A. Physical Paper (Unit 1)
6 Ice on the Land
6 (a) Study Figure 16 on the insert, a map showing the extent of ice in the Northern Hemisphere during the last Ice Age.
Describe the pattern of ice cover shown in Figure 16.
[3 marks]
- Ice is confined to continents (Ice on the Land).
- Largest area of ice is in North America (biggest Ice sheet being the Laurentide) where it extends southward to 40oN.
- Greenland and Iceland are entirely covered.
- In Europe, the Scandinavian Ice Sheet does not extend so far south... ending just above 50oN.
- Much of Asia (at same latitudes) is ice free.
- There are a few outliers of ice further south in each continent (presumably marking land of higher altitude).
6 (b) Use a case study to provide evidence of the retreat of a glacier.
[4 marks]
- South Cascade glacier, USA.
- 1928 to 2006 - photographic evidence shows that the glacier extends less into lower altitudes.
- A substantial melt-water lake has developed at the snout.
- The ice fills the valley to a lesser depth (photographic evidence again).
- Over the period 1985 to 2005, the net glacial budget has been negative overall.
- Air temperature records show rising averages.
- Stream runoff has increased.
6 (c) (i) Study Figure 17 on the insert, a photograph of a glacial landscape in Canada.
Draw a labelled sketch to show the features of this glacial landscape.
[4 marks]
- Draw what you see.
- Identify 4 glacial features (not including the lateral moraine which you have been given!)
For example...
6 (c) (ii) Explain the formation of lateral moraine.
[4 marks]
- What is a lateral moraine?/Where does it accumulate on a glacier (see photo!)
- What is the source of the material comprising a lateral moraine?
- How is this materiel "released" to accumulate on the glacier (process)?
6 (d) (i) Study Figure 18 on the insert, a photograph of an avalanche. Describe this avalanche.
[2 marks]
- Starts near the top of the mountain
- Loose/powdery snow
- Forming billowing clouds in lower reaches
- Starting from a localised point up the mountain
- Spreading widely as goes into lower altitude
- Increasing in volume as descends the mountain
6 (d) (ii) Describe the effects of avalanches.
[8 marks]
- What is an avalanche?
- What do avalanches consist of?
- How fast can they travel?
- Impacts on people?
- Impacts on buildings?
- Impacts on infrastructure such as roads, rail and power supplies?
- Impacts on economies?
- Examples?
From the mark scheme:
There should be an understanding of avalanche hazard – the movement of snow, ice and rocks downhill at speeds of up to 300 kph. The question asks for different effects so there should be an attempt to recognise a number of impacts. Thus impact on people – injuries and deaths – injuries related to being flung up in the air/into trees by the moving snow and causing broken bones; deaths often result from being buried and suffocating. Often skiers are involved who may have triggered the avalanche themselves. Buildings in the path of the avalanche can be severely damaged – or as the snow is very powerful possibly destroying the buildings. Roads are blocked, trapping people in resorts/settlements and making evacuation/transport/rescue difficult. The only way in is often by helicopter. There can be economic effects as severe avalanches and damage can put small tourist villages out of action as businesses are not present, having to close due to the damage done and affecting people’s livelihoods. Tourists may be reluctant to return areas where there have been severe avalanches. Thus, certain areas will suffer as fewer ski guides will be needed and villages will suffer. In 1999, an avalanche hit Montroc in the French Alps killing 12 people and destroyed 20 houses. Over 20 people were killed in Europe in 2009 who were involved in outdoor activities on the mountains.
There have been recent avalanches in the Mt Blanc, Chamonix area and Everest and these are likely to feature. There is likely to be reference to such examples/case studies although this is not a specific requirement.
7 Coastal Zone
7 (a) Study Figure 19 on the insert, a photograph of waves breaking at Aberystwyth, mid-Wales.
Describe the waves shown in Figure 19.
[3 marks]
- Any valid points from the photo... eg approximate height (relative to railings for eg), form (spray), power, storm-waves, crashing over the promenade etc etc
7 (b) Explain how constructive waves shape the coastline.
[4 marks]
- Key process?
- Why?
- Environments?
- Effects?
Constructive waves have a stronger swash than backwash and therefore lead to the build-up of material on the beach. They are often active in more sheltered areas such as bays. The beach will be wider/higher and depending on the material may be gently sloping – if it is sand – or steeper if it is made of shingle. Constructive waves are also responsible for the transportation of material via longshore drift. As a result of this, material moves along the beach and may form spits and bars where the coastline is interrupted by a river mouth or a bay is present.
7 (c) (i) Study Figure 20 on the insert, a 1:25 000 Ordnance Survey map extract of the Gower Peninsula in South Wales.
Draw a labelled sketch map to show the features of this coastline.
[4 marks]
1 mark for the drawing of the coast so that it is recognisable to that which is in map.
Remaining 3 marks for labels relating to the coastal features – headlands, bays or cove, contrasting size, level of indentation, cliffs, stack or stump, beaches at (head of bays).
No marks for lifting from the key or writing places named on map.
