A-level GEOGRAPHY PAPER 2...clearly exports more than it imports (positive trade balance), whereas...

ADDITIONAL SPECIMEN ASSESSMENT MATERIAL: SET 2

A-level

GEOGRAPHY

PAPER 2

HUMAN GEOGRAPHY

Mark scheme

Additional specimen V1.1

MARK SCHEME – A-LEVEL GEOGRAPHY – PAPER 2 – ADDITIONAL SPECIMEN

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Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk


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Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks.


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Qu Part Marking guidance Assessment Objectives

(AOs)

Total marks

Section A

01 1 Award one mark each for points of knowledge or understanding. Allow extra marks for developed points (d). Notes for answers Allow credit for specific knowledge of how security has contributed to increased flows of capital, labour, products, services and information. • National boundaries have become more open (1) allowing

easier flows of labour (1). For example, the free movement of labour in the EU since the Maastricht Treaty has reduced security measures at national borders (1).

• Initiatives introduced to increase supply chain security such as the WCO (1) framework on standards for international trade (1) for example by ensuring that shipping cargo in transit is locked with tamper proof seals (1).

• Terrorism is a threat to globalisation and can interrupt the flow of goods and labour (1). In response to this however, in the USA there is an organisation called C-TPAT which is focused on improving the security of private companies’ supply chains (1). There are 11 000 members which encourages world trade as these companies are considered low risk and trade is speeded up by less rigorous customs checks (1).

• Cyber security is becoming an increasing factor due to dependence on information systems (1). There are initiatives to increase the level of security at both national and global scales (1) (d). For example, in the UK the National Cyber Security Centre work with governments and companies to reduce cybercrime (1) increasing confidence in UK information systems (1).

• The EU was set-up to bring greater levels of peace to Europe (1). This has encouraged globalisation as the threat of conflict is reduced (1). There are greater flows of goods and services across the EU as a result (1).

AO1 = 4 4

01 2 AO3 – Analysis of trading patterns in USA and Russia to compare and contrast the variations in the volume and location of trading partners. Level 2 (4–6 marks) AO3 – Clear analysis of the quantitative evidence provided, which makes appropriate use of data. Clear connection(s) between different aspects of the data and evidence. Level 1 (1–3 marks)

AO3 = 6 6


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AO3 – Basic analysis of the quantitative evidence provided which makes limited use of data. Basic or limited connections between different aspects of the data. Notes for answers This question requires students to analyse the similarities and differences in the volume of trade and location of trading partners in both Russia and the USA. AO3 • The total amount of trade is clearly larger in the USA at more

than 4 x the value of Russia’s trade. • Although it is not possible to work out exact figures, Russia

clearly exports more than it imports (positive trade balance), whereas USA imports more than it exports (negative trade balance). This is clear as most flow lines in the USA are similar sizes, except for China where the import line exceeds the export value by about $300 billion.

• In Figure 2 it appears that Russia has a positive trade balance with all countries except China and Japan. About 70% of the trade with China is in imports.

• Both the USA and Russia’s largest share of trade is with countries that are geographically near. In Russia’s case the largest share is with the EU at $417.5bn compared to $88.8bn with China. Although Russia is geographically close to China, the main concentration of population lives on the borders of the EU. With the exception of China, the USA’s main trading partners are Mexico and Canada with almost equal amounts of imports and exports.

• Trade for both countries is focused on Europe and East/SE Asia.

• The USA has more variation in locations of trading partners with key trading partners found across the globe (with the exception of Africa and Australasia).

• It may be noted that USA has few trading partners in Central and South America, despite their geographical proximity. Similarly, Russia does not have any key trade partners in the Middle East.

• In summary, the USA has a much greater trading volume but a negative trade balance, whereas Russia has a positive trade balance but 4 x less value. Trade tends to take place with countries that are closer geographically. Both countries have a large volume of trade with China and import trade dominates.

01 3 AO1 – Knowledge and understanding of the issues surrounding global governance. AO2 – Applies knowledge and understanding to the novel situation to analyse and discuss the issues surrounding attempts at global governance of health. Level 2 (4–6 marks)

AO1 = 2 AO2 = 4

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AO1 – Demonstrates clear knowledge and understanding of concepts, processes, interactions and change. AO2 – Applies knowledge and understanding to the novel situation offering clear evaluation and analysis drawn appropriately from the context provided. Connections and relationships between different aspects of study are evident with clear relevance. Level 1 (1–3 marks) AO1 – Demonstrates basic knowledge and understanding of concepts, processes, interactions, change. AO2 – Applies limited knowledge and understanding to the novel situation offering only basic evaluation and analysis drawn from the context provided. Connections and relationships between different aspects of study are basic with limited relevance. Notes for answers The question requires knowledge of the issues associated with global governance. Answers should analyse figure 3 and discuss the issues surrounding attempts to eradicate the global spread of tuberculosis. AO1 • The WHO was set up by the UN to eradicate the global

spread of disease and improve health provision in order to reduce global inequalities in mortality rates.

• Disease is not confined to borders so global governance is necessary in controlling and eradicating diseases. For example this is evident from the recent outbreak of Zika virus which is now prevalent across 4 continents.

• Globalisation has contributed to the spread of disease through increased flows of people and goods so global governance is necessary to control disease.

• Knowledge and understanding of the generic issues surrounding global governance. Too many agencies involved can slow down progress. Lack of power and jurisdiction in many countries reduces the impact of the actions. The inequalities in the influence of some nations on global governance for example power of USA compared to Nigeria.

• Knowledge and understanding of the issues surrounding global governance of health. Different attitudes and values impact on success of WHO strategies, for example religious views on use of condoms impact on WHO strategies to combat AIDS in some areas. Issues surrounding the gap between goals and achievable targets. Reasons for such differences, for example links between climate change and increased incidence of disease.

AO2 • To some extent there has been success in ending the global

TB epidemic. There was a 1.5% reduction in incidence between 2014 and 2015 and new treatments have averted 49 million deaths. However, these figures are far too small


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and if targets are achieved the reduction needs to be about 4-5% per year.

• Analysis of the accuracy of the data. There is a large gap in the number of cases and those actually reported. This is particularly notable in LICs such as Nigeria. This is an issue with global governance as it is difficult to assess progress and identify needs if there is large uncertainty regarding actual numbers. This results in large inequalities in the diagnosis and treatment of the disease.

• Another issue with global governance of disease is identification and diagnosis of disease. In India, greater surveillance had meant that the number of reported cases had increased by 34%. This might make it appear that the WHO is not reaching its targets when in fact it is just better identification of disease meaning more people will get access to treatments.

• The report indicates that there are still large global inequalities which suggests that the WHO is not achieving its aims. The rate of decline is too small and could also be considered a failure on the part of the WHO

• Funding is also an issue. There is a large gap in the amount needed and that invested. This currently stands at $2billion but will widen to $6billion by 2020. This is likely to have the biggest impact in LICs who rely on donor investment. Candidates may conclude that 90% reliance on donor investment is unsustainable.

• The WHO appears to lack power in terms of enabling or directing investment into eradicating TB at a country level. 150 countries do not spend the WHO benchmark of 6% of GDP. This is a huge proportion of the number of countries indicating the lack of authority that the WHO has and is an indicator of the problems of global governance.

• They may come to a conclusion in terms of the success of the WHO in eradicating TB and consider future alternatives. This is a valid response. For example, they may conclude that success will depend on future treatments for HIV/AIDS and combatting the issues of drug-resistant TB. They may also consider future alternatives in priorities for treating disease over impacts of climate change and issues surrounding water/food/energy security.


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01 4 AO1 – Knowledge and understanding of the various human threats to Antarctica and the impacts of these threats, including the impact of changing carbon budgets. AO2 – Application of knowledge and understanding to analyse and evaluate the extent to which the impacts of changing carbon budgets are greater threat than that of tourism and fishing and whaling Notes for answers The question requires links to be made across the specification specifically between changing carbon budgets in the Water and Carbon Cycles and Antarctica as a Global Commons in Global Governance. AO1 • The effects of changing carbon budgets on the Southern

Ocean, including ocean warming, ocean acidification, ocean salinity and melting sea-ice.

• Impacts of ocean acidification on Antarctica where carbonate ions are projected to be so low, ocean waters may actually corrode organisms living there impacting on the fragile marine ecosystem

• The causes of changes to ocean salinity resulting from increased atmospheric temperatures in the Southern Ocean. Impacts of this on marine ecosystem

• The threats from fishing in the Southern Ocean. Some species of fish are at very low levels such as Antarctic rock cod (now so depleted that it cannot be fished), icefish and more recently the Patagonian toothfish.

• Fishing for krill in the Southern Ocean is major cause of concern because krill is a major food source for much of the marine ecosystem.

• Many bird species such as albatross and petrels drown caught in fishing lines due to unsustainable fishing practices

• Whaling and sealing – early exploitation was far from sustainable, with species hunted to near extinction such as the Antarctic fur seal. No steps introduced to reduce or stop the exploitation until very late on, almost too late.

