The diagram shows the gender gap index for country X and the world average (representing 115 countries), which shows the level of success in achieving gender equality for women in the four aspects given below.
\nThe index ranges from 0.00 (total inequality) to 1.00 (total equality).
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/60/Gender_gap_index.png\")
Referring to the diagram, state the rank order (from highest to lowest level of equality) for the four aspects of the world average.
\nDescribe the status of women in country X.
\nExplain the relationship between fertility and the status of women.
\nThe ranking is education and health, tied at the top [1 mark], followed by economic and political [1 mark].
\nA brief description of all four aspects should be given [1 mark] with some quantification [1 mark]. The remaining 1 mark should be awarded for some development, such as comparison to the world averages, or a fuller description of the four aspects, or that political empowerment is an anomaly.
\nResponses should note the inverse relationship between status and fertility: high fertility, coupled with low status or low fertility coupled with high status [1 mark] and then provide an explanation in terms of economic factors (careers leading to delayed marriages, the benefits and costs of children) and/or of socio-cultural and political factors (marriage customs, religion and contraceptive prevalence, education levels) [4×1 mark]. Accept other valid suggestions. In exceptional cases, depth of explanation may compensate for the number of factors considered.
\nState the three components that are used to calculate the Human Development Index.
\nReferring to examples, describe two factors that result in inequities within countries.
\nExplain how trade and access to markets may reduce disparities.
\nReference should be made to life expectancy at birth, adult literacy (educational attainment) and standard of living (GNI per person) [3×1 mark].
\nAny two of the following factors should be described: gender, ethnicity, residence, parental education, income, employment, land ownership [2×2 marks]. Accept other valid suggestions. To gain more than 3 marks examples at a sub-national level must be referred to.
\nThe response should demonstrate a clear knowledge of what a disparity is [1 mark]. An explanation of reducing disparities through trade should make some mention of how increased trade leads to increased income and investment [2 marks]. Similarly, the explanation of access to markets should mention the removal of tariffs, quotas, other barriers leading to increased trade [2 marks].
\nResponses may consider disparities at any scale, and responses considering the disparities either between countries or within countries are equally acceptable.
\nThe diagram shows the world distribution of areas of water scarcity.![\"\"](\"../assets/uploads/tinymce_asset/asset/63/Water_scarcity.png\"/)
[Source: modified from Comprehensive Assessment of Water Management in Agriculture 2007. Water for Food, Water for Life: A comprehensive Assessment of Water Management in Agriculture. London: Earthscan and Colombo: International Water Management Institute]
\nDefine physical water scarcity.
\nDefine economic water scarcity.
\nDescribe the global pattern of water scarcity shown on the map.
\nExplain the factors affecting access to safe drinking water.
\nThis should be defined as when water resources are at or approaching unsustainable levels [1 mark]. It depends on water demand [1 mark] and implies that arid areas are not necessarily water scarce.
\nThis should be defined as a condition where economic/institutional/human restraints limit access to water [1 mark]; water is available locally but not accessible for everyone [1 mark].
\nThe pattern shows economic water scarcity mainly in the tropics/lower income countries [1 mark], and physical water scarcity mainly in low rainfall areas (deserts) [1 mark]. Some reference to areas with little or no water scarcity should be allocated 1 mark.
\nThe response should demonstrate knowledge of what safe drinking water is [1 mark]. Depending on the scale considered, the main factors would be increasing population, the rising per capita consumption of water and the absence of, or failures in, the management of water, although other possible factors (global climate change, infrastructure developments) could be mentioned [2×2 marks]. Other valid factors should be credited.
\nDefine ecological footprint.
\nDescribe what is meant by a neo-Malthusian view.
\nExplain three benefits of a strategy designed to reduce resource consumption.
\nThis can be broadly defined as the theoretical measurement of the amount of land and water a population requires to produce the resources it consumes [1 mark] (and to absorb its waste) under prevailing technology [1 mark].
\nThe response should describe population growth outstripping resource availability [1 mark], and thus limiting economic development [1 mark].
\nAward 1 mark for any other valid point, development, such as reference to the Club of Rome and the Limits to Growth model, or an example of a country experiencing extreme population pressures. If only Malthus’s original theory (relating population to food) is described, no more than 1 mark should be awarded.
\nThree distinct and clearly defined benefits of a strategy are required [3×2 marks]. These could be environmental, social or economic, or any combination of them, and would have to be explained, not just described, to obtain the full marks.
\n“Government attempts to control population growth are ineffective.” Discuss this statement.
\nThere are many possible approaches to this question. Most responses are likely to consider both pro- and anti-natalist policies, but it is equally acceptable to focus on only one of these, provided a variety of examples or strategies are discussed.
\nA discussion of pro-natalist policy could consider incentives such as family credit and tax allowances, advertising, encouraging immigration and lifting restrictions.
\nA discussion of anti-natalist policy could consider direct policies (control of fertility through coercion or persuasion, abortion and sterilization) and/or indirect policies (reduction of fertility through improving status of women, birth control, delaying marriage, banning polygamy, providing primary health care, financial incentives).
\nGovernments can influence population growth by a variety of migration policies. Responses that consider whether government attempts are effective or not are likely to be credited at bands E/F.
\nMarks should be allocated according to the markbands.
\n“The causes of global climatic change are essentially human.” Discuss this statement.
\nThe wording accepts global warming as a fact, but expresses uncertainty about its origin. Responses would be expected to provide a description of the main human causes of global warming (increased greenhouse gases and particulates (aerosols) from industrialization, land use, transport, livestock) and an explanation of the enhanced greenhouse effect.
\nSome description of alternative natural explanations for global climatic change would also be expected: cosmic rays, solar cycles (sunspot cycles), orbital variations (Milankovitch cycle), volcanism.
\nSome candidates may consider the different causes of long-term and short-term climatic changes.
\nIf only human factors are considered, the response should not move beyond band C. Responses that evaluate the balance of argument are likely to be credited at bands E/F.
\nMarks should be allocated according to the markbands.
\nExamine why most countries want to reduce their dependence on oil.
\nIt is likely that there would be some introductory comments on the degree of dependence on oil (proportion of energy mix) and/or recognition that it is a finite resource.
\nResponses should examine several reasons for a desire to reduce dependence on oil. These might include the following:
\nThe strongest responses, accessing bands E/F, will incorporate most aspects of the reasons listed above, although these need not all be examined in equal depth.
\nMarks should be allocated according to the markbands.
\nThe map shows the location of the Danjiangkou Dam on the Han River in China. The graphs show the sediment loads at three places (A, B, C) downstream of the dam.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/208/Han_River_dam.png\"/)
[Source: Nick Middleton (1999), The Global Casino, Arnold]
\nState the year when the highest sediment load occurred.
\nState the volume of sediment load in that year at Huangzhang.
\nIdentify three ways in which the load of a river is transported and briefly describe one of these ways
\nReferring to the map and graphs, explain how the construction of the Danjiangkou Dam affected sediment loads along the Han River.
\nExamine the influences of physical factors and human activity on a specific river flood.
\n1958.
\nAccept answers from 3.7 – 3.8 kg/m3 inclusive. Units are required.
\nAnswers are likely to be solution; suspension; bed load (though it is equally acceptable for candidates to identify more than one type of bed load movement).
\nAward 1 mark for two correct ways, 2 marks for three correct ways, with the remaining 1 mark reserved for an appropriate description of one of the ways.
\nCandidates are expected to describe that, following construction of the dam, sediment load decreased [1 mark] and that sediment flows became less variable [1 mark]. A third mark should be awarded for any recognition that either sediment load or the variability of sediment load diminished more at sites close to the dam than further downstream. The final 2 marks should be reserved for statements explaining these trends or patterns by reference, for example, to the reduction in peak water flows following dam construction, or to the impact of the dam acting as a sediment trap.
\nOther valid statements can be credited.
\nBoth physical factors (such as the size and shape of the drainage basin; the amount and intensity of precipitation) and human activity (such as land clearance, location of housing, dam construction, flood defences) play a part in river floods, though the balance between the two will vary, depending on the specific river flood chosen.
\nAnswers that examine a specific river flood are likely to be credited at band D and above. It is not necessary for physical factors and human activity to be treated equally. Answers considering both aspects of the question in some detail are likely to be credited at bands E/F.
\nIt is expected that responses will examine one specific river flood, which can be at any scale.
\nMarks should be allocated according to the markbands.
\nThe graph shows the supply and demand for water in an unnamed country from 1990 to 2015.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/209/Water_supply-demand.png\")
[Source: adapted from an edited version of Water Pollution Control – A Guide to the Use of Water Quality Management Principles (1997), WHO/UNEP]
\nDescribe the trend in water shortage between 1990 and 2015 shown on the graph.
\nSuggest possible reasons for the changes in supply between 1990 and 2015 shown on the graph.
\nAnalyse two competing demands for water in a named river basin.
\nReferring to one or more examples, examine the environmental effects of ground water abstraction and irrigation.
\nWater shortage is increasing [1 mark], but at a decreased rate since 2000 [1 mark]. For full marks some quantification is required.
\nPossible reasons include the increased abstraction of ground water as a result of new wells, increased water from storages such as reservoirs, and from desalination plants. The suggestion that the increased supply comes from increased precipitation is not acceptable, since it would not result in such a uniform trend over the time period. Award 1 mark each for two valid reasons.
\nCompetition for water is intense in many river basins. It is expected that candidates will analyse two broad categories of demand (such as residential, industrial, agricultural) and not two highly specific demands; the latter approach is likely to prove self-penalizing in the context of this question. Award 1 mark for the clear identification of two competing demands and 1 mark for the identification of a specific river basin.
\nThe remaining 4 marks should be reserved for the analysis of the competing demands. It is not necessary for the analysis of the two demands to be equal, but the response must make some points of comparison or contrast in order to be awarded 4 marks.
\nThere are numerous environmental effects associated with ground water abstraction and irrigation. Ground water abstraction may lead to falling water tables, salt-water incursions if close to the coast, and, in extreme cases, subsidence of the ground surface. The effects of irrigation may include salinization, agro-chemical runoff, ground water pollution and the increased likelihood of the eutrophication of lakes, rivers and wetlands. Other valid ideas should also be credited.
\nCandidates are expected to examine a variety of effects and both positive and negative effects are equally acceptable.
\nIt is not necessary for ground water abstraction and irrigation to be treated equally. Answers considering both aspects of the question in some detail are likely to be credited at bands E/F. Answers that use an appropriate example or examples are likely to be credited at band D and above.
\nMarks should be allocated according to the markbands.
\nThe map shows the age of oceanic crust.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/210/Oceanic_crust_age.png\"/)
\n
[Source: Computerized digital images and associated databases from the National Geophysical Data Centre, National Oceanic and Atmospheric Administration, U.S. Department of Commerce]
\nReferring to the map, identify the type of plate boundary shown on the map at:
\n(i) A
\n(ii) B.
\nState the age of the oceanic crust at C shown on the map.
\nUsing an annotated diagram only, explain why the age of oceanic crust changes with distance from the mid-ocean ridges.
\nReferring to specific nations, discuss the geopolitical issues that arise over ocean areas.
\nThe boundary type at A is constructive or divergent [1 mark] and at B is destructive or convergent (accept subduction but do not accept collision zone) [1 mark].
\nThe age of the crust at C is between 141.9 and 156.8 [1 mark] million years BP [1 mark]. Any number within the range is acceptable; only answers within this range can gain the second mark.
\nCandidates must use an annotated diagram to answer this question. No credit should be given for any information that is written separately below the map unless it is clearly related to it by means of arrows or a key. As a general rule 3 marks should be awarded for the quality and appropriateness of the diagram and 3 marks for the quality of the annotations. This balance can be adjusted if exceptional quality is found in either of these two parts.
\nIn good answers the annotations should include new crust being created at constructive plate boundaries which moves away from the boundaries as part of the process of sea-floor spreading. With distance the age of crust increases as a result of this divergent process.
\nAs populations and resource demand increase, and standards of living increase, more pressure is placed on peripheries and boundary zones and the ownership of them. There are many areas of the world where issues arise as a result of oceanic territorial disputes. These issues may be a product of sovereignty rights, resource need, military advantage, historical situation or any other valid reason.
\nIn some cases this may disadvantage nations who are not allied to a particular group or are members of an economic agreement and this may serve to impoverish nations or create tension.
\nResponses that are discursive are likely to be credited at bands E/F.
\nMarks should be allocated according to the markbands.
\nThe map shows the estimated threat to coral reefs in South-East Asia.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/211/Coral_reefs_threat.png\"/)
[Source: modified from the United Nations Environment Programme’s Global Environment Outlook 2000 publication http://www.unep.org/geo2000/english/i86a.htm]
\nDescribe the pattern of threat to coral reefs shown on the map of South-East Asia.
\nExplain three socio-economic impacts of the loss of coral reefs and mangrove systems.
\nUsing a case study, evaluate the management strategies adopted to resolve the pressures on a particular coastline.
\nThe greatest threats appear to be clustered around the larger islands/landmasses, for example, around the coast of the Philippines or the main islands of Indonesia [2 marks].
\nLesser threats are found in more isolated areas. Areas which may be selected include the Andaman Islands, the island chains to the east of Vietnam and those further to the east of the Philippines in the Pacific Ocean [2 marks].
\nSome overview as opposed to a list to describe the general pattern is required for full marks.
\nThe impacts may include a reduction of fish stocks resulting from a loss of biodiversity, a demise in tourism due to the destruction of reefs, a reduction in seafood stocks, and an increase in the vulnerability of coastal populations to inundation resulting from a loss of mangroves. Both coral reefs and mangroves protect coastal areas against erosion and their removal or degradation may impact on beaches and low-lying farmland. Mangroves, if managed sustainably, provide a valuable source of hardwood and charcoal. It is often poorer communities which exploit both the mangrove and coral reef ecosystems and the socio-economic impact is felt most by these more vulnerable groups.
\nOther valid socio-economic impacts should be accepted.
\nAward 2 marks for each valid impact, provided it is developed.
\nA wide variety of examples may be chosen and strategies may range from those which protect coastlines from erosion, to marine parks/reserves or implementing policies to manage retreat. The strategies may involve hard or soft management or revitalizing coral reefs or mangroves using innovative techniques. Whatever case study is chosen, the pressures must be clearly stated, together with the strategies adopted in response to these pressures.
\nResponses including explicit evaluation of appropriate management strategies on a particular coastline are likely to be credited at bands E/F. Responses which fail to refer to a specific case study will be self-limiting and may only achieve a maximum of band D.
\nMarks should be allocated according to the markbands.
\nThe graph below shows the retreat (by altitude) and the surface area of the Santa Rosa glacier in Peru.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/212/Peru_glacier.png\")
[Source: Peru National Communication to the UNFCCC2001]
\nReferring to the graph, describe the changes in the terminus of the Santa Rosa glacier from 1970–2000.
\nExplain the processes involved in the advance and retreat of glaciers.
\nDiscuss the main environmental problems caused by tourism in one extreme environment.
\nThe glacier has been retreating over this time period [1 mark]. The rate of retreat has become increasingly rapid [1 mark] and there is an anomaly (1977 to 1979) which shows an expansion of the glacier [1 mark]. Award 1 mark for supporting quantification.
\nAdvance: When inputs such as snow and avalanches in the accumulation zone are greater than the rate of melting in the zone of ablation [3 marks].
\nRetreat: When inputs such as snow and avalanches in the zone of accumulation are less than the rate of melting [3 marks].
\nThe balance of marks between advance and retreat may be varied slightly at examiner discretion in the event of responses which explain either advance or retreat in more detail. For example, some responses may consider seasonal effects or climatic change.
\nIt is acceptable for annotated diagrams to be used instead of text.
\nThe problems associated with tourism may include impact on mass movement and erosion; land degradation; loss of biodiversity, increased vulnerability to hazards; aesthetic change; water usage, pollution and waste disposal.
\nThe discussion may refer to seasonal increases in population, with increasing demand on services and expansion of settlements.
\nDepending on the environment chosen, only some of these problems may be relevant.
\nResponses which discuss a limited number of problems in depth may be awarded full marks, as may responses which discuss a wider range of problems in less depth.
\nMarks should be allocated according to the markbands.
\nThe maps show world population density and the location of hot, arid environments.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/213/World_population_density.png\"/)
\n
[Source: Millennium Ecosystem Assessment]
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/214/Global_population_density.png\"/)
[Source: ©Earth Trends 2001 World Resources Institute]
\n\n
Using the two maps, describe the population density in hot, arid areas.
\nExplain how and why the following factors may influence population density in hot, arid areas:
\nUsing examples, examine how extreme environments offer both challenges and opportunities for mineral extraction.
\nGenerally hot, arid areas have a low population density [1 mark]. The lowest population densities are found in the largest hot, arid areas such as central Sahara and central Australia [1 mark]. The highest population densities in hot, arid regions are found in coastal regions [1 mark] or in close proximity to major rivers [1 mark].
\nHuman discomfort: This could be related to a number of possibilities including lack of water (for drinking, washing and production of food), extreme temperatures, wind, exposure [3 marks].
\nInaccessibility: Difficulty to access services such as medical and educational facilities, transport and communications. Hard to import and export goods resulting in low employment opportunities [3 marks].
\nOther relevant reasons should also be credited.
\nThere are a wide variety of answers possible, depending on the mineral resources examined. The opportunities and resulting benefits may be at a local, national or international scale. There may be economic, social and political benefits to mineral extraction. The opportunities and challenges may be influenced by market forces, demand, competition, existing technology and probable future innovations. Challenges include overcoming inaccessibility, environmental restrictions, the investment required, human discomfort, fluctuations in economic and political conditions.
\nThe breadth or depth of treatment of challenges and opportunities need not be equal. Examples are a specific requirement of the question and are required to access band D and above.
\nMarks should be allocated according to the markbands.
\nThe graph shows the number of people, and the percentage of the total population, exposed to drought in different countries in an average year.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/215/Drought_graph.png\"/)
[Source: Reducing Disaster Risk – UNDP/BCPR, UNEP/GRID-Geneva]
\nBriefly describe any two distinct patterns shown by the data on the graph.
\nExplain the reasons for the occurrence and severity of a specific drought event that you have studied.
\nReferring to examples, examine why the geographic impacts of disasters vary in space and time.
\nFor each pattern, award 2 marks for its brief description, including quantification.
\nThe graph reveals several patterns. The number of people exposed to drought in an average year tends to be higher in more populous countries such as India, Indonesia and China. The countries where the highest percentages of national population are exposed to drought in any given year tend to be relatively small in both population and in area, though Indonesia is a clear exception. Any two distinct valid patterns should be credited.
\nAward 1 mark for the identification of when and where a specific drought event occurred and a further 1 mark for a description of its severity. The remaining 4 marks should be reserved for the explanation of why the event occurred and for its severity. For 4 marks both must be explained, though it is not necessary for both to be explained in equal detail.
\nResponses that do not focus on a specific drought event may not be awarded more than 3 marks.
\nThere are many factors explaining why the impacts of disasters vary in space and time, and candidates are expected to include a variety of ideas in their answers.
\nThe impacts of disasters depend on the type of hazard event leading to the disaster. For example, a drought has very different impacts, in both time and space, to a volcanic eruption. The impacts of disasters are not only determined by the characteristics of the hazard event, but also by the characteristics of the population and economic activity in the area concerned. The vulnerability of the population varies spatially, and with time. Impacts will be reduced if well-rehearsed response plans work effectively. Conversely, impacts may be increased if the first signs of an upcoming disaster are ignored. For a disaster of any given magnitude, it is often argued that more lives may be lost, but that the value of property damage will be less, in economically less developed nations than in more developed nations.
\nOther valid ideas should also be credited.
\nIt is not necessary for variations in space and time to be treated equally. Answers examining both aspects of the question in some detail are likely to be credited at bands E/F. Examples are a specific requirement of the question and are required to access band D and above.
\nMarks should be allocated according to the markbands.
\nThe diagram shows some of the factors affecting vulnerability to hazards.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/216/Hazard_vulnerability.png\"/)
[Source: Richard Rhoda and Tony Burton. Mexico: A geographic perspective, Sombrero books (2009)]
\nSuggest what factor A on the diagram might be.
\nExplain how two of the other factors (other than factor A) shown on the diagram affect vulnerability to hazards.
\nAnalyse why communities may underestimate the probability of a hazard event occurring.
\nFor one or more hazards of your choice, examine how estimates are made for the probability and likely impact of a major hazard event.
\nFactor A might be earthquake drills in schools, or presence/absence of early warning systems. Award 1 mark for any valid suggestion, which must be related to education/information.
\nAward 2 marks for each explanation, which must be related to the concept of vulnerability, and not, for instance, to the severity of the hazard itself.
\nUnderestimating the probability of a hazard event occurring may stem from many causes including a community’s misplaced optimism, having insufficient evidence available for a more accurate assessment, and an unrealistic belief that “it can’t happen (again) here”. Award 1 mark each for these or other valid statements, and a further 1 mark for each subsequent development of any point, up to the maximum of 5 marks.
\nThere are many techniques used in risk assessment. They include the identification of trends and patterns, based on previous events. An example of the former would be working out the return intervals for major hurricanes; an example of the latter would be using gap theory to predict the location of the next major earthquake along a plate boundary. If the historical record is long enough, it is possible to calculate the probability of an event of any particular magnitude occurring with some degree of reliability. Assessing the likely impact of a major hazard event depends on the spatial analysis of the vulnerability of the population (lives and property). This may involve the use of GIS to identify areas where, for instance, housing types are less resilient to earthquakes, or where families cannot afford insurance against a specific hazard and have no financial reserves to recover quickly if a hazard event occurs.
\nDepending on the hazard event examined, there are numerous possible approaches to this question, but answers considering both aspects of the question (probability and likely impact) in some detail are likely to be credited at bands E/F. It is not necessary for the two aspects to be treated in equal detail.
\nA specific hazard event is a specific requirement of the question; it is expected in those answers achieving band D and above.
\nMarks should be allocated according to the markbands.
\nThe diagram shows the hierarchy of open spaces serving a city.
\n ![\"\"](\"../assets/uploads/tinymce_asset/asset/81/Open_spaces.png\")
[Source: Adapted from Dundee City Council, Leisure and Communities Department http://www.dundeecity.gov.uk/openspace/main.htm]
\nReferring to the diagram, outline two differences you would expect to find between “local parks and open spaces” and a “country park”.
\nExplain three reasons why it is important for city planners to ensure that there are sufficient open spaces for urban residents.
\nWith reference to a named urban area, examine the factors that have influenced the location and distribution of leisure facilities, other than open spaces.
\nCandidates would have to state the differences of the two locations in terms of:
\n2+2 marks for each valid difference outlined.
\nCandidates are expected to identify three reasons for 2 marks each.
\nReasons for open spaces include:
\nAccept other valid reasons.
\nResponses are expected to identify the balance between demand for, and supply of, leisure facilities in urban areas and refer to factors that would influence their location. This might include government planning and policy, market influences, changing leisure habits, land use changes and land value changes.
\nExamples should be specific and illustrate knowledge of the specific conditions in the chosen location rather than general trends. A specific, named example is a requirement of the question and is expected in those achieving band D and above.
\nMarks should be allocated according to the markbands.
\nThe graph shows the number of international tourist arrivals between 1950–2020.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/217/Tourist_arrivals.png\"/)
[Source: ©UNWTO, 9284404708]
\nState the year in which international tourist arrivals in Europe exceeded 400 million for the first time.
\nDescribe the trend in international tourist arrivals in the East Asia/Pacific region shown on the graph.
\nSuggest three possible reasons for a decline in the total number of international arrivals in the world.
\nReferring to one or more named examples, examine why some countries have invested in tourism in order to promote development.
\nAward 1 mark for any year between 2002–2006 inclusive.
\nTourism to the East Asia/Pacific region has risen rapidly and is expected to continue rising [1 mark]. Award 1 mark for either the date tourism began (about 1970) or for noting any fluctuation in the trend. Award 1 mark for any quantification.
\nAward 2 marks each for identification of three reasons.
\nPossible answers include:
\nAccept other valid reasons.
\nCandidates would be expected to identify the potential benefits of tourism for either LEDCs or MEDCs, or both. Answers might show an understanding of the growth of the global tourist industry in the last 50 years and the opportunities this presents for economic development. More specifically, an explanation might cover increased access to foreign capital (and its importance in the global economy), development of infrastructure, employment opportunities, reduction of poverty, exploiting cultural and heritage tourism opportunities, and consequent multiplier effect, potential training, transfer of skills and exposure to foreign management methods. Candidates are expected to show an understanding of the role of tourism in the promotion of economic development and as such could make reference to potential impacts on relevant development indicators. At least one named example is a requirement and is expected in those answers accessing band D or above.
\nMarks should be allocated according to the markbands.
\nDefine the health measure HALE and explain how it differs from life expectancy.
\nAnalyse the advantages and disadvantages of two other indices (other than HALE) used to measure the health of populations.
\nDiscuss the connections between affluence and health.
\nHALE (health-adjusted life expectancy) is based on current rates of life expectancy at birth [1 mark], but includes an adjustment for time spent in poor health (due to disease and/or injury) [1 mark]. It differs from life expectancy which estimates the number of years a person is likely to live, usually from birth [1 mark] according to current age-specific mortality rates [1 mark].
\nThere may be alternative valid points which should be credited.
\nSuitable indices include infant mortality rate, child mortality rate, calorie intake, access to safe water and to health services. There are other possibilities.
\nAward 1 mark for each measurable health-related index, a further 1 mark for a valid advantage and 1 mark for a valid disadvantage of each one.
\nThe interpretation of affluence ranges from a comfortable standard of living to one that involves high levels of resource consumption. It is expected that candidates will recognize the ways in which affluence may promote good health by providing sufficient funds to live comfortably, which may minimize stress and provide access to social and health services. Responses accessing bands E and F should recognize the negative side of affluence where excessive food consumption and sedentary life style may lead to obesity and degenerative diseases.
\nAlthough unspecified in the question, answers that offer examples and case studies to illustrate their answer are likely to be credited at band D or above.
\nMarks should be allocated according to the markbands.
\nThe diagrams show the average daily consumption of calories per person.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/218/Calorie_consumption.png\"/)
[Source: FAO Statistics Division]
\n* Rich and Poor countries according to FAO classification
\nOutline two changes in calorie consumption in poor countries from 1970 to 2000.
\nOutline two differences between calorie consumption in rich countries and poor countries in 2000.
\nExplain why food availability has increased in some areas of the world.
\nEvaluate the sustainability of modern agricultural systems.
\nThe diagrams show that total calorie consumption has increased [1 mark] and in particular more calories are derived from fats and protein, fewer calories from carbohydrates [1 mark]. Accept other valid changes.
\nSome quantification is required for full marks.
\nTotal calorie consumption of rich countries is greater [1 mark] and carbohydrate consumption in poor countries is greater than in rich countries [1 mark]. Accept other valid changes.
\nSome quantification is required for full marks.
\nFood availability is dependent upon supplies from domestic production, commercial imports and donors. Food is available if it is in easy reach of consumers and this depends upon access as well as yield. The availability of food has been enhanced through technological progress and increasing agricultural knowledge, both of which have boosted production. Favourable taxing and tariff policies, trading and efficient transport systems have also allowed the effective movement of food from source to point consumption.
\nAnswers which focus only upon food production should be awarded a maximum of 3 marks.
\nMost modern agricultural systems are designed to maximize production through economies of scale, the use of technology and agribusiness. These changes have increased yields, but often at an environmental and social cost. Environmental problems may include soil contamination, soil degradation, eutrophication of watercourses, increased atmospheric methane, energy subsidies, inhumane practices. Associated with this have been agricultural unemployment, outward migration from rural areas and rapid urban growth. Overexploitation of resources and environmental damage are consequences of modern agriculture, which are unsustainable. Some candidates may argue that some modern agricultural systems, including organic farming, have made agriculture more sustainable. Either approach is equally valid and can receive full marks.
\nAnswers which identify, explain and evaluate the sustainability of agricultural practices may access bands E and F.
\nMarks should be allocated according to the markbands.
\nThe maps show Clermont-Ferrand in France in 1979 and 2003.
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/89/France_map.png\"/)
[Source: Extract from a map of Clermont-Ferrand produced by IGN (1979)]
\n![\"\"](\"../assets/uploads/tinymce_asset/asset/90/France_map2.png\"/)
[Source: Extract from a map of Clermont-Ferrand produced by IGN (2003)]
\nDefine the term suburbanization.
\nReferring to map evidence, briefly describe two processes, excluding suburbanization, that have led to the growth of Lempdes.
\nReferring to map evidence, suggest three reasons why an area of manufacturing has developed at point A (054113) on the 2003 map.
\nExamine the pattern of urban deprivation in a city of your choice.
\nSuburbanization is the process of outward growth of towns and cities [1 mark] to engulf surrounding villages and rural areas [1 mark].
\nTowns such as Lempdes show considerable growth. Possible processes include migration, counter-urbanization, natural increase, decentralization, urban sprawl. Award 1 mark for each correct answer.
\nSeveral factors may have been responsible for an area of manufacturing developing in this zone. Evidence from the map should be given to support statements made. The advantages of site A include access to the airport and autoroute for deliveries and distribution, relatively cheap land, flat land for easy building construction and nearby labour pools in Cournon and Clermont-Ferrand.
\nAward 2 marks for each of three reasons.
\nDeprivation should be defined and its pattern examined. A well-drawn, annotated map may substitute for text. The pattern must be clearly described. The factors influencing the pattern will depend on the case study chosen. Likely factors might include residence choices made by affluent members of the city population, topography, climate, prevailing winds, accessibility, communication lines, government policy (zoning), family and ethnic ties, and location of twilight zones. Other valid reasons or approaches may be equally acceptable.
\nMarks should be allocated according to the markbands.
\nThe photograph shows Reforma Avenue, one of the most important streets in Mexico City.
\n ![\"\"](\"../assets/uploads/tinymce_asset/asset/93/Reforma_avenue.png\")
[Source: Calderwood, M. In Cities and Society. Marsilio,2006]
\nReferring to evidence in the photograph, describe two types of environmental stress that are likely to affect the population of Mexico City.
\nIdentify three characteristics of Reforma Avenue that are likely to affect the urban microclimate and explain their effect.
\n“Cities can never be sustainable.” Discuss this statement, referring to one case study.
\nThere are a number of possibilities, including air pollution, visible as an atmospheric haze creating poor visibility in the distance, vehicle noise and congestion.
\nA narrow sky view area restricts sunshine, a high density of buildings retains heat, tall buildings reduce general wind speed, but may focus winds, producing a canyon effect with higher wind gusts. The characteristics must be visible in the photo; a general explanation of the urban heat island is not acceptable.
\nCandidates may choose to either agree or disagree with the question, but stronger answers accessing bands E and F must address both sides of the argument. A good answer accessing band D and above must have case study support and is likely to refer not only to environmental, but also to social and/or economic aspects of management or mismanagement.
\nEnvironment: resource conservation, waste management, transport.
\nSocial: housing, educational opportunities, political freedoms and equal opportunities, and local involvement in decision-making.
\nEconomic: income security and employment diversity.
\nMarks should be allocated according to the markbands.
\nExplain how global interaction may be measured.
\nExamine the effects of the development of communications upon international interactions.
\nLikely responses may refer to a named globalization index such as the AT Kearney or the KOF index. Any index chosen should be explained in some detail. For example, if the Kearney index is chosen its four key components should be named:
\nThe response should give some indication of how each of these is measured and is likely to provide an example. For instance, within the Kearney index, personal contact includes remittances/travel/telephone.
\nResponses should suggest the units for one or more parts of the index, for example, telephone – minutes of international traffic per capita.
\nMost indices of interactions are compound indices based on several components. Weighting factors are applied, a total score is calculated and countries may then be ranked.
\nTo access band D and above, responses should include:
\nOther approaches may be equally valid and should be assessed on their merits.
\nMarks should be allocated according to the markbands.
\nThe response should recognize a variety of kinds of communications (transport, telecommunications and the internet) and interactions (socio-cultural, economic and political). For example, the increasing capacity and speed of transport systems has facilitated the international transfer of goods through trade. It has also stimulated cultural integration through labour transfers and tourism. ICT has increased all aspects of international interaction, in particular financial transfers and business transactions. ICT has also allowed easier international exchange of ideas and political negotiation.
\nAnswers attaining band D and above must focus upon international interaction, not just outcomes. Answers attaining band E must also include references to transport as well as ICT. Named examples are also expected at these levels.
\nOther approaches may be equally valid and should be assessed on their merits.
\nMarks should be allocated according to the markbands.
\nExplain how and why glocalization occurs.
\nExamine the reasons for the resistance to globalization on either the national or local scale.
\nCandidates would be expected to define the term glocalization and good responses would benefit from using examples. Glocalization is a term that was invented in order to emphasize that the globalization of a product is more likely to succeed when the product or service is adapted specifically to each locality or culture in which it is marketed. The term combines the word globalization with localization.
\nThe increasing presence of McDonald’s restaurants worldwide is an example of globalization, while the restaurant chain’s menu changes in an attempt to appeal to local palates are an example of glocalization. Perhaps even more illustrative of glocalization, for promotions in France, the restaurant chain replaced its familiar Ronald McDonald mascot with Asterix the Gaul, a popular French cartoon character. Similar adaptations are found with other products such as clothes and music.
\nTo attain band D and above responses should clearly explain the term glocalization and are likely to include examples.
\nOther approaches may be equally valid and should be assessed on their merits.
\nMarks should be allocated according to the markbands.
\nResistance to globalization is in response to real or perceived negative change that has occurred or may occur during the process. Answers are likely to examine a range of reasons, including cultural (cultural contrasts, disregard for a particular religion or customs, cultural imperialism), political (domination by other nations or TNCs), economic (domination, possibly including conditions imposed by international institutions such as the IMF, economic leakage from tourism) and environmental (damage from resource exploitation or transfer of polluting industries and waste).
\nReaction to the impacts of TNCs may be a catalyst for resistance. Some parts of civil society (including NGOs) may initiate or strengthen resistance, especially in regard to a particular issue. The growth of ICT and the media now means that resistance can be further strengthened at rates that were previously impossible. For instance, the diffusion of anti-globalist sentiment can be carried out via texting or mobile devices, to coordinate protest activity.
\nResistance may be spurred on by a resurgence of nationalism. Resistance may also arise in nations that choose to isolate themselves or limit their involvement in globalization.
\nMarks should be allocated according to the markbands.
