geography - · pdf filefor all questions worth more than 5 marks ... give...

GeographyQuestions, mark schemes andcommentaries

Amanda Barker, David Redfern and Malcolm Skinner

AQA

A2

2Supporting AQA A2 Geography Barker, Redfern and Skinner © 2009 Philip Allan Updates

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Plate tectonics and associated hazards

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Weather and climate and associated hazards

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Ecosystems: change and challenge

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

World cities

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Development and globalisation

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Contemporary conflicts and challenges

Question 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Question 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Question 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Question 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

P014

04

Introduction

This website contains some examples of the types of questions you will face in the AQA Unit 3geography examination at A2.You may wish to use these questions as practice questions in yourwork or for revision. Questions are in bold type. Each one has a mark scheme together withcommentary in purple on how best to answer it. Sample student answers to some of thequestions, with examiner comments, appear in the AQA A2 Geography Student Unit Guide: Unit 3published by Philip Allan Updates.

Before attempting to answer any of the questions, it is important that you understand theprocesses by which these questions will be marked by the examiner in the ‘real’ examination.Below is a summary of those processes.

General marking criteriaThe philosophyMarking at AQA is positive rather than negative. This means that examiners credit material youget right, rather than deduct marks for what you get wrong. Examiners do not start with a modelanswer in their heads, nor do they compare your answer with a model answer. They credit youfor the way in which you answer the question set, awarding more marks for the appropriatedetail and depth of response that you give.

Levels markingFor all questions worth more than 5 marks levels marking is used. For questions with 5–8 marksthere is a maximum of two levels; for questions with between 9 and 15 marks there are threelevels. For questions with more than 15 marks, including the essays on Unit 3, there are four levels.

Everyone involved in the levels’ marking process (examiners, teachers, students) shouldunderstand the criteria for moving from one level to the next — the ‘triggers’. In simple terms,you should know what you must do to take your answer from Level 1 to Level 2, Level 2 to Level 3, and Level 3 to Level 4. Although the precise triggers will vary from question to question,there are general rules you should follow to enable you to make this progression.

In broad terms the levels can be described as follows.

Level 1: you attempt the question to some extent, giving a basic responseAn answer at this level is likely to:n display a basic understanding of the topicn make one or two points without support of appropriate exemplification or application of

principlen give a basic list of characteristics, reasons and attitudesn provide a basic account of a case study, or provide no case study evidencen give a response to one command of a question where two (or more) commands are stated,

e.g.‘describe and suggest reasons’n demonstrate a simplistic style of writing perhaps lacking close relation to the terms of the

questionn lack organisation, relevance and specialist vocabularyn demonstrate deficiencies in legibility, spelling, grammar and punctuation

Level 2: you answer the question clearlyAn answer at this level is likely to:n display a clear understanding of the topicn make one or two points supported by appropriate exemplification


n give a number of characteristics, reasons, attitudes (‘more than one’)n provide clear use of case studiesn give responses to more than one command, e.g.‘describe and explain’n demonstrate a style of writing which matches the requirements of the questionn demonstrate relevance and coherence with appropriate use of specialist vocabularyn demonstrate legibility of text, and qualities of spelling, grammar and punctuation which

enable clarity of meaning

Level 3: you answer the question very wellAn answer at this level is likely to:n display a detailed understanding of the topicn make several points with support of appropriate exemplificationn give a wide range of characteristics, reasons, attitudes etc.n provide detailed accounts of a range of case studiesn respond well to more than one commandn demonstrate evidence of discussion, evaluation, assessment and synthesisn demonstrate a sophisticated style of writing incorporating measured and qualified

explanation and comment as required by the questionn demonstrate a clear sense of purpose so that the response is seen to closely relate to the

requirements of the question with confident use of specialist vocabularyn demonstrate legibility of text, and qualities of spelling, grammar and punctuation that

contribute to complete clarity of meaning

Level 4: you answer the question with depth, flair, creativity and insightIn addition to the requirements of Level 3, an answer at this level is likely to:n provide strong evidence of thorough, detailed and accurate knowledge, and critical under-

standing of concepts and principles and of specialist vocabularyn give explanations, arguments and assessments or evaluations that are direct, logical,

perceptive, purposeful, and show both balance and flairn demonstrate a high level of insight, and an ability to identify, interpret and synthesise a wide

range of material with creativityn demonstrate evidence of maturity in understanding the role of values, attitudes and

decision-making processes

Question typesUnit 3 has a combination of structured questions carrying 25 marks and essay questions carrying40 marks.

Structured questionsStructured questions have a gradient of difficulty. The initial sub-questions are less demandingthan the later ones, and therefore carry fewer marks. Thus sub-question (a) often uses commandwords such as ‘comment on’, ‘describe’ or ‘outline’, while subsequent questions may requireexplanation, examples and evaluation.

Stimulus materials are used both directly and indirectly. For direct use, OS maps andphotographs are provided to assess key skills such as map reading and interpretation. Chartsand sketch maps may be supplied to assess your ability to summarise and recognise spatialpatterns and trends. For indirect use, stimulus materials are presented as a catalyst for assessingyour wider knowledge and understanding of a topic.

Essay questionsEssay questions have a number of common features:n they require description and explanationn they require some evaluation, assessment or discussion



n they always require detailed exemplification using case studiesn higher levels of response require clear evidence of synopticity

You should reserve 4 or 5 minutes for thinking time and for writing a brief plan of your answer.The plan should outline the general content of each paragraph and the geographical examplesyou intend to use to support your answer.

Your answer should have three main components: an introduction, a main body and a conclusion.n The introduction should (a) define any key terms used in the question, and (b) indicate the

broad structure of your answer. It should be brief and businesslike: four or five lines should besufficient.

n The main body is where you develop the list of points in your introduction by means of a seriesof paragraphs that follow each other in a logical sequence.When discussing or evaluating anissue, and therefore presenting a number of viewpoints, put each idea into a separateparagraph.This will ensure that the reader does not become confused by your argument.

n The conclusion should be a brief summary of the points developed in your answer. Whereappropriate, it may need to include some evaluation or overall assessment.

Finally, all questions will cover some aspect of the geographical process summarised in Figure A.It is important to recognise which part of the process the question is asking you about. Ingeneral, the sequence of questions in an exam is logical.You may be asked to explain causes,then to describe changes, next to identify problems and finally to suggest solutions.

Figure A The geographical process

The essays in Unit 3 will be marked using a generic mark scheme. This means that the samegeneral principles will be used to assess your essay, only the context, content and commandwords will vary. Table A illustrates this mark scheme.

Table A Essay mark scheme

Level Marks/40 Assessment criteria

1 1–10 n The answer shows a basic grasp of concepts and ideas, but points lack developmentor depth

n Explanations are incomplete, arguments partial and lack coherent organisation orreasoned conclusions

n Examples are superficialn There is no evidence of synopticity

2 11–20 n The answer is relevant and accurate, and shows reasonable knowledge and criticalunderstanding of concepts and principles with some use of specialist vocabulary

n Arguments are not fully developed and the organisation of ideas and the use ofexamples and general theories show imbalances

n Some ability to identify, interpret and synthesise some of the materialn Limited ability to understand the roles of values, attitudes and decision-making

processesn Sketch maps/diagrams are not used effectivelyn Evidence of synopticity is limited

Geographical issues begin with causes. Processesthen occur which lead to…

…consequences; these can be positive or negative (problems)for people and/or the environment…

…changes taking place. These can be changes to natural or human systems. The changes often have…

…the problems and issues require management tofind solutions andminimise conflict

Level Marks/40 Assessment criteria

3 21–30 n Sound and frequent evidence of thorough, detailed and accurate knowledge andcritical understanding of concepts and principles, and of specialist vocabulary

n Explanations, arguments and assessments or evaluations are direct, logical,purposeful and generally balanced

n Some ability to identify, interpret and synthesise a range of materialn Some ability to understand the roles of values, attitudes and decision-making

processesn Examples are developed and sketch maps/diagrams are used effectivelyn There is strong evidence of synopticity

4 31–40 n Strong evidence of thorough, detailed and accurate knowledge and criticalunderstanding of concepts and principles and of specialist vocabulary

n Explanations, arguments and assessments or evaluations are direct, logical,perceptive, purposeful, and show both balance and flair

n There is a high level of insight, and an ability to identify, interpret and synthesise awide range of material with creativity

n Evidence of maturity in understanding the role of values, attitudes and decision-making processes

n Examples are well-developed and sketch maps/diagrams are fully integratedn The answer is fully synoptic


Plate tectonics and associated hazards

Question 1

a Study Figure 1, which shows the global distribution of earthquakes.