• Tourism in Antarctica has seen significant increase in recent years with approximately 30 000 arrivals per year. Most visitors arrive by boat and are taken ashore in limited numbers. It is an expensive destination, very little litter/waste is left and research suggests that seals and penguins are not affected by tourists. Of the landing sites 95% are not damaged.

• Marine pollution from tourist and other sources is a threat, for instance the sinking of the M/S Explorer in the Bransfield Straits in 2007.

• Introduction of invasive species such as Mediterranean Mussels brought in on tourist boats has an impact on marine ecosystem.

• Pollution by tourists and the fishing industry actually or potentially affects the Antarctic environment. Discarded

AO1 = 10 AO2 = 10

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plastic, fishing nets and hooks, organic waste, and sewage all contribute to environmental degradation.

• The role of the ‘global commons’ in relation to Antarctica and the role of international government organisations such as the International Whaling Commission, IAATO and United Nations.

AO2 • Evaluation of the effects of changing carbon budgets, with

combined pressures of global population increase, increased levels of industrialisation, deforestation etc. The connection with climate change and subsequent impacts on Antarctica.

• Evaluation of attempts to reduce anthropogenic carbon emissions and the subsequent mitigation of effects on the Southern Ocean.

• Analysis of the complexities in understanding the effects of changing carbon budgets on Southern Ocean. The difficulties of predicting precise changes in the carbon budget and the subsequent effect on ocean salinity, acidification, nutrient enrichment and storminess

• Analysis of the wider threats posed by climate change associated with human activity in Antarctica. Warming of the ice cap is leading to melting ice as well as disturbance to ecosystems. Floating icebergs present a threat to shipping and tourism. If the atmosphere continues to warm, krill populations could be devastated, undermining the entire southern polar food chain, thus undermining environmental sustainability.

• Analysis of the connections between the changing carbon budget and fishing/whaling in Antarctica. Changes in ocean salinity will impact on marine ecosystems possibly altering biodiversity. This may impact on available quotas. Overfishing will need to be more carefully managed. Sea ice is a unique habitat for algae and the loss of sea ice will impact on whole food chain from krill to whales.

• Analysis of the potential impacts of oceanic acidification (from extra dissolved carbon dioxide) on environmental sustainability, already leading to the loss of some marine snails thought to have a significant part to play in the oceanic carbon cycle. Breeding populations and ranges of some penguin species could potentially be altered irrevocably.

• Evaluation of the extent of the threat from over-fishing. May currently be at more sustainable levels due to the break-up of the Russian fleet. Fishing is monitored in the Southern Ocean by the Convention on the Conservation of Antarctic Marine Living Resources. Fishing clearly has the potential to be sustainable – but the management of the resource is variable.

• Evaluation of the potential unsustainability of recent revival of whaling. While commercial whaling is prohibited in the Southern Ocean Whale Sanctuary, Japan has continued to hunt whales inside the Sanctuary for the purposes of scientific research.

• Analysis of the connections between the threat from


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changing carbon budgets and the threat from tourism. Melting sea-ice may actually increase the danger from tourism due to increased risk of iceberg and boat collisions. Warmer oceans may extend the tourism season, increasing pressures on landing sites.

• Evaluation of the extent of the threat from tourism: the need for caution due to the fragility of the Antarctic environment. The effectiveness of IAATO and ASOC guidelines are likely to feature here. These ASOC measures are more stringent – but may encourage more sustainable use of the area. Impact studies by Scott Polar Research Institute show that tourism largely positive, with excellent educational provision on board ships that are visiting. Tourism perhaps offers the best hope for sustainability of the more recent developments. However with increases in wealth in countries such as China, pressure from tourism may increase in the future.

• Evaluation of the extent to which threats to Antarctica may have a global impact. The importance of Antarctica as a global commons.

• Analysis of the effectiveness of international scale protection of Antarctica through frameworks such as the United Nations Environment Programme, and resource management such as the IWC Whaling Moratorium, and the extent to which they reduce the threats from tourism and over-fishing. The extent to which changing carbon budgets will make protection of Antarctica an ever-increasing priority.

• Evaluation of the extent to which the impacts on Antarctica and the Southern Ocean may cause positive feedback loops. They may conclude that the threats from changing carbon budgets are a larger global threat.

• Analysis of how the threats to Antarctica may operate on different time-scales. Changing carbon budgets may have a much longer-term impact than the more immediate and visible impacts from tourism and fishing.

• Overall evaluation of the question, giving consideration to the extent of various uses of and threats to the Antarctic region in a changing climate. The extent to which climate change is the greater threat taking into account the effectiveness of climate change mitigation strategies and the work of international agencies, reflecting emerging global governance in mitigating the threats and attempts to achieve environmental and/or economic sustainability.

• They may conclude that tourism and/or fishing and whaling are a more pressing and immediate threat but that they are easier to manage and so therefore present a lower threat long-term.


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Marking grid for Question 1.4

Level/ Mark range

Criteria/Descriptor

Level 4 (16–20 marks)

• Detailed evaluative conclusion that is rational and firmly based on knowledge and understanding which is applied to the context of the question. (AO2)

• Detailed, coherent and relevant analysis and evaluation in the application of knowledge and understanding throughout (AO2).

• Full evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2).

• Detailed, highly relevant and appropriate knowledge and understanding of place(s) and environments used throughout (AO1).

• Full and accurate knowledge and understanding of key concepts and processes throughout (AO1).

• Detailed awareness of scale and temporal change which is well integrated where appropriate (AO1).


• Clear evaluative conclusion that is based on knowledge and understanding which is applied to the context of the question (AO2).

• Generally clear, coherent and relevant analysis and evaluation in the application of knowledge and understanding (AO2).

• Generally clear evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2).

• Generally clear and relevant knowledge and understanding of place(s) and environments (AO1).

• Generally clear and accurate knowledge and understanding of key concepts and processes (AO1).

• Generally clear awareness of scale and temporal change which is integrated where appropriate (AO1).


• Some sense of an evaluative conclusion partially based upon knowledge and understanding which is applied to the context of the question (AO2).

• Some partially relevant analysis and evaluation in the application of knowledge and understanding (AO2).

• Some evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2).

• Some relevant knowledge and understanding of place(s) and environments which is partially relevant (AO1).

• Some knowledge and understanding of key concepts, processes and interactions and change (AO1).

• Some awareness of scale and temporal change which is sometimes integrated where appropriate. There may be a few inaccuracies (AO1).


• Very limited and/or unsupported evaluative conclusion that is loosely based upon knowledge and understanding which is applied to the context of the question (AO2).

• Very limited analysis and evaluation in the application of knowledge and understanding. This lacks clarity and coherence (AO2).

• Very limited and rarely logical evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2).

• Very limited relevant knowledge and understanding of place(s) and environments (AO1).

• Isolated knowledge and understanding of key concepts and processes (AO1). • Very limited awareness of scale and temporal change which is rarely integrated where

appropriate. There may be a number of inaccuracies. (AO1). Level 0

(0 marks) Nothing worthy of credit.


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(AOs)

Total marks

Section B

02 1 Award one mark each for points of knowledge or understanding. Allow extra marks for developed points. Notes for answers • Money and investment can create employment opportunities

which attract younger people to move into the area (1). • In Stratford, the investment for the Olympics provided jobs in

Westfield Shopping Centre and large companies like BT are attracted to the area (1). As a result unemployment in the nearby area of Newham has fallen by 1% (1)(d).

• Investment in one area can cause outward-migration from another area (1). This can cause socio-economic decline as it is the more skilled affluent residents who can choose to move (1)(d).

• Investment in Stratford has caused rapid gentrification (1) and less affluent former residents have been priced out due to a lack of affordable income (1)(d). House prices have risen by 71% since 2005 (compared to 47% in nearby boroughs) (1) which means that young first-time buyers can’t afford housing in the area (1)(d).

AO1 = 4 4

02 2 AO3 – Analysis of newspaper text to identify the extent to which endogenous factors have contributed to Bristol being a positive lived experience. Level 2 (4–6 marks) AO3 – Clear analysis of the qualitative evidence provided which makes appropriate use of data to support. Level 1 (1–3 marks) AO3 – Basic analysis of the qualitative evidence provided which makes limited use of data to support. Notes for answers The question requires an analysis of the text to assess endogenous factors responsible for Bristol being voted the best place to live. The emphasis should be on the extent to which endogenous factors have contributed to Bristol’s success. AO3 • Analysis of endogenous factors in the text. Its built

environment has clearly provided the basis for an arts culture such as the Colston Hall. Similarly, the waterfront area has also provided smart apartments. The physical geography means it is located on a harbour/river has also added to its appeal.

AO3 = 6 6


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• Analysis of how endogenous factors have contributed to its success. The arts culture attracts creative people who will also improve Bristol, credit idea of multiplier effects. The waterfront is attractive place to live and also has award winning restaurants which will attract wealthier people to live there.

• Consideration of exogenous factors is also applicable as students are asked to analyse the extent. There are clearly many exogenous factors such as access to North Devon coastline, links with Europe as Bristol voted European Green Capital.