\nExplain what is meant by cultural imperialism.
\n“Global interactions always lead to positive environmental change.” Discuss this statement.
\nA definition of cultural imperialism supported by further expansion is expected. One suitable definition would be: “The promotion and imposition of the cultural traits of one nation upon another; a consequence of globalization”. The supporting explanation should identify the following aspects of cultural imperialism, developing some of them further as shown below.
\nThe best responses will incorporate examples, such as the “Japanization” of South Korea.
\nIt is not necessary for responses to consider all aspects of cultural imperialism, provided that a range of traits and some mention of a variety of means of transfer is expressed.
\nMarks should be allocated according to the markbands.
\nIt is expected that better responses will consider both positive and negative effects of global interactions.
\nPositive consequences of global interactions might include the introduction of improved technologies by some TNCs and the work of civil societies (including NGOs such as Greenpeace). International environmental agreements, such as the Kyoto Protocol, and the spread of knowledge and awareness of environmental issues through education might also be discussed.
\nNegative consequences include the degradation of landscapes and creation of homogenized landscapes due to agro-industrialization and globalization of cityscapes.
\nSome international interactions are reciprocal, in that benefits at the source may be counterbalanced by adverse consequences at the destination (movement of polluting industries; transfer of waste).
\nThe best responses accessing bands E/F will discuss both urban and rural areas and a range of economic activities, such as the exploitation of natural resources, manufacturing and services including tourism. They may also discuss examples at a range of scales.
\nIt is not essential for responses to treat positive and negative consequences of global interactions in equal depth. A good discussion of one may compensate for a weaker discussion of the other.
\nMarks should be allocated according to the markbands.
\nUsing examples, analyse how economic and political factors affect global migration flows.
\n“The interdependence of countries has been greatly exaggerated.” Using examples, discuss this statement.
\nEconomic push or pull factors may be discussed. Political factors might be conceptualized either as push and/or pull factors (such as persecution or conflict and liberal/tolerant governments) or alternatively as barriers to movement (eg, the EU allows migration between members while attempting to limit migration from northern Africa).
\nA good analysis may analyse global patterns instead of simply explaining a series of international case studies. Another approach may be to provide a structured analysis of flows being increased or decreased. Good answers might even analyse the timescale of movements, or the possibility of reversal (such as during the global financial crisis 2008–09, or in response to conflict).
\nExtremely well-detailed analyses of selected international movements (eg USA–Mexico) are unlikely to access band E (9-10 marks) without some broader global analysis.
\nFor band C (4-6 marks), one weakly-evidenced economic and one weakly-evidenced political factor should be outlined, and a basic link established with migration flow(s) between some countries.
\nFor band D (7-8 marks), expect a structured, evidenced analysis of
\nFor band E (9-10 marks), expect both band D traits.
\n[10 marks]
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nThe focus should be on interdependence (the core idea underpinning the concept of globalization, ie that countries are mutually dependent on one another). The dependency could be economic or political in nature. Creditable social/cultural/environmental interpretations may also be discussed (perhaps linked with a concept of “global sustainability”). The phrasing of the question also requires that there should be some evaluation of whether exemplified countries have retained a degree of independence/autonomy in some, or all, ways. Possible themes from the geography guide include:
\nThemes in agreement of ‘over-exaggeration’ include:
\nGood answers may question the context, because some countries with highly developed economies may have developed more complex financial networks and outsourcing arrangements; or may belong to more MGOs. Equally some countries are interdependent in some respects (financially) but perhaps not others (China’s relative cultural isolation). Good answers may also distinguish between dependency and connectivity, or may question whether the state of interdependency is unequal/asymmetric (one partner may be far more dependent on others than vice versa).
\nFor band C (5-8 marks), expect weakly-evidenced outlining of two or three relevant themes from the geography guide.
\nFor band D (9-12 marks), expect
\nFor band E (13-15 marks), expect both of these traits.
\n[15 marks]
\nUsing examples, explain the growing need for environmental management at a global scale.
\nExamine how different global flows are affected by the availability of information and communications technology (ICT) and transport.
\nLikely examples of the need for management include topics/case studies of transboundary pollution, climate change, agribusiness and the environment, or oceanic pollution. For these themes, the explanation of need most likely will be linked with potential losses or “victims” (eg, harm to ocean life, homeless climate change refugees) either in particular local places or felt more universally (as a result of a global “failure” such as insufficient climate change mitigation). Other possibilities for exemplification include bio-conservation or resource management (eg, water or fossil fuels) linked with a sustainability agenda.
\nGood answers may also explain how the growing need is linked to population and/or economic/consumption growth in emerging/BRIC economies; or to global consumerism and the power of media and advertising. Good answers may also distinguish between regional problems (for neighbour countries) or truly global-scale concerns (climate change; biodiversity).
\nDo not over-credit recalled description of actual global governance actions (eg outcomes of the Kyoto, Paris, Montreal meetings, etc. This is not asked for by the question. The focus should be the growing need for management.
\nFor band C (4-6 marks), expect a weakly-evidenced outline of one or two environmental issue(s). The need for management may be asserted.
\nFor band D (7-8 marks), expect a structured, evidenced analysis of
\nFor band E (9-10 marks), expect both band D traits.
\n[10 marks]
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nThe question requires that multiple global flows are addressed and linked with the availability of different facilitating technologies. Possible themes from the geography guide include:
\nGood answers might examine how availability varies spatially: there are still barriers to the actual use of ICT and transport even where it is theoretically available (poverty, censorship, conflict, etc). Another approach might be to examine how some global flows depend on either ICT or transport; whereas others, such as migration and tourism, involve both (physical movements of people using transport, online bookings and electronic remittances using ICT).
\nFor band C (5-8 marks), expect a weakly-evidenced outline of two or three relevant themes from the geography guide.
\nFor band D (9-12 marks), expect
\nFor band E (13-15 marks), expect both of these traits.
\n[15 marks]
\nUsing examples, analyse the increasing uniformity of many of the world’s urban landscapes.
\n“Geographical differences in wealth are increasing, not decreasing.” Using examples, discuss this statement.
\nThe focus is the character of the urban landscape, not city size.
\n“Uniformity” might relate to increased homogeneity of appearance, the growth of branded “commodityscapes” (clone towns), the trend towards a “global language” of modern architecture (“technoscapes”), the recurrence of some global diaspora groups in multiple world cities (eg, Chinatowns). The concept of landscape could also encompass the associated concept of soundscape (common music and languages that are heard in many places) and the ubiquity of English or Spanish words and brand names in advertising and public spaces in world cities and airports.
\nThe analysis should go beyond mere description to offer some analysis of why this is happening (this might encompass the power of TNCs, superpower states such as the USA, the influential role of some architects).
\nGood answers may analyse the category of “urban landscapes” and might distinguish, using the concept of scale, between megacities, world cities and smaller towns. Another approach would be to analyse a trend towards uniformity in some – but not all – respects. There are many “mixed” urban landscapes, like London and Paris, which retain heritage alongside new technoscapes (in contrast to some cities, such as Doha and Dubai, which lack the same mix).
\nDo not over-credit answers which compare the size, function and sustainability of cities unless there is some clear reference to the taught elements of the paper three course which deal with landscape characteristics.
\nFor band C (4-6 marks), expect a weakly-evidenced outline of one or two ways in which recognizable place(s) are becoming increasingly uniform (eg branded logos).
\nFor band D (7-8 marks), expect
\nFor band E (9-10 marks), expect both band D traits.
\n[10 marks]
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nThe focus is on wealth differences. The question presents the view that these are increasing between places, but also requires consideration of an opposing view (that they are decreasing). Both should be addressed with appropriate supporting evidence. The economic development of BRICs/semi-periphery nations might be contrasted with the struggles that still prevail in parts of Sub-Saharan Africa.
\nPossible themes from the geography guide include:
\nGood answers are likely to discuss the geographic scale of the differences. Differences have grown within some countries like India and China at the same time as the global development gap between India/China and high-income nations has narrowed. Good answers may also discuss the ongoing (or perhaps even increasing) exploitation of workers, women or other social groups within countries that are showing progress, in terms of wealth/GDP/GNI, when measured at the national/aggregate level.
\nFor band C (5-8 marks), expect a weakly-evidenced outline of two or three relevant themes from the geography guide.
\nFor band D (9-12 marks), expect
\nFor band E (13-15 marks), expect both of these traits.
\n[15 marks]
\nThe graph shows the changes in child mortality rates for selected regions of the world since 1990.
\nState what the child mortality rate measures.
\nDescribe the trend in child mortality shown on the graph for Europe and Central Asia.
\nSuggest two reasons for the trend in child mortality since 1990 in Sub-Saharan Africa.
\nSuggest two positive socio-economic impacts of an ageing population.
\nThe number of children who die before the age of 5 [1] per 1000 live births [1].
\n[2 marks]
\nAward [1] for any of the following.
\nMust have some quantification (other than a date) for the award of full marks.
\n[2 marks]
\n(The trend is one of rapid decline from above 175 to about 100.)
\nAward [1] for each valid reason, and [1] for development and/or exemplification.
\nFor example: Increased urbanization [1] increases access to healthcare for children [1].
\nOther possibilities include:
\n[4 marks]
\nAward [1] for each valid impact (both can be social or economic), and [1] for development and/or exemplification.
\nFor example: A large grey economy [1] creating new jobs and markets [1].
\nOther possibilities (these may be explicit or implied benefits) include:
\n[4 marks]
\nThe map shows how different regions within Nigeria score on the United Nations Development Programme’s Multidimensional Poverty Index (MPI). The higher the score, the greater the incidence of poverty.
\nDescribe the pattern of poverty shown on the map.
\nSuggest two reasons why differences in poverty occur within countries.
\nExplain two positive outcomes of a strategy designed to reduce economic disparities within one named country.
\nAward [1] each for any 3 valid and distinct descriptions. Only award full marks if at least one of the statements makes correct use of data from the map.
\nPossibilities include:
\n[3 marks]
\nAward [1] for any valid suggested reason and [1] for further development/exemplification that clearly links it to poverty within countries.
\nFor example: Resource-rich areas may have less poverty [1] because there are opportunities to work and raise incomes [1].
\nPossibilities include:
\n[4 marks]
\nAward [1] for one valid and located strategy, [1+1] for 2 valid positive outcomes of this strategy and [1] for further development/explanation of one of the outcomes in terms of how it reduces disparities.
\nPossible strategies could include: infrastructure projects; economic zoning; any form of targeted empowerment; development of new growth points; debt relief; increased investment; tax incentives.
\nFor example:
In the 1980s in Nigeria a new capital city was created – Abuja [1]. This stimulated economic activity [1] which increased employment opportunities [1] and increased regional wealth away from the coast/Lagos [1].
For example:
Azad is a non-governmental organization (NGO) in India that aims to help women find employment as drivers [1]; this empowers women [1] thus increasing their social status [1] and reduces unemployment of women [1].
[4 marks]
\nThe graph shows the progress made by a manufacturing corporation since 2010 towards meeting its 2020 targets for environmental sustainability. All values are relative to an index value of 100 in 2010.
\nDescribe what is meant by the term “environmental sustainability”.
\nState the aspect of environmental sustainability that should replace “A” on the graph.
\nDescribe the progress made by this corporation since 2010 towards meeting its 2020 targets for environmental sustainability.
\nSuggest two environmental disadvantages of sending waste to landfill.
\nEnvironmental sustainability means development or utilizing resources in such a way as to meet the needs of the present [1] without compromising the ability of future generations to meet their own needs [1].
\n[2 marks]
\nwater / water use / water pollution [1].
\n[1 mark]
\n[4 marks]
\nAward [1] for each environmental disadvantage that is suggested, and [1] for further development/exemplification.
\nFor example: Waste can emit GHGs that contribute to global warming [1], for instance methane from rotting organic waste [1].
\nPossible disadvantages include:
\n[4 marks]
\nThe map shows the area around the valley of the River Tarn and the town of Sainte-Enimie in Southern France. The scale is 1:100 000 and the contour interval is 40 metres. Photograph A shows the town of Sainte-Enimie.
\nUsing map evidence, identify and locate two secondary tourist resources.
\nDescribe how one characteristic of the valley of the River Tarn limits its environmental carrying capacity.
\n(i) State the direction in which the camera was pointing when photograph A was taken.
\n(ii) Referring to photograph A, suggest the evidence that the perceptual carrying capacity of Sainte-Enimie may already have been exceeded.
\nUsing examples, evaluate the use of tourism as a development strategy in some low-income countries.
\nIn each case, award [1] for the tourist resources and [1] for correct location.
\nFor example: Campsite [1] in the gorge at Sainte-Enimie [1].
\nOther possibilities include:
\n[4 marks]
\nAward [1] for identifying the characteristic and [1] for development.
\nFor example: The valley/gorge is very narrow and steep-sided [1] and therefore access/transport is difficult [1].
\n[2 marks]
\n(i) NNE; accept N, NNE or NE [1]
\n[1 mark]
\n(ii) Shows some understanding of perceptual carrying capacity [1].
\nAllow [1] for each of two pieces of evidence, such as:
\n[3 marks]
\nThe advantages and disadvantages of using tourism as a development strategy should be examined. Tourism is a rapid growth industry and many low-income countries see its promotion as a development strategy.
\nThe benefits might include: the creation of jobs in the tertiary sector (such as in hotels and as tour guides) and stimulates the multiplier effect; generating income for the country through tourist expenditure and taxes; improvements in infrastructure; developing new skills and technology.
\nThe disadvantages include: creating dependency on one industry – which might be a problem if tourists stop visiting because of a natural disaster or political unrest; unequal development and the growth of tourist enclaves; economic leakage as profits go overseas; worker exploitation – much employment is unskilled and low-paid, while better-paid, more skilled jobs go to foreign workers; increased rural–urban migration and development of shanty towns and the informal sector.
\nAt band D, there should be an understanding of how tourism might be used as a development strategy in low income countries.
\nAt band E, there should be either more details or explanation of tourism as a development strategy or an evaluation of its effectiveness/usefulness.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\n\n
\n
\n
\n
The graph shows the global extraction of several important groups of resources and per capita consumption rates.
\nReferring to the graph, describe the trend in global biomass extraction between 1980 and 2010.
\nSuggest two reasons why the total resource consumption per capita decreased between 1980 and 1995, even though global resource extraction was increasing.
\nSuggest two disadvantages of recycling materials as a strategy to reduce resource consumption.
\nRises initially (1980–1995) from 12 to 16 [1] but then plateaus (1995–2010) at 16 [1] use of data [1].
\n[3 marks]
\nPossible reasons include: the implementation of sustainable policies; economic downturn in resource-consuming countries; changing lifestyles reducing consumption; long-term resource storage.
\nFor each suggestion, award [1] for identifying a valid reason, and [1] for linking it clearly to a fall in total resource consumption per person even though global extraction is still increasing.
\nFor example: An economic downturn could result in less consumption [1] even though companies are still extracting more resources [1].
\nFor example: A large rise in population [1] occurring without with a similar rise in resource extraction [1] so per capita usage falls.
\n[4 marks]
\nAward [1] for identifying a valid disadvantage, and [1] for further development/exemplification.
\nExamples:
\nOther possibilities include:
\n[4 marks]
\nThe graph shows the amount of global food aid in millions of tonnes, from 2000 to 2011.
\nDescribe the trends in food aid between 2000 and 2011.
\nExplain two possible disadvantages of food aid for a community that is currently experiencing food shortages.
\n“Prevention should always be prioritized over treatment.” Discuss this statement, with reference to specific diseases and communities.
\nAward a maximum of [3] if no quantification.
\n[4 marks]
\nAward [1] for each disadvantage, with a further [2] for development/exemplification.
\nFor example:
\nFood aid may reduce the market for (and/or price of) locally-grown food [1], making it more difficult for local farmers to produce food profitably [1].
This may lead to some local farmers choosing to switch from planting food crops to non-food crops, reducing food production in the community [1].
Other possible disadvantages of food aid include:
\n[6 marks]
\nThere are many reasons/factors that affect whether a community emphasizes prevention over treatment or vice versa, including:
\nGood answers may unpack the terms “prevention” and “treatment” and provide a structured examination of different communities. Another approach might be to evaluate the statement using context, scale, perspectives, types of disease etc. There may also be recognition that the statement could refer equally to high income countries as well as low income countries, or there could be inequalities within countries depending on factors such as location and wealth.
\nFor band D, expect description of treatment/prevention for two diseases and/or communities.
\nAt band E, expect either more detailed explanation of the treatment/prevention of two or more specific diseases/communities or some discussion of the validity of the statement (for example considers different contexts/scales/types of disease).
\nAt Band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\n\n
\n
\n
“The fact that the world’s population is now growing less rapidly means that there will be less pressure on the environment.” Discuss this statement.
\nMany responses are likely to agree with this statement saying that indeed slower growth in the world’s population will lead to less pressure on resources. They may give examples as to how and why the global natural increase rate has fallen in recent decades. They may identify certain environmental benefits that could result from this, such as less demand on resources and less environmental pressure, with some stated examples. However, to reach the higher markbands there should be an acknowledgement that the statement is over-simplistic as population growth as a rate is a percentage of an increasingly large number of people, so although the rate may be falling, the actual increased numbers of people on our planet every year are still very high.
\nMore significantly, most environmental issues are a consequence of increased standards of living and not of population growth. If one compares the ecological footprint of individuals in different nations it is often very low in the most populous nations, as it is linked more to one’s level of consumption. Also, many previously less developed nations are developing and industrializing at an enormous rate, which is accompanied by increased use of fossil fuels and demands on other resources such as water, soil and forest products, all with associated environmental impacts. This said, development often correlates with increased rates of urbanization and reduced fertility; natural increase rates decline but the associated impact on the environment does not.
\nAnswers that are simplistic and/or generalized with few or no relevant facts and figures are unlikely to progress beyond band C.
\nAt band D, expect a balanced view supported by evidence linking demography and development with environmental degradation.
\nAt band E, expect either a detailed explanation of how demography and development link to environmental degradation or discussion of a possible counter-view that pressure on the environment will continue or even increase due to changes in consumption.
\nAt band F, expect both and an overall assessment of the statement.
\nMarks should be allocated according to the markbands.
\n[15 marks]
\nExamine the geopolitical and environmental impacts of the production and/or consumption of fossil fuels such as oil.
\nGeopolitical impacts may include the importance of Russia, the Middle East and/or OPEC members, political and economic alliances and energy-related trade agreements, wars over energy reserves, and policies to develop alternative energy resources.
\nEnvironmental impacts may include oil spills, air pollution, increased carbon emissions, water pollution, and may make it impossible to achieve environmental sustainability.
\nCredit should not be given for other impacts (social, demographic, economic) except where the response justifies why the impact can be considered to be either geopolitical or environmental.
\nResponses that consider only oil (and no other fossil fuels) may be awarded full marks.
\nResponses discussing both production and consumption need not consider both aspects in equal depth for the award of full marks.
\nAt band D, expect responses to describe a range of both geopolitical and environmental impacts.
\nAt band E, expect responses either to explain a wide range of positive and negative impacts, or to examine the variations in impacts on space/time.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[15 marks]
\nThe graph shows the food miles for fruit and vegetables supplied to institutions in the state of Iowa, USA.
\n(i) Define the term food miles.
\n(ii) State the fruit or vegetable that ranks sixth in terms of the highest number of food miles.
\n(iii) Estimate the average (mean) food miles for the fruit and vegetables shown in the graph above.
\nSuggest one advantage and two disadvantages of using food miles as an indicator of the environmental impacts associated with food production.
\nTo what extent are food availability, malnutrition and diseases of poverty connected with one another?
\n(i) Food miles are a measure of the distance that food travels from its source (farm) to the consumer [1], either in units of actual distance or energy consumed during transport [1].
\n[2 marks]
\n(ii) garlic [1]
\n[1 mark]
\n(iii) 1500 miles (accept 1400–1600 inclusive) [1]
\n[1 mark]
\nAward [1] for each advantage/disadvantage and [1] for further development.
\nAdvantages include:
\nDisadvantages include:
\n[6 marks]
\nThere is a range of possible different approaches.
\nNone of the three concepts is restricted to economically less wealthy countries.
\nIn general, diseases of poverty and some forms of malnutrition (including under-nutrition) tend to overlap in distribution with areas where food may not always be readily available.
\nMalnutrition includes both under and over-nutrition and is therefore also found in many areas where diseases of poverty are absent and food is available.
\nIndividuals suffering from under-nutrition, which may be due to poor food availability, may have weakened immune systems and less resistance to catching and suffering from diseases of poverty, such as malaria, tuberculosis and intestinal parasites. Equally, subsistence farmers and others suffering from diseases of poverty may be unable to work as productively as necessary to produce the food they need, thereby causing a lack of food availability and subsequent malnutrition.
\nGood answers may recognise the links between food availability, malnutrition and diseases of poverty, and provide a structured examination of these links. Diseases of poverty and some forms of malnutrition tend to overlap in distribution with areas where food may not be always readily available. There may be recognition that these areas may be in less economically wealthy countries, or in poorer sectors of the population within more wealthy countries. Another approach might be to challenge the links between food availability and the other concepts.
\nAt band D, expect a description of two links/connections between the concepts/problems.
\nAt band E, expect either a more detailed explanation of some simple linkages or a more thoughtful examination of more complicated connections/interrelations.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\n\n
\n
\n
Examine the relationship between environmental change and human migrations.
\nEnvironmental changes (may be either positive or negative) include changes related to:
\nPopulation migrations include:
\nEnvironmental changes (and their impacts) may lead to population migrations, eg soil degradation leading to out-migration.
\nPopulation migrations may lead to environmental changes, eg habitat destruction in and around refugee camps.
\nAnswers that do not address environmental change at all and instead write about political, social and economic causes and consequences of migration should to be limited to band C and below.
\nAt band D expect descriptions of environmental change and population migration, with few links.
\nAt band E expect either a more detailed explanation of environmental changes and population migrations (with one-directional connections), or may examine how many connections are two-way or complex.
\nAt band F expect both.
\nMarks should be allocated according to the markbands.
\n[15 marks]
\nThe graph shows the number of floods per decade for a river.
\n(i) Describe the changes in flood frequency shown on the graph.
\n(ii) Estimate how many more floods occurred in the 1990s than in the 1930s.
\nSuggest one physical reason and one human reason why the risk of a river flooding can change over time.
\nTo what extent are floodplain landforms the result of river deposition?
\n(i) Possibilities include:
\nIf no quantification, maximum [2].
\n[3 marks]
\n(ii) 31 [1]
\nAllow answers between 29 and 33 [1].
\n[1 mark]
\nAward [1] for each valid reason and [2] for development/explanation/exemplification.
\nPhysical reasons (over different timescales) include more rainfall/storms, climate change, antecedent conditions. Human reasons include deforestation/reforestation, increase in urbanization, climate change, change in agricultural practices, river management, increased monitoring.
\nFor example: An increase in building/urban areas leads to more impermeable [1] surfaces which leads to more surface run-off [1] and a greater amount of water entering the river [1].
\nFor example: Very intense rainstorms [1] caused by low pressure systems/strong monsoonal winds/La Niña, etc, [1] create flooding as river channels are unable to cope with increased water [1].
\n[6 marks]
\nDeposition on floodplains does help explain the majority of landforms, but some are explained by a combination of erosion and deposition.
\nA number of various landforms should be looked at and explained. Responses are not expected to give detailed accounts of the formation of each feature but the contribution of deposition and erosion (as required) should be made clear. Not all features are expected to be covered.
\nFeatures include meanders, oxbow lakes, river terraces (formed by both erosion and deposition) and floodplains, braiding, levees, point bars and deltas (depositional only).
\nGood answers may be carefully structured around mainly depositional landforms and landforms formed by other processes, eg erosion or mass movement. Some might consider the extent to which both erosion and deposition contribute to a particular landform, eg meanders, or are of varying importance at different times, eg seasons or longer-term change, or places.
\nDo not credit landforms found outside the floodplain area, eg waterfalls.
\nAt band D, expect a number of features to be described but mainly attributed to deposition.
\nAt band E, expect either an explanation of a number of features attributed to erosion/deposition or a combination of the two or a discussion of the extent to which deposition dominates.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\nThe graph shows population density in cities and individual emissions from transport.
\n(i) Describe the general relationship between population density and air pollution from transport.
\n(ii) State why Mexico City could be considered an anomaly.
\nReferring to one or more named cities, explain two ways in which a circular city system operates.
\nExamine the characteristics of urban deprivation in one or more cities you have studied.
\n(i) Possible descriptions include:
\nIf no reference to data, maximum [2].
\n[3 marks]
\n(ii) Mexico City has much higher emissions than the other cities of similar densities / it is a long way from the best-fit line [1].
\n[1 mark]
\nAward up to [3] for any of the following explanations. Two inputs/outputs would be acceptable.
\nInputs are reduced/controlled [1] and these include energy/water/resources/food [1], eg due to greater use of renewable energy in Masdar City UAE [1].
\nOutputs are reduced/recycled [1] and these include waste/energy/noise [1], eg Green Exchange in Curitiba (recyling scheme) [1].
\nMay provide supporting diagram [1].
\n[6 marks]
\nThe characteristics of urban deprivation are very varied and can take many forms – income inequality, single parents, long-term illnesses, unemployment, high residential densities, lack of access to sanitation/electricity, access to clean water, reduced access to fresh food and vegetables, reduced access to healthcare and education, etc.
\nUrban deprivation may be concentrated in inner cities, slums and shanty towns. Some deprivation may be found in areas near the edge of cities.
\nSome populations are more vulnerable than others – elderly, very young, migrants, unemployed. Social deprivation may lead to political unrest. It may also lead to community schemes to tackle deprivation, eg urban farms in Detroit, US.
\nA good account may be carefully structured around different interpretations of “characteristics”, such as social indicators, spatial patterns, urban environment, etc.
\nAt band D, expect a description of at least two aspects of urban deprivation.
\nAt band E, expect either a more detailed explanation of urban deprivation or an attempt to examine a greater number of different aspects of urban deprivation.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\n\n
\n
\n
The map shows the life expectancy at birth for countries other than those in the Americas.
\nDescribe the pattern of life expectancy shown on the map.
\nExplain three indicators, other than life expectancy, which can be used to measure the health of the population in a country.
\n“Food miles are an excellent indicator of the environmental impact of agriculture.” Discuss this statement.
\nAward [1] for each of the following, up to a maximum of [4]:
\n• low (50–59 years) life expectancy in much of Africa
• lowest (<50 years) in central Africa
• highest life expectancy (80–86 years) in Western Europe/Japan/Australasia
• high (70–79 years) in Southeast Asia/North Africa/E. Europe
• moderate (60-69 areas) Russia/Central Asia/India/South Asia.
Allow other valid points (eg anomalies)
\nSome use of data is necessary for the full [4].
\nPossible indicators include:
\n• infant mortality rate
• HALE (health adjusted life expectancy)
• calorie intake
• access to safe water.
In each case, award [1] for a valid indicator and [1] for further development relating to how it is used to measure health
\nFor example: Calorie intake [1] – countries where adults have fewer than 2000 calories a day would indicate undernourishment [1].
Infant mortality rate [1] – high rate would indicate lack of access to clean water/healthcare [1].
Food miles are a measure of the distance that food travels from its source to the consumer. This can be stated either in units of actual distance or the energy consumed during transport.
\nThe advantages of food miles include:
\n• they give an indication of the carbon footprint and allow consumers to know the origin of the food they are buying
• they are a relatively simple concept to apply
• they also provide some indication of the type of transport being used and the relative costs of different forms of transport.
The limitations of food miles as an indicator of environmental impact include:
\n• they do not take into account the carbon footprint of food production measures or the energy/water requirements of different food production systems
• locally produced food may have low food miles, but have very high inputs of energy, pesticides and fertilizers (such as intensive growing of fruit and vegetables under glass or in poly-tunnels) and therefore have a greater
environmental impact
• food miles give no indication of the use of organic methods
• food miles ignore other measures of environmental impact of agriculture, such as the use of pesticides and chemical fertilizers.
Good answers will consider the concept of food miles and the extent to which they measure the environmental impact of agriculture at different scales.
Candidates will provide a structured discussion of the advantages and limitations of food miles, and evaluate the concept as a measure of environmental impact.
For band D, expect some description of food miles and their advantages and disadvantages in measuring environmental impact.
\nAt band E, expect either some greater range/depth of explanation of the advantages and disadvantages of food miles, or a structured discussion of the environmental impacts of agriculture and the value of using food miles as an indicator of this.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe graph shows rural and urban population as a proportion of total population for different regions from 1950 to 2050.
\n(i) Identify the region with the highest proportion of people living in urban areas in 2014.
\n(ii) Identify the region with the lowest rate of urbanization between 1950 and 2050.
\n(iii) Describe the change in the proportion of people living in urban areas in Latin America and the Caribbean between 1950 and 2050.
\nSuggest three reasons why different ethnic groups are often concentrated in different parts of cities.
\nEvaluate the success of one management strategy to tackle pollution in one named urban area.
\n(i) North America [1]
\n[1 mark]
\n(ii) Oceania [1]
\n[1 mark]
\n(iii) Award [1] for each valid point. Must have some quantification for [2].
\nThe proportion increases rapidly between 1950 and about 2000 [1] (from 40% to around 70%).
\nIt increases more slowly between 2000 and 2050 [1] (from about 70% to around 85%).
\n[2 marks]
\nAward [1] for each reason identified and [1] for development/exemplification.
\nFor example: Due to greater availability of affordable/cheaper housing [1], less affluent groups may become concentrated in poorer parts of the inner city (eg Bangladeshi in East End of London) [1].
\nOther possibilities include:
\n[6 marks]
\nAnswers should refer to one named strategy. The strategy may have multiple strands, eg integrated transport management, promotion of public transport, renewable forms of energy. The pollution management strategy could be part of a holistic approach to achieve sustainable development (circular systems)/reduce pollution, eg Beijing and the 2008 Olympic games.
\nGood candidates may evaluate by recognizing that the strategy may have benefits as well as costs. Benefits may be environmental and social (such as improvements in health) whereas costs may be economic. They may evaluate using a sustainability framework. The success of the strategy may depend on political will, the ability to afford it/police it/perceived benefits. There may be local benefits (such as reducing traffic/car parking) but wider increases in pollution. Good candidates may also view the strategy from different perspectives, eg businesses may resent costs of tackling pollution.
\nAt band D, expect a description of a named management strategy.
\nAt band E, expect either more detail or explanation of a named management strategy or an attempt to evaluate its success.
\nAt band F, expect both.
\nMarks should be allocated according to the markscheme.
\n[10 marks]
\n\n
\n
\n
The map shows the distribution of wetland areas in the Americas that have been given Ramsar status. The Ramsar Convention is the convention on wetlands of international importance.
\n(i) Define the term wetland area.
\n(ii) Describe the pattern of wetland areas shown on the map.
\n(i) State one component of agricultural run-off that contributes to the eutrophication of lakes and wetlands.
\n(ii) Suggest two impacts of eutrophication that can have adverse effects for people.
\n“The drainage basin is an open system with inputs, outputs, transfers and stores.” Discuss how this knowledge helps people to prevent flooding.
\n(i) An area regularly/seasonally/permanently/always saturated [1] by surface water and/or groundwater [1].
\n[2 marks]
\n(ii) Possibilities include:
\n[3 marks]
\n(i) nitrates/fertilizers/phosphates/manure [1].
\n[1 mark]
\n(ii) In each case, award [1] for a valid impact and [1] for further development.
\nFor example: Reduction of water quality for humans [1] resulting in health risks due to high nitrate concentrations [1].
\nOther possibilities include:
\n[4 marks]
\nThe drainage basin is the area of land drained by a river and its tributaries, separated from adjacent basins by a watershed. The drainage basin is an open system as it has an input in the form of precipitation and a series of outputs such as evapotranspiration and water returning to the sea. There are stores and transfers facilitating the movement of water.
\nFlood prevention could be achieved by modifying different stores or parts of the system, eg forestry (interception) or reservoirs (less transfer). Knowledge of saturated soil stores can help with flood prediction though not prevention.
\nSome candidates may work systematically through each aspect of the drainage basin system, commenting on flood management in each case.
\nGood answers may discuss reasons why knowledge of the drainage basin system does not necessarily help prevent floods, for instance there are long-term unpredictable changes, eg climate change. Good answers might discuss the difference between flood prediction and flood prevention (knowledge of systems helps predict but not prevent).
\nAt band D, expect some description of parts of the drainage basin system, with some relation to flooding.
\nAt band E, expect either a more detailed explanation of the drainage basin system and possible flood prediction/prevention (may query whether a knowledge of drainage basins actually helps to prevent flooding) or explicitly discusses the relative importance of inputs, outputs, transfers and stores.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\nThe map shows the distribution of the neighbourhoods in an African city with low incomes and high population density.
\nWith reference to the map, describe the distribution of neighbourhoods with low incomes and high population density.
\nOutline three possible economic reasons for the location of neighbourhoods with low incomes and high population density in the urban area shown on the map.
\nAnalyse the contribution of natural change to population density patterns in urban areas.
\nTo what extent has one named housing management strategy been successful in creating a more sustainable city?
\nAward [1] for each valid description point, up to a maximum of [3], which include the following:
\n• the main location is to the south-west of the city centre [1]
• many of the remaining sites are towards the periphery of the city [1]
• there are many scattered small areas/pockets located in western/ south-western/eastern suburbs [1]
• some of the areas are more than 20 km from the city centre [1].
Award [1] up to a maximum of [3] for the identification of each factor:
\n• many of the areas are located close to where jobs are found [1]
• there are more informal jobs located in the city centre [1]
• the land is relatively cheap on the outskirts [1]
• many of the areas are close to important routeways [1].
Award [1] for each valid point, up to a maximum of [4], which could include the following:
\n• positive natural change occurs when the birth rate is higher than the death rate [1]
• this leads to an increase in population density [1]
• areas of youthful populations (including areas of in-migration) tend to experience positive natural change [1]
• negative natural change leads to a decrease in population density [1]
• areas of ageing populations tend to have lower population densities [1].
Other contributing factors may be considered.
\nHousing management strategies include the provision of affordable and acceptable housing to all population groups, especially poorer ones. It includes shanty towns, apartments, private and public rented accommodation, as well as
sustainable schemes such as Masdar City, BedZed, Curitiba. Features of housing management strategies include provision of loans, mortgages, self-help schemes, recycling, energy reduction, re-use of resources, etc.
