aqa-a2-geography-revision

42 Pages·2009·1.65 MB·English

AQA
A2
Geography
Questions, mark schemes and
commentaries
Amanda Barker,David Redfern and Malcolm Skinner
Contents
Introduction 3
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Plate tectonics and associated hazards
Question 1 7
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Question 2 8
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Question 3 10
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Question 4 11
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Weather and climate and associated hazards
Question 1 13
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Question 2 15
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Question 3 17
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Question 4 18
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Ecosystems:change and challenge
Question 1 19
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Question 2 21
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Question 3 23
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Question 4 24
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World cities
Question 1 25
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Question 2 27
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Question 3 28
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Question 4 29
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Development and globalisation
Question 1 31
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Question 2 32
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Question 3 34
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Question 4 35
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Contemporary conflicts and challenges
Question 1 37
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Question 2 39
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Question 3 40
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Question 4 41
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Introduction
This website contains some examples of the types of questions you will face in the AQA Unit 3
geography examination at A2.You may wish to use these questions as practice questions in your
work or for revision.Questions are in bold type.Each one has a mark scheme together with
commentary in purple on how best to answer it.Sample student answers to some of the
questions,with examiner comments,appear in the AQA A2 Geography Student Unit Guide:Unit 3
published by Philip Allan Updates.
Before attempting to answer any of the questions,it is important that you understand the
processes by which these questions will be marked by the examiner in the ‘real’examination.
Below is a summary of those processes.
General marking criteria
The philosophy
Marking at AQA is positive rather than negative.This means that examiners credit material you
get right,rather than deduct marks for what you get wrong.Examiners do not startwith a model
answer in their heads,nor do they compare your answer with a model answer.They credit you
for the wayin which you answer the question set,awarding more marks for the appropriate
detail and depth of response that you give.
Levels marking
For all questions worth more than 5 marks levels marking is used.For questions with 5–8 marks
thereis a maximum of twolevels;for questions with between 9 and 15 marks there are three
levels.For questions with more than 15 marks,including the essays on Unit 3,there are four levels.
Everyone involved in the levels’marking process (examiners,teachers,students) should
understand the criteria for moving from one level to the next — the ‘triggers’.In simple terms,
you should know what you must do to take your answer from Level 1 to Level 2,Level 2 to
Level 3,and Level 3 to Level 4.Although the precise triggers will vary from question to question,
there are general rules you should follow to enable you to make this progression.
In broad terms the levels can be described as follows.
Level 1:you attempt the question to some extent,giving a basic response
An answer at this level is likely to:
n displayabasic understanding of the topic
n makeone or two points without support of appropriate exemplification or application of
principle
n give a basic list of characteristics,reasons and attitudes
n provide a basic account of a case study,or provide no case study evidence
n give a response to one command of a question where two (or more) commands are stated,
e.g.‘describe and suggest reasons’
n demonstrateasimplistic style of writing perhaps lacking close relation to the terms of the
question
n lack organisation,relevance and specialist vocabulary
n demonstrate deficiencies in legibility,spelling,grammar and punctuation
Level 2:you answer the question clearly
Ananswer at this level is likely to:
n display a clear understanding of the topic
n make one or two points supported by appropriate exemplification
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n give a number of characteristics,reasons,attitudes (‘more than one’)
n provide clear use of case studies
n give responses to more than one command,e.g.‘describe and explain’
n demonstrate a style of writing which matches the requirements of the question
n demonstrate relevance and coherence with appropriate use of specialist vocabulary
n demonstrate legibility of text,and qualities of spelling,grammar and punctuation which
enable clarity of meaning
Level 3:you answer the question very well
An answer at this level is likely to:
n display a detailed understanding of the topic
n make several points with support of appropriate exemplification
n give a wide range of characteristics,reasons,attitudes etc.
n provide detailed accounts of a range of case studies
n respond well to more than one command
n demonstrate evidence of discussion,evaluation,assessment and synthesis
n demonstrate a sophisticated style of writing incorporating measured and qualified
explanation and comment as required by the question
n demonstrate a clear sense of purpose so that the response is seen to closely relate to the
requirements of the question with confident use of specialist vocabulary
n demonstrate legibility of text,and qualities of spelling,grammar and punctuation that
contribute to complete clarity of meaning
Level 4:you answer the question with depth,flair,creativity and insight
In addition tothe requirements of Level 3,an answer at this level is likely to:
n provide strong evidence of thorough,detailed and accurate knowledge,and critical under-
standing of concepts and principles and of specialist vocabulary
n giveexplanations,arguments and assessments or evaluations that are direct,logical,
perceptive,purposeful,and show both balance and flair
n demonstrate a high level of insight,and an ability to identify,interpret and synthesise a wide
range of material with creativity
n demonstrate evidence of maturity in understanding the role of values,attitudes and
decision-making processes
Question types
Unit 3 has a combination of structured questions carrying 25 marks and essay questions carrying
40 marks.