• Analysis of other factors in Bristol’s success. They may consider that much of Bristol’s success is the result of investment. For example, the redevelopment of the floating harbour. This implies more exogenous links in terms of shifting flows of investment.

• Another viewpoint would be to consider that Bristol is not the ‘best place to live‘, for everyone. The article suggests there may be social inequality though the gap may be narrowing with less dominance by private schools. They could consider that much of the improvement is due to shifting flows of people (exogenous). As more affluent people move in demographics have changed altering the patterns of social inequality. Less affluent people are ‘priced out’ of Bristol. They could conclude therefore that Bristol is only the best place to live for the more affluent.

• There should be an overall evaluation of the extent to which endogenous factors are responsible for Bristol being voted the best place to live. Any conclusion is valid as long as it is supported by evidence in the response overall.

02 3 AO1 – Knowledge and understanding of how external agencies try to create specific place-meanings. AO2 – Application of knowledge and understanding to this novel situation. Analyses and evaluates the success of ‘rebranding’ attempts in influencing place-meanings to shape the behaviour of individuals or businesses. Level 2 (4–6 marks) AO1 – Demonstrates clear knowledge and understanding of concepts, processes, interactions and change. AO2 – Applies knowledge and understanding to the novel situation offering clear evaluation and analysis drawn appropriately from the context provided. Connections and relationships between different aspects of study are evident with clear relevance. Level 1 (1–3 marks) AO1 – Demonstrates basic knowledge and understanding of concepts, processes, interactions, change.

AO1 = 2 AO2 = 4

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AO2 – Applies limited knowledge and understanding to the novel situation offering only basic evaluation and analysis drawn from the context provided. Connections and relationships between different aspects of study are basic with limited relevance.

Notes for answers The question requires awareness of how corporate bodies ‘rebrand’ places to change people’s perception of them. They should apply this knowledge to the novel situation of Skegness council. There should also be an evaluation of the success of this and other strategies in shaping the behaviour of individuals or businesses. AO1 • Knowledge of rebranding strategies such as Skegness.

These do not have to be tourist related for example rebranding of inner city areas such as New Islington may be considered.

• Knowledge and understanding of how rebranding changes perceptions of place and creates new place-meanings.

• Understanding of the purpose of rebranding and how it changes the behaviour of individuals or businesses. For example, New Islington had a very negative perception due to high crime levels, low socio-economic status and poor physical environment. Through the redevelopment of the canal and construction of modern building such as ‘CHIPS’ it is now marketed at young professionals who work in the nearby CBD.

AO2 • Evaluation of the success of rebranding strategies. For

example, the Eden project has created a very specific place-meaning built in a deprived area on disused ugly china clay quarry. It now brings in 750,000 visitors a year. This benefits local businesses in the area as nearly £5 million is spent in the local area outside the Eden Project. It also reduces local unemployment as 95% of the 600 employees were recruited locally.

• Analysis of the attempts of Skegness council to increase tourists by rebranding Skegness as a clean resort compared to other tourist destinations. Analysis of the poster in terms of its success in changing perceptions of Skegness. This may depend on factors such as age and lived experience.

• Evaluation of the success of the Skegness advert in shaping the behaviour of individuals. They may consider that it was a risky strategy as Blackpool/Brighton could run a similar campaign suggesting Skegness has a lot of graffiti which could put tourists off visiting. On the other hand, they may consider that this would draw tourists from these resorts so increasing the number of visitors to Skegness.

• Evaluation of the success of the Skegness advert in shaping the behaviour of businesses. It might encourage more investment so local businesses will benefit. It raises the profile of Skegness (the story is in National newspapers) but


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this could be negative as well as positive. • Analysis of how rebranding creates different perspectives.

For example, the success of the Skegness adverts may depend on perspectives – insider versus outsider perspectives.

• Analysis of human perception of places and the difficulties in rebranding. Skegness might be viewed by some as a run-down tourist resort, posters suggesting that other resorts are full of graffiti might not change this perception.

• Analysis of the link between new place-meanings as a result of rebranding and the behaviour of individuals or businesses.

• Overall evaluation – this will depend on viewpoints. Any conclusion is valid as long as it is supported with evidence.

02 4 AO1 – Knowledge and understanding of the use of qualitative and quantitative data in studying places. Knowledge and understanding of past and present lived experience of place. AO2 – Applies this knowledge and understanding to evaluate the usefulness of such data in determining lived experience. Evaluation should consider both past and present representations of place. Notes for answers The question links different parts of the theme of Changing places, specifically the use of qualitative and quantitative data in studying place, representation of place and place -meaning, lived experience of place in the past and present. Responses can be based on any places studied. There does not have to be specific reference to local or distant place. AO1 • Knowledge and understanding of the characteristics of the

place or places chosen. The importance of place-meaning. How people perceive places and the links with different identities, different perspectives and experiences

• Awareness of what gives people a sense of place and how this is dependent on many factors such as insider and outsider perspectives, experienced and media places.

• Awareness of how lived experience of a place changes over time.

• Knowledge and understanding of how places can be represented in a variety of different forms. These may give us contrasting images and understanding of lived experience both in the past and the present.

• Qualitative approaches may involve the use of a huge variety of different forms such as artistic representations, oral sources such as songs, resident interviews, photographs.

• Quantitative data sources are equally as varied and may involve use of statistical data such as census data. Geospatial data may also be used to determine place

AO1 = 10 AO2 = 10

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characteristics. • Examples of data used in the studying of specific places

which may be local and/or distant place. For example, the use of WW2 reminiscences in Plymouth to determine lived experience in the past versus use of Engel’s report to determine lived experience of the slums of Victorian Manchester.

• Knowledge and understanding of how data sources have changed over time for example use of census data which is now much more detailed and therefore useful in determining lived experience than in the past.

AO2 • The extent to which the quote can be supported ie the

degree to which qualitative data provides a clearer sense of place/lived experience. The extent to which ‘scientific’ quantitative data is limited in determining lived experience.

• A critical perspective on the use of different types of data and approaches in determining both past and present lived experience.

• Evaluation of how different data sources may be useful in determining lived experience both in the past and the present. Awareness of the limitations of both qualitative and quantitative data in determining lived experience.

• Evaluation of how different data approaches may serve different audiences or purposes. For example, geospatial data is useful in determining change over space and census data provides a mean of statistical comparison. However, oral interviews give a real sense of ‘experience’ and represent actual lived experience.

• Analysis of change over time in the usefulness of different data sources. Census data today gives a clearer perspective on the lives of people than say for example in 1951 when it only gave information regarding occupation, marital status and place of birth. Today it is possible to understand health, education and many other factors that give a greater sense of lived experience

• Analysis of the extent to which lived experience is bound up with different identities, perspectives and experiences. The extent to which this is supported by the use of different data approaches. For example the census will provide useful information regarding ethnicity, age and wealth. The usefulness in this in understanding perspectives on place. The extent to which qualitative data may provide a greater insight into the specific lived experience that determine sense of place.

• Some students may consider that the source of the qualitative data may seek to influence our understanding of lived experience. For example a local action group may have a political cause to promote and therefore give a ‘biased’ view of lived experience. In Devon, a local residents groups produced posters against the building of a new town called Cranbrook – giving the sense of residents all being NIMBYs.

• Analysis of how qualitative data such as advertising copy,


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tourist agency material, local art etc may well represent lived experience in a very contrasting manner to that presented statistically such as census data. The extent to which this can be inaccurate in determining lived experience.

• Overall evaluation of the quote and the extent to which they agree with it. They may consider that sense of place does not necessarily reflect lived experience. Sense of place can be understood without experience. Media places also give us a sense of place.


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Level/ Mark range

Criteria/Descriptor































19


(AOs)

Total marks

Section C

03 1 B AO1 = 1 1

03 2 B AO1 = 1 1

03 3 A AO1 = 1 1

03 4 A AO1 = 1 1

03 5 AO3 – Analysis of patterns relating to urban air pollution in terms of the most polluted cities and deaths as a result of urban air pollution Level 2 (4–6 marks) AO3 – Clear analysis of the quantitative evidence provided which makes appropriate use of data to support. Clear connections between different aspects of the data. Level 1 (1–3 marks) AO3 – Basic analysis of the quantitative evidence provided which makes limited use of data to support. Basic or limited connections between different aspects of the data. Notes for answers The question requires analysis of the patterns of air pollution and the connections between Figure 6 and Figure 7. AO3 • The 15 most polluted cities are all in close proximity in South

Asia and the Middle East. They appear in a narrow belt. • 10 of the top 15 are in India, including the top 4 most

polluted. • All the cities in the top 15 have levels that are at least 9 times

higher than recommended levels by the WHO. Delhi is the most polluted with 15 times safe levels.

• Figure 7 shows large global variations in the number of deaths. There is no clear pattern with large variations seen in all continents except North America and Australasia. Europe perhaps shows the greatest variations having countries in every category from 0 to 0.6 deaths per 1000.

