed country in North Africa.
D A developing country in North Africa.
10
*S45132A01024*
(b) What is meant by the term global development gap?
(1)
A The income gap between men and women.
B The income gap between urban and rural areas.
C The income gap between adults and children.
D The income gap between the most and least developed countries.
(c) Other than income, state two ways that the level of development of a country
could be measured.
(2)
1 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) Choose two of the issues on Figure 4 and suggest how each could be a barrier to
further development.
(4)
Choice 1
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Choice 2
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S45132A01124*
11
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(e) Explain why levels of development are often very low in rural areas in
developing countries.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 12 marks)
TOTAL FOR SECTION A = 48 MARKS
12
*S45132A01224*
SECTION B: SMALL-SCALE PEOPLE AND THE PLANET
Answer ONE question in this section.
Topic 5: The Changing Economy of the UK
If you answer Question 5 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(d).
5 Figure 5 shows trends in working from home in England and Wales, 1997 to 2011.
3
2.5
Millions of people
2
1.5
1
0.5
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
0
Year
Working from home
(Source: ONS labour market survey)
Figure 5
(a) Study Figure 5.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) In which year did the highest number of people work from home?
(1)
A 2000
B 2003
C 2006
D 2011
*S45132A01324*
13
Turn over
(ii) Suggest one reason for the trend shown in Figure 5.
(2)
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Which of these has the largest number of people working from home?
(1)
A Primary industry such as mining and quarrying.
B Manufacturing such as cars and electronics.
C Research such as genetics and medical.
D Services such as administration and teleworking.
(c) Suggest one reason why the number of women in the UK workforce has
increased over the last 50 years.
(2)
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
14
*S45132A01424*
*(d) For two contrasting UK regions, compare their industrial structure.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 5 = 15 marks)
*S45132A01524*
15
Turn over
Topic 6: Changing Settlements in the UK
If you answer Question 6 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(c).
6 Figure 6 shows the populations of Liverpool and Bristol, 1961 to 2011.
700,000
600,000
Population
500,000
400,000
300,000
200,000
100,000
0
1961
1971
1981
1991
2001
2011
Year
Liverpool
Bristol
(Source: ONS)
Figure 6
(a) Study Figure 6.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) In which period did the population of Liverpool rise?
(1)
A 1971–1981
B 1981–1991
C 1991–2001
D 2001–2011
16
*S45132A01624*
(ii) Which of the following best describes the trend in Bristol’s population
between 1961 and 2011?
(1)
A Falling slowly
B Fluctuating
C Falling rapidly
D Rising slowly
(iii) Suggest one reason for the trend in Liverpool’s population between 1961
and 2001.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) What is meant by the term deprivation?
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S45132A01724*
17
Turn over
*(c) For two contrasting rural regions in the UK, compare their levels of deprivation.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 6 = 15 marks)
TOTAL FOR SECTION B = 15 MARKS
18
*S45132A01824*
SECTION C: LARGE-SCALE PEOPLE AND THE PLANET
Answer ONE question in this section.
Topic 7: The Challenges of an Urban World
If you answer Question 7 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(c).
7 Figure 7 shows the proportions of different ways people travel to work in two
megacities.
new York
Public transport
(bus, metro)
Car
Mexico City
Walk
Cycle
(Source: ‘The Endless City’, LSE, 2010)
Figure 7
(a) Study Figure 7.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) What proportion of people use public transport to travel to work in New York?
(1)
A 45%
B 55%
C 65%
D 75%
*S45132A01924*
19
Turn over
(ii) Which of these statements best describes the proportion of people who use
cars to travel to work in the two megacities?
(1)
A The proportion is the same in both cities.
B Mexico City is twice as high as New York.
C New York is slightly higher than Mexico City.
D Mexico City is slightly higher than New York.
(iii) Suggest one reason why a higher proportion of people use public transport
to travel to work in Mexico City.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Outline one environmental problem in cities caused by high car use.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
20
*S45132A02024*
*(c) For a named city in the developed world, explain how it is attempting to develop
sustainable transport.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 7 = 15 marks)
*S45132A02124*
21
Turn over
Topic 8: The Challenges of a Rural World
If you answer Question 8 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(c).
8 Figure 8 shows the sources of income for a farm in the USA in 1980 and 2010.
Figure 8
(a) Study Figure 8.
The following questions are multiple choice. Put a cross in the box of the answer
you select. There is only one correct answer to each question.
(i) What percentage of farm income in 2010 came from growing crops, rearing
animals and the farm shop?
(1)
A 100%
B 70%
C 50%
D 30%
22
*S45132A02224*
(ii) Which of the following best describes the changes in farm income from
agriculture between 1980 and 2010?
(1)
A The percentage is the same in 1980 and 2010.
B The percentage was higher in 1980 than in 2010.
C The percentage was higher in 2010 than in 1980.
D The percentage was three times higher in 1980 than in 2010.
(iii) Suggest one reason why the farm has changed between 1980 and 2010.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Explain what is meant by organic farming.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S45132A02324*
23
Turn over
*(c) Using named examples, explain how initiatives (schemes) in rural areas in the
developing world can improve people’s quality of life.
(6)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 8 = 15 marks)
TOTAL FOR SECTION C = 15 MARKS
TOTAL FOR PAPER = 78 MARKS
24
*S45132A02424*
5 GB2 F M a r k Sche m e
Que st ion
nu m be r
1( a) ( i)
Que st ion
nu m be r
1( a) ( ii)
Cor r e ct Answ e r
Re j e ct
Mark
D = Japan: fem ale
All ot her answers
1
Cor r e ct Answ e r
Re j e ct
Mark
C = I t will grow rapidly
All ot her answers
1
Que st ion
nu m be r
1( b)
Cor r e ct Answ e r
Acce pt a ble An sw e r s
Re j e ct
Mark
•
Populat ion pyram id
which is widening at
t he t op / t op heavy.
Populat ion were birt h
rat es have fallen below
deat h rat e.
Reference t o a
yout hful populat ion.
2
Que st ion
N um be r
1 ( c)
Acce pt a ble Answ e r s
Re j e ct
Mark
Japan’s pyram id is t hat of an ageing
populat ion.
Social challenge:
• Creat es dependency ( 1) .
• Younger people needed t o care for
ageing relat ions ( 1) t aking up t heir t im e
( 1) .
• Dem ands t o increase im m igrat ion ( 1)
which could lead t o social / cult ural
t ensions ( 1) .
Econom ic challenge:
• Lack of younger workers t o ent er
indust ry / business ( 1) skills short ages
( 1) ; could drive wages up increasing
cost s ( 1) .
• Lack of working age people paying
t axes ( 1) problem s paying for t he
ageing dependent s ( 1) ; t he cost s of
building care hom es ( 1) and healt h care
( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point . 2 x 2
Reference t o Et hiopia.
Reference t o a
yout hful populat ion.
4
A populat ion w it h an
increasing
proport ion / num ber
( 1) of elderly / older
people ( 1)
• Aged over 65 ( 1)
• ret ired / not working
( 1)
Award one m ark for a
basic point , plus a
second m ark for a
developed point .
Que st ion
N um be r
1 ( d)
Acce pt a ble Answ e r s
Re j e ct
Mark
A range of fact ors could affect fut ure
populat ion:
• Birt h rat es / fert ilit y – exact rat es in t he
fut ure are hard t o predict ( 1) ; sm all
changes t oday could have a big im pact
on populat ion levels in t he fut ure ( 1) ;
cult ural and econom ic fact ors could
affect t he rat es ( 1) .
• Deat h rat es – can change due t o war /
conflict ( 1) or disease e.g. Aids / HI V
( 1)
• Migrat ion – can have a big im pact on
populat ion direct ly ( em igrant s or
im m igrant s) ( 1) and indirect ly ( fert ilit y
rat es) ( 1) ; hard t o predict and t he
num bers are volat ile ( 1) e.g. changes t o
policy ( 1) .
• Developm ent / econom ic growt h
reduces BR, but it cannot be known in
t he fut ure ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point
Descript ions of fut ure
populat ion
proj ect ions.
4
Que st ion
nu m be r
2( a) ( i)
Cor r e ct Answ e r
Re j e ct
Mark
D = t o encourage people t o recycle
All ot her answers
1
Que st ion
nu m be r
2( a) ( ii)
Cor r e ct Answ e r
Re j e ct
Mark
A = paper and cardboard
All ot her answers
1
Que st ion
nu m be r
2( b)
Cor r e ct Answ e r
Acce pt a ble Answ e r s
Re j e ct
Mark
•
Answers t hat argue it is
t oo confusing / people
do not know w hat can /
cannot be recycled.
Answers which
focus on w hy
people recycle.
2
Que st ion
N um be r
2 ( c)
Acce pt a ble Answ e r s
Re j e ct
Mark
•
Explanat ions w hich do
not focus on
environm ent al issues
4
Lack of recycling
facilit ies nearby ( 1) .
• People cannot be
bot hered / it is t oo
t im e consum ing ( 1) .
• Not int erest ed in t he
issue / do not see
t he problem ( 1) .
Award one m ark for a
basic reason.
Renew able energy could replace nonrenewable fossil fuel resources ( 1) e.g.
solar / w ind power ( 1) which m eans less
pollut ion in t he form of greenhouse gases /
ot her pollut ant s ( 1) ; has a posit ive im pact
on global warm ing ( 1) .
• Resource conservat ion reduces t ot al
dem and ( 1) which in t urn will reduce
resource consum pt ion so resources last
longer / fewer resources are needed overall
( 1) e.g. elect ric cars, CFL bulbs ( 1) .
• Changing behaviour ( 1) e.g. cycling rat her
t han using a car reduces resource
consum pt ion ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point or relevant
exam ple. 2 x 2
Do not credit t he sam e explanat ion t wice.
( such as econom ic
cost s) .
Que st ion
N um be r
2 ( d)
Acce pt a ble Answ e r s
Re j e ct
Mark
Ot her t heories
( Boserup, club of
Rom e)
Resources ot her t han
food.
4
Que st ion
nu m be r
3( a) ( i)
Cor r e ct Answ e r
Re j e ct
Mark
C = Japan
All ot her answers
1
Cor r e ct Answ e r
Re j e ct
Mark
A = Africa
All ot her answers
1
Que st ion
nu m be r
3( a) ( ii)
Que st ion
nu m be r
3b
•
Malt hus believed populat ion would
out st rip food supply ( 1) and t ook a
pessim ist ic view of t he relat ionship ( 1) .
• Det ails of t he Malt husian geom et ric
populat ion growt h ( 1) versus
arit hm et ic food product ion increase ( 1)
• Leading t o a crisis ( fam ine) ( 1) followed
by checks ( posit ive and prevent at ive)
( 1) and populat ion reduct ion ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point , or a
relevant exam ple e.g. I rish pot at o fam ine.
Cor r e ct Answ e r
Acce pt a ble Answ e r s
Re j e ct
Mark
•
Could argue t hat
supplier com panies
benefit s from m ore
orders ( m ore j obs) .
Manufact uring j obs
could be seen as
especially beneficial t o
t radit ionally indust rial
areas, and m ales.
Answers t hat do
not focus on
benefit s t o local
people.
2
•
•
New j obs / incom e /
reduces
unem ploym ent for
t he areas ( 1) .
More m oney t he
local econom y t o
support shops and
ot her services ( 1) .
Opport unit ies t o
ret rain / re- skill in a
new indust ry ( 1) .
Award one m ark for a
basic benefit t o local
people.
Que st ion
N um be r
3( c)
Acce pt a ble Answ e r s
Re j e ct
Mark
R&D locat ions in developed count ries:
• R&D dem ands higher levels of skill /
educat ion t han car product ion which is
found in t he developed world ( 1) , such
as t he num ber of universit y graduat es /
links t o universit ies ( 1) ; high salary /
com pet it ive so at t ract s high flyers ( 1) ;
also largest m arket s so R&D designs for
t hese ( 1) .
Fact ories in developing count ries:
• Lower wages in developing count ries
( 1) ; e.g. possible skills / worker
short ages in Japan ( 1) ; need t o
overcom e im port t ariffs by locat ing
product ion in different count ries ( 1) ;
different product s m ade locally for
different m arket s ( 1) ; lower regulat ions
e.g. labour / environm ent al ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point . 2x 2
Reference t o
product ion sit es in 1
rat her t han R&D sit es.
Reference t o reasons
for product ion in
Japan / developed
count ries in 2.
4
Que st ion
N um be r
3( d)
Acce pt a ble Answ e r s
Re j e ct
Mark
Globalisat ion m ight be defined ( global shift in
indust ry, increase in t rade and connect ions,
shrinking world idea.) ( 1)
Negat ives
• Exploit at ion ( 1) low wages / long hours,
lack of unions in developing world
fact ories ( 1) ; poor H&S and lack of
com pensat ion ( 1) .
• Relat ively short working lives as
younger wom en favoured ( 1) ; child
labour could be m ent ioned ( 1) .
• Pollut ion and ot her environm ent al
issues in t he developing world ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point
Developed world.
Posit ive im pact s.