Structured questions
Structured questions have a gradient of difficulty.The initial sub-questions are less demanding
than the later ones,and therefore carry fewer marks.Thus sub-question (a) often uses command
words such as ‘comment on’, ‘describe’or ‘outline’,while subsequent questions may require
explanation,examples and evaluation.
Stimulus materials are used both directly and indirectly.For direct use,OS maps and
photographs are provided to assess key skills such as map reading and interpretation.Charts
and sketch maps may be supplied to assess your ability to summarise and recognise spatial
patterns and trends.For indirect use,stimulus materials are presented as a catalyst for assessing
your wider knowledge and understanding of a topic.
Essayquestions
Essay questions have a number of common features:
n they require description and explanation
n theyrequiresome evaluation,assessment or discussion
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n they always require detailed exemplification using case studies
n higher levels of response require clear evidence of synopticity
You should reserve 4 or 5 minutes for thinking time and for writing a brief plan of your answer.
The plan should outline the general content of each paragraph and the geographical examples
you intend to use to support your answer.
Your answer should have three main components:an introduction,a main body and a conclusion.
n The introductionshould (a) define any key terms used in the question,and (b) indicate the
broad structure of your answer.It should be brief and businesslike:four or five lines should be
sufficient.
n The main bodyis where you develop the list of points in your introduction by means of a series
of paragraphs that follow each other in a logical sequence.When discussing or evaluating an
issue,and therefore presenting a number of viewpoints,put each idea into a separate
paragraph.This will ensure that the reader does not become confused by your argument.
n The conclusionshould be a brief summary of the points developed in your answer.Where
appropriate,it may need to include some evaluation or overall assessment.
Finally,all questions will cover some aspect of the geographical process summarised in Figure A.
It is important to recognise which part of the process the question is asking you about.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.
Geographical …changes taking …consequences;these …the problems
issuesbeginwith place.These can be can bepositive or and issues require
causes.Processes changes to natural or negative (problems) management to
then occur which human systems. The for people and/or the find solutionsand
lead to… changes often have… environment… minimiseconflict
Figure A The geographical process
The essays in Unit 3 will be marked using a generic mark scheme.This means that the same
general principles will be used to assess your essay,only the context,content and command
words will vary.Table A illustrates this mark scheme.
Table A Essaymarkscheme
Level Marks/40 Assessment criteria
1 1–10 n The answer shows a basic grasp of concepts and ideas,but points lack development
or depth
n Explanations are incomplete,arguments partial and lack coherent organisation or
reasoned conclusions
n Examples are superficial
n There is no evidence of synopticity
2 11–20 n The answer is relevant and accurate,and shows reasonable knowledge and critical
understanding of concepts and principles with some use of specialist vocabulary
n Arguments arenot fully developed and the organisation of ideas and the use of
examples and general theories showimbalances
n Some ability to identify,interpret and synthesise some of the material
n Limited abilitytounderstand the roles of values,attitudes and decision-making
processes
n Sketch maps/diagrams are not used effectively
n Evidenceof synopticityis limited
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Level Marks/40 Assessment criteria
3 21–30 n Sound and frequent evidence of thorough,detailed and accurate knowledge and
critical understanding of concepts and principles,and of specialist vocabulary
n Explanations,arguments and assessments or evaluations are direct,logical,
purposeful and generally balanced
n Some ability to identify,interpret and synthesise a range of material
n Some ability to understand the roles of values,attitudes and decision-making
processes
n Examples are developed and sketch maps/diagrams are used effectively
n There is strong evidence of synopticity
4 31–40 n Strong evidence of thorough,detailed and accurate knowledge and critical
understanding of concepts and principles and of specialist vocabulary
n Explanations,arguments and assessments or evaluations are direct,logical,
perceptive,purposeful,and show both balance and flair
n There is a high level of insight,and an ability to identify,interpret and synthesise a
wide range of material with creativity
n Evidence of maturity in understanding the role of values,attitudes and decision-
making processes
n Examples are well-developed and sketch maps/diagrams are fully integrated
n The answer is fully synoptic
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Plate tectonics and associated hazards
Question 1
a Study Figure 1,which shows the global distribution of earthquakes.
