Geog Help Guide

Edexcel

AS Geography CD-ROM for students Advice for students, questions and answers Cameron Dunn, David Holmes, Simon Oakes and Sue Warn

Contents Advice for students

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The AS exams in brief

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Exam technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 .................................................................................

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Command words Key words

Dissecting exam questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Using the exam resources Answer style

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Locational knowledge Timing

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Key geographical terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 ...............................................

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Revision: the final piece of the jigsaw Questions and answers Introduction

Unit 1 Global challenges

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World at risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Going global . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 ....................................................

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Crowded coasts

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Unequal spaces

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Unit 2 Geographical investigations Extreme weather

Rebranding places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

978-0-340-94931-3 Edexcel AS Geography Student Unit Guide: Unit 1 978-0-340-97109-3 Edexcel AS Geography Student Unit Guide: Unit 2 Geographical Investigations

Edexcel AS Geography

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For further questions and answers with examiner comments, and specific content guidance on each unit, see our Student Unit Guides for Edexcel AS geography (available from autumn 2008). For more information and to order copies online, visit www.philipallan.co.uk , or contact Bookpoint on 01235 827720.

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Advice for students The AS exams in brief The Edexcel geography specification has two exams at AS. The format of the exams is shown in Table 1. Table 1 AS exam formats

Unit 1

Unit 2

Unit title

Global challenges

Geographical investigations

Topics

World at risk Going global

Either Crowded coasts or Extreme weather (Section A in the exam) and Either Unequal spaces or Rebranding places (Section B in the exam)

Exam length

1 hour 30 minutes

1 hour

Percentage of AS marks

60%

40%

Exam demands

Students answer all questions in Section A. These questions assess the breadth of knowledge and understanding. They are short questions with data response resources.

Students answer one question on each of their two chosen options. This means one question from Section A and one from Section B.

Students choose one question from Section B. This section assesses depth of knowledge and understanding. The questions are longer, with data stimulus resources.

The questions require longer responses. There are data response resources. It is important to use information from fieldwork, virtual fieldwork and research in your answers.

Exam technique Good exam technique is vital at AS. You should not be short of time in the exams, as the exam papers have been designed to fit the allocated time. However, you should still be careful not to waste precious minutes. Use revision and exam practice to develop your exam skills, so that you spend all the available time in the exam producing quality answers to the questions set. Good exam technique is rather like a jigsaw of skills, as shown in Figure 1. Each skill needs to be developed so that they all fit together perfectly in the exam itself.

Command words

Key words

Timing

Locational knowledge Key geographical terms

Edexcel AS Geography Advice for students

Use of resources

Figure 1 The exam skills jigsaw

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Command words Command words are instructions that tell you how to answer a question. Examples are ‘describe’ and ‘explain’. A common cause of under-performance in exams is misinterpreting a command word. One of the most frequent errors is explaining something when the question has asked you to describe it — in other words, saying why, when you should have been saying what. This also happens in reverse — i.e. describing when you should have been explaining. Command words that are used at AS are defined in Table 2. Table 2 Command words

Command word

Meaning

Annotate

Label a diagram, image or graphic. The labels should explain features, rather than just identify them.

Compare

Identify similarities and differences between items.

Consider

Describe, and give your views on a subject.

Contrast

Point out the differences only between two or more items.

Define

State the precise meaning of a concept.

Describe

Say what something is like, and how it works.

Discuss

Give both sides of an argument (for and against), and come to a conclusion.

Examine

Investigate in detail, offering evidence for and against.

Explain

Provide a detailed set of reasons for something.

Identify/what/name

Find key relevant points and say what they are, briefly and clearly.

Illustrate

Use an example to show how a concept or process works, or to prove the subject of the question.

Justify

Give reasons why something should be done, and why other options should not.

Suggest reasons

Provide an explanation; say why.

Summarise/ outline/state

Provide a brief overview of all the relevant information.

Key words Key words are instructions that tell you what to write your answer about. They provide you with the focus of the question. They are often common words, but it can be difficult to explain their meaning. Some key words that are used at AS are defined in Table 3.

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Table 3 Key words

Key word

Meaning

Anomaly

A significant departure from an overall trend or pattern.

Appropriate

Solutions that are fit for purpose and realistic.

Benefits

The advantages/positive impacts of something (social, economic, environmental).

Causes

The reasons why something happens.

Challenges

Difficult, large-scale problems that require solutions.

Changes

Transformations that take place over time.

Characteristics

The key features of something.

Concerns

Aspects of an issue or problem that are worrying.

Conflicts

Issues over which two or more groups disagree.

Consequences

The results of a change or process; they can be positive or negative.

Costs

The disadvantages/negative impacts of something (social, economic, environmental).

Distribution

The geographical pattern, most often on a map.

Effects

The results of a process (come after causes).

Factors

The underlying causes of a problem or process.

Impacts

The results of a process or change on people and the environment. They can be positive or negative.

Interrelationships

Links between two or more features, such that changing one feature leads to changes in the others.

Issues

Concerns; problems that are worrying.

Management

Using policies and strategies to minimise or reduce problems.

Pattern(s)

The distribution of something; where things are — most often on a map.

Problems

Issues that worry people; the negative results of a process or change.

Process

A sequence of events that causes a change to take place.

Relationships

Usually used to mean the link between a cause and its effects.

Scale(s)

The size of a feature — local, regional, national, global.

Spatial

Variation in space (across an area).

Strategy

A method used to manage a problem.

Structure

How parts of something are arranged in relation to each other, and the links between the parts.

Temporal

Over time — usually referring to change over time.

Trend(s)

The general direction of a change — rising, falling, fluctuating.

Variation

How far something differs from the norm or the average.

Some of these key words may seem rather broadly defined and do not give much away in terms of what you should be writing about. One tip is to remember that ‘results’ words, such as consequences and impacts, can be both positive and negative. Another is always to have a structure in mind when you are reading a question. For most geography topics, this will be based on the aspects shown in Table 4.

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Table 4 Aspects of geography topics

Social

To do with people, their quality of life, health, education and prosperity.

Economic

To do with money, work, industry, jobs and prospects.

Environmental

To do with plants, animals, water, air and resources.

Many topics, when linked to key words such as problems, challenges, consequences, impacts, effects and issues, have social, economic and environmental aspects. A further way to help you understand key words is to examine the geographical process. Many of the topics you study fit into a sequence. This is explained in Figure 2.

Geographical issues begin with causes. Processes then occur which lead to…

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

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

…the problems and issues require management to find solutions and minimise conflict

Figure 2 The geographical process

In the exam, it is important to recognise which part of the process the question is asking you about. In general, 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.

Dissecting exam questions When you first read an exam question, you should dissect it — in other words, cut it up into its component parts and try to understand each one. It is a good idea to take highlighter pens into the exam. Highlight the command words in one colour and the key words in another colour. This will focus your mind, first on spotting these words, and second on thinking about them. As an example, consider the question in Figure 3. Command word. It tells you to investigate in detail, and offer evidence for and against.

Key words. These give you the topic (global warming) and the location you must discuss.

Examine some of the impacts of global warming in the Arctic. Key word. Remember that impacts can be both positive and negative, and could be social, economic and environmental. Figure 3 How to dissect an exam question

The example shows how dissecting the question, and then thinking about the command and key words, can help provide you with a structure for your answer. Knowing what ‘impacts’ means should help you to identify a range of possible impacts (perhaps one each from social, economic and environmental) and to write a balanced answer (i.e. including some positive and some negative impacts).

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To clarify the meaning of some exam questions, it can be helpful to try to replace a command word with another similar word. If you do this and the question does not make sense with the new word, you should think again. Consider this question: Explain why earthquakes and volcanoes frequently occur in the same areas. If we reword the question as: Suggest why earthquakes and volcanoes frequently occur in the same areas. or: Why do earthquakes and volcanoes frequently occur in the same areas? the question still makes sense. However, if we reword the question as: Describe why earthquakes and volcanoes frequently occur in the same areas. it now does not make sense, because ‘describe why’ combines ‘what’ and ‘why’. If examiners want you to include ‘what’ and ‘why’, they usually word the question in this way: Describe and explain the distribution of earthquakes. A correct answer to this question would first say what the distribution of earthquakes is: most occur at tectonic plate boundaries, with a greater number at destructive boundaries compared to constructive ones; mid-plate earthquakes are uncommon. It would then go on to say why they occur in these places: friction is caused by the descending plate at a destructive plate boundary, and by the movement of magma and faulting at a constructive boundary. Students often miss a command word when there are two in the question, as in the ‘describe and explain’ example above.

Using the exam resources You must take a structured and careful approach when using the resources you are asked to study in the exam. They contain key information that you will need to use to answer fully the questions linked to them. Resources are used in two main ways — as data response resources or as data stimulus resources:  Data response resources should be used directly in your answer. Usually, this means taking information from the resource and incorporating it into your answer. Short questions are often data response questions. Data response command words include ‘describe’, ‘state’ and ‘summarise’.  Data stimulus resources can be used more indirectly. You might use the resource to get some ideas, or to provide a structure for your answer. Data stimulus command words are more open, for example ‘examine’ or ‘discuss’. The range of resources you could be asked to interpret and use is large.

Photographs Photographs are not just included on exam papers because they look good. The successful use of photographs involves examining them carefully, and either mentally, or better still, physically, noting all their key features. In Figure 4, the complex photograph has been broken down into its key parts.

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Historic buildings

Flagship store (NEXT) Trees

Street café

Pedestrianised area

Figure 4 Interpreting photographs

With any photograph, or pair of photographs, you should ask yourself:‘why have I been given this?’ Photographs are commonly used to illustrate a process or a change. They may also be included to allow you to contrast or compare something. Examples would be a pair of photographs showing hurricane damage in the developed world versus the developing world, or a glacier in 1900 versus 2000 to show how global warming has led to glacial retreat.

Maps Ordnance Survey maps sometimes appear on exam papers, so it is important to brush up your map skills, including using grid references. All maps require a structured approach. You should look carefully at the:  scale  orientation  key  annotations on the map  date(s) Occasionally, world maps are used on exam papers. These demand a slightly different approach because they usually accompany questions on patterns and distributions. Figure 5 is an example of this type of map. It shows GNP per capita in 2006.