4
Que st ion
nu m be r
4( a)
Cor r e ct Answ e r
Re j e ct
Mark
B = a developing count ry in Sub- Saharan
Africa
All ot her answers
1
Que st ion
nu m be r
4( b)
Cor r e ct Answ e r
Re j e ct
Mark
D = t he incom e gap bet ween t he m ost and
least developed count ries.
All ot her answers
1
Que st ion
nu m be r
4( c)
Cor r e ct Answ e r
Acce pt a ble An sw e r s
Re j e ct
Mark
•
There are m any ot her
m easures such as % of
children in educat ion,
infant m ort alit y rat es,
int ernet access % , and
populat ion per doct or.
Accept if realist ic.
GDP/ GNI if not
qualified furt her.
2
Que st ion
N um be r
4 ( d)
Acce pt a ble Answ e r s
Re j e ct
Mark
The focus needs t o be on how t hese issues
shown could prevent developm ent ; t w o from :
Landlocked:
• Being landlocked m akes im port s / export s
harder ( 1) as t rade flow s depend on t he cooperat ion of anot her count ry ( 1) , t his could
also increase cost s for business ( 1) ; could
m ake connect ions such as t he int ernet
harder t o put in place ( 1) .
HI V/ Aids:
• High healt h care cost s, m oney t hat could
be spent elsewhere ( 1) for inst ance on
educat ion ( 1) ; reduces t he num ber of
healt hy people in t he workforce ( 1) which
could rest rict business developm ent or
farm ing ( 1) .
Populat ion growt h:
• The econom y needs t o grow n by 3% + per
year t o keep pace wit h t he populat ion ( 1) ,
and t he high num ber of young people
m eans high healt hcare and educat ion cost s
( 1) , m oney w hich could be spent on e.g.
infrast ruct ure ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point or relevant
exam ple. 2x 2
Reference t o barriers
not shown on Fig 4.
Reference t o
opport unit ies e.g. of
increasing w orking
populat ion in t he
fut ure from populat ion
growt h.
4
HDI , or a sim ilar
index ( 1)
• GDP / GNI per
capit a or sim ilar ( 1)
Award one m ark each
realist ic, specific
m easure.
Que st ion
N um be r
4 ( e)
Acce pt a ble Answ e r s
Re j e ct
Mark
•
Developed w orld
Urban areas.
4
Que st ion
nu m be r
5( a) ( i)
Cor r e ct Answ e r
Re j e ct
Mark
C = 2006
All ot her answers
1
Low incom e farm ing in rural areas
( subsist ence) ( 1)
• Very hard work for lit t le rew ard ( 1)
• Risk of nat ural hazards like drought and
flood ( 1) which can rem ove abilit y t o earn
m oney / feed fam ily ( 1) .
• Lack of services in rural areas ( 1) such as
healt h and educat ion ( 1)
• Peripheral areas / lack of connect ions ideas
( 1) leading t o lim it ed opport unit ies ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point or relevant
exam ple
Que st ion
N um be r
5( a) ( ii)
Acce pt a ble Answ e r s
Re j e ct
Mark
•
Reasons t hat don’t
relat e t o t he changes
in Fig 5.
One word answers
such as ‘t he int ernet ’.
2
Que st ion
nu m be r
5( b)
Cor r e ct Answ e r
Re j e ct
Mark
D = services such as adm inist rat ion and
t eleworking
All ot her answ ers
1
Que st ion
nu m be r
5( c)
Cor r e ct Answ e r
Acce pt a ble Answ e r s
Re j e ct
Mark
•
A focus on educat ional
at t ainm ent and a
great er % of wom en in
HE.
More flexible / part -
Answers which do
not focus on
w om en.
2
The rise of t he int ernet / m obile phone use
and ot her t echnology ( 1) m akes it easier
for people t o work from hom e and keep in
t ouch wit h t heir HQ ( 1) ; businesses cut t ing
cost s by m aking use of new t echnology ( 1) .
• An increase in t he num ber of people set t ing
up t heir own businesses ( 1) because of j ob
losses / desire t o be t heir own boss ( 1) .
• More wom en ent ering t he workforce ( 1)
who want t o work from hom e t o com bine
working wit h childcare ( 1) .
• Declines ( 2000, 2006) could be t he result
of recessions / rising unem ploym ent ( 1) .
Award one m ark for each basic point , plus a
second m ark if point is developed.
•
I ncrease in service
sect or j obs, m any of
which are done by
wom en ( 1) .
I ncrease in equal
right s and equal
pay, encouraging
wom en int o t he
workforce ( 1) .
• Higher availabilit y of
childcare ( 1) .
Award one m ark for
each basic point , or a
second m ark for a
developed point .
Que st ion
N um be r
5 ( d)
QWC
i,ii,iii
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
SPa G
Le ve l 0
SPa G
Le ve l 1
SPa G
Le ve l 2
SPa G
Le ve l 3
t im e j obs available
which suit wom en.
I ndica t ive cont e nt
The t wo regions should cont rast ; likely choices include t he Sout h East / London
region ( services / finance) , east ern England ( farm ing) , t hen sout h west ( fishing
/ t ourism ) or m anufact uring regions such as t he Midlands and Nort h West .
Expect det ails of t he balance of P/ S/ T/ Q indust ry such as t he financials services
dom inat ed SE/ London versus farm ing in t he East of England. Quat ernary areas
such as t he M4 corridor could be m ent ioned and cont rast ed wit h secondary
indust ry in nort hern regions.
Mark
D e scr ipt or
0
No accept able response.
1- 2
Response ident ifies t wo regions but t he cont rast m ay not be clear.
Lim it ed det ails on st ruct ure and m ay j ust generalised indust ry.
Exam ples are not used beyond nam ed places. Lim it ed st ruct ure and
basic use of geographical t erm inology.
3- 4
Response refers t o t wo cont rast ing regions and has som e det ails on
st ruct ure / t ypes of indust ry in bot h. The response uses at least one
region wit h som e det ail. Som e st ruct ure and clearly com m unicat ed
but wit h lim it ed use of geographical t erm inology.
5- 6
Response refers t o t wo cont rast ing regions and uses det ails of
st ruct ure in bot h, as part of a com parison. Exam ples are used wit h
som e det ailed descript ion. Clear st ruct ure and well com m unicat ed
w it h m ost ly sound use of geographical t erm inology.
0
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar w it hin t he cont ext of
t he dem ands of t he quest ion.
1
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
2
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
3
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Que st ion
nu m be r
6( a) ( i)
Cor r e ct Answ e r
Re j e ct
Mark
D = 2001- 2011
All ot her answers
1
Que st ion
nu m be r
6( a) ( ii)
Cor r e ct Answ e r
Re j e ct
Mark
B = fluct uat ing
All ot her answers
1
Que st ion
N um be r
Acce pt a ble Answ e r s
Re j e ct
Mark
6( a) ( iii)
The populat ion falls because:
• Deindust rialisat ion caused a loss of j obs ( 1)
and m any people are likely t o have
m igrat ed away t o look for work ( 1)
• As t he area declines, a spiral of decline set
in ( 1) so m ore people left / people /
businesses w ere not at t ract ed t o t he area
( 1) .
• Linked problem s such as crim e m ay have
cont ribut ed t o out m igrat ion ( 1) and
count er- urbanisat ion ( 1) .
• Ageing populat ion = low birt h rat e ( 1) .
Award one m ark for each basic point , plus a
second m ark if point is developed.
Reference t o 2011.
2
Que st ion
nu m be r
6( b)
Cor r e ct Answ e r
Acce pt a ble An sw e r s
Re j e ct
Mark
When people lack ( 1)
what is considered
norm al for t he rest of
societ y ( 1) such as
incom e / good housing /
t ransport / services ( 1) .
Accept not having
som et hing / lacking
som et hing + an
exam ple / illust rat ion
for 2 m arks.
A list of t hings
deprived areas lack
( t his w ould be 1
m ark only) .
2
Award one m ark for a
basic point , plus a
second m ark for a
developed point .
Que st ion
N um be r
6 ( c)
QWC
i,ii,iii
I ndica t ive cont e nt
Expect det ails of:
Rem ot eness / m obilit y
• Som e areas are very rem ot e and isolat ed e.g. Scot t ish Highlands; in
t hese areas populat ion densit y is so low t here are few services
( t hresholds) ; dist ances and t ravel cost s are large ( cont ribut ing t o incom e
deprivat ion) and choice is low ( educat ion services) ; out - m igrat ion
reduced dem and for services even m ore.
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
SPa G
Le ve l 0
SPa G
Le ve l 1
SPa G
Le ve l 2
SPa G
Le ve l 3
Que st ion
nu m be r
7( a) ( i)
Que st ion
nu m be r
7( a) ( ii)
Jobs / econom ic issues
• Som e rural areas have seen j obs decline e.g. in fishing and farm ing
( m echanisat ion) and not been replaced by ot her j obs ( t ourism ) , so
opport unit y rem ains low; j obs are oft en low paid and part t im e /
seasonal adding t o incom e deprivat ion.
Migrat ion
• Out - m igrat ion of t he young and skilled leaves behind and ageing
populat ion / fewer skilled people wit h proport ionally higher levels of
deprivat ion.
Mark
D e scr ipt or
0
No accept able response.
1- 2
Response at t em pt s t o describe deprivat ion in rural areas but wit h lit t le
accuracy and only lim it ed reference t o areas. Underst anding of
deprivat ion is lim it ed. Exam ples are not used beyond nam ed places.
Lim it ed st ruct ure and basic use of geographical t erm inology.
3- 4
The response at t em pt s t o com pare deprivat ion in t wo rural regions
but t he com parison is superficial. The response uses at least one
region wit h som e det ail. Som e st ruct ure and clearly com m unicat ed
but wit h lim it ed use of geographical t erm inology.
5- 6
The response com pares deprivat ion in t wo cont rast ing rural regions
and gives a range of det ailed explanat ions for t his. Two regions are
used wit h som e det ailed descript ion. Clear st ruct ure and w ell
com m unicat ed wit h m ost ly sound use of geographical t erm inology.
0
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
1
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
2
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
3
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Cor r e ct Answ e r
Re j e ct
Mark
B = 55%
All ot her answers
1
Cor r e ct Answ e r
Re j e ct
Mark
C = New York is slight ly higher t han
Mexico Cit y
All ot her answers
1
Que st ion
N um be r
7( a) ( iii)
Acce pt a ble Answ e r s
Re j e ct
Mark
Public t ransport use is higher in Mexico Cit y,
t his could be because:
• Public t ransport net work m ay be bet t er
in Mexico Cit y ( 1) or fares cheaper ( 1)
so it is used m ore ( 1) .
• People in Mexico Cit y are on average
poorer ( 1) so cannot afford t o use
privat e cars / car ownership is lower /
public t ransport is cheaper ( 1) .
• Congest ion m akes using a car m ore
difficult in Mexico Cit y ( 1) ; dist ances /
parking m eans car use is im pract ical ( 1)
• Credit knowledge t hat car use in
rest rict ed by num ber plat e in Mexico
Cit y ( 1)
Award one m ark for each basic point , plus a
second m ark if point is developed.
Reference t o t he ot her
t ypes of t ransport on
Fig 7. Det ailed
st at ist ical answ ers
t hat lack reasons.
2
Que st ion
nu m be r
7( b)
Cor r e ct Answ e r
Acce pt a ble An sw e r s
Re j e ct
Mark
•
Furt her det ails of air
pollut ion such as
phot ochem ical sm og.
Noise and st ress in
carefully argued as an
environm ent al st ress.
‘pollut ion’.
Global w arm ing.
Transport ot her
t han car use.
2
Que st ion
N um be r
7 ( c)
QWC
i,ii,iii
I ndica t ive cont e nt
Air pollut ion ( 1)
which leads t o low
air qualit y and
healt h problem s ( 1)
such as bronchit is /
ast hm a ( 1) .
• Traffic congest ion
( 1) which wast es
fuel due t o
st at ionary t raffic
( 1) .
Award one m ark for a
basic point , plus a
second m ark for a
developed point .
Reference could be m ade t o a num ber of different cit ies and st rat egies e.g.
London:
• Reducing t ransport pollut ion wit h t he int roduct ion on t he Congest ion
Charge which has had som e success at reducing t raffic volum es
• London’s Low Em ission Zone which bans t he m ost pollut ing vehicles from
t he cit y in order t o im prove air qualit y
• At t em pt s t o increase cycling wit h a net work of cycle rout es and ‘Boris
bikes’ sim ilar schem es are also used in cit ies such as Denver
• Underground syst em s could also be considered e.g. ext ensions such as
t he Jubilee line or even Crossrail t o encourage m ore people t o use public
t ransport
•
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
SPa G
Le ve l 0
SPa G
Le ve l 1
SPa G
Le ve l 2
SPa G
Le ve l 3
Que st ion
nu m be r
8( a) ( i)
Que st ion
nu m be r
8( a) ( ii)
Que st ion
N um be r
8 ( a) ( iii)
The int roduct ion of cleaner vehicles such as buses and infrast ruct ure for
elect ric cars e.g. charging point s
Mark
D e scr ipt or
0
No accept able response.