Figure 1 Global distribution of earthquakes

Describe the distribution of the earthquakes and attempt to explain the pattern that is shown. (7 marks)

Mark scheme

Level 1 Basic/simple statements with regard to distribution, mainly names of countries or areas affected byearthquakes. Explanation confined to plate boundaries. (1–4 marks)

Level 2 Wider picture seen, such as the ‘Pacific Ring of Fire’. Some reference to the large areas where there areno or few recorded instances. More details on plate boundaries such as the name, the activity takingplace there which results in earthquakes and activity within fold mountains. Some attempt to explainwhy some areas are free/relatively free from earthquakes. (5–7 marks)

e As this question is levels marked, you will receive only Level 1 marks if you describe thedistribution in piecemeal form, i.e. simply a list of countries/areas. You must describe awider pattern to reach Level 2. Similarly, explanations must go deeper than simply statingthat the earthquakes are on or near plate boundaries.You could state what is happeningto cause earthquakes at specific boundaries (must be those shown on the map, notearthquakes in general) such as on the conservative margin in California.

b Describe the effects that a major earthquake can have on the population of an area. (8 marks)

Mark scheme

Level 1 Simple statements giving nothing more than a list of the effects. (1–4 marks)

Level 2 Recognises that effects can be divided into primary and secondary and gives examples of each(accept candidate’s own definition of primary/secondary as long as it is logical). Links are clearlymade between primary and secondary hazards, e.g. ground shaking can cause buildings to fall,

Eurasian plate

Africanplate

Antarctic plate

Antarctic plate

Indo-Australianplate

Pacific plate

North Americanplate

Cocosplate

Nazcaplate

SouthAmerican

plate

Caribbeanplate

Mid-Atlanticridge

Plate marginsEarthquake zone


breaking gas pipes which could lead to fires breaking out. Several effects can be linked together in achain; another example could be ground shaking resulting in dams cracking, collapsing and leadingto flooding downstream. (5–8 marks)

e To reach the higher mark level, you must do more than write a list of effects. With manyhazards it is important to recognise that there are both primary effects and latersecondary effects, which may last for a considerable period of time after the event. It isalso essential to see that one effect may be the cause of another. If you can link thehazards in this way, your mark will be at the top of the range.

c Discuss the effectiveness of the methods used to lessen the impact of earthquakes on the population of an area. (10 marks)

Mark scheme

Level 1 Simple statements of methods, in effect little more than a list of the ways people can attempt tolessen the impact. (1–4 marks)

Level 2 Recognises that there can be categories, or shows the general aim behind the methods. Begins toshow how these methods work and how effective they have been, perhaps with some smallreferences to located examples. (5–8 marks)

Level 3 Shows a clear indication that methods can be divided into categories and discusses the purposes ofsuch attempts. Clearly makes critical evaluations of the methods with details on how they can bemade to work. Links methodology and its effectiveness with clear references to located examples.

(9–10 marks)

e As with (b), text that is effectively a list of methods will receive credit only at the lowestlevel. The key word in the question is ‘effectiveness’, and you must show to what extentthe methods you quote work. Although examples are not mentioned in the question, itis a good idea to link effectiveness to real-world situations. If a particular method waseffective/ineffective at a certain event, say so, as this will receive credit at the higher levels.

Question 2

a Study Figure 2 which shows the distribution of tectonic plates and their movements.

Figure 2 Tectonic plates

CC

C

Nazcaplate

Divergent (constructive)sea-floor spreading

Conservativezones

Convergent (destructive)subduction zones

Antarctic plate

Pacific plate

African plate

Eurasian plateNorth

Americanplate

SouthAmericanplate

Indo-Australianplate

Transform faultDirection of plate movement

Eurasianplate


Select one plate boundary where volcanic activity is taking place. Name it,and with the aid of an annotated diagram(s) explain what is happening there as a result of the movement of the plates. (7 marks)

Mark scheme

Level 1 Simple statements/labels such as names of plates and density (but not both). Labelling incomplete.Sequence of events from plate movement to volcanic activity not established. (1–4 marks)

Level 2 Plate labelling includes names and density (figures would indicate top of level answer). Details given,with clear sequence established from movement to volcanic activity. Particular details given onvolcanic activity. (5–7 marks)

e Selection is very important here. You should choose a boundary with a lot of activity andwhere there is a clear link between the plate movement and volcanic action.The questionstates ‘with the aid of diagrams’, which means that you could produce some text but youMUST draw an annotated diagram to achieve a reasonable mark.The most important pointconcerning the diagram is that the reader must be able to see the sequence from the initialmovement of the plate to the ultimate production of volcanic activity.

b A tsunami can result from tectonic activity. Explain how such large waves are formed and why they can be so destructive. (8 marks)

Mark scheme

Level 1 Simple statements relating to cause, such as earthquakes or volcanic eruptions. Simple list of effects,with no stress on why tsunamis can be so devastating. (1–4 marks)

Level 2 More detailed explanations as to the cause. Explains why tsunamis can cause such destruction,particularly the lack of preparation/perception of the hazard in the past. Details on size, penetration,etc., and indications that tsunamis may consist of more than one wave. Shows that debris in watercan also be very destructive. (5–8 marks)

e To achieve a mark beyond Level 1 you must recognise that formation of a tsunamirequires more than an earthquake/volcanic action. You must explain not only thedamage that tsunamis can do, but why they can be so destructive (e.g. Indian Oceantsunami, December 2004). Simply listing the effects will receive credit only at Level 1.

c Discuss the ways in which people and organisations have attempted to minimise the effect of volcanic eruptions. (10 marks)

Mark scheme

Level 1 Simple statements of responses which could apply to any volcanic eruption. Answer little more thana short list. (1–4 marks)

Level 2 Recognises that there can be categories, or shows general aim behind the methods. Begins to showhow such methods work with some small references to examples. (5–8 marks)

Level 3 Very clear indication that attempts can be categorised. Recognises that volcanic activity will occurand that people are unable to stop it so their main thrust should be to minimise the effects uponthem. Critical evaluation made of the success of any attempts made, with clear reference toexamples. (9–10 marks)

e As with (c), it is important to use examples, even though there is no reference to them inthe question wording. As with all questions of this type, you should avoid stating only themethods that are applied. Most methods can be divided into categories and you must


use them, because this gives a clearer insight into how people hope to minimise theeffect of such hazards.

Essay questionsThe generic mark scheme for the essays is given on pages 5–6. Below is a summary of therequirements for a good answer to these questions. A key element is the need to demonstratesynopticity. Synoptic assessment is built into the mark scheme, and is loosely defined as follows:

Question 3

The hazards presented by earthquakes and volcanic activity have the greatest impact on the poorest members of the world’s population. To what extent do you agree with this view? (40 marks)

Appropriate contentAppropriate content for a response to this question might include:n the concept of a hazardn an understanding of volcanoes and earthquakes as hazards and the extent to which they

impact upon human economies and societiesn the possibility of managementn areas at risk compared with the income/economic development of the people living theren variations in the capacity to adapt to/manage processes and impactsn varying impacts on different groups within the same population, such as the vulnerability of

informal settlementsn case study material/examples

SynopticityThis could emerge with some of the following:n a critical understanding of the processes that produce volcanic and earthquake hazard

events and the context in which they are producedn understanding the context of varying timescales (frequency etc.)n an understanding of the impact of volcanic and earthquake eventsn an understanding of the vulnerability of different populations to these hazardsn a critical understanding of the vulnerability of different regions, particularly the differences

between richer and poorer areas and the contrast between urban and rural environmentsn understanding the capacity and willingness of people to deal with these hazardsn evidence of breadth/depth of case study material

The question requires a discussion and the response should reach a view. Any conclusion can becredited as long as it is measured and reasonable, and related to the content of the answer.

e To answer this question you should carefully read the above bullet points to get an ideaof what your discussion should involve. The obvious conclusion is that the statement ismainly correct. Poor people are not able to prepare for or manage hazards in the sameway that people in richer countries can. Richer countries can build structures to withstandearthquakes, warning of volcanic eruptions is better and people are better placed to dosomething about it.You could also argue, though, that the overall monetary cost to richer

Synoptic assessment involves assessment of candidates’ ability to draw ontheir understanding of the connections between different aspects of thesubject represented in the specification and demonstrate their ability to ‘thinklike a geographer’.



populations is much higher as there is more to lose. You could develop this theme,showing how an earthquake in India does not have the same cost in financial terms asone, say, in Los Angeles

In terms of loss of life and impact upon an area’s economy, however, you would have toargue the opposite. Hazard events in poorer countries often have a long recovery period,with help needed from richer areas. If California, for example, suffers an earthquake,federal aid and other forms of help are almost always immediately available, but theeffectiveness of this very much depends on the scale of the event.

Question 4To what extent do you agree with the view that the hazards resulting fromearthquakes and volcanic activity cannot be managed but merely adapted to.