Sustainable cities are those that encourage reduction in energy use, reduction in inputs, recycling and re-use of waste products, as well as pollution management strategies and traffic management strategies. Other strategies may include sustainable economic and social strategies.
\nGood answers are likely to consider the advantages of housing management strategies that address affordability, quality (acceptability), and sustainability (water and energy recycling and re-use, for example). They may also consider the disadvantages (cost to residents and governments). They may also consider the spatial limitations (the strategy may be in one neighbourhood only, not the whole city), or other elements of sustainability eg, issues with pollution, in-migration and employment.
\nAnswers may use a single case study or a range of strategies in one city. Good answers may recognize the limitations of achieving a sustainable city.
\nAt band D, candidates should describe the characteristics of one housing management strategy.
\nAt band E, expect either a more detailed explanation of one housing management strategy or an evaluation linked to sustainability.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\nThe bar graph shows the total number of people in the world who are classified by the United Nations (UN) as forced migrants.
\nDescribe the trends in numbers of internally displaced persons (IDPs) between 1990 and 2010 as shown on the graph.
\nState the key factor that determines whether a forced migrant is a refugee or an internally displaced person (IDP).
\nSuggest one political and one environmental cause of the rapid increase in the total number of forced migrants since 2011.
\nPolitical:
\n\n
\n
\n
\n
Environmental:
\n\n
\n
\n
State two incentives used in a recent pro-natalist national policy.
\nCountry name:
\n\n
Incentive 1:
\n\n
Incentive 2:
\n\n
\n
\n
Explain why these incentives were introduced in the country you named in (d)(i).
\n\n
\n
\n
\n
Three valid descriptions are needed and there must be some reference to data for full marks.
\nPossibilities could include:
\nReference to data needs to illustrate trend and not a single point on the graph.
\nWhether they are still within their country of origin or not.
\nAward [1] for each reason and [1] for further development or expanded exemplification.
\nPossible political causes:
\nPossible environmental causes:
\nDo not award credit for simply naming a country without a detail.
\nAward [1] for each valid, distinct incentive related to identified country.
\nPossibilities (must relate to named country) and could include:
\nAward [1] for identification of reason and [1] for how it relates to the country (either by use of data or explaining the issue that the country is trying to tackle).
\nPossible explanations (related to the named country) could include:
\nFor example: In France, the fertility rate fell below the replacement level [1].
The population was ageing and the workforce was getting smaller [1].
The diagram shows four landforms (A, B, C, D) associated with a cliff.
\n(i) Identify two of the landforms shown in the diagram.
\n(ii) Outline how wave action could lead to the collapse of the cliff.
\nExplain three factors favouring the growth of coral reefs.
\nExamine the environmental and economic impacts of the pollution of oceans by oil.
\n(i) Any two of the following for [1]:
\nA cave
B stack
C arch
D wave-cut platform or shore-cut platform
[1 mark]
\n(ii) Award [1] for each valid point.
\nPossibilities include:
\nMaximum [2] for an outline of processes that does not address the final point about notch and collapse.
\n[3 marks]
\nAward [1] for each reason and a further [1] for development/exemplification.
\nPossibilities include:
\n[6 marks]
\nEnvironmental impacts might include: degraded ecosystems, flora and fauna mortality, reduced ecosystem productivity. The impacts may be concentrated in particular areas eg shipping lanes, offshore oil fields and nearby coasts.
\nEconomic impacts might include: cost of clean-up, reduced fishery catches, unemployment, reduced tourism/recreational value, higher cost of oil (linked with possible restrictions on oil production or fines for companies, eg costs incurred by BP in relation to Gulf of Mexico).
\nGood answers may be carefully structured around an examination of different kinds of environmental and economic impacts. These may be local or global, short-term or long-term, small-scale or large-scale, intentional or unintentional. Impacts may also be experienced at a different place from the source of pollution due to tidal movements, and this may be examined. Good answers may also examine how impacts and cost may be spread across different user groups/stakeholders.
\nAt band D, expect a description of some environmental and economic impacts of oil pollution.
\nAt band E, expect either a more detailed and balanced explanation of the economic and environmental impacts of oil pollution or a structured attempt to examine some different aspects of the impacts (eg severity or spatial extent).
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\nExplain two strengths and one weakness of one named city’s attempt to reduce urban pollution.
\nExamine the effects of the movement of economic activity to derelict land such as brownfield sites.
\nAward [1] for each strength/weakness and a [1] for further development/exemplification of each.
\nResponses may focus on air pollution but could also focus on water, soil, noise pollution, or waste and litter problems in urban areas.
\nIn awarding marks – there is no mark for the strategy (eg planting trees), but [1] for each strength/weakness and [1] for development.
\nFor example: Strength: In Beijing the planting of trees has reduced pollution by intercepting dust [1] and provided shade for cyclists [1].
\nWeakness: Replacing buses and old taxis was expensive [1] and there were economic losses when factories were closed [1].
\nOther strategies may include:
\n• public transport
• bus lanes
• cycle lanes
• subsidies for public transport
• mass transport schemes.
Award maximum [4] if no city named.
\nEconomic activity includes retailing, services and manufacturing. This includes new economic activity and relocated economic activity.
\nDerelict sites and brownfield sites include abandoned and under-used industrial buildings and land that may be contaminated but has potential for redevelopment.
\nThe movement of economic activity to derelict land may have many positive effects, such as job creation, investment in infrastructure, new buildings and services, increased tax base and spending in the local area (positive multiplier
effect), in-migration of wealthy, young people (gentrification), etc.
Negative impacts include an increase in congestion and pollution related to construction (short-term), increasing land prices, increasing social inequalities, cost of cleaning contaminated land/making it safe for use for economic activity.
\nGood answers will show an understanding that there are positive and negative impacts occurring. Some developments may be large-scale (eg London 2012 Olympic Site) while others are small-scale (gentrification in Woodstock, Cape Town). Some impacts may be short-term, others long-term. The overall effects may depend on the city involved, the amount of government investment, the amount of private investment, its accessibility, the type of economic activity.
\nAt band D, expect a description of some effects of the movement of economic activity to derelict land/ brownfield sites.
\nAt band E, expect either a detailed explanation of the movement of economic activity to derelict land/ brownfield sites or a structured examination of different kinds of impact (may include different perspectives) and any interrelations between them.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nExplain how the actions of world trading organizations and financial institutions (such as the International Monetary Fund) influence global financial flows.
\nDiscuss the economic and environmental consequences of more people choosing to buy locally produced food and goods rather than globalized products.
\nAO1/2 Indicative content
Credit reference to the IMF, World Bank, WTO, New Development Bank (NDB), China Development Bank. Also credit trading blocs/MGOs such as ASEAN, APEC, NAFTA and EU/EEA.
Financial flows may include:
\nCredit other valid flows and institutions.
\nGood answers might provide data and evidence for financial flows or they may offer a structured (AO4) explanation of how different institutions influence different types of flow. Another approach might be to explain financial flows in ways that show they are sometimes interrelated and could influence one another (lending can help a country to develop, in turn attracting FDI; this in turn may encourage migration and remittances).
\nFor band C (4–6), two financial flows should be outlined and linked weakly with the influence/actions of one or more financial institutions.
\nFor band D (7–8), expect a structured, well-evidenced analysis of
\nFor band E (9–10), expect both band D traits.
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nPossible AO1/2 indicative content
\nThemes for synthesis from the geography guide include:
\nAnswers scoring highly according to the AO3 criteria for evaluation:
\nFor band C (5–8), expect weakly-evidenced outlining of two or three relevant economic and/or environmental themes from the geography guide.
\nFor band D (9–12), expect
\nFor band E (13–15), expect both of these traits.
\nThe photograph shows an area of sand dune restoration.
\n
(i) State one natural cause and one human cause of sand dune degradation.
\n(ii) Identify two ways in which people are attempting to restore the sand dunes shown in the photograph.
\nBriefly explain the characteristics and formation of two ocean floor landforms found at a constructive plate boundary.
\nExamine the possible impacts of changes in the ocean carbon store.
\n(i) Natural cause – strong winds / blow outs / storms [1]
Human cause – trampling/foot path erosion / fire/barbeques / introduction of exotic species (eg rabbits) / dune boarding [1].
[3 marks]
\n(ii) Award [1] for each valid statement.
\nPossibilities include:
\n[3 marks]
\nFor each landform explained, award up to [2] for a description of the landform’s characteristics and up to [2] for an explanation of its formation, up to a maximum of [3].
\nFor example: A mid-ocean ridge is a submarine linear mountain range [1] formed by two plates moving apart due to convection currents [1] and magma rising to produce a volcanic ridge [1].
\nOther possibilities include:
\n[6 marks]
\nOceans play a key role in the carbon cycle. The major reservoirs of carbon dioxide are fossil fuels (10 000 × 1012 kilograms of carbon), the atmosphere (750 × 1012 kilograms of carbon) and the oceans (38000 × 1012 kilograms of carbon). Photosynthesis by plankton generates organic compounds of carbon dioxide. Some of this material passes through the food chain and sinks to the ocean floor, where it is decomposed into sediments.
\nOceanic uptake of CO2 has halved since the 1990s. This may be due to the oceans being saturated with respect to CO2. As the oceans absorb more carbon, they become more acidic. The implications of this are that climate change may accelerate if the oceans can no longer absorb carbon; coral reefs may die back due to acidification; species such as crabs and lobsters may decline due to the decrease in calcium building.
\nGood answers may be carefully structured around different kinds of possible impact, eg positive and negative, environmental and economic, short-term and long-term. These will be grounded in an understanding of the role of the oceans as a store of CO2.
\nAt band D, expect a description of the role of the oceans in the carbon cycle.
\nAt band E, expect either a more detailed explanation of the role of the ocean carbon store or an examination of possible impacts of changes.
\nAt band F, expect both.
\n[10 marks]
\n\n
\n
\n
The graph shows how much money it costs to send US$200 (USD) as a remittance from selected regions.
\nDescribe the trends in the cost of sending remittances from the three regions shown on the graph.
\n\n
Outline one possible reason why transferring remittances creates costs for foreign workers.
\nExplain two reasons why remittances are often an effective way of reducing global disparities.
\nReason 1:
\n\n
\n
Reason 2:
\n\n
\n
\n
\n
Explain how inequalities can arise from ethnic differences in one named country.
\nNamed country:
\n\n
\n
Award [1+1] for two valid descriptive points. Must make use of data for the full two marks.
\nAward [1] for each reason and [1] for further development or exemplification.
\nPossibilities could include:
\nFor example:
When money is transferred into another currency money is lost through exchange rates [1] as different currencies have different values on the open market [1].
Transaction charges are made by banks [1] when money is transferred through a bank they make a fixed charge or take a percentage of the transfer [1].
\nFor each distinct reason award [1] for the reason and [1] for further explanatory development/exemplification.
\nFor example: Money or goods help fund education programmes [1], increasing future job/salary-earning potential [1].
\nOther possibilities could include:
\nFor example:
South Africa [1]:
Inequalities have arisen between groups of African (black) and European (white) origin [1]. This is the result of differences in the quality of education between the two groups as the white population has access to better education facilities [1].
These differences are the result of the black population being unable to afford to send their children to school [1].
UK [1]:
Inequalities in housing occur in the UK where there is a high percentage of Bangladeshis [1] of whom about 30% live in overcrowded accommodation [1].
This can be seen to be the result of their disadvantaged position in the labour market where they occupy lower paid employment [1].
Using examples, analyse the role civil societies play in national resistance to global interactions.
\nExamine the ways in which the world’s cities and their societies are becoming increasingly uniform.
\nAO1/2 Indicative content
Civil society is defined in the geography guide as: “Any organization or movement that works in the area between the household, the private sector and the state to negotiate matters of public concern. Civil societies include non-governmental organizations (NGOs), community groups, trade unions, academic institutions and faith-based organizations.”
Citizens can:
\nCredit other valid forms of civil society resistance in particular national contexts.
\nDo not credit government or state actions. Do not credit actions of TNCs.
\nGood answers are likely to provide detailed exemplification. They are also likely to make a better effort to analyse “the role” that citizens/organizations play in determining how a country/government responds to global interactions/globalization (direct and indirect, or lawful and illegal means, for example). Or they may be more
selective in the way they analyse global interactions (eg by breaking this concept into constituent parts such as flows of migrants, imports, data, etc).
For band C (4–6), an outline should be provided of either the general resistance role of civil society or two weakly-evidenced examples of civil society resistance.
\nFor band D (7–8), expect a structured, well-evidenced analysis of
\nFor band E (9–10), expect both band D traits.
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nPossible AO1/2 Indicative content
\nUniformity in this context refers to global homogeneity, ie all places coming to resemble one another through the adoption of common visual styles and forms. While it can be argued that many cities are becoming increasingly uniform, the proposition needs to be examined more carefully in the context of societies (many of which now have record levels of diversity due to migration).
\nDo not over-credit answers that argue against the proposition that places are becoming uniform: this is not asked for. However, it is perfectly acceptable to reflect critically on the degree of uniformity as part of the examination of the statement.
\nAnswers scoring highly according to the AO3 criteria for evaluation:
\nFor band C (5–8), expect weakly-evidenced outlining of two or three relevant themes from the geography guide which focus on how cities/societies are becoming uniform.
\nFor band D (9–12), expect
\nFor band E (13–15), expect both of these traits.
\nThe diagram shows the proportions of land and water at each degree of latitude and the locations of some cold extreme environments.
\n(i) Estimate the latitude at which the percentage of land is highest in the Northern Hemisphere.
\n(ii) State one reason why extreme cold environments can even be found at latitude A.
\n(iii) Briefly outline the seasonal variations in temperature likely to be found at latitude B.
\nExplain the characteristics and formation in periglacial environments of:
\n(i) patterned ground;
\n(ii) thermokarst.
\nReferring to examples, evaluate the varied economic opportunities in hot, arid environments.
\n(i) latitude: 67° North (accept 65–70° N inclusive) [1]
\n[1 mark]
\n(ii) altitude/elevation [1]
\n[1 mark]
\n(iii) Award [1] for each of the following:
\n[2 marks]
\n(i) Award up to [2] for a description of the characteristics and up to [2] for an explanation of formation, up to a maximum of [3].
\nCharacteristics include:
\nFormation points include:
\n[3 marks]
\n(ii) Award up to [2] for a description of the characteristics and up to [2] for an explanation of formation, up to a maximum of [3].
\nCharacteristics include:
\nFormation points include:
\n[3 marks]
\nMost hot environments are not densely populated due to the challenging nature of the environment. Expect details of opportunities to include forms of agriculture including nomadism (the traditional way of dealing with insufficient amounts of rainfall and pasture) or commercial crops in places with irrigation (in areas close to rivers or oases), eg cotton, dates.
\nOther examples include mineral and oil exploitation, or possibly tourism using the arid environment as an attraction (either natural features or cultural landscape, eg world heritage sites).
\nGood answers may evaluate the relative merits of these opportunities (eg high value of oil and some tourism industries compared with the low profitability of some forms of agriculture). Good answers may also evaluate the sustainability/durability of some types of activity. Another approach might be to evaluate the likelihood of opportunities being exploited, or not, in different places (eg conflict or local poverty could deter potential visitors in some arid places).
\nAt band D, two opportunities should be described.
\nAt band E, expect either more detailed explanation of two opportunities or some evaluation of how the opportunities may vary in terms of potential/realized benefits (eg for different places, environments, societies or levels of development).
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\n\n
\n
\n
Explain why the increasing needs of some countries for one or more raw materials are a cause of environmental concern.
\n“People living in the world’s most peripheral regions do not experience a ‘shrinking world’.” To what extent do you agree with this statement?
\nAO1/2 Indicative content
\nRaw material(s) can include timber, copper, soya, oil, shale gas etc.
\nAn account focused only on water should not progress beyond [6].
\nGood answers may explain explicitly why there is concern over the increasing demand made by certain countries and may provide evidence to support this (eg China’s predicted growth in demand). Another approach might be to structure the explanation carefully around different categories of environmental concern.
\nFor band C (4–6), an outline should be provided of either environmental problems/concerns linked with using raw material(s) or the needs of some countries.
\nFor band D (7–8), expect a structured, evidenced analysis of
\nFor band E (9–10), expect both band D traits.
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nPossible AO1/2 indicative content
\nPeripheral regions: this is a contested term and is open to a variety of interpretations, ranging from isolated tribes, to landlocked African nations, to India and China (in relation to the G7/8 global “core”). Credit the “political periphery” of North Korea also. Each approach should be judged on its merits in terms of supporting evidence and argument.
\nShrinking world: this refers to the way distant places are perceived to be nearer due to falling transport times and the instantaneous nature of electronic communications and data transfers.
\nThemes for synthesis from the geography guide include:
\nAnswers scoring highly according to the AO3 criteria for evaluation:
\nFor band C (5–8), expect weakly-evidenced outlining of two or three relevant
shrinking world/globalization themes from the geography guide.
For band D (9–12), expect
\nFor band E (13–15), expect both of these traits.
\n\n
The graph shows how the percentage of forest cover in a country changes as the country develops over time. The graph includes some present-day examples of countries at different stages of development.
\nIdentify the country shown on the graph with the lowest percentage of forest cover.
\nDistinguish between forest cover and biodiversity.
\nSuggest two reasons why forest cover in some countries has increased in recent years.
\nReason 1:
\n\n
\n
\n
Reason 2:
\n\n
\n
\n
\n
Explain two consequences of the reduction of biodiversity in some tropical rainforests.
\nConsequence 1:
\n\n
\n
Consequence 2:
\n\n
\n
\n
Mexico
\nIn each case, award [1] for a distinct, valid reason, and [1] for development/exemplification.
\nThere are two approaches that could be taken to answer this question – strategic reasons that explain the increase in forest cover, and operational reasons. Either approach, or a combination of the two, is acceptable.
\nPossible strategic approaches could include:
\nPossible operational approaches could include:
\nIn each case, award [1] for a valid consequence and [1] for explanation/exemplification.
\nPossible consequences include:
\nFor example:
Loss of potential biomedical resources [1], with resultant adverse impacts for population and economy [1].
Less genetic diversity [1] leading to loss of ecological resilience when coping with climate change [1].
\nThe map extract shows a glaciated area of part of the Lake District in the north-west of England. The scale of the map is 1:25 000. The contour interval is 10 metres. The key for the map extract is below.
\n[Source: © Crown copyright 2018. Ordnance Survey 100041139.]
\n\n
Identify one landform of glacial erosion in square 3415.
\nState the name of one U-shaped valley/trough shown on the map.
\nEstimate the length in kilometres of the walking track between the start of the walking track (footpath) at Highpark Wood (3116) to the summit of Helvellyn (3415).
\nState the height gained from the spot height in square 3315 to the triangulation pillar in square 3415.
\nUsing map evidence, explain one reason, other than climate, why mining in this extreme environment is challenging.
\nExplain the formation of one feature or landform of glacial deposition.
\nExamine how the balance between challenges and opportunities affects economic activities in one or more extreme environments.
\nPyramidal peak, corrie/cirque, arête, tarn [1]
\nGrisedale / Grisedale Beck / Glenridding / Thirlmere [1]
\nAbout 3 km (allow between 2.5 km and 3.5 km) [1] (units not needed for [1])
\n949 m – 859 m = 90 m
\nPossibilities include:
\nFor example: Very steep slopes in 3514 [1] make vehicular access very expensive [1].
\nSpecific reference to the map is needed for the award of the second mark.
\nPossible features include:
\nAward [1] for naming a feature, up to [2] for description and up to [2] for explanation.
\nFor example: A drumlin [1] is a smooth, elongated mound/hill of glacial till [1] formed when a glacier deposits its load in a valley/lowland area [1] due to changes in gradient/velocity [1].
\nIf the economic benefits outweigh the costs of living in an extreme environment, then economic activities are likely to take place. Examples may include mining in the Arctic/hot desert areas, agriculture in hot, arid areas, tourism in any extreme environment.
\nOpportunities may occur where there are accessible mineral deposits, rivers providing irrigation, easily accessible aquifers, areas that attract tourists, areas of manufacturing, TNC development, areas of retirement, scientific research, areas where income overcomes challenges. Accept other reasons.
\nOther areas may have resources that are currently undeveloped, eg, oil in Greenland.
\nChallenges include adverse climate, remoteness, limited accessibility, low populations, protected lands.
\nAccept environmental degradation and social impact on local people as long as it is tied closely to economic activities.
\nGood answers should progress beyond simply agreeing with or rejecting the statement and discuss the validity of the statement, eg, opportunities always outweigh challenges if there is an important resource, etc. Good students may appreciate that challenges and opportunities vary over time and place. Alternatively, there may be recognition of the stakeholders involved, eg, indigenous peoples compared to large TNCs, and there may be possible conflict
between them.
At band D, expect some description of the opportunities and challenges of named economic activities in recognizable extreme environments.
\nAt band E, expect either more detailed explanation of opportunities and challenges or a structured examination of the statement.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe graph shows the percentage ownership, by gender, of agricultural land for selected countries.
\n[Source: Food and Agriculture Organization of the United Nations, Gender and Land Rights Database,
http://www.fao.org/gender-landrights-database/data-map/statistics/en/?sta_id=1168. Reproduced with permission.]
State the country with the biggest gap between female and male land ownership.
\nSuggest two reasons why the percentage of female land ownership in Malawi is similar to the percentage of male land ownership in Malawi.
\nReason 1:
\n\n
\n
Reason 2:
\n\n
\n
\n
Explain three socio-economic impacts of a youthful population for a country.
\nImpact 1:
\n\n
\n
Impact 2:
\n\n
\n
Impact 3:
\n\n
\n
Bangladesh / Nigeria
\nFor each valid reason specifically related to land ownership, award [1] for the reason and [1] for further development/detail.
\nFor example: Change in government legislation [1] allowing women to inherit land [1].
\nOther possibilities include:
\nFor each valid impact, award [1] for the impact and [1] for further development/detail. A youthful population is one with high proportion aged under 16. Impacts may be current or long term, positive or negative.
\nFor example: Costs of providing education [1] will be a large burden for taxpayers [1].
\nOther possibilities include:
\nNegative:
\nPositive:
\nOutline two physical causes of aridity in hot, arid environments.
\nExplain two processes of weathering commonly found in hot, arid environments.
\n“Human activity within periglacial environments is unsustainable.” Discuss this statement.
\nSub-tropical high pressure [1] brings dry, descending air [1].
\nContinentality / interior has higher temperatures than coastal margins [1] due to lack of proximity to the sea [1].
\nCold offshore currents [1] mean air does not rise / limits potential precipitation over land [1].
\nRain shadow effect [1] means a lack of moisture/rain/water for places on lee side/far side/downwind of relief features/mountains [1].
\n[4 marks]
\nPossibilities include:
\nDo not credit erosion processes such as sand abrasion.
\nAward [1] for each process outlined (not simply named) and a further [2] for the brief explanation offered.
\nFor example: Exfoliation involves layers of rock peeling off [1] due to expansion/contraction due to (large) temperature range/changes [1] in the presence of some moisture/water [1].
\n[6 marks]
\nSustainability has been defined in a number of ways. One common one is using resources wisely without compromising the needs of future users. Within an extreme environment the resource base is quite fragile. There are a variety of approaches to analysing the question based on sustainable activities.
\nIndigenous people have generally lived sustainably in these environments. More recent activity by newer arrivals has not been as sustainable. Human activity includes settlement, infrastructure, communications, and resource development, including tourism. This more recent development has had adverse effects not only on the environment, eg degradation of soil or fauna within ecosystems, but perhaps on the culture of indigenous people.
\nGood answers may discuss the concept of sustainability and the degree to which environmental, social and economic needs can all be met in periglacial environments. Good answers might be carefully structured around different periglacial environments/places/levels of development and may discuss the extent to which sustainable goals can be met in each.
\nAt band D, two human activities should be described and their sustainability commented on.
\nAt band E, expect either more detailed explanation of different activities, or some discussion of the concept of sustainability in relation to periglacial environments.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\n\n
\n
\n
The graph shows the gross national income (GNI) per person and the Human Development Index (HDI) score for two countries in 2015.
\n[Source: 2015 Human Development Report ‘Work for Human Development’. Human Development Report Office,
United Nations Development Programme. http://hdr.undp.org/sites/default/files/2015_human_development_report.pdf]
Define the term GNI (per person).
\nUsing evidence from the graph, outline why Chile is more developed than Equatorial Guinea.
\nExplain two reasons why countries with similar GNI per person can have very different HDI scores.
\nReason 1:
\n\n
\n
Reason 2:
\n\n
\n
\n
Infant mortality rate is defined as the number of children who die before their first birthday per 1000 live births. Suggest one advantage and one disadvantage of using infant mortality as a measure of socio-economic development.
\nAdvantage:
\n\n
\n
Disadvantage:
\n\n
\n
\n
Award marks for recognition of the components of GNI:
\nThe total value of goods and services produced within a country [1] together with the balance of income and payments from or to other countries [1].
\nHigher for GNI in Chile [1], higher for HDI in Chile [1].
\nNeeds quantification from at least one measure for award of full marks.
\nFor each valid reason, award [1] for the reason and [1] for further development/detail.
\nEach reason should be linked to one of the two other components of the HDI, namely life expectancy and education.
\nPossible reasons for the difference include:
\nIn each case, award [1] for a valid advantage/disadvantage and [1] for further development/detail.
\nFor example: One advantage is that data for infant deaths are easily available [1] which allows for comparisons to be made with other areas/countries [1].
\nPossible advantages include:
\nPossible disadvantages include:
\nState and outline the units used to measure the global ecological footprint.
\nUnits:
\n\n
Outline:
\n\n
\n
Suggest two reasons why the total ecological footprint of a country may grow very rapidly in the future.
\nReason 1:
\n\n
\n
Reason 2:
\n\n
\n
\n
\n
Explain the neo-Malthusian view of the relationship between population and resource consumption.
\nUnits: Global hectares (Gha; accept Global hectares/person) [1].
\nOutline: area of land and water required to produce the resources consumed [1].
\nFor each distinct, valid reason, award [1] for the reason and [1] for development/exemplification.
\nPossible reasons include:
\nFor example:
The rise in wealth [1] of the people of China means that they can afford more consumer goods which take up more resources such as oil and minerals [1].
Some countries have seen a large increase in population size [1]. These have to be fed which takes up more land for agriculture [1].
\nAward [1] for each valid point:
\nThis constitutes the Malthusian approach (maximum [2]).
\n\n
Other valid points may be credited.
\nAward a maximum of [2] for answers that only consider a Malthusian approach – for full marks, points from the neo-Malthusian view are needed.
\nThe map shows the global pattern of hurricane (tropical cyclone, typhoon) tracks.
\nDescribe the distribution and tracks of hurricanes (tropical cyclones, typhoons) affecting mainland Asia.
\nBriefly explain two geographical consequences of a recent human-induced (technological) hazard.
\nUsing one or more recent examples, discuss the relative importance of short-term and long-term responses to hazard events and/or disasters.
\nAward [1] for each point, to a maximum of [2] in each case.
\nDistribution:
\nTracks:
\n[4 marks]
\nAward [1] for each consequence and up to [2] for further development/exemplification.
\nFor example: The Deepwater Horizon oil spill in the Gulf of Mexico in 2010 had a devastating environmental impact on marine life and food chains in the Gulf [1], including death of dolphins, bluefin tuna and bird life [1]. The loss of marine life severely impacted local fish catches [1].
\nOther consequences (depending on the hazard event) might include:
\n[6 marks]
\nShort-term responses take place over a few hours, days and weeks, and might involve: search and rescue; provision of essential medical care; provision of emergency food and water supplies; combating the threat of disease; establishing communications to the outside world; alerting relief agencies.
\nLong-term responses go on for months and years after a disaster, and might include: provision of long-term shelter, rebuilding destroyed houses, schools, hospitals etc, re-establishing communications; re-establishing the local economy; undertaking protective measures and educating the local community in case of a future disaster; establishing monitoring stations to warn/help predict of a future hazard.
\nGood candidates may conclude that short-term responses may be more important, to reduce the immediate threats to loss of life and re-establishing the local economy, whereas long-term responses are important in a different way (long-term development) and more problematic, involving continued aid, re-structuring and investment into the area, which may not be forthcoming, especially in poorer countries. Good candidates may also discuss the importance of making adaptation integral to the long-term strategy in order to build resilience.
\nAt band D, responses are likely to be descriptive accounts of some short-term and long-term responses.
\nAt band E, expect either a more detailed explanation of the importance of short-term and long-term responses for a named disaster, or some explicit discussion of their relative importance (perhaps in relation to different goals or objectives).
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\n\n
\n
\n
Discuss the main reasons why attempts to reduce socio-economic disparities sometimes fail.
\nRefer to Paper 1 Section B markbands (available under the \"Resources\" tab) when marking this question.
\nThere are a number of possible approaches to this question that may address disparities at a variety of scales.
\nResponses are likely to touch on the Millennium Development Goals (MDGs) initiatives, remittances, trade, debt relief, aid and market access as “attempts” to reduce socio-economic disparities. An examination of the factors that dilute or hamper these attempts would be expected. It is possible that responses look at two or three of these attempts and address their disadvantages in relation to their advantages as development tools. Alternatively, responses may focus on the reasons why they fail or succeed. Likely reasons that can be addressed are numerous and will depend on the examples used. Possibilities include: population growth diluting progress made in some regions; inappropriate and/or inadequate aid; dependency; protectionism; food dumping; falling commodity prices; debt; charges to remittances; environmental issues; youthful populations; lack of gender empowerment, international financial institutions, etc.
\n
At band D, responses are likely to describe some of the reasons why some of the attempts to reduce disparities fail.
At band E, responses are likely to give either detailed explanation of reasons/attempts to reduce socio economic disparities or an evidence-based, structured discussion of what could be considered the main reasons for failure or success.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\nThe graph shows external forcings, such as greenhouse gases, causing changes in the Earth’s atmospheric system.
\n[Source: Figure SPM.2 from Climate Change 2007: The Physical Science Basis. Working Group I Contribution to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change [Solomon, S., D. Qin, M. Manning, Z. Chen, M. Marquis, K.B. Averyt, M. Tignor and H.L. Miller (eds.)]. Cambridge University Press, Cambridge, United Kingdom and New York, NY, USA.]
\nState which external forcing shown on the graph has the greatest impact on temperature in the atmosphere.
\nOutline what is meant by “albedo”.
\nBriefly describe the difference between stratospheric ozone and tropospheric ozone.
\nExplain two environmental consequences of global climatic change (global warming).
\nConsequence 1:
\n\n
\n
\n
Consequence 2:
\n\n
\n
\n
\n
CO2 / carbon dioxide / greenhouse gases [1]
\nSolar radiation/heat reflected by the surface [1].
\nAward [1] for further development such as:
\nThe difference can be addressed by using own knowledge or with reference to the graph.
\nAward [1] for valid difference and [1] for further development/detail.
\nPossibilities include:
\nAward [1] for a valid consequence resulting from increased temperature of global warming and [2] for further development/exemplification related to the natural environment.
\nFor example: Global warming is leading to melting of the ice caps [1]; the meltwater from this leads to a global rise in sea level [1], which will result in the loss of some low-lying islands (or provides relevant example, eg Kiribati) [1].
\nOther possibilities include:
\n“Climate change will only increase global disparities in wealth.” Discuss this statement.
\nRefer to Paper 1 Section B markbands (available under the \"Resources\" tab) when marking this question.
\nThere are many possible approaches to this question, and each should be marked on its merits.
\nIt is hoped that candidates will interpret global climate change as having a wider meaning than “global warming”. The disparities in wealth may be considered at any scale: regional, national or sub-national. Effects may be due to higher temperatures, change in rainfall amounts or timing, rising sea levels, and may impact the environment, population, settlement and economic activities. Effects may include: changes in farmland productivity; loss of tourism earnings; reduction in water quality and/or availability; population migration; change in distribution of natural vegetation zones; increased incidence of climatic hazards.
\nDiscussion of the statement may have a number of approaches: there could be a discussion of the positive and negative impacts of climate change on wealth; a discussion of the magnitude of the impacts of climate change on wealth; a discussion of geographical variations in the impacts of climate change on wealth; a discussion of how the impacts of climate change on wealth vary over time; or a discussion of how the impacts of climate change on wealth vary with access to technology/investment.
Accept other valid discussions.
Responses at band D are likely to describe ways in which climate change could affect the wealth of different people and places.
\nAt band E, expect either more detailed explanation of how climate change could increase and/or decrease the wealth of different people/places or a structured discussion of the concept of global disparities in the context of climate change from a positive and/or negative viewpoint.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\nExamine the changing importance of oil as an energy source.
\nAnswers should focus on the recent changing importance (production/consumption) of oil. This may be relative to the changing use of other sources, or in relation to consumption trends and conservation.
\nAnswers should recognize that the global demand for oil is increasing as populations grow and countries develop economically. Some quantitative or qualitative detail would be expected in terms of explaining and comparing the changed importance. There may be some discussion of the price of oil which, at the writing of this in January 2016 has fallen to below $30 a barrel. This “cheap” oil will boost its importance as an energy source at the expense of many cleaner alternatives.
\nResponses could briefly look at the importance of oil in relation to other non-renewable fossil fuels, such as coal and natural gas and renewable energy sources. It is also possible that they look at new sources of oil, eg tar sands extraction in Canada, or fracking and the revolution that it has brought to US energy security.
\nResponses may address the externalities of oil production. The importance of oil has been impacted on by environmental damage caused by spills and pollution resulting from extraction. There are also geopolitical consequences of oil production when exploration for new sources causes conflict between nations.
\nAnswers may also refer to any scale (local, national, regional, global), but this is not a requirement for the award of full marks.
\nStudents whose world view of the importance of oil are outdated but still in line with their lifetime or in line with text book material should not be penalized.
\nAt band D expect description of the importance of oil as an energy source over time.
\nAt band E expect either detailed explanation of the changing importance of oil (probably in relation to other sources) or some examination of what is meant by “importance” (may examine trends for different countries/regions, or contrast local and global scales).
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\nDiagram A shows the number of reported disasters by decade by hazard type, globally. Diagram B shows economic losses by hazard type, globally.
\n(i) Describe the change in the total number of reported disasters between 1971 and 2010.
\n(ii) State the type of natural hazard that has not increased in frequency since 1981.
\n(iii) Estimate the total economic losses due to storms and floods between 1971 and 2010.
\nExplain three reasons why communities may underestimate the probability of a major hazard event occurring in the area in which they live.