1- 2
The response describes som e t ransport schem es in a cit y / cit ies but
wit h lim it ed det ail and lacking a link t o sust ainabilit y. Exam ples are
not used beyond nam ed places. Lim it ed st ruct ure and basic use of
geographical t erm inology.
3- 4
The response explains why som e t ransport schem es have been
developed wit h an im plied underst anding of sust ainabilit y, but variable
det ail. The response uses at least one exam ple wit h som e det ail.
Som e st ruct ure and clearly com m unicat ed but wit h lim it ed use of
geographical t erm inology.
5- 6
The response explains how t ransport syst em s have been developed
w it h good det ail and clear explanat ions w hich link t o / show
underst anding of sust ainabilit y. Exam ples are used wit h som e det ailed
descript ion. Clear st ruct ure and well com m unicat ed wit h m ost ly sound
use of geographical t erm inology.
0
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
1
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
2
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
3
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Cor r e ct Answ e r
Re j e ct
Mark
B = 70%
All ot her answers
1
Cor r e ct Answ e r
Re j e ct
Mark
B = The percent age was higher in 1980
t han 2010
All ot her answers
1
Acce pt a ble Answ e r s
Re j e ct
Mark
•
I deas t hat t he farm
has been sold et c
Answers m ust focus
2
•
The farm has undergone diversificat ion
bet ween 1980 and 2010 ( 1)
Because of t he need t o have a broader /
m ore secure set of incom e st ream s ( 1) .
Rising prices for beef / bet t er organic prices
( 1)
• Less m oney in farm ing, m ore incom e /
valued added t o be earned from e.g.
ret ailing ( 1) .
• Farm er get s incom e from product ion and
sales in 2010 ( 1)
• Credit t he idea of falling prices for produce
m eans ot her incom e is needed ( 1) or
dem and from t he consum er for different
product s ( organic, farm shops) ( 1) .
Award one m ark for each basic point , plus a
second m ark if point is developed.
•
on reasons for
diversificat ion.
Rest at em ent of t he
change wit h no reason
“ t here are holiday
cot t ages now ” .
Que st ion
nu m be r
8( b)
Cor r e ct Answ e r
Acce pt a ble An sw e r s
Re j e ct
Mark
Farm ing which does not
use ( art ificial) chem icals
( 1) such as fert ilizers
and pest icides ( 1) in
order t o produce m ore
ecologically friendly
foods ( 1) .
Award one m ark for a
basic point , plus a
second m ark for a
developed point .
Det ails of anim al
husbandry e.g. not
using ant ibiot ics.
Farm ing t hat aim s t o
prot ect / enhance
biodiversit y.
Answers focussed
on ot her t ypes of
farm ing.
Vague st at em ent s
such as ‘healt hier
farm ing’.
2
Que st ion
N um be r
8 ( c)
QWC
i,ii,iii
I ndica t ive cont e nt
Le ve l
Le ve l 0
Le ve l 1
A w ide range of schem es could be discussed, but t hey m ust focus on t he
developing world:
• m icro- finance schem es such as t he Gram een Bank and ot hers, which
provide sm all scale loans t o st art businesses and t herefore im prove
incom e, especially am ong w om en.
• m obile healt h services and m obile educat ion, such as bare foot doct ors,
which aim t o bring m obile services t o isolat ed areas which w ould
ot herw ise never receive t hem .
• fair- t rade schem es such as t he Kuapa Kokoo init iat ive in Ghana which
uses t he fair t rade prem ium t o im prove village services such as
educat ion and healt h
• int erm ediat e t echnology t o reduce soil erosion and im prove wat er supply
- such as pum pkin t anks and m agic st ones; t hese can im prove healt h,
farm product ion and incom e.
Mark
D e scr ipt or
0
No accept able response.
1- 2
Response describes som e schem es but wit h variable det ail and qualit y
of life im provem ent s are not considered. Exam ples are not used
beyond nam ed places. Lim it ed st ruct ure and basic use of geographical
Le ve l 2
3- 4
Le ve l 3
5- 6
SPa G
Le ve l 0
0
SPa G
Le ve l 1
1
SPa G
Le ve l 2
2
SPa G
Le ve l 3
3
t erm inology.
Response explains a range of schem es, wit h variable det ail, but wit h
som e explanat ion of how t hese schem es have im proved qualit y of life.
The response uses at least one exam ple wit h som e det ail. Som e
st ruct ure and clearly com m unicat ed but wit h lim it ed use of
geographical t erm inology.
Response uses exam ples of schem es and provides som e det ails, t o
explain how t hese have im proved qualit y of life in rural areas.
Exam ples are used wit h som e det ailed descript ion. Clear st ruct ure and
well com m unicat ed wit h m ost ly sound use of geographical
t erm inology.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar w it hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Write your name here
Surname
Other names
Pearson
Edexcel GCSE
Centre Number
Candidate Number
Geography B
Unit 2: People and Planet
Higher Tier
Sample Assessment Material
Time: 1 hour 15 minutes
You do not need any other materials.
Paper Reference
5GB2H/01
Total Marks
Instructions
Use black ink or ball-point pen.
• Fill
boxes at the top of this page with your name,
• centrein the
number and candidate number.
Section A, answer all questions.
• InIn Section
either question 5 or 6.
• In Section C,B, answer
answer either question 7 or 8.
• Answer the questions
in the spaces provided
• – there may be more space
than you need.
Information
The total mark for this paper is 78.
• The
for each question are shown in brackets
• – usemarks
this as a guide as to how much time to spend on each question.
labelled with an asterisk (*) are ones where the quality of your
• Questions
written communication will be assessed
•
– you should take particular care on these questions with your spelling, punctuation
and grammar, as well as the clarity of expression.
The marks available for spelling, punctuation and grammar are clearly indicated.
Advice
each question carefully before you start to answer it.
• Read
Check
• your answers if you have time at the end.
S45134A
©2014 Pearson Education Ltd.
5/5/5
*S45134A0118*
Turn over
SECTion A: inTRoDUCTion To PEoPLE AnD THE PLAnET
Answer ALL questions in this section.
Topic 1: Population Dynamics
1 Figure 1 shows population pyramids for Ethiopia and Japan in 2012.
Figure 1
(a) (i) Study Figure 1
Outline one difference between the population pyramids.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
2
*s45134A0218*
(ii) Japan faces social and economic challenges because of the shape of its
population pyramid.
Outline one social and one economic challenge it faces.
(4)
Social challenge
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
Economic challenge
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
*S45134A0318*
3
Turn over
(b) Using named examples, explain why predicting the future population size of
countries is difficult.
(6)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
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(Total for Question 1 = 12 marks)
4
*s45134A0418*
Topic 2: Consuming Resources
2 Figure 2 shows a web page from ‘Recycle Now’ the official UK recycling campaign.
(Source: http://www.recyclenow.com/what_can_i_do_today/index.html)
Figure 2
(a) Study Figure 2.
Describe two ways that this web page encourages consumers to recycle.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . . .
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(b) Other than recycling, describe two ways in which resource consumption can be
made more sustainable.
(4)
1 . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
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2 . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . .
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*S45134A0518*
5
Turn over
(c) Explain the differences in the theories of Malthus and Boserup about the
relationship between population and resources.
(6)
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(Total for Question 2 = 12 marks)
6
*s45134A0618*
Topic 3: Globalisation
3 Figure 3 shows the global distribution of Toyota’s factories and research and
development sites.
(Source: Toyota corporate website)
Figure 3
(a) (i) Study Figure 3.
Describe the global pattern of Toyota’s factories.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
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*S45134A0718*
7
Turn over
(ii) Suggest reasons why:
(4)
Toyota’s research and development sites are mostly in developed countries.
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .
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Toyota locates some factories in developing countries.
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(b) Examine the positive and negative impacts of globalisation on different groups
of people.
(6)
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(Total for Question 3 = 12 marks)
8
*s45134A0818*
Topic 4: Development Dilemmas
4 Figure 4 shows information about Zambia, a developing country in Africa.
Figure 4
Study Figure 4.
(a) (i) Outline one way of measuring development not shown on Figure 4.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
*S45134A0918*
9
Turn over
(ii) Choose two of the issues on Figure 4 and suggest how each could be a barrier
to further development.
(4)
Choice 1
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
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Choice 2
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(b) Examine why levels of development vary between rural and urban areas in the
developing world.
(6)
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 12 marks)
ToTAL FoR SECTion A = 48 MARKS
10
*s45134A01018*
SECTion B: SMALL-SCALE PEoPLE AnD THE PLAnET
Answer onE question in this section.
Topic 5: The Changing Economy of the UK
if you answer Question 5 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b).
5 Figure 5 shows trends in working from home in England and Wales, 1997 to 2011.
3
Millions of people
2.5
2
1.5
1
0.5
Working from home
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
0
Year
(Source: ONS labour market survey)
Figure 5
(a) (i) Study Figure 5.
Describe the trend in working from home between 1997 and 2011.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(ii) Suggest one reason for the trend shown in Figure 5.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
*S45134A01118*
11
Turn over
*(b) For two contrasting UK regions, examine the reasons for the differences in their
industrial structure.
(8)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 5 = 15 marks)
12
*s45134A01218*
Topic 6: Changing Settlements in the UK
if you answer Question 6 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b).
6 Figure 6 shows the populations of Liverpool and Bristol, 1961 to 2011.
700,000
600,000
Population
500,000
400,000
300,000
200,000
100,000
0
1961
1971
1981
1991
2001
Year
2011
Liverpool
Bristol
(Source: ONS)
Figure 6
(a) (i) Study Figure 6.
Describe the trend in Bristol’s population between 1961 and 2011.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
*S45134A01318*
13
Turn over
(ii) Suggest one reason for the trend in Liverpool’s population between 1961
and 2001.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
*(b) For two contrasting rural regions in the UK, examine the reasons for the
differences in their levels of deprivation.
(8)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 6 = 15 marks)
ToTAL FoR SECTion B = 15 MARKS
14
*s45134A01418*
SECTion C: LARGE-SCALE PEoPLE AnD THE PLAnET
Answer onE question in this section.
Topic 7: The Challenges of an Urban World
if you answer Question 7 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b).
7 Figure 7 shows how people travel to work in two megacities.
new York
Public transport
(bus, metro)
Car
Mexico City
Walk
Cycle
(Source: ‘The Endless City’, LSE, 2010)
Figure 7
(a) (i) Study Figure 7.
Outline the difference in car use between the two megacities.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
*S45134A01518*
15
Turn over
(ii) Suggest one reason why a higher proportion of people use public transport
to travel to work in Mexico City.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
*(b) For a named city in the developed world, examine the success of attempts to
develop more sustainable transport.
(8)
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(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 7 = 15 marks)
16
*s45134A01618*
Topic 8: The Challenges of a Rural World
if you answer Question 8 put a cross in this box
.
Spelling, punctuation and grammar will be assessed in *(b).
8 Figure 8 shows the sources of income for a farm in the USA in 1980 and 2010.
Figure 8
(a) (i) Study Figure 8.
Outline one way this farm has diversified between 1980 and 2010.
(2)
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*S45134A01718*
17
Turn over
(ii) Suggest one reason why the farm has changed between 1980 and 2010.
(2)
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*(b) Using named examples, examine the success of initiatives (schemes) designed to
improve quality of life for people in rural areas of the developing world.
(8)
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(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 8 = 15 marks)
ToTAL FoR SECTion C = 15 MARKS
ToTAL FoR PAPER = 78 MARKS
18
*s45134A01818*
5 GB2 H M a r k Sche m e
Que st ion
nu m be r
1( a) ( i)
Que st ion
N um be r
1 ( a) ( ii)
Cor r e ct Answ e r
Acce pt a ble Answ e r s
Re j e ct
Mark
•
More wom en in Japan,
especially above age
65.
Vague descript ions
of ‘sm oot hness’ et c
2
1+ 1
Japans populat ion is
larger t han
Et hiopia’s ( 1) plus
evidence from Fig 1
( 1)
• Et hiopia’s populat ion
has a m uch wider
base ( 0- 14) t han
Japan’s ( 1) plus
evidence from Fig 1
( 1)
• Most num erous age
groups in Japan are
35- 44 and 6- 64 ( 1) ,
com pared t o 0- 14 in
Et hiopia ( 1) .
• Much higher num ber
of 65+ in Japan ( 1)
plus evidence from
Fig 1 ( 1)
• Most num erous age
group in Japan is
60- 64 ( 1) , but 0- 4
in Et hiopia ( 1) .
Award one m ark for
each com parat ive point
plus an ext ension e.g.
dat a.
At each increasing age
group Et hiopia’s
populat ion has fewer
people; Japan’s age
cat egories have m ore
variat ion.
Acce pt a ble Answ e r s
Re j e ct
Mark
Japan’s pyram id is t hat of an ageing
populat ion.
Social challenge:
• Creat es dependency ( 1) .
• Younger people needed t o care for
ageing relat ions ( 1) t aking up t heir t im e
( 1) .
• Dem ands t o increase im m igrat ion ( 1)
which could lead t o social / cult ural
t ensions ( 1) .
Econom ic challenge:
• Lack of younger workers t o ent er
indust ry / business ( 1) skills short ages
( 1) ; could drive wages up increasing
cost s ( 1) .