GNP per capita 10,001–90,000 2,501–10,000 501–2,500 0–500 No data Figure 5 World map showing GNP per capita, 2006

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When studying Figure 5, it is important to consider overall patterns (e.g. the southern hemisphere has lower incomes than the northern hemisphere), but also to look in more detail for less obvious patterns. For instance:  Most countries in South America have moderate GNPs per capita.  In Africa, there is much variation: many countries have low GNP per capita, but some have higher GNP.  There is also variation in Asia, with south and west Asia being significantly poorer than east Asia.  Some middle eastern countries have high GNPs per capita and are therefore anomalies within the developing world.

Accumulated cyclone energy (index)

Graphs and tables Of all resources, graphs and tables generate the most errors of interpretation. This is partly because they contain a lot of information and can look ‘dull’. Equally, they often demand numeracy skills, and mistakes in this area are common. 300 Above normal Near normal

250

Below normal 200

150

100

50

0 1980

1985

1990

1995

2000 Year

Figure 6 Trends in tropical cyclone (hurricane) energy in the Atlantic, 1979–2004

Figure 6 shows the annual total energy released (accumulated cyclone energy) by tropical cyclones (hurricanes) in the Atlantic between 1979 and 2004. If you are asked to study a graph like this, you should:  Examine both axes, to note the units of measurement that are used.  Look for variation and range. In this example, the lowest year was 1983, with an accumulated cyclone energy of only 20. The highest year was 2004, with an accumulated cyclone energy of around 280. The range is therefore about 260.  Look for a trend and any anomalies. In this example, the trend appears to be upward, but is variable. The year 1994 might be considered an anomaly, as might 1996.  Compared to ‘normal’ conditions, the left half of the graph shows activity that is mostly below normal, whereas the right half shows activity that is usually above normal.

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Table 5 shows the changing population size of the world’s megacities. To analyse a table such as this, you could use a highlighter pen to pick out trends, patterns and anomalies.  A starting point might be to highlight developed world cities (i.e. Tokyo, New York, Los Angeles, Osaka, Moscow).  Note that these cities have populations that are growing only slowly, or are projected to be stable by 2015.  Cities in developing Asia (e.g. Mumbai, Delhi, Shanghai, Kolkata, Dhaka) are projected to grow rapidly.  There are only two African cities in the list — Cairo and Lagos. Lagos has the most rapid growth of any city listed. Table 5 Population change in the world’s 20 largest cities, 1975–2015

Ranking Megacity

1975

Population (millions) 2000 2005

2015

1

Tokyo

26.6

34.4

35.2

35.5

2

Mexico City

10.7

18.1

19.4

21.6

3

New York

15.9

17.8

18.7

19.9

4

São Paulo

9.6

17.1

18.3

20.5

5

Mumbai

7.1

16.1

18.2

21.9

6

Delhi

4.4

12.4

15.0

18.6

7

Shanghai

7.3

13.2

14.5

17.2

8

Kolkata

7.9

13.1

14.3

17.0

9

Jakarta

4.8

11.1

13.2

16.8

10

Buenos Aires

8.7

11.8

12.6

13.4

11

Dhaka

2.2

10.2

12.4

16.8

12

Los Angeles

8.9

11.8

12.3

13.1

13

Karachi

4.0

10.0

11.6

15.2

14

Rio de Janeiro

7.6

10.8

11.5

12.8

15

Osaka

9.8

11.2

11.3

11.3

16

Cairo

6.4

10.4

11.1

13.1

17

Lagos

1.9

8.4

10.9

16.1

18

Beijing

6.0

9.8

10.7

12.9

19

Manila

5.0

10.0

10.7

12.9

20

Moscow

7.6

10.1

10.7

11.0

Tables like Table 5 can be daunting. You should try to break them down into more manageable chunks. Remember, with tables and graphs, it is always good practice to quote data (i.e. facts and figures) from the resource in your answer.

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Diagrams Diagrams can be confusing, and you should take your time when examining them. Look for:  Perspective. Is the diagram a section (i.e. from the side) or a plan (i.e. from above)?  Scale. Are there any features that can be used to work out the scale?  Key terms. Many diagrams are labelled with key terms and words. These often give clues to help you understand the diagram. Occasionally, you might be asked to annotate a diagram. This is a good skill to practise before the exams, using past papers. You need to make your annotations explanatory, rather than just descriptive.

Cartoons Cartoons are sometimes used on exam papers. The cartoon is often linked to a question along the lines of ‘state the message of the cartoon’. This is asking you to state in words what the cartoon is saying visually.

Answer style Exam questions should be written in a formal, precise style. You should write in continuous prose and use technical geographical terms as much as possible. Avoid informal words, slang and colloquialisms. This is especially important for longer answers to questions worth 5 or more marks. Bullet points and numbered points are acceptable in shorter answers. If you are asked to describe the key features of a map or graph for 3 marks, bullets can be a useful way of making sure you write three distinct points. However, in longer answers you should only use a list of bullet points like this if you run short of time. To produce a top-level answer you need to link ideas, and lists of points work against this.

Locational knowledge It is important that you approach the exams as a geographer, i.e. an expert on places. Exam questions often ask for what can be termed ‘locational knowledge’. This could be about scale:  global (world, worldwide)  national (country or countries)  local (small area) It could be about levels of development:  developed world (FCCs, MEDCs, G8 countries)  developing world (LDCs, LEDCs, RICs, NICs) It could also be about type of place:  urban area, e.g. world city  rural area, e.g. remote rural locations On this specification there are some compulsory case studies, so you should expect exam questions specifically about these. They include:  disaster hotspots: the Californian coast and the Philippines  climate impacts: the Arctic and Africa  EU migration from eastern Europe  EU migration to Mediterranean locations

Drawing maps and diagrams in your answers You will be given credit for including maps and diagrams in your answers. These do not have to be of artist quality but they do need to be clear. Ask yourself the following questions before deciding to include a map or diagram:  Will it provide better geography than using words?  Can I draw it more quickly than writing it?

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Can I remember enough detail to make it worthwhile? Will I refer to the map or diagram in my written answer?

If the answer is yes to all these questions a diagram or map may be useful as part of your answer. You should stick to a few basic rules:  Keep maps and diagrams simple.  Your diagram should take at most 1 or 2 minutes to draw.  Maps without scales and orientation arrows are next to useless.  Use the ‘three-lines’ rule: your map or diagram should be given its basic structure by three quickly drawn lines.  Do not use colour but a black or blue pen.  Make sure you include a sentence in your answer that says something like,‘the map below shows…’ to link your drawing to the rest of the answer. Figures 7 and 8 show a simple map and diagram, suitable for exam conditions. Figure 7 Map showing the California multiple hazard zone

Figure 8 Graph showing internet use in the developed and developing worlds

Examples and case studies You should take every opportunity to mention specific places in your answers. You could achieve this by using examples (which are relatively brief, perhaps a few lines) and case studies (which are longer and more detailed) to illustrate and support your understanding of processes. It is important that you do not wait to be asked to use examples. You should get into the habit of using them as a matter of course. For example, you could be asked a question such as: Define the term megacity. (2 marks)

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You might answer,‘A megacity is a city with a population of over 10 million’, but you could also add,‘New York is an example, with a population of 18.7 million in 2005.’ By using an example, you are ensuring that you get the full 2 marks. Another question could be: Explain how Arctic warming will have consequences for the wider world.

(4 marks)

A good answer might suggest that sea levels could rise as ice shelves and ice sheets melt, or that habitats for key species might be lost. Using examples of threatened low-lying areas such as Bangladesh or Florida, and naming endangered species such as polar bears and Arctic foxes provides additional geographical detail that will make your answer stand out. In the more extended writing sections of the exams (Section B on the Unit 1 exam, and across the Unit 2 exam), you will need to use detailed locational evidence to access the top bands in the mark scheme. This is where your case studies can be used to full effect. When using case studies, you need to:  State the basic facts — where, when and what happened?  Establish the context of the case study — is it in a developing or developed country, is it unusual, did it lead to changes in how the issue was dealt with later?  Use data and statistics to add weight to your case study.  Identify clearly the key points the case study illustrates.  Always be precise. You will need to learn key facts and figures, causal factors and short- and long-term impacts and changes.

Diagrams You can also use your own diagrams in your answers. These are especially useful in the more extended writing questions, which are worth 10 or more marks. Try to design your diagrams to fit the question, and keep them simple. They should be quick to draw and add something to your answer, not just repeat what you have already written.

Timing You should have enough time in the exams, but you can get into difficulties and be forced to rush if you do not follow some guidelines:  Use past papers to practise timed exams. It is vital you understand fully the exam format and have some experience of working under exam conditions.  If there is a choice of questions (as there is in Unit 1, Section B), read all the questions before you choose which one to answer.  Be guided by the number of marks available for each question and the number of lines you have to write on. Do not spend 10 minutes on a question worth 3 marks, or 3 minutes on a question worth 10 marks.  As a guide, in Unit 1 there are 90 marks available, and you have 90 minutes in the exam. This translates as 1 minute per mark. In Unit 2 there are 70 marks available and 60 minutes in the exam — a little less than 1 minute per mark.

Key geographical terms Key geographical terms are defined for you in the textbook. You should learn these and be prepared to use them. Key terms are important for two reasons: (1) If your geographical vocabulary is poor, there is a danger that you will not understand some questions. (2) If you do not use geographical terminology, your answers may be imprecise and poorly expressed. You must avoid using words such as ‘bad’, ‘nice’ and ‘a lot’, as these are vague and non-geographical.

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Revision: the final piece of the jigsaw Few students enjoy revision. However, it is vital that you review your work, learn it, and test your understanding. Every student has to decide his or her own revision strategy. However, there are a few rules that work for most students: (1) Revise in short bursts. For most students 15–30 minutes is enough. Beyond this time, you cease to take much in. (2) Try to do something active between revision sessions. Move into another room, take the dog for a walk, make a cup of tea, have a dance! The more you can take your mind off revision, the fresher you will be when you go back to it. (3) Just reading your class notes does not work. (4) Try to revise using as many of your senses as possible. Reading only uses one sense — sight. If you read and write, for instance making revision notes from your file, you are using sight and touch. If you revise with a friend from your class and occasionally test each other or read out your notes, you are also using hearing. You might think this is silly, but driving is a complex skill that most students of A-level age can master quickly — partly because it uses most of your senses, and your powerful brain quickly learns to assess all these signals, which helps you to learn. (5) Revision involves taking the large volume of material from your course and condensing it into a form you can more easily learn and recall in the exam. Your job is to identify strategies that will allow you to do this in the least painful way.