\nDiscuss the view that human vulnerability to natural hazards (excluding river flooding) is greater in urban areas than in rural areas.
\n(i) The total number of disasters increased [1] from about 750 to about 3500 [1].
\n[2 marks]
\n(ii) drought [1]
\n[1 mark]
\n(iii) US$1.65 billion (accept 1.6–1.75) [1]
\n[1 mark]
\nIn each case, award [1] for a valid reason and [1] for further development.
\nFor example, lack of data about previous events [1] may mean that it is impossible to predict the likely return interval of the hazard [1].
\nOther reasons could include:
\n[6 marks]
\nRapid urbanization and the concentration of large numbers of people in large urban areas is a feature of many poorer countries. Often, these are major ports occupying low-lying land at or near to sea level. Hurricanes can cause storm surges with major impacts for urban areas. Large unplanned, poorly built shanty towns develop in vulnerable areas, such as steep hillsides or low-lying ground, making them vulnerable to landslides in tectonically active areas or during hurricanes (saturated ground). Poor urban migrants are likely to be unaware of their vulnerability to hazards and lack access to information about what to do in the event of a disaster.
\nOn the other hand, rural areas can be hard to reach after a hazard event/disaster and so mortality may be much higher. Poverty and lack of education in rural areas may also contribute to a high death toll. Some rural areas may be especially prone to certain hazard events, eg areas along plate boundaries, fold mountains, Pacific islands in typhoon belt.
\nGood answers may discuss dimensions other than rural/urban, such as the level of development as the main influence on vulnerability. They may also discuss how the magnitude/frequency of events may be higher in either rural or urban areas (eg many large cities are on coastal margins where hurricane/typhoon strikes are more likely than in inland rural areas; distribution of coastal cities also corresponds with plate margins).
\nAt band D, expect some description of people’s vulnerability to hazards in different rural/urban places.
\nAt band E, expect either a more detailed explanation of how hazard/hazard vulnerability varies between rural and urban places or some explicit discussion of the statement (eg may argue that many other factors affect vulnerability, and these must be considered too, or may conclude on relative importance of vulnerability in urban areas compared to rural).
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\n\n
\n
\n
The graph shows the change in the volume of ice for one glacier from 1850 to 2010.
\n[Source: Reprinted from the Annals of Glaciology with permission of the International Glaciological Society]
\nEstimate the volume of ice lost between 1850 and 1950.
\nState the year when the glacier began a continuous decline lasting to 2010.
\nSuggest why a short-term increase in glacial ice (positive balance) begins around 1950.
\nDistinguish between aridity and infertility in hot, arid areas.
\nExamine the causes and consequences of the melting of permafrost.
\nAccept answers in the range 21–22 metres water equivalent [1].
\n1970 [1] (accept 1969–1971).
\nAward [1] for stating that the accumulation of ice was greater than the melting of ice.
\nAward the second mark for one of the following:
\nDecrease in temperature leads to less melting [1] / Increase in snowfall leads to greater accumulation of ice [1] / other valid suggestion.
\n\n
Soil aridity is the deficiency of moisture in the soil. Soil is considered arid if the rate of evapotranspiration in the soil is higher than the amount of water absorbed by the soil.
\nAccept climatic aridity as an alternative to soil aridity.
\nInfertility is a lack of necessary requirements for healthy plant growth (minerals, nutrients). It does not mean soils are unsuitable for plant growth, but the only plants that can grow are those that either need few nutrients or obtain them from fertilizers.
\nFor example:
\nAridity:
Is the lack of moisture/water in the soil [1] where evapotranspiration is greater than water provided [1], which limits the plants able to grow [1].
or
Aridity is a deficiency of moisture / an area with less than 250 mm/year [1], resulting from a permanent absence of rainfall / when evaporation exceeds rainfall [1], which limits plants’ ability to grow resulting in scant vegetation [1].
Answers may refer to an aridity index.
\nSoil infertility:
Is the lack of nutrients in an arid soil [1] but some plants can grow due to special adaptions to the conditions [1] or by the provision of fertilizers [1].
Award up to [5] for description/explanation of aridity and infertility with a maximum of [4] if only one term is considered.
\nReserve [1] for the idea that the two can be linked or an attempt to distinguish, for example, not all soils in arid environments lack the necessary nutrients to be productive but the lack of available water limits plant growth and agricultural potential.
\nPossible causes include:
\nPossible consequences include:
\nGood answers may examine different timescales or different stakeholders affected by permafrost melting. Another approach might be to provide a structured examination of different consequences (positive/negative), a recognition of feedback mechanisms and also the interaction of natural and human causes depending on the location.
\nAt band D, expect some description of the causes and consequences of permafrost melting. Do not expect balance.
\nAt band E, expect either more detailed explanation of the causes and consequences of permafrost melting or a structured examination of the statement including a recognition that there are multiple causes which are place/time dependent.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nOutline two environmental problems that may occur downstream from multi-purpose dams.
\nDefine the concept of “maximum sustainable yield” of freshwater.
\nWith reference to one named river basin, explain two strategies that have been adopted to meet competing demands for water.
\n“The negative consequences of river flooding always outweigh the benefits.” Discuss this statement.
\nIn each case, award [1] for a valid problem and [1] for development.
\nFor example: Reduced nutrient transport downstream [1], resulting in decreased agricultural/fisheries yields [1].
\nProblems could include:
\n• loss of biodiversity
• increased risk of salinization
• less water for agriculture
• clear water erosion
• decreased fish stocks
• flooding due to dam collapse
Accept other creditable suggestions as long as they are downstream from the dam.
\nThe maximum level of extraction of water [1] that can be maintained indefinitely for a given area [1].
\nAlternative acceptable definitions include:
\n• the relationship/balance between inputs and outputs [1] so that water does not run out for the foreseeable future/on an annual basis [1]
• the largest amount of water that can be taken from a resource [1] without depleting the original source or potential for replenishment [1].
In each case, award [1] for a valid strategy, and [1] for further development.
Award a maximum of [3] if no example is given.
One approach is to manage the conflicting needs of different user groups, eg farmers, industries and domestic users. Another approach is to tackle the issue of too many domestic users competing for limited water.
\nFor example: In the Colorado River basin: state administrations impose quotas [1] for different user groups, eg casinos/golf courses [1], restricting consumption in order to conserve water. At the local scale, homeowners in any city are competing for a limited amount of water and have to implement their own conservation measures, eg flushing the toilet less often [1]. This is encouraged by grants for low-flush toilets [1].
\nOther possibilities include:
\n• domestic pricing
• rationing
• water metering
• conservation measures, eg shorter showers, re-use of grey water, replacing grass with sand and succulents, more efficient irrigation systems – drip rather than sprinkler, desalinization projects
• storage of water: eg dams/reservoirs
• inter-basin water transfer.
Answers would be expected to discuss the advantages and disadvantages of river flooding.
\nThe benefits of flooding could include the formation of floodplains; areas of flat land; fertile alluvial soils suitable for agriculture; areas for human settlement; formation of wetland ecosystems; maintaining ecosystems; re-charging of groundwater. Opportunities may exist, for example, for aquaculture; some economies are closely connected to the flood cycles.
\nThe negative consequences of floods may include loss of life, damage to infrastructure, housing and farmland. Economic and social losses may be substantial, especially in urban areas on floodplains.
\nIt may also be argued that the information gained from a river flood helps guard against future inundations, and that frequent monitoring and management strategies may reduce the impact of flooding. Similarly, it may be argued that river flooding is largely beneficial and that many ancient civilizations depended on the regular flooding of rivers. However, because of climate change and other human factors, flood frequency and magnitude has increased.
\nGood answers would be expected to discuss in detail the potential advantages and disadvantages of flooding in a way that arrives at a final evaluation. An alternative approach would be to provide a structured discussion of the statement from different perspectives, as these may differ on what constitutes a benefit or cost.
\nAt band D, expect a description of some consequences of river flooding.
\nAt band E, expect either more detailed explanation of the advantages and disadvantages of river flooding or a structured discussion of the statement.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe graph shows a forecast for how future demand for oil and natural gas will be met.
\n[Source: © 2009 New Scientist Ltd. All rights reserved. Distributed by Tribune Content Agency, LLC.]
\nDescribe the trend for currently-producing oil fields shown on the graph for the period 2015–2030.
\nSuggest two possible reasons for the trend you described in (a)(i).
\nReason 1:
\n\n
Reason 2:
\n\n
\n
\n
\n
Briefly suggest what is meant by “unconventional” oil and gas.
\nExplain two limitations of one named source of renewable energy.
\nSource of renewable energy:
\nLimitation 1:
\n\n
\n
Limitation 2:
\n\n
\n
\n
Award [1] for each of the following, up to [3]. Quantification required for award of full marks.
\nAward [1] for each valid distinct reason.
\nPossibilities include:
\nAward [1] for a valid definition of “unconventional” – it is oil/gas not obtained from conventional oil/gas wells/drilling/extraction methods.
\nAward further [1] for naming a source, such as oil sands; oil shales; or from coal/biomass/liquids produced from the chemical processing of gas or fracking.
Renewable sources of energy include solar, wind, geothermal, hydro-electric, biomass. Accept nuclear as renewable.
\nIn each case, award [1] for valid limitation and [1] for further development/detail.
\nFor example: Solar – not applicable to all areas / seasons / times of day [1], including times like winter when demand in cool climates is highest [1].
\nOther possibilities include:
\nDescribe two characteristics of the leisure hierarchy.
\nExplain three geographic factors that might influence decision-makers in choosing a host city for an international sports event.
\nUsing one or more examples, evaluate the strategies designed to manage tourism in rural areas.
\nResponses may refer to number, frequency, sizes, spacing, range, catchment areas or cost of installation/facilities.
\nIn each case, award [1] for a valid characteristic and [1] for development or exemplification.
\nFor example: One characteristic of the leisure hierarchy is that there will be many more sports fields [1] for junior/student teams for a particular sport in a city than there are sports fields for professional teams [1] in the same city. In addition, while student team fields will have only a relatively small catchment area [1], the catchment area of the professional fields will be much larger [1].
\n[4 marks]
\nAward [1] for the identification of each suitable factor, and an additional [1] for further development/exemplification.
\nFor example: Pre-existing venues, reducing construction costs [1] – eg Rio de Janeiro hosting the 2016 Olympics using venues developed for the World Cup [1].
\nOther factors might include:
\n[6 marks]
\nStrategies might include:
\nGood answers may carefully structure management to encompass minimizing environmental damage, reducing conflict between local residents and visitors and meeting economic needs, maximising carrying capacity, etc. Good answers might also evaluate the strategies from different perspectives of different user groups, or may evaluate the success of strategies in the short and long term, or for different places within the rural area.
\nResponses that do not name a rural area are unlikely to be awarded above band C.
\nTo access band D, at least one example of a rural environment should be considered and candidates may describe some relevant management strategies.
\nAt band E, expect either a wider variety of strategies discussed in more depth, or some evaluation of their success.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\n[10 marks]
\n\n
\n
\n
Explain three factors that may produce a short time lag on a storm hydrograph.
\nCompare the effectiveness of alternative stream management strategies, other than dams.
\nA short time lag is usually associated with overland flow linked with any of the following factors:
\n• the characteristics of the precipitation input (type and duration of precipitation, speed of snow melt, antecedent rainfall)
• the shape and size of the drainage basin (including tributaries / drainage network)
• characteristics of the drainage basin (land use, gradient, geology, vegetation, urbanization).
For example: Short lag time is caused by an unvegetated drainage basin [1] in which surface runoff is accelerated/interception does not occur [1]. Also linked with impermeable clay soil [1] and the lack of infiltration [1]. Also linked with drainage basins that are round [1] because all water reaches the measuring point at roughly the same time [1].
\nThere are many alternative strategies that could be examined. For example, building of dykes/flood barriers or artificial levees, channel management (straightening, deepening, widening), flood relief channels/basins, river/wetland restoration.
\nLand uses strategies are acceptable if they are purposely designed to manage streams. Do not credit indirect/unplanned impacts of urbanization, deforestation, etc.
\nGood answers may focus on, and compare, the effectiveness of strategies (may look at different perspectives, user groups). Another approach might be to compare the effectiveness at different spatial/temporal scales.
\nAt band D, expect a description of one or more stream management strategies.
\nAt band E, expect either a more detailed explanation of two or more different strategies or a structured comparison of their effectiveness (costs, benefits and perspectives on these).
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe diagram shows the deaths and economic losses resulting from tropical storms in Mexico, before and after the introduction of an early warning system.
\n[Source: adapted from Víctor Orlando Magaña Rueda et al. (2014). El sistema de alerta temprana ante ciclones tropicales desde una perspectiva de riesgo. H2O Gestión del agua 1, January–March 2014. Revista auxiliar de difusión del Sistema de Aguas de la Ciudad de México. Published by Helios Comunicación]
\nWith reference to the diagram, describe the changes in number of deaths
\nWith reference to the diagram, describe the changes in economic losses.
\nSuggest reasons for the changes you identified in (a) for number of deaths.
\nSuggest reasons for the changes you identified in (a) for economic losses.
\nExamine the factors that affect the choice of adjustments before, and responses after, tectonic (earthquake/volcanic) hazard events.
\nFor example, there has been some reduction in the number of lives lost over time/since 2000 [1], but some storms still resulted in large losses of life, for example 150 deaths in 2013 [1].
\nAward maximum [1] if no quantification.
\nThere has been a rapid increase in economic losses over time [1], for example 78 billion pesos in 2013 [1].
\nAward maximum [1] if no quantification.
\nThe early warning system has had some effect in reducing loss of lives, because people are warned of an impending storm and can be better prepared [1], but the warning may not reach the more vulnerable sectors of the population [1], early warning predictions may not always be accurate because the tropical storm tracks may change [1].
\nAccept other valid suggestions such as details of preparation, evacuation, education, etc.
\nThe sharp increase in economic losses may reflect an increase in the value of economic development/infrastructure/housing [1]. However, buildings may have been sufficiently modified to withstand the effects of storms [1]; and the local effects may be unequal, affecting vulnerable coastal communities in particular [1].
\nAccept other valid suggestions.
\nPossible adjustments before the hazard event include: prediction and forecasting; warning systems; land-use planning/zoning; insurance. Possible responses include short-term (rescue) and long-term (rehabilitation and reconstruction). Factors affecting the choice include level of economic development, perception of the hazard by individuals and communities.
\nGood answers may show a good knowledge and understanding of a range of possible adjustments and responses after a tectonic hazard event. These should be short-term, mid-term and long-term responses, and might distinguish between rescue, rehabilitation and reconstruction responses. They may also examine the factors affecting the choice of adjustments to the hazard event, such as perception, politics and level of economic development. Another approach might be to examine the range of choices made by individuals, civil society,
governments, and so on.
For band D, expect a description of some basic adjustments and responses with reference to tectonic hazard(s).
\nFor band E, expect either a more detailed explanation of possible adjustments and responses to tectonic hazards, and the factors that affect choice, or some examination of the difficulties affecting the choice.
\nFor band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\n“Poverty reduction cannot be achieved without improved soil management.” Discuss this statement.
\nResponses should show a clear understanding of the terms “poverty reduction” and “soil management” and comment on the direct links or lack of links between the two.
\nPossible themes include:
\nGood responses that score well at AO3 (synthesis/evaluation) will consider both sides of this question and may use one or more of the following approaches:
\nSpatial – On a local, national or regional scale where agricultural activities are the norm, soil management strategies will no doubt have a positive impact on communities and help in reducing poverty. By comparing strategies in rural/urban and/or different geographic regions responses may evaluate the success of different poverty reduction strategies.
\nTemporal – Soil management may reduce poverty in the long-term, but is unlikely to have any positive impact in the short-term, whereas other strategies such as micro credit, aid, family support payments and remittances may be more appropriate and have more short-term benefits.
\nPerspectives – Responses could comment that soil management is only part of any poverty reduction strategy as it only focuses on one limited aspect of poverty. Reducing poverty for agricultural communities is not only about yields from farmlands but is also about access to markets and a fair price for produce. Also poverty reduction
is not only about increasing wealth, but also intricately connected to education, health and gender issues, where improved soil management may not make much of a difference.
Responses do not need to consider more than one of these ways in order to access top marks. They may also tackle the question on any scale, local, regional or global.
\nBetter answers will discuss not only soil management strategies but other ways in which poverty can be reduced, such as debt relief, remittances, aid, trade and market access.
\nAt band D, responses will describe some aspects of soil management techniques or may focus on alternative approaches to reducing poverty.
\nAt band E, responses will either explain both sides of the question or will synthesize well developed themes to discuss how poverty as a concept goes beyond only the quality of soil.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\nDescribe two characteristics of oceanic crust.
\nBriefly outline the oceanic circulation in the Pacific Ocean during an El Niño event.
\nExplain the wind and pressure systems in an El Niño event.
\nExamine the spatial and temporal consequences of overfishing.
\nIn each case, award [1] for a valid characteristic, and a further [1] for development/exemplification.
\nFor example: Oceanic crust is dense [1], and is mainly basaltic [1].
It is relatively young [1], being nowhere older than 200 million years [1]. It increases with age away from a mid-ocean ridge [1] where new ocean crust is formed [1].
It is thinner than continental crust [1], 6–10 km thick as opposed to 35–70 km [1].
\nDescription of oceanic landforms (for example, ridge, trench) [1]; development including details of oceanic crust [1].
\nSurface water moves eastwards from west/Australia to east/South America [1] before sinking and returning at depth to the west [1].
\nFull credit may be awarded for a suitably annotated diagram.
\nAward [1] for each valid point.
\nFor example: High pressure is located in the western Pacific/Australia and low pressure over the eastern Pacific/South America [1].
This causes surface winds to blow from the western Pacific eastwards [1].
This pushes warm water towards South America, warming the air above and causing low pressure [1].
Winds at high altitude blow from east to west, and the subsiding air in the western Pacific leads to high pressure at ground level, eg Australia and Indonesia [1].
The connection between wind and pressure systems must be made explicit for full marks.
\nA suitably annotated diagram may be used as part of the explanation.
\nThe consequences of overfishing can include falling fish stocks, extinction of prized species, reduced harvests of fish, economic decline, unemployment, the creation of policies to reduce/combat over-fishing, the movement of trawlers into fisheries more distant from their country of origin, illegal fishing in other territories’ waters.
\nExamples could include the decline of fishing in the Grand Banks of Canada, North Sea cod, blue-fin tuna in the Mediterranean, and, increasingly, off the coast of West Africa.
\nGood answers will explicitly address how the consequences are spatial and temporal, for instance they may examine how impacts can be local (eg falling fish yields) or global (increased prices for top species), short term (seasonal) or
long term. They may also examine whether the consequences are negative (falling stocks and yields) or positive (eg a cause for the development of aquaculture or for greater management and conservation policies eg maximum
sustainable yield/quotas) for different places / on different timescales.
At band D expect a descriptive account of at least two consequences of overfishing. (Do not expect both spatial and temporal consequences to be addressed explicitly at this level.)
\nAt band E expect either a greater range/depth of consequences of overfishing or a structured examination of the spatial and temporal dimensions of overfishing.
\nAt band F expect both of these elements.
\nMarks should be allocated according to the markbands.
\nDiscuss why resource conservation strategies may be more effective than population control in reducing global resource consumption.
\nResponses should have a clear understanding of the terms “conservation strategies” and “population control” and comment on their utility value when it comes to reducing world resource consumption.
\nResource conservation strategies include:
\nPopulation control may relate to:
\nGood responses that score well at AO3 (synthesis/evaluation) will consider both sides of this question and may use one or more of the following approaches:
\nSpatial – Responses may argue that there is a negative correlation between a country’s ecological footprint/resource consumption and high population growth rates. This will fuel the argument that conservation strategies will be more effective in reducing global resource consumption.
\nTemporal – Population control would only be important in terms of reducing the world’s resource consumption in the short term because conservation strategies may take a long time to enact and for their benefits to be felt. Stronger responses may comment that as nations develop, population growth rates tend to decline and as such, controls are unnecessary. This is usually accompanied by an increased ecological footprint.
\nPerspectives – The world’s high-income countries may have the resources to enact conservation measures, but this is unlikely to be a priority for low-income countries. Improved standards of living are linked to reduced fertility. Responses could use the Malthusian debate to help structure their viewpoint. “Control” could include government
strategy but also decisions made by the individual woman within the family.
Responses may take a balanced view or may argue one is more effective than the other. They should also tackle the question on a “global” scale (as that is the question).
\nAt band D, responses will describe details of conservation strategies or population control (alternative approaches) making links to how they may reduce global resource consumption.
\nAt band E, responses will either explain “two sides” of the question or will synthesize well developed themes to discuss how resource consumption is not only linked to population and conservation strategies, but extends into economic and lifestyle considerations.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\nDiscuss why some governments find it difficult to provide access to safe drinking water for all their people.
\nPossible themes may include:
\nGood responses that score well at AO3 (synthesis/evaluation) will consider both sides of this question. An examination of both sides may involve consideration of those national or regional governments that find it difficult to provide access and those that are able. Other approaches that examine both sides may discuss variations in the
level of difficulty. Answers may use one or more of the following approaches:
Spatial – Some governments are in countries that suffer from physical water scarcity, which limits the supply and/or suffer from economic water scarcity, which limits access. This is mainly an issue in low-income countries but it is possible that it can be an issue in countries of all levels of wealth. Responses may also look at how the size of the country may pose challenges for water provision.
\nTemporal – Overcoming physical water scarcity may take a lot longer to achieve than overcoming issues associated with economic water scarcity.
\nPerspectives – Some governments may prioritize other development goals over the provision of safe water to all people, and may even deliberately marginalize some minority communities by not providing safe water.
\nAt band D, responses will describe the provision of safe drinking water in countries, possibly with some description of how some segments of the local population are better served than others (due to wealth, location of residence, etc).
\nAt band E, responses will either explain “two sides” of the question or will synthesize well developed themes to discuss how some segments of the population lack access to safe water because of factors such as wealth, location of residence, etc.
\nAt band F, expect both.
\nMarks should be allocated according to the markbands.
\nThe map shows Marrakech and the surrounding area. The scale of the map is 1:160 000 and the contour interval is 40 metres.
\n[Source: Marrakech topographical map. Reproduced with permission of EWP]
\nMarrakech is located in a semi-arid agricultural area, with an average rainfall of 281 mm/year, mainly falling between October and May. The area is prone to droughts, which have become more frequent in recent years.
\nState the height in metres of the highest point north of the Oued Tensift river.
\nState the four-figure grid reference for this point.
\nBriefly describe the distribution of fruit farming areas shown on the map.
\nExplain two possible human impacts that could occur as a result of a long-term drought in the area shown on the map.
\nSuggest one short-term strategy that the local community could use to help overcome the problem of drought in the area shown on the map.
\nExamine the reasons why people continue to live in areas affected by frequent earthquake or volcanic activity.
\n884 (metres) [1]
\n2012 [1]
\nIf an incorrect height is identified, but the GR is correct for that height, award [1].
\nAward [1] for any of the following points, up to a maximum of [2]:
\nAward [1] for each possible human impact, and [1] for explanation.
\nRelevant human impacts will reflect that the term “drought” implies a lack of water, not high temperatures.
\nPossibilities in this area include:
\nAward [1] for the strategy and a further [1] for development.
\nPossible strategies include:
\nDo not credit long term infrastructure projects, eg reservoir construction.
\nAllow answers that consider both earthquake and volcanic activity.
\nPossible reasons might include:
\nGood answers may examine in a structured way how reasons may vary according to the type of geographical area (level of development; proximity to areas of tectonic activity); the frequency and magnitude of past events, and the decisions made by individuals and communities.
\nFor band D, expect some description of some reasons why people continue to live in areas prone to volcanic or earthquake activity.
\nFor band E, expect either a more detailed explanation of why people choose to remain in a particular area prone to earthquakes/volcanoes, or a structured examination of different kinds of hazards (eg at different levels of economic/social development).
\nFor band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nBriefly outline two processes of river erosion.
\nExplain how irrigation can lead to salinization.
\nExplain two consequences of salinization for farmers.
\nDiscuss the positive and negative hydrological impacts of dam and reservoir construction.
\nIn each case, award [1] for identifying the process, and [1] for a brief outline.
\nSalinization is the build-up of salts in soil to an excessive level. It can occur when there is over-irrigation [1] (ie, where more water is added than can be taken up by the plants). If the groundwater has a high salt content and the
water table rises, the soil in fields may have salt levels that are too high for plant growth [1].
For example: As water passes over/through the soil, it dissolves various minerals and nutrients [1] / in some areas, naturally high levels of evaporation increase the salt content at the surface [1] / capillary action also brings water to
the surface where evaporation leaves the salts [1].
In each case, award [1] for valid consequence and [1] for further explanation/detail.
\nPossible consequences include:
\nFor example: Crops tend to have low salt tolerance [1] so salinization reduces crop yield/makes it less productive [1].
\nResponses could cover downstream positive impacts such as more regular discharge, reduced differences in seasonal flow (regime), fewer floods with longer delay and lower peaks. Upstream positive impacts could include lower gradient and change to local base level.
\nNegative downstream impacts are that lower discharge can cause severe environmental problems, eg, the Nile Delta erosion and red water famine at Aswan, the reduced discharge of the lower River Colorado. Negative impacts
upstream could include increased evaporation and seepage.
There could also be reference to changes in sediment transport immediately downstream or upstream, with effects on fluvial landforms.
\nSome credit may be given for geographical knowledge of some issues about a recognizable dam/reservoir.
\nGood answers may discuss in detail the potential positive and negative hydrological impacts of dam construction before arriving at a final evidenced conclusion. An alternative approach would be to provide a structured discussion
of the question from different perspectives, as these may differ on what constitutes positive or negative.
At band D, expect two hydrological impacts to be described and linked to dam construction.
\nAt band E, expect either a more detailed explanation of greater range of hydrological impacts or a structured discussion of both positive and negative hydrological impacts.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nExplain two conflicts that may arise as a result of aquaculture.
\n“The disposal of waste in the oceans is causing serious harm to people and places.” Discuss this statement.
\nIn each case, award [1] for an identification of the conflict and a further [1] for a development/extension of the conflict.
\nFor example: There may be conflict between aquaculture operators and environmentalists [1] owing to the large volume of fish pellets needed to feed the farmed stock [1]; it takes 2–5 kg of fish pellets to produce 1 kg of farmed salmon [1].
\nOther possible conflicts may include:
\n• local/national fishermen/the fish industry due to the introduction of exotic species, eg Atlantic salmon into the Pacific
• environmental health agencies may be worried about the leaking of steroids/faeces/chemicals into surrounding waters, damaging local ecosystems/water sources.
Waste disposal includes radioactive material, oil and chemical waste. Chemical waste includes SO2 and NOx (acidification), nitrates (eutrophication/dead zones), plastics (garbage patches), effluent from ships, oil pollution, heavy metals.
\nDisposal of waste may lead to reduced biological productivity. On the other hand, increased productivity in the short term is associated with nitrates, increased risk of diseases and fatality, reduced growth rates, reduced survival rates. Waste disposal may lead to death of people, falling incomes through reduced fish yields, increased cost of clean-up, unemployment, reduced tourist revenues.
\nHowever, the opposing view could be that not all waste causes serious harm to people and places, eg some waste may be disposed of far from populated areas or may be treated/of low toxicity and therefore not especially harmful to ecosystems. For companies involved in clean-up operations/repairs, there may be increased opportunities, rather than any harm.
\nGood answers may progress beyond a simple description of the problems associated with waste disposal. Good answers may discuss:
\n• the scale of pollution
• how the impacts vary from place to place and on different types of people
• whether pollution is serious (perspectives may differ)
• whether it is a global problem or a localized one
• whether pollution is a greater problem in different types of ocean (open ocean versus partly enclosed)
• whether management strategies are effective.
At band D, expect some description of waste disposal and the harm that it is causing to people and places.
\nAt band E, expect either a more detailed explanation of waste disposal’s impact on people and places or a structured discussion of the statement that questions the idea of severity and harm.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nOutline what is meant by the term “drought”.
\nBriefly describe one physical cause of a located severe drought.
\nSuggest two reasons why individuals and communities may underestimate the probability of a severe drought occurring in the region in which they live.
\nDiscuss the reasons why some low-income countries may be more vulnerable than others to the effects of hazard events.
\nDrought: a period of lower than expected rainfall [1]
\nAnd some development such as:
\nReasons for lower than expected rainfall include: anticyclonic conditions; El Niño/La Niña; jet stream movements; North Atlantic Oscillation.
\nFor example: Drought in Australia (2000s) [1] was caused by an El Niño event / bringing high pressure/anticyclonic conditions [1].
\nMaximum [1] if not a located drought.
\nPossible reasons include:
\nAward [3] for each developed reason.
\nFor example: People may have a lack of knowledge of previous droughts [1] because there has not been a major drought within living memory [1] so they are unaware of the return period/recurrence interval [1].
\nHazard events discussed may be natural and/or human-induced hazards.
\nDemographic, social and economic factors affect a country’s initial vulnerability and subsequent ability to deal with the consequences and after-effects of hazard events. Geographical position may also affect the vulnerability of some low-income countries:
\nPopulation characteristics, such as high densities and growth rates, mean that the numbers of people exposed to hazards is high and increasing rapidly. Socio-economic factors, such as poor/weak infrastructure, lack of medical
facilities, lack of information and knowledge and low economic resources, will affect a country’s vulnerability and ability to deal with hazard events.
Good answers may discuss how some low-income countries are especially vulnerable to multiple types of hazard event, and not just one type. Another approach might be to discuss different aspects of vulnerability (ability to make use of forecasting, planning and education; costs of improvements to buildings and infrastructure; post-event recovery).
\nIf the response interprets “more vulnerable than others” as a high-income country, then award maximum band D.
\nAt band D, expect a description of how one or more hazard events have affected vulnerable low-income countries.
\nAt band E, expect either a more detailed explanation of a range of hazards/vulnerable countries or a structured discussion of the statement.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nOutline two ways in which people have adapted their outdoor activities to extremes of weather in hot, arid environments.
\nDistinguish between the terms “accumulation” and “ablation” in the glacial environment.
\nExplain two reasons why many glaciers are retreating.
\n“Global climate change will create more opportunities than challenges for indigenous populations.” Discuss this statement, with reference to one or more extreme environments.
\nIn each case, award [1] for the factor and [1] for further development/ exemplification.
\nFor example: People wear long, loose / light-coloured robes/clothes [1] as such garments allow air to circulate / reflect insolation [1] / provide protection from the sun during the day and are warm at night [1].
Turbans provide protection from the sun [1] and can be wrapped around the face in sand storms [1].
Nomadic herders stay in tents [1] that are easily dismantled and moved [1].
Daily routine [1] – work done in the cool of the morning [1].
Nomadic herders move their animals [1] in order to be close to sources of water during a dry season [1].
Long term-agricultural adaptations that reflect climatic conditions (such as irrigation) are not acceptable.
\nAccept other valid suggestions.
\nAward [1] for each statement. Two simple statements (no need for explicit distinction) acceptable for [2].
\n• Accumulation – increase of snow and ice on the glacier [1].
• Ablation – the melting of glacial ice [1].
In each case, award [1] mark for the factor and [1] for further development.
\nPossible reasons include:
\n• global warming (either caused by humans or part of a natural cycle)
• changes in precipitation levels
• increased volcanic activity
• changes in ocean currents
• El Niño
• sunspot activity.
For example: Many glaciers retreat due to higher temperatures / global warming [1] caused by enhanced greenhouse effect [1].
\nThere are many different indigenous populations that may be used. Examples include, but are not limited to, the San, Tuareg, Fulani, Inuit, Nenet, Saami.
\nThe question is not limited to one area, so references may be made to more than one indigenous population and more than one extreme environment.
\nIndigenous peoples are among the first to face the direct consequences of climate change, owing to their dependence on, and close relationship with, the environment and its resources (for food, cultural identity). Climate change exacerbates the difficulties already faced by vulnerable indigenous communities, including political and economic marginalization, loss of land and resources, human rights violations, discrimination and unemployment.
\nHowever, global climate change in the Arctic may bring increased navigation during the winter, and a warmer climate has lengthened the growing season so potential yields may increase, more opportunities for sedentary agriculture / forestry / tourism / sea fishing / hunting.
\nOpportunities / benefits in hot, arid areas may include better grazing potential, more food production and more reliable water supplies.
\nSome may argue that climate change will have little or minor effect on their chosen example.
\nGood answers should progress beyond simply agreeing with, or rejecting, the statement and will discuss the validity of the statement by considering such things as the scale of the climate change, the degree to which indigenous population groups have assimilated in society, etc.
\nAnother approach might be to provide a structured discussion of different kinds of opportunities and challenges found in an extreme environment and arrive at an evidenced conclusion.
\nAt band D, expect some description of impacts on an indigenous population. (including answers that do not specify who the indigenous peoples are).
\nAt band E, expect either more detailed explanation of opportunities and challenges for indigenous populations or a structured evaluation of the statement.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nOutline two factors that can influence the vulnerability of a community to the impacts of a tectonic hazard event.
\nBriefly explain the occurrence of either volcanoes or earthquakes at constructive plate margins.
\nBriefly explain the occurrence of either volcanoes or earthquakes at destructive plate margins.
\nExamine the effectiveness of short- and long-term responses to one recent disaster caused by a hurricane (tropical cyclone/typhoon).
\nAward [1] for each factor and [1] for further development relating to vulnerability of a community to a tectonic hazard event.
\nFor example, a high degree of poverty [1] means that people cannot afford to build earthquake-resistant housing that does not collapse [1].
\nOther possible factors include:
\nAward up to [3] for any of the following points:
\nVolcanoes
\nEarthquakes
\nCredit other valid points and/or the use of suitable annotated diagrams.
\nAward up to [3] for any of the following points:
\nVolcanoes
\nEarthquakes
\nCredit other valid points and/or the use of suitable annotated diagrams.
\nResponses considered should be both short-term and long-term.
\nShort-term responses might include search and rescue, providing essential medical care, emergency food and water supplies, combating the threat of disease, establishing essential communications and alerting outside relief agencies.
\nLong-term responses continue for several months or years after the disaster, and might include rebuilding destroyed housing and infrastructure, re-establishing the local economy, undertaking protective measures and educating the local community in case of a future disaster, land-use zoning, establishing early-warning systems, planning evacuation routes.
\nGood responses will examine a range of different types of response to a recent named hurricane disaster, and consider their effectiveness in different timescales.