(40 marks)

Appropriate contentAppropriate content for a response to this question might include:n a review of the two geomorphological processes with some detailed description and

explanationn the extent to which earthquakes and volcanic activity impact upon human affairs either

intermittently or persistentlyn the scale of the processes and their role in the operation of wider natural systemsn the potential for managementn the potential to adapt to the processes, with risk acceptance being justifiable in certain

contextsn management, in terms of levels of development, technical capacity, types of economy and

cultural disposition

SynopticityThis could be achieved by some of the following:n a critical understanding of the processes that produce volcanic and earthquake hazard

events and the context in which they are producedn understanding the frequency of events and how this impacts on populationsn an understanding of the impacts of earthquake and volcanic eventsn a critical understanding of how such events can be prepared for and possibly managedn a critical understanding of the vulnerability of different peoplesn an understanding of the ability of people to respond depending upon their levels of wealth,

technical capacity and their cultural dispositionn an understanding of the perception of risk taken by various peoples and how they respond

given their perceptionsn evidence of breadth/depth of case study material

The question clearly requires a discussion and the response should reach a view. Any conclusioncan be credited as long as it is reasonable and related to the material under discussion.

e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question. You should understand whatmanagement entails in the context of these hazards. It is difficult to act directly againsta specific earthquake event, although preparation in earthquake-prone areas will savelives and infrastructure when an event happens. Volcanic activity cannot be preventedeither, but warnings can be given to evacuate populations and people can act to controllava flows. Again, this depends upon the scale of the disaster.

An overall conclusion will probably be that it is not really possible to manage thesehazards in terms of trying to control or even stop them, but some techniques canmitigate the effects. You could also interpret the question as implying that people insome areas simply accept that the area is prone to such hazards and feel that, with somepreparation, they can live with the situation.


Weather and climate and associated hazards

Question 1

Figure 3 is a synoptic chart showing weather conditions for 12 00 hours GMT on a Julyday over north Africa, southern Europe and the middle east.

Figure 3 Synoptic chart

a Use Figure 3 to account for the differences in the weather in Africa between the equator and the Tropic of Cancer. (7 marks)

Mark scheme

Level 1 Simple and generalised statements that predominantly describe differences in the weather betweenthe equator and the Tropic of Cancer. (1–4 marks)

Level 2 More understanding here of the reasons why the weather in the area between the two locationsdiffers. Expect reference to and understanding of at least two aspects of the weather for 7 marks.

(5–7 marks)

e The key here is to make sure that you refer to differences in terms of temperature (drybulb and dew point), wind speeds, cloud conditions and humidity. Having described thedifferences you should then try to explain them in terms of the evidence given on themap.This will relate to differences in pressure and associated patterns of air movement.

b Explain why some climates within the tropics experience both a distinct wet and dry season, yet others show very little seasonal variation. (8 marks)

Tropicof Cancer

Equator

2431

1623

2124

0537

0439

1541

1033

1335

0933

1925

1432

1239

1434

0737

1141

1637

1137

0448

1036

0347

0535

2739

2336

1323

1522

1528

1928 19

29

1926

1627

1529

1032

1931

2229

0644

1429

202916

24

1820

1637

0342

2426

2328

2229

0641

0241

1121

2330

2126

1919

2325

2025

2230

2325 19

27

1727

1733

2328

1824

2428

Dry bulb temperatureDew point

40˚N

0˚

40˚N

0˚

0˚High

High

Low

Low

Low

1024

1020

1016

1012

1008

1012

1008

10041000

1004

1012

0 1,000km


Mark scheme

Level 1 Simple and generalised descriptive statements comparing the equatorial climate with one othertropical climate. A hint of understanding is displayed, most likely related to the angle of incidence ofthe sun, and its effect on temperatures within the tropics. (1–4 marks)

Level 2 A clear answer which explains why seasonal differences in temperature, precipitation and/or winddirection occur further away from the Equator. An understanding of global pressure and circulation isconveyed. (5–8 marks)

e This question requires an understanding of the variations in pressure patterns and windsin tropical regions.You should explain these variations with references to the following:n Close to the equator the climate shows uniformity throughout the year, often with

little seasonal difference in temperature or precipitation. This is because thislatitudinal belt lies under the influence of the doldrums low pressure all year round.

n Tropical continental climates are experienced between 5º and 15ºN and S of theequator, mainly in Africa and east central South America. They are influenced by thetrade winds and subtropical high pressure for part of the year (dry season) and lowpressure when the ITCZ moves in line with the overhead sun for the rest of the year.

n The tropical monsoon climate is experienced in some tropical latitudes, whereseasonal wind patterns exert a huge influence on precipitation patterns.This climateis best developed over southeast Asia and northern Australia. For one season thewinds blow from the sea to the land, bringing heavy rainfall, and for another seasonthe source of the winds is from the land, giving little or no rain.

c Assess the possible effects of global warming on a tropical region you have studied. (10 marks)

Mark scheme

Level 1 Simple statements relating to one or more vague tropical region. No depth to the answer. Limited useof exemplification and/or sense of place. (1–4 marks)

Level 2 Some detail and depth relating to one clearly defined climate type/region, with development of atleast one of the listed bullet points below, including simple evaluation/assessment of the effect/s.

(5–8 marks)

Level 3 Fully developed answer, with sound assessment of at least two of the bullet points below relating tothe stated climate. Locations used to elaborate are accurate. (9–10 marks)

e Be clear in your identification of the chosen tropical region and relate the possibleimpacts of global warming to that area.The more specific your answer the better, but ingeneral terms you should consider references to:n temperature changen precipitation levels (total amounts and variability)n impact on river discharge levelsn sea level changen impact on biodiversity (fauna and flora)n impact on human activities

The key command of the question is ‘assess’— hence you should give an overview of theimpact based on your previous argument.


Question 2

Tables 1 and 2 show climate data for Greenwich, London, and Tenby, on the Welshcoast (1971–2000 averages).

Table 1 Greenwich, London (altitude 7 m)

Month Max temp Min temp Days of air Sunshine hours Rainfall(ºC) (ºC) frost (hours) (mm)

Jan 7.9 2.4 7.4 45.9 51.9

Feb 8.2 2.2 7.4 66.1 34.0

Mar 10.9 3.8 2.9 103.2 42.0

Apr 13.3 5.2 1.1 147.0 45.2

May 17.2 8.0 0.1 185.4 47.2

Jun 20.2 11.1 0.0 180.6 53.0

Jul 22.8 13.6 0.0 190.3 38.3

Aug 22.6 13.3 0.0 194.4 47.3

Sept 19.3 10.9 0.0 139.2 56.9

Oct 15.2 8.0 0.3 109.7 61.5

Nov 10.9 4.8 3.0 60.6 52.3

Dec 8.8 3.3 6.9 37.8 54.0

Table 2 Tenby, south Wales (altitude 5 m)

Month Max temp Min temp Days of air Sunshine hours Rainfall(ºC) (ºC) frost (hours) (mm)

Jan 8.5 3.1 3.2 58.0 115.4

Feb 8.0 2.8 3.1 75.4 90.1

Mar 9.7 3.8 0.6 115.6 87.2

Apr 11.7 4.7 0.3 184.8 61.3

May 14.8 7.4 0.0 218.2 51.5

Jun 17.3 9.9 0.0 205.8 66.6

Jul 19.5 12.0 0.0 218.9 52.7

Aug 19.3 11.8 0.0 200.6 92.7

Sept 17.1 10.3 0.0 149.1 101.6

Oct 14.2 8.3 0.0 106.0 131.3

Nov 11.2 5.3 0.4 71.7 129.9

Dec 9.5 4.0 1.9 49.9 126.4

a Describe and suggest reasons for the differences in the climates of Greenwich and Tenby. (7 marks)


Mark scheme

Level 1 Straightforward description of climate differences with little attempt to use the values in support.Explanation is basic. (1–4 marks)

Level 2 Clear description and explanation of climatic differences using values from the figures.Two or moreaspects of the climate must be explained for full marks. (5–7 marks)

e Note there are two commands for this question. You must respond clearly to both toaccess Level 2. In each case differences should form the focus of your answer.Differences should be identified in terms of temperature, days of air frost, sunshine hoursand rainfall. Explanation could involve factors such as distance from the sea, location ina large urban area or otherwise (urban climate) and relative position within the UK (eastversus west).

b Explain how the weather experienced in the British Isles is influenced by its global position. (8 marks)

Mark scheme

Level 1 Simple and generalised descriptive statements about the weather will be given with perhaps just atoken explanation in relation to Britain’s latitude or coastal location. (1–4 marks)

Level 2 A clear description and explanation of two or more aspects of the weather, showing goodunderstanding of atmospheric processes. (5–8 marks)

e A range of influences can be cited here:n Latitude — The British Isles is located in the temperate mid-latitudes, roughly

between 50º and 60ºN. Latitude has a strong influence on temperature.n Air masses — Britain can be affected by polar or tropical air masses which will depress

or raise temperatures. Additionally, when a continental air mass locates itself overBritain dry weather is the norm, but when a moist maritime air mass is located over thearea, humidity is higher and precipitation occurs.

n Ocean current — The British Isles is located on the western margin of a majorcontinent, under the influence of a warm ocean current. Its coastal location modifiesboth summer and winter temperatures because of the differential heat capacities ofland and sea. Summer temperatures are lower than might be expected, wintertemperatures higher.

n Westerly winds affect precipitation as well as temperature. Subtropical and sub-polarair masses meet in these latitudes, giving rise to low-pressure weather systems andfrequent precipitation.

c Evaluate the influence of oceanic circulation on global climates. (10 marks)

Mark scheme

Level 1 A simple appreciation of the influence of warm and cold ocean currents on climate. No depth to theanswer and limited use of locations. (1–4 marks)

Level 2 A clear answer, where a good understanding of the influence of oceanic circulation on globalclimates is demonstrated. One other influence, probably latitude, will be noted, but evaluation will beimplicit. (5–8 marks)

Level 3 More detailed knowledge and understanding of the factors influencing global climates, usinglocations is shown.The candidate is able to highlight the most important factors and understandsthat oceanic circulation is of lesser importance than other factors. (9–10 marks)



e Note the key command of this question — ‘evaluate’. Your conclusion should give anoverall statement of the role of ocean currents on global climates. The overridinginfluence on global climates is latitude, and distance from the sea/continentality isanother important factor. Ocean currents do play a part, but this is relatively minor andis most marked on the western sides of continents. ENSO has an important influence onthe climate of places bordering the Pacific Ocean, and the Gulf Stream influences themid-latitudes on the west coast of the Atlantic Ocean.