• Lack of working age people paying
t axes ( 1) problem s paying for t he
ageing dependent s ( 1) ; t he cost s of
Reference t o Et hiopia.
Reference t o a
yout hful populat ion.
4
building care hom es ( 1) and healt h care
( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point . 2 x 2
Que st ion
N um be r
1 ( b)
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
Que st ion
nu m be r
2 ( a)
I ndica t ive cont e nt
A range of issues t hat affect populat ion growt h and size could be discussed:
• Birt h rat es / fert ilit y – exact rat es in t he fut ure are hard t o predict ; sm all
changes t oday could have a big im pact on populat ion levels in t he
fut ure; cult ural and econom ic fact ors ( as well as im m igrat ion e.g. in t he
UK or source count ries such as Poland) could affect t he rat es.
• Deat h rat es – can change due t o war / conflict or disease e.g. Aids /
HI V; in general t hey have fallen for decades but not everywhere e.g. in
count ries such as Sudan and Afghanist an t hat have suffered conflict .
• Migrat ion – can have a big im pact on populat ion direct ly ( em igrant s or
im m igrant s) and indirect ly ( fert ilit y rat es) ; hard t o predict and t he
num bers are volat ile ( changes in policy) e.g. in t he UK due t o changes
num bers of m igrant s and im pact of policy.
Credit ideas t hat populat ion growt h rat es could be affect ed by cult ural changes,
increased econom ic developm ent which generally lowers fert ilit y, or even
fact ors such as conflict .
Mark
D e scr ipt or
0
No accept able response.
1- 2
At t em pt s an explanat ion of som e reasons but wit h a narrow focus;
explains why populat ion changes not why it is hard t o predict .
3- 4
Som e explanat ions of several fact ors t hat could affect fut ure
populat ion, but in general t erm s; som e links t o t he difficult y of
predict ing fut ure populat ion size. Som e det ails are provided. Exam ples
used are nam ed places only.
5- 6
A range of explanat ions of why predict ing fut ure populat ions in
difficult , linked t o fact ors t hat affect populat ion size. Exam ples used
are w ell locat ed and w it h linked det ail.
Cor r e ct Answ e r
Acce pt a ble Answ e r s
Re j e ct
Mark
•
Educat ion ( ‘why
recycle’) w hich could
give people a reason t o
recycle.
I nvolving schools t o
get people st art ed
early ( children
encourage parent s)
One word answers
such as ‘educat ion’
or ‘inform at ion’.
2
•
•
Making it easier, as
consum ers can
locat e t heir local
facilit ies ( 1) .
Explaining what can
and cant be recycled
e.g. sym bols / A- Z,
so m aking sense of
what m ay seem
com plex / difficult
( 1) .
Suggest ing new
ways e.g.
com post ing, which
people had not
considered ( 1) .
•
Making it seem easy
‘4 easy st eps’ t o get
st art ed ( 1) .
Award one m ark for
each correct way
described.
Que st ion
N um be r
2 ( b)
Que st ion
N um be r
2 ( c)
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Acce pt a ble Answ e r s
Re j e ct
Mark
•
Explanat ions which
do not focus on
environm ent al issues
( such as econom ic
cost s) .
4
Renew able energy could replace nonrenewable fossil fuel resources ( 1) e.g.
solar / wind power ( 1) which m eans less
pollut ion in t he form of greenhouse
gases / ot her pollut ant s ( 1) ; has a
posit ive im pact on global warm ing ( 1) .
• Resource conservat ion reduces t ot al
dem and ( 1) which in t urn will reduce
resource consum pt ion so resources last
longer / fewer resources are needed
overall ( 1) e.g. elect ric cars, CFL bulbs
( 1) .
• Changing behaviour ( 1) e.g. cycling
rat her t han using a car reduces resource
consum pt ion ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point or
relevant exam ple. 2 x 2
Do not credit t he sam e explanat ion t wice.
I ndica t ive cont e nt
•
Malt hus believed populat ion would out st rip food supply, whereas Boserup
believed food product ion could keep pace w it h populat ion.
• May cont rast t he pessim ist ic Malt husian view wit h t he m ore opt im ist ic
Boserupian one.
• Det ails of t he Malt husian geom et ric populat ion growt h versus arit hm et ic
food product ion increase, leading t o a crisis ( fam ine) followed by checks
( posit ive and prevent at ive) and populat ion reduct ion.
• Det ails of t he Boserup ‘necessit y is t he m ot her of invent ion’ idea t hat
populat ion growt h spurs new ways of farm ing – fert ilizers, use of
m achines.
• Ot her relevant point s could include t he age of Malt hus’s t heory ( is it st ill
relevant t oday?) , or exam ples of Boserups’s t echnology e.g. green
revolut ion. Accept a discussion / evidence based on resources ot her t han
food.
Mark
D e scr ipt or
0
No accept able response.
1- 2
At t em pt s an explanat ion of t he basic differences but t his is part ial and
lacks det ails. Som e generalised exam ples used.
3- 4
Som e explanat ion of t he differences bet ween t he t wo t heories and
som e det ails are provided, but unbalanced.
Le ve l 3
5- 6
A det ailed explanat ion of t he differences wit h som e det ail provided in
t he form of exam ples. Balanced bet ween t he t w o t heories.
Que st ion
nu m be r
3( a) ( i)
Cor r e ct Answ e r
Acce pt a ble Answ e r s
Re j e ct
Mark
•
A developed versus
developing world
answ er as long as it is
support ed by evidence.
May split Asia int o
sout h and east et c.
Very vague
st at em ent s such as
‘Toyot a has
fact ories
everywhere’
Reference t o R&D
sit es.
Descript ive point s
which do not use
evidence.
2
Que st ion
N um be r
3( a) ( ii)
Acce pt a ble Answ e r s
Re j e ct
Mark
R&D locat ions in developed count ries:
• R&D dem ands higher levels of skill /
educat ion t han car product ion which is
found in t he developed world ( 1) , such
as t he num ber of universit y graduat es /
links t o universit ies ( 1) ; high salary /
com pet it ive so at t ract s high flyers ( 1) ;
also largest m arket s so R&D designs for
t hese ( 1) .
Fact ories in developing count ries:
• Lower wages in developing count ries
( 1) ; e.g. possible skills / worker
short ages in Japan ( 1) ; need t o
overcom e im port t ariffs by locat ing
product ion in different count ries ( 1) ;
different product s m ade locally for
different m arket s ( 1) ; low er regulat ions
e.g. labour / environm ent al ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point . 2x 2
Reference t o
product ion sit es in 1
rat her t han R&D sit es.
Reference t o reasons
for product ion in
Japan / developed
count ries in 2.
4
Main concent rat ion
of fact ories in Asia
e.g. 16 in Japan, 9
in China ( 40 in Asia
as a whole) ( 1) .
• Significant num bers
in Nort h Am erica
( 12) and Europe ( 7)
( 1) .
• Few est fact ories in
Sout h Am erica
/ Africa / developing
world e.g. 3 in Africa
( 1) .
Award one m ark for
each correct point which
is support ed by
evidence.
Que st ion
N um be r
3 ( b)
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
Que st ion
nu m be r
4( a) ( i)
I ndica t ive cont e nt
Globalisat ion m ight be defined or considered in t erm s of a global shift in
indust ry, and increase in t rade and connect ions, t he shrinking world idea.
A range of different groups of people can be exam ined such as m en versus
wom en, children, developed versus developed world.
Posit ives
• Job / incom e gains in developing count ries e.g. m anufact uring in China,
services in I ndia; focus on em ploym ent for wom en.
• Rising incom es bring increased living st andards and qualit y of life.
Cont rast w it h rural povert y and relat ive urban wealt h.
Negat ives
• Exploit at ion, low wages, long hours, lack of unions in developing world
fact ories; relat ively short working lives as younger wom en favoured;
child labour could be exam ined.
• Job losses in t he developed world especially m ales in t radit ional
m anufact uring. Rising j ob insecurit y.
• Pollut ion and ot her environm ent al issues in t he developing world.
• I dea t hat globalisat ion has bypassed som e groups e.g. sub- Saharan
Africa.
Mark
D e scr ipt or
0
No accept able response.
1- 2
At t em pt s t o out line som e basic posit ives and / or negat ive im pact s.
Lacks clear link t o globalisat ion. No reference t o different groups of
people. Som e generalised exam ples used.
3- 4
Som e posit ive and negat ive im pact s exam ined wit h som e det ails, but
unbalanced. Som e reference t o different groups. Som e det ails are
provided, and t here is som e link t o globalisat ion.
5- 6
Det ailed exam inat ion of posit ive and negat ive im pact s. Balanced.
Clear reference t o different groups. Well locat ed and wit h det ail linked
t o globalisat ion.
Cor r e ct Answ e r
Acce pt a ble An sw e r s
Re j e ct
Mark
•
Measures such as
polit ical freedom or
dem ocracy indicat ors.
One word answers
e.g. ‘GDP’ wit h no
furt her com m ent .
Reference t o t he
indicat ors on Fig 4.
2
GDP / GNI per
capit a ( 1) could
indicat e incom e
levels. ( 1)
• HDI ( 1) could be
used t o indicat e
qualit y of life. ( 1)
• I nfant m ort alit y ( 1)
indicat es healt h care
/ services ( 1)
• % of children in
school ( 1) indicat es
access / proxy fro
fam ily incom e.
Award one m ark for
each realist ic m easure
plus an ext ension m ark.
Not e t here are m any
ot her accept able
indicat ors.
Que st ion
N um be r
4 ( a) ( ii)
Que st ion
N um be r
4 ( b)
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
Acce pt a ble Answ e r s
Re j e ct
Mark
The focus needs t o be on how t hese issues
shown could prevent developm ent ; t w o from :
Landlocked:
• Being landlocked m akes im port s / export s
harder ( 1) as t rade flow s depend on t he cooperat ion of anot her count ry ( 1) , t his could
also increase cost s for business ( 1) ; could
m ake connect ions such as t he int ernet
harder t o put in place ( 1) .
HI V/ Aids:
• High healt h care cost s, m oney t hat could
be spent elsewhere ( 1) for inst ance on
educat ion ( 1) ; reduces t he num ber of
healt hy people in t he workforce ( 1) which
could rest rict business developm ent or
farm ing ( 1) .
Populat ion growt h:
• The econom y needs t o grow n by 3% + per
year t o keep pace wit h t he populat ion ( 1) ,
and t he high num ber of young people
m eans high healt hcare and educat ion cost s
( 1) , m oney w hich could be spent on e.g.
infrast ruct ure ( 1) .
Award one m ark for a basic point , plus a
second m ark for a developed point or relevant
exam ple. 2x 2
Reference t o barriers
not shown on Fig 4.
Reference t o
opport unit ies e.g. of
increasing w orking
populat ion in t he
fut ure from populat ion
growt h.
4
I ndica t ive cont e nt
•
At t he m ost basic level, developm ent will be seen as lower in rural areas and
higher in urban.
• This could be ext ended by an explanat ion of why t his is e.g. low incom e
farm ing in rural areas ( subsist ence) ; very hard work for lit t le rew ard; risk of
nat ural hazards like drought and flood. I n Urban areas t here are m ore
em ploym ent opport unit ies, bet t er services.
• More det ailed answers m ight argue t hat urban slum s have low levels of
developm ent .
• Answ ers should m ake reference t o nam ed count ry ( or m ore t han one) and
t his should include rural and urban locat ions e.g. cit ies like Mum bai or
Shanghai versus rural areas such as Raj ast han or Gansu.
Mark
D e scr ipt or
0
No accept able response.
1- 2
At t em pt s an exam inat ion of rural and urban differences in a basic,
generalised w ay, wit h no reference t o nam ed places / nam ed count ry.
Som e generalised exam ples used.
3- 4
Som e exam inat ion of rural and urban differences. Som e det ails are
provided and t here is likely t o be som e reference t o nam ed places
w it hin a count ry, but unbalanced.
5- 6
A det ailed exam inat ion of t he differences bet ween rural and urban
areas, m ay refer t o anom alies. Likely t o use locat ed nam ed places
w it hin a count ry and w it h linked det ail.
Que st ion
nu m be r
5 ( a) ( i)
Cor r e ct Answ e r
Re j e ct
Mark
•
General increase 1997- 2011 ( 1) from 1.6
m illion t o 2.4 m illion ( 1)
• Declines in 2000 and / or 2006 ( 1)
• Most rapid increase in 1997- 2000 and / or
2001- 2003 ( 1)
• Flat since 2006 ( 1)
Award one m ark for each basic point plus an
ext ension m ark e.g. use of dat a / anom aly.
Answers t hat do not
refer t o Fig 5.
Reasons /
explanat ions.
2
Que st ion
N um be r
5 ( a) ( ii)
Acce pt a ble Answ e r s
Re j e ct
Mark
•
Reasons t hat don’t
relat e t o t he changes
in Fig 5.
One word answers
such as ‘t he int ernet ’.
2
Que st ion
N um be r
5 ( b)
QWC
i,ii,iii
I ndica t ive cont e nt
Le ve l
Le ve l 0
Le ve l 1
The rise of t he int ernet / m obile phone use
and ot her t echnology ( 1) m akes it easier
for people t o work from hom e and keep in
t ouch wit h t heir HQ ( 1) ; businesses cut t ing
cost s by m aking use of new t echnology ( 1) .