\nAt band D, expect a descriptive account of different types of response to a hurricane disaster.
\nAt band E, expect either a more detailed account of a range of short- and long-term responses, or some explicit examination of their relative effectiveness.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nThe diagram shows a storm hydrograph for a river.
\n[Source: © International Baccalaureate Organization 2017]
\nState the lag time for the storm event shown on the hydrograph.
\nState how many hours the discharge was over 40 cumecs.
\nOutline why the rising limb on this hydrograph is steeper than the falling limb.
\nExplain the formation of two landforms on a river floodplain.
\nDiscuss the environmental consequences of eutrophication and the pollution of aquifers.
\n10–11 hours [1]
\n5 hours 30 minutes (5.5 hours) [1]
\nAccept answers in the range 5–6 hours [1].
\nThe rising limb is steeper as it is responding to the precipitation falling in the drainage basin/rapid increase of rainwater reaching the river/rapid run-off [1], whereas the falling limb still has rain reaching the river slowly/by throughflow / groundwater flow [1].
\nPossibilities include, but are not limited to:
\nAward [1] for each landform identified and [2] for further description/explanation of their formation.
\n
For example: Braiding [1] is a river channel with a number of interconnecting channels separating the islands or eyots [1]. They form when sediment-rich rivers are forced to deposit their load as discharge is reduced [1].
Groundwater pollution and eutrophication may be caused by farming, fertilizer and waste run-off. Eutrophication occurs in a surface water store, causing algal blooms and reduced levels of oxygen in the water, whereas aquifer pollution results in the declining quality and quantity of water.
\nOther environmental consequences could include adverse impacts on habitats, flora and fauna, or creation of dead zones.
\nGood answers may compare environmental consequences on a variety of scales or from different perspectives (stakeholders). Another approach might be to compare the way eutrophication occurs at a more local scale than aquifer pollution, or the way eutrophication occurs on the surface whereas aquifer pollution occurs underground.
\nAt band D, expect description of the two types of pollution and their environmental consequences.
\nAt band E, expect either a more detailed explanation of the consequences or a structured discussion of the two types of pollution.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nUsing a located example, outline two ways in which sustainable tourism supports the culture of local people.
\nExplain two impacts of tourism on the natural environment of rural areas.
\nExamine how the benefits of hosting one or more major international sporting events have been unevenly distributed.
\nPossibilities include:
\nAward [1] for each way and [1] for exemplification/location. If only one location is used, the second point must be developed in order for full marks to be awarded.
\nFor example: Ecotourism in Uluru, Australia [1], helps aboriginal customs survive due to educating visitors [1].
\nSome possible impacts include: natural resources, pollution, conservation and protection, for example:
\nAward [1] for the identification of an environmental impact, and [2] for further development and/or exemplification.
\nFor example: There may be a depletion of local water resources due to increased demand from hotels and golf courses [1], which may lead to a lowering of local water tables [1] with consequent changes to local habitats [1].
\nThe benefits may be economic, social, short term, long term, etc. Benefits could be distributed between neighbourhoods, businesses, national government, etc. The focus should be a major event, such as Olympics, football World Cup, or Formula One (F1) race.
\nBenefits may include:
\nBenefits are not shared equally between groups of people. Groups who have not shared benefits may be identified; however, do not credit an extended account of costs for marginalized groups as this is not asked for.
\nGood answers should examine both the short-term and long-term benefits of hosting major sporting events. They will examine a range of benefits on both local and national scales, with reference to suitable examples. They may go on to arrive at a reasoned judgement of who/where benefits most.
\nFor band D, expect answers that describe the uneven distribution of some benefits of hosting an international sporting event.
\nFor band E, expect either greater depth of explanation of a range of benefits and their uneven distribution, or some structured examination of the statement.
\nFor band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe diagram shows a cross-section of the location of permanently frozen ground (permafrost).
\nDescribe how the characteristics of permafrost vary with latitude.
\nOutline how the seasonal changes taking place in the active layer differ between 50°N and 60°N.
\nExplain two ways in which the active layer creates challenges for settlement and/or communications in a permafrost area.
\n“The opportunities for mineral extraction outweigh the challenges in hot, arid areas.” Discuss this statement.
\nAward [1] for each valid point, including:
\n• permafrost becomes thicker towards 70°N / the north [1]
• changes from discontinuous to continuous at 60°N [1]
• thin active layer becomes deeper towards the south/50°N [1]
• blocks of permafrost become smaller south of 54/55°north [1].
Maximum [3] if no quantification using depth or latitude.
\nAward [1] for summer thawing and subsequent refreezing at both, and [1] for recognizing that the active season is much shorter at 60°north / shortens as latitude increases.
\nIn each case, award [1] for each challenge that is identified and [1] for further development/exemplification.
\nChallenges include:
\n• the action of solifluction
• thermokarst/subsidence heat from buildings
• heat from pipelines
• changes in vegetation cover
• frost heave
• the weight of vehicles
• keeping cold water flowing to towns
• accessibility of settlements.
For example: The heat from buildings leads to thawing of the active layer [1] causing subsidence of buildings [1].
\nAreas of mineral extraction include, but are not limited to, oil in the Middle East, diamonds in Botswana/Namibia, uranium in Australia, uranium in Niger, copper in Arizona, copper in the Atacama (Chile).
\nThe opportunities are economic gains from the resources being mined, which provides revenue for the country and for improvement of local infrastructure, eg communications, investment made into local area, eg health care, employment (and higher wages) provided for local people.
\nChallenges tend to be environmental and include contamination of scarce water resources, effects on local water supply/tables, aesthetic changes in the natural landscape, pollution, accelerated wind/water erosion, economic exploitation by the TNCs (mining companies), little regard for local environment or people; disagreements over land ownership and rights (eg aborigines in Australia), decreased sustainability in the long term.
\nGood answers should progress beyond simply agreeing with, or rejecting, the statement and discuss the validity of the statement. Another approach might be to provide a structured discussion of different kinds of opportunities and
challenges found in hot, arid areas and arrive at an evidenced conclusion.
At band D, expect a description of some of the challenges and/or opportunities associated with mining in hot, arid areas.
\nAt band E, expect either an explanation of the challenges and opportunities associated with mining in hot, arid areas or a structured discussion of the statement, which may include scale, wealth or power.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nDefine the term tourism.
\nState two possible reasons why not all international arrivals can be classified as tourists.
\nExplain two strategies designed to manage the environmental damage caused by tourism in one named large town or city.
\nDiscuss the view that the economic benefits of tourism in one country you have studied outweigh its negative social and environmental impacts.
\nTourism involves travel away from home for at least one night [1] for the purpose of leisure [1].
\nAward [1] for any of the following, up to [2]:
\nAward [1] for each strategy/problem/solution, and [2] for development of how it reduces/manages environmental damage.
\nPossible strategies include:
\nFor example: Limiting the number of tourists is one way to reduce litter problems in Venice [1]. This has been done by limiting the number of hotel beds available [1] and restricting the number/capacity of visiting cruise ships [1].
\nAward a maximum of [3] if there is no named town or city, or if the example is inappropriate, eg a rural location.
\nAnswers should consider a variety of economic benefits and social/environmental impacts of tourism in a specific country.
\nEconomic benefits might include improved employment opportunities, growth of local industry, improvements in infrastructure, increased GDP and incomes, increased standards of living.
\nNegative social and environmental impacts might include increases in crimerates, increasing social inequality, increases in pollution and land degradation, excessive use of groundwater supplies.
\nGood answers may provide a structured discussion of the different kinds of economic benefits and social/environmental costs of tourism in a particular country, and some evaluation of their relative importance.
\nAward a maximum of band C if the answer refers to a city (eg Venice) rather than a country.
\nAt band D, expect some description of the economic benefits and social/environmental costs in a particular country.
\nAt band E, expect either a more detailed explanation of the benefits and costs of tourism or some discussion of their relative overall importance in a particular country.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nThe diagram shows the relationship between catchment areas of sports facilities and the population of settlements.
\n[Source: © International Baccalaureate Organization 2017]
\nDescribe the general relationship shown by the diagram.
\nSuggest one reason why settlement A does not fit the general relationship.
\nSuggest three possible reasons why the sphere of influence of supporters of a sports team could change over time.
\nExamine the contribution that ecotourism can make to a country’s tourist industry.
\nThere is a positive correlation/relationship between catchment area and settlement size / small settlements have facilities with small catchment areas/larger settlements have facilities with large catchment areas [1].
\nAward [1] for some quantification.
\nAward [1] for understanding that it has a larger catchment area than facilities in other settlements with small population and [1] for further development of the reason or a valid example of a high catchment facility, for example, ski centre; mountain bike course trail.
\nPossible reasons include:
\nAward [1] for each reason, and a further [1] for development and/or exemplification.
\nFor example: Due to improvements in technology such as television and internet [1], Manchester United’s sphere of influence has grown to include people all around the world [1].
\nThe question can be answered using one country only or multiple examples.
\nEcotourism can be defined as responsible travel to remote, fragile and often protected areas that strive to be low impact and of small scale. Such activities might include bird watching, studying local ecosystems, walking and cycling. Ecotourism occurs in many countries at different levels of development.
\nUnique species and landscapes can be a major selling point for a country of local place’s tourist industry. Affluent tourists may travel long distances to see certain species in their natural habitats. Sustainable ecotourism provides local people with much-needed employment in some development contexts; in time, some may develop their own tourist-orientated businesses, helping to develop the tourist industry further.
\nHowever, careful management is required to avoid exceeding carrying capacity and risking the sustainability of ecotourism ventures. Strategies might include: restricting visitor numbers, which places a limit on the contribution that can be made to a national industry. In contrast, mass tourism ventures may make a larger economic contribution.
\nGood answers may examine the varied contexts for ecotourism (the contribution made to the tourist industry in very isolated countries, or those lacking other types of tourism, eg mass tourism, may be greater than for some high-income countries with well-established mass tourism industries). Another approach might be to examine the concept of sustainability (recognizing that there are limits to the expansion of an industry that aims to be sustainable). Another approach might be to examine how the contribution may change over time (some ventures
gain and later lose popularity in the Butler model).
For band D, expect some description of ecotourism/the tourist industry in one country.
\nFor band E, expect either a more detailed explanation of ecotourism’s contribution to the national tourist industry or a structured examination of the statement.
\nFor band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe photograph shows tourists at a popular site in Tokyo, Japan.
\n[Source: © International Baccalaureate Organization 2018]
\nWith reference to the photograph, identify one primary tourist attraction.
\nWith reference to the photograph, identify one secondary tourist attraction.
\nUsing photographic evidence, suggest why the perceptual carrying capacity of this site might have been reached.
\nFor one named international sporting event, explain how one physical factor and two human factors influenced the choice of venue(s).
\nExamine the extent to which the aims of sustainable tourism might be achieved in two different environments.
\nAward [1] for any of the following:
\nAccept other valid responses.
\nShops selling gifts/souvenirs/food stalls [1].
\nAccept other valid responses.
\nAward [1] for photographic evidence that perceptual carrying capacity has been reached, and [1] for further development.
\nFor example: There is such a large number of visitors shown [1] that some may be experiencing stress due to excessive congestion and noise [1].
\nAward [1] for the identification of a suitable factor that might influence the choice of venue, and a further [1] for development.
\nFor example: Sochi Winter Olympics in Russia, which has a very cold climate [1], was chosen because of its normally abundant snowfall needed for winter sports [1].
\nOther possibilities might include:
\nAward a maximum of [5] if no international sporting event is named.
\nThe aims of sustainable tourism, involve the protection and conservation of primary tourist resources and support the livelihoods and cultures of local peoples.
\nPossible strategies to achieve the aims might include:
\n“Environments” could be interpreted in various ways; for example, different rural areas, urban areas, and ecosystems.
\nGood answers may provide a structured examination of the environmental, economic and social aims of sustainable tourism and the extent to which these aims have been met in different areas. Another approach might be to provide a structured examination of different approaches to managing tourism in a sustainable manner in different areas.
\nFor band D, expect some description of the management of sustainable tourism in one or two different areas.
\nFor band E, expect either a more detailed examination of the effectiveness of sustainable tourism management in two different areas, or an examination of the extent to which the aims of sustainable tourism can be achieved in different areas.
\nFor band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nThe map shows part of the North Atlantic sea floor.
\n[Source: Heinrich Berann/National Geographic Creative]
\nIdentify and briefly describe two landforms in box X.
\nUsing examples, explain two positive economic impacts that El Niño events can bring.
\n“Geopolitical conflict is the inevitable outcome of human use of oceans.” Discuss this statement.
\nAward [1] for each landform identified and [1] for valid description.
\nPossibilities include:
\nFor example: Mid ocean ridge [1] is the long linear submarine mountain range [1].
\nAward [1] for each valid economic impact, and a further [2] for development/exemplification of the impact.
\nPossibilities include, but are not limited to:
\nFor example: El Niño events may lead to an increase of rainfall in normally dry areas [1] in Peru [1], leading to an increase in agricultural yields [1].
\nConflict between nations may arise on account of territorial disputes (exclusive economic zones, EEZs) or access to biotic and abiotic resources. Some ocean resources are found in EEZs whereas some are part of the global commons. In the open ocean, there is no EEZ and so countries are free to utilise resources as best they can, potentially leading to multiple claims.
\nOcean resources include oil, gas, gold, manganese, biotic resources and territory (EEZ) and control over shipping routes/transport routes. Some resources have been discovered and exploited; others are still potential resources, such as oil in the Arctic.
\nHowever, an alternative view is that ocean resources may be managed in ways avoiding conflict, eg, by the EU’s Common Fisheries Policy, Convention on the Conservation of Antarctic Marine Living Resources, Marine Stewardship Certification, etc.
\nGood answers may discuss whether the statement applies to all uses or just certain uses. Another approach might be to discuss the importance of the EEZ for sovereign states and the degree to which this may lead to conflict. Another approach might be to discuss the statement in relation to different timescales and the concept of sustainability (conflict may become more likely over time as finite resources become exhausted).
\nAt band D, expect a description of human use of one or more ocean resources by different people/countries.
\nAt band E, expect either a more detailed explanation of how oceans are used by different people/countries and the conflicts that exist or a structured examination of the statement.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nDescribe the global distribution of either volcanoes or earthquakes.
\nSuggest three factors that might affect an individual’s perception of the risk posed by tectonic hazards.
\n“Hazard prediction is ineffective in reducing the impact of hazard events on people’s lives and property.” Discuss this statement, with reference to two different hazard types.
\nAward [1] for each of the following up to a maximum of [4]:
\n• concentrated around the Pacific rim/the “ring of fire”
• down the centre of the Atlantic Ocean
• the Caribbean archipelago
• East Africa rift valley
• Southern Europe/the Mediterranean
• Indonesian archipelago
• along plate margins
• any other valid distributional point (eg hotspots).
For the award of full marks the candidate must go beyond a simple list of countries (maximum [2]).
\nIn each case, award [1] for each valid factor, and [1] for further development.
\nPossible factors include:
\n• awareness of the risk of hazards
• level of education
• frequency of occurrence of previous hazards
• government-sponsored awareness programs
• low magnitude of previous hazards
• length of stay in a hazard-prone area
• belief that they are protected against the hazard
• individual personality – risk taker/minimizer.
For example: The frequency of occurrence of previous hazards [1]. An area experiences frequent earthquakes so the population is very aware of the possible risk of damage by earthquakes [1]. Length of residence [1] – a person who has lived somewhere a long time may have experienced a rarer, high magnitude event and may have a greater perception of the level of risk [1].
\nCandidates should describe differences of prediction of particular hazards and comment on their effectiveness. Some hazard events are more predictable than others, for example volcanic eruptions may be accurately predicted, but it is very difficult to predict earthquakes or droughts. The timing of a hazard event may be predicted, but it is often more difficult to predict their magnitude and areal extent. Measures taken to minimize the impact of hazards may be insufficient to prevent significant loss of lives and destruction of property. Technological hazards may not be predictable yet the impacts can be severe.
\nGood answers will compare the reliability of prediction for two different hazards and discuss their effectiveness. They might also discuss measures taken to reduce the risk of hazards, such as land-use zoning, building codes, development of protective infrastructure, evacuation plans, and awareness programs. They might discuss that these may be ineffective when the hazard is of a higher magnitude than planned for. Reference should be made to different
examples.
For band D, expect some description of hazard prediction and effectiveness for two different hazard types
\nFor band E, expect either a more detailed explanation of the relationship between hazard event prediction and hazard impacts, or a structured discussion of the effectiveness of prediction.
\nFor band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe logarithmic graph shows the discharge of a river and the flood recurrence interval.
\nState the relationship between the discharge and the flood recurrence interval shown on the graph.
\nSuggest why a logarithmic graph was used to show these data.
\nEstimate the flood recurrence interval for a discharge of 10 000 cumecs.
\nSuggest how changes over time in the amount of water stored as ice in the hydrological cycle could lead to increased river flows.
\nSuggest how changes over time in the amount of water stored as ice in the hydrological cycle could affect the size of one or more other stores in the hydrological cycle.
\nExamine the environmental impacts of agriculture on water quality.
\nThe relationship is positive [1].
OR
As discharge increases, the flood recurrence interval increases [1].
This allows a wide range of values to be shown [1] because the data set includes a minimum of 1.2 years to a maximum of 60 years for recurrence interval [1].
OR
The slope of the line indicates the rate of change between the two variables [1] and allows comparison between different drainage basins [1].
Accept other possibilities that indicate that the graph makes the relationship clearer [1].
\n45 (years) (allow 43–47) [1] Do not penalize incorrect units.
\nAward [1] for each suggested effect due to changes in ice storage and up to [2] for development/exemplification.
\nFor example: The melting of ice could lead to an increase in river flow [1] and this happens seasonally in cold parts of the world [1] and in the future climate change could increase melting and river flow even further [1].
\nAward [1] for each suggested change in size and up to [2] for development/exemplification.
\nFor example: Melting of ice could lead to an increase in the water stored in the oceans [1], which could increase ocean storage above 97 % [1].
\nAnother change might be runoff from melting ice increasing lake storage [1].
\nResponses should show an understanding of any of the following: salinization, agro-chemical runoff, groundwater pollution, eutrophication of watercourses. Credit other valid positive impacts.
\nAs agriculture becomes more intensive, there are greater inputs of chemical fertilizer and irrigation and greater outputs of waste, eg manure and chemical fertilizer. These can lead to a variety of types of environmental impacts in different areas.
\nGood answers may include a structured discussion of the relative importance of a variety of agricultural impacts on water quality. An alternative approach would be to question who or what (land, incomes, ecosystems, local businesses) is impacted, and recognize that some parts of the world may be more seriously affected than others.
\nAt band D, answers are likely to be mainly descriptive and/or look only at one impact.
\nAt band E, expect either a more detailed explanation of a range of impacts or an examination of how some places are affected by different impacts more than others.
\nAt band F expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nState two diseases of poverty.
\nDescribe the distribution of diseases of poverty.
\nExplain two types of diffusion in relation to the spread of disease.
\nTo what extent have recent changes in agriculture increased the production and availability of food in low-income countries?
\nDiseases of poverty include communicable/infectious diseases, such as malaria, ebola, tuberculosis and HIV/AIDS [1].
\nAccept other possible answers.
\nDiseases of poverty are primarily concentrated in low-income countries [1] often in tropical regions, but are also found in low-income groups in more affluent countries [1].
\nDo not accept reasons for poverty unless they are specifically linked to developing the location/distribution/example.
\nAward [1] for additional detail such as a located example.
\nThe two types named in the syllabus are relocation and expansion diffusion.
\nAccept other valid types of diffusion, such as contagious and hierarchical.
\nIn each case, award [1] for identification of the type of diffusion, [1] for explaining the concept, and [1] for further development or exemplification.
\nFor example: Influenza is primarily spread by expansion diffusion [1], which means it spreads outwards by contact with an infected individual [1] into a population that has not previously been exposed to the disease [1].
\nA distinction should be made between increases in food production and increases in food availability.
\nRecent changes in agricultural production have included increases in crop and animal yields due to scientific innovation, breeding and development of higher yielding varieties. There has also been an increase in areas under irrigation, and in the use of fertilizers and pesticides, which have increased crop yields. There has also been an increase in the area under cultivation.
\nThe growth of agribusiness, improvements in transport and communications, the development of marketing, and improved storage facilities have also increased food availability.
\nHowever, there has been unequal development and changes have not occurred in all regions. Wealthier, more fertile regions have increased agricultural yields, while more marginal, less fertile and poorer regions have not experienced large increases. Political factors, income levels, high food prices and poor infrastructure often limit increases in productivity and availability. In other areas, especially those farmed by agribusinesses, changes may focus on the production of non-food crops for export, decreasing local food availability.
\nGood answers may evaluate the extent to which there have been increases in both food production and availability. They might consider changes in agricultural systems in low-income countries that have resulted in increases in productivity. They could evaluate the extent to which changes in productivity have occurred in different regions, and that food availability may vary due to economic, political and demographic factors.
\nFor band D, expect answers that describe some changes in food production and availability in some countries.
\nAt band E, expect either a more detailed explanation of changes in agriculture, food production and availability in particular regions, or some structured evaluation of the extent to which the statement is true.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nState two causes of a negative change in sea level.
\nBriefly describe one landform associated with an advancing coast.
\nUsing examples, explain two effects of the oceanic conveyor belt on different places.
\n“The loss of coral reefs has more serious effects than the loss of mangrove swamps.” Discuss this statement.
\nSea level fall [1]
Uplift of land [1]
Accept other valid terminology.
\nAward [1] for a named landform and [1] for description.
\nPossibilities include:
\nFor example: An abandoned cliff / stack [1] is a former marine cliff now above the high tide level [1].
\nAward [1] for each valid effect and a further [2] for development/exemplification.
\nThe oceanic conveyor belt brings warm water [1] into high latitudes in the North Atlantic [1] causing temperatures, evaporation and rainfall to be higher in this region [1].
\nIn other regions, such as Antarctica [1], the oceanic conveyor belt causes the uplift/mixing of colder water with surface water, leading to an increase in nutrients in the upper water [1], thereby supporting a rich marine life, and, potentially, fisheries [1].
\nConsequences of the loss of coral reefs include: erosion of coastlines, loss of fish habitats and biodiversity (they shelter more than 25 % of all known fish species), loss of economic productivity and livelihoods for people who depend on fishing and/or coral reef tourism/diving.
\nIn addition to biodiversity loss, the removal of mangroves may reduce the amount of available food, fuel, building materials and medicine for local societies. Mangroves also act as natural filters, absorbing nutrients from farming and sewage disposal. The dense interlocking roads of mangroves help to stabilize shorelines and prevent erosion.
\nGood answers may provide a structured discussion of different types of effect/impact according to scale (local/global issues), or human and physical effects. Another approach might be to discuss the onshore context of mangroves and the offshore context of reefs, thus reaching a judgement on the severity of loss for local people (relatively more are affected by mangrove loss). Another approach might be to discuss how coral reefs and mangroves both protect coastlines by absorbing some wave energy, especially during storms such as hurricanes (tropical cyclones).
\nAt band D, expect a description of some effects/impacts of coral and mangrove loss (do not expect balance).
\nAt band E, expect either a more detailed explanation of some severe effects of coral and mangrove loss (do not expect balance) or a structured discussion of the statement.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nExplain three conditions necessary for the formation of tropical hurricanes.
\n“Poorer communities are more vulnerable to the impacts of hazard events than richer communities.” Discuss this statement.
\nAward [1] for each relevant point and [1] for further development.
\nConditions include:
\n• formation over warm tropical oceans / sea temperatures at least 26°C / significant depth of warm water in order to provide energy and moisture
• sufficient distance from the equator for the Coriolis force to be significant
• convergence of warm, moist air towards a centre of low pressure
• rapid uplift of air causes condensation and the formation of clouds/rain
• release of energy (latent heat) due to condensation results in further rapid uplift
• cooler air descends in the eye of the hurricane; as it descends the air warms and no clouds develop.
For example, the Coriolis force must be sufficiently strong [1] to impart rotation of the air, so hurricanes rarely form close to the equator [1].
\nThe vulnerability of a community to hazard events is affected by the demographic, social and economic characteristics of the population. Examples might be given at a variety of scales, from both rural and urban populations. Poorer communities are often more vulnerable because they often live in hazardprone areas, they lack education and awareness, and are unable to afford measures that might be taken to reduce the impact of hazards. Richer communities are more able to plan and prepare for hazard events, have greater awareness and are better able to respond to the effects of a hazard. Technological hazards may affect rich and poor communities alike, but poorer
people may live closer to the source of the hazard (as in Bhopal).
Good answers will discuss the vulnerability of poorer communities to hazards and the inability to respond to their effects, and will discuss the vulnerability of poorer and richer communities in different areas. Another approach is to discuss the scale of the hazard event, recognizing that all communities can be equally vulnerable, eg tsunamis. Another approach is to discuss temporal aspects of the hazard event, such as a poor community’s long-term vulnerability to diseases after the hazard event.
\nAccept both countries and communities.
\nFor band D, expect some description of the vulnerability of poorer communities and/or richer communities to hazard events.
\nFor band E, expect either a more structured and detailed explanation of the vulnerability of poorer and richer communities, or a discussion that reflects critically on diverse communities, hazards of different scales, different types of vulnerability.
\nFor band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe map shows the spread of the Zika virus between 1947 and 2016.
\n[Source: Adapted from ‘Zika virus: a previously slow pandemic spreads rapidly through the Americas’ in Journal of General Virology by D. Gatherer and A. Kohl. Lancaster University.]
\nReferring to areas on the map, describe the spread of the Zika virus between 1947 and 2010.
\nState what type of diffusion accounts for the spread of the Zika virus from French Polynesia to Brazil.
\nExplain three health improvements that have led to an increase in life expectancy in many low-income countries in recent years.
\nExamine the strengths and limitations of the energy efficiency ratio as an indicator of sustainable agriculture.
\nAward [1] for each of the following, up to a maximum of [3]:
\nDates and countries/regions should be identified, if not, award marks as follows:
\nRelocation.
\nAward [1] for each valid improvement, and [1] for further development.
\nFor example: Improved access to safe water [1] resulting in a reduction in waterborne diseases, such as cholera and diarrhea [1].
\nOther possible improvements include:
\nEnergy efficiency ratio is a measure of the amount of energy input into a farming system compared with the energy outputs. A ratio of greater than 1 is considered efficient, as outputs will be greater than inputs. Inputs into the system include labour, machinery, pesticides, fertilizers, irrigation and fuel, while outputs refer to the quantity/yield of food that is produced.
\nEnergy efficiency ratios differ for many farming systems around the world. Capital-intensive systems, such as irrigated rice farming, are likely to have high inputs and high yields, and might be considered as efficient. Subsistence farming systems, with high inputs of labour, might also be regarded as efficient if the outputs are high.
\nFarming systems differ in their EERs and their relative sustainability. EER might be a good indicator of the efficiency of a farming system, but it neglects the wider environmental and social impacts of farming. Agricultural systems that have a high EER might produce plentiful food supplies, but they are not necessarily sustainable. The farming system might have an adverse impact on the land or water – for example, irrigation might lead to salinization and depletion of groundwater; pesticides might result in eutrophication, and soil quality might be degraded.
\nGood answers may examine the extent to which EERs are a useful indicator of sustainability in its fullest sense (social, economic and environmental). Another approach might be to examine differing perspectives on the usefulness of the EER relative to other agricultural indicators.
\nFor band D, expect some description of strengths and limitations of EERs.
\nAt band E, expect either a more detailed explanation of the strengths and limitations of EERs, or a structured examination of the value of EERs in relation to sustainable agriculture.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nThe diagram shows the predicted path of Hurricane Irma in August and September 2017.
\n[Source: From BBC News at bbc.co.uk/news. Data from National Hurricane Center.]
\nState the direction that Hurricane Irma is predicted to track in the first three days as a hurricane.
\nEstimate the number of hours it is predicted for Hurricane Irma to track from the Leeward Islands to the eastern tip of the Dominican Republic.
\nOutline one reason why hurricane activity may increase when ocean temperatures are warmer.
\nExplain two effects of a hurricane on the physical environment of a coastal margin such as that shown in the diagram.
\nWNW (allow W and NW).
\n66 hours (allow 64–68).
\nAward [1] for a reason and [1] for development.
\nFor example: Higher ocean temperatures result in greater evaporation [1], which provides more energy for the formation of hurricanes [1].
\nIn each case, award [1] for the effect and [2] for explanation/development.
\nDo not credit human impacts.
\nFor example: Hurricanes can cause significant damage to coral reefs [1] due to high wave energy destroying the coral [1] and high rainfall reducing salinity, causing coral to die [1].
\nOther physical impacts include:
\nThere was clear understanding of compass direction and time, showing good understanding of the map resource.
\nThere was clear understanding of compass direction and time, showing good understanding of the map resource.
\nSome candidates outlined ocean temperatures and depth but many failed to recognize the role of warmer oceans as the driver of energy in a hurricane.
\nThis was reasonably done although some focused on human impacts and ignored the word \"physical\" in the question.
\nThe table shows the world’s fifteen most visited cities in 2013.
\nDescribe the global pattern of the most visited cities.
\nState the median value of visitor numbers in 2013.
\nOutline what is meant by the term “ecotourism”.
\nExplain one strength and one weakness of ecotourism for local communities.
\nFor one named national sports league, examine the relationship between the location of its teams and the places where their supporters live.
\nAward [1] mark for each of the following, up to [3]:
\n• concentrated in Asia and Europe
• only one in North America
• none in Africa/South America/Australia
• other valid statements, including MEDCs.
9.20 (million)
\nAward a maximum of [2] marks for any two of the following:
\nEcotourism is defined as responsible travel to natural areas that conserves the environment [1], sustains the well-being of the local people / is sustainable [1], and involves interpretation and education [1].
\nThe strategies should focus on the need to protect the natural environment, and the economic and social development of local communities.
\nAward [1] for each strength/weakness, and [1] for further development/ exemplification in each case.
\nFor example:
\nStrength: Responsible ecotourism provides jobs for local people [1], eg guides in Kenya [1].
\nWeakness: Limited potential for growth [1] because of likely commercialization of the traditional culture [1].
\nNational Leagues that could be discussed include NFL (North America), Barclays Premier League (UK), ANL (Australia), ICL (India)
\nGood responses may examine what is meant by the relationship in terms of concepts, such as hierarchy and range, and may provide illustrative support. Another approach might be to examine temporal changes in the relationship
linked to changing technology, globalization of sport, and so on.
Responses at band D will describe the location and residence of supporters of teams in the named sports league.
\nFor band E, expect either more detailed explanation of where supporters of team reside, or a structured examination of the relationship using geographical concepts or addressing temporal/spatial changes.
\nFor band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nExamine how the importance of wind and waves varies for the development of two or more coastal landforms.
\nEvaluate strategies designed to manage pollution caused by two or more types of waste materials in the oceans.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nErosional landforms include cliffs, stacks and wave-cut platforms, while depositional features include beaches, spits, bars and sand dunes. The actions of wind and waves are interrelated in the formation of such landforms.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the interrelationships between the two sets of processes, the relative power of the different influences in shaping environments, and the possibility of extreme wind and wave processes at different timescales, e.g. tsunamis.
\nFor 5–6 marks, expect some weakly evidenced outlining of the formation of one or more coastal landforms by wind and/or waves.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nWaste in the oceans includes radioactive materials, oil and chemical waste, and solid materials such as plastics. The consequences of the disposal of plastic waste have been of particular concern in recent years.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines a variety of strategies and the roles of different stakeholders in varying places and different scales from local to global. For example, strategies to deal with oil pollution may be more successful than plastics because of the temporal and spatial scales of the problem. It is hard to get stakeholder agreement to tackle plastic waste because of scale.
\nFor 5–6 marks, expect some weakly evidenced outlining of management strategies aimed at reducing oceanic pollution for one or more types of waste materials.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nResponses were often descriptive, with limited reference to the relative importance of wind and waves. Better answers explained the role of wind in formation of constructive and destructive waves, as well as specific landforms.
\nMany answers were descriptive of types of pollution (plastic, oil and radioactive) with attempts to clean up, but with little focus on management strategies and their evaluation.
\nThe graph shows the mortality rates for children under the age of five for world regions between 1990 and 2015.
\n[Source: United Nations Inter-agency Group for Child Mortality Estimation (UN IGME), ‘Levels & Trends in Child Mortality: Report 2015,’Estimates Developed by the UN Inter-agency Group for Child Mortality Estimation, United Nations Children’s Fund, New York, 2015.]
\nDescribe the changes in Sub-Saharan Africa between 1990 and 2015.
\nIdentify the region with the greatest relative change in mortality rate between 1990 and 2015.
\nOutline why HALE is a better indicator of a nation’s health than child mortality.
\nExplain how the application of two named barriers to limit the spread of disease has reduced child mortality rates.
\nEvaluate the relative importance of fair trade and food aid in overcoming food shortages in low-income countries.
\nDecreased from about 170–180 to about 70–80 deaths per thousand [1].
\nEastern Asia [1].
\nHealth-adjusted life expectancy, based on life expectancy at birth but including an adjustment for time spent in poor health [1]; it refers to the whole population rather than just a subset of the population [1].
\nOr any other valid suggestion.
\nPossible barriers include:
\nOther valid factors should be credited.
\nNB. “physical” barriers are not valid as they are not “applied”.
\nAward [1] for each valid point and [2] for further development or explanation.
\nFor example: Increased access to anti-retrovirals [1] in South Africa, which has a high incidence of HIV/AIDS [1], reduces mother to child transmission of disease, enabling more children to survive past the age of five [1].
\nThe aim of fair trade is to help producers in low-income countries achieve better trading conditions, markets and higher prices for their produce and to promote sustainability. The focus is typically on agricultural produce that is typically exported to high-income countries, such as coffee, tea, bananas. It promotes sustainable development and seeks to improve the working conditions and rights of small-scale farmers. A higher income means more money available to purchase food and the ability to invest in food production, and thus overcome long-term food shortages.
\nFood aid is concerned with providing food to tackle problems of hunger in emergency situations, or to alleviate longer-term hunger and achieve food security. Although useful in overcoming emergency food shortages in times of disasters such as famine or earthquakes, or civil wars and refugees, it is questionable whether it offers a long-term solution to food security. Sustainable development is not necessarily food aid’s long-term objective. Also food aid has been criticized for food dumping and maintaining low prices for farmers in low-income countries.