Some suggested revision strategies (1) Start by getting organised. Make sure your class notes are clearly sorted. This is a long-term strategy, of course. If your file is poorly organised, and the exams are fast approaching, then get help — borrow a friend’s file or ask your teacher for help.

(2) Plan your revision. Set aside days and times for all subjects that you need to study, and stick to your timetable. This will allow you to continue to do all the other things you enjoy, and fit in revision as well.

(3) Set yourself clear goals. For instance, you might allocate one revision session to revising the causes of climate change. Do not just open your file anywhere and start revising — make your revision structured and logical.

(4) Make notes on your notes: 

Use an exercise book or note pad — this will help keep things organised. Break down your notes into bite-size chunks, using subheadings. This makes reviewing your notes easier.  Use numbered or bullet points. Try to pare down the information in your file to key points and important facts and figures.  Use several different coloured pens to identify patterns and links.  Pick out key words and process terms, and write down their definitions.  Redraw key diagrams in a simplified way. You may be able to use these in the exam. 

(5) Make mind maps and spider diagrams: 

Take a topic such as the impacts of climate change and make it the centre of a spider diagram or mind map.  Use A3 paper to give you plenty of space with which to work.  Break impacts down into a structure, such as social, environmental and economic, or developed world and developing world.  Next, use your file to add specific impacts to the structure, including examples, key facts and figures. Edexcel AS Geography Advice for students

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Spider diagrams can be a useful way to organise a mass of notes into something more coherent from which it is easy to revise. You can use them as posters and put them up on the wall. Glancing at them repeatedly will help the visual ‘picture’ stick in your mind, and recalling it in the exam will be easier.

(6) Make your own flash cards: 

You can use large Post-it notes or postcard-sized pieces of card.  Flash cards are ideal for key case studies, key processes, key terms and definitions, and important diagrams.  Making flash cards forces you to include only key information, as you have limited space. You will find you can condense your notes into something much easier to review.

(7) Use your teacher: 

Teachers like nothing better than being asked questions. Make a note of any problem areas as you revise, and ask your teacher to go over these in class.  Ask to do practice exam questions. You may not like these, but they are one of the best ways to revise and practise your exam skills. Try to look at exam mark schemes so you can understand how marks are awarded.  Ask to have regular key terms tests at the start and end of lessons. This will make you much more confident in using the technical language of geography. These can be done using Post-it notes — for instance, matching key words to their definitions.

(8) Use your friends and family. Some students find they can revise with a friend, although this does not work for everyone. Revising with someone else has some advantages:  If you get stuck your friend may be able to help.  You can ask each other questions and test each other. This uses more senses, which helps you learn.  Forcing yourself to explain a process or case study to a friend is a good way to learn yourself, and to highlight areas on which you need to work.  Working with someone else can be more motivating, and less lonely, than sitting on your own trying to revise.  You can also ask your family to give you quick quizzes on key terms.

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Questions and answers

Introduction In this section of the CD-ROM there are sample questions for you to work on. They are similar in style to those that will appear on the exam papers. The questions are based on the content in the specification and your textbook. The tables below show the questions, the time you should spend on each question, and the mark allocation.

Unit 1 Global challenges The total number of marks available for this unit is 90.

Section A In the exam you will be required to answer all six questions in Section A. This section tests the breadth of your knowledge and understanding. Each question is likely to be worth 1–6 marks. The total number of marks available for this section is 65. Question 1

13 marks

13 minutes

World at risk

Question 2

10 marks

10 minutes

World at risk

Question 3

10 marks

10 minutes

World at risk

Question 4

10 marks

10 minutes

Going global

Question 5

10 marks

10 minutes

Going global

Question 6

12 marks

12 minutes

Going global

Section B In the exam you will be required to answer one question from Section B. This section tests the depth of your knowledge and understanding, and your ability to produce structured, reasoned, longer responses. The total number of marks available for this section is 25. Question 7

25 marks

25 minutes

Going global

Question 8

25 marks

25 minutes

Going global

Question 9

25 marks

25 minutes

World at risk

Question 10

25 marks

25 minutes

World at risk

Unit 2 Geographical investigations In the Unit 2 exam you must answer two questions: one from Section A and one from Section B. The questions will generally require longer answers, and will be worth 10 or 15 marks. The total number of marks available for this unit is 70.

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Section A: either Extreme weather or Crowded coasts The total number of marks available for this section is 35. Question 1

35 marks

30 minutes

Extreme weather

Question 2

35 marks

30 minutes

Crowded coasts

Section B: either Unequal spaces or Rebranding places The total number of marks available for this section is 35. Question 3

35 marks

30 minutes

Unequal spaces

Question 4

35 marks

30 minutes

Rebranding places

About this section of the CD-ROM The structure of this question and answer section of the CD-ROM is as follows:  The resource for the question.  The question itself.  The answers. For short answer questions, you will be shown how to achieve maximum marks. For long answer questions, there are notes on each question, plus a detailed outline of what examiners might expect for each level of the mark scheme. These notes are not intended to be model answers but to help you understand what would constitute a weak or strong answer.

Examiners’ comments The answers are followed by examiners’ comments. These are indicated by the icon e. The comments highlight problem areas and common mistakes, as well as giving tips on exam technique and understanding resources.

Mark scheme Examiners use a detailed mark scheme that has been agreed by senior examiners. This ensures that all examiners mark to the same standard. Note that responses which are correct but unusual, and therefore do not appear in the mark scheme, are still awarded marks. Short answer questions, which are usually worth up to 4 or 5 marks, are point marked. This means that examiners give you a mark for each correct point you make. You must bear this in mind when you are writing your answer, and you should try to make the same number of different points as there are marks available. Marks are often awarded for using an example, or for writing a more extended point. If you make a relatively short, simple point, you should try to add an example or go into more depth. Long answer questions, which are generally worth 5 marks or more, are marked using levels. These take into account the quality of your written communication skills — your spelling, punctuation, grammar, style, clarity, organisation and correct use of geographical terms. Examiners read your answer and decide which level it is in, then decide on the exact mark within that level. Typical levels are shown below:  Level 1 Answers generally contain simple material. The points are stated, but not developed. The examples used are vague and generalised, such as ‘in the Philippines’. Explanations are weak and often unclear. Geographical terms are used rarely, and there are frequent written language errors. The response may not be logical or structured.

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Level 2 Answers contain more detail and have some structure and logic. The examples show some depth, but could be developed further. There is more detailed explanation, with some clear reasoning. The answer may be unbalanced, addressing some parts of the question well, but other parts less effectively. Some geographical terms are used and there are a few written language errors. Level 3 Answers are detailed and supported by ‘real world’ case studies and examples. There is depth of knowledge and understanding, but also breadth, which is shown through a range of points and examples. The answer is likely to provide an overview and to link different aspects of the question. It is logical and structured. Geographical terms are used with accuracy and confidence, and written language errors are rare.

Note that for longer questions worth 15 or 20 marks, there may be four levels in the mark scheme.

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Unit 1 Global challenges

World at risk Question 1 Study Figure 1, which shows climate change impacts on the continent of Africa.

North Africa

West Africa N Central Africa 0

East Africa

km 1000 Indian Ocean islands

Deforestation and loss of forest quality Sea-level rise Coral bleaching Desertification Spread of malaria

Southern Africa

Figure 1 Climate change impacts on the continent of Africa

a Describe the pattern of climate change impacts shown in Figure 1. b Match the three measures of change to the most appropriate climate change impact, by putting the letters into the table provided.

(3 marks) (2 marks)

Table 1 Measures of climate change

(1) Coastal erosion rates (2) Marine biodiversity losses (3) Reduced average life expectancy (x) Coral bleaching (y) Sea-level rise (z) Spread of malaria

c Explain how the impacts of climate change shown in Figure 1 could lead to a lower quality of life for vulnerable people in Africa.

(4 marks)

d Explain how local sustainable strategies might reduce the negative impacts of climate change.

(4 marks) (Total: 13 marks)

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World at risk

Unit 1 Global challenges

Answers to Question 1 a

    

e

b

Desertification in a belt from west to east Africa (the Sahel) Deforestation in a central belt from coast to coast Coral bleaching along the eastern coastline Malaria spread concentrated in southern Africa Sea-level rise lacks a pattern There is 1 mark available for each point, up to a maximum of 3 marks. Try to be precise about location, rather than stating ‘in the middle’ or ‘towards the top’.

(1) Coastal erosion rates

(y) sea-level rise

(2) Marine biodiversity losses

(x) coral bleaching

(3) Reduced average life expectancy

(z) spread of malaria

e

There are only 2 marks available here, rather than 3. This is because the task is relatively straightforward.You can get either 1 out of 3 correct, or all 3 correct.

c

Food supply may be reduced, e.g. by extending deserts, destruction of fishing grounds (coral bleaching), and direct loss of farmland through coastal erosion. This can affect nutrition as well as income. People’s health can be affected, e.g. as malaria spreads, and food supply runs short. Reduced fresh water supplies could cause disease to spread and affect people’s ability to grow crops. Incomes could be reduced, e.g. due to deforested land, loss of resources and degraded farmland. There are also wider implications, such as conflict over resources and migration, which causes further pressure on resources.





 

e

To answer this question, you could either make four distinct points or examine two points in depth, using examples and looking for a sequence of events that could lead to a lower quality of life for vulnerable people in Africa.

d

Afforestation/forest management would help to maintain a key resource; replanting and soil conservation would manage desertification. Farming practices could be altered, such as planting drought-resistant crops, and harvesting and storing water. Increasing healthcare would help to deal with the malaria threat. Small-scale energy developments (e.g. micro-hydro/biogas) would provide alternative fuel sources to wood NGOs could provide aid/technical help in low income areas.

    

e

Again, basic points will gain 1 mark, and more extended points and examples will gain 2 marks.You should make the focus of your answer Africa, but you could use ideas from the rest of the developing world. Named examples would be particularly useful.