• An increase in t he num ber of people set t ing
up t heir own businesses ( 1) because of j ob
losses / desire t o be t heir own boss ( 1) .
• More wom en ent ering t he workforce ( 1)
who want t o work from hom e t o com bine
working wit h childcare ( 1) .
• Declines ( 2000, 2006) could be t he result
of recessions / rising unem ploym ent ( 1) .
Award one m ark for each basic point , plus a
second m ark if point is developed.
The t wo regions should cont rast ; likely choices include t he Sout h East / London
region ( services / finance) , east ern England ( farm ing) , t he sout h west ( fishing /
t ourism ) or m anufact uring regions such as t he Midlands and Nort h West .
I ndust rial st ruct ure
• Expect det ails of t he balance of P/ S/ T/ Q indust ry such as t he financials
services dom inat ed SE/ London versus farm ing in t he East of England.
• Quat ernary areas such as t he M4 corridor could be m ent ioned and
cont rast ed wit h secondary indust ry in nort hern regions.
Reasons could relat e t o:
• I ndust rialisat ion and deindust rialisat ion t rends
• Core and periphery ideas – links t o Europe in London / SE
• Reasons for grow t h / decline of part icular sect ors
Mark
D e scr ipt or
0
No accept able response.
1- 3
I dent ifies t wo regions but t he cont rast m ay not be clear. Lim it ed
det ails on st ruct ure. Som e st ruct ure t o t he answer and som e relevant
use of geographical t erm inology.
The response refers t o st ruct ure in som e det ail; t w o cont rast ing
regions are referred t o but som e of t he det ail is generalised. Som e
com parisons m ade wit h som e reasons suggest ed for why st ruct ure is
different . Clear st ruct ure, clearly com m unicat ed wit h relevant use of
geographical t erm inology.
Det ailed com parison of t wo cont rast ing regions. I ndust rial st ruct ure is
exam ined in det ail and t here is reference t o specific sect ors and
possibly em ploym ent charact erist ics, as well as reasons for t he
differences in st ruct ure. Clear st ruct ure, well com m unicat ed wit h
excellent use of geographical t erm inology.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Le ve l 2
4- 6
Le ve l 3
7- 8
SPa G
Le ve l 0
0
SPa G
Le ve l 1
1
SPa G
Le ve l 2
2
SPa G
Le ve l 3
3
Que st ion
nu m be r
6 ( a) ( i)
Cor r e ct Answ e r
Re j e ct
Mark
•
Brist ol’s populat ion fluct uat es ( 1) bet ween
425, 000 and 380,000 ( 1) .
• Grows slight ly overall ( 1) so highest in
2011 at 425,000 ( 1)
• Lower in t he m iddle of t he period i.e. 19812001
Award one m ark for a basic descript ion of t he
t rend plus 1 m ark for accurat e use of dat a.
Reference t o
Liverpool.
2
Que st ion
N um be r
Acce pt a ble Answ e r s
Re j e ct
Mark
6 ( a) ( ii)
The populat ion falls because:
• Deindust rialisat ion caused a loss of j obs ( 1)
and m any people are likely t o have
m igrat ed away t o look for work ( 1)
• As t he area declines, a spiral of decline set
in ( 1) so m ore people left / people /
businesses w ere not at t ract ed t o t he area
( 1) .
Reference t o 2011.
2
•
Linked problem s such as crim e m ay have
cont ribut ed t o out m igrat ion ( 1) and
count er- urbanisat ion ( 1) .
• Ageing populat ion = low birt h rat e ( 1) .
Award one m ark for each basic point , plus a
second m ark if point is developed.
Que st ion
N um be r
6 ( b)
QWC
i,ii,iii
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
SPa G
Le ve l 0
SPa G
Le ve l 1
SPa G
Le ve l 2
I ndica t ive cont e nt
The exact nat ure of t he answer will depend on t he areas chosen, but expect
det ails of:
Rem ot eness / m obilit y
• Som e areas are very rem ot e and isolat ed e.g. Scot t ish Highlands; in
t hese areas populat ion densit y is so low t here are few services
( t hresholds) ; dist ances and t ravel cost s are large ( cont ribut ing t o incom e
deprivat ion) and choice is low ( lim it ed educat ion opport unit ies / choice of
schools) ; out - m igrat ion reduced dem and for services even m ore.
Jobs / econom ic issues
• Som e rural areas have seen j obs decline e.g. in fishing and farm ing
( m echanisat ion) and not been replaced by ot her j obs ( t ourism ) , so
opport unit y rem ains low; j obs are oft en low paid and part t im e /
seasonal adding t o incom e deprivat ion.
Links t o urban areas / count er- urbanisat ion
• Ot her rural areas are close t o urban ones ( East Anglia; hom e count ies)
so people can com m ut e and access high incom e j obs and services; oft en
well served by road and rail links. May even be locat ions for businesses
e.g. design, offices, finance t hat can be very foot loose.
Mark
D e scr ipt or
0
No accept able response.
1- 3
Generalised answer in t erm s of locat ion / areas; lacks focus on
deprivat ion and rat her m ore general differences; lack of explanat ion.
Som e st ruct ure t o t he answer and som e relevant use of geographical
t erm inology.
4- 6
Response uses t wo rural regions, and t here is som e focus on som e
aspect s of deprivat ion and reason for t his; variable det ail and cont rast
m ay not be fully clear. Clear st ruct ure, clearly com m unicat ed w it h
relevant use of geographical t erm inology.
7- 8
Det ailed reference t o t wo cont rast ing rural regions and appropriat e
det ail used t o illust rat e a range of reasons for differences in levels of
deprivat ion. Clear st ruct ure, well com m unicat ed wit h excellent use of
geographical t erm inology.
0
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
1
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
2
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
SPa G
Le ve l 3
3
Que st ion
nu m be r
7 ( a) ( i)
Cor r e ct Answ e r
Acce pt a ble An sw e r s
Re j e ct
Mark
•
Difference of around
10% ( 1)
Answers t hat do
not refer t o Fig 7.
Reference t o ot her
t ransport t ypes
2
Que st ion
N um be r
7 ( a) ( ii)
Acce pt a ble Answ e r s
Re j e ct
Mark
Public t ransport use is higher in Mexico Cit y,
t his could be because:
• Public t ransport net w ork m ay be bet t er
in Mexico Cit y ( 1) or fares cheaper ( 1)
so it is used m ore ( 1) .
• People in Mexico Cit y are on average
poorer ( 1) so cannot afford t o use
privat e cars / car ownership is lower /
public t ransport is cheaper ( 1) .
• Congest ion m akes using a car m ore
difficult in Mexico Cit y ( 1) ; dist ances /
parking m eans car use is im pract ical ( 1)
• Credit knowledge t hat car use in
rest rict ed by num ber plat e in Mexico
Cit y ( 1)
Award one m ark for each basic point , plus a
second m ark if point is developed.
Reference t o t he ot her
t ypes of t ransport on
Fig 7. Det ailed
st at ist ical answ ers
t hat lack reasons.
2
Que st ion
N um be r
7 ( b)
QWC
i,ii,iii
Car use is higher in
NY com pared t o MC
( 1) .
• 30% in NY
com pared t o 21% in
MC. ( 1)
Award one m ark for a
basic com m ent on t he
difference and an
ext ension m ark for use
of dat a.
I ndica t ive cont e nt
Reference could be m ade t o a num ber of different cit ies and st rat egies e.g.
London:
• Reducing t ransport pollut ion wit h t he int roduct ion on t he Congest ion
Charge which has had som e success at reducing t raffic volum es
• London’s Low Em ission Zone which bans t he m ost pollut ing vehicles
from t he cit y in order t o im prove air qualit y
• At t em pt s t o increase cycling wit h a net work of cycle rout es and ‘Boris
bikes’ sim ilar schem es are also used in cit ies such as Denver
•
Le ve l
Le ve l 0
Le ve l 1
Le ve l 2
Le ve l 3
SPa G
Le ve l 0
SPa G
Le ve l 1
SPa G
Le ve l 2
SPa G
Le ve l 3
Que st ion
nu m be r
8 ( a) ( i)
Underground syst em s could also be considered e.g. ext ensions such as
t he Jubilee line or even Crossrail t o encourage m ore people t o use public
t ransport
• The int roduct ion of cleaner vehicles such as buses and infrast ruct ure for
elect ric cars e.g. charging point s
• Masdar Cit y – and ot her eco- cit ies, which are planned from scrat ch t o be
as low pollut ion as possible, but which are cost ly t o im plem ent .
Mark
D e scr ipt or
0
No accept able response.
1- 3
Response out lines som e at t em pt s t o reduce pollut ion in cit ies but
t hese are of a general nat ure; success is not considered. Som e
st ruct ure t o t he answer and som e relevant use of geographical
t erm inology.
4- 6
Response exam ines several at t em pt s t o reduce pollut ion wit h
reference t o a nam ed cit y but wit h variable det ail; success in im plied.
Clear st ruct ure, clearly com m unicat ed wit h relevant use of
geographical t erm inology.
7- 8
Response exam ines several at t em pt s t o reduce pollut ion in a nam ed
cit y wit h reference t o appropriat e det ail and a considerat ion of
success. Clear st ruct ure, well com m unicat ed wit h excellent use of
geographical t erm inology.
0
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
1
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
2
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
3
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Cor r e ct Answ e r
Acce pt a ble Answ e r s
Re j e ct
Mark
•
The farm has becom e
100% organic in 2010
in t erm s of food
product ion; t here was
no organic in 1980.
List ing dat a w it hout
reference t o
diversificat ion.
2
•
I n 1980 all incom e
cam e from food
product ion ( 1)
whereas in 2010
t his fell t o 50% ( 1)
Ret ail now account s
for 20% of incom e
( 1)
•
Leisure has
increased ( 1) from
0% t o 30% .
Award one m ark for
each basic point and an
addit ional m ark for use
of dat a.
Que st ion
N um be r
8 ( a) ( ii)
Acce pt a ble Answ e r s
Re j e ct
Mark
•
I deas t hat t he farm
has been sold et c
Answers m ust focus
on reasons for
diversificat ion.
Rest at em ent of t he
change wit h no reason
“ t here are holiday
cot t ages now ” .
2
Que st ion
N um be r
8 ( b)
QWC
i,ii,iii
I ndica t ive cont e nt
Le ve l
Le ve l 0
Le ve l 1
The farm has undergone diversificat ion
bet ween 1980 and 2010 ( 1)
• Because of t he need t o have a broader /
m ore secure set of incom e st ream s ( 1) .
• Rising prices for beef / bet t er organic prices
( 1)
• Less m oney in farm ing, m ore incom e /
valued added t o be earned from e.g.
ret ailing ( 1) .
• Farm er get s incom e from product ion and
sales in 2010 ( 1)
• Credit t he idea of falling prices for produce
m eans ot her incom e is needed ( 1) or
dem and from t he consum er for different
product s ( organic, farm shops) ( 1) .
Award one m ark for each basic point , plus a
second m ark if point is developed.
A w ide range of schem es could be discussed, but t hey m ust focus on t he
developing world:
• m icro- finance schem es such as t he Gram een Bank and ot hers, which
provide sm all scale loans t o st art businesses and t herefore im prove
incom e, especially am ong w om en.
• m obile healt h services and m obile educat ion, such as bare foot doct ors,
which aim t o bring m obile services t o isolat ed areas which w ould
ot herw ise never receive t hen; very cost effect ive but can m ake a big
difference.
• fair- t rade schem es such as t he Kuapa Kokoo init iat ive in Ghana which
uses t he fair t rade prem ium t o im prove village services such as
educat ion and healt h
• int erm ediat e t echnology t o reduce soil erosion and im prove wat er supply
- such as pum pkin t anks and m agic st ones; t hese can im prove healt h,
farm product ion and incom e.
Mark
D e scr ipt or
0
No accept able response.
1- 3
Response describes som e schem es in general t erm s, but lacks det ails
and locat ions; t he im pact s on people / qualit y of life are not
considered. May lack a developing world focus. Som e st ruct ure t o t he
answ er and som e relevant use of geographical t erm inology.
Le ve l 2
4- 6
Le ve l 3
7- 8
SPa G
Le ve l 0
0
SPa G
Le ve l 1
1
SPa G
Le ve l 2
2
SPa G
Le ve l 3
3
Response out lines a num ber of schem es, which are locat ed and t here
are som e det ails; som e im pact s on qualit y of life are considered so
success is im plied. Clear st ruct ure, clearly com m unicat ed wit h
relevant use of geographical t erm inology.
Response uses det ailed, locat ed exam ples of a range of schem es wit h
a clear focus on how successful t hese have been; im provem ent s t o
qualit y of life are exam ined. Clear st ruct ure, well com m unicat ed wit h
excellent use of geographical t erm inology.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion.
Any errors do not hinder m eaning in t he response. Where required,
t hey use a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
considerable accuracy and general cont rol of m eaning in t he cont ext
of t he dem ands of t he quest ion. Where required, t hey use a good
range of specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar w it h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range
of specialist t erm s adept ly and wit h precision.