Essay questionsThe generic mark scheme for the essays is given on pages 5–6. Below is a summary of therequirements for a good answer to these questions. A key element is the need to demonstratesynopticity. Synoptic assessment is built into the mark scheme, and is loosely defined as folows:

Question 3

Assess the impact on human activity of the weather associated with the varying air masses affecting the British Isles. (40 marks)

Appropriate contentAppropriate content for a response to this answer might include:n knowledge that the climate of the British Isles is influenced by several distinctive air masses,

each bringing with it a range of weather conditionsn detailed accounts of the weather associated with each of the arctic, polar maritime, polar

continental, tropical maritime and tropical continental air massesn detailed accounts of the impacts of these weather patterns on human activityn references to examples of significant impact

SynopticitySynopticity can be achieved by:n understanding the atmospheric processes associated with air masses from different

geographical source regionsn evidence of breadth/depth of case study materialn understanding that some impacts of the weather are positive, others negativen assessment may compare the impacts of the weather associated with different air masses in

the UK, a developed country, with those in a less developed countryn there may be assessment of the impacts of different air masses on contrasting regions within

the British Isles, e.g. a predominantly rural region compared with a predominantly urbanregion

This question requires an analytical approach. The answer should be broken down into itsconstituent parts, with an in-depth account given of each element. Any conclusion can becredited as long as it is reasonable and related to the preceding content and argument.

e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question.You should have a clear idea of theconcept of air masses and the varying weather patterns associated with them.Take note


of the key command ‘assess’ — an overall assessment of the extent to which humanactivity is influenced by weather is required. A response to this command based on athorough grasp of concepts and suitable and detailed case study material should allowyou to access the upper levels of the mark scheme.

Question 4Critically evaluate the extent to which economic activity can modify both weather patterns and climatic trends. (40 marks)

Appropriate contentAppropriate content for a response to this answer might include:n knowledge that urbanisation and the development of megacities have had a marked effect

on the weather in such built-up areas; for example, temperature (the heat island effect),precipitation (increased frequency and intensity, fogs and thunderstorms), wind (speed,direction and frequency), air quality ( particulate pollution and photochemical smog)

n an evaluation of the extent of variation in urban climates in relation to city size/area/population/location/level of economic development

n references to climate change: global warming in recent decades has been blamed on humanactivity — in particular the burning of fossil fuels and deforestation; some may debatewhether the evidence points towards human activity causing recent changes to globalclimates or indeed whether global warming is a natural event, or they might choose todisagree with the evidence altogether

SynopticitySynopticity emerges with the following:n evidence in the breadth/depth of supporting case study materialn detailed critical understanding of the differentiation between weather and climate and the

varying levels of impacts in the developing and more developed parts of the worldn recognition of the complexity of the issue of global warming and some recognition of the

debate around the issuen an awareness of the interrelationships of the various aspects covered in the question

This question requires an evaluative approach and the response should reach a view. Anyconclusion can be credited as long as it is reasonable and related to the preceding content andargument.

e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question.You should have a clear idea of theconcept of weather and climate modification and the varying weather patternsassociated with human economic activity. Take note of the key command ‘criticallyevaluate’ — an overall evaluation of the extent to which human activity can modifyweather/climate is required. A response to this command based on a thorough grasp ofconcepts and suitable and detailed case study material should allow you to access theupper levels of the mark scheme.


Ecosystems: change and challenge

Question 1

Figure 4 is a kite diagram illustrating the results of vegetation quadrat sampling alonga sand and shingle ridge in south Devon.

Figure 4 Kite diagram showing the results of vegetation sampling, south Devon

a Describe and suggest reasons for the changes shown in Figure 4. (7 marks)

Mark scheme

Level 1 Simple and generalised statements that describe how species change inland, with only limitedexplanation offered, most likely along the lines of ‘conditions becoming less harsh inland from thesea’. No precise use of the kite diagram. (1–4 marks)

Level 2 Clear description of the changes in both extent and variety of species inland, demonstrating anunderstanding of why these changes occur.The answer may show knowledge of particular specieswithin seres, or there may be use of per cent values determined from the kite diagram.

(5–7 marks)

e Note there are two commands for this question,‘describe’ and ‘suggest reasons’, and thatboth commands must be responded to clearly to access Level 2. In each case changesshould form the focus of your answer. Differences should be identified in terms ofdistance from the sea, species variation and relative proportions of shrubs. Explanationcould involve factors such as soil quality, nutrient levels, soil moisture levels and plantsuccession processes.

b Examine the circumstances under which succession towards climatic climax can be arrested. (8 marks)

Pioneer species

Maritime specialists

Meadow plants

Shrubs

1 2 3 4 5 6 7 8 9 10

50

0

50

0

50

0

50

0

50

Landward

Station number along transect

Percentageofvegetation

sampled

ateach

station

Seaward



Mark scheme

Level 1 A basic response that describes either a plagioclimax or a secondary succession in vague terms.Theremay be some confusion in the definitions. (1–4 marks)

Level 2 The response demonstrates clear knowledge and understanding of either a plagioclimax, asecondary succession or both.There may be reference to accurate examples or locations.

(5–8 marks)

e Plant successions can be stopped from reaching the climatic climax, or deflected towardsa different climax, by human interference. The resulting vegetation is known as aplagioclimax. Examples of human activity that create plagioclimaxes are:n deforestation or afforestationn animal grazing or tramplingn fire clearance

A secondary succession is a succession that develops on land that has previously beenvegetated. For example, an area might have been cleared for farming, but laterabandoned. This abandoned land becomes colonised in a secondary succession.Secondary succession can also follow natural events such as a change in climate, adisease, a mudflow, a volcanic eruption or a spontaneous fire, which can be the result oflightning.

You should refer to a range of the above in order to access the higher level.

c Analyse the factors that are most responsible for variations in biodiversity at a global scale. (10 marks)

Mark scheme

Level 1 Simple statements concentrating on the impact of different types of habitat in relation to thenumber and type of animal and plant species. Over-reliance on one biome, such as the tropicalrainforest. (1–4 marks)

Level 2 Some detail and depth relating to one factor, most likely climate, in relation to at least two biomes.(5–8 marks)

Level 3 Fully developed answer, with good elaboration of both physical and human influences usingaccurate locations in relation to the biomes stated. (9–10 marks)

e Climate is the overriding factor as it has an important influence on soil type and vegetation.These three factors combined have the greatest impact globally on biodiversity.

Tropical rainforest and monsoon forest are high-energy biomes but the savannagrasslands have a lower net primary productivity (NPP). All biomes, regardless of whichcontinent they occur on, show similarities in climate, soils, plants and animal life. Low-energy biomes are the tundra in the high latitudes and the hot deserts in the lowlatitudes. Here, the vegetation is scant and NPP is low, biodiversity among animals, birdsand insects is lower because there is less food available for the herbivores, and this hasan effect on the higher trophic levels.The greatest biodiversity exists within the tropicalrainforests — half the world’s gene pool is thought to exist there.Tropical rainforests havebeen stable ecosystems for up to 100 million years and, until recently, have continued togain new species in their undisturbed state.

Human activity has greatly depleted biodiversity in some biomes; deforestation of therainforests and of the tropical monsoon forests provides a good example of this. In more

developed countries (e.g. the UK) very little of the natural vegetation remains and sobiodiversity has been affected greatly. In some more extreme latitudes the naturalenvironment has been less affected by human activity.

The introduction of alien species, usually initiated by human activity, has had anenormous impact on biodiversity in some areas.

Ensure that you give an overall analysis of a range of factors to access the highest levelof response.

Question 2Figure 5(a) and (b) demonstrates seasonal differences in the nutrient cycle for adeciduous wood in England.