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World at risk

Unit 1 Global challenges

Question 2 50

43.7 bn tonnes 40

2006: 27.3 bn tonnes

30

Renewable energy 5.1 bn Building cuts 4.4 bn Agriculture savings 3.3 bn Transport cuts 3.2 bn

20

Forestry savings 2.7 bn Waste savings 2.7 bn 18.1 bn tonnes

Savings by economic sector

ct

io

n

Industry savings 6.5 bn

Pr ed i

Carbon dioxide (bn tonnes)

Study Figure 2, which shows how carbon dioxide emissions savings stack up.

Total savings 26.4 bn tonnes

10

0 1980

1990

2000

2010

2020

2030 Year

Figure 2 Reducing carbon dioxide emissions

a In which sector of the economy can the greatest savings of carbon dioxide be achieved?

(1 mark)

b From the list below, select the two gases that contribute to the enhanced greenhouse effect:  oxygen  methane  nitrogen oxide  sulphur dioxide  argon c Using a named example of a renewable energy source, suggest why its development is economically and environmentally controversial. d Choose two economic sectors other than renewable energy from Figure 2. For each, explain how carbon dioxide emissions could be reduced.

(1 mark)

(4 marks) (4 marks) (Total: 10 marks)

Answers to Question 2 a Industry. e

Remember to look carefully at graphs like Figure 2, as it is easy to make a simple mistake.

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World at risk

Unit 1 Global challenges

b Methane and nitrogen oxide. c Choices could include wind, solar, biogas, hydroelectric, wave power. A key issue is economic viability, as fossil fuels are still relatively cheap and the technology used to generate power with them is simple. Some renewable energy sources (e.g. solar) are expensive compared to other sources, and some do not have a constant supply (e.g. wind, solar). Some sources are relatively untested (e.g. wave) and others are currently small-scale (e.g. biogas). Land may be lost to some energy developments (e.g. hydroelectric, wind), and there are aesthetic objections to others (e.g. wind). Some people fear biodiversity could be harmed by wind turbines or flooding to create reservoirs. e

You will gain 1 mark for a basic point, and 2 marks for a more extended point. Note that the question contains two parts (economic and environmental controversies); you must cover both equally to gain full marks.

d

Agriculture: cut methane emissions by farming fewer cattle or finding alternatives to paddy-field rice; make more efficient use of machinery; farm organically because it has lower energy inputs, i.e. uses fewer chemical fertilisers and pesticides. Transport: use clean energy technologies, such as hybrid or electric cars; make greater use of public transport; increase taxation on flights to discourage airline use. Waste: use methane produced from landfill sites as a fuel source; reduce waste by cutting down on packaging; reuse and recycle products. Forestry: reduce deforestation; practise afforestation and sustainable management of forests; recycle paper and cardboard to reduce demand for wood. Building: create energy-saving buildings and utilities (e.g. more efficient toilets, water recycled within buildings, energy-saving bulbs and grade A efficiency appliances); use recycled materials in construction. Industry: cut down on the use of fossil fuels; switch to alternative energy sources; fit scrubbers on power stations.



   



e

You will gain 1 mark for a basic point, and 2 marks for a more extended explanation/use of examples. You should consider all of the economic sectors before choosing two of them. Give some thought to which you know most about, and whether you could use examples for them.

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World at risk

Unit 1 Global challenges

Question 3 Major disasters (recorded number)

Study Figure 3, which shows global trends in reported natural disasters, 1980–2000. 200

Floods

150

100 Cyclones 50 Earthquakes

0 1980

1985

1990

1995

2000 Year

Figure 3 Global trends in reported natural disasters, 1980–2000

a Which of the three types of natural disaster shown has the strongest upward trend between 1980 and 2000? b Match the three hazards shown in Figure 3 to the most appropriate at-risk area.

(1 mark) (2 marks)

Table 3 Hazards and at-risk areas

At-risk area

Hazard

Low-lying coastal land in the tropics Urban areas with high building and road density Mountainous areas close to plate margins

c Explain how improved data-collection and recording could affect hazard trends, such as those shown in Figure 3. d Explain the contrasting impacts of cyclones in the developed and developing worlds.

(3 marks) (5 marks)

(Total: 11 marks)

Answers to Question 3 a Floods. e

The trend for cyclones is upwards, but it is more variable than that for floods. Earthquakes show no clear trend.

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World at risk

b

Unit 1 Global challenges

At-risk area

Hazard

Low-lying coastal land in the tropics

Cyclones

Urban areas with high building and road density

Flooding

Mountainous areas close to plate margins

Earthquakes

e

Identifying three correct hazards will gain 2 marks, and identifying one correct hazard will gain 1 mark. Note that the question asks for the ‘most appropriate’ hazard — while cyclones can occur over urban areas, low-lying tropical areas are more at risk from them; flood risk is heightened in urban areas.

c

Technology such as satellites and remote sensing equipment may mean that more events are detected. Improved databases, such as CRED, mean that more events are recorded so that the quality of hazard data improves. As communication improves (e.g. the internet), collecting data from around the world is now easier than it was in 1980.

  

e

There is 1 mark available for each basic point, and an additional mark for the use of examples (such as types of technology or communication). Stating that the trends could be caused by a combination of natural variation, human influence and improved recording of events would show your understanding.

d

Cyclones in the developing world, in countries such as Bangladesh or Honduras, tend to have high human impacts (injuries and deaths). The recovery time in the developing world can be long, for instance if farmland has been flooded. Food production and the basic subsistence economy suffer. Disease is frequently an issue too. In the developed world, economic damage exceeds human impacts because people own more property. Insurance claims will be high. Better preparation and evacuation procedures further reduce direct human impacts.

 



e

This question is a perfect opportunity to use examples of named hurricanes/cyclones (e.g. Bhola, Mitch, Andrew, Katrina) to illustrate your points. Note that the question asks for contrasting impacts, so you should try to use words such as ‘but’, ‘however’ and ‘in contrast’ in your answer.

Level

Marks Descriptor

3

5

A range of clear economic and human contrasts explained, with examples.

2

3–4

Human and economic impacts clearly stated; some examples given.

1

1–2

A few impacts stated.

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World at risk

Unit 1 Global challenges

Question 4 Study Figure 4, which shows global risk of mortality and economic loss for all natural hazards. (a) Risk of mortality

Risk High Moderate Low

(b) Risk of economic loss

Figure 4 (a) Global risk of mortality and (b) of economic loss owing to natural hazards

a Compare and contrast the global distribution of mortality risk (i.e. risk of death) and economic loss risk from all natural hazards. (10 marks) b With reference to either the Philippines or California, explain why they are considered to be hazard hotspots. (15 marks)

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World at risk

Unit 1 Global challenges

Answers to Question 4 a











There are some areas where risk of mortality is low but risk of economic loss is high (e.g. USA, EU countries). These are areas where hazard management systems prevent high mortality rates, but cannot prevent loss of property, e.g. from hurricanes or tornadoes. In other regions, the reverse is true — the risk of economic loss is low, but the risk of mortality is high (e.g. sub-Saharan Africa). Here, the hazard management systems and safety nets are virtually nonexistent, so the risk of death is high. Reliance on subsistence crops makes people extremely vulnerable to drought and famine. Poverty means that there is little in the way of economic damage. In areas where either or both risks are high, hazards are likely to be frequent and potentially of high magnitude (e.g. earthquakes in Indonesia, hurricanes on the USA’s east coast, floods in India). Areas where both risks are high (e.g. China, parts of India and the Brazilian coast) are developing countries that have economic wealth to lose but do not have welldeveloped hazard protection systems. In some areas, the risk for both mortality and economic loss is low. This may be due to low hazard frequency and magnitude. Level

e

Marks Descriptor

3

8–10

An accurate comparison across the whole map. Identifies located similarities and differences, and comments effectively on these. Uses named examples of hazards to illustrate. Geographical terminology used with accuracy; written language errors are rare.

2

5–7

Some comparison of areas on the map, but not in full. Some similarities and differences are identified; commentary is more descriptive. Some geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

Largely random in nature; identifies a few contrasts of a descriptive nature with little further comment. May lack clarity on terminology such as ‘demography’. There are frequent written language errors.

The resource for this question is challenging, as you have to compare the maps. Start in one place (e.g. Europe) and work clockwise around the maps to look for patterns and contrasts. Use a pen or highlighter to make notes on the map as you do so.This will help you to structure your final answer.You will not be able to make an accurate comparison of the maps simply by glancing at them.

b Both locations are hotspots owing to the combination of natural hazards that might occur there, although the risks are different in each location. Philippines  Hazards are common. Since the Philippines is on a destructive plate margin, there is volcanic activity, e.g. the eruption of Mt Pinatubo in 1991. This is damaging, because volcanic eruptions generate explosive activity, pyroclastic flows and lahars.  The Philippines is in a tropical cyclone track; lahars can be mobilised by cyclones and tropical storms. The young volcanic rock is prone to landslides, which can also be mobilised by heavy rain, and perhaps triggered by the frequent earthquakes.  People’s vulnerability to hazards is high (because of poverty) and the country’s capacity to deal with hazards is typical of the developing world. The Philippines’ numerous small islands make dealing with hazards problematic.

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World at risk

Unit 1 Global challenges

California  Since California is on a conservative plate margin, volcanic activity does not occur. However, frequent, unpredictable earthquakes are common (the most severe ones being in 1906 and 1989) and potentially destructive in economic terms. Planning and construction methods reduce risk, but disaster can still strike and cause many deaths. Liquefaction is a major problem on the coast.  The coastline is in the path of tsunamis generated elsewhere in the Pacific.  The arid climate and steep coastal slopes, combined with seasonal rainfall, make the area prone to flash floods, landslides and fires. This is particularly the case in an El Niño year, when climate norms are reversed. Level

e

Marks Descriptor

4

13–15

Wide-ranging explanation which refers to a range of hazards, using examples. Links made between hazards and risk explained for the chosen location. Geographical terminology used with accuracy; written language errors are rare.

3

9–12

Some examples used to illustrate hazards in the chosen locations; explanations are clear but links are less common. Some geographical terminology is used with some accuracy; there are some written language errors of a minor nature.

2

5–8

A general account, unbalanced and focusing on a particular hazard type, using descriptive examples. Geographical terminology is used infrequently and sometimes in error; there are some written language errors.