Write your name here
Surname
Other names
Pearson
Edexcel GCSE
Centre Number
Candidate Number
Geography B
Unit 3: Making Geographical Decisions
Foundation Tier
Sample Assessment Material
Time: 1 hour 30 minutes
You must have:
Resource Booklet (enclosed)
Paper Reference
5GB3F/01
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Instructions
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boxes at the top of this page with your name,
• centrein the
number and candidate number.
Answer
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in the spaces provided
• – there may bequestions
more space than you need.
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• The
for each question are shown in brackets
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this as a guide as to how much time to spend on each question.
labelled with an asterisk (*) are ones where the quality of your
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written communication will be assessed
•
– you should take particular care on these questions with your spelling, punctuation
and grammar, as well as the clarity of expression.
The marks available for spelling, punctuation and grammar are clearly indicated.
Advice
each question carefully before you start to answer it.
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to answer every question.
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S45139A
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Turn over
Answer ALL questions.
Some questions must be answered with a cross in a box . if you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 Study Section 1 (pages 2–4) of the Resource Booklet and answer the following
questions.
The following questions are multiple choice. Put a cross in the box of the answer that
you select. There is only one correct answer to each question.
(a) (i) Which of the following statements is correct?
(1)
A Most Icelanders live in the south-east of the country
B Most Icelanders live in the north-east of the country
C Most Icelanders live in the south-west of the country
D Most Icelanders live in the north-west of the country
(ii) Which of the following statements is correct?
(1)
A Only the area around the capital is growing
B The central region of Iceland is growing fastest
C Most coastal regions of Iceland are growing
D Most rural regions have a declining population
(iii) Which of the following statements is correct?
(1)
A Iceland’s isolation helped it to become very wealthy
B Iceland is better connected because of air travel
C Iceland is less isolated because of plate tectonics
D Iceland is less rich now that it is better connected
2
*S45139A0211*
(b) Study Figure 1d.
Identify two reasons why farms such as this one remain quite isolated.
(2)
1 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Outline two reasons why population growth rates vary from place to place in
Iceland.
(4)
1 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 1 = 9 marks)
*S45139A0311*
3
Turn over
2 Study Section 2 (pages 5 and 6) of the Resource Booklet and answer the following
questions.
Figure 2a shows the changes in Iceland’s GDP per person between 1980 and 2014.
The following questions are multiple choice. Put a cross in the box of the answer that
you select. There is only one correct answer to each question.
(a) (i) In which period did GDP per person rise fastest?
(1)
A 2004–2008
B 2006–2012
C 2007–2011
D 2000–2004
(ii) Which of the following is correct?
(1)
A GDP per person halved between 1980 and 2014
B GDP per person increased by more than $30,000 between 1980
and 2014
C GDP per person increased in every year between 1980 and 2014
D GDP per person rose by $20,000 between 1980 and 1990
(b) Outline one reason why GDP per person fell between 2008 and 2010.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
*S45139A0411*
(c) Study Figure 2b which shows Iceland’s economic structure.
(i) Identify two of Iceland’s industries that are in the primary sector.
(2)
1 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) State the percentage of people working in the secondary sector.
(1)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(iii) Identify the tertiary sector that contributes most to Iceland’s GDP.
(1)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(d) Outline two reasons why agriculture is such a small part of Iceland’s economy.
(4)
1 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S45139A0511*
5
Turn over
Study Figure 2c which shows Iceland’s export earnings between 2000 and 2010.
(e) Describe the changes in Iceland’s export earnings over this period.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 16 marks)
6
*S45139A0611*
3 *(a) Study Section 3 (pages 7 and 8) in the Resource Booklet and answer the following
questions.
Study Figures 3a and 3b which show changes in Iceland’s sources of energy
between 1940 and 2008 and how that energy is used.
Explain the importance of renewable energy for Iceland.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*S45139A0711*
7
Turn over
(b) Using Figure 3c (page 8), describe the possible impacts on the environment of
expanding Iceland’s production of electricity.
(5)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 3 = 11 marks)
8
*S45139A0811*
4 Study the photographs in Section 4 (page 9) in the Resource Booklet. You may also
use information from other pages in the Resource Booklet.
(a) Outline one impact on the local environment of building aluminium plants such
as the one shown in Figure 4b.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Describe how the growth of whale watching might help local communities.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 5 marks)
*S45139A0911*
9
Turn over
Spelling, punctuation and grammar will be assessed in your answer to this question.
*5 Study the two options for Iceland’s government and people shown below.
option 1: Continue to expand iceland’s energy production
option 2: Stop any future plans for energy expansion and
develop other sectors instead
Select one option that you think would be best for the Icelandic people.
Explain the advantages of this option for the Icelandic people.
•
Use information from the Resource Booklet and your knowledge from Units 1
and 2 to support your answer.
(9)
Chosen option . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................................
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
*S45139A01011*
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 5 = 12 marks)
ToTAL FoR PAPER = 53 MARKS
*S45139A01111*
11
5 GB3 F M a r k Sch e m e
Quest ion
Num ber
1( a) ( i)
Correct Answer
Rej ect
C = Most …sout h- west
All ot her answers.
Quest ion
Num ber
1( a) ( ii)
Correct Answer
Rej ect
D = Most rural regions have a declining
populat ion
All ot her answers.
Quest ion
Num ber
1( a) ( iii)
Correct Answer
Rej ect
B = I celand is bet t er connect ed because of air
flight s
All ot her answers.
Quest ion
Num ber
1 ( b)
Correct Answers
Quest ion
Num ber
1( c)
Because of:
• Pot ent ial for t ravel disrupt ion from
• Pot ent ial for t ravel disrupt ion from
• Declining rural populat ion so fewer
• Because t ransport is st ill disrupt ed
Marks
1
Marks
1
Marks
1
Marks
2 x 1
erupt ions ( 1)
glacial event s ( 1)
neighbours ( 1)
by weat her/ clim at e ( 1)
Correct Answers
Rej ect
One m ark for each correct point ( or allow one
m ark for one point plus one for developm ent ) .
Marks
2 x 2
Any of t he following.
• Because living in som e regions is very
difficult harsh so people m ove( 1)
exam ple/ det ail of sam e ( 1)
• Because educat ion available in Reykj avik
( 1) so m igrat ion ( 1)
• Lack of j obs in m any rural areas so
people m ove ( 1) exam ple of t his ( 1)
• Variat ions in birt h rat e ( 1) reflect ing
older populat ion in rural areas ( 1)
Plus ot her point s on m erit .
Quest ion
Num ber
2( a) ( i)
Correct Answer
Rej ect
A = 2004- 2008
All ot her answers
Marks
1
Quest ion
Num ber
2( a) ( ii)
Correct Answer
Rej ect
B = GDP per capit a increased by m ore t han
$30,000…
All ot her answers
Quest ion
Num ber
2 ( b)
Correct Answer
Marks
The banking sect or collapsed ( 1) so huge debt s were incurred ( 1)
2 x 1
Quest ion
Num ber
2( c) ( i)
Correct Answer
Marks
Quest ion
Num ber
2( c) ( ii)
Correct Answer
Quest ion
Num ber
2( c) ( iii)
Correct Answer
Quest ion
Num ber
2( d)
Correct Answers
Any of t he following
• Agricult ure ( 1)
• Fishing ( 1)
•
1
1
Accept able answer
11% as not all
candidat es will
include “ building” as
part of t he
secondary sect or.
Marks
1
Marks
Financial, insurance….
1
Rej ect
Marks
Any ot her
sect or
2 x 2
Correct Answers
Rej ect
Marks
Any accurat e descript ion of an export e.g.
m arine product s have fallen ( 1) dat a and
det ail t o support e.g. rat e of change or dat a
t o support ( 1)
Com parat ive com m ent s ( 1) dat a t o support
( 1)
Explanat ions
2 x 2
•
•
•
Quest ion
Num ber
2( e)
22% ( Alum ina and Building)
Marks
Clim at ic problem s ( 1) det ails of sam e
( 1)
Lack of fert ile soils ( 1) det ails of sam e
( 1)
Ot her j obs m ore rewarding ( 1) det ail
of sam e ( 1)
So 3 different sect ors t o describe wit h dat a
Quest ion
Num ber
3 * ( a)
Level
Level 0
Level 1
Level 2
Level 3
Quest ion
Num ber
3 ( b)
Correct Answer
Need t o recognise Geot herm al and Hydropower as renewables.
• Hydropower gradual rise since 1940s
• Sharp rise in early 2000s
• Geot herm al rose fast in 1980s and again in lat e 1990s early 2000s
• Geot herm al largest
Explanat ion likely t o cover;
• Because of t he alum inium indust ry
• Which uses large quant it ies of power
• By far t he largest user
• Dat a from 3b
• Living st andards have risen so m ore energy used - Dat a t o support above
Mark
Descript or
0
No accept able response
1–2
I dent ifies at least one renewable energy source. Som e descript ion of it s
im port ance but wit hout any exam inat ion of w hy it is. Basic use of
geographical t erm inology and weak st ruct ure; spelling, punct uat ion and
gram m ar weak or inaccurat e.
3–4
Describes bot h m aj or renewable sources; at least one wit h som e dat a t o
help describe it s im port ance. Resource Booklet used but also som e
im port ed K and U from Unit s 1 and 2. A lit t le explanat ion but largely
assert ed. Clearly com m unicat ed wit h a lim it ed but accurat e use of
geographical t erm inology, a clear st ruct ure but som e errors in spelling,
punct uat ion and gram m ar.
5–6
Describes bot h m aj or renewable sources; bot h wit h good support ive
dat a. Explanat ion of im port ance recognises changes over t im e. Resource
Booklet used well wit h useful im port ed K and U from Unit s 1 and 2. Well
com m unicat ed wit h an accurat e use of ext ensive geographical
t erm inology, a good st ruct ure wit h few errors in spelling, punct uat ion
and gram m ar.
Correct Answer
•
•
•
•
•
•
Many valleys affect ed ( 1)
Wilderness no longer wilderness
– or equivalent idea ( 1)
High- t ension cables – visual
im pact ( 1)
Areas around new geot herm al
power st at ions affect ed ( 1)
Product ion of m ore power for
alum inium im pact s on ecofoot print ( 1)
Dat a and/ or det ail t o support any
t w o point s ( 1+ 1)
Accept able Answers
Marks
Might also use 4a t o
illust rat e
environm ent al
im pact ( 1)
5 x 1
Quest ion
Num ber
4 ( a)
Quest ion
Num ber
4 ( b)
Correct Answers
Explanat ion requires link bet ween fact ory
and surrounding environm ent t o be m ade.
Expect one basic idea ( 1) plus developm ent
t o m ake t hat link ( 1) and one ot her point ( 1)
• Building a large fact ory uses a lot of
space ( 1) so disrupt s habit at ( 1)
• I nfrast ruct ure – roads et c. also
disrupt habit at ( 1)
• Produces wast e ( 1) which has t o go
som ewhere ( 1)
• Produces greenhouse gases ( 1) which
affect all of t he environm ent
event ually ( 1)
Accept able answer
•
Dependent
on H- E- P so
environm ent
al im pact of
t he dam s ( 1)
Accept able Answers
Rej ect
Allow basic point which is likely t o be:
Environm ent al
point s
Marks
2 x 1
Marks
3
Allows survival of rem ot e com m unit ies or
equivalent ideas ( 1) and t hen developm ent
t hrough explanat ion as in – creat ing j obs for
locals( 1) wit h increased local incom es ( 1)
possible m ult iplier effect ( 1) exam ples of sam e
such as ret ail sect or, local farm s ( 1)
Quest ion
Num ber
*5
QWC
i- ii- iii
I ndicat ive cont ent
Good answers will use m at erial from t he Resource Booklet and knowledge and
underst anding from Unit 1 and Unit 2 t o explain specific/ det ailed challenges, and
will develop point s. At t he t op end, point s will be well developed wit h det ail and/ or
dat a and inform at ion from t he booklet e.g. energy dat a/ econom ic dat a
Opt ion 1 – Cont inue t o expand I celand’s energy product ion
•
•
•
•
At a nat ional level it will m ake m oney ( dat a t o support ) – which I celand is
desperat e for aft er t he ‘crash’ ( dat a t o support ) – it has pot ent ial
cust om ers - Google / TNCs for alum inium sm elt ing – m ight one day be able
t o export t he power by cable
Don’t have any choice argum ent s – declining fish export s ( dat a t o support )
At a local level – it will creat e j obs ( dat a t o support ) – prevent ing t he
furt her populat ion decline of rem ot e regions ( dat a t o support ) – so also
prevent ing I celand = Reykj avik scenarios ( dat a t o support )
Allow count er –argum ent against possible obj ect ions e.g. – t he
environm ent isn’t t hat badly affect ed – it ’s a big place – doesn’t
com prom ise ot her act ivit ies – t ourism m ight be affect ed by volcanic
erupt ions
Opt ion 2 – Halt any fut ure plans and develop ot her sect ors inst ead
•
•
I celand has a unique landscape ( fact s/ dat a t o support ) – t he product ion of
power t hreat ens t his ( dat a and det ail t o support ) – so t hreat ens ot her
indust ries, not ably t ourism – which is m uch less dam aging t o environm ent
( det ail t o support )
Alum inium sm elt ing is cont rolled by foreign com panies ( det ail t o support ) –
•
Level
Level 0
Level 1
Mark
0
1–3
Level 2
4–6
Level 3
7–9
SPaG
Level 0
0
SPaG
Level 1
1
SPaG
Level 2
2
SPaG
Level 3
3
profit s would probably leave I celand – sam e if Google cam e - Alum inium
sm elt ing produces greenhouse gases m aking I celand’s eco- foot print huge
I celanders have m ore t han enough energy t o m eet t heir own needs – it is
sust ainable – t hey are very wealt hy w it h ou t furt her developm ent ( dat a and
det ail t o support ) – what if alum inium dem and fell?