Figure 5 The nutrient cycle

a Identify and comment on the seasonal variations in nutrient cycling between late autumn and late spring. (7 marks)

Mark scheme

Level 1 Description predominantly of differences in the three stores between the seasons, expect referenceto one of the transfers using an accurate term for 4 marks. (1–4 marks)

Level 2 Accurate description of the relative sizes of all three transfers and stores.The most effectiveresponses will also show knowledge of inputs and outputs. (5–7 marks)

e You should provide a description of the relative sizes of the stores, and demonstrate anunderstanding of the terms biomass, litter and soil. You should also comment on thecomparative size of the transfer flows as they change seasonally.The best responses willalso show an understanding of inputs and outputs (not shown on the diagrams), forexample runoff and leaching are likely to be greater outside of the growing season, in lateautumn, and weathering more rapid during spring.

Transfers

Stores

(a) Late autumn

Litter

Biomass

Soil

(b) Late spring

Litter

Biomass

Soil


b Suggest reasons for the variations identified in (a). (8 marks)

Mark scheme

Level 1 Predominantly basic reasons why there are changes in relative sizes of the stores; it is unlikely thatthe correct terminology for transfers will be used. Basic explanation might be offered, perhaps anunderstanding of why leaf fall occurs during the autumn. (1–4 marks)

Level 2 Clear understanding why differences in both stores and transfers occur between the seasons.Theremay be more precise use of detail, e.g. temperature values might be used to explain the start of thegrowing season. (5–8 marks)

e This question focuses on reasons only. There are a number of reasons for the changes,which are linked to seasonal variations in the influence of the following:n temperatures: having an impact on both leaf coverage and rates of decompositionn the activity of soil fauna such as earthwormsn the rates of growth of vegetation and the associated uptake of nutrients by

vegetationn the relative rates of weathering — physical and chemical

A good answer will show the links between these factors.

c Evaluate the success of conservation measures in relation to one or more fragile ecosystems you have studied. (10 marks)

Mark scheme

Level 1 The response is likely to give a generalised description of conservation strategies, such as thecreation of National Parks or other types of protected area within a general environment, such as arainforest.There will be little or no attempt to evaluate the success of conservation measures.

(1–4 marks)

Level 2 Some detail and depth relating to one clearly defined fragile environment, with development of atleast one conservation strategy, including simple evaluation/assessment of the effectiveness of this.

(5–8 marks)

Level 3 Fully developed answer, with sound assessment of the success of conservation measures relating tothe fragile environment. Locations used to elaborate are accurate. (9–10 marks)

e You should be sure of the meaning of the two key terms of this question:n conservation — the protection and possible enhancement of natural environments

to ensure their survival for future usen fragile environment — one that is easily disturbed and difficult to restore once

destroyed

According to the United Nations, fragile environments include arid and semi-arid areas,mountainous areas, polar locations, freshwater and intertidal wetlands, rainforests andcoral reefs. Many are regional in scope, transcending national boundaries; others are at asmaller scale in isolated and fragmented pockets.

You should ensure that you clearly outline and describe the conservation measures thathave taken place in your chosen area(s), and express a judgement as to whether or notthey have been successful.


Essay questions

The generic mark scheme for the essays is given on pages 5–6. Below is a summary of therequirements for a good answer to these questions. A key element is the need to demonstratesynopticity. Synoptic assessment is built into the mark scheme, and is loosely defined as follows:

Question 3

With reference to one tropical biome, evaluate the role and extent of human activities in modifying its characteristics. (40 marks)

Appropriate contentAppropriate content for a response to this answer might include:n an outline of the main characteristics of the biome, in terms of climate, vegetation, soils and

biodiversityn a discussion of a range of human activities in the biome, which will depend upon the biome

selected; deforestation is likely to be a common theme, as are settlement/agricultural landuse and conservation

n an exploration of the impact of climate change caused by human activity on the biomewould also be relevant, which is likely to be evaluated as having an impact throughout theentire biome

SynopticitySynopticity emerges with the following:n contrasts in human activity in relation to levels of economic development between

regions/countries located within the biomen evidence of breadth/depth of case study material used in supportn detailed critical understanding of the impact of at least one human activity on the biomen clear distinction between the role of human activities and the extent to which human activity

modifies the chosen biome

This question requires an evaluative approach and the response should reach a view. Anyconclusion is creditable as long as it is reasonable and related to the preceding content andargument.

e Carefully read the above bullet points to get a clear insight into what is required whenattempting an answer to this question. You should have a clear idea of the concept ofvegetation change resulting from human activity, and be aware that the questionrequires a discussion of both role and extent.Take note of the key command ‘evaluate’—an overall evaluation of the extent to which human activity can modify vegetationcharacteristics is required. A response to this command based on a thorough grasp ofconcepts and suitable and detailed case study material should allow you to access theupper levels of the mark scheme.



Question 4

Discuss the relative importance of physical and human factors in accounting for changes to vegetation over time in one or more ecosystems you have studied in the British Isles. (40 marks)

Appropriate contentAppropriate content for a response to this answer might include:n the factors causing succession towards climatic climax of a range of plant communities found

in the British Isles, including at least one of lithosere, psammosere, hydrosere or haloseren the characteristics of the climatic climax community, the temperate deciduous woodland

biome and the extent to which this has been modified; there might be some understandingof regional differences in the biome, e.g. the types of location where ash is the dominantspecies rather than oak

n the human factors affecting plant successions: secondary succession and plagioclimaxn changes to ecosystems resulting from urbanisation, colonisation of wasteland; the

development of distinctive ecologies along routeways and in the urban–rural fringen the impact of conservation in a variety of settings: urban and rural, and natural environments

such as sand dunes

SynopticitySynopticity emerges with the following:n an understanding of both physical and human factors in relation to changes in plant

communities over time, either short or long termn awareness of the interrelationships between physical and human factorsn use of detailed case study support (breadth and depth) from contrasting ecosystems, man-

made and naturaln evaluative comments relating to the relative importance of physical and human factors over

the short and long term

The question clearly requires a discussion approach and the response should reach a viewregarding relative importance of the two factors. Any conclusion can be credited as long as it isreasonable and related to the material under discussion.

e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question.You should have a clear idea of theconcept of vegetation change resulting from both physical and natural causes as well asfrom human activities.Take note of the key command ‘discuss’— an overall statement ofrelative importance of the two factors is required. A response to this command based ona thorough grasp of concepts and suitable and detailed case study material should allowyou to access the upper levels of the mark scheme.


World cities

Question 1

a Study Figure 6 which shows the global distribution of two types of city.

Figure 6 World cities and other important cities, 2005

Describe and comment on the distribution of the two types of city shown in Figure 6. (7 marks)

Mark scheme

Level 1 Simple listing of cities by continent; recognition that there are variations in the totals of cities bycontinent. Basic recognition of types of city shown and their distribution. Commentary is lacking orsimplistic. (1–4 marks)

Level 2 Commentary that reflects on the distributions shown that may suggest some contributory factor, e.g.level of development. Critical comments on the data shown. Overall a more sophisticated response.

(5–7 marks)

e Answers to this type of data stimulus question fall into two categories. The simple andlow-level response is to ‘lift’ the data and put them into words. Examiners refer to this as‘data waffle’.The key to a higher-level response is to respond to the higher level command‘comment on’. Any valid and appropriate comment will be rewarded, especially if it issupported by evidence from the figure and/or your own knowledge. It is also valid tocritically comment on the data — are all of the ‘important’ cities in Asia named?

SanFrancisco

Mexico City

BuenosAires

Caracas

Santiago

World cities Other important cities

São Paulo

Madrid

Geneva

Paris

London

Brussels

Frankfurt

Minneapolis

LosAngeles

Chicago New York

BostonMontrealToronto

Washington

MoscowCope

nhag

en

Stoc

khol

m

Ham

burg

Amst

erda

m

Berli

n

Dus

seld

orf

Barc

elon

a

Zuric

h

Mila

n

Rom

eM

unic

h

Warsaw

Prague

Budapest

Istanbul

Johannesburg

Singapore

TokyoSeoulBeijing

Shanghai

Hong Kong

BangkokKuala Lumpur

Taipei

Manila

Jakarta

Osaka

Melbourne

Sydney

Atlanta

MiamiHouston

Dallas


b With reference to one or more examples, describe how urban growth can cause social and economic problems in urban areas. (8 marks)

Mark scheme

Level 1 Generalised account of problems that could refer to the growth of any city in the world. Problemstend to be listed simplistically rather than dealt with in depth; or discussion of one, or one type of,problem only. (1–4 marks)

Level 2 More than one problem discussed. Specific statements relating to a named city/urban area accessthis level. Answers are detailed, have depth and are more sophisticated. Higher mark responsesshould refer to both social and economic problems. (5–8 marks)

e The key to a good answer to this type of question is to respond to the opening clause ofthe question:‘With reference to one or more examples…’.Weaker responses tend not tonote this and give very generalised answers which could refer to a wide range of citiesin the world. At A-level, depth and detail are paramount, together with a clear sense ofplace. Note that both social and economic problems are required for maximum credit,though you will access the lower end of Level 2 for just one. Also note that there is norequirement for any particular type of city — you can refer to cities at any stage along thedevelopment continuum.

c Discuss the attempts by planners to reduce the impact of cities on the physical environment. (10 marks)

Mark scheme

Level 1 Limited knowledge and understanding of how planners have attempted to reduce the impact ofcities on the physical environment. Cause and effect are not well understood and there is limited useof examples. Limited analysis of the attempts by planners to reduce the impact of cities on thephysical environment. (1–4 marks)

Level 2 Some knowledge and understanding of how planners have attempted to reduce the impact of citieson the physical environment. Cause and effect are understood and some examples are given. Someanalysis of the attempts by planners to reduce the impact of cities on the physical environment.Limited (if any) evaluation. (5–8 marks)

Level 3 Detailed knowledge and understanding of how planners have attempted to reduce the impact ofcities on the physical environment. Cause and effect are well understood, and there is effective use ofdetailed examples. Clear analysis and effective evaluation of the attempts by planners to reduce theimpact of cities on the physical environment. (9–10 marks)

e Planning attempts aimed at reducing the impact of cities on the physical environmentinclude:n controls on air pollution, especially from motor vehiclesn recycling waste and reductions in solid waste going to landfilln reclamation of derelict landn tackling traffic congestionn the development of sustainable cities

As stated in the mark scheme, the key is to provide both depth and detail of a range ofmanagement strategies, with good use of case studies. To gain the highest level, somestatement of success or otherwise should be given.