1

1–4

Basic description of one or two hazard events, without reference to the hotspot concept.There are frequent written language errors.

This question is on a compulsory case study. You need to learn these case studies thoroughly, as you will be expected to show detailed knowledge and understanding when answering questions about them.

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World at risk

Unit 1 Global challenges

Question 5 Study Figure 5, which shows a typical UK house and garden in the year 2087. Solar panels ‘Green’ roof planted with moss and grasses Balcony facing south

Wall made from compacted soil excavated from pond

Small wind turbine

Walls made from 50% recycled rubble

Triple-glazed windows Compost bin Mediterranean trees and shrubs Patio decking made from recycled materials

Underground tanks: collect rainwater and house waste water for recycling

Figure 5 The 2087 house and garden

a Explain how the house and garden address the challenges of climate change. b With reference to examples, explain how climate change poses different challenges for different countries.

(10 marks) (15 marks)

Answers to Question 5 a

 





The 2087 house and garden have been built under the assumption that the future climate will be warmer and drier. Various adaptations have been made to suit the new climate; these include the types of trees and shrubs planted, the water recycling systems and the south-facing balcony. The house utilises a range of technologies to reduce energy use (e.g. the insulating ‘green’ roof and triple glazing) and to exploit renewable energy (solar and wind power). The house and garden contain recycled rubber, soil and other materials; water is also recycled. All of these help to reduce carbon dioxide output. The house reflects the new climate and the need to conserve energy and resources, and to minimise waste. Level

Marks Descriptor

3

8–10

Uses the resource in full, with a structured range of detailed explanations related to climate change futures. Geographical terminology used with accuracy; written language errors are rare.

2

5–7

Uses the resource effectively, but not in full.Variable detail and less structure, and the answer is more of a list at the lower end of the mark band. Some geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

A few general points related to some aspects of the figure. Lacks any structure. May lack clarity on terminology.There are frequent written language errors.

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World at risk

Unit 1 Global challenges

e

The resource for this question contains a good deal of text, so make sure you read it carefully. You need to avoid simply listing each caption from the figure and then explaining it. Look for links between the captions, and structure your answer around overall themes.

b

The challenges of climate change are related to the physical nature of countries, their level of development, the availability of technologies, and the types of expected impacts. Coastal low-lying countries (e.g. Bangladesh, the Netherlands and the Maldives) will face a direct threat from rising sea levels. Both cities and farmland will be affected. Mountainous countries (e.g. India, Chile and Peru) may face reduced water supply as glaciers retreat. This could also affect tourism (e.g. skiing). Developing countries may face direct threats to farming as climate belts shift. If these countries lack the capital to invest in new technologies, climate change could pose a threat to human life. Developed countries are more able to adapt (they have the wealth and technology to do so), but the costs could be high and hard choices will have to be made — for instance, whether to spend a greater proportion of national budgets on water supply and flood defences. The UK may face a more extreme climate, with more frequent gales and flooding, and drier summers. All of these present challenges to insurers, builders, councils and individuals. Australia is an example of a country that may be facing a drier climate in the future, which presents significant challenges for its water supply.



  



Level

e

Marks Descriptor

4

13–15

A structured response using a range of detailed, contrasting exemplar countries. A number of different challenges are considered; good awareness of the range of climate futures. Geographical terminology used with accuracy; written language errors are rare.

3

9–12

Some structure and some examples used. More variable detail, but some contrasts are made. Some geographical terminology is used with some accuracy; there are some minor written language errors.

2

5–8

Response lacks structure. Examples are used but in isolation. Contrasts and differences are only implied. Geographical terminology is used infrequently and sometimes in error; there are some written language errors.

1

1–4

Outlines climate impacts for one or two places only.There are frequent written language errors.

Your use of examples in this question is crucial. The question instructs you to use examples, so you must use a range — three would be ideal.Try to make these contrasting in terms of their level of development, physical geography and climate change impacts.

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Unit 1 Global challenges

Going global Question 6

Toronto Montreal Boston

ldo

Ba

Zu ric h nic h

Bangkok Budapest

me

Madrid

Caracas

Hong Kong

Prague

Mu

Geneva

Frankfurt

Osaka

Shanghai

sse Du

Paris

Seoul Tokyo

Beijing

Warsaw

Ro

Mexico City

Brussels

na Mi lan

San Chicago New York Francisco Washington Los Atlanta Angeles Dallas Miami Houston

Moscow

London

rce lo

Minneapolis

Am ste rda rf H m am bu r g St Be rlin ockh o Co lm pe nh ag

en

Study Figure 6, which shows the distribution of three types of city.

Istanbul

Taipei

Manila Kuala Lumpur Jakarta

Singapore

São Paulo Sydney Buenos Aires

Johannesburg

World cities

Secondary world cities

Santiago

Melbourne

Other important cities

Figure 6 The distribution of world cities, secondary world cities and other important cities, 2005

a Define the term ‘world city’. b Using Figure 6, identify the cities in Table 6.

(1 mark) (2 marks)

Table 6 Identifying world cities

Description

City

The only African city A developed world city in Asia, classed as a world city A secondary world city in the developing world

c Outline the ways in which the world cities in Figure 6 are connected into a global network of cities.

(4 marks)

d Explain why urbanisation in many areas of the developing world is occurring so rapidly. (3 marks) (Total: 10 marks)

Answers to Question 6 a A world city is a city whose influence (economic, cultural and political) is global. e

Definitions questions are common. You should build up a glossary of key terms to help you in the exam.

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Going global

b

Unit 1 Global challenges

Description

City

The only African city

Johannesburg

A developed world city in Asia, classed as a world city

Tokyo or Singapore

A secondary world city in the developing world

Mexico City or São Paulo

e

There is 1 mark for each correct answer. The resource for this question is a simple map, with one colour for the developing world and one for the developed world. You might not have spotted this at first glance. Remember to look at resources carefully, and, if necessary, several times.

c

World cities are connected by financial markets, such as the stock exchanges in London, New York and Tokyo, whose opening times overlap. Transnational company headquarters are often located in world cities, with key regional offices located in other world cities. Key workers move between the cities frequently. The cities all have major airport hubs, and are connected directly to many other world cities by non-stop flights. Internet and satellite connections ensure cheap, rapid communication between cities.

 

 

e

You will gain 1 mark for a basic point, and 2 marks for an extended point or example.This type of question cries out for the use of examples, so try to name cities, stock exchanges, airlines and transnational companies to add weight to your answer.

d The urbanisation process is made up of two growth elements: 



e

Rural–urban migration has a significant impact, and is often said to account for about 40% of growth. People are pushed from rural areas and pulled towards urban areas. Many of the reasons for this are economic. Within cities, internal growth occurs as a result of high birth rates, which are fuelled by a young immigrant population. There is 1 mark for a basic point, and 2 marks for an extended point (such as the percentages) or example (for instance naming a developing world city). Both reasons — migration and internal growth — are required to gain maximum marks.

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Going global

Unit 1 Global challenges

Question 7 Study Figure 7, which shows the location of the highest concentration of post-accession east European migrants in the UK, 2006.

Areas of highest concentration of east European migrants as percentage of population Edinburgh Glasgow

Newcastle

Manchester

Hull

Liverpool

Norwich Birmingham

Cardiff

London

Source: ONS population trends, No. 129

Figure 7 The location of the highest concentration of post-accession east European migrants in the UK, 2006

a Give an example of a likely source country for these migrants. b Which one of the following types of migration does Figure 7 show?

(1 mark) (1 mark)



retirement migration  environmental refugees  economic migration  asylum seekers c Briefly describe the location pattern of the highest concentration of migrants. d Explain why many of the eastern European migrants are located in rural areas

(4 marks) (4 marks)

(Total: 10 marks)

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Going global

Unit 1 Global challenges

Answers to Question 7 a Any one of: Latvia, Lithuania, Estonia, Poland, Czech Republic, Slovakia, Hungary and Slovenia. e

You will gain 1 mark from naming any one of the east European countries that joined the EU in 2004; Bulgaria and Romania cannot be accepted.

b Economic migration. c

  



Migrants can be found throughout the UK. They are not concentrated in one particular location or region. Some of the areas with the highest number of migrants are cities, e.g. London, Cardiff and Birmingham. The northern parts of Scotland have high numbers of migrants, as do some other rural areas, such as the Wash in East Anglia and the Midlands (Hereford and Worcester). There are some isolated pockets containing high numbers of migrants, such as the extreme west of Cornwall and west Wales.

e

You will gain 1 mark for each accurate location given, plus 1 mark for the overall pattern described. Note that you are only asked to describe, not to explain, so take care not to drift into giving reasons.You will not gain any marks for doing so.

d

As these are economic migrants, they move to where jobs are available: Many work in low-paid jobs linked to the farming industry, e.g. fruit and vegetable picking or food processing. In the Highlands of Scotland many work as fish processors. The work is relatively low skilled and does not require language skills. The jobs in rural areas may be familiar; migrants might have done similar work in their home countries. These jobs are generally available because the host population does not want to do them. As the migrants are white Europeans, they may feel more comfortable in rural areas than other migrant ethnic groups.

 

  

e

You will gain 1 mark for each valid explanation and 2 marks for a more extended explanation which could use an example or explain a point in more depth. With shorter questions which are point-marked, rather then level-marked, it is usual to be able to gain 2 marks in this way.When answering a question like this, it is important that you read your answer quickly to check that you have made four points, or at least two extended points.

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Going global

Unit 1 Global challenges

Question 8 Study Figure 8, which shows Toyota’s global manufacturing operation.

50 plants in 26 countries 264,000 employees Sells in 140 countries 7 million vehicles per year

Figure 8 Toyota’s global manufacturing operation

a Toyota is a car manufacturing transnational company (TNC). Give two characteristics of a TNC.

(2 marks)

(1 mark) b In which continent does Toyota have the lowest presence? c Explain briefly the role of technology in helping to connect Toyota’s global manufacturing

network. (3 marks) d Outline the possible costs and benefits to developing countries when TNCs locate factories there. (6 marks) (Total: 12 marks)

Answers to Question 8 a Two from: 



company has global network/reach large in terms of number of staff and turnover present in many markets — a global brand often involved in many market sectors

e

You will gain 1 mark for each valid characteristic.