Descript or
No accept able response
St at es at least one sim ply st at ed advant age. No obvious explanat ion of
why t his is beneficial for eit her people or t he environm ent ot her t han an
assert ive st at em ent . Basic use of geographical t erm inology and weak
st ruct ure; spelling, punct uat ion and gram m ar weak or inaccurat e.
Sound descript ion of at least t wo advant ages using som e evidence t o
develop st at em ent s, e.g. ‘I celand will increase it s wealt h above $50,000
per capit a…’. Clear at t em pt t o explain im pact on I celand im port ing a
lit t le K and U from Unit s 1 and 2. Clearly com m unicat ed wit h a lim it ed
but accurat e use of geographical t erm inology, a clear st ruct ure but som e
errors in spelling, punct uat ion and gram m ar.
Good descript ion of m ore t han t wo advant ages using evidence t o
develop st at em ent s fully, e.g. ‘Developing t ourism is far less dam aging
for t he environm ent as rem ot e valleys are kept unspoilt ’. St rong at t em pt
t o explain im pact on eit her people or environm ent im port ing good K and
U from Unit s 1 and 2. Well com m unicat ed wit h an accurat e use of
ext ensive geographical t erm inology, a good st ruct ure wit h few errors in
spelling, punct uat ion and gram m ar.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar wit h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion. Any
errors do not hinder m eaning in t he response. Where required, t hey use
a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar wit h
considerable accuracy and general cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a good range of
specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar wit h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range of
specialist t erm s adept ly and wit h precision.
Write your name here
Surname
Other names
Pearson
Edexcel GCSE
Centre Number
Candidate Number
Geography B
Unit 3: Making Geographical Decisions
Higher Tier
Sample Assessment Material
Time: 1 hour 30 minutes
You must have:
Resource Booklet (enclosed)
Paper Reference
5GB3H/01
Total Marks
Instructions
Use black ink or ball-point pen.
• Fill
boxes at the top of this page with your name,
• centrein the
number and candidate number.
Answer
• Answer allthequestions.
in the spaces provided
• – there may bequestions
more space than you need.
Information
The total mark for this paper is 53.
• The
for each question are shown in brackets
• – usemarks
this as a guide as to how much time to spend on each question.
labelled with an asterisk (*) are ones where the quality of your
• Questions
written communication will be assessed
•
– you should take particular care on these questions with your spelling, punctuation
and grammar, as well as the clarity of expression.
The marks available for spelling, punctuation and grammar are clearly indicated.
Advice
each question carefully before you start to answer it.
• Read
to answer every question.
• Try
• Check your answers if you have time at the end.
S45140A
©2014 Pearson Education Ltd.
5/5/5/4/2
*S45140A0109*
Turn over
Answer ALL questions.
1 Study Section 1 of the Resource Booklet (pages 2 to 4) and answer the following
questions.
(a) Study Figure 1a.
Describe the location of Iceland.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Study Figure 1b.
Describe the distribution of Iceland’s population.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
*S45140A0209*
(c) (i) Study Figure 1c.
Outline the changes in Iceland’s population distribution between 2001
and 2010.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Explain these changes in the distribution of Iceland’s population.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 1 = 16 marks)
*S45140A0309*
3
Turn over
2 Study Section 2 of the Resource Booklet (pages 5 and 6) and answer the following
questions.
(a) Describe the changes in Iceland’s GDP per person between 1980 and 2014.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Compare the importance of primary and secondary industry in the economy of
Iceland.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Suggest two reasons why the tertiary sector might become more important in
the future.
(2)
1 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 ........................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
*S45140A0409*
(d) Compare the contribution of fish and aluminium to Iceland’s export earnings.
(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(e) Iceland has a very high GDP per person.
To what extent are its economic structure and exports typical of developed
countries?
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 2 = 15 marks)
*S45140A0509*
5
Turn over
*3 Study Section 3 in the Resource Booklet (pages 7 and 8) and answer the following
question.
Examine why Iceland’s production and use of energy have changed.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 3 = 6 marks)
6
*S45140A0609*
4 Study the photographs in Section 4 (page 9) in the Resource Booklet and answer the
following question.
Contrast the possible impacts of the aluminium and tourist industries on local
communities.
(4)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Question 4 = 4 marks)
*S45140A0709*
7
Turn over
Spelling, punctuation and grammar will be assessed in your answer to this question.
*5 Study the two options for Iceland’s government and people shown below.
option 1: Continue to expand iceland’s energy production
option 2: Halt any future plans for energy expansion and
develop other sectors instead
Select the option that you think would be best for the Icelandic people and the
Icelandic environment.
Examine the advantages and disadvantages of this option for the Icelandic people
and environment.
Use information from the Resource Booklet and your knowledge from Units 1 and 2
to support your answer.
Chosen option . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................
(9)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
*S45140A0809*
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for spelling, punctuation and grammar = 3 marks)
(Total for Question 5 = 12 marks)
ToTAL FoR PAPER = 53 MARKS
*S45140A0909*
9
5 GB3 H M a r k Sche m e
Quest ion
Num ber
1( a)
Correct Answer
Quest ion
Num ber
1( b)
Correct Answer
Quest ion
Num ber
1( c) ( i)
Correct Answer
Quest ion
Num ber
1( c) ( ii)
Correct Answer
Level
Level 0
Level 1
Level 2
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
On t he m id- At lant ic ridge ( 1)
Nort h Am erican plat e and Eurasian plat e ( 1)
I n t he Nort h At lant ic ( 1)
Just out side t he Art ic Circle ( 1)
About 1000km from Scot land ( 1)
Closest t o Greenland ( 1)
Use of dat a ( 1)
Very uneven ( 1)
Most in t he sout h- west
Ent irely coast al ( 1)
Em pt y int erior ( 1)
Dat a t o support any one point ( 1)
Rapid growt h in sout h west / Reykj avik ( 1)
Rapid growt h in som e east ern areas ( 1)
Lim it ed growt h in som e nort hern areas ( 1)
Losses everywhere else ( 1)
Especially severe in nort h- west ( 1)
Dat a t o support any one point ( 1)
Marks
3
Marks
3
Marks
4
Decline in m any rural areas as a result of out m igrat ion – reasons include
• Very isolat ed or equivalent - exam ple of sam e
• Difficult physical environm ent - t hat rest rict s opport unit ies
• Lack of j obs
• Lack of variet y of em ploym ent
Rise of sout h west because of in- m igrat ion
• Reykj avik is capit al – m ult iplier effect
• Banking boom in recent past
• Keflavik – m ost arrive t here – including t ourist s
• Geot herm al fields are t here so lot s of energy
• Younger populat ion so nat ural increases is great er t oo
Rise of east alm ost ent irely explained by Fj ardaal sm elt er ( see Figure 4b)
Reward int elligent ext ension form Unit 1 and Unit 2 e.g.
• Less hazardous in sout h west
• Bigger range of j obs in cit y
• Educat ion available in cit y
• ‘Bright Light s’ for young people
Mark
Descript or
0
No accept able response
1–2
I dent ifies and describes at least one reason for change.
Explanat ion is sim ple st at em ent of in- out m igrat ion.
3–4
Describes at least t wo aspect s of change; at least one wit h som e
dat a t o help describe it s im port ance. Resource Booklet used but
also som e im port ed K and U from Unit s 1 and 2. Explanat ion
Level 3
includes m igrat ion but builds on t his wit h one ot her fact or causing
t hat m ovem ent .
Describes several aspect s of recent changes; wit h good support ive
dat a. Explanat ion of changes over t im e covers bot h rural decline
and reasons for growt h. Resource Booklet used well wit h useful
im port ed K and U from Unit s 1 and 2.
5–6
Quest ion
Num ber
2( a)
Correct Answer
Quest ion
Num ber
2( b)
Correct Answer
•
•
•
•
•
Marks
I t has risen ( 1)
At an accelerat ing/ exponent ial/ increasing rat e ( 1)
Sharp decline 2008- 2010 ( 1)
Risen again since t hat ( 1)
Dat a t o support any one point ( 1)
3
Marks
•
•
•
•
•
Recognit ion t hat agricult ure is prim ary ( 1)
Recognit ion t hat fishing is prim ary ( 1)
Recognit ion t hat I ndust ry is secondary ( 1)
May recognise t hat building sect or is part of secondary ( 1)
Com parison is t hat secondary sect or m uch large t han
prim ary ( 1)
• Dat a t o support any one of above ( 1)
( not e t hat secondary m ight be eit her 11% or 12% depending on
inclusion/ exclusion of building sect or)
3
Not e – Has t o m ake a com pa r a t ive com m ent for full m arks.
Quest ion
Num ber
2 ( c)
Correct Answer
•
•
•
Quest ion
Num ber
2 ( d)
Marks
Tourism m ight becom e m ore im port ant ( 1)
Dat a processing is a t ert iary indust ry – t his m ight increase
( 1)
Banking m ight recover – rise again ( 1)
Correct Answer
•
•
•
•
•
2
Marks
Fish has declined in significance ( 1)
Alum inium has increased in significance ( 1)
They m ore or less ‘m irror’ each ot her ( 1)
So Fish st art ed as significant ly m ore im port ant but now
Alum inium is m ore im port ant ( 1)
Dat a t o support any one point ( 1)
Not e – m ust not e changeover of ‘t op- spot ’ for full m arks
2
3
Quest ion
Num ber
2( e)
Correct Answers
Marks
Cliché of developed count ries is as follows;
• Tert iary dom inat es
• Prim ary unim port ant
• Manufact uring significant but declining
I celand has;
• St rong t ert iary sect or so ‘norm al’
• Weak m anufact uring sect or so abnorm al – but allow norm al
( when com pared t o UK)
• Relat ively st rong prim ary – abnorm al
Export s
• Tourism is very significant – unusual for developed count ries
• Prim ary export s significant – unusual but not unique
( Aust ralia)
• Manufact uring is basic capit al int ensive – not consum er
product s – unusual
4
Look for any one legit im at e point ( 1) wit h det ail/ dat e evidence t o
support ( 1)
x2
Not e – should com e t o a view for all 4 m arks – e.g. - yes it is
t ypical or - no it isn’t - but expect conclusion t o follow from
cont ent .
Quest ion
Num ber
*3
Level
Level 0
Level 1
Level 2
Correct Answer
Need t o recognise key elem ent s dom inat ed by Geot herm al, Hydropower and Oil.
Two set s of dat a available but m ight also use 2c.
• Hydropower gradual rise since 1940s
• Sharp rise in early 2000s
• Geot herm al rose fast in 1980s and again in lat e 1990s early 2000s
• Geot herm al largest
• Coal once had a role but not now
• Oil pret t y const ant – used for t ransport ( once for heat ing)
Explanat ion which should focus on changes is likely t o cover;
• The role of t he alum inium indust ry
• Which uses large quant it ies of power
• By far t he largest user
• Dat a from 3b
• Living st andards have risen so m ore energy used
• Especially for resident ial uses in Reykj avik and surrounding areas
• Geot herm al produces power for heat ing and light ing
• Oil for t ransport alt hough opport unit y of developing hydrogen ( because of
cheap elect ricit y)
‘Exam ine’ requires a descript ion, explanat ion and an assessm ent .
Mark
Descript or
0
No accept able response
1–2
A lim it ed descript ion of I celand’s energy m ix. Very lim it ed idea of
changes – perhaps one reference t o one change. Explanat ion lim it ed t o
one sim ple st at em ent but weakly linked t o change( s) . Basic use of
geographical t erm inology and weak st ruct ure; spelling, punct uat ion and
gram m ar weak or inaccurat e.
3–4
A fair descript ion of I celand’s energy m ix wit h at least t wo sources
addressed. Som e idea of changes developed –at least t wo changes
3
Level 3
Quest ion
Num ber
4
5–6
explored; one in som e det ail. Resource Booklet used but also som e
im port ed K and U from Unit s 1 and 2. Clearly com m unicat ed wit h a
lim it ed but accurat e use of geographical t erm inology, a clear st ruct ure
but som e errors in spelling, punct uat ion and gram m ar.
A good descript ion of I celand’s energy m ix wit h at least t hree sources
addressed. Range of changes developed –at least t hree changes
explored; t wo in som e det ail. Resource Booklet used well wit h useful
im port ed K and U from Unit s 1 and 2. Well com m unicat ed wit h an
accurat e use of ext ensive geographical t erm inology, a good st ruct ure
wit h few errors in spelling, punct uat ion and gram m ar.