\nGood answers may evaluate the degree to which food shortages might be localized or widespread, short-term or long-term. Answers may evaluate whether fair trade is mainly focused on the export of food crops, or also seeks to promote sustainable development; higher farm incomes might result in increased investment in the production of food crops and thus alleviate local food shortages. Answers may evaluate whether food aid is essentially an emergency strategy designed to alleviate food shortages. The disadvantages of food aid in solving long-term shortages might be considered, and whether or not it is a sustainable strategy.
\nFor band D, expect some description of the role of food aid and fair trade in overcoming food shortages.
\nFor band E, expect either a more in-depth explanation of the usefulness of food aid and fair trade, or some structured evaluation of how successful they have been in overcoming food shortages.
\nFor band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe map extract shows part of the Sagarmatha National Park in Nepal. The scale is 1:50 000 and the contour interval is 40 metres.
\n\n
\n
State the direction of flow of the Phungi Khola river at A.
\nUsing map evidence, outline one reason why the Phungi Khola river is likely to have seasonal variations in its discharge.
\nUsing map evidence, state why river discharge at B is likely to be significantly higher than at C throughout the year.
\nExplain two hydrological changes that may result from the construction of a dam in an area such as the Sagarmatha National Park.
\nWith reference to one named river basin, discuss the different strategies used to meet the competing demands on the water supply.
\nNorth West [1]
\nThe river flows from the glacier [1], which melts more in the summer [1].
\nAward [1] for stated evidence that two rivers join between the two points / there is a confluence.
\nIn each case, award [1] for identifying a change, and [2] for further explanation.
\nFor example: The reservoir behind the dam would function as a water store [1], which allows control of the flow of water over the year [1], resulting in a more even seasonal discharge downstream [1].
\nOther possibilities include:
\nResponses will depend on the river basin chosen. The river basin should be named and located.
\nThe competing demands should be outlined and could include farming, industry, domestic supplies, recreation and power supply.
\nStrategies could include:
\nAt a local scale – reducing demand by water metering, customer advisory services, regulation of the efficiency of water-using appliances, especially in new buildings, water-use restriction (temporary or permanent), leakage detection and repair programmes and pressure reduction.
\nNational scale – dams and reservoirs, transfer of water, zoning, the use of incentives for installation and/or retrofitting of water-efficient equipment, reduction of water use by the water utility, use of reclaimed water (eg waste water/grey water) to reduce the need for fresh water supplies.
\nGood answers may discuss the varying power and/or perspectives of different user groups in relation to how a resolution is arrived at (commercial/human need for water may ultimately take precedence over the needs of ecosystems/wetlands, for instance). Another approach might be to evaluate the importance/success of strategies/actions or look at different scales of approach.
\nAnswers that do not refer to a named river basin and focus on demands only should not move beyond band C.
\nAt band D, expect description of some strategies used to tackle water demand problems in a recognizable river basin.
\nAt band E, expect either more in-depth explanation of strategies, or some critical evaluation of how successful the strategies have been in relation to meeting competing demands.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe map shows the location of hot, arid deserts in Australia.
\n2013. Deserts in Australia. [online] Available at: https://commons.wikimedia.org/wiki/File:Deserts_in_Australia_en.png CC BY-SA 3.0 https://creativecommons.org/licenses/by-sa/3.0/ [accessed 17 April 2019]. Source adapted.
\nIdentify which state has the largest area of named deserts.
\nIdentify the two deserts with the greatest longitudinal (east to west) extent.
\nOutline one reason why rainfall is low in hot, arid deserts.
\nExplain two challenges that low rainfall creates for agriculture in inland deserts such as those shown on the map.
\nWestern Australia.
\nGreat Sandy Desert and Great Victoria Desert.
\nBoth are needed for [1].
\nAward [1] for the reason and [1] for some explanation of how it limits rainfall.
\nDiagrams should be given credit.
\nFor example: Rain shadow [1] due to descending dry air on leeward side of a mountain range [1].
\nOther possibilities include:
\nThe challenges may relate to difficulties growing crops or raising livestock in arid environments, or finding alternative water resources because of inaccessibility.
\nAward [1] for each challenge and up to [2] for further development / explanation / exemplification.
\nFor example, desertification can occur due to the dryness of the soil [1], and susceptibility to wind erosion [1] results in loss of soil for plant roots [1].
\nOther possible challenges include, but are not limited to:
\n(a)(i) and (ii) Generally fine although there were a number who misunderstood the meaning of longitude.
\n(a)(i) and (ii) Generally fine although there were a number who misunderstood the meaning of longitude.
\nWhilst there were some good answers using continentality or the rain shadow, many did not understand why rainfall is low in hot, arid deserts.
\n\"Challenges for agriculture\" was reasonably well understood but lacked development or explanation.
\nBriefly outline what is meant by the term “food security”.
\nOutline one way in which the health of a population can be affected by chronic hunger.
\nExplain three geographic impacts at a national scale of one named water-borne or sexually transmitted disease.
\nTo what extent were physical factors responsible for one recent famine?
\nFood security involves four basic concepts. Award [1] for the description of each of the following concepts, up to a maximum of [2]:
\nAward [1] for the problem identified and [1] for further development.
\nPossibilities include:
\nAward [1] for recognition of a geographic impact and [1] for further development.
\nFor example, HIV has impacted upon Swaziland’s GDP due to lost working hours / lower productivity [1]. The HIV prevalence rate in Swaziland is around 30% [1].
\nImpacts might include:
\nResponse should apply to one or more countries. If no example at a national scale is given, award a maximum of [5].
\nA famine may be defined as a widespread shortage of food in a region that leads to malnutrition and hunger and results in increased mortality rates. Famine may be caused by a variety of physical and human factors.
\nPhysical factors might include:
\nHuman factors might include:
\nReference should be made to a recent famine, preferably no earlier than the 1990s. Responses that do not focus on a specific recent famine are unlikely to progress beyond band D.
\nGood answers might provide a structured evaluation of the causes of a recent famine, and arrive at a considered view of the extent to which physical or human factors might matter most. Another approach might be to show how the factors are interrelated and interact with each other.
\nFor band D, expect some description of physical and/or human factors that have caused a recent famine.
\nAt band E, expect either a more detailed explanation of a range of physical and human factors (do not expect balance), or a structured evaluation of the extent to which particular factors (or the interrelationships between them) were responsible.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nOutline two types of carrying capacity that apply to rural areas.
\nExplain how land values and accessibility can affect the distribution of sports facilities within urban areas.
\nEvaluate the role of tourism as a development strategy in low-income countries.
\nAward [1] for each outline of each type of carrying capacity, and a further [1] for some development of each.
\nReference should be made to both environmental carrying capacity and perceptual carrying capacity.
\nFor example:
\nEnvironmental carrying capacity is the maximum number of visitors before the local environment becomes damaged [1]. A large number of walkers in an upland area may cause extensive damage due to footpath erosion [1].
\nPerceptual carrying capacity is the maximum number before a specific group of visitors considers the level of impact, such as noise, to be excessive [1]. Excessive numbers of people on a beach may cause stress due to overcrowding and noise [1].
\nDo not award marks for reference to urban areas.
\nResponses must address both land values and accessibility; award [1] for each valid point, up to a maximum of [3] in each case.
\nFor example: Sports facilities requiring a large area, such as cricket grounds, may not be able to afford to locate in central areas due to high land values [1]; they may locate on cheaper ground in the suburbs [1]. Gymnasia are less space-demanding and can locate in central areas [1].
Stadiums and arenas need to be accessible to a large number of participants/spectators [1] and therefore locate near good communication links [1]; golf courses have fewer participants and can locate in rural areas on the edge of an urban area [1].
In recent years there has been a rapid growth of international tourism, and this has been viewed as a stimulus to economic development in developing countries. However, the effectiveness of using tourism as a development
strategy has been questioned.
Good answers will put forward both sides of the argument, evaluating the advantages and disadvantages of tourism as a development strategy. On the positive side, it could be argued that tourism leads to the development of such things as infrastructure and communications, the multiplier effect, foreign currency, employment, and a greater integration into the world economy. On the other hand, it could be argued that the impacts of tourism are limited and spatially concentrated, including factors such as tourist enclaves, mainly low-paid and unskilled labour, “leakage” of revenues, domination by TNCs, and uncertainty regarding tourist numbers due to natural hazard events or political problems.
\nInappropriate examples, eg MEDCs or cities, cannot progress beyond B and D
\nFor band D, expect some description of the importance of tourism as a development strategy in one or more low-income countries.
\nFor band E, expect either a more detailed explanation of the advantages and disadvantages of tourism as a development strategy, or an evaluation of the spatial and temporal role tourism can play in development.
\nFor band F, expect both.
\nMarks should be allocated according to the markbands.
\nExamine the importance of permafrost in the development of periglacial landscapes.
\nExamine the political issues associated with mineral extraction in two or more extreme environments.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nPermafrost is the most distinctive feature of periglacial environments. Many periglacial landforms are associated with permafrost. Permanently frozen ground is overlaid by an “active layer”, which undergoes seasonal melting and freezing.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the role of permafrost in the formation of periglacial landscapes. Periglacial landscapes may depend on the type of permafrost, seasonal process changes and the interrelationships between processes. The different scale of landform features – e.g. widespread areas of thermokarst, isolated patterned ground features or pingos.
\nFor 5–6 marks, expect some weakly evidenced outlining of the formation of periglacial landforms/landscapes.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nExtensive valuable mineral resources occur in different extreme environments and their exploitation poses significant human and physical challenges. Opportunities include economic gains by TNCs, governments and local populations from the exploitation of resources. They also provide employment opportunities and higher wages for local people.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the varying power of different stakeholders, interactions between different political forces and the connected issues, and possibilities for conflict resolution.
\nFor 5–6 marks, expect some weakly evidenced outlining of some political issues associated with mineral extraction in one or more extreme environments.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nApart from those who considered the periglacial landscape to be how man copes in this environment, there were some excellent responses here with very good knowledge and understanding shown about the importance of permafrost.
\nCase studies of mineral extraction were well understood but many struggled to discuss political issues. Many were just descriptive responses of their case studies (rainforests are not considered extreme environments in this syllabus).
\nSuggest two reasons for the occurrence of low-cost housing areas within cities.
\nEvaluate the success of one or more strategies to control rapid city growth resulting from in-migration
\nReasons could include:
\nAward [1] for the identification of a valid factor that influences and [2] for further development/exemplification.
\nFor example: In Rio de Janeiro [1], there is a large influx of migrants from smaller cities and rural areas [1] and it is impossible to provide adequate housing for all the population [1].
\nRapid urban growth is a phenomenon that is present in many parts of the world, notably NICs and low-income countries. The advantages of city growth for migration include the supply of qualified workers, attractions for investors and the resulting multiplier effect. Rapid population growth may lead to scarcity of housing, employment and access to facilities.
\nGovernments may try to limit in-migration through a variety of strategies, including quotas/work permits, the creation of new capital cities/new cities/new towns/expanded towns/greenbelts and rural development schemes. Successful strategies tend to be in cities (such as Mexico City) in which government investment or financial incentives have encouraged people to move to other areas in the country.
\nOthers have had less success, eg despite Egypt’s new town programme, the growth of Cairo has not been reduced, and despite China’s hukou system, rapid city growth has continued. Nevertheless, in many countries, rates of urbanization are tailing off.
\nGood answers may recognize that in-migration is both a cause and an effect of rapid city growth, and may be seen in a positive light. It may also be seen in a negative way, and so controls are needed. Good candidates may recognize that controls can operate at a variety of scales, eg urban (limit cities to a certain size, then have new towns/cities projects), rural (keep people working in the countryside), international (control the number of overseas migrants) and national (redevelop urban areas in other parts of the country). Answers may also discuss
attempts to balance/manage city growth.
NB. Do not accept responses that look at the effects of rapid city growth or those that look at strategies to deal with rapid city growth.
\nAt band D, expect a description of one or more strategies to control growth from rapid in-migration.
\nAt band E, expect either a more detailed explanation of strategies to control in-migration, or a structured evaluation of the success of strategies to control rapid city growth.
\nFor band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThe photograph shows part of the Himalaya in the Everest region of Nepal in summer.
\nReferring to the photograph, identify landform A and landform B.
\nBriefly outline how the landform at C was formed.
\nExplain two possible challenges posed by the environment to the economic activities of people living in areas like area D shown in the photograph.
\nExamine the opportunities for agriculture in hot, arid areas.
\nAward [1] for both of the following correct:
\nA: pyramidal peak / horn / mountain peak
B: arête / ridge
Award [1] for each valid point.
\nFor example: Landform C (corrie/cwm/cirque) formed at the head of a glacier [1] by the processes of plucking and abrasion [1] leading to deepening/recession [1].
\nFull credit can be awarded for an annotated diagram.
\nAward [1] for each challenge and [2] for explanation.
\nChallenges include: extreme cold in winter, lack of sunshine, surrounding steep slopes, threat of avalanches, stony and thin soils, remoteness, inaccessibility in winter, meltwater run-off in spring and summer.
\nFor example: The area has severe cold weather [1] so a short growing season [1], which limits the value of the crops that can be produced [1].
\nHot, arid areas are characterized by high temperatures and low/variable annual rainfall. Annual rainfall varies between 250 mm and 500 mm, so there is some possibility for farming, especially where water conservation methods are used.
\nOpportunities are created by:
\nGood answers will present a structured response which will explain a wide range of opportunities for hot, arid areas, or some critical discussion of whether one or more opportunities have actually been realized by different groups/stakeholders/perspectives in different places (with varying wealth, technology, etc). There may be some discussion on whether opportunities have increased or lessened over time.
\nAt band D, expect a description of some opportunities for agriculture in hot, arid areas.
\nAt band E, expect either a detailed explanation of some opportunities for agriculture in hot arid areas or a structured examination of different agricultural opportunities in varying contexts.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe diagram shows mass movement on slopes in the Swiss Alps between 1995 and 2016. Each dot represents one mass movement.
\nThe varying altitudes of the mass movement and the direction each slope faces are shown.
\n[Source: Kenneth Davis, geovisualist.com, data from WSL Institute for Snow and Avalanche Research SLF.]
\nIdentify the altitude range within which the majority of mass movements occur.
\nEstimate the number of mass movements occurring above the altitude of 3500m.
\nOutline one physical factor affecting the speed of a mass movement.
\nExplain two possible strategies to reduce human vulnerability to rapid mass movement hazards in a mountainous area such as this.
\n2000–2999 (m not needed).
\n11 (allow 10–12).
\nAward [1] for physical factor and [1] for development.
\nFor example: Gradient/slope [1] influences the effect of gravity on how fast material moves [1].
\nOther possible factors include:
\nIn each case, award [1] for outlining the strategy and up to [2] for the explanation and development/exemplification of how the strategy reduces human vulnerability.
\nFor example: Land-use zoning keeps people away from dangerous areas [1]. This could be at the base of rock faces where debris might fall/slide [1]. This prevents loss of life/economic loss [1].
\nOther possible strategies include:
\n(a)(i) and (ii) Straightforward questions which were answered well.
\n(a)(i) and (ii) Straightforward questions which were answered well.
\nMost were able to get at least 1 mark but failed to develop the factor affecting the speed.
\nThere were a lot of good responses for this question as many candidates had solid knowledge and understanding of possible strategies. Most had at least one strategy but struggled with a second so ended up with something generic. Also, many did not explain how the strategy reduced human vulnerability.
\nThe graph shows global trends in marine fish stocks between 1974 and 2014.
\nOutline the trend in overfished stocks shown on the graph.
\nBriefly outline one consequence of overfishing.
\nExplain the occurrence of mid-ocean ridges.
\nExplain the occurrence of ocean trenches.
\nEvaluate the effectiveness of strategies to manage conflicting human pressures on one named area of coastline.
\nAward [1] for recognizing increase and [1] for some valid quantification.
\nFor example: It increases [1] from 10 % in 1974 to around 35 % in 2014 [1].
\nAward [1] for identifying a consequence and a further [1] for development/exemplification.
\nFor example: Unemployment amongst fishermen [1], which may lead to a spiral of decline in the fishing industry [1].
OR
The long-term decline in fish numbers [1] reduces the number of breeding fish, so the fish population declines even further [1].
Award [1] for the identification of the type of plate boundary at which they are located/main process involved, and up to [2] for further development/exemplification.
\nFor example: Mid-ocean ridges are found at constructive plate boundaries [1] where convection currents in the Earth’s interior cause magma to rise to the Earth’s surface and diverge [1]. The ridges have a series of transform faults caused by tension (pressure) / and the central part of the ridge is lower due to faulting/stretching [1].
\nA well-annotated diagram would be sufficient for full marks.
\nAward [1] for the identification of the type of plate boundary at which they are located/main process involved, and up to [2] for further development/exemplification.
\nFor example: Ocean trenches are found at destructive plate boundaries [1] where denser oceanic crust plunges/subducts under less dense continental crust [1]. The denser ocean crust descends at an angle of about 45°, creating a deep ocean trench [1].
\nA well-annotated diagram would be sufficient for full marks.
\nConflicting human pressures on a coastline may include demands from fishermen, tourists, energy developers, conservationists, water sports enthusiasts, local residents, business people, etc. Conflicts should be examined, eg between water sports enthusiasts and fishermen, or between different types of fishermen (commercial versus semi-subsistence). A named and located area of coastline should be identified (eg, Soufriere Marine Management Area, St Lucia). Different management strategies, eg zoning, conservation areas, protection schemes, habitat restoration, etc, should be examined. Accept Great Barrier Reef and similar.
\nGood answers are likely to consider a number of pressures on a named coastline. They are likely to examine the views of several different stakeholders; consider the different power of certain stakeholders and examine possible future conflicts as a result of environmental change. There should be an evaluation or final judgement of the effectiveness of the management strategies used.
\nIf no area is named, the response should not be awarded marks beyond band C.
\nAt band D, expect a description of the conflicting pressures on a named area of coastline.
\nAt band E, expect either a more detailed explanation of the conflicting human pressures on a named area of coastline and how they may have been resolved, or an evaluation of the success of the management strategies.
\nAt band F expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe map shows temperatures for Dublin, Ireland, at 22:00 during a winter evening.
\n[Source: adapted from G O’Hare and J Sweeney, (1990), The Atmospheric System: an introduction to meteorology and climatology, page 31]
\nDescribe the pattern of temperatures shown south of the River Liffey.
\nEstimate the temperature range north of the River Liffey.
\nUsing examples, explain two reasons for the growth of suburbs.
\nExamine recent land use changes in the central and/or inner areas of one or more cities.
\nAccept either a value in the range 5.5 to 6.5 [1] (or < -1.5 to +4) [1].
\nUnits (°C) not needed for award of mark.
\nAward [1] for each valid reason and a further [2] for further development/exemplification.
\nPossibilities include:
\nFor example: Development of new transport infrastructure [1] allows people to live further from their place of work and to commute daily [1], for example London, UK, doubled in size when the underground system was extended in the 1930s [1].
\nUrban land use changes may include changes to the CBD, economic activity changes including central brownfield sites, and housing in inner-city areas. Also, responses may look at transport, retail and entertainment developments and infrastructure changes.
\nGood answers may examine connections between different land use changes, eg new housing supporting workers for revitalised CBD. Another approach might be to examine land use changes on different spatial or temporal scales, or to make a comparative examination of different places. Another approach might be to examine the causes and/or consequences of change, eg government, business or civil society.
\nAt band D, expect a description of two appropriate land use changes in one or more named cities.
\nAt band E, expect either a more detailed explanation of appropriate urban land use changes in one or more named cities or a structured examination of the topic.
\nAt band F, expect both of these elements.
\nMarks should be allocated according to the markbands.
\nThis Lorenz curve shows the distribution of wealth in a South American city.
\n[Source: © 2010. Lincoln Institute of Land Policy. Lorenz Curve of the Distribution of Residential Wealth by Housing Value Groups in Metro Rio, D Vetter et al.]
\nDescribe what line A represents.
\nEstimate what percentage of the city’s total wealth belongs to the wealthiest 10 % of households.
\nReferring to the graph, outline the evidence that many households in this city suffer from poverty.
\nExplain why people’s choice of residential location within a city might be influenced by their ethnicity.
\nExplain why people’s choice of residential location within a city might be influenced by their family status (stage in lifecycle).
\nEvaluate the success of one strategy designed to sustainably manage pollution in one named urban area.
\nIt shows equality in the distribution of wealth by households/a line of perfect equality [1].
\n32 % (Allow 30–33%) [1]
\nAward [1] for valid evidence, and [1] for further development, including development of numerical evidence.
\nFor example: The 25 % of households that are least wealthy share less than 1 % of the wealth [1]. This means that many households will be living on very few dollars a day equivalent and struggling to survive [1].
\nAward [1] for a description of how residential areas vary in terms of ethnicity and a further [2] for development/exemplification of the reason(s).
\nFor example, in many cities, such as London, there are clusters of ethnic groups, such as South Koreans in New Malden [1]. Many Koreans choose to live there as there are Korean restaurants/supermarkets [1] as there is sufficient demand to support such specialist facilities [1].
\nEthnic groups may also be segregated for negative reasons, eg poverty or due to discrimination.
\nAward [1] for a description of how residential areas vary in terms of family status and a further [2] for development/exemplification of the reason(s).
\nFamily status refers to whether a person is single, married, married with children, and describes how their housing needs vary depending on the size of the family.
\nFor example: In some countries, single people may live in more central areas [1] in rented accommodation close to work/entertainment/education [1] whereas married couples may move towards the quieter suburbs [1].
\nAnswers should refer to one named strategy, which can relate to one more types of urban pollution (atmospheric, noise, waste, water pollution, visual etc). The strategy may have multiple strands, eg integrated transport management, promotion of public transport, renewable forms of energy. The pollution management strategy could be part of a holistic approach to achieve sustainable development (circular systems)/reduce pollution, eg Beijing and the 2008 Olympic games.
\nGood candidates might evaluate success from different perspectives, eg businesses may resent costs of tackling pollution. Another approach might be to evaluate environmental and social benefits in relation to economic costs (making use of a sustainability framework). Another approach might be to evaluate the durability of any success (this depends on sustained political will, the ability to afford it/police it/perceived benefits).
\nAt band D, expect a description of a pollution strategy in a named urban area.
\nAt band E, expect either more detail or explanation of a pollution strategy in a named urban area, or an attempt to evaluate its success.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nOutline two climatic characteristics of a periglacial extreme environment.
\nDescribe two characteristics of permafrost.
\nExplain the role of water in two weathering processes in hot, arid environments.
\n“Global climate change will create more challenges than opportunities for indigenous populations.” Discuss this statement, with reference to one or more extreme environments.
\nAward [1] each for any of the following, up to [2].
\nPossibilities include:
\nAward [1] each for any of the following, up to [2].
\nPossibilities include:
\nAward [1] for each process identified and a further [2] for explanation.
\nPossibilities include: exfoliation, granular and block disintegration, freeze-thaw, salt crystal growth, carbonation, oxidation, hydrolysis. Do not credit erosional processes such as sand abrasion.
\nFor example: Freeze-thaw/frost shattering [1] occurs in areas where moisture enters the joints and crevices in desert rocks [1] and at night the temperature drops below 0°C, causing the water in the crack to freeze and expand [1].
\nThe question is not limited to one area so there may be more than one indigenous population and more than one extreme environment.
\nIndigenous peoples are among the first to face the direct consequences of climate change, owing to their dependence upon, and close relationship with, the environment and its resources. Climate change may exacerbate the difficulties already being faced in these areas (for example, political and economic marginalization, loss of land and resources, human rights violations, discrimination and unemployment).
\nHowever, global climate change may bring increased opportunities. For example, in the Arctic: increased navigation, lengthened growing season, more opportunities for sedentary agriculture / forestry / tourism / sea fishing / hunting. In hot, arid areas: better grazing potential, more food production and more reliable water supply.
\nGood answers should progress beyond simply agreeing with or rejecting the statement and will discuss the validity of the statement. For example: the scale of the climate change, the degree to which indigenous population groups have been assimilated into society.
\nAnother approach might be to provide a structured discussion of different kinds of opportunities and challenges found in an extreme environment and arrive at an evidenced conclusion.
\nAt band D, expect some description of challenges and/or opportunities.
\nAt band E, expect either more detailed explanation of challenges and opportunities for indigenous populations or a structured evaluation of the statement.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe aerial photograph shows a growing coastal tourist destination in a middle-income country.
\n[Source: DigitalGlobe via Getty Images]
\nReferring to the photograph, describe the distribution of two touristic activities.
\nUsing photographic evidence, suggest one physical reason why this destination may have reached its environmental carrying capacity.
\nExplain three local human factors that could reduce the number of tourist arrivals at a destination such as the one shown in the photograph.
\nAward [1] for each valid description. Accept facilities and/or activities.
\nFor example:
\nAward [1] for a valid reason based on photographic evidence and [1] for a suggested link with environmental carrying capacity.
\nFor example:
\nMaximum [1] if no clear reference is made to the photograph.
\nIn each case, award [1] for a valid local human factor, and [1] for an explanation of how this could reduce the number of tourist arrivals.
\nFor example:
\nOther possible factors include:
\nThere were few problems identifying activities, although distribution was sometimes overlooked.
\nThis question generally scored very poorly. Candidates either gave a reason that was not physical, or one for which there was no photographic evidence. There was limited understanding of the term \"environmental carrying capacity\".
\nThis was reasonably well answered, although often the explanation of the factor was often not fully developed. Weaker candidates used factors that were not human, were not applicable as local factors, or were not linked to existing tourism in the area.
\nExamine the relationship between plate margin type and the character of volcanic activity.
\nExamine how geophysical factors were responsible for the differing impacts of two earthquake hazard events.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nMost volcanic activity occurs along plate margins, although some is related to hotspots (e.g. Hawaii). Volcanoes occur along both destructive (convergent) and constructive (divergent) boundaries but are generally absent along strike-slip boundaries such as the San Andreas Fault. There is a relationship between the type of plate margin and the character of volcanic activity and resultant landforms.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows understanding of the complex relationship between volcanic activity and processes operating at different types of plate margin. The relationship is sometimes complicated because in some places volcanic activity occurs away from plate margins. There may also be temporal change with changing characteristics at the same plate margin. Another approach might be to look at the varying scale of volcanic activity.
\nFor 5–6 marks, expect some weakly evidenced outlining of one or more plate margin types and the characteristics of volcanic activity.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the question is on the relationship between geophysical factors and their differing impacts. Earthquake hazard events are associated with the impact of ground shaking and rupture, landslides, tsunamis, and liquefaction. The geophysical characteristics of an area will have a major influence on the severity of impacts of an earthquake event. The impacts may be physical, human, or a combination of the two.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows understanding of the complex relationship between the nature of earthquake activity and resultant impacts. Good answers will have a wider variety of physical factors and associated processes. Another approach is to look at the interactions between physical factors and systems. There may be a clear contrast in the power and scale of examples used.
\nFor 5–6 marks, expect some weakly evidenced outlining of geophysical factors affecting one or more earthquake hazard events/impacts.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThere were some very good responses which linked the types of plate margin, processes, and the character of volcanic activity — these were detailed and well exemplified. On the other hand, there were many descriptive responses which ignored the presence of hot-spots and/or used examples that were not contemporary.
\nSome struggled to understand the meaning of geophysical factors (depth of focus, location of epicentre and wave types), and how this affects earthquake impacts, preferring to describe socio-economic factors or everything they knew about their case studies whether it was relevant or not. However, there were some very detailed and appropriate responses that provided clear evidence and perspectives.
\nExamine how international sporting events bring social and economic benefits to different places.
\nExamine the physical and human reasons why some rural areas have become important for leisure activities.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nInternational sporting events include the Olympics, the FIFA World Cup and the Paralympic Games. These can have significant economic and social benefits to communities and countries around the world.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nEconomic benefits might include:
\nSocial benefits might include:
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the economic and social benefits from different perspectives or on varying time or spatial scales. Another approach might be to examine why some places have benefited more than others from hosting the same events and the varying power of different places to maximize benefits for themselves.
\nFor 5–6 marks, expect some outlining of how a sporting event brings some social and/or economic benefits. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account, which includes:
\nFor 9–10 marks, expect both of these traits.
Refer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the question mainly concerns primary tourist/recreational resources in rural areas. Secondary tourist/recreational resources, such as accommodation and entertainment, might also be discussed.
\nThe question is relatively broad and a wide range of responses is possible. The term “leisure activities” might include tourism, recreation and sport. The scale of the rural areas is not specified; it might be a large national park or small village.
\nIf an inappropriate example is used, award up to a maximum of [4].
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) in a way that examines the interactions between physical and human processes in different rural places. Another approach might be to examine who has power over rural areas (to allow or block touristic developments). Another approach might be to explicitly examine rural areas at varying scales.
\nFor 5–6 marks, expect some outlining of physical and/or human reasons for leisure activities in rural areas. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nA very popular question. Most candidates were able to discuss an international sporting event (the London and Rio Olympics were commonly used) and to focus on positive socio-economic impacts in different places. The best answers compared two or more sporting events and evaluated the extent to which each brought long- and short-term benefits to their respective communities. Weaker candidates either wrote generalized comments about the Olympics of choice and/or failed to address the 'different places' element of the question. A few used non-international sporting events like the Premier League or NBA.
\n- This was a less popular question choice. Successful responses followed the wording of the question and included well-explained and evidenced physical and human reasons. Many candidates, however, failed to include physical reasons, such as climate, landscape and ecosystems, focusing rather on how certain areas have 'space' for music festivals (e.g. Glastonbury). Others misinterpreted the question and examined the pros and cons of rural tourism.
\nUsing examples, analyse the role of global interactions in the growth of environmental awareness.
\nDiscuss the reasons for the global diffusion of consumer culture.
\nAO1/2 indicative content:
\nGood answers might offer a structured (AO4) analysis of different types of global interaction (information, commodity flows) or different environmental causes (climate change, biodiversity). Another approach might be to analyse rising environmental awareness in specific contexts, eg the diffusion of environmental awareness to
people in different or new contexts (new consumers in emerging economies).
For band C (4–6 marks), an example of the growth of environmental awareness (such as an NGO campaign or film) will be be outlined and linked weakly with global interactions (such as ICT use, or the global trade flows which cause the issues).
\nFor band D (7–8 marks), expect a structured, well evidenced analysis of:
\nFor band E (9–10 marks), expect both band D traits.
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nConsumer culture can be understood as a lifestyle in capitalist societies wherein the consumption of goods and services occupies a central role, in terms of people’s use of leisure time, aspirations, and even their personal identity construction. It is sometimes associated negatively with unsustainable/“throwaway” use of commodities/resources. It can also be associated positively with the progression of people beyond poverty and into the consumer classes. Global diffusion patterns include the growth of consumer classes in emerging economies.
\nPossible AO1/2 indicative content:
\nAnswers scoring highly according to the AO3 criteria for evaluation might:
\nDo not award AO1/2 credit for lengthy case studies of places/countries where consumer culture has not diffused to / has been blocked, such as North Korea. However, some AO3 credit could be awarded for briefly drawing a contrast between liberal states and non-liberal states (such as North Korea) in order to demonstrate the high importance of liberal government as a reason for cultural diffusion.
\nFor band C (5–8 marks), expect weakly evidenced outlining of two or three relevant reasons/themes from the geography guide.
\nFor band D (9–12 marks), expect:
\nFor band E (13–15 marks), expect both of these traits.
\nThe graph shows the relative strength of El Niño and La Niña events from 1950 to 2016.
\nUsing information on the graph describe the changes in the strength of El Niño events from 1950 to 1998.
\nUsing information on the graph describe changes in the duration of La Niña events from 1950 to 2016.
\nExplain one economic benefit and one environmental benefit of mangrove swamps.
\nExamine the relationships between the oceanic sovereignty rights of nations and exclusive economic zones (EEZs).
\nAward [1] for each valid change/trend and a further [1] for development/exemplification.
\nFor example: Some El Niño events are more powerful than others [1]: the 1982 and the 1998 events more powerful than any other El Niño events since 1950 [1].
\nAccept rising trend [1].
\nAward [1] for each valid change/trend and a further [1] for development/exemplification.
\nFor example: Prior to 1978, most La Niña events lasted longer/3–4 years [1], compared to after that date when most were shorter/1–2 years [1].
\nAward [1] for the identification of each valid benefit and a further [2] for its development/exemplification.
For example:
Mangrove swamps provide a habitat for many fish species/breeding ground for fish [1], which supports many fishers [1] while preserving viable fish stocks [1].
Mangroves provide protection against damage caused by tropical cyclones [1] absorbing wave energy / reducing wind speeds [1] and protecting against coastal erosion [1].
\nExclusive economic zones (EEZs) are areas in which a coastal nation has sovereignty rights over all of the economic resources of the sea, seabed and subsoil, extending up to 200 nautical miles from the coast. Coastal states are allowed / free to exploit, develop, manage and conserve all resources (fish or oil, gas or gravel, nodules or sulphur) to be found in the waters, on the ocean floor and in the subsoil. Most of the world’s oil reserves under the sea occur in some country’s EEZ, as do most of the world’s fishing areas. Examples of conflicts over sovereignty rights and access to resources in oceans include the South China Sea, the Arctic Ocean, the Falkland Islands, Indonesian fishing grounds, and oil fields off Papua New Guinea. More powerful, richer countries often exploit the resources in the EEZs of poorer countries, ignoring their sovereign rights.
\nGood answers may examine the complexity of the relationships, eg recognizing that sovereignty rights can be claimed over waters other than the EEZs, or more than one state may claim sovereignty over the same area of ocean, eg South China Sea. Another approach might be to examine different aspects of sovereignty, eg biotic and abiotic resources, and this could involve an examination of sovereignty over the continental shelf.
\nAt band D, expect a description of the relationship between sovereignty rights and the EEZ
\nAt band E, expect either a more detailed explanation or a structured examination of the complexities of the relationship that promote conflict.
\nAt band F expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nExplain two reasons for the increase in the numbers of people affected by disasters in recent years.
\nExamine the importance of re-assessing risk and re-examining vulnerability following any major hazard event.
\nPossibilities include:
\nIn each case, award [1] for each valid reason and [2] for further development and/or exemplification.
\nFor example: There has been an increase in the number and magnitude of hurricanes in recent years [1]; this may be due to global warming and higher ocean temperatures [1], leading to greater impact on low-lying coastal populations [1].