 

b Africa. c

   

Communications technology (e.g. internet, satellites) allows Toyota’s head office to communicate with suppliers and branch plants, as well as customers. The global airline network allows people and small parts to be moved rapidly between locations. Shipping and ports (containers) are crucial for moving parts and final products to factories and markets. The media, which are also global, help to maintain the company’s presence and brand around the world.

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Going global e

Unit 1 Global challenges

You will gain 1 mark for each valid point linked to a technology (of any type), and 2 marks for an extended point/use of an example. Most candidates would probably give the internet as their answer; you need to go beyond this and think about other technologies in transport and communication to get 3 marks.

d ‘Benefits and costs’ can be social, economic and environmental, as follows.

e

Benefits

Costs

Social

As incomes grow, wealth can bring benefits in terms of housing, health and education.

Jobs may involve long working hours and hard work. Traditional working patterns and family structures can be lost.

Economic

Factories provide jobs; they may also have spin-offs such as local parts suppliers.

Jobs may be low paid. Parts could be shipped in from other countries, so spin-off links are limited. The company may move as costs rise.

Environmental

Redevelopment of areas may occur to attract foreign businesses.

Factories may be set up with little regard for the environment, and may increase local pollution levels.

Marks would be awarded as follows: Level

Marks Descriptor

3

5–6

A balance of costs and benefits, plus a range of impacts rather than a narrow focus; many examples used.

2

3–4

Less balance; may focus on one or two areas only, but there is some range of valid points.

1

1–2

Unbalanced; one or two (probably very negative) points only.

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Going global

Unit 1 Global challenges

Question 9 Study Figure 9, which shows the global pattern of internet users. 19.1 5.4 17.9 9.0 5.2 11.6

15.2 135.7

6.6

26.9

15.8 14.8 6.5

10.6 8.1 Top 15 nations (numbers show millions of users) Internet use growing Internet use rare

Figure 9 Global distribution of internet users, 2007 (10 marks) a Give reasons for the global pattern of internet users shown. b Explain some of the possible effects of globalisation on the lives of people living in poorer

countries.

(15 marks)

Answers to Question 9 a

 

  

 

Internet use is shown as the number of people using the internet in each country. It is therefore related to population. The highest numbers of users are in the USA (135 million) and the EU countries; these are the wealthiest nations, where computers are common and internet connection is relatively cheap. These developed nations have access to technology and an extensive telecommunications infrastructure. Consumers increasingly use the internet. Trade and business is dominated by the developed world; many internet users are likely to be businesses and transnational companies. Internet use is relatively high in the rapidly developing newly industrialising countries (e.g. China, India and Brazil), as their economies are growing. Globalisation is strongly linked to internet use. In most of Africa, poverty and lack of infrastructure, as well as possibly a lack of education, prevent widespread internet use. The continent is largely ‘switched off’. Some countries, such as China, Burma and North Korea, may deliberately discourage internet use for political reasons.

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Going global Level

e

Unit 1 Global challenges Marks Descriptor

3

8–10

A wide range of reasons linked to technology, wealth and globalisation.The response is structured, and ranges across the whole map. It uses examples and appropriate geographical terminology to show understanding. Minimal written language errors.

2

5–7

Some structure.A narrower range of reasons, perhaps focused on wealth more than other factors.Covers different parts of the map but not in full.Becomes descriptive at the lower end but with some geographical terminology used.Some written language errors.

1

1–4

Little structure. Describes some uses of the internet without any real reference to geographical context or use of terminology. Frequent written language errors.

World maps are common resources in exams. It is important to note whether you are being asked to describe the pattern, explain it, or both. In this example you have to explain the pattern, but to do so successfully some description is inevitable. The best answers will quote data from the map.They will also use examples from the whole map, not just one part of it.

b The effects could be economic, social, environmental, cultural or political: 





Positive effects of globalisation could be people having stable jobs and regular wages while working for transnational companies, and the general benefits of urban living (education and healthcare). Many globalising countries have moved towards having a democratic government. Negative effects of globalisation are that it can lead to poor conditions in urban centres and exploitation of workers (e.g. long hours, lack of unions), environmental problems such as poor urban air quality in rapidly industrialising cities, and industrial disasters such as Bhopal and Harbin. Major cultural changes can occur, for instance the loss of traditions and the change to a more Western lifestyle and diet. The phrase ‘lives of people’ invites a consideration of who these people are so this question encourages critical thinking. Are the lives of rural–urban migrants in poor countries improved as a result of working for globalising TNCs, as opposed to a life of subsistence agriculture? Expect some consideration of these points at Levels 3 and 4. Level

e

Marks Descriptor

4

13–15

Structured, detailed account of a range of ways in which societies or social groups are changed by globalisation over time. Uses appropriate terms and examples to show understanding. Likely to be evaluative in style.Written language errors are rare.

3

9–12

Structured analysis of the positive and negative effects of globalisation, but with less balance. Answer has variety (it either gives a range of effects or looks at different groups of people) and uses some examples with appropriate geographical terminology to show understanding. Minimal written language errors.

2

5–8

Some structure. Makes the case that globalisation has largely positive or negative effects. Likely to lack range. May focus on urban effects of economic development or quality of life working for TNCs. Descriptive, but with some geographical terminology used. Some written language errors evident.

1

1–4

Little structure.Describes one or two real or imagined changes without any real reference to geographical context or use of terminology.Frequent written language errors.

This question contains a potential trap, as it uses the key word ‘effect’. ‘Effects’ can be positive or negative.This is also true of ‘impacts’. In the pressure of the exam, impacts and effects are often seen as only negative, and this leads to unbalanced answers. Beware of making this mistake. With a longer question such as this, you have the opportunity to be evaluative — you could provide an overview at the end of your answer that briefly considers whether the positives outweigh the negatives.

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Going global

Unit 1 Global challenges

Question 10 Study Figure 10, which shows the results of a global survey by Zurich Insurance, 2007. One thousand people around the world were asked to state the population concern they thought would most affect our lives in the future. % 35

30

32% 28%

25 23% 20

17%

15

10

5

0 Ageing population

Migration

Healthcare

Birth rates

Figure 10 Results of a global survey on population concerns, 2007

a Suggest reasons for the order of concerns in the survey results. (10 marks) b Using examples, examine some of the economic and social consequences of recent migrations within Europe. (15 marks)

Answers to Question 10 a







The survey results highlight an ageing population as the main concern, with migration a close second. Birth rates rank as the lowest concern; healthcare is a moderate concern and might be linked to the issue of an ageing population. An ageing population is a concern because it leads to increased dependency levels, which leads to high healthcare/residential-care demands and costs (e.g. in the NHS). There is the possibility of skills shortages as the younger workforce shrinks, and increases in the tax burden for the working population to pay for pensions and care. Changing services bring opportunities but also problems. People could be concerned that their pensions will be too small. Strong candidates may link ageing to healthcare.

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Going global 



Unit 1 Global challenges

Migration is second in the order of concerns because of the high costs of managing it (e.g. border controls) and fears of culture clashes due to lack of integration. Other possibilities include cheap migrant labour taking the host population’s jobs and the high costs of providing services (e.g. because of a high birth rate among immigrants). The position of migration as a lesser concern than an ageing population might be explained by the perceived benefits it brings. Birth rates is a low concern; a low birth rate may be perceived in a positive way as it slows population growth, thus relieving pressure on resources. Some candidates might question the results of the survey, as a higher birth rate might reduce the problem of an ageing population. Answers may focus on high birth rates being a problem in the developing world. Level

Marks Descriptor

3

8–10

Structured, detailed account across the range of data, which is likely to be quoted but not described. Range of reasons, including why birth rates is a lesser concern, and these are exemplified. Better candidates will link ageing to healthcare concerns. Addresses the idea of ‘order of concerns’. Geographical terminology used with accuracy; written language errors are rare.

2

5–7

Some structure. Some description but the answer does suggest reasons. Likely to focus on ageing concerns and migration; somewhat unbalanced and may drift into a migration rant at the lower end. Some geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

No real structure; likely to describe the survey results and point out differences. Reasons, if present, are unclear. May lack clarity on terminology such as ‘demography’. There are frequent written language errors.

e

This question contains the idea of ‘order of concerns’. To achieve Level 3, you need to explain why some concerns are higher priorities for some people compared to others.

b

Answers should focus on movements within Europe, not migration into Europe. Examples include Poles and Czechs moving to the UK. For the host country, migrants fill a skills gap (e.g. plumbers) but also take low paid, unsociable jobs that are shunned by the host population (e.g. in the hotel industry and farming). Fears might be expressed that this depresses wages and puts others out of work. The grey economy might lead to exploitation of migrants. Some areas have large concentrations of new migrants and little infrastructure to cope with this (e.g. Norfolk, western Scotland), so cultural tensions may emerge. For source countries, the negatives are a loss of skilled workers — usually young people — which could alter dependency ratios and lead to an ageing population. The positives include remittances and reduced unemployment. Migrants’ skills could be developed abroad and taken back home, thus benefiting the source country in the long run. Migration of retired people to Mediterranean countries could be seen as economically positive for source countries (e.g. in the UK, care costs are lower and housing is freed up), or as economically negative (e.g. income is spent abroad). Social consequences include a loss of family structure and the experience of older people. Host countries might worry about the migration of retired people overheating the housing market, leading to a lack of affordable housing for local people. Concerns have also been expressed about sprawling ex-pat enclaves containing people who fail to integrate with the local community. The costs of care and social infrastructure for these people may be passed on to the host country.

 







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Going global Level

e

Unit 1 Global challenges Marks Descriptor

4

13–15

Structured, detailed examination with balance between economic and social factors. Has both positives and negatives for host and source countries, and illustrates each with examples. Geographical terminology used with accuracy; written language errors are rare

3

9–12

Some structure, in an account with some detail; there is a balance between economic and social consequences and some recognition of both positives and negatives; illustrated with examples. Some geographical terminology is used with some accuracy; there are some written language errors of a minor nature.

2

5–8

Some examples given in an account with limited structure. Answer unbalanced and may see the negative side only, but has some consequences. Recognises several types of migration but descriptive. One example done well can be awarded a maximum 8 marks. Geographical terminology is used infrequently and sometimes in error; there are some written language errors.