If a sketch map is drawn of a coast other than that in figure 20, there is a maximum of 2 marks for labels.
7 (c) (ii) Explain the formation of headlands and bays.
[4 marks]
- Alternating bands of more and less resistant rocks exposed at the shore
- Resistant bands erode more slowly compared to soft.
- Resistant therefore left sticking out to sea as H'lands.
- Less resistant rocks eroded by such processes as hydraulic action, cavitation and abrasion to form indentations along the coast ie bays.
From the mark scheme:
Explanation will refer to alternating bands of hard and soft rock at right angles to the coastline. The hard rock bands will be more resistant to erosion than the soft rock. The soft rock will therefore erode faster due to hydraulic action, abrasion, cavitation and the coast will retreat to form inlets – the bays, leaving areas of hard rock that protrude into the sea the headlands.
7 (d) (i) Study Figure 21, a graph showing global change in sea level from 1880 to 2005.
Describe the changes in global sea level shown in Figure 21.
[2 marks]
- Overall trend - ( Data - amounts and dates from the graph).
- Irregularities.
- Phases (including dates and amounts).
From the mark scheme:
Global sea level has shown an overall increase of about 18cm between 1880 and 2005. The rate of increase has not been steady, but has shown some fluctuation – with sea levels dropping at times following an increase – such as in late 1990’s. There was a gradual increase in the late nineteenth and early twentieth century where there was an increase of 4 cm in the first 40 years shown and more rapid recent rates with about 9 cm increase since 1960.
7 (d) (ii) Use a case study to illustrate how rising sea levels will have important social and political consequences for people living in the coastal zone.
[8 marks]
- People's livelihoods eg Kings Lynn farmland threatened by erosion and flooding.
- People's homes at risk from flooding - King's Lynn and at Overstrand, Happisburgh etc.
- Public concern of a repeat of the 1953 floods lead government to consider defences... have to justify to the wider tax-paying public.
- Alternative policies of managed retreat and coastal realignment are economically more desirable for government for large areas of E Anglia... unpopular with people who live there.
- Large scale schemes such as the Thames Barrier reaching end of effective life... what to do?
From the mark scheme:
Social consequences include a loss of some houses and some large settlements may be under threat such as parts of Kings Lynn in Norfolk; stress levels will increase as people don’t feel safe and worry about the future; there could be deaths and injuries resulting from temporary increases in sea level caused by storm surges in low lying coastal areas such as Humber estuary and the Wash. These are important/significant as they indicate a lack of security and potential loss of life is not expected from hazards in rich countries.
Politically, governments will need to make decisions regarding coastal protection/management – and where to put measures in place, the type and how much money is to be spent. This is important/significant as some people will be protected and others will not – as there is only a limited amount of money to spend. Thus large towns will probably be secure whilst small villages will not – so some people will lose out and feel decisions are unfair. Barriers may protect London whilst the Norfolk Broads may be left to be submerged.
B. Human Paper (Unit 2)
1 Population Change
1 (a) (i) What is meant by the exponential growth of world population?
[1 mark]
- Key idea behind "exponential" is the increasingly rapid rate. Thus exponential population growth involves growth in the number of people, but at a faster and faster rate as time passes. This accounts for then shortening of the population doubling time and, when graphed, tends to produce "j-shaped" plots.
1 (a) (ii) Study Figure 1 on the insert, a graph showing expected changes in world population
between 2013 and 2050.
Describe the changes shown in Figure 1.
[4 marks]
- Descriptive... say what you see.
- Because of the type of graph, recommended to measure sections (their relative sizes can be deceptive).
- Use the standard strategy... what, overall is happening, quote data from the figure and then identify trends and anomalies (if present) eg
Overall growth between 2013 and 2050 (projected) of almost 2400 million. Biggest numerical growth in Asia (2500 million), but greatest proportional growth in Africa (doubled). Growth in N America and S. America is present but small. In Europe and Oceana, populations appear to be static.
1 (a) (iii) Suggest how agricultural change can affect population growth.
[3 marks]
This question could be approached from either DTM perspective or development.
- Stage 1 and 2 of DTM, development of agriculture and improved productivity meant that food supply was more reliable which eliminates some population declines due to famine/food shortage. This could support an increase in the population.
- As a country develops and technology is introduced, there is less need for human labour which leads to a fall in BR and population growth slow down.
- Alternatively, could refer to the movement of people to urban areas and into the industrial workforce as labour demand in rural areas declines. This again could lead to population growth slowing as there is less need for human labour and also economic and social changes which reduces the emphasis on family size (falling BR/Fertility).
1 (b) Account for the strategies adopted by one country to manage rapid population growth.
[8 marks]
[SPaG 3 marks]
From the mark scheme:
Candidates need to draw a link between the issue and the strategy adopted to be “accounting for”. They should identify and explain how the strategy will seek to address either the birth rate or the problems associated with a burgeoning population.
Likely examples are China and Indonesia.
China:
Forcible reduction in number of births through numerical limit enforced by law and strong social pressure. Thus fewer babies are born which reduces the population growth rate. Also delaying the age of marriage through law to reduce total fertility. Since marriage takes place later, the period of reproductivity in a woman's life is effectively reduced.