\nRisk refers to the probability of a hazard event causing harmful consequences. Vulnerability is the potential for environmental and economic damage, injury and loss of life in hazard-prone areas.
\nFollowing a major hazard event, it is important to re-assess risk and re-examine vulnerability in order to plan and reduce significant impacts associated with future events. This allows for possible hazard-reduction measures, such as engineering works and improvements in building design. Also important is reducing economic and social vulnerability by measures such as poverty reduction, improvements in infrastructure and health care and possibly re-locating vulnerable populations.
\nGood answers should show an understanding of risk and vulnerability and the importance of re-assessing these and planning for future hazard-reduction strategies. Candidates should argue which of the two factors is most important and recognize the difficulties in implementing strategies.
\nAt band D expect a description of risk and vulnerability with reference to a hazard event and possible ways of their reduction.
\nAt band E, expect either a more detailed explanation of the importance of risk/vulnerability assessment and how these might result in the reduction of the impact of future hazard events, or an examination of their relative importance and understanding shown of the difficulties of implementing such hazard-reduction measures.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe map shows part of Den Haag (a post-industrial city in Europe).
\n[Source: adapted from Janwillemvanaalst/Wikimedia fi le licensed under CC BY-SA 3.0
(https://creativecommons.org/licenses/by-sa/3.0/deed.en)]
\n
Using map evidence, state why traffic congestion may occur at De Bataaf (grid square 4722).
\nState the direction from Vredespaleis (4720) to World Forum (4621).
\nOutline one possible recent change in urban function in box A.
\nExplain one possible physical factor and two possible human factors that can affect the pattern of residential development in a post-industrial city such as Den Haag.
\nA brief statement using map evidence is needed for [1]. A response that implies traffic congestion is acceptable.
\nPossibilities include:
\nNW (only acceptable answer)
\nAward [1] for a valid change for a post-industrial city and [1] for further development (outline).
\nFor example: Urban industries have probably been replaced by services [1] such as waterfront restaurants around what are probably old docks [1].
\nOther possible ways/changes include:
\nAward a maximum of [1] if no clear reference is made to box A.
\nIn each case, award [1] for a valid factor linked to residential development and [1] for explanation of how it affects the residential pattern.
\nFor example: Human factor – residential housing is absent from large areas of this city where there are parks [1]. This may be due to planning laws limiting development on green spaces [1].
Physical factor – attractive coastal scenery [1] can encourage residential development along the coastline, because of the attractive view [1].
Other possible factors include:
\nPhysical
\nHuman
\nGenerally well answered, although some failed to link with traffic congestion.
\nMostly answered correctly, although some did not recognize that a compass direction was required.
\nThis question caused some problems; most showed a poor understanding of urban function and did not recognize how this might change in a post-industrial city.
\nThis question also posed some difficulties. The term \"physical factor\" was not understood, or ignored. Many candidates answered the question in terms of push and pull factors and land values, or listed factors that might affect residential development without explaining how these patterns might be affected.
\nDescribe two differences between a circular city system and a linear city system.
\nOutline how one transport management strategy can contribute to a circular city system.
\nExplain two reasons for the location of retail activities in the central business district (CBD) of one city you have studied.
\nExamine the consequences of the movements of different socio-economic groups within a city.
\nAward [1] for each valid difference.
\nPossibilities include:
\nAward [1] for a brief description of a transport management strategy and [1] for outlining its contribution to the city system dynamic, eg inputs/outputs.
\nFor example: Increased public transport reduces the number of cars on the road [1] and therefore reduces energy inputs/atmospheric outputs [1] from the city.
\nIn each case, award [1] for a valid reason and a further [2] for the development of that reason.
\nFor example: In Central, the CBD of Hong Kong, retailing is located where public transport links converge [1]. It is a zone of high accessibility for workers and consumers [1], enabling stores to exceed their threshold population [1].
\nOther reasons could include:
\nThere are many consequences of socio-economic groups moving into/out of different parts of a city. These include gentrification, suburbanization, reurbanization, commuting and relocation of selected populations. Do not accept rural–urban migration, as this is not a movement within a city.
\nGentrification refers to the movement of higher socio-economic groups into inner city areas. Impacts can be positive, eg increase in house price, improvement of housing by owners, the growth of services, but can also be negative, eg forcing local residents to leave an area, housing becoming unaffordable for local people, etc. Relocation of people may occur due to planning or for major events such as the Olympic Games. Generally, it is the poor who are moved further away from areas of economic activity.
\nGood answers may examine a structured range of positive and negative impacts (impacts could be for people, places, the environment, etc). Another approach might be to examine different timescales for movement processes (commuting, temporary movement, eg students, permanent relocation). Another approach might be to compare the dominant type of movement seen in HICs, NICs and LICs.
\nAt Band D, expect a description of one movement of socio-economic groups.
\nAt Band E, expect either a more detailed explanation of one or more movements of socio-economic groups in different parts of a city or an examination of the impacts of such movements on different parts of a city.
\nAt Band F expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nThe graph shows the financial costs of hosting sports events at selected Summer and Winter Olympics from 1968 to 2016.
\nSource: From Insider. © 2016 Insider Inc. All rights reserved. Used under license. https://www.businessinsider.com.au/ Data from Flyvbjerg, Bent and Stewart, Allison and Budzier, Alexander, The Oxford Olympics Study 2016: Cost and Cost Overrun at the Games (July 1, 2016). Said Business School WP 2016–20, available at http://dx.doi.org/10.2139/ssrn.2804554.]
\nEstimate the range of costs shown for the Winter Olympics, in billions of US dollars.
\nEstimate the total cost shown for the Summer Olympics between 2004 and 2016, in billions of US dollars.
\nOutline one possible reason why some higher-income countries have chosen to host the Olympics on multiple occasions.
\nExplain two ways in which participation in international sporting events became more diverse during the years shown in the graph.
\n21 (allow 20–22 or 22–1 / 22–2 / 23–1 / 23–2).
\n29 (allow 27–31).
\nAward [1] for the reason and [1] for development linked to hosting on multiple occasions.
\nAward a maximum of [1] for the simple reason that “they can afford it and infrastructure is expensive” (this does not address the choice to hold events on multiple occasions).
\nFor example: Some wealthy countries hope to gain political influence [1] and are prepared to commit high amounts of money regularly to achieve this [1].
\nOther possible factors include:
\nIn each case award [1] for identifying the way diversity has increased (e.g. more women participating) and up to [2] for further explanatory development.
\nResponses should focus on who is affected and what has happened to make sports more inclusive. Award up to a maximum of [4] for a response dealing with an increase in the number of countries participating (which may imply diversity).
\nFor example: There has been an increase in participation by disabled athletes (at the Paralympics) [1]. The Paralympics have been invested in and received large amounts of financial sponsorship [1] and high-profile media coverage [1].
\nOther possibilities include:
\nMost were able to identify the correct costs although some got their final calculations wrong.
\nMost were able to identify the correct costs although some got their final calculations wrong.
\nOverall, many scored one mark but failed to get the second mark by not making the link to multiple occasions.
\nThere were many responses in which the answers related to hosting rather than participating, for example, why more countries were hosting the Olympics as opposed to why there is a diversity of participants. Those who discussed the roles of gender equality and the Paralympics, for example, scored well.
\nExamine the view that food waste reduction is the best way to achieve future food security.
\nExamine the relative importance of physical and human factors in the diffusion over time of one vector-borne disease.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nFood security means that all people, at all times, have physical and economic access to sufficient, safe and nutritious food that meets their dietary needs for an active and healthy life. In recent years, reducing food waste and food loss have become high on the agenda as a means of achieving food security. The reduction of wastage, be it post-harvest, in the distribution or processing stage of the food chain, or at the consumer level, will often contribute to general food security. However, if the aim is to improve access to food, in particular for the poor and over the short term, other solutions are needed.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that explicitly examines the view that waste reduction is the best possibility for future food security. Another approach might be to examine how interactions between food producers, consumers and other stakeholders will determine whether waste reduction can be achieved. The issues might also be examined at differing spatial scales (eg, local, national and international).
\nFor 5–6 marks, expect some outlining of food waste reduction and/or food security issues. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account, which includes:
\nFor 9–10 marks, expect both of these traits.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nVector-borne diseases include malaria, dengue fever, Lyme disease, Zika, Ebola and West Nile virus. Vectors such as mosquitoes, ticks, fleas and tsetse flies can transmit infectious diseases between humans or from animals to humans. Mosquitoes are the best-known disease vector. The distribution of these diseases is influenced by a complex set of environmental, social and economic factors.
\nIf an inappropriate disease is chosen (eg HIV/AIDS, cholera), award up to a maximum of [4].
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the complex interactions between the various factors affecting both the incidence and diffusion of the disease. Another approach might be to examine how the spatial diffusion of the disease is changing due to globalization and climate change processes. Another approach might be to examine the time and spatial scale of the diffusion, and the changing relative importance of physical and human factors (eg for malaria, early spread may be due to physical factors, human factors then becoming relatively more important).
\nFor 5–6 marks, expect some outlining of human and/or physical factors in diffusion of disease. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nA popular question, with some good responses regarding different aspects of food waste in NICs and LICs, and the contribution of reduction of food waste to future food security. The better answers also examined other varied ways of achieving food security, discussing the pros and cons of each strategy. Weaker responses were narrow in focus, describing and outlining some aspects of food waste reduction without addressing the question.
\nA straightforward question, and many candidates focused on either malaria, Zika or Ebola. There were some good, effective answers, focusing on diffusion. Few made inappropriate choices of type of disease. Many answers were descriptive about conditions favouring the disease, with little attention paid to the physical and human factors that affect diffusion over time.
\nExamine the contribution eco city design could make to the management of urban challenges in the future.
\nExamine ways in which deindustrialization has helped bring positive changes to some urban areas and communities.
\nMarks should be allocated according to the markbands.
\nAn eco city is a city built from the principles of living within environmental means. Eco cities may be new or retro-fitted older settlements. Credit design/architectural features and management strategies eg water harvesting, solar panels.
\nUrban challenges may already be present and candidates may not necessarily distinguish between present day and possible future challenges.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement that examines possible limitations of eco city design and the contribution that can realistically be made (recognising high costs and existing infrastructures, and political commitment). Another approach might be to examine how far strategies can be delivered in different places, ie established cities and megacities, compared with newly planned cities.
\nFor 5–6 marks, expect some outlining of eco city design and/or urban challenges. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the markbands.
\nThere are positive economic, social and environmental consequences of deindustrialization for urban areas, although not all areas/places and community/people may benefit equally. These effects may be considered in different geographical contexts and on varying time scales.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the different positive changes linked with economic, social and environmental aspects of the deindustrialization process. Another approach might be to examine varying benefits for different places affected by the process (possibly including urban areas where factories have relocated). Another approach might be to examine the time scale of the changes. Another approach might be to examine the power of different stakeholders to deliver positive change.
\nFor 5–6 marks, expect some outlining of some positive changes linked with deindustrialization. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nA popular question. Most candidates understood the concept of eco cities and were able to discuss some aspects of eco city design. Many had well-chosen examples (e.g. Masdar, BedZED, Songdo, Eko Atlantic) and were able to give specific details of how these are designed to meet future urban challenges. Few, however, were able to offer an evaluation of their limitations and/or effectiveness. Examples of true eco cities (as defined in the syllabus) were less frequent than retrofit sustainable approaches. Curitiba and Singapore were often successfully used as examples. Many candidates attempted to use certain aspects of New York, Chicago, London and other mega cities and claimed that this one design aspect made them an eco city.
\nThis was the least popular question, and many did not understand the term deindustrialization. Others only discussed the reasons for and the negative impacts of deindustrialization on a city, for example, Detroit. Good answers described good case studies and were able to explain positive economic, social and environmental impacts to urban areas and communities.
\nOutline the main features of one scale used to measure the magnitude of one named hazard type.
\nDescribe what is meant by hazard risk.
\nExplain two ways in which people’s vulnerability to a tectonic hazard may be reduced.
\nExamine why some hazard events are more predictable than others.
\nAward [1] for the identification of a suitable scale (eg Richter, Momentum magnitude, VEI, Saffir–Simpson, drought intensity index) and [1] for further development.
\nFor example: the Richter scale is used to measure the magnitude of an earthquake [1]. It is a logarithmic scale [1].
\nRisk is the probability of a hazard event [1] causing harmful consequences to people and the environment [1].
\nAward [1] for the identification of a suitable way/method, and [2] for further development and/or exemplification.
\nPossible ways include: land-use planning (zoning); insurance; aid; escape routes, building design, warning systems.
\nFor example: Near active volcanoes, land-use planning [1] by drawing maps of areas likely to be affected by lava and ash flows [1] and then restricting development and human access to vulnerable areas [1].
\nAccept tsunamis as a tectonic hazard.
\nThere are three different aspects to hazard prediction: location, timing and magnitude. These can be examined in relation to a single type of hazard, or more than one type of hazard.
\nThe general location of most hazards can be predicted by examining historical patterns of occurrence, and relationships to physical factors. For example, the location of earthquakes and volcanic activity can be monitored and mapped, and these can be related to processes at plate margins. Patterns of droughts and hurricanes may also be related to atmospheric conditions.
\nThe timing and magnitude of hazards are much harder to predict than location. Volcanic hazards may be easier to predict, for example by using instrumentation to measure ground movements and gas emissions. The time of occurrence and the strength of earthquake hazards are almost impossible to predict with current technology. Although difficult to predict before they have formed, the timing and magnitude of atmospheric hazards such as hurricanes can be predicted with degrees of certainty as they develop.
\nFor all hazards, examination of past records of timing and magnitude of events can help calculate the recurrence intervals of hazard events of a certain magnitude. However, reliability of probability analysis depends on the length and accuracy of previous records; it is often difficult to predict the occurrence of high magnitude/low frequency events.
\nGood answers will examine the effectiveness of the three elements of hazard prediction with reference to different hazard events. They might examine whether tectonic hazards are more reliably predicted than atmospheric hazards. Accurate prediction depends on collection of accurate data and a full understanding of geophysical and atmospheric processes. This might be easier in some cases than others. However, there will always be an element of uncertainty and risk.
\nAt band D, expect a description of some reasons why some hazard events are more predictable than others.
\nAt band E, expect either a more detailed explanation of why some hazard events are more predictable (which may include methods of prediction and their relative accuracy), or some examination of the concept of predictability.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nAnalyse the causes and environmental consequences of the international relocation of polluting industries.
\n“Barriers to globalization are no longer falling but are rising instead.” Discuss this statement.
\nAO1/2 indicative content:
\nGood answers may make use of detailed exemplification and/or specialist terminology. Or they may analyse the varied types of cause and environmental consequence, perhaps for different categories of polluting industry, in a well-structured (AO4) way. Another approach might be to analyse some of the temporal (long-term) and spatial (pattern) dimensions of the consequences.
\nBand D credit may be given for the use of any case studies which illustrate changing global patterns of economic activity – including inward investment, outsourcing, and refuse flows – provided that the causes are relevant and the consequences are environmental (rather than social).
\nFor band C (4–6 marks), expect some weakly evidenced outlining of a narrow range of causes and/or environmental consequences of changing global patterns of economic activity.
\nFor band D (7–8 marks), expect a structured, well evidenced and balanced analysis which includes:
\nFor band E (9–10 marks), expect both band D traits.
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nGlobalization is defined in the subject guide. Real barriers include border controls and walls (political barriers) and virtual firewalls (technological barriers). There are also the real or perceived cultural barriers of language and religion. The concept of a “barrier” is broad and may be interpreted in many ways and from different perspectives.
\nPossible AO1/2 indicative content:
\nAnswers scoring highly according to the AO3 criteria for evaluation:
\nFor band C (5–8 marks), expect weakly evidenced outlining of two or three relevant themes from the geography guide focused on whether or not there are barriers to globalization.
\nFor band D (9–12 marks), expect:
\nFor band E (13–15 marks), expect both of these traits.
\nExamine the contribution that ecotourism can make to the sustainability of tourism on local and global scales.
\nExamine the geographic relationship between the hierarchy of teams and the distribution of supporters for one named national sports league.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials.
\nEcotourism is a form of sustainable tourism that aims to reduce the impact on the natural environment and sustain the economic and social wellbeing of local people. However, in recent years, considerable doubt has been cast on whether the aims have been fulfilled and on the negative environmental, economic and social impacts. Ecotourism may not be entirely sustainable, especially on a global scale.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that show a good understanding of sustainable tourism, and may examine how ecotourism works well in particular places, but does not necessarily translate to a global scale.
\nFor 5–6 marks, expect some weakly evidenced outlining of ecotourism as a form of sustainable tourism locally and/or globally.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials.
\nThe position of a team in a hierarchy is shown by its position in that league. The team’s position will go up and down in the league, depending on success, over different timescales. The relative success of a team is partly related to economic power and influence. An example of a national sports league should be clearly identified.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement, recognizing that the economic power of the top tier gives rise to a truly global scale of influence. Another approach would be to question how the relationship changes over time.
\nAward a maximum of [4] if a non-national league is discussed e.g. Champions League, Super Rugby.
\nFor 5–6 marks, expect some weakly evidenced outlining of the hierarchy of a national sports league and/or the distribution of supporters.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nThere were many weak responses where candidates gave a descriptive account of an ecotourism case study (often confused with nature tourism) without connecting it to sustainability of tourism or considering the economic and social impacts. The end result was a narrative attempting to link ecotourism to sustainable tourism. Global scale proved difficult and many just ignored this part of the question. On the other hand there were some high-scoring excellent responses, especially those that used local or national examples.
\nThere were many good responses, with a clear understanding of the concepts of hierarchy and good case study material being shown. These candidates provided detailed evidence of a national league and showed they had a strong grasp of the range of issues that affect the spread of the fan base. Weaker responses were generalized and descriptive accounts of one or two high ranking teams in a league. There were a few incorrect national league choices but far less than seen in previous sessions.
\nAnalyse the ways in which cultural traits are spread from place to place.
\nDiscuss the relationships between globalization and human development.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nCultural traits are the varied facets of a culture, including language, religion, cuisine, music, dress, etc. The most likely focus is national–cultural identity but ethnicity, religion and local cultures are creditable also.
\nThe spread of cultural traits involves both the diffusion and subsequent adoption/use of new ideas, attitudes, tastes and behaviours. Culture spreads in numerous ways, including:
\nDo not credit material which dwells on resistance to, or consequences of, cultural change. This is irrelevant to the clearly-directed question which has been asked.
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a conceptually-informed analysis of how cultural spread (both diffusion and adoption) happens (utilizing concepts such as cultural imperialism, hybridization, etc). Another approach might be to analyse in turn colonial/imperialistic/“hard power” mechanisms and neo-colonial/“soft power” strategies.
\nFor 4–6 marks, expect some outlining of ways in which different aspects of culture have spread/travelled spatially/globally. Response is either partial, narrow or lacks supporting evidence.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nHuman development, like the MDGs/SDGs, includes economic, social/cultural and political elements. Globalization is similarly a multidimensional concept. Many links and connections can therefore be established between the two concepts and their associated processes. The relationships are often viewed as positive but can in fact be complex; some highly developed societies may reject globalization. Globalization has not always had beneficial developmental impacts for all individuals and societies.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of these themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement which discusses the relative importance of different globalizing processes for human development. Another approach might be to critically discuss how human development in different places may have been affected in positive or negative ways. Another approach might be to discuss interactions between different globalizing and developmental processes, or the global power relationships that can help/hinder global development.
\nFor 5–8 marks, expect some outlining of two relevant themes. Response is either partial, narrow or lacks supporting evidence.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\n\n
The majority of candidates attempted this question. The evidence suggests they did so because cultural geography is a topic they find interesting and are therefore well-informed about. Many candidates wrote several pages describing in considerable depth the movements of migrant populations and the global spread of fast food and Disney films. In many cases, these answers scored between 7 and 9 marks. Although richly detailed, some responses lacked the conceptual awareness which tended to be a hallmark of top band answers. Marks of 10 and above were typically given to candidates who analysed not only how cultural traits are moved from place to place, but also how they subsequently \"take root\" (mirroring what happens when plant life spreads, cultural traits must also take root as part of the spreading process). The best answers recognized this and analyzed the varied ways in which the actual adoption of language, religion and other cultural traits is achieved in difficult places (alongside diffusion mechanisms). They were able to apply their knowledge of concepts such as cultural imperialism, globalization and soft power while carrying out a sophisticated analysis of the geographical spread of culture over time.
\nThe majority of candidates demonstrated a clear understanding of what is meant by globalization and human development. Often, the essay began with an extended introductory paragraph defining the two ideas. Many candidates were able to gain between 9 and 12 marks by producing a series of linked paragraphs which explained a sequence of relationships. Popular themes included economic development (related to outsourcing and foreign direct investment) and aspects of social development (such as improved health and longevity, linked with the work of the World Health Organisation). Some candidates explained ways in which gender equality can be promoted by global flows of ideas and information, which is an important theme.
\nThe command word \"discuss\" ideally required candidates to think critically and provide an evaluation of possible relationships. One way in which this was achieved involved discussing a reciprocal relationship, whereby the development of individual countries might allow them to participate more fully in globalization. Candidates who took this approach were thus able to discuss two different causal relationships (how globalization promotes human development; and in turn, how human development promotes globalization). Alternatively, some candidates chose to discuss positive and negative relationships between globalization ad human development. However, candidates sometimes struggled to put forwards a convincing argument that globalization may impact negatively on human development. This insecurity manifested itself in frequently-heard phrases such as \"outsourcing of textile manufacturing to Bangladesh has led to industrial injuries which has interfered with the human development process\". The use of the word \"interfered\" is symptomatic here of unsure argument. The maltreatment of workers in rapidly industrialising (and previously subsistence) societies does not provide evidence that national development is being \"reversed\" as many argued. A more thoughtful, critical and nuanced argument was required.
\n\n
Using one or more examples, analyse the geographic challenges associated with transboundary pollution.
\nExamine how disparities between countries give rise to different global flows.
\nTransboundary pollution has damaging effects for more than one country. It is most likely that candidates will analyse an “event”, such as a major oil spill, or a pervasive air pollution event or period of acid rain (which could last for many months or even years – an example being NW Europe in the 1970s and 1980s). Whatever examples are used, it should be made explicit who is affected and why the event is “transboundary”.
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to analyse different categories of geographic challenge eg economic, political and environmental or short and long term. Another approach might be to compare issues for countries closer to the pollution source with issues for countries further away. Another approach might be to analyse the challenges of preventing future pollution given the physical processes involved eg atmospheric circulation. Another approach might be to analyse how the geographic challenges differ according to the scale of the problem and the number of states and stakeholders that are affected.
\nPollution events such as the Bhopal incident are not transboundary but may achieve band C if the concept of transnational has been well-analysed (idea of TNCs moving their pollution / unsafe operations overseas). The movement of recycling wastes to China may be marked in the same way (though not transboundary, some limited credit for the transnational aspects of the case study could be given). Accounts of carbon emissions and climate change should also be treated like this.
\nFor band C (4–6 marks), expect some weakly evidenced outlining of the effects of transboundary/transnational pollution in one or more contexts.
\nFor band D (7–8 marks), expect a structured, evidenced analysis of:
\nFor band E (9–10 marks), expect both band D traits.
\nPlease refer to Paper 3 HL markbands.
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nThe focus is on disparities between countries or different global groups of countries: these may include economic, social, political or other disparities. The question suggests that disparities give rise to multiple flows. These range from financial flows to migration and the movement of ideas and information.
\nBetter answers will maintain a focus on flows eg FDI, remittances; weaker answer may at times become more descriptive of the actions or impacts of different stakeholders/actors eg TNCs (and flows may be implied rather than explicitly examined).
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3) three or more of these or other relevant themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3) that examines the complexity of global disparities (there are multiple development gaps and disparities eg between emerging economies and the least developed states). Another approach might be to examine non-economic disparities eg differences in governance and human rights. Another approach might be to examine the scale of different flows/movements (eg USA and Mexico are neighbour countries; India and UK are distant from one another).
\nAnswers dealing only with movements from “poor” to “rich” places will most likely show only limited understanding of what could be meant by “disparities between countries” and are unlikely to reach the highest band even if factually detailed.
\nFor band C (5–8 marks), expect weakly evidenced outlining of two or three relevant themes from the geography guide.
\nFor band D (9–12 marks), expect:
\nFor band E (13–15 marks), expect both of these traits.
\nPlease refer to Paper 3 HL markbands.
\nUsing examples, analyse the reasons why some places have become international outsourcing hubs.
\nExamine the challenges that increased global adoption of information and communications technology (ICT) brings to different places.
\nAO1/2 indicative content:
\nGood, structured (AO4) answers may provide detailed exemplification of outsourcing hubs (cities and districts rather than merely countries). They may analyse the reasons why particular locations have a comparative advantage over others in terms of ICT provision or other production costs compared with other places. Or they may be more selective in the way they analyse outsourcing by breaking this into constituent parts, such as manufacturing and services or agriculture sectors.
\nFor band C (4–6 marks), expect weak outlining of the reasons why international outsourcing happens in a recognizable country or city.
\nFor band D (7–8 marks), expect a structured, well evidenced analysis of:
\nFor band E (9–10 marks), expect both aspects to be addressed.
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nICT refers to internet, broadband, mobiles and smartphones used by citizens, businesses and governments. From this arise multiple contexts for possible local challenges to be examined. Countries/national governments are creditable as places in addition to more local areas and neighbourhoods. The growing global pattern of adoption shows rapid uptake in Asia, Latin America and Africa (though at a slower rate than in Asia).
\nThere are economic, social, cultural and political challenges and these vary according to the context.
\nPossible AO1/2 indicative content:
\nAnswers scoring highly according to the AO3 criteria for evaluation:
\nDo not award AO1/2 credit for lengthy case studies of benefits derived from ICT, such as Kenya’s M-Pesa scheme: this is not asked for. However, some AO3 credit may be gained for any ongoing evaluation of the way certain challenges can – in part – be alleviated/offset/ameliorated by the benefits ICT nonetheless brings.
\nFor band C (5–8 marks), expect weakly evidenced outlining of two or three relevant technology/shrinking world themes from the geography guide.
\nFor band D (9–12 marks), expect:
\nFor band E (13–15 marks), expect both of these traits.
\nThe map shows part of the south-western coastline of the United Kingdom. The scale of the map is 1:25000 and the contour interval is 5 metres.
\n[Source: Torquay & Dawlish: Newton Abbot OS Explorer OL44. 1:25000 scale. Ordnance Survey Ltd., 2017
© Crown copyright and database rights (2017) OS 100041139]
\n
State the six-figure grid reference of the Dawlish Warren railway station.
\nEstimate the distance, in km, between X and Y on the map.
\nOutline two physical reasons why urban development has not occurred in area A.
\nExplain two ways in which vegetation contributes to the development of sand dunes in coastal areas such as this.
\n979787 (allow 978 / 786 or 788)
\n1.5 (allow 1.4 to 1.6)
\nIn each case, award [1] for a valid physical reason and [1] for further development using applied knowledge of coastal margins.
\nFor example: This may be an area of sand / spit [1] as the sand is too unstable to support buildings / long shore drift processes make it too mobile [1].
\nOther possible physical reasons include:
\nIn each case, award [1] for a valid way and [1] for further development.
\nFor example: Vegetation traps sand blown by the wind [1] because it reduces wind speed (and therefore the ability to transport sediment) [1].
\nOther possible ways include:
\n\n
[Source: Instituto Geográfico Nacional (IGN), 2013. Lima, Peru. Nasca, Peru, Series J731, Sheet 1941 3 (30 n 3), 1:50000. Lima: IGN. Source adapted.]
\nState the four-figure grid reference for the spot height of 1062 metres in the northeast of the map.
\nEstimate the area, in km2 , of cultivated land to the west of easting 02.
\nOutline one way in which the use of genetically modified organisms (GMOs) could help increase food production from cultivated land.
\nExplain one physical factor and one human factor contributing to the diffusion of one named water-borne disease through an area such as this.
\nAllow only 1462, 14 62 and 14,62 (no E /N or dashes).
\n10 (allow 9–11).
\nAward [1] for a basic outline point about increasing productivity/yield and [1] for further development.
\nFor example: Scientists use GM technology to increase, say, the amount of fruit grown by a plant [1], which means there is a higher yield per unit area [1].
\nOther possibilities include:
\nIn each case, award [1] for outlining a relevant factor and up to [2] for an explanation of why diffusion occurs through an area/from place to place.
\nFor example: Physical – heavy rainfall [1], which may lead to flooding in the area [1] and spreads the cholera bacteria away from source [1].
\nFor example: Human – some sections of the city are densely populated, so the sewage system is inadequate [1] and it overflows into rivers [1], which contaminates the drinking supply of places downstream [1].
\nOther possible factors include:
\nPhysical
\nHuman
\nAward a maximum of [4] if no specific disease is named, or if a water-borne disease is incorrectly identified.
\nA substantial number could not read the grid reference and even when the four-figures were correct there was poor knowledge of how to correctly write the grid reference.
\nThere were some completely unrealistic estimations of area showing a lack of understanding of scale and area.
\nMost had some understanding of GMOs, but candidates often failed to link this to increased food production.
\nThe responses to the disease question were generally pertinent, with very few not choosing a water-borne disease. A large number could not differentiate between physical and human factors of diffusion and mixed them up in their answers; and some showed understanding of the factors but did not link them to diffusion.
\nExamine why the management of coral reefs and mangrove swamps can become a source of conflict.
\nEvaluate the success of actions to reduce overfishing.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nCoral and mangrove ecosystems are under increasing pressure, partly from the adverse effects of climate change but also from human activities. Different stakeholders may have conflicting perspectives regarding the use and value of coral reefs and mangroves. These demands must be carefully managed to ensure a sustainable future.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) that examines a variety of conflicting pressures on coral reefs and mangroves by different stakeholders, in varying places and at different scales. These conflicts are likely to increase, resulting in irreversible damage to ecosystems, unless management strategies for a sustainable future can be formulated.
\nFor 5–6 marks, expect some weakly evidenced outlining of management/conflicting pressures on mangrove and/or coral reefs.
\nFor 7–8 marks, expect a structured account which includes:
\nA response that omits one of the two ecosystems may score up to 7 marks if the evaluation is done well.
\nFor 9–10 marks, expect both of these traits.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nOverfishing has resulted in a dramatic depletion of fish stocks, extinction of prized species, reduced catches, decline of fishing industry, and unemployment. Various policies have been put forward to reduce overfishing and introduce possible alternatives. These include management of fishing areas, establishment of conservation areas, the introduction of quotas, and fish farming (aquaculture).
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the statement in a way that considers the varying perspectives on the costs/benefits and effectiveness of management strategies, and considers the different scales of dispute or conflict between different nations or places.
\nFor 5–6 marks, some weakly evidenced outlining of two actions to reduce overfishing.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nPopulations in transition
\nThe graph shows the actual dependency ratios for 2010 and the predicted dependency ratios for 2050 for a selection of countries.
\n[Source: Graph adapted from Attitudes about ageing: A global perspective, Pew Research Center, Washington, D.C. January 30 2014, http://www.pewglobal.org/2014/01/30/chapter-2-aging-in-the-u-s-and-other-countries-2010-to-2050/. Pew Research Center bears no responsibility for the analyses or interpretations of the data presented here. The opinions expressed herein, including any implications for policy, are those of the author and not of Pew Research Center. Data adapted from United Nations, Department of Economic and Social Affairs, Population Division (2013). World Population Prospects: The 2012 Revision, Volume II, Demographic Profiles (ST/ESA/SER.A/345).]
\nOutline how a country’s dependency ratio is calculated.
\nDescribe two predicted regional trends shown on the graph.
\nSuggest one reason for the predicted change in Nigeria’s dependency ratio.
\nSuggest one positive and two negative socio-economic impacts of an aging population for one named country.
\n\n
Named country:
\n\n
Positive impact:
\n\n
Negative impact 1:
\n\n
Negative impact 2:
\nYoung dependent + old dependent / independent population or economically active or working population [1]
\nYoung dependent (0–14,15,16) + old dependent (64,65,66+) / independent population or economically active or working population (15–64) [2]
\nMust have regional context that only reflects the continental grouping of the countries to be awarded marks.
\nAfrican nations are predicted to have fewer dependents [1].
\nEuropean nations are predicted to have more dependents [1].
\nMust have quantification exemplifying this for award of full marks. If no data then award a maximum of [1].
\nAward [1] for a valid, distinct reason for decline of dependency ratio and [1] for additional explanation and/or detail that explains decline in dependency ratio.
\nFor example: Fertility rates/birth rates in Nigeria are predicted to fall [1], reducing the proportion of young dependents in relation to the working age population [1].
\nOther possibilities include:
\nIn each case, award [1] for each valid positive/negative socio-economic impact related to the named country, and [1] for further development by means of explanation or detail.
\nAward a maximum of [3] if no named country is given and linked to the impacts.
\nAn aging population is one with high/increasing proportion aged over 65. Impacts may be current or long term.
\nFor example (positive): Grandparent(s) can take care of children [1] so that parents do not have to pay for childcare [1].
\nFor example (negative): Costs of providing elderly care [1] may be a large burden for taxpayers [1].
\nOther possibilities include:
\nPositive
\nNegative
\nUsing two different examples, outline what is meant by:
\n(i) the catchment area of recreation and sports facilities;
\n(ii) the range of recreation and sports facilities.
\nExplain two management strategies to reduce environmental damage from tourism in one named rural area.
\nExamine the relative importance of factors influencing the distribution of sports facilities in one or more named urban areas.
\n(i) Award [1] for description and [1] for exemplification.
\nFor example: Catchment area is the area from which a facility attracts a population that uses its services [1], eg a national sports stadium compared with a local park [1].
\n(ii) Award [1] for description and [1] for exemplification.
\nFor example: Range refers to the maximum distance that people travel to access the facilities [1], eg people travel a longer distance to go to a professional ballet (eg at Sydney Opera House) as opposed to an amateur ballet [1].
\nAlso, accept reference to a variety of activities [1] and [1] for further development.
\nIn each case, award [1] for describing a relevant management strategy, and up to [2] for explaining how it reduces environmental damage.
\nPossible strategies include:
\nFor example: At Imlil, a village in the High Atlas Mountains of Morocco, a waste management plan has been implemented involving the provision of waste collection points [1]. By focusing on the recycling of waste, and education to raise awareness of tourists and locals [1], some waste can be recycled and transported to Marrakech for processing [1].
\nIf no appropriate example is given, award a maximum of [4].