1

1–4

Descriptive account of migrations with no structure and one or two impacts. May lack clarity on terminology such as ‘social’ and ‘economic’. There are frequent written language errors.

Remember that ‘consequences’, like ‘impacts’ and ‘effects’, can be both positive and negative. This question has a clear structure, which you could sketch out in your plan to ensure that you cover all parts:  positive consequences for source countries  negative consequences for source countries  positive consequences for host countries  negative consequences for host countries

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Unit 2 Geographical investigations

Extreme weather Question 11 Study Figure 11, which is a concept diagram illustrating ‘extreme weather’.

Above average

Very extreme — disastrous

Extreme — hazardous Noteworthy — potentially hazardous

Below average

Range of normal variation

Not hazardous Noteworthy — potentially hazardous Extreme — hazardous Very extreme — disastrous

Time Figure 11 Local weather in the UK (10 marks) a Why is the concept of ‘extreme weather’ difficult to define? b Describe and explain the fieldwork and research you have used when completing your

personal weather diary. (15 marks) c With reference to examples, examine the causes of risks presented by river flooding in the UK. (10 marks)

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Extreme weather

Unit 2 Geographical investigations

Answers to Question 11 a

 

 



Figure 11 illustrates the variability of weather and shows that it only becomes extreme when it enters the ‘hazardous’ zone. Weather is classed as extreme once it strays outside the expected range of normal variation. This is difficult to assess as normal variation changes over time — for instance, as a result of climate change. It is accepted by most of the scientific community that climate change is making weather more extreme, although the evidence for this is possibly controversial. The definition/interpretation of ‘extreme weather’ may also vary by place, e.g. hurricanes are extreme, but can be interpreted differently by different people because of their experience of risk. Some candidates may refer to a range of interesting weather events (e.g. floods in Gloucestershire in July 2007, drought in Australia in 2007, tornadoes in Shropshire in 2007), although this is not implicit in the question. Level

e

Marks Descriptor

3

8–10

A structured response with effective use of the resource. May recognise that Figure 11 is only one interpretation of extreme weather. May give some named examples of extreme weather. Geographical terms are used with accuracy; written language errors are rare.

2

5–7

Implied understanding of the resource and explains some of the difficulties referring to natural variability. May use examples to support response. Some structure. Geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

Basic use of figure only.Very limited attempt to define concept of extreme weather — takes it to mean ‘bad’ or ‘unusual’ weather. Lacks structure. Geographical terminology is rarely used; there are frequent written language errors.

Figure 11 gives many clues, and it contains some important text. The text on graphs is often ignored — make sure you read it carefully.

b The personal weather diary can take a variety of forms and can be conducted over different periods of time, e.g. over a few days to look at changes associated with a depression, or over a term or even a year to study longer-term effects. The diary could be a web page, written notes, or video/pictures. Candidates could use it to record changes in air masses, weather systems, anticyclones etc. Fieldwork (primary) This could make use of various local weather instruments, e.g. anemometer, thermometer, whirling hygrometer, rain gauges. It could also include more qualitative observations, e.g. changes in cloud cover, what the weather ‘feels’ like, whether the house requires heating, whether stars are visible at night. Research (secondary) This could make use of various sources to get a picture of weather, e.g. websites, newspapers, blogs and forums. The best responses will provide detailed evidence of specific sources, e.g. specialist weather websites, rather than simply saying ‘the internet’. Some candidates may recognise that the most reliable records involve a range of techniques and research opportunities. Data could also be pooled as a group.

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Extreme weather Level

Unit 2 Geographical investigations Marks Descriptor

4

13–15

Structured account that uses a balanced and wide range of fieldwork and research techniques. Likely to appreciate that the diary can take a variety of forms and is essentially a personalised record completed over time. Shows good use of own fieldwork. Geographical terms are used with accuracy; written language errors are rare.

3

9–12

Explains a range of fieldwork and research approaches, but may lack balance. Response shows some structure. Makes reference to own fieldwork. Geographical terminology is used with some accuracy; there are some written language errors.

2

5–8

Somewhat descriptive style, but with some clear statements as to either fieldwork or research approaches. Likely to be lacking balance. Expect limited use of terminology. Geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

Very descriptive ‘we did this’ approach, with little or no acknowledgement of a personal approach. Very limited range of fieldwork and research described. Lacks structure. Geographical terminology is rarely used; there are frequent written language errors.

e

Questions on your own fieldwork give you the opportunity to shine by using your own examples. Make sure you do not neglect your fieldwork notes, packs and books when revising. Fieldwork forms a key part of this unit and cannot be ignored.

c

Flooding can be defined in terms of physical impact (i.e. the inundation of land not normally covered by water) or economic impact. Candidates may also refer to different types of flood, e.g. high-risk flash versus more predictable riverine flood. Different flood events will have different causes, although they will be associated with extreme precipitation (either in terms of intensity or duration) or rapid snowmelt. Another significant cause is the state of the ground before rainfall and antecedent conditions, which can raise risk. Cause and risk are also closely associated with human activities, e.g. development on floodplains increases runoff and therefore the risk of flash flooding. Some candidates will distinguish between long-, medium- and short-term causes, e.g. climate change, a wet summer (like that of 2007) and severe storms. A range of UK examples can be used, e.g. the 2007 Gloucestershire floods, Boscastle in 2004 and Carlisle in 2005.



    

Level

e

Marks Descriptor

3

8–10

A structured response with a genuine examination of the causes. Uses a contrasting range of examples that are well selected and detailed. Recognises both human and physical causes and links these to degree of risk. Geographical terms are used with accuracy and written language errors are rare.

2

5–7

Some structure, but the response is descriptive rather than an examination. Makes reference to some examples and some reference to cause. Geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

Very limited focus.Tends to describe a limited range of flood events. Lacks detail and structure. Geographical terminology is rarely used; there are frequent written language errors.

Note that this question does not simply ask ‘using examples, describe some floods’. Beware of drifting into a description of your case studies. Instead, look back constantly to the question to make sure you are applying your facts to it.

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Unit 2 Geographical investigations

Crowded coasts Question 12 a Describe and justify how you would plan the fieldwork and research to investigate the growth of a coastal resort. (15 marks) b Study Figure 12, which shows the standard of coastal flood defences in the Humber Estuary. Using the figure, suggest reasons why coastal flood risk may increase in the Humber Estuary over the next 50 years. (10 marks) (a) 2006 Coastal protection Satisfactory Unsatisfactory Built-up area Selby N

Hull Goole

Hu

m

Scunthorpe

be

rE

0 km 10 stua ry

Grimsby

Doncaster

Spurn Head

(b) 2056

Selby Hull Goole

Hu

m

Scunthorpe

be

rE

stua ry

Grimsby

Doncaster

Spurn Head

Source: Humber Estuary Shoreline Management Plan (2006)

Figure 12 The standard of coastal flood defences in the Humber Estuary

c For a stretch of coastline you have studied, discuss the strengths and weaknesses of various coastal management strategies.

(10 marks)

Answers to Question 12 a



Ideally, you should refer to your own fieldwork and research, as well as other named coastal resorts.

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Crowded coasts 



Unit 2 Geographical investigations

Research relating to growth might include using census data to identify population trends, plus old photographs and sequences of aerial photographs and OS maps to show patterns of growth over time. Planning records could indicate the growth of businesses and residential areas. Land-use mapping could be used to indicate growth by showing the ages of buildings and types of development. Historic land-use maps could be compared to your own mapping. Visitor surveys and questionnaires could be used to investigate local people’s opinions of growth and changes over time. Level

Marks Descriptor

4

13–15

Detailed programme with reference to fieldwork and research, linked to real examples. Reasons for data collection are explained and linked to growth. Geographical terms are used with accuracy and show understanding; written language errors are rare.

3

9–12

Some details from both research and fieldwork, but more unbalanced. Some reference to real examples, although less explanation. Geographical terminology is used with some accuracy; there are some written language errors.

2

5–8

Descriptive of some research and fieldwork, but less depth and more hypothetical. Geographical terminology is occasionally used; there are some written language errors.

1

1–4

A few fieldwork and research ideas only, with little realism. Geographical terminology is rarely used; there are frequent written language errors.

e

For a question that invites you to discuss you own fieldwork, try to avoid writing in the first person (‘I went to Hornsea, and I…’), as it is informal. Instead, write in a less personal way: ‘On a recent field visit to Hornsea, land-use mapping of the resort was completed…’

b

Some flood defences that are satisfactory now will be unsatisfactory in 50 years time, e.g. those west of Spurn Head, southeast of Grimsby and around Goole. Gaps in what are currently satisfactory flood defences will have appeared in 50 years time, e.g. around Immingham and southeast of Hull. This will weaken the flooddefence system as a whole. Sea levels are likely to rise over the next 50 years, putting pressure on existing defences and increasing the risk of flooding. If defences remain as they are, their condition will have deteriorated in 50 years time. Weather patterns may change, for instance bringing an increased frequency of strong gales, due to global climate change. Coastal populations may increase, putting more people and businesses at risk.

 

   

Level

Marks Descriptor

3

8–10

Clear and accurate use of the figure, linked to a range of reasons and risk. Geographical terms are used with accuracy; written language errors are rare.

2

5–7

Some use of the figure. Several ideas on increasing risk but less depth and more unbalanced. Geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

Largely one idea, with limited use of the figure. Geographical terminology is rarely used; there are frequent written language errors.

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Crowded coasts

Unit 2 Geographical investigations

e

To answer this question, you must compare the two maps in the figure. Use the place names in your answer, as well as compass directions, to indicate to the examiner which part of the map you are referring to.

c

Many stretches of the UK coastline could be used to answer the question, e.g. Christchurch Bay, Holderness and north Norfolk. Coastal management strategies range from ‘do nothing’, through ‘managed retreat’, to ‘hold the line’ that involves engineering of some sort. Cost–benefit analysis is commonly used to determine which strategy should be used. The ‘do nothing’ options may be cheap, but often cause conflict with landowners, residents and businesses, and may result in compensation claims. While ‘natural’, they do involve risk and could potentially result in a hazardous coastal zone. Managed retreat gives residents time to adjust and allows plans to be made for relocating them. However, this can incur costs, and some people may be unhappy with the relocation plans. This strategy often involves using natural buffers such as sand dunes and salt marshes, and this can increase biodiversity value. ‘Hold the line’ options are costly: hard engineering is expensive and intrusive; ‘softer’ options such as beach nourishment often require repeated implementation; local populations are likely to be satisfied, but defences have to be paid for by someone. Engineering often interferes with the sediment cell, so problems may be created elsewhere.