Question 2

a Study Photograph 1 which shows an out-of-town retailing area in the UK.

Photograph 1 Out-of-town retailing

Describe and comment on the characteristic features of this retail park. (7 marks)

Mark scheme

Level 1 Two characteristic features identified and described, or simple listing of features from thephotograph. Commentary is lacking or simplistic. (1–4 marks)

Level 2 More than two characteristics identified and described. Commentary that relates to the featuresidentified. Overall a more sophisticated response. (5–7 marks)

e When answering a question introduced by the words ‘Study Photograph…’, you mustrefer to the actual photograph given.You are told that the place in the photograph is anout-of-town retailing area so your comments should bear this in mind. However, yourinitial starting point should be features that can be seen rather than those that could bethere or are at a similar centre you studied.

b Suggest reasons for the decentralisation of retailing and other services. (8 marks)

Mark scheme

Level 1 Generalised statements of reasons that could apply to the growth of any out of town location, or thedecline of a CBD area. Reasons tend to be stated simplistically. Development of one reason only.

(1–4 marks)

Level 2 Development of more than one reason. As more reasons are developed and elaborated upon theanswer moves up through the mark range. (5–8 marks)

e This question does not ask for references to named examples and hence maximum creditcan be awarded for a purely theoretical answer. However, as the question requires‘reasons’ more than one reason should be given. To access Level 2, some degree ofdevelopment is required — this could take the form of a more sophisticated account orit could involve the use of case studies. Hence there are two ways to access the higherlevel of credit.


Blu

ewat

er

c With reference to at least one example, discuss the impact of the redevelopment of urban centres. (10 marks)

Mark scheme

Level 1 Limited knowledge and understanding of the impact of redevelopment of urban centres. Cause andeffect are not well understood and there is limited use of examples. Limited analysis of the impact ofredevelopment. (1–4 marks)

Level 2 Some knowledge and understanding of the impact of redevelopment of urban centres. Cause andeffect are understood and some examples are given. Some analysis of the impact of redevelopment.Limited (if any) evaluation. (5–8 marks)

Level 3 Detailed knowledge and understanding of the impact of redevelopment of urban centres. Cause andeffect are well understood, and there is effective use of detailed examples. Clear analysis and effectiveevaluation of the impact. (9–10 marks)

e A number of strategies have been devised to redevelop urban centres, including:n the provision of a more attractive shopping environment with pedestrianisation, new

street furniture, floral displays, paving and landscapingn the construction of all-weather shopping malls which often have integral low-cost

parkingn the encouragement of specialist areas, such as attractive open street markets, cultural

quarters, themed areas and arcadesn the improvement of public transport links to the heart of the CBD, including rapid

transit systems, park-and-ride schemes and shopper busesn the encouragement of a wider range of leisure facilities, including café bars,

restaurants, music venuesn the encouragement of residential activities to return to city centres, by providing flats

to rent above shops, redeveloping old buildings (a form of gentrification) or buildingnew up-market apartments

As stated in the mark scheme, the key here is to provide both depth and detail of a rangeof redevelopment strategies with good use being made of case studies. To gain thehighest level, some statement of success or otherwise should be given.

Essay questionsThe generic mark scheme for these essays is given on pages 5–6. Below is a summary of therequirements for a good answer to these questions. A key element is the need to demonstratesynopticity. Synoptic assessment is built into the mark scheme, and is loosely defined as follows:

Question 3

With reference to either waste management or transport management in urban areas, assess the extent to which it is possible to achieve increased levels of sustainability. (40 marks)



Appropriate contentAppropriate content for a response to this question might include:n a description of the chosen urban issue and how it impacts on identified affected areasn a definition of the term ‘sustainability’n an outline of the solutions/management strategies adopted in an identified area(s)n a comparison between contrasting cities in countries along the development continuum

SynopticityThis could be achieved by:n evidence in the breadth/depth of case study materialn detailed critical understanding of the issue identifiedn detailed critical understanding of the management of the issue identifiedn a recognition of the importance of values and attitudes, and of the role of decision makersn evaluative comments as to whether sustainability can be achieved/increased

The question requires a discursive approach and the response should reach an overall view. Anyconclusion can be credited as long as it is reasonable and related to the preceding content andargument.

e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question.You should have a clear idea of theconcept of sustainability and what this entails in the context of your chosen issue. Thequestion refers to ‘increased’ levels of sustainability — this implies change. You musttherefore be sure of the current state of affairs and what strategies can be put in placeto change this situation. Make sure you take note of the key command ‘assess’ — anoverall assessment of the extent to which change can be produced, and the degree ofthat change, is required. A response to this command based on a thorough grasp ofconcepts and suitable and detailed case study material should allow you to access theupper levels of the mark scheme.

Question 4With reference to examples, discuss the overall effectiveness of urban regeneration schemes. (40 marks)

Appropriate contentAppropriate content for a response to this question might include:n a description of the issues facing areas identified prior to regenerationn a definition of the term ‘urban regeneration’n a discussion of at least one urban regeneration scheme and of how such schemes impact on

the affected areas identifiedn a comparison of the different strategies adopted by identified areas

SynopticityThis could be achieved by:n evidence in the breadth/depth of case-study materialn detailed critical understanding of the problems facing the areas identifiedn detailed critical understanding of the regeneration strategies in the areas identifiedn a recognition of the importance of values and attitudes, and of the role of decision makersn evaluative comments as to whether the schemes are/were successful

The question requires a discursive approach and the response should reach an overall view. Anyconclusion can be credited as long as it is reasonable and related to the preceding content andargument.


e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question. The great majority of urbanregeneration schemes have a positive effect on the social, economic and environmentalaspects of the areas affected. Indeed, in the more modern schemes most of these gohand in hand — they are deliberately integrated. However, not everyone agrees on therelative effectiveness and/or success of each of these elements, nor of the scheme intotal. You should examine the rationale and methodology of at least two urbanregeneration schemes and comment on their success. A good discussion shouldhighlight both the positive and negative elements of the schemes selected. Remember,it is important that you reach a conclusion based upon the evidence you have presentedin your essay.


Development and globalisation

Question 1

a Study Figure 7 which shows the GNP per capita for most countries in 2006.

Figure 7 Map showing GNP per capita, 2006

Describe the pattern shown on this map. To what extent does it justify the division of the world into ‘rich North/poor South’ — one way of showing thedevelopment gap? (7 marks)

Mark scheme

Level 1 Basic material with regard to pattern. Says only that it reflects a development gap, with high GNPcountries to the north and low GNP countries to the south. (1–4 marks)

Level 2 Recognises that there are aspects of the pattern other than simply rich areas/poor areas, e.g. greatvariety within Africa/Middle East. Attempts to answer question by addressing ‘to what extent’, seeingthe more negative points given above. (5–7 marks)

e The first section requires that you do more than just state which areas have high GNP andwhich areas have low figures. Point out where there are quite wide variations in one area,for example Africa. For the second section, you must address the ‘to what extent’command by looking both at positive aspects, which justify the division, and morenegative points where it is not so clear. Remember that Australia and New Zealand arenot anomalies, they are counted as being in ‘the North’.

b What are the characteristics of the countries which make up the group known as least developed countries (countries at a low level of economic development). (8 marks)

10,001–90,000

2,501–10,000

501–2,500

0–500

No data

GNP per capita($US)


Mark scheme

Level 1 Straightforward statements, very much a list of characteristics, e.g. low GNP, low literacy, low lifeexpectancy, low levels of calorie intake, etc. (1–4 marks)

Level 2 Recognises that the characteristics can be placed into categories, such as economic, social, political.Links made between some of the problems listed above, such as lack of capital leading to pooreducation and health services giving low life expectancy and low levels of literacy. Puts in somedetail such as figures, and may back up material with examples. (5–8 marks)

e Answers to questions on characteristics can easily become a list of those features.To accesshigher marks you must recognise that characteristics can be categorised and details areessential.For example,do not just state low GNP,but give some figure (under $800 is givenin the textbook). Also, try to link some characteristics, e.g. the low level of economicdiversification which itself is based upon the low share of manufacturing in the GNP.

c Discuss the ways in which the countries known as NICs have rapidly transformed their economies in recent years. (10 marks)

Mark scheme

Level 1 Concentrates on rapid industrialisation and the role of TNCs. Little detail and examples are little morethan a simple e.g. (1–4 marks)

Level 2 Recognises that stages exist and that different reasons exist for the growth. Is able to identifycountries from the various stages, but stops at the India/China stage. More detail on the role of TNCs.