Plate margins
Earthquake zone
Eurasian plate North American
Mid-
plate
Atlantic
ridge
Pacific plate
Caribbean
African
plate
plate Cocos
plate
South
Indo-Australian Nazca American
plate plate plate
Antarctic plate
Antarctic plate
Figure1Global distribution of earthquakes
Describe the distribution of the earthquakes and attempt to explain the
patternthatis shown. (7 marks)
Mark scheme
Level 1 Basic/simple statements with regard to distribution,mainly names of countries or areas affected by
earthquakes.Explanation confined to plate boundaries. (1–4 marks)
Level 2 Wider picture seen,such as the ‘Pacific Ring of Fire’.Some reference to the large areas where there are
no or few recorded instances.More details on plate boundaries such as the name,the activity taking
place there which results in earthquakes and activity within fold mountains.Some attempt to explain
why some areas are free/relatively free from earthquakes. (5–7 marks)
Asthis question is levels marked,you will receive only Level 1 marks if you describe the
e
distribution in piecemeal form,i.e.simply a list of countries/areas.You must describe a
wider pattern to reach Level 2.Similarly,explanations must go deeper than simply stating
that the earthquakes are on or near plate boundaries.You could state what is happening
to cause earthquakes at specific boundaries (must be those shown on the map,not
earthquakes in general) such as on the conservative margin in California.
b Describe the effects that a major earthquake can have on the population
of an area. (8 marks)
Mark scheme
Level 1 Simple statements giving nothing morethan a list of the effects. (1–4 marks)
Level 2 Recognises that effects can be divided into primary and secondary and gives examples of each
(accept candidate’s own definition of primary/secondary as long as it is logical).Links are clearly
made between primary and secondary hazards,e.g.ground shaking can cause buildings to fall,
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breaking gas pipes which could lead to fires breaking out.Several effects can be linked together in a
chain;another example could be ground shaking resulting in dams cracking,collapsing and leading
toflooding downstream. (5–8 marks)
Toreach the higher mark level,you must do more than write a list of effects.With many
e
hazards it is important to recognise that there are both primary effects and later
secondary effects,which may last for a considerable period of time after the event.It is
also essential to see that one effect may be the cause of another.If you can link the
hazards in this way,your mark will be at the top of the range.
c Discuss the effectiveness of the methods used to lessen the impact of
earthquakes on the population of an area. (10 marks)
Mark scheme
Level 1 Simple statements of methods,in effect little more than a list of the ways people can attempt to
lessen the impact. (1–4 marks)
Level 2 Recognises that there can be categories,or shows the general aim behind the methods.Begins to
show how these methods work and how effective they have been,perhaps with some small
references to located examples. (5–8 marks)
Level 3 Shows a clear indication that methods can be divided into categories and discusses the purposes of
such attempts.Clearly makes critical evaluations of the methods with details on how they can be
made towork.Links methodology and its effectiveness with clear references to located examples.
(9–10 marks)
As with (b),text that is effectively a list of methods will receive credit only at the lowest
e
level.The key word in the question is ‘effectiveness’,and you must show to what extent
the methods you quotework.Although examples are not mentioned in the question,it
is a good idea to link effectiveness to real-world situations.If a particular method was
effective/ineffective at a certain event,say so,as this will receive credit at the higher levels.
Question 2
a Study Figure 2 which shows the distribution of tectonic plates and their movements.
Eurasian
plate Eurasian plate
North
American
C
plate
C
African plate
Pacific plate
South
Indpol-aAtuestralian Npalaztcea Apmlateerican
Transform fault
Antarctic plate Direction of plate movement
Convergent (destructive) Divergent (constructive) C Conservative
subduction zones sea-floor spreading zones
Figure 2 Tectonic plates
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Select one plate boundary where volcanic activity is taking place.Name it,
and with the aid of an annotated diagram(s) explain what is happening there as
aresult of the movement of the plates. (7marks)
Mark scheme
Level 1 Simple statements/labels such as names of plates and density (but not both).Labelling incomplete.