 







Level

e

Marks Descriptor

3

8–10

Uses detailed examples and a clear assessment of strengths and weaknesses for a range of strategies. Geographical terms are used with accuracy; written language errors are rare.

2

5–7

Less use of examples; some assessment, but unbalanced. Some range of strategies. Geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

Likely to focus on one strategy, and unbalanced in terms of strengths and weaknesses. Geographical terminology is used rarely; there are frequent written language errors.

This question lends itself to annotated diagrams, particularly those showing how some coastal defences, such as groynes, interfere with longshore drift. You could also complete a quick sketch map of your chosen example.

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Unit 2 Geographical investigations

Unequal spaces Question 13 a Outline a range of primary survey techniques that can be used to investigate inequality. Comment on their relative advantages and disadvantages. (15 marks) b Study Figure 13, which shows contrasting deprivation profiles for an urban area and a rural area. Identify the key differences in the profiles. For one of the indicators shown, discuss other possible sources of secondary research information. (10 marks) Urban Least

Rural Most

Least

Most

Total deprivation

Income deprivation Employment deprivation Health deprivation Education deprivation Barriers to housing and services Crime Living environment deprivation

Source: Office for National Statistics 2007

Figure 13 Contrasting deprivation levels for an urban area and a rural area

c With reference to either one named rural area or one named urban area, evaluate the success of different schemes in reducing inequality.

(10 marks)

Answers to Question 13 a

   

A range of primary survey techniques can be used, such as environmental quality, built environment/building quality, and neighbourhood surveys. These are often best done comparatively — for instance, in two contrasting wards or streets. Services could be mapped using land-use maps. Transport accessibility could be assessed to determine access to healthcare, banks or parks. Questionnaires could be sent to residents asking for their opinions about local services (i.e. whether they are improving or declining). Rural and urban areas could be studied and compared.

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Unequal spaces 



Unit 2 Geographical investigations

The design of a suitable questionnaire is crucial, and difficult. Inaccurate results can be produced by the influence of people’s perceptions, and as a result of asking leading questions. However, questionnaires can reveal patterns that would otherwise remain hidden. Environmental surveys also involve judgements, and may not be comparable. Landuse and service mapping is accurate, but has to be done carefully (i.e. including the ground floor and first floor). Some services that are mobile could be missed. Level

Marks Descriptor

4

13–15

A range of appropriate primary surveys described in some depth and linked to inequality. Advantages and disadvantages are stated clearly. Geographical terms are used with accuracy and show understanding; written language errors are rare.

3

9–12

Some surveys described in variable depth; implied link to inequality. Advantages/ disadvantages are present but may be unbalanced. Geographical terminology is used with some accuracy; there are some written language errors.

2

5–8

Some surveys described accurately, but link to inequality not made clear. May point out disadvantages only. Geographical terminology is occasionally used; there are some written language errors.

1

1–4

A few ideas on primary surveys; may drift into secondary data. Geographical terminology is rarely used; there are frequent written language errors.

e

Make sure you fully understand the difference between primary data collection and secondary research sources.

b

In terms of total deprivation, urban areas are significantly worse off than rural areas. In economic measures (income and employment) and some social measures (health and education), urban areas are much more deprived than rural areas. The largest difference is in crime, which is very low in rural areas, and at the maximum in urban areas. Barriers to housing and services is the highest indicator of deprivation in rural areas, and the lowest indicator in urban areas. This suggests a significant difference between rural and urban areas. In urban areas living environment deprivation is high, whereas in rural areas this is moderate. The census could be used to examine economic indicators of deprivation further, as could the Multiple Deprivation Index. Crime statistics could also be used.

   

 

Level

e

Marks Descriptor

3

8–10

Structured response identifying key differences with accuracy. Several secondary data sources are suggested, and linked to the chosen indicator. Geographical terms are used with accuracy; written language errors are rare.

2

5–7

Less structure; may provide an accurate list of differences. Some suggestion of secondary sources, but less depth. Geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

Points out one or two differences; may suggest the census for second part. Geographical terminology is rarely used; there are frequent written language errors.

This question has two parts. Always read questions carefully and use a highlighter to mark double command words (in this case ‘identify’ and ‘discuss’), and to make sure you do not miss key parts of the question.

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Unequal spaces

Unit 2 Geographical investigations

c Answers should give:    

a clearly located urban or rural area (the developed or developing world is acceptable) some brief details on existing inequality in this area details of different schemes that address aspects of inequality, e.g. social, economic and environmental a weighing up of the named schemes Level

e

Marks Descriptor

3

8–10

Gives a located example, details of several different approaches, and a clear evaluation of extent of success. Geographical terms are used with accuracy; written language errors are rare.

2

5–7

Gives a located example; details are more descriptive with only implied evaluation. May focus on one scheme only. Geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

Describes some schemes; sketchy descriptive detail only. Geographical terminology is rarely used; there are frequent written language errors.

How successful you are in responding to this question will depend on your chosen examples. Note that the question asks for ‘schemes’. You should outline details of several, not just one, scheme within your chosen area, e.g. mobile services within a rural area, and attempts at farm diversification.

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Unit 2 Geographical investigations

Rebranding places Question 14 a Explain how you would plan a fieldwork and research programme to ‘profile’ an area in need of rebranding. (15 marks) b With reference to named examples, outline the reasons why rebranding is needed in either urban or rural places. (10 marks) c Study Figure 14, which shows an online advert promoting ‘Rail-Ale Trails’ in southwest England. Using Figure 14, suggest how the use of ‘image’ can be used to promote rural tourism. You should illustrate your answer with reference to named examples. (10 marks)

Figure 14 An online advert promoting ‘Rail-Ale Trails’ in southwest England

Answers to Question 14 a

  

Fieldwork activities could include quality surveys (e.g. shopping, residential, environmental) to assess the range of problems and opportunities in the area. Questionnaires could target residents and businesses to examine these areas and identify issues. Photographs and videos can capture the area’s image.

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Rebranding places   



Unit 2 Geographical investigations

Surveys of litter, graffitti and vandalism could be carried out, including mapping ditribution to identify problem locations. Census data allow an area to be profiled from an economic and social standpoint, and house prices may indicate economic trends. A geographic information system (GIS) such as Google Earth could be used to identify services and their distribution. These include digitised health and crime maps. An archive search of local newspapers can be used to examine trends in the area, e.g. evidence of jobs losses and population change. Level

Marks Descriptor

4

13–15

Focuses on socioeconomic and environmental profiling. Gives a range of appropriate fieldwork options and outlines research sources in detail. Likely to refer to real places. Geographical terms are used with accuracy and show understanding; written language errors are rare.

3

9–12

A range of appropriate fieldwork methods and research sources, with variable depth. Less strong link to profile. May use real places as examples. Geographical terminology is used with some accuracy; there are some written language errors.

2

5–8

Limited link to profile, but some fieldwork and research outlines, which is appropriate but unbalanced. Geographical terminology is occasionally used; there are some written language errors.

1

1–4

Lists a few fieldwork options and secondary sources only. Geographical terminology is used rarely; there are frequent written language errors.

e

Although the question does not ask for examples, strong candidates will use these to support their answer.This is a good opportunity to refer to your own fieldwork and research.

b

The need to rebrand is strongly linked to economic change. The loss of traditional industries can lead to a spiral of decline and the loss of an area’s identity. Areas with an image tarnished by decline need to rebrand to attract new businesses and put themselves back on the map. This frequently involves major environmental improvement, as the environment often deteriorates as economies decline (e.g. resulting in derelict land and brownfield sites). Rebranding can involve replacing a declining industry with a new one, such as outdoor or heritage tourism, food, or hi-tech industry. This reflects changes in the global economy in developed countries. Population change, especially the loss of the young and skilled, can lead to a residual population and lack of opportunity. This results in the need to attract new people to reinvigorate an area. Rebranding is then needed to improve the socioeconomic conditions of the area. Equally, population growth might mean an area requires a new image and new services to meet the needs of a new population (e.g. a different ethnic group).

 







Level

Mark

Descriptor

3

8–10

Structured set of reasons, linked to detail on chosen area(s) and focusing on rebranding. Geographical terms are used with accuracy; written language errors are rare.

2

5–7

Some range of reasons, and some detail on chosen locations; describes problems but weaker link to rebranding. Geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

One or two reasons; may simply outline some problems of an area. Geographical terminology is rarely used; there are frequent written language errors.

Edexcel AS Geography Questions and answers

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Rebranding places

Unit 2 Geographical investigations

e

The structure for your answer could come from the key word ‘reasons’, as these could be environmental, social, cultural and economic.

c

The figure shows how two existing features of an area (in this case, railways and real ale) are linked together to produce an ‘experience’, which is marketed at a particular age group and type of visitor. The image could produce spin-offs; for instance, special trains or microbreweries could be set up to take advantage of the image. The historic nature of the area is emphasised in the photographs, ale logos and rail poster — again appealing to a specific market. Many other rural areas have rebranded themselves in similar ways (‘Herriot Country’ on the North York Moors, for instance). Most National Parks promote a particular image through advertising and the provision of types of leisure activities and farm diversification (e.g. speciality food or paintballing). The internet, television adverts and brochures are all types of media used to reinforce an area’s new image.



  



Level

e

Marks Descriptor

3

8–10

The figure and examples are used to explore in detail how image can generate tourism. May comment that image is not everything. Geographical terms are used with accuracy; written language errors are rare.

2

5–7

Response is focused on image; likely to rely either on the figure or own examples. Descriptive rather than explanatory. Geographical terminology is used with some accuracy; there are some written language errors.

1

1–4

One or two comments about the figure, or a brief description of tourism in a rural area. Geographical terminology is rarely used; there are frequent written language errors.

Notice how the question asks you to ‘use’ Figure 14. Start by briefly describing the figure and the image it portrays, then use your own examples to reinforce your points.

Edexcel AS Geography Questions and answers

© Philip Allan Updates

51