Case study could include the effectiveness of the policy in terms of the social pressure and sanctions that were imposed if the law was broken. For example, shame of non-compliance and the abandonment of second child... or large fines that act as a disincentive to break the one-child-law. Both factors meant that the law was effectively enforced and this contributed to its success in reducing growth rates.
Credit coverage of more nuanced application of the policy in rural areas where the issue was less acute. For example, in rural areas and for some ethnic minorities, the policy was not applied, or applied in a more lenient way. In agricultural regions where labour was needed, families were often allowed two children to help work on farms.
Indonesia:
Redistribution of the population to less densely populated islands in order to achieve a better population / resource balance and the social and economic problems of poverty and lack of services created by the rapidly rising population.
In Indonesia, the concentration of a rapidly growing population in, for example, Jakarta on the island of Sumatra caused classic issues of overpopulation (above). However, large parts of Indonesia were sparsely populated and considered to be economically "underpopulated". Thus, encouraging people to move to these areas by cash payments, provision of land and support to establish farms meant that overpopulation of parts of Indonesia could be reduced and the underpopulated areas could be brought into production for the benefit of the whole country.
From the mark scheme:
Level 3 (Detailed) (7-8 marks)
Stronger attempt to justify the strategies as a reaction to the problems/birth rate. Specific detail of policy and / or problems for the named country. Spelling, Punctuation and Grammar [3 marks]
SPaG
Threshold performance
Candidates spell, punctuate and use the rules of grammar with reasonable accuracy in the context of the demands of the question. Any errors do not hinder meaning in the response. Where required, they use a limited range of specialist terms appropriately.
1
Intermediate performance Candidates spell, punctuate and use the rules of grammar with considerable accuracy and general control of meaning in the context of the demands of the question. Where required, they use a good range of specialist terms with facility.
2
High performance Candidates spell, punctuate and use the rules of grammar with consistent accuracy and effective control of meaning in the context of the demands of the question. Where required, they use a wide range of specialist terms adeptly and with precision.
3
1 (c) Study Figure 2, a map showing the most desirable places for retirement in England and Wales, according to a quality of retirement index. The most desirable places for retirement are either shaded or named.
Describe the pattern of the most desirable places for retirement shown in Figure 2.
[3 marks]
There are a number of aspects of the map pattern that could be commented upon:
- The general distance decay of popularity of retirement locations further north;
- density of southerly coastal locations;
- close to London;
- limited number in Wales.
From the mark scheme:
Description need not be complete for full marks but should convey some sense of pattern and show use of the map.
1 (d) (i) Outline one way a country with an ageing population can encourage an increase in
birth rate.
[2 marks]
Outline... make a point ie action that would encourage people to have more children (above replacement rate)... further marks for elaboration.
- Increased length of parental leave (1)...
- ... so parents can take time off with young children (1).
- Full time nursery care is provided (1) ...
- ...so children are less expensive in early years (1).
- Child benefit payments increase with each child (1) ...
- ...so there is an incentive to have more children (1).
From the mark scheme:
First mark for statement, second for elaboration.
Requirement is only to outline, they need not explain how the method increases the birth rate, though this can be credited as elaboration.
Exemplar not required though it may add to an answer.
1 (d) (ii) Study Figure 3, a newspaper article about some of the problems of an ageing population.
Use Figure 3 and your own knowledge to explain one or more problems associated with an ageing population.
[4 marks]
Needs to show use of Figure 3 through reference to something in the extract, this may be slight such as quoting a specific cost.
A wide range of problems may be mentioned such as:
- the increasing cost of medical and social care and the need for this in increased amounts;
- the increasing cost of providing state pensions;
- the declining tax receipts for the government;
- the wider impact on the economy of a shrinking workforce and the need for more housing as often single person elderly households remain in large homes.
6 Tourism
6 (a) Study Figure 19, a graph showing visitor numbers to the UK between 1992 and 2014.
6 (a) (i) Use the following information to complete the graph.
[1 mark]
6 (a) (ii) Annotate the graph to suggest reasons for the trends shown.
[3 marks]
6 (b) Explain the different opportunities that are offered by cities and mountainous areas for the development of tourism.
[4 marks]
6 (c) Study Figures 20a and 20b. Figure 20a is a newspaper extract about the Lake District National Park. Figure 20b is a newspaper extract about Margate, a UK coastal resort.
Use either Figure 20a or Figure 20b and your own knowledge to explain how either a UK National Park or UK coastal resort can ensure the continuing success of its tourism industry.
[4 marks]
6 (d) (i) Outline one difference between mass tourism and ecotourism.
[2 marks]
6 (d) (ii) Study Figure 21 on the insert, a photograph of a wildlife safari in Kenya, a country in Africa. Use Figure 21 to suggest the effects of tourism on the environment.
[3 marks]
6 (d) (iii) Use a case study of an established tropical tourist area to show how income from tourism can be maintained whilst reducing its negative effects.
[8 marks]
[SPaG 3 marks]
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