Correct Answers
Marks
Explanat ion requires link bet ween fact ory/ t ourist developm ent and
local com m unit y t o be m ade. Expect one basic idea ( 1) plus
developm ent t o m ake t hat link ( 1) and one ot her point ( 1)
4
Alum inium sm elt er
• Building a large fact ory creat es j obs in const ruct ion ( 1) which
brings m oney int o local com m unit y ( 1)
• I nfrast ruct ure – roads et c. need t o be built ( 1) so m ore j obs
( 1)
• There are ot her j obs creat ed ( 1) m ult iplier/ cum ulat ive
causat ion idea or exam ple of sam e e.g. m ore t eachers needed
( 1)
Whale wat ching – t hough m ay be ot hers
Likely t o be survival. Expect one basic idea ( 1) plus developm ent t o
m ake t hat link ( 1)
• Very rem ot e fishing com m unit ies have lost populat ion ( 1) t his
m ight bring it back/ keep it st able or equivalent idea ( 1)
• Once again som e m ult iplier effect ( 1) exam ple of sam e ( 1)
Allow t o 3 if im pact s described for bot h but reserve 4 t h m ark for
‘cont rast ’ as in ‘one m ore im port ant t han ot her or equivalent ’
Quest ion
Num ber
* 5 ( a)
QWC
i- ii- iii
I ndicat ive cont ent
Good answers will use m at erial from t he Resource Booklet and knowledge and
underst anding from Unit 1 and Unit 2 t o explain specific/ det ailed challenges, and
will develop point s. At t he t op end, point s will be well developed wit h det ail and/ or
dat a and inform at ion from t he booklet e.g. energy dat a/ econom ic dat a
Opt ion 1 – Cont inue t o expand I celand’s energy product ion
•
•
•
•
At a nat ional level it will m ake m oney ( dat a t o support ) – which I celand is
desperat e for aft er t he ‘crash’ ( dat a t o support ) – it has pot ent ial
cust om ers - Google / TNCs for alum inium sm elt ing – m ight one day be able
t o export t he power by cable so avoid dependency on TNCs and reduce
greenhouse ags em issions
Don’t have any choice argum ent s – declining fish export s ( dat a t o support )
At a local level – it will creat e j obs ( dat a t o support ) – prevent ing t he
furt her populat ion decline of rem ot e regions ( dat a t o support ) – so also
prevent ing I celand = Reykj avik scenarios ( dat a t o support )
Allow count er –argum ent against possible obj ect ions e.g. – t he
environm ent isn’t t hat badly affect ed – it ’s a big place – doesn’t
4
com prom ise ot her act ivit ies – t ourism m ight be affect ed by volcanic
erupt ions
But …
• Significant im pact on I celand’s environm ent – greenhouse gas em issions –
loss of environm ent which is I celand’s unique ‘at t ract ion’ for t ourism
• All t he profit s go t o foreign com panies – doesn’t em ploy t hat m any people
( se e a r gum e n t s for Opt ion 2 )
Opt ion 2 – Halt any fut ure plans and develop ot her sect ors inst ead
•
•
•
I celand has a unique landscape ( fact s/ dat a t o support ) – t he product ion of
power t hreat ens t his ( dat a and det ail t o support ) – so t hreat ens ot her
indust ries, not ably t ourism – which is m uch less dam aging t o environm ent
( det ail t o support )
Alum inium sm elt ing is cont rolled by foreign com panies ( det ail t o support ) –
profit s would probably leave I celand – sam e if Google cam e - Alum inium
sm elt ing produces greenhouse gases m aking I celand’s eco- foot print huge
I celanders have m ore t han enough energy t o m eet t heir own needs – it is
sust ainable – t hey are very wealt hy w it h ou t furt her developm ent ( dat a and
det ail t o support ) – what if alum inium dem and fell?
But …
• I s t his significant – t ourism isn’t t hat significant as an ‘export ’ indust ry –
also very dependent on t he fut ure – a not oriously variable indust ry and
I celand m ight have anot her erupt ion ( se e a r gu m e n t s for Opt ion 1 )
Not e – t he quest ion requires som et hing t o be said about bot h t he people and t he
environm ent .
Level
Level 0
Level 1
Mark
0
1–3
Level 2
4–6
Level 3
7–9
SPaG
Level 0
0
SPaG
1
Descript or
No accept able response
St at es at least one sim ply st at ed advant age and disadvant age . No
obvious explanat ion of why t his is beneficial or cost for eit her people or
t he environm ent ot her t han an assert ive st at em ent . Basic use of
geographical t erm inology and weak st ruct ure; spelling, punct uat ion and
gram m ar weak or inaccurat e.
Sound descript ion of at least t wo advant ages and one disadvant age
using som e evidence t o develop st at em ent s, e.g. ‘I celand will increase
it s wealt h above $50,000 per capit a…’. Clear at t em pt t o explain im pact
on I celand’s people and it s environm ent im port ing a lit t le K and U from
Unit s 1 and 2. Clearly com m unicat ed wit h a lim it ed but accurat e use of
geographical t erm inology, a clear st ruct ure but som e errors in spelling,
punct uat ion and gram m ar.
Good descript ion of m ore t han t wo advant ages and at least t wo
disadvant ages using evidence t o develop st at em ent s fully, e.g.
‘Developing t ourism is far less dam aging for t he environm ent as rem ot e
valleys are kept unspoilt ’. St rong at t em pt t o explain im pact on eit her
people or environm ent im port ing good K and U from Unit s 1 and 2. Might
use count er- argum ent but will com e t o a view. Well com m unicat ed wit h
an accurat e use of ext ensive geographical t erm inology, a good st ruct ure
wit h few errors in spelling, punct uat ion and gram m ar.
Errors severely hinder t he m eaning of t he response or candidat es do
not spell, punct uat e or use t he rules of gram m ar wit hin t he cont ext of
t he dem ands of t he quest ion.
Threshold perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar wit h
reasonable accuracy in t he cont ext of t he dem ands of t he quest ion. Any
5
Level 1
SPaG
Level 2
2
SPaG
Level 3
3
errors do not hinder m eaning in t he response. Where required, t hey use
a lim it ed range of specialist t erm s appropriat ely.
I nt erm ediat e perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar wit h
considerable accuracy and general cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a good range of
specialist t erm s wit h facilit y.
High perform ance
Candidat es spell, punct uat e and use t he rules of gram m ar wit h
consist ent accuracy and effect ive cont rol of m eaning in t he cont ext of
t he dem ands of t he quest ion. Where required, t hey use a wide range of
specialist t erm s adept ly and wit h precision.
6
Pearson Edexcel GCSE
Geography B
Unit 3: Making Geographical Decisions
Paper 3F and 3H
Sample Assessment Material
Resource Booklet
Paper Reference
5GB3F/01
5GB3H/01
Do not return the Resource Booklet with the question paper.
Instructions
the information on the problem on Page 2 first.
• Read
You are advised not to write for the first 30 minutes, read and make pencil
• notes
only during this time.
• When reading make links with other topics you have studied in Unit 1 and Unit 2.
Turn over
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©2014 Pearson Education Ltd.
5/5/5/4/2/2
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information on the problem
The problem
How should Iceland develop its economy?
•
Some people and organisations believe that it should exploit its enormous
potential for energy.
•
Others believe that it should protect its environment and develop more
sustainable solutions such as tourism.
•
The government of Iceland must make a decision about the future.
Section 1– iceland – an introduction
n
Greenland
Canada
n
Boston
arctic circle
mid-Atlantic
ocean ridge
north American
Plate
iceland
Eurasian
Plate
African Plate
Figure 1a – iceland is located on the mid-Atlantic ocean ridge – Scotland is over 1000 km away
2
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Husavik
Akureyri
Reydarfjordur
and Fjardaal
Reykjavik
Population Density (inh/sqkm)
0,00-3,00
Keflavik airport
3,01-5,00
5,01-10,00
Eyjafjallajokull
10,01 and over
(Source: © European Environment Agency)
Figure 1b – iceland’s population density
Wilderness
Population relative growth
by municipalities (%)
> 17.6
15.1-17.5
12.6-15.0
10.1-12.5
7.6-10.0
5.1-7.5
2.6-5.0
0-2.5
0--2.5
-2.6--5.0
-5.1--7.5
-7.6--10.0
-10.1--12.5
-12.6--15.0
-15.1--17.5
> -17.6
The Municipalities’ Central Highland Planning Area and
National Park in Hornstrandir (no residence)
Boundaries of Municipalities
Main Roads
0
50
100 km
Figure 1c – Population change in iceland 2001–2010
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3
Turn over
•
Iceland is the most sparsely populated country in Europe.
•
It was settled in the 10th century and remained isolated for many centuries because
of its geographical position (Figure 1a).
•
Today, around 320,000 people live in a country almost the size of England.
•
The vast majority of people, around 240,000, live in and around Reykjavik, the capital.
•
Many rural regions are losing population (Figure 1c), especially young people,
because of a lack of jobs.
•
Central Iceland is uninhabited; it is Europe’s largest wilderness.
•
It also possesses Europe’s largest ice sheet, Vatnajokull (Figure 3c), and many active
volcanoes.
•
100 years ago Iceland’s population was largely rural, isolated and very poor.
•
Today, 90% of all visitors arrive by plane at Keflavik airport.
•
Just occasionally, as in April 2010, it can become ‘isolated’ again as eruptions disrupt
flights (Figure 1d).
Figure 1d – An isolated farm close to the Eyjajallajokull volcano during the eruption
in April 2010
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Section 2 – Iceland’s Economy
Figure 2a – Iceland’s Gross Domestic Product (GDP) per person
•
In 1901 Iceland was one of Europe’s poorest economies.
•
By 2000 Iceland was one of Europe’s richest economies, first exporting fish and more
recently increasing amounts of aluminium.
•
In 2008 GDP per person fell as its banking sector collapsed, resulting in huge debts
for the government.
Agriculture
1%
Other services
including tourism
22%
Fishing 5%
Manufacturing aluminium 11%
Electricity and water
supply 4%
Building
11%
Finance and
business etc.
27%
Retailing
13%
Transport
6%
Figure 2b – Contribution of different sectors to Iceland’s GDP
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5
Turn over
•
Aluminium smelting requires large quantities of energy so it is located close to
hydroelectric dams – it produces large quantities of greenhouse gases.
•
Iceland hopes to use its cheap power to attract data storage facilities such as Google
that also use a great deal of electrical power.
•
Tourism is a growing part of Iceland’s economy – in most years Iceland attracts about
twice its own population as tourists.
•
70% of tourists choose Iceland because of its wilderness, its glaciers and its volcanic
landscape.
50
40
Percentage
30
of export
earnings 20
%
10
Fish
Tourism
Aluminium
0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Year
Figure 2c – The contribution of selected industries to Iceland’s export earnings
6
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Section 3 – Iceland’s energy
250
Hydroelectricity
Geothermal
200
Oil
Coal
Peta
Joules
(PJ)
150
Coal
100
Oil
50
Geothermal
Hydroelectricity
0
2005
2000
1995
1990
1985
1980
1975
1970
1965
1960
1955
1950
1945
1940
Figure 3a – Sources of Iceland’s energy
Agriculture
Food industry
Aluminium industry
Other industries
Utilities
Retailing
Housing
Other
0
10
20
30
40
50
60
70
Percentage of total energy use (%)
Figure 3b – How Iceland’s energy is used
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Turn over
Existing dam reservoirs
Planned dam reservoirs
Areas likely to be damaged
Possible impact on fishing grounds
Power plants
Planned high voltage lines
Geothermal areas
Environmental impact from
geothermal power plants
Wilderness
Figure 3c – Present and future impact of Iceland’s energy development
•
Iceland’s energy production is dominated by renewable energy – geothermal and
hydroelectricity.
•
Largely self-sufficent in energy, Iceland still has to import oil for transport.
•
Most of the geothermal energy is used for heating and lighting in Reykjavik.
•
Most of the hydroelectricity is used by foreign transnational corporations (TNCs) to
produce aluminium.
•
There are plans to expand the energy production by building more dams for
hydroelectricity. These dams will be built in remote areas, changing both the rivers
and the landscape around them.
•
Some opponents suggest that changes in the rivers will also affect the fishing
industry badly.
•
Power will be transmitted by overground power lines which have an impact on the
landscape.
•
It is hoped that technology will develop to allow Iceland to export its surplus
electricity by undersea cable to Europe.
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Section 4 – Iceland’s changing economy and environment
Figure 4a – The dam built to provide power for Fjardaal under construction
Figure 4b – The Alcoa aluminium plant at Fjardaal which employs 800 people
Figure 4c – Tourists whale watching at Husavik, an old ishing and whaling village
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BLANK PAGE
Edexcel a product of Pearson Education Ltd. gratefully acknowledges the following sources:
www.eea.europa.eu, European Environment Agency (EAA), 2010.
Byggdastofnun (www.byggdastofnun.is/en)
Every effort has been made to contact copyright holders to obtain their permission for the use of copyright
material. Edexcel, a product of Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions
and include any such rectifications in future editions.
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