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.
Turn over
S45132A
©2014 Pearson Education Ltd.
5/5/5/2
*S45132A0124*
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
Turn over
(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
Turn over
(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
Turn over
(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
Turn over
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
Turn over
(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)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................... ........................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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
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 .
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
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
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.
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
Renew able energy could replace nonrenewable fossil fuel resources ( 1) e.g.
solar / w ind power ( 1) which m eans less
Re j e ct
Mark
Explanat ions w hich do
not focus on
environm ent al issues
4
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
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.
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
Que st ion
nu m be r
3( a) ( ii)
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
3b
Cor r e ct Answ e r
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) .
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
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
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.
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
Que st ion
N um be r
4 ( e)
Acce pt a ble Answ e r s
Re j e ct
Mark
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
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
Que st ion
N um be r
5( a) ( ii)
Acce pt a ble Answ e r s
Re j e ct
Mark
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.
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
I ncrease in service
sect or j obs, m any of
which are done by
wom en ( 1) .
I ncrease in equal
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
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
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 .
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
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
The farm has undergone diversificat ion
bet ween 1980 and 2010 ( 1)
Because of t he need t o have a broader /
Re j e ct
Mark
I deas t hat t he farm
has been sold et c
Answers m ust focus
2
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.
Turn over
S45134A
©2014 Pearson Education Ltd.
5/5/5
*S45134A0118*
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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
(b) Other than recycling, describe two ways in which resource consumption can be
made more sustainable.
(4)
1 . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................ .................................................... . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
2 . . . . . . ..................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................ .................................................... . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
*S45134A0518*
5
Turn over
(c) Explain the differences in the theories of Malthus and Boserup about the
relationship between population and resources.
(6)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
*S45134A0718*
7
Turn over
(ii) Suggest reasons why:
(4)
Toyota’s research and development sites are mostly in developed countries.
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
Toyota locates some factories in developing countries.
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .
(b) Examine the positive and negative impacts of globalisation on different groups
of people.
(6)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
*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
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
Choice 2
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
(b) Examine why levels of development vary between rural and urban areas in the
developing world.
(6)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
(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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
*S45134A01718*
17
Turn over
(ii) Suggest one reason why the farm has changed between 1980 and 2010.
(2)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
*(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)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................................................................... ........................................................ . . . . . . . . . . . . . . . . . . . .
(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
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.
More wom en in Japan,
especially above age
65.
Vague descript ions
of ‘sm oot hness’ et c
2
1+ 1
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
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) .
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 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
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.
Explanat ions which
do not focus on
environm ent al issues
( such as econom ic
cost s) .
4
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
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.
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
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
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.
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
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
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.
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 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
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.
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
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
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)
Acce pt a ble An sw 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
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
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.
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
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.