Sequence of events from plate movement to volcanic activity not established. (1–4 marks)
Level 2 Plate labelling includes names and density (figures would indicate top of level answer).Details given,
with clear sequence established from movement to volcanic activity.Particular details given on
volcanic activity. (5–7 marks)
Selection is very important here.You should choose a boundary with a lot of activity and
e
where there is a clear link between the plate movement and volcanic action.The question
states ‘with the aid of diagrams’,which means that you could produce some text but you
MUST draw an annotated diagram to achieve a reasonable mark.The most important point
concerning the diagram is that the reader must be able to see the sequence from the initial
movement of the plate to the ultimate production of volcanic activity.
b Atsunami can result from tectonic activity.Explain how such large waves
are formed and why they can be so destructive. (8 marks)
Mark scheme
Level 1 Simple statements relating to cause,such as earthquakes or volcanic eruptions.Simple list of effects,
with no stress on whytsunamis can beso devastating. (1–4 marks)
Level 2 More detailed explanations as to the cause.Explains why tsunamis can cause such destruction,
particularly the lack of preparation/perception of the hazard in the past.Details on size,penetration,
etc.,and indications that tsunamis may consist of more than one wave.Shows that debris in water
can also beverydestructive. (5–8 marks)
To achieve a mark beyond Level 1 you must recognise that formation of a tsunami
e
requires more than an earthquake/volcanic action. You must explain not only the
damage that tsunamis can do,but why they can be so destructive (e.g.Indian Ocean
tsunami,December 2004).Simply listing the effects will receive credit only at Level 1.
c Discuss the ways in which people and organisations have attempted to
minimise the effectof volcanic eruptions. (10 marks)
Mark scheme
Level 1 Simple statements of responses which could apply to any volcanic eruption.Answer little more than
ashort list. (1–4 marks)
Level 2 Recognises that there can be categories,or shows general aim behind the methods.Begins to show
how such methods work with some small references to examples. (5–8 marks)
Level 3 Very clear indication that attempts can be categorised.Recognises that volcanic activity will occur
and that people are unable to stop it so their main thrust should be to minimise the effects upon
them.Critical evaluation made of the success of any attempts made,with clear reference to
examples. (9–10 marks)
As with (c),it is important to use examples,even though there is no reference to them in
e
the question wording.As with all questions of this type,you should avoid stating only the
methods thatareapplied.Most methods can be divided into categories and you must
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use them,because this gives a clearer insight into how people hope to minimise the
effect of such hazards.
Essay questions
The generic mark scheme for the essays is given on pages 5–6.Below is a summary of the
requirements for a good answer to these questions.A key element is the need to demonstrate
synopticity.Synoptic assessment is built into the mark scheme,and is loosely defined as follows:
Synoptic assessment involves assessment of candidates’ ability to draw on
their understanding of the connections between different aspects of the
subject represented in the specification and demonstrate their ability to ‘think
like a geographer’.
Question 3
The hazards presented by earthquakes and volcanic activity have the greatest
impact on the poorest members of the world’s population.To what extent do
you agree with this view? (40 marks)
Appropriatecontent
Appropriate content for a response to this question might include:
n the concept of a hazard
n an understanding of volcanoes and earthquakes as hazards and the extent to which they
impact upon human economies and societies
n the possibility of management
n areas atrisk compared with the income/economic development of the people living there
n variations in the capacity to adapt to/manage processes and impacts
n varying impacts on different groups within the same population,such as the vulnerability of
informal settlements
n case studymaterial/examples
Synopticity
This could emerge with some of the following:
n acritical understanding of the processes that produce volcanic and earthquake hazard
events and the context in which they are produced
n understanding the context of varying timescales (frequency etc.)
n an understanding of the impact of volcanic and earthquake events
n an understanding of the vulnerability of different populations to these hazards
n acritical understanding of the vulnerabilityof different regions,particularly the differences
between richer and poorer areas and the contrast between urban and rural environments
n understanding the capacityand willingness of people to deal with these hazards
n evidence of breadth/depth of case study material
The question requires a discussion and the response should reach a view.Any conclusion can be
credited as long as it is measured and reasonable,and related to the content of the answer.
Toanswer this question you should carefully read the above bullet points to get an idea
e
of what your discussion should involve.The obvious conclusion is that the statement is
mainly correct.Poor people are not able to prepare for or manage hazards in the same
waythat people in richer countries can.Richer countries can build structures to withstand
earthquakes,warning of volcanic eruptions is better and people are better placed to do
something about it.You could also argue,though,that the overall monetary cost to richer
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