• The highest recorded deaths are found in urban areas in Eastern Europe (Romania) and South America (Argentina) whereas the lowest are found across the globe on all

AO3 = 6 6


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continents. • There doesn’t appear to be a connection between figure 6

and figure 7 as the most polluted cities are all in countries with moderate levels of deaths. India, Pakistan and Iran all have UAP deaths of between 0.1 – 0.2. Yet the most countries with the most deaths do not have any cities in the top 15 most polluted.

03 6 AO1 – Knowledge and understanding of the factors that influence cultural diversity. AO2 – Application of knowledge and understanding to analyse the factors that influence patterns of cultural diversity in the novel situation of New York City and a contrasting urban area. Level 3 (7–9 marks) AO1 – Demonstrates detailed knowledge and understanding of concepts, processes, interactions and change. These underpin the response throughout. AO2 – Applies knowledge and understanding appropriately with detail. Connections and relationships between different aspects of study are fully developed with complete relevance. Analysis and evaluation is detailed and well supported with appropriate evidence. A well balanced and coherent argument is presented. Level 2 (4–6 marks) AO1 – Demonstrates some appropriate knowledge and understanding of concepts, processes, interactions and change. These are mostly relevant though there may be some minor inaccuracy. AO2 – Applies some knowledge and understanding appropriately. Connections and relationships between different aspects of study are emerging/evident with some relevance. Analysis and evaluation evident and supported with some appropriate evidence. A clear but partial argument is presented. Level 1 (1–3 marks) AO1 – Demonstrates basic/limited knowledge and understanding of concepts, processes, interactions and change. These offer limited relevance with inaccuracy. AO2 – Applies limited knowledge and understanding. Connections and relationships between different aspects of study are basic with limited relevance. Analysis and evaluation basic and supported with limited appropriate evidence. A basic argument is presented. Notes for answers The question requires knowledge of the factors that influence patterns of cultural/ethnic diversity. Answers should show an

AO1 = 4 AO2 = 5

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interpretation of possible reasons for the patterns in the New York City map and a different urban area. They should show an awareness of the reasons for such patterns. AO1 • Knowledge and understanding of the forms of cultural

diversity. There is a variety of cultural or ethnic groups in society. This can lead to multiculturalism and/or cultural segregation. Cultural diversity may refer to nationality, ethnicity, religion or traditions.

• Larger urban areas tend to see greater levels of cultural diversity. For example, Toronto is frequently said to be the most culturally diverse with over 200 ethnic groups and over 50% of its population born outside Canada.

• Understanding of the reasons for greater cultural diversity in cities. Cities are often the first point of arrival for immigrants so they settle. Established groups of migrants attract further waves of immigration due to availability of specialist shops and services. Employment is easier to find in urban areas.

• Knowledge and understanding of cultural diversity in one other urban area. For example, Manchester is considered to be the most linguistically diverse city in the world with over 150 languages spoken. It has a large Jewish community in Cheetham Hill and Rusholme is very diverse with large Indian and Pakistani communities.

• Understanding of the economic factors affecting patterns of cultural diversity, such as labour shortages encourage immigration, for example Caribbean migrants encouraged to move to London in the 1960s. These migrants often settle close to employment opportunities or cheap transport networks.

• Understanding of social factors affecting patterns of cultural diversity. Migrants often arrive poor so seek low-cost rental housing found in inner city areas. Residential succession means that established groups move out to suburban areas, leaving the original housing for the next wave of immigrants. This is represented well in Brick Lane which has seen many changes due to different movements of migrants from Hugenots in the 18th century to Eastern Europeans arriving today.

• Knowledge and understanding of the factors affecting patterns of cultural diversity in one urban area studied.

AO2 • Analysis of the patterns of ethnicity in New York City. There

is clear ethnic segregation with large areas of white populations living on Staten Island, Manhattan and south-west Brooklyn. There are three major areas of black populations, two either side of Brooklyn/Queens border in the south and one in the area of The Bronx. Hispanic populations are found south of the Bronx. Asian populations are found predominantly in the central area of New York and most are adjacent to predominantly White areas or are separating White areas from Hispanic or Black areas


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• Analysis of the factors that might affect the pattern of diversity in New York. The two major airports are surrounded by Black and Hispanic areas. This might be where immigrants first arrive (probably truer for the airport in central New York). These areas may have lower rent housing so tend to house recent immigration. There is likely to be segregation as similar cultures group together, for example the Puerto Ricans might live in an area where there are shops selling Puerto Rican food and goods.

• Evaluation of the relative importance of factors affecting the pattern in New York. They might consider that everyone is descended from different waves of immigrants which are relatively recent so the factors responsible are different to London for example.

• Evaluation of factors responsible for the pattern of cultural diversity in the urban area studied. For example, in Manchester there is a large concentration of Jewish people in Cheetham Hill as Jews arrived here in the 19th century to work in the textile trade. Today there is a Jewish secondary school and synagogues. However, many waves of immigrants have moved in since so there are also mosques and temples, making the area very culturally diverse.

• Overall evaluation may consider which factors are most important in determining patterns of cultural diversity. There may be an appreciation that whilst patterns of cultural diversity are ever changing the reasons for those patterns don’t change.

03 7 AO1 – Knowledge and understanding of an example of a river restoration project. Knowledge and understanding of water movement through an urban catchment. AO2 – Application of knowledge and understanding to analyse and evaluate the extent to which river restoration can impact on water movement through the urban catchment. Level 3 (7–9 marks) AO1 – Demonstrates detailed knowledge and understanding of concepts, processes, interactions and change. These underpin the response throughout. AO2 – Applies knowledge and understanding appropriately with detail. Connections and relationships between different aspects of study are fully developed with complete relevance. Analysis and evaluation is detailed and well supported with appropriate evidence. A well balanced and coherent argument is presented. Level 2 (4–6 marks) AO1 – Demonstrates some appropriate knowledge and understanding of concepts, processes, interactions and change. These are mostly relevant though there may be some minor inaccuracy.

AO1 = 4 AO2 = 5

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AO2 – Applies some knowledge and understanding appropriately. Connections and relationships between different aspects of study are emerging/evident with some relevance. Analysis and evaluation evident and supported with some appropriate evidence. A clear but partial argument is presented. Level 1 (1–3 marks) AO1 – Demonstrates basic/limited knowledge and understanding of concepts, processes, interactions and change. These offer limited relevance with inaccuracy. AO2 – Applies limited knowledge and understanding. Connections and relationships between different aspects of study are basic with limited relevance. Analysis and evaluation basic and supported with limited appropriate evidence. A basic argument is presented. Notes for answers The question links two aspects of the contemporary urban environments section of the specification, namely urban drainage systems and river restoration. AO1 • Understanding of the process of urban drainage and

movement of water through the catchment • Factors that affect movement of water through the catchment

such as urban structures that are designed to drain water rapidly into nearby rivers. Sewers act as high density drainage systems again moving water very quickly through the catchment.

• Knowledge and understanding of the need for river restoration projects.

• Knowledge and understanding of economic, social and environmental impacts of river restoration.

AO2 • Evaluation of the extent to which river restoration can have

an impact on water movement through a catchment. Historically rivers were often narrowed or straightened to accommodate industrial or residential development. Land either side that is built up has poor drainage. River restoration can overcome some of the problem associated for example by river widening or restoration of wetland environments.

• Evaluation of specific restoration project and the extent to which it has changed movement of water. Responses will very much depend on example studied. For example, the River Skerne in Darlington has a considerable impact on drainage as it has improved the flood risk by increasing river water storage and the 2km corridor of wetland slows down surface run-off, slowing down movement of water through the catchment. Whereas the Cheonggyecheon Project in Seoul has a much more limited impact on water movement as the project is more focused on reducing water pollution.


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Nonetheless there is an impact as water is pumped into the river from a nearby river to maintain water flow.

• Analysis of possible social impacts on the local area as a result of changed water movement. For example, the River Marden, Calne in Wiltshire involved creating a double meander and wider river channels – this has meant that the river can cope with higher discharges, protecting local residents from flooding. Lower flood risks may mean that insurance premiums decrease and houses are easier to sell.

• Analysis of possible economic outcomes of river restoration on the local area as a result of changed water movement. Lower flood risk in Darlington, encourages new businesses to locate in the area. In Seoul, the project has attracted 18million visitors a year, spending money in the local economy. If water wasn’t present in the river (as before restoration) people wouldn’t want to visit.

• Analysis of possible environmental outcomes of river restoration on the local area as a result of changed water movement. In Seoul, the constant flow means that animal and plant habitats have been restored.

• Evaluation of the river restoration project in terms of meeting its initial aims. For example, the Calne scheme was introduced with the major aim of reducing flood risk by increasing water flow through the urban catchment. Overall flood risk has reduced but Calne has flooded in 2012, 2013 and 2016. Was cost of £5.1 million cost-effective?

• Overall evaluation of the extent of to which river restoration can be used to change water movement through the river catchment and the degree to which this is likely to be successful. The usefulness of river restoration on urban drainage management. They may consider alternative futures – effects of climate change/increased storm hazards and need for river restoration in urban areas. They may also consider economic viability of such schemes.

03 8 AO1 – Knowledge and understanding of the social and economic issues affecting urban areas. Knowledge and understanding of patterns of economic inequality and social segregation in urban areas. AO2 – Application of knowledge and understanding to analyse and evaluate the relative significance of socio-economic factors in determining patterns of inequality. Notes for answers The question links two aspects of the Contemporary urban environments section of the specification, specifically urban change and deindustrialisation with urban forms and patterns of economic inequality and social segregation. There may be consideration of other causes of inequality such as economic, social and demographic processes. Urban policies and regeneration could also be considered. Examples used are likely

AO1 = 10 AO2 = 10

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to be UK based but there is no requirement for this. AO1 • An understanding of the key idea of deindustrialisation. The

causes of deindustrialisation – mechanisation, demand and supply, developments in transport, competition from abroad.

• The impacts of deindustrialisation on urban areas – unemployment, derelict structures, decline of housing stock, decline in exports generating decline in dockland areas.

• Knowledge and understanding of the role of industry in the growth of urban areas.

• Knowledge and understanding of economic impacts of deindustrialisation for example closure of associated industries and businesses leading to negative multiplier effect. Increase in demand for state benefits. Decline in property values. Loss of income due to fall in spending power.

• Knowledge and understanding of the social impacts of deindustrialisation for example high rates of unemployment, rise in mental health issues, family breakdowns and alcohol/ drug abuse.

• Awareness of different patterns of economic inequality and social segregations and the factors responsible for creating such patterns. These patterns may be between cities in contrasting countries, within one country or patterns that exist within cities.

• Inequalities tend to exist in terms of access to job opportunities, education, housing and basic public services such as water and sanitation. Knock-on impacts of this are poorer health, higher unemployment and a lack of social mobility. The poor get stuck in a cycle of poverty from which it is hard to escape. There is a clear relationship between economic inequality and social segregation.

AO2 • Analysis of the variation between cities of the impacts of

deindustrialisation. In the UK, far greater impacts felt in the north in cities such as Manchester and Sheffield than in the south in London where many cities had more diverse economies and less reliance on manufacturing. This certainly contributes to the north-south economic divide.

• Analysis of the variation within cities. Highest negative socio-economic impacts seen in inner-city areas where most of the traditional manufacturing industries were based. Social segregation is very pronounced in former industrial cities. For example, there is very much an east-west split in Sheffield – more affluent live in the west close to the Peak District. This is historical – rich lived away from the polluting chimneys of the steelworks, the poor lived close to work. Therefore, it could be said deindustrialisation is not the cause of this segregation. However, deindustrialisation has widened the gap.

• Evaluation of the role of deindustrialisation in creating economic inequality within cities. Traditional factories often


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unsuitable for conversion for new service sector businesses. However, 20th century government policies favoured new out-of-town developments so it could be considered that decentralisation had a bigger role to play in causes of economic inequality.

• Evaluation of the effect of new service sector activities on tackling problems of deindustrialisation. Some areas successful in tackling unemployment, thus reducing economic inequality but in large urban areas such as Greater Manchester it simply widened the economic gap. Areas such as Rochdale spiralled into decline and the former factory workers did not have the skills or level of education to be able to work in new service sector jobs. Areas such as Trafford have become wealthier with greater levels of investment and a demographic base of more affluent residents with higher percentages educated to degree level.

• Analysis of the relative importance of other factors in determining patterns of economic inequality and social segregation. Factors such as physical landscapes, government policies, demographic characteristics, housing and infrastructure may be considered.

• Evaluation of the role in deindustrialisation in contrasting settings. For example, deindustrialisation has a large role in creating economic inequality in the UK, whereas in India, there is less evidence as economic inequality on a country level is the result of many factors including colonialism, industrialisation, tourism, government investment etc.

• A creditworthy approach would be to consider that deindustrialisation in one area of the globe leads to industrialisation in another. This then leads to further inequalities due to rural-urban migration as the population seeks work in new factories. This rapid urbanisation causes the creation of slums and a widening economic gap/social segregation. It is a complex situation but the root cause is deindustrialisation.

• Analysis of policies aimed at tackling inequalities. The extent to which these have been effective in reducing the gap between rich and poor or integrating different social groups.

• Overall conclusion may highlight the complexity the causes of economic inequality and social segregation. The extent to which these inequalities are caused by deindustrialisation should be considered. They may consider global variations in the role of deindustrialisation. The conclusion should be supported by evidence.


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Level/ Mark range

Criteria/Descriptor































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04 1 A AO1 = 1 1

04 2 D AO1 = 1 1

04 3 A AO1 = 1 1

04 4 B AO1 = 1 1

04 5 AO3 – Analysis of the choropleth maps to identify patterns of natural population change shown in 1990 and 2015. Level 2 (4–6 marks) AO3 – Clear analysis of the quantitative evidence provided which makes appropriate use of data to support. Clear connections between different aspects of the data. Level 1 (1–3 marks) AO3 – Basic analysis of the quantitative evidence provided which makes limited use of data to support. Basic or limited connections between different aspects of the data. Notes for answers The question requires analysis of the data shown on both maps and the changes taking place in natural population growth between 1990 and 2015. AO3 • Overall most countries have shown a decrease or no change

in population growth rates between 1990 and 2015. For example, North America and most of western Europe have experienced no change and have population growth rates of 0-1%.

• Globally the pattern appears to be one of falling growth rates. In 1990 only 4 countries had growth rates below 0 confined to central Europe, by 2015 this has quadrupled and was no longer confined to Europe, with Japan having a rate below 0.

• All of South America has shown a decrease in growth rates by about 1%, with the exception of Argentina and French Guiana which has shown no change.

• Areas which had the highest growth in 1990, also show the highest growth rates in 2015. This is exemplified in central Africa in countries such as DR Congo which have growth rates of 3-4% in both 1990 and 2015. There are exceptions to this such as Saudi Arabia, which has seen a fall around 2%.

• Some countries have seen an increase in population growth rates. These are all found in Africa or the Middle East. For example, Niger and Yemen.

AO3 = 6 6


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• Africa shows the most complicated pattern of change, often adjacent countries show different rates of change with one increasing and the other decreasing.

• In 1990 the division between HICs and LICs is clearer, with highest growth rates being in countries below the Brandt line, by 2015 this difference is less clear with many countries such as South Africa and Myanmar having similar growth rates to North America and Australia.

04 6 AO1 – Knowledge and understanding of the links between key physical environmental variables and agricultural production. AO2 – Application of knowledge and understanding to analyse and evaluate the extent to which there is a relationship between key physical environmental variables and agricultural production in Almeria and other areas studied. Level 3 (7–9 marks) AO1 – Demonstrates detailed knowledge and understanding of concepts, processes, interactions and change. These underpin the response throughout. AO2 – Applies knowledge and understanding appropriately with detail. Connections and relationships between different aspects of study are fully developed with complete relevance. Analysis and evaluation is detailed and well supported with appropriate evidence. A well balanced and coherent argument is presented. Level 2 (4–6 marks) AO1 – Demonstrates some appropriate knowledge and understanding of concepts, processes, interactions and change. These are mostly relevant though there may be some minor inaccuracy. AO2 – Applies some knowledge and understanding appropriately. Connections and relationships between different aspects of study are emerging / evident with some relevance. Analysis and evaluation evident and supported with some appropriate evidence. A clear but partial argument is presented. Level 1 (1–3 marks) AO1 – Demonstrates basic/limited knowledge and understanding of concepts, processes, interactions and change. These offer limited relevance with inaccuracy. AO2 – Applies limited knowledge and understanding. Connections and relationships between different aspects of study are basic with limited relevance. Analysis and evaluation basic and supported with limited appropriate evidence. A basic argument is presented. Notes for answers

AO1 = 4 AO2 = 5

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The question requires understanding of the links between climate and/or soils and agricultural production. Answers should apply knowledge and understanding to agricultural production in Almeria as shown in Figure 10. AO1 • Knowledge and understanding of different agricultural

systems and productivity. For example, subsistence farming produces lower yields. Intensive farming using high levels investments can result in year-round crops grown artificially and higher yields.

• Knowledge and understanding of the effects of soil quality/ type on agricultural production for example pH, mineral content, depth and capacity to retain water. For example, barley does not usually tolerate pH values lower than 6.0.

• The impact of climate on production. Total rainfall will affect production levels but often seasonal variation has a larger impact. Wind strength and frequency affect crop growth negatively and positively. For example, the warm Chinook winds in North America melt snow on the Prairies, extending the growing season. Temperature affects the length of the growing season.

• Awareness of other key physical variables such as relief and drainage and their impact on production. For example, slopes above 11o are unsafe for ploughing so in such areas, pastoral farming often dominates.

• Knowledge and understanding of the need for human intervention to increase food production in areas where the climate and/or soils make food production difficult.

• Awareness of the impact of climate change on production. New crops may be grown in the UK, for example, increase in vineyards in Kent due to milder winter temperatures. Decline in blackcurrant crops due to milder winter temperatures in East Anglia. The frost was needed to ensure that the buds open properly.

AO2 • Analysis of the links between the climate and production in

Almeria. Rainfall levels are very low and there is seasonal variation. This would suggest that crop production would be difficult, particularly as rainfall is lowest when temperatures are at their highest. This would also result in greater water loss due to evaporation. However, they may also note that temperatures never fall below 12º so production is possible throughout the year.

• Analysis of the soil conditions shown in Figure 10a and the implications for production. Soil appears to be very stony and dry. They may perceive this to be a red latosol due to its colour and the high summer temperatures and this should be credited. In this case, they may suggest it is infertile.

• Analysis of possible soil problems. Soil erosion likely to be an issue due to heavy winter rainfall and over-cultivation. There could be rapid run-off due to mountains in background. This could reduce production yields.


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• Analysis of likely agricultural production in Almeria. Flat land that is extensive suggests crop production would be possible. They may suggest that pastoral yields would be very low due to high temperatures.

• Evaluation of the extent of the link between rainfall and the graph showing production. The value is extremely high so the conclusion should be that some sort of human intervention must be taking place as production of these levels would be very difficult with such low levels of rainfall. They may note that these crops will all require high levels of rainfall.

• Evaluation of the link between temperature and the graph showing production. These are all crops that need heat so there is a clear link. They may note that they are only grown in summer months in the UK or in greenhouses. The Almeria temperatures probably mean that tomatoes etc. can be grown all year round increasing the amount that can be exported.

• Analysis of the extent of the link in Almeria between key physical variables and the levels of production. They should conclude that it must be human intervention for example the large plastic greenhouses. Crops might be grown using hydroponics or irrigation.

• Evaluation of the extent of the link between key physical variables and agricultural production in other areas. For example, the clear link between ideal wheat growing areas in the Prairies – large areas of flat land, with moderate levels of rainfall. The low winter temperatures are modified by the Chinook winds that melt the snow extending the growing season.

• Evaluation of future alternatives. For example, some may conclude that the link will become less important in the future as technological advances mean that we can overcome limitation on production due to key physical variables. Impact on climate change may mean adaptation becomes increasingly necessary.

• Some may conclude that unusual climate change events such as severe storms may have large impact on production. This was evident this winter when unusual snow in Almeria, followed by flooding caused yields to drop by about 30% in January 2017. This caused shortages of some vegetables such as courgettes in British supermarkets.

04 7 AO1 – Knowledge and understanding of the role played by international agencies/NGOs in combating disease. Knowledge and understanding of the theory of epidemiological transition. AO2 – Applies knowledge and understanding to analyse and evaluate the link between increasing life expectancy/lower rates of infant mortality and the role of international agencies in achieving this. The role of international agencies in advancing epidemiological transition.

AO1 = 4 AO2 = 5

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Level 3 (7–9 marks) AO1 – Demonstrates detailed knowledge and understanding of concepts, processes, interactions and change. These underpin the response throughout. AO2 – Applies knowledge and understanding appropriately with detail. Connections and relationships between different aspects of study are fully developed with complete relevance. Analysis and evaluation is detailed and well supported with appropriate evidence. A well balanced and coherent argument is presented. Level 2 (4–6 marks) AO1 – Demonstrates some appropriate knowledge and understanding of concepts, processes, interactions and change. These are mostly relevant though there may be some minor inaccuracy. AO2 – Applies some knowledge and understanding appropriately. Connections and relationships between different aspects of study are emerging/evident with some relevance. Analysis and evaluation evident and supported with some appropriate evidence. A clear but partial argument is presented. Level 1 (1–3 marks) AO1 – Demonstrates basic/limited knowledge and understanding of concepts, processes, interactions and change. These offer limited relevance with inaccuracy. AO2 – Applies limited knowledge and understanding. Connections and relationships between different aspects of study are basic with limited relevance. Analysis and evaluation basic and supported with limited appropriate evidence. A basic argument is presented. Notes for answers This question makes connections between different themes in the Population and the environment section, namely epidemiological transition, global patterns of health and the role of international agencies/NGOs in combating disease AO1 • Knowledge and understanding of the role of international

agencies and/or NGOs in combating disease. • Knowledge and understanding of the theory of

epidemiological transition. An understanding of the factors that advance epidemiological transition.

• Awareness of factors in natural population change. Key vital population rates, specifically life expectancy and infant mortality. Knowledge and understanding of the factors affecting life expectancy and infant mortality.

• Knowledge of changes in global life expectancy and infant mortality. 2000–2015 saw largest increase in LE in 5 years since the 1960s. Global averages driven by fastest increases


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in Africa. IMR has declined by almost 50% over past 25 years.

• Variation in LE/IMR in different parts of the world, and appreciation that considerable differences exist between regions and countries.

• Understanding of the different stages of epidemiological transition and their evolving over time. For example the addition of stage 4 in the 1980s as LE reached over 70 in many HICs.

• Knowledge and understanding of specific programmes to combat disease for example WHO programmes that eradicated smallpox and 99% cases of Polio. The global initiative for Asthma (GINA) organises World Asthma Day to raise awareness of the disease.

• Knowledge and understanding of the role of NGOs in combating disease. Often involves more ‘groundwork’ directly with those affected eg ActionAid trained volunteers to work in Sierra Leone educating locals on how Ebola is spread.

• Understanding of other factors in combating disease such as improvements in diet, change from agricultural to industrial based economies, technological advancements, local and national infrastructure. Global contrast in access to nutrition and technological advancements.

AO2 • Evaluation of the success of strategies to combat disease

and reducing mortality. For example WHO interventions in spread of malaria and link with NGOs (eg Malarianomore) in distribution of insecticidal nets. As a result of such programmes global malaria deaths fell by 37% between 2000 and 2015. Biggest falls seen in Africa, which has also seen fastest rise in life expectancy.

• Analysis issues surrounding the spread of disease and the role of international agencies in managing this spread. Consideration of ‘new’ evolving disease and the need for strategies to deal with disease eg Zika, Ebola.

• Evaluation of the relative success of international agencies compared to NGOs in combating disease. NGOs increasingly a key player in combating disease particularly in LICs. They can provide the bridge between those in need and international organisations such as WHO.

• Analysis of the variations in epidemiological transition and the link with strategies to combat disease. For example rapid falls in mortality in SE Asia may be more the result of economic development. In HICs advancement of stages may be more the result of government strategies to reduce deaths from cancers, coronary heart disease etc.

• Evaluation of the role played by international agencies in advancing epidemiological transition so that NCD become a greater concern. Alternative futures in the ability of LICs to manage the transition. They could consider the role international agencies and NGOs will have in this.

• Evaluation of the complexity of epidemiological transition. The role of rural-urban migration, conflict and food insecurity.


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A legitimate response would be to consider that combating disease is only a very small factor in advancing epidemiological transition.

• Any conclusion is valid as long as it supported by evidence. They may conclude that there has been limited success in combating disease as one disease is just replaced by another. For example despite success in reducing malaria mortality in West Africa in 2015, Ebola saw mortality rates rise overall in some countries. Epidemiological transition means that whilst LE rises, there are still high mortality rates from diseases such as CHD or cancer. They may conclude that the role of international organisations such as the WHO have been very successful in combating diseases such as Malaria and HIV/AIDS resulting in LE rising across Sub-Saharan Africa and therefore subsequent advancement in epidemiological transition.

04 8 AO1 – Knowledge and understanding of strategies to ensure food security and the different perspectives on future population growth. AO2 – Application of knowledge and understanding to assess the extent to which these strategies can support a positive perspective on population growth. Notes for answers The question requires links between different sections of the spec, namely the population and environment section in terms of strategies to ensure food security and the section on principals of population ecology, looking at perspectives on population growth and its implications. Some students may also consider prospects for global population – environment relationships. AO1 • Knowledge and understanding of the main components of

food security such as access, availability and stability. • Knowledge of global patterns of current food security and

food security risk. • Knowledge of the role of agencies/organisations such as the

World Bank or FAO in reducing food insecurity • Awareness of different opinions of agencies/organisations in

how to tackle food insecurity • Understanding of current strategies, to increase food

production through such schemes as the Green Revolution, irrigation, Aquaculture, Hydroponics and Urban Farming. Likely exemplars are Rwanda and the Land Husbandry, Water Harvesting and Hillside Irrigation project or the Green Revolution in the Philippines and India.

• Understanding of current strategies to improve post-harvest practices and reduce food waste through education, training, equipment and field-support. For example, new storage technology in Uganda and Burkino Faso reduced losses of

AO1 = 10 AO2 = 10

20


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grains such as Maize. In Niger, transfer of surplus milk from the North to the South reduced losses of milk.

• An understanding of the challenges in reducing food waste, particularly in tropical climates where a lack of technology means that much food is spoilt. For example, India is the world’s largest producer of bananas but only accounts for 0.3% of the world banana trade.

• An understanding of how improving post-harvest practices can potentially improve the health of a population. For example aflatoxins in crops in maize are highly carcinogenic and occur due to contamination during harvest. Improved storage techniques could reduce mortality rates.

• Knowledge and understanding of possible future strategies to reduce food insecurity such as crop wild relatives and new research.

• Knowledge and understanding of the different perspectives on population growth considering both positive and negative predictions on the balance between population and resources.

• Knowledge and understanding of positive perspectives such as those proposed by Boserup and Simon. A consideration that population growth stimulates the advances needed to support the population growth. Evidence in support includes technological advances such as the Green Revolution.

• A consideration of pessimistic perspectives such as that of Malthus and Neo-Malthusians, suggesting that catastrophes such as famines and civil war are ‘checks’ on future population growth. This is supported by evidence such as famines in Ethiopia, War in Sudan.

AO2 • An understanding of the links between opinions on food

security and the relationship with different perspectives on population growth

• An evaluation of how different opinions/perspectives may lead to different approaches in dealing with food insecurity. The FAO believe that enough food is produced but losses due to poor storage, overconsumption and waste contribute to 800 million people being malnourished. However the world bank believes that food production needs to increase by 50% by 2050 to feed everyone.

• An assessment of the success of strategies to increase food production in reducing food insecurity and future famines. Eg irrigation can increase crop yields between 100 and 400%, therefore reducing poverty and hunger. In Niger the 3N scheme has increased GDP by 3% driven by agriculture, reducing food insecurity and famine.

• An evaluation of the effectiveness of different strategies at local, regional or national level in tackling food insecurity. Variations in countries at different levels of economic development may see different degrees of success and therefore opinions on the balance between population and resources may be different.

• Effectiveness linked to socio-economic factors. Poverty and


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lack of education are barriers to success in increasing food production or reducing food losses. This increases risk of food insecurity and links to a pessimistic viewpoint. The widening gap between areas with low insecurity risk and those with high insecurity risk.

• Analysis of future risks in the light of environmental change. Increased risk due to climate change may mean current strategies will be ineffective at reducing food insecurity and the impact on future population growth may well be negative. Increased probabilities/risk prediction of famines – ‘checks’ on population growth. On the other hand, climate change may drive the search for new strategies to increase food supply and alternative futures.

• Analysis of current areas of food insecurity such as sub-Saharan Africa and the impacts of food insecurity in these areas. Analysis of the challenges of increasing food supply and why this may lead to a negative perspective such as the recent Civil War in South Sudan and subsequent famine.

• Analysis of the likely impacts of increasing food security in the developing world, leading to future population growth due to reduced mortality rates. Evaluation of different perspectives on future perspectives as to whether this will lead to catastrophic Malthusian checks or further technological advances in increasing food production.

• Evaluation of evidence in support of positive perspectives, the success of strategies at reducing poverty and food insecurity at a global level.

• Evaluation of other factors which may contribute to alternative population futures. For example, higher levels of food security may lead to lower levels of infant mortality and subsequently birth rates may fall, therefore lowering future population growth.

• Conclusion should support the main arguments. Students may have a broad variety of viewpoints and this is acceptable as long as they have given evidence in support. There should be an assessment of to what extent they agree that current strategies support a positive perspective. They may conclude that there is total support and that strategies in developing countries have shown that Malthusian checks can be avoided. They could also conclude that current patterns of food insecurity indicate that a Malthusian perspective is more accurate, taking into account recent famines and wars despite intervention and strategies from NGOs, the World Bank and other organisations.


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Level/ Mark range

Criteria/Descriptor




























appropriate. There may be a number of inaccuracies (AO1). Level 0



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05 1 D AO1 = 1 1

05 2 D AO1 = 1 1

05 3 A AO1 = 1 1

05 4 C AO1 = 1 1

05 5 AO3 – Analysis of map data showing the extent of the relationship between water stress and precipitation. Level 2 (4–6 marks) AO3 – Clear analysis and interpretation of the quantitative evidence provided, which makes appropriate use of data in support. Clear connection(s) between different aspects of the data and evidence. Level 1 (1–3 marks) AO3 – Basic analysis and interpretation of the quantitative evidence provided, which makes limited use of data and evidence in support. Basic connection(s) between different aspects of the data and evidence. Notes for answers The question requires analysis of the links between levels of water stress and annual precipitation totals. AO3 • There is clearly a broad correlation between levels of water

stress and precipitation. The areas with lowest levels of rainfall are areas of high levels of water stress. This suggests that there is a clear relationship between water stress and precipitation amounts.

• Lowest levels of rainfall are seen in South West USA in particular in SE California where levels are below 125mm per year, this is also an area of high levels (1.1–6.4) of water stress.

• Highest rainfall levels are seen in SE states around the Mississippi delta. This area mainly has the low levels of water stress 0.1–0.2.

• There are more areas of highest levels of water stress than areas with lowest amounts of rainfall. There are extensive patches from 1.1–6.4 in Western USA. However these are mostly in area with low amounts of rainfall from 125–300mm.

• Some areas of highest levels of water stress are found in areas of moderate rainfall for example there are small patches of the highest stress levels close to the Great Lakes, yet this area has between 750 and 1000mm of rain a year.

AO3 = 6 6


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• There are also patches of moderate levels of water stress 0.5–0.6 in areas of very high rainfall of over 1250mm.

• This suggests that relationship is not totally clear. Other factors other than precipitation must cause water stress.

• They may also comment on the scale used for water stress. The highest levels vary from 1.1–6.4 which is a large variation and so some of the areas of high stress in areas with high rainfall may be at lower end.

05 6 AO1 – Knowledge and understanding of the concept of resource peak and the challenges of prediction. AO2 – Applies knowledge and understanding to analyse and evaluate the challenge of predicting resource peak to ensure resource security with specific reference to peak oil and peak copper as shown in figure 13. Level 3 (7–9 marks) AO1 – Demonstrates detailed knowledge and understanding of concepts, processes, interactions and change. These underpin the response throughout. AO2 – Applies knowledge and understanding appropriately with detail. Connections and relationships between different aspects of study are fully developed with complete relevance. Analysis and evaluation are detailed and well supported with appropriate evidence. Level 2 (4–6 marks) AO1 – Demonstrates clear knowledge and understanding of concepts, processes, interactions and change. These are mostly relevant though there may be some minor inaccuracy. AO2 – Applies clear knowledge and understanding appropriately. Connections and relationships between different aspects of study are evident with some relevance. Analysis and evaluation are evident and supported with clear and appropriate evidence. Level 1 (1–3 marks) AO1 – Demonstrates basic knowledge and understanding of concepts, processes, interactions and change. This offers limited relevance with inaccuracy. AO2 – Applies limited knowledge and understanding. Connections and relationships between different aspects of study are basic with limited relevance. Analysis and evaluation are basic and supported with limited appropriate evidence. Notes for answers The question requires understanding of the concept of resource peak and to apply knowledge and understanding to the source in discussing the degree to which resource peak can be predicted

AO1 = 4 AO2 = 5

9


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and the challenges associated with this. AO1 • Knowledge and understanding of the concept of resource

peak either in terms of a given reserve or the resource as a whole. The point after which the resource will decline.

• Knowledge of Hubbert’s curve – a bell-shaped curve, whereby the top of the curve represents the ‘peak’ ie maximum output. Its relationship to peak oil based on US oil reserves.

• Knowledge and understanding of how resource peak impacts on supply and demand and subsequent prices.

• Understanding of the need to predict such peaks to manage resources and contribute to resource sustainability.

• Awareness of recent technological advances which affect resource extraction.

• Understanding of economic and demographic trends affecting energy demand.

• Understanding of possible resource futures linked to technological, economic, environmental and political developments.

AO2 • Applied analysis of the peak oil graph and the challenges in

predicting peak oil. The graph suggests that globally peak oil already reached so now in period of declining stocks. May note that there was a peak in 1979 followed by decline until 1983 when global reserves increased. This could happen again. A consideration that future technological advances may mean that unknown reserves can be accessed.

• Detailed analysis of variations in peak oil global reserves eg US peaked in 1970 but deepwater reserves have not yet peaked. Middle East Oil remains relatively constant – no peak.

• Applied analysis of peak copper. Globally peak reserves have yet to be attained. Peak likely to be reached in 2030. The difficulties of predicting the peak – copper not used as widely as oil so future uses less known.

• Detailed analysis of variations in peak copper. Contributions to global reserves is variable. Predictions suggest that Zambia will run out by 2042. Chile makes the largest overall contribution and is unlikely to see a large decline until 2080. Problems of predicting global reserves taking into account demand and mining advances.

• Analysis of growth in resource consumption. The effect of this growth on future resource stocks. The difficulties in applying this to models of resource peak.

• Evaluation of the need to predict resource peak in order to ensure sustainable resource management and plan for long-term resource security. The US is likely to have exhausted its oil supplies by the mid 2030s so the US will need to conserve supplies or look at alternative futures. Discussion of the implications of this, such as further exploration in Alaska. However, viable production can continue for many years


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following resource peak and very much depends on resource management.

• Evaluation of the impact of alternative energy resources on peak oil predictions. Increased uses of renewable energy may mean peak oil not actually reached.

• Evaluation of recent advances in resource extraction and the implications for resource peak prediction. For example fracking in the US has caused a recent rebound in oil production. This could contribute to global peak oil being extended – some scientists believe it hasn’t yet been reached.

• Analysis of the effect of the global economy on resource extraction. For example the decline in oil production since 2010 could be due to enforced cuts in production to keep prices high rather than a decline in overall stocks.

• Discussion of the issues surrounding prediction of resource levels should be present. An awareness that there are many ‘unknowns’ should be considered. The link between successful management and understanding resource peak should also be established.

05 7 AO1 – Knowledge and understanding of strategies to manage energy consumptions. Knowledge and understanding of the environmental impacts of energy use. AO2 – Application of knowledge and understanding to analyse and evaluate the success of strategies to reduce energy consumption in reducing environmental impacts. Level 3 (7–9 marks) AO1 – Demonstrates detailed knowledge and understanding of concepts, processes, interactions and change. These underpin the response throughout. AO2 – Applies knowledge and understanding appropriately with detail. Connections and relationships between different aspects of study are fully developed with complete relevance. Analysis and evaluation are detailed and well supported with appropriate evidence. Level 2 (4–6 marks) AO1 – Demonstrates clear knowledge and understanding of concepts, processes, interactions and change. These are mostly relevant though there may be some minor inaccuracy. AO2 – Applies clear knowledge and understanding appropriately. Connections and relationships between different aspects of study are evident with some relevance. Analysis and evaluation are evident and supported with clear and appropriate evidence. Level 1 (1–3 marks) AO1 – Demonstrates basic knowledge and understanding of

AO1 = 4 AO2 = 5

9


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concepts, processes, interactions and change. This offers limited relevance with inaccuracy. AO2 – Applies limited knowledge and understanding. Connections and relationships between different aspects of study are basic with limited relevance. Analysis and evaluation are basic and supported with limited appropriate evidence. Notes for answers The question requires an evaluation of the success or otherwise of energy consumption strategies. Links to be made between different parts of the specification content on energy security, specifically different strategies to reduce consumption and environmental issues with energy use. A legitimate response would also be to consider changing energy mixes in order to reduce consumption of fossil fuels AO1 • Knowledge and understanding of the different strategies to

manage consumption at a variety of scales – national, local and global.

• Knowledge and understanding of household energy saving strategies such as EU directives on energy saving lightbulbs. Grants for energy efficient condensing boilers or loft insulation.

• Knowledge and understanding of industrial and business energy saving schemes. For example the UK Climate Change Levy introduced in 2001, giving tax incentives for businesses that adopt energy efficient schemes. CHP systems can be used at a variety of scales and reduce the waste of energy in transfer. For example Bath Riverside CHP scheme provides 800 homes with energy, reducing carbon emissions by 55%.

• Knowledge and understanding of sustainable transport strategies to conserve energy. For example hybrid cars and low emissions cars. Tax exemption schemes for such vehicles. Campaigns to reduce congestion and private car use. For example, London Congestion Charge.

• Knowledge and understanding of strategies to change the energy mix. For example UK incentives to encourage generation of renewable electricity such as the Feed-in Tariff scheme for small-scale projects. Current government policies to increase electricity generation through nuclear power.

• Awareness of agreements and treaties aimed at reducing carbon emissions such as Agenda 21, 2015 Paris Agreement.

• Knowledge and understanding of the environmental impacts of energy use – acid rain, enhanced greenhouse effect.

• Understanding of the predicted changes likely to impact on energy consumption, for example, population increase, technological advances, resource depletion.

AO2 • Evaluation of the success of strategies in reducing energy


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consumption and the subsequent reduction of environmental impacts.

• Analysis of the success and impact of strategies at different scales. For example EU directives such as energy efficiency ratings A-G on homes versus a local scheme such as Bedzed Zero Energy Development in London which consists of only 100 houses. Some may realise that local schemes such as Bedzed may be replicated across cities/regions therefore increasing the impact.

• Some answers will tend to evaluate only one or two specific schemes in detail. Others may take a broader approach and look at general strategies to reduce consumption. Credit either approach, as long as it is supported by evidence.

• In evaluating success, answers may consider scale in terms of area or in the extent of the reduction of energy consumption. They should also consider success in terms of reducing the environmental impact. Responses could argue that whilst there has been success in managing energy consumption there has not been a corresponding reduction in environmental impacts. For example, changing the energy mix by increasing dependency on nuclear fuels raises the issue of dealing with nuclear waste.

• Evaluation of the effectiveness of strategies may analyse differences between developed and developing world. There are more opportunities for successful strategies in developed countries where new technologies are affordable and easily accessible. For example developments in transport eg hybrid cars have not made the leap to LICs. India has half of the world’s most polluted cities but an extremely small number of electric cars. Some answers could perceive that environmental impacts are greater in LICs and so greater need for strategies to reduce consumption.

• Some answers may focus on the failure of strategies to reduce environmental impacts. This is particularly the case with global treaties such as the Kyoto protocol which the USA refused to ratify. Since the Kyoto protocol, carbon emissions have continued to rise globally and global temperatures have also continued to rise. On the other hand, some people see Kyoto being a success in terms of increasing awareness and beginning the process of global co-operation on climate change, therefore environmental impact reduction might take place on a longer timescale.

• They may consider that managing energy consumption is not the only way to reduce environmental impacts. They could consider that such strategies are more focused on reducing consumption in order to ensure energy security rather than reducing environmental impacts. This would be a legitimate viewpoint provided it is supported with evidence.

05 8 AO1 – Knowledge and understanding of physical and human factors associated with the location of mineral ore extraction. Knowledge and understanding of the environmental impacts of

AO1 = 10 AO2 = 10

20


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mineral extraction. AO2 – Application of knowledge and understanding to evaluate the relative importance of location on the environmental impacts of mineral extraction. Notes for answers The question links different parts of the mineral security section, specifically the key aspects of the location associated with ore extraction and its relationship to the subsequent environmental impact. Answers should assess the extent to which the location determines environmental impacts. Students are likely to focus on one mineral ore in one location. AO1 • Physical geography factors determining the location of ores

such as copper or iron. Found in all major geological formations. Mineral exploitation takes place in varied locations across the globe (with exception of Antarctica)

• Advances in technology mean that previously inaccessible locations such as tundra and desert locations are now able to be exploited. Much mineral exploitation takes place in deep continental interiors or in inaccessible locations for example Tin from the Amazon rainforest, Iron from Australia, Copper from the Atacama Desert

• Different types of extraction depending on the location, physical geography and geology of the area. Underground versus open pit mining. Knowledge of processing systems such as crushing, flotation dependent on the location of the ore.

• Knowledge and understanding of the environmental impacts of ore extraction. These may be considered at a variety of scales – local, regional or global. They may also consider how these may change over time.

• Environmental impacts will vary according to the ore considered but may include contamination and over-extraction of the local water supply, air pollution, habitat destruction, landscape and soil contamination.

AO2 • Evaluation of the link between location and environmental

impacts of ore extraction. A consideration of different locations and the impacts such as rainforests, tundra and desert locations – melting permafrost in tundra due to iron extraction, habitat destruction in rainforests, issues with water extraction needed in copper production in desert locations.

• Evaluation of how advances in technology lead to more inaccessible locations being mined. This will then lead to changes in the environmental impacts. They should consider how many of these areas are environmentally sensitive for example the Carajas iron ore mine in Brazil removed huge tracts of rainforest not only for the mine itself but also the


45

associated infrastructure such as the Trans Amazonian Highway.

• Evaluation of different extraction and processing methods and the subsequent environmental impacts. These will depend on the location of mineral ore in terms of wealth, population, supply and demand.

• Analysis of schemes to mitigate environmental impacts. An understanding on how mitigation may depend on local environmental laws and the state of the national economy.

• Analysis of resource futures – how some locations may be mined in the future and that advances in technology may be able to reduce environmental impacts. For example in Sweden, The Kiruna Iron-Ore mine has fewer impacts as all waste has to be covered up reducing air pollution from dust particles. Much of the waste is used for other resources such as road building.

• Analysis of future resource issues in terms of supply. As ore declines more waste will be produced at locations where there is lower grade ore. This is becoming an increasing issue in Chile with copper extraction. This will increase environmental issues associated with waste storage such as tailings lead to air and water pollution.

• Analysis of factors other than location that will affect the environmental impacts of ore extraction. These may include future climate change, TNCs, global supply and demand. Current and future environmental awareness may increase the demand for strategies to reduce environmental impacts.

• Analysis of how future changes in ore extraction will be affected by growing populations, levels of business activity, advancing technology and climate change. Sustainability issues may arise in the supply of ores. There may be greater use of large scale more destructive extraction methods, extraction of lower-grade ores, consideration of inaccessible areas eg Antarctica and deep-sea bed mining. On the other hand, advances in technology may allow greater mitigation of environmental impacts.

• Answers should evaluate the relative importance of the location in determining the environmental impacts and reach a conclusion. They may conclude that the location is not that important as much mineral extraction is a global operation so the impacts are similar wherever it takes place. They may consider that it is dictated by global supply and demand. However they may conclude that location does determine the level of impacts as the physical and human geography of the area will determine the amount and type of damage that occurs.


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Level/ Mark range

Criteria/Descriptor




























appropriate. There may be a number of inaccuracies (AO1). Level 0


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