(5–8 marks)

Level 3 Clear answer showing the progressive growth of NICs and the different ways in which they gained abetter economy. Recognises that there is a stage based on new markets and technologies. Good andaccurate use of exemplar material. (9–10 marks)

e There are various reasons for the growth of NICs and you should be able to set this materialin the stages given in the textbook. Remember that although the question does notmention examples,such material should form part of your answer at the higher levels (andshould be more than ‘e.g. Malaysia’). Good comparisons of the different paths followed bythese countries will form part of the discussion asked for in the question wording.

Question 2

a Study Figure 8, which shows the distribution of Toyota manufacturing plants outsideJapan and the company’s worldwide production in 2004.

Toyota is an automobile manufacturer which started life in Japan. Describe andattempt to explain the world distribution of Toyota plants and production as shown on Figure 8. (7 marks)


Figure 8 Distribution of Toyota manufacturing plants outside Japan and worldwide production, 2004

Mark scheme

Level 1 Simple statements with regard to distribution. Explanations are little more than production in homecountry followed by a need for Toyota to produce where it sells (i.e. its markets). (1–4 marks)

Level 2 Detailed statements with regard to distribution, particularly with regard to technical centres. Explainsin detail why plants are scattered, such as reduced taxation and subsidies and grants. Seespeculiarities of local markets requiring specialised R&D. (5–7 marks)

e At Level 1, this is a simple distribution exercise.To reach the higher level marks you do notneed to know anything about Toyota. Assume that it behaves in the same way in whichother companies operate, i.e. it has markets where it manufactures, it moves to takeadvantage of tax concessions and grants/subsidies, it requires local R&D for local marketconditions.These are the ‘possible’ explanations asked for in the question.

b What can be the effects in the donor (home) country when transnational companies move their investment to other countries? (8 marks)

Mark scheme

Level 1 Straightforward statements referring to unemployment, poorer areas and on the positive side, moremoney. Answer mainly stresses the downside of the move in terms of the donor country.

(1–4 marks)

Level 2 More detail on the material, particularly with reference to the downward spiral. Much more detail onthe movement of capital back to the donor country. (5–8 marks)

e Remember, to reach Level 2 credit you must put detail on your statements. For example,do not simply state that money from profits is returned, but show in detail how it isreturned via share dividends and to the government through company taxation. Anothergood Level 2 point would relate to unemployment, where you should show that it is notonly the main industry that is affected but also component and service suppliers (whena factory closes, it is said that other companies are affected, even including those whosupply clean towels to the washrooms and those supplying pies to the canteen; this ispart of the downward spiral mentioned in the mark scheme).

Manufacturing plantR&D centre

Calty Design Research

Toyota Technical Center (USA)

North America(1,444,000)

Latin America& the Caribbean(80,000)

Toyota EuropeDesign Development

TMEM TechnicalDivision

ToyotaMotorsports

Toyota TechnicalCenter, China(Tianjin)

Toyota Technical Center, Asia Pacific

(Thailand)

Toyota Technical Center, Asia Pacific

(Australia)

Europe(583,000)

Africa(109,000)

Middle east &southwest Asia(70,000)

Asia(647,000)

Oceania110,000

(1,444,000) Vehicles produced, 2004


c Discuss the role of transnational companies in the development of the globaleconomy. (10 marks)

Mark scheme

Level 1 Simple statements commenting on the importance of TNCs across the world without developingtheir role in the global economy. (1–4 marks)

Level 2 Clear statements with a precise picture of how TNCs operate across the world and their importancein the global economy. Good use of case study material to exemplify points. (5–8 marks)

Level 3 Clear discussion of the global economy and of the role of TNCs in it. Good and accurate use ofexemplar material. (9–10 marks)

e The discussion should centre on assessing the role of TNCs in the global economy. Be sureto translate the idea of the importance of TNCs into that role. For the highest marks youmust write something about the global economy and place TNCs into that discussion. Asbefore, work exemplar material into your answer.


Question 3

Discuss the varying roles of (a) the promotion of trade and (b) the provision of aid, as approaches in the efforts to raise living standards in the poorest countries of the world. (40 marks)

Appropriate contentAppropriate content for a response to this question might include:n the problems of the poorest countries which need to be addressedn the benefits of trade such as increases in the amount of wealth being generated, allowing an

increase in living standardsn the belief that countries should go through a process of industrialisation (just like those in

the ‘North’); this would allow more trade, increasing the revenue flowing into the countryn the doubts, expressed by some economists, that many of these countries cannot be

competitive as they have too many problems such as HIV/AIDS, internal conflicts and climaticproblems, e.g. drought

n the main systems of international aid and how they workn the argument that aid does not always get to where it is needed and it is often not used

effectivelyn aid dependency and aid with ‘strings’



SynopticityThis could emerge with some of the following:n a critical understanding of the extent of the problems of developing countries and how it is

possible to resolve them in general termsn a critical understanding of how trade works in a global contextn a critical review of the arguments for and against trade as a solution to problems in

developing countries, particularly considering the factors on which success will be based(adoption of capitalism, the trickling down of wealth, promotion of free trade)

n an understanding of the provision of aidn a critical review of aid, involving both donors and recipientsn evidence of breadth/depth of exemplar material

The question clearly requires a discussion and the response should reach a view of the effective-ness of the two approaches. Any conclusion can be credited as long as it is measured andreasonable, and related to the content of the answer.

e Your starting point in answering the question is your knowledge of how both trade andaid work in attempting to raise the living standards of the world’s poorest people. Thisbecomes the positive side of the answer, the negative being the views of those peoplewho disagree. Such views are important, as there are many economists who believe thatthe problems of these countries are so severe that neither trade nor aid will have mucheffect.There are examples of countries that are trying to improve their economies, oftenthrough a mixture of both systems, and you should use such exemplar material to helpreach some conclusion as to which could work. Remember, it is important that you reacha conclusion based upon the evidence you have presented in your essay.

Question 4Can sustainable development ever be achieved? (40 marks)

Appropriate contentAppropriate content for a response to this question might include:n the meaning of the term ‘sustainable development’n environmental objectives in terms of sustainabilityn the concept of economic sustainabilityn the Rio Earth Summit environmental principlesn the Rio Earth Summit economic principlesn knowledge of the three sustainability ‘pillars’ — environment, society and economyn the environmentalist’s view of sustainability: the reduction of human impact on the Earth’s

resources and environmental services to a sustainable level

SynopticityThis could emerge with some of the following:n a critical understanding of the term ‘sustainable development’n a critical judgement of environmental objectives against economic idealsn a critical understanding of the principles set out at the 1992 Earth Summit in Rion a critical understanding of environmental impact assessments (EIA)n a critical understanding of the World Summit’s 2005 (New York) declarations on pillars of

sustainability and the implications of such declarationsn an understanding of the environmental sustainability indexn evidence of breadth/depth of exemplar material, particularly with reference to the above

index


As a question has been asked, your material must answer that question, even if your answer isqualified. Any reasonable conclusion is acceptable as long as it is measured and related to thecontent of the answer (which, of course, has to be accurate).

e Although this is a straightforward question, you have to draw on a lot of material toproduce a credible answer. The main issue is between economic and environmentalprinciples. Environmentalists emphasise the global environment as the ecological andmaterial basis of human existence that is progressively degraded. Many see the humanrace on a road of self-destruction and demand a reduction of the human impact uponthe resources and environment to a sustainable level, without full consideration of thesocial and economic dimensions needed to achieve this. If you base your conclusionsaround such ideas, your answer will be rewarded in the upper levels of the mark scheme.


Contemporary conflicts and challenges

Question 1

a Study Figure 9, which shows the global pattern of internet users.

Figure 9 Global pattern of internet users, 2007

Describe the pattern of internet use as shown in Figure 9 and comment on the extent to which the information can be used to indicate poverty around the world. (7 marks)

Mark scheme

Level 1 Simple description of the pattern of internet use around the world, with statements concentrating oncontinental distributions. Commentary is simplistic. (1–4 marks)

Level 2 More detailed description of the pattern, for example recognition of anomalies and/or variation intotals. Commentary is more sophisticated demonstrating greater understanding. (5–7 marks)

e As with any question requiring the description of a distribution or pattern, the key is toidentify broad trends but also to recognise anomalies to those trends.The lowest level ofresponse is to give a ‘Cook’s tour’ of where certain levels of use are in certain countries.The commentary aspect of the question lends itself to statements such as low incomelevels leading to low use, but the low levels in eastern Europe may be due to other factorssuch as access.