\nA range of physical, economic, political and demographic factors affect the distribution of sports facilities. These include: environmental and physical character of landscapes, land values, accessibility, transport links, planning decisions, and socio-economic characteristics. Reference should be made to the location of sports facilities in specific urban areas.
\nGood answers should consider a range of factors and their relative importance in one or more named urban areas. It might be recognized that patterns of sports facilities are often explained by a variety of interrelated factors. One approach might be to explain the distribution within the framework of different urban land use zones, perhaps comparing the CBD with the rural–urban fringe. It might also be argued that political and planning factors are more important. The physical characteristics of the landscape may also be important, with floodplain areas often occupied by sports fields.
\nAt band D, expect responses that describe how some factors influence the distribution of facilities in a recognizable urban area.
\nAt band E, expect either a more detailed explanation of the factors that have influenced the distribution of facilities in one or more named urban areas, or some attempt to discuss and evaluate their relative importance in specific areas.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nAnalyse the validity and reliability of two indicators of human development.
\n“Physical geography is the main reason why some places are less connected than others.” Discuss this statement.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nPossibilities for analysis include the human development index (HDI), the gender equality index and GDP per capita or infant mortality. One approach might be to analyse two components of the HDI (eg life expectancy and literacy). Another approach might be to analyse the HDI in its entirety along with a second indicator, such as GDP per capita. Either approach is acceptable.
\nFor full marks to be awarded, all of the points raised need not be explicitly categorized as either validity or reliability issues. It is sufficient to provide a wide-ranging critique which infers concern with both reliability and validity.
\nIf more than two indicators are analysed, credit the two which are dealt with best.
\nPossible issues associated with their use include:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis which clearly separates validity and reliability issues. Another approach might be to analyse the two chosen indicators using a wider range of critical points with strong supporting evidence and data.
\nFor 4–6 marks, expect some outlining of one or two indicators/measures. Response is either partial, narrow or lacks supporting evidence.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
• either two indicators of human development (dealt with in a balanced way)
• or the issues of validity and reliability (these may be implied rather than explicit; do not expect balance)
For 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nPhysical geography may include consideration of: whether different places are relatively isolated; maritime and continental places; natural resource endowment; various site and climatic factors. Connectivity has multiple dimensions (for example, inclusion in transport networks or internet connectivity). Places can be identified as local areas or states, or at other scales.
\nAnswers which largely ignore/sideline the role of physical geography and instead discuss the role of non-physical factors may still reach Level 9-12 if they meet other mark band criteria well. However, they are unlikely to reach Level 13-16.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of these themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement which discusses the extent to which physical factors are most important in different places and contexts. Another approach might be to critically discuss the relative importance of physical and human influences on connectivity at the national or more local scale (eg, isolated rural areas within well-connected states). Another approach might be to examine changes in relative importance over time and the possibility that physical barriers might be overcome.
\nFor 5–8 marks, expect some outlining of two relevant themes. Response is either partial, narrow or lacks supporting evidence.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nPopular indicators of development chosen by candidates included the Human Development Index, Gross Domestic Product per capita, the Gender Inequality Index and life expectancy. The majority provided satisfactory outlining of their chosen measures as part of their response. In some cases, a good analysis of validity and reliability was additionally provided. The former was usually dealt with by explaining the broad value and importance of each chosen measure. In particular, candidates pointed out that Gross Domestic Product per capita provides an important guide to the wealth of nations and the ability of governments to provide education and health care, which are universally valued services. The most popular themes pertaining to reliability included concerns with the accuracy of data and issues arising from the use of crude averaging. Weaker responses scoring between 4 and 6 marks showed little or no understanding of what is meant by validity and reliability in relation to development indicators.
\nThis essay title lends itself well to synthetic writing: most candidates were able to link together a series of case studies showing why different countries or local places are more or less connected than others. The best answers selected their evidence carefully in order to provide a balanced review which gave equal weighting to physical and non-physical factors. Typically, an account was provided of landlocked states and isolated islands; these examples were then contrasted with politically-isolated societies. Weak answers (scoring between 5 and 8 marks) tended to lack specific details and instead presented generalized ideas about the difficulties of communicating with \"mountainous places\". In contrast, high-scoring answers reaching the top markband added a conceptual framework to their discussion. For example, some candidates discussed the validity of the statement at varying scales. They wrote about isolated countries such as North Korea but also included far more localized examples, including particular towns such as Todmorden in the UK, where local sourcing of food has meant relatively fewer food commodity movements. In this case, the reason for reduced connectivity is a civil-society sustainability movement, as opposed to physical geography.
\nExamine how spatial variations in food consumption can impact upon life expectancy.
\nExamine the reasons why food insecurity remains high in many places.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials.
\nLife expectancy shows considerable variation in different regions of the world. There is a close relationship between life expectancy and spatial variations in food consumption. Life expectancy tends to be lower in poorer regions with low food security and higher in richer, more developed areas. The relationship between life expectancy and food consumption will vary with time and scale.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement. They could examine the statement at different scales – e.g. food consumption in different continents or in different parts of a city (places) linked to incomes. Another approach might be to look at interactions between food and health in contrasting ways – e.g. increased food supply can both increase and decrease life expectancy.
\nFor 5–6 marks, expect some weakly evidenced outlining of the relationship between life expectancy and food consumption.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials.
\nFood security considers the core issues of availability, affordability, quality and safety; that people should have access to sufficient, safe and nutritious food that meets their dietary needs. The lack of food security affects people on a variety of spatial scales, from village to nation, in many areas of the world. Food insecurity may be caused by many inter-related physical, economic, social and political factors. It is often associated with poverty, poor economic development and political instability. Attempts to tackle food insecurity have met with only limited success, and it remains high in many places.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement. They could examine the statement on a variety of scales – e.g. food insecurity in different countries, regions, or in different areas of a city (places) – linked to various geographic factors, together with attempts to reduce insecurity. Another approach might be to look at changes in food insecurity over different time scales, possibly linked to global climatic changes, or the power of different stakeholders.
\nFor 5–6 marks, expect some weakly evidenced of outlining of causes of food insecurity.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThis was rarely attempted and when it was, responses tended to simply compare high-income and low-income countries with little reference to spatial variations.
\nThere were some top-quality answers in which many correctly started with a definition of food security and were able to use that to structure the answer. Weaker answers were simply a description of the reasons for famine in one country and made links between famine, war, and droughts, but with little on wider social and economic issues. A large number described food insecurity but failed to examine why it 'remains high' and recognition of different scales (local, regional and national) was often lacking.
\nUsing examples, analyse the links between globalization and the rise of nationalism in some countries.
\nExamine the spatial pattern of environmental impacts associated with different global flows.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nNationalism can assume different forms, eg, protectionism, anti-immigration policies and demonstrations, military action, etc. In the past nationalism was associated with expansion and empire building; today it may be linked with a retreat from globalization (and associated sovereignty issues).
\nSome credit must be given for material which analyses the rise of anti-globalization/isolationist movements at more localized scales, such as Occupy, local food sourcing movements, long-established Amish communities, etc.
Case studies such as these may include relevant explanations of why globalization has prompted the rise of reactive movements within some countries. However, valid instances of nationalism must also be included for Bands 7-9 and 10-12.
Possible reasons and examples include:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of opposition different facets of globalization (trade, migration, media, etc). Another approach might be to analyse different manifestations of nationalism (civil society action as opposed to government policies).
\nFor 4–6 marks, expect some outlining of one or two instances of contemporary nationalism. Response is either partial, narrow or lacks supporting evidence.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nGlobal flows include movements of goods, people, data and capital (and investment). Environmental impacts – at local, regional or global scales – can be wide ranging, encompassing: pollution of water, air and land; biodiversity issues and agribusiness impacts; climate change projections. Consideration of impact patterns may include uneven regional impacts (eg, for waste exporters/importers in the global core/periphery), spatial diffusion patterns for transboundary pollution, localized/linear pollution along shipping lanes, etc.
\nResponses which describe detailed environmental problems caused by global flows/growth/development, yet fail to address any pattern of these impacts (other than asserting that ‘everywhere’ or 'more places' are being affected) are unlikely to progress far into Level 9-12 and should not be awarded a Level 13-16 mark.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of these themes in a well-structured (AO4) way.
Good answers may additionally offer a critical evaluation (AO3b) of the statement which examines patterns at varying scales (global, regional or more local patterns). Another approach might be to critically examine how the different global processes give rise to more evident impact patterns than others.
For 5–8 marks, expect some outlining of two relevant themes. Response is either partial, narrow or lacks supporting evidence (or neglects ‘pattern’ entirely).
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nAlthough only a minority of candidates attempted this question, many of those who did wrote excellent answers which demonstrated an impressive awareness and understanding of current affairs. Candidates frequently analysed the rise of populist movements in Europe and the USA. Their answers were often highly detailed and well-focused on the ways in which new manifestations of nationalism may reflect a partial or full rejection of globalization. Important themes included: the loss of sovereignty; unchecked migration flows; and the costs and benefits of the global shift of manufacturing for communities in developed countries. Another popular topic was the rise of resource nationalism in Latin American countries including Bolivia and Venezuela. Benefit of the doubt was given to candidates who wrote about opposition to globalization but showed insecure knowledge of exactly what is meant by nationalism (usually demonstrated by the absence of a definition of nationalism at the beginning of their answer). In such cases, candidates often wrote at length about local civil society opposition to McDonald's restaurants, rainforest removal, shale gas extraction and other issues. All of these place-based movements can be viewed as being \"against\" globalization in some or other way; however, it is incorrect to always view them as being instances of nationalism. As a result, full credit could not always be awarded for the use of such illustrations. In other cases, candidates wrote about the growth of Isis (Daesh) and Boko Haram - identifying efforts to establish a religious caliphate as a form of nationalism in opposition to Western culture. This was treated as a legitimate approach, provided candidates were clear about which countries had been affected.
\nCandidate performance on this question was relatively disappointing for the simple reason that the phrase \"spatial pattern\" was ignored or largely overlooked in almost every case. Given that this was a geography examination, widespread neglect of the question's spatial dimension was most surprising. In other ways, performance was sometimes commendable insofar as candidates were able to document in considerable detail the impacts which have been suffered in particular places on account of industrialization or waste recycling. However, there was little mention of any wider spatial patterns. Similarly, good recall of the Pacific garbage patch and climate change impacts were included in many essays. Unfortunately, the only acknowledgment of there being any spatial dimension to these impacts all too often amounted to the assertion that \"everywhere\" has been affected. Case studies from the geography guide which did lend themselves well to writing about a spatial pattern of impacts included: transboundary pollution patterns (for example, centred on palm oil production in Indonesia); linear patterns of pollution and biodiversity loss along shipping lanes; and the global core-periphery pattern of polluting industries. Candidates who linked together several detailed case studies of pollution (but only implied there was a pattern or ignored the spatial element altogether) sometimes scored between 9 and 12 marks. However, a requirement of the top mark band was explicit and sustained attention to the spatial pattern of environment impacts, Very few candidates proved able to do this.
\nIn a global context, analyse what is meant by “core areas” and “peripheries”.
\n“Globalization involves the imposition of Western culture on the entire world.” To what extent do you agree with this statement?
\nIn a global context, “core areas” can mean developed countries (eg G7/8 nations) while “peripheries” include a larger number of states at varying levels of economic development and with varying involvement in global interactions.
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to use the concept of scale to inform the analysis, eg there may be recognition that some world cities/megacities (eg Lagos) are global hubs (cores) despite belonging to “peripheral” countries (eg Nigeria). Another approach might be to analyse the way countries like China and India could be seen as “core” countries when viewed from a peripheral sub-Saharan African perspective.
\nAnswers dealing only with national-scale core–periphery patterns (cities and rural regions within a country) are unlikely to reach band C but should be marked positively if the work shows understanding of core–periphery relationships (AO1) and is well structured (AO4).
\nFor band C (4–6 marks), expect some weakly evidenced outlining of a basic global core–periphery pattern.
\nFor band D (7–8 marks), expect a structured, evidenced analysis of:
\nFor band E (9–10 marks), expect both band D traits.
\nPlease refer to Paper 3 HL markbands.
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nThe focus here is “Western culture”, which is a debatable concept in itself (expect some definition to be provided in a good answer). The merit of the answer is likely to depend on the variety of different cultural traits and contexts that are examined, and also the quality of any counter-arguments (eg many may argue “imposition” is the wrong word; fewer may also argue that non-Western cultural influences have spread globally too).
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3) three of these or other relevant themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3) of the statement, for example by evaluating the extent to which the adoption of Western culture is voluntary or forced. Another approach might be to examine the difference between broader “Western culture” and the narrower concept of “Americanization” (linked with a single superpower, the USA). Another approach might be to counter-argue the statement by evaluating the growing “imposition” of non-Western cultures on a global scale, eg Japanese, Indian, Chinese influences, or global movements linked with religion. Another approach might be to examine the extent to which culture is adapted/hybridized in local contexts, rather than simply “imposed”.
\nPolarized answers that deal only with Westernized and “non-Westernized” isolated states/people (N Korea or the Amish people) are unlikely to meet the critical evaluation criterion (which is required for band E).
\nFor band C (5–8 marks), expect weakly evidenced outlining of two or three relevant themes (relating to culture) from the geography guide.
\nFor band D (9–12 marks), expect:
\nFor band E (13–15 marks), expect both of these traits.
\nPlease refer to Paper 3 HL markbands.
\nThe map shows the ways in which the Arctic is being used by various countries.
\n[Source: map after an original document by Philippe Rekacewicz, visionscarto.net]
\nBriefly describe two main features of the pattern of the gas and oil extraction sites shown on the map.
\nOutline one physical reason why permafrost causes challenges for the industries shown on the map.
\nExplain three possible conflicts over the use of cold environments (such as the Arctic) for mineral extraction.
\nAward [1] for each valid feature.
\nPossibilities include:
\nDo not credit just a list of countries.
\nAward [1] for a valid physical reason and [1] for further development or explanation using applied knowledge of extreme environments.
\nHeat from the extraction process / building of settlements/infrastructure/pipelines can cause thawing of the permafrost [1], which can lead to subsidence [1].
\nOther possibilities include:
\nThese should relate directly to mineral extraction and not to global climate change causing melting of the ice.
\nAward [1] for a conflict related to mineral extraction and [1] for further development or explanation using applied knowledge of extreme environments.
\nFor example: There may be loss of the unique ecosystems due to drilling and infrastructure construction [1]; tundra species are fragile/highly vulnerable to change [1].
\nOther possibilities include:
\nThe map shows Snæfellsjökull in Iceland. The scale of the map is 1:100 000 and the contour interval is 20 metres.
\n\n
[Source: Based on data from National Land Survey of Iceland.]
\nDetermine the difference in height between the spot heights at A and B.
\nEstimate the distance in kilometres between A and B on the map.
\nOutline how one piece of map evidence indicates that this is a volcanic area.
\nExplain how volcanic hazard vulnerability in an area such as this could be reduced using GPS crater monitoring.
\nExplain how volcanic hazard vulnerability in an area such as this could be reduced using lava diversions.
\n1446–125 = 1321 m (units not required)
\n9.1 km (accept 8.5–9.5). (unit not required)
\nAward [1] for relevant evidence and [1] for development linked to volcanic activity. There should be some specific reference to an area/place on the map to gain [1].
\nFor example: Snaefellsjokull [1] is a large dome/cone-shaped volcano as seen from circular contour lines [1].
\nOther possibilities include:
\nAllow [1] for demonstrating an understanding of the term and [1] for each further development point explaining how vulnerability is reduced, up to a maximum of [3].
\nFor example: GPS monitoring means that transmitters/receivers are placed around the volcano [1] allowing scientists to monitor and record data about the volcano's activity and changes [1] thus allowing for a timely evacuation of the populations affected by potential volcanic eruptions [1].
\nAllow [1] for demonstrating an understanding of the term and [1] for each further development point explaining how vulnerability is reduced, up to a maximum of [3].
\nFor example: Lava diversions can be building walls or incorporating lava tubes [1] as is used for volcanic eruptions on Mount Etna [1] which have helped divert the lava from the more populous areas and so saving lives and property [1].
\nMost had no difficulty here although there were some very unrealistic distances given.
\nMost had no difficulty here although there were some very unrealistic distances given.
\nMany could identify a sign of volcanic activity but failed to give map evidence for location and to justify the volcanic activity
\nResponses were generally okay although at times a little superficial and candidates needed to explain how vulnerability could be reduced in a way more clearly linked to the term.
\nResponses were generally okay although at times a little superficial and candidates needed to explain how vulnerability could be reduced in a way more clearly linked to the term.
\nThe graph shows international tourist arrivals, by region, between 1970 and 2015.
\nEstimate the numbers of tourist arrivals in 2015 for Africa, and for Asia and the Pacific
\nOutline one reason why international tourism data may be unreliable.
\nExplain one economic factor and one political factor that may have contributed to the increased numbers of tourist arrivals for Asia and the Pacific from 2000 to 2015.
\nExamine the cultural and political factors that might affect success for countries participating in major international sports.
\nAward [1] for reason and [1] for further development/exemplification.
\nPossibilities include:
\nFor example: Some people are incorrectly recorded as tourists [1] as they may be travelling for other purposes, eg they are travelling for work primarily [1] / they are in transit/between flights [1].
\nIn each case, award [1] for identifying a relevant factor and [2] for further development and/or exemplification linking to increased numbers.
\nPossible factors include:
\n• Economic factors – more disposable incomes; reduced cost of air travel; economic development in receiving countries.
• Political factors – easier border controls; governments supporting tourist developments; political stability.
For example (economic): The growth of international tourism is closely linked to economic development and the general increase in disposable incomes [1]. As a result, increasing numbers of people from Europe and N. America are able to afford the cost of long distance travel to Asia/Pacific [1]. Also, increasing numbers of better-off people in Asia and the Pacific are able to afford travel to other Asian/Pacific countries for the purpose of tourism [1].
\nCultural factors might include length of time the sport has been played in a particular country; increased prominence and support given to sports for disabled people, and for females in sports such as rugby and cricket; publicity from hosting of major international sporting events; role models; willingness to “bend the rules”, eg doping.
\nPolitical factors might include political associations, such as the Commonwealth; government support for particular sports; government funding for sports; migration and settlement; international tournaments; national pride.
\nGood answers might consider the interrelations between cultural and political factors. Another approach might be to examine the relative importance of the two factors in different place contexts, eg low- and high-income countries. While high-income countries may excel in a range of sports, some low-income countries have achieved considerable success in a limited range of sports, due to national pride, political support and national icons.
\nAt band D, expect description of some cultural and/or political factors that might be important in achieving success in some sports.
\nAt band E, expect either a more detailed explanation of both factors, or some examination of what “success” means for individual sports or countries.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nReferring to named countries, analyse how people’s participation in information and communications technology (ICT) networks is changing.
\nExamine how far the social and environmental costs of globalization can be reduced without also losing its benefits.
\nThe focus here is changing participation. This could refer to people’s participation as either consumers of ICT services or producers eg call centre workers. Candidates should be able to provide one or two examples of trends, developments and/or patterns of adoption at the national scale. They may also offer an overview of the changing global “digital divide”.
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to systematically analyse changes at varying scales (eg provide a global overview and also one example of a changing national pattern, eg the rural–urban divide). Another approach might be to analyse changing social patterns of in inclusion/exclusion (eg for different income groups, women, the elderly).
\nFor band C (4–6 marks), expect some weakly evidenced outlining of ICT use in one or more named countries, or an overview of the global “digital divide”.
\nFor band D (7–8 marks), expect a structured, evidenced analysis that includes:
\nFor band E (9–10 marks), expect both band D traits.
\nPlease refer to Paper 3 HL markbands.
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nAny aspect of environmental and social costs – and benefits – can be examined. Likely environmental themes include costs for the atmosphere, oceans or tropical rainforest. Social costs include worker exploitation or changes to society linked with the global growth of social media. Any action taken to tackle these costs needs weighing carefully against the benefits of global trade and development.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3) three of these or other relevant themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3) that systematically examines different aspects of globalization that do or do not need managing to reduce their costs. Another approach might be to examine effects at different scales (eg comparing local developmental benefits of industrialization with the global costs of carbon emissions). Another approach might be to examine costs and benefits from varying perspectives (“local sourcing” might be viewed as having more costs than benefits by a farmer who wants to export food globally).
\nAnswers that explain the costs and benefits of globalization but do little to actually address the question directly – that is, how far can these costs actually be reduced/tackled without also losing benefits? – are unlikely to reach band D.
\nFor band C (5–8 marks), expect weakly evidenced outlining of two or three relevant themes from the geography guide.
\nFor band D (9–12 marks), expect:
\nFor band E (13–15 marks), expect both of these traits.
\nPlease refer to Paper 3 HL markbands.
\nChanging population
\nThe graph shows actual and projected changes in the median population age of three countries between 1960 and 2080.
\n[Source: © International Baccalaureate Organization 2019]
\nState the median age for Country B in the year 2000.
\nState which country has the greatest projected increase in median age between 2010 and 2040.
\nExplain one reason why the median age of a population could decrease.
\nExplain one environmental consequence of one named forced migration.
\nNamed example of forced migration:
\n\n
Environmental consequence:
\n\n
\n
Explain one policy designed to prevent human trafficking.
\n29 (years). Accept 28–29.
\nCountry B
\nAward [1] for a valid reason for the decrease in median age and [1] for explanation of how it affects the median age.
\nValid reasons (dependent on current median age) include:
\nFor example: The arrival of youthful economic migrants [1] means proportionately more younger people, reducing the median age [1].
\nThe example could be internal displacement or refugees. Accept a broad interpretation of “environmental”, to include the built environment and landscape.
\nIdentified and located example of a forced migration [1]. Identified environmental consequence [1]. Further developed explanation [1].
\nEnvironmental consequence of migration may include:
\nFor example: Northern Cameroon hosts Nigerian refugees who have escaped violence [1] this has caused rapid deforestation [1] as refugees need firewood for cooking [1].
\nFor example: Lebanon has many Syrian refugees escaping war [1] the waste from informal settlements is often dumped in an uncontrolled manner [1] this leads to soil and water pollution [1].
\nIdentification of a valid policy at societal, NGO, national or international level [1]; development with details on how it operated/operates [1] further development which may include why it was introduced or magnitude of the problem [1].
\nPolicies may include:
\nFor example:
\nThe majority of candidates were confident with the extraction of data from a line graph and gave a correct answer. There were however a number that were not accurate enough with their use of the axes and gave a figure outside of the acceptable range. Candidates may benefit from practice in graph analysis under timed conditions to improve their efficiency of data extraction.
\nThis question was answered correctly by the vast majority of candidates.
\nMost candidates referred to birth rate or migration when identifying an appropriate reason for a decrease in median age. Some answers gave a correct reason but failed to explain how it resulted in a lower median age, for example they identified an increase in birth rate but did not outline how this resulted in a population with a higher proportion of younger people. Fewer answers referred to increased mortality of the elderly population but when it did occur it was well understood.
\nThe majority of candidates named forced migration from Syria as their example although a significant number answered using environmental refugees to illustrate involuntary migration. These candidates chose their named example from a variety of areas affected by climatic extremes or sea level change. The best answers concentrated on the impacts of migrants on the destination location with reference to biomes, soils and water. Some candidates did, validly, examine the impacts of migration on the environment of the source area as population densities decreased. However, many candidates misunderstood the question and frequently referred to the environmental conditions that caused migration. It should also be noted that a number of candidates failed to name the forced migration or gave a generic cause such as volcanic eruptions.
\nCandidates that did well in this question often produced answers that were based on an identified policy such as border controls in the USA, travel restrictions for children in Brazil, educating vulnerable groups in rural Vietnam or ethical trading initiatives that address trafficking such as Fairtrade. Some answers looked at international co-operation such as the UN Trafficking Protocol. The use of specific policies enabled far more focus when it came to explanatory development, whether this was details of how it operated or why it was introduced. However, there were a significant number of answers that failed to identify a specific policy and gave generic answers that were based vaguely on trafficking.
\nExamine how social and economic strategies may reduce people’s vulnerability to earthquake hazard events.
\nEvaluate pre-event strategies and post-event strategies for the management of mass movement hazards.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe vulnerability of people to an earthquake hazard varies spatially. Mitigating measures to reduce vulnerability to injury, disease and death include a variety of social and economic strategies. Levels of wealth, and planning by local and national authorities, will influence their effectiveness.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines how vulnerability may be reduced at different spatial scales (individual, family, community), and the role and power of different stakeholders. Another approach might be to critically examine the interaction between social and economic factors at different scales.
\nFor 5–6 marks, expect some weakly evidenced outlining of some social and/or economic strategies to reduce human vulnerability.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nMass movements pose a considerable risk to people and infrastructure, especially in upland areas with steep slopes and high rainfall. The potential risk may increase due to human activity modifying the slopes through the building of settlements and roads and changing the vegetation cover on vulnerable slopes. Hazard risk and vulnerability may be the result of different types of mass movement, from slow (soil creep, solifluction) to rapid (landslides, rockfalls).
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3), comparing the relative importance/success of strategies, or different scale examples. They may compare successes and failures for different places (of different stages of development). Another approach might be to systematically evaluate strategies for different mass movement processes, eg rapid to slow mass movement.
\nFor 5–6 marks, expect some weakly evidenced outlining of pre- and/or post-event strategies.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nAward up to a maximum of [4] if a tectonic process is used instead of mass movement but has some valid pre-/post-event strategies.
\nThere was a good use of case studies (Haiti, Japan, Christchurch) in these responses with a wide range of social and economic strategies examined.
\nSome weaker answers missed 'social and economic strategies' and gave generic advantages and disadvantages or just regurgitated their case study and did not effectively link the strategies to reducing vulnerability.
Mass movement is still a commonly misunderstood term with most candidates discussing earthquakes and volcanoes. The very few who correctly wrote about the different types of mass movement hazards were able to provide a well-balanced explanation of both pre- and post-event strategies, evidenced by strong case studies.
\nExamine the opportunities and challenges associated with tourism in hot, arid environments.
\nExamine possible ways of managing the impacts of global climate change on local populations in hot, arid environments.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the response should be on hot, arid environments and the opportunities and challenges they pose for tourism. The opportunities and challenges are environmental, economic and social, and involve a variety of local and global stakeholders.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\n- pressures on local resources, especially water resources and groundwater.
- possible destruction of fragile habitats ; land degradation.
- pollution and waste disposal.
Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the variety of environmental, economic and social opportunities and challenges in different places and scales, and in varying different contexts. They may also examine the varying perspectives of different stakeholders.
\nFor 5–6 marks, expect some weakly evidenced outlining of opportunities and/or challenges.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nA response that omits challenges or opportunities may score up to 7 marks if the evaluation is done well.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThere is much concern regarding the possible impacts of climate change on local inhabitants of extreme environments. While the nature and severity of climate change might be debated, it is acknowledged that local inhabitants will be especially vulnerable. There has been relatively little agreement regarding how these impacts might be managed.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) in a way that examines the varied effects of climate change on local populations together with possible adaptation and management strategies. Another approach might be to compare places and examine the varying strategies for management at different scales or economic contexts (high income versus low income).
\nFor 5–6 marks, expect some weakly evidenced outlining of the impacts of climate change on local peoples.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nDisparities in wealth and development
\nThe map shows foreign debt as a percentage of gross national income (GNI) for a selection of countries in the Americas in 2015.
\n[Source: Courtesy of Stratfor Worldview, a geopolitical intelligence firm.]
\nBriefly outline what is meant by gross national income (GNI).
\nBriefly outline what is meant by foreign debt.
\nIdentify which country on the map is most in need of debt relief and briefly justify your choice.
\nExplain, using examples, two ways in which increased trade may help reduce economic disparities between countries.
\nThe total value of goods/services produced within a country together with the balance of income/remittances and payments from or to other countries. [1]
\nMoney/debt owed by a country to another country/organization/bank. [1]
\nPossibilities include:
\nIf the wrong country is named, up to [2] can still be awarded for correct justification of why it is the most in need of debt relief.
\nAward [1] for a valid, distinct way and [1] for additional explanation and/or detail to explain how increased trade can reduce economic disparities between countries.
\nThere are a number of ways in which increased trade can help reduce disparities between countries such as:
\nThe triangular graph shows changes over time in the percentage of US citizens, from three different age groups, who play basketball.
\n[Source: Seth Kadish. The Racial Demographics of Athletes in the USA [Vizual Statistix]. July 12, 2013. Available at:
https://vizual-statistix.tumblr.com/post/55288766902/this-ternary-plot-shows-the-racial-breakdown-of [Accessed 6
November 2019]. Source adapted.]
Estimate the percentage of older adults playing basketball in 2008.
\nIdentify the year in which 50 % of children played basketball.
\nOutline one factor that can influence the location of a sports stadium.
\nExplain why participation in basketball or other sports might increase over time for women.
\nExplain why participation in basketball or other sports might increase over time for low-income groups.
\n22 (allow 21–23)
\n2018
\nAward [1] for the factor and a further [1] for development / explanation/exemplification.
\nFor example: A basketball stadium needs to be easily accessible to supporters[1]; this favours a central urban area with good transport accessibility [1].
\nOther factors include, but are not limited to:
\nAward [1] for each relevant explanation/exemplification point.
\nFor example: Gender equality rights are being legally enforced [1]; this results in changing attitudes and mindsets towards women in sport [1]; women are more empowered to participate in sport, for example, in the FIFA World Cup [1].
\nAward [1] for each relevant explanation/exemplification point.
\nFor example: Civil society organizations [1] are working with poor communities by providing equipment and access to facilities [1], such as youth rugby in townships in South Africa [1].
\nFew got this correct as the reading of triangular graphs proved tricky for most.
\nMost got this correct.
\nMost were able to find one factor (eg land value, accessibility) but some did not develop it sufficiently.
\nThis was well answered with good explanation about gender equality rights.
\nFew could back up their explanation with evidence. There were a lot of general comments regarding more time and money.
\nThe diagram shows the cycle of urban deprivation in a high-income country.
\nState the factor that belongs in box A.
\nState one political factor that could be included in box B.
\nOutline how one physical factor can affect the location of low-income residential areas in a city.
\nExplain two possible ways of solving the long-term issue of urban social deprivation in an area such as this.
\nReduced job opportunities/unemployment/outmigration
\nAward [1] for a valid political factor.
\nPossibilities include:
\nAward [1] for a correct physical factor and [1] for development.
\nFor example, favelas on steep slopes [1] because they are prone to landslides and other people don’t want to live there [1].
\nOther possible factors include:
\nDo not accept distance from the CBD as this is being interpreted as an economic factor (bid rent).
\nIn each case, award [1] for the strategy and up to [2] for development/explanation/exemplification.
\nFor example: Re-training of people who have lost their job and lack skills [1] in order for them to get work in new service industries [1], which attracts new employers/industry to the area and breaks the cycle [1].
\nOther possibilities include:
\nDo not accept gentrification as a factor.
\nNo problems with this part.
\nNot many could correctly state a political factor. Some of the answers were correct but did not fit into the Box B as per the flow diagram.
\nMany did not identify a physical factor and as such answered incorrectly. Others identified a physical factor but did not develop the point sufficiently.
\nThere were a lot of fully developed responses but there were also weaknesses as many responses did not actually address the question about how to solve urban social deprivation. Instead the candidates wrote about urban renewal in general terms, for example suggesting de-industrialization or suburbanization as a solution. There was also a lot of repetition in the two suggestions.
\nThe graph shows a projected population pyramid for Japan in 2050.
\nDescribe three characteristics of this projected population structure.
\n\n
Characteristic 1:
\n\n
Characteristic 2:
\n\n
Characteristic 3:
\n\n
Estimate the difference, in millions, between the projected numbers of males and females in the 75–79 age group.
\nSuggest two reasons for the difference estimated in (b)(i).
\nReason 1:
\n\n
Reason 2:
\n\n
Suggest two reasons why governments need population projections.
\nReason 1:
\n\n
Reason 2:
\n\n
Any three valid, distinct and descriptive points of the structure for [3].
Quantification/use of data from the x/horizontal axis must be present for full marks.
Possible characteristics include:
\nComments on rates (birth rates falling), trends (old age population growing) or life expectancy (females living longer), etc, are explanations as opposed to description and should not be credited.
\nApproximately 0.5 million more females than males [1] (accept 0.4 to 0.6).
\nAnswers need to address why females live longer than males – they can be generic or specific to Japan.
\nAward [1] for each valid and distinct reason, and [1] for development and/or exemplification.
\nFor example: Men tend to engage in more risky occupations (civilian) [1], eg mining, construction, thereby increasing their mortality rate [1].
\nOther possibilities include:
\nIt is important that the two factors are distinct and NOT a similar reason developed twice.
\nIn each case, award [1] for a valid reason, and [1] for further development/detail.
\nPossibilities include:
\nThe map shows the movements of internally displaced persons (IDPs) out of Port-au-Prince, Haiti, following the earthquake of January 2010.
\n[Source: adapted from Internal Displacement Monitoring Centre (IDMC). www.internal-displacement.org]
\nEstimate the number of internally displaced persons (IDPs) moving to Artibonite.
\nEstimate the furthest distance, in km, from Port-au-Prince at which very strong earthquake intensity was experienced.
\nOutline how the distance from the epicentre of an earthquake can determine the severity of two associated secondary hazards.
\nExplain two reasons why internally displaced persons may have to wait a long time to return home after a major earthquake event such as this.
\n125 000 persons (accept 100 000–150 000).
\n80 (allow 70–90).
\nIn each case, award [1] for recognizing a valid secondary hazard, and [1] for further development showing applied knowledge of geophysical hazards.
\nFor example: The further from the epicentre, the fewer landslides [1]. This is because shaking is less severe, which can cause instability of slopes [1].
\nDo not double credit less severe / more severe shaking
\nOther possibilities include:
\nIn each case, award [1] for a valid reason and [1] for further development showing applied knowledge of geophysical hazards.
\nFor example: Large scale of devastation [1] means an enormous cost/undertaking to reconstruct housing/infrastructure [1].
\nOther possibilities include:
\nPatterns in environmental quality and sustainability
\nThe graph shows one estimate of the long-term impact of global climate change on agricultural production.
\n[Source: Republished with permission of International Monetary Fund, from Global Warming and Agriculture in Finance & Development, William R. Cline, Vol 45, Issue 1, 2007; permission conveyed through Copyright Clearance Center, Inc.]
\nDescribe how the estimated impact of climate change on agricultural production varies with