Top 15 nations (numbers show millions of users)

Internet use growing

Internet use rare

10.6

11.6

5.29.0

17.95.4

19.1

8.1

15.8

6.6

14.826.9

6.5

135.7

15.2


b Outline the causes of poverty in the world. (8 marks)

Mark scheme

Level 1 Simple and generalised statements of causes of poverty (i.e. of process), with no depth or detail.Specific locations are not given. (1–4 marks)

Level 2 Specific causes of specific aspects/areas of poverty access this level, with good use being made ofcase studies and/or good development of one or more factors. (5–8 marks)

e This question does not ask for references to named examples, and hence maximumcredit can be awarded for a purely theoretical answer. However, as the question requires‘causes’, more than one cause should be given. To access Level 2, some degree ofdevelopment is required — this could take the form of a more sophisticated account, orit could involve the use of case studies. Hence there are two ways to access the higherlevel of credit.

c Discuss how poverty has been addressed on a global scale. Include the work of the United Nations in your answer. (10 marks)

Mark scheme

Level 1 Simple statements of how an organisation/agency has addressed the issue. No depth to answer,mostly generalisations. Limited use of exemplification and/or sense of place. (1–4 marks)

Level 2 Some detail and depth for one type of response from one agency/organisation. Good developmentof the impact of that response in one area of the world, with perhaps some evaluation of impact.

(5–8 marks)

Level 3 Fully developed answer, with good elaboration of more than one response from anagency/organisation (which must include the UN). Rounded answer with a range of responsesdiscussed and/or evaluated. (9–10 marks)

e Poverty has been addressed on a global scale by the work of many groups andorganisations:n the United Nations through its Millennium Development Goals programmen supranational bodies such as the World Bank through their ‘top-down’approach using

large capital projectsn charitable organisations, e.g. Oxfam, Save the Children through their work in ‘bottom-

up’ projects, often involving appropriate (or intermediate) technology

The question requires some knowledge of the above, and to gain the highest level thework of the UN has to be identified. However, it is possible to gain a good mark bydiscussing the work of any other agency or organisation.

As suggested in the mark scheme, the key here is to provide both depth and detail of arange of strategies for addressing poverty (at least two) with good use being made ofcase studies.To gain the highest level, some statement of success or otherwise should begiven.


Question 2

a Study Figure 10, which shows the percentage of people living in Great Britain whowere born in the UK by ethnic group (2001).

Figure 10 People living in Great Britain who were born in the UK: by ethnic group, April 2001

Describe and comment on the information shown. (7 marks)

Mark scheme

Level 1 Simple ‘lifting’ of figures from the diagram with the use of high/low statements to illustrate basicunderstanding. No comparison of information, nor commentary that is meaningful. (1–4 marks)

Level 2 More sophisticated description of the data, with perhaps some classification.Valid and appropriatecommentary that arises from the data. (5–7 marks)

e The information presented in Figure 10 examines ethnicity from a slightly differentviewpoint. It highlights those born in the UK by ethnic group, and although it shows thatwhite British are overwhelmingly born in the UK, it also shows that more than half ofblack Caribbean and Pakistani people are too. This is perhaps due to the presence ofsecond- and third-generation immigrants.The proportion of white Irish and other white(French, Australian?) born in the UK is low, much lower than Bangadeshi and Indianpeople. It is this mismatch with general viewpoints that could form the basis of validcommentary as required by the question. Be sure to examine such data with aninvestigative eye.

b With reference to examples, describe and explain the roles of identity,culture and ideology in generating conflict. (8 marks)

Mark scheme

Level 1 Simplistic statements that are generalised and lacking in depth of understanding.There is no realattempt to introduce geographical examples of where different reasons for conflict exist.

(1–4 marks)

Level 2 More sophisticated comments on the origins of conflict (covering at least two of the factors).There isa clear attempt to support the argument with references to locations and places. (5–8 marks)

Source: National Statistics

White British

White Irish

Other white

Mixed

Indian

Pakistani

Bangladeshi

Other Asian

Black Caribbean

Black African

Other black

Chinese

Other ethnic group

All ethnic groups

0 20 40 60 80 100%


e The key to a good answer to this type of question is to make sure you respond to theopening clause of the question itself: ‘With reference to examples…’. Weaker responsesdo not note this and give very generalised answers which could refer to a wide range ofareas in the world. At A-level depth and detail are paramount, together with a clear senseof place. Note that a range of factors (identity, culture and ideology) is stated in thequestion in order to give you some choice as to which you develop. A minimum of twowould be required for the higher level, though for maximum marks some reference to allthree factors would be required.

c With reference to one recent major international conflict, discuss the impact of the conflict on the environment of the area affected. (10 marks)

Mark scheme

Level 1 Simple statements of impact, which are generalised and non-specific to identified conflict, e.g. land ismined, farming land is destroyed. (1–4 marks)

Level 2 Detailed statements of impact with a clear sense of place being generated.The answer is detailedand makes sophisticated comments on impact. (5–8 marks)

Level 3 A fully developed answer, with good elaboration and clear and appropriate detail. Recognition of thecomplexity of the issue. Recognition of the changing impact over time. (9–10 marks)

e This question must be answered in the context of one major international conflict. If youranswer uses more than one example the examiner will count only the best response.Thedecision about which conflict you will write about is therefore paramount. Similarly, thequestion asks you to discuss environmental impact only — make sure you remain withinthis restriction. The question is testing your depth of knowledge and understanding,rather than your breadth.

The impact of the chosen conflict on the environment may be direct — bombing ofbuildings, laying of mines etc., or it may be indirect — people may have been forced toleave their land, causing them to deteriorate. As with any question on an internationalconflict, do not waste time by giving background knowledge of its causes.This questionhas a clear focus — stay within it.


Question 3

With reference to examples, discuss the nature of, and reasons for, separatist pressures around the world. (40 marks)

This question should be answered in the context of separatism within and/or across nationalboundaries. A wide range of such contexts can be identified.



Appropriate contentAppropriate content for a response to this question should include:n a description of the variety of separatist pressures around the worldn an outline of the reasons causing separatist pressures around the worldn recognition and discussion of the variety of aspects of/reasons for separatism in different

parts of the world

SynopticityThis could be achieved by:n understanding the context of varying timescalesn evidence in the breadth/depth of case-study materialn detailed critical understanding of both the nature and causes of separatismn analysis of both nature and causes and a recognition that they may vary around the world

The question requires a discussion and the response should reach a view. Any reasonableconclusion can be credited as long as it is measured and related to the preceding content.

e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question. There is a wide variety ofexpressions of separatist pressures in the world, with an equally wide variety of reasonsfor them. You should refer to a number of these expressions and reasons both in ageneral sense but also by making clear references to case studies to support your answer.Credit will be awarded for demonstrating both breadth (a wide range) and depth(detailed knowledge and understanding) of those case studies. Remember, it isimportant that you reach a conclusion based upon the evidence you have presented inyour essay.

Question 4To what extent do economic development and national security mutually support each other? (40 marks)

This question should be answered in the context of a conflict where economic development andsecurity are parallel issues. A range of case studies will be relevant (as chosen by the centre),though Iraq and Afghanistan will feature in the answers of many candidates.

Appropriate contentAppropriate content for a response to this question will include:n an outline of the economic development issues of the chosen country/countriesn a description of the security issues facing the chosen country/countriesn a discussion of the interrelationships between these two concepts, and the degree to which

one impacts upon the other

The question should be fully addressed and the synoptic element is achieved when there is amore critical view of the roles of different stakeholders in the conflict, coupled with somediscussion of consequences, so that the two strands of the question are covered explicitly.

SynopticityThis could be achieved by:n evidence in the depth of the chosen case-study materialn detailed critical understanding of the issuesn good understanding of at least one, and preferably more, of the elements given aboven recognition of variation in the basis of attitudes (e.g. over time) within groups who may lose

or benefit from the interrelationship(s)n recognition that perception may change over time and/or space


This question requires an evaluative approach and the response should reach a view. Anyconclusion is creditable as long as it is reasonable and related to the preceding content andargument.

e Carefully read the above bullet points as they will give you a clear insight as to what isrequired when attempting an answer to this question.You should have a clear idea of theconcepts of economic development and national security and what these entail in thecontext of one or more areas of study. The question asks to what extent they ‘mutuallysupport each other’ — an inference of interrelationship.Your must therefore be aware ofthe range of opinions and views in this area. Some believe that security must be in placefor development to take place; others take the view that increased development of anarea will make that area more secure.

Take note of the command ‘to what extent’ — an overall assessment of the extent towhich these factors are mutually supportive is required. A response to this commandbased on a thorough grasp of concepts and suitable and detailed case study materialshould allow you to access the upper levels of the mark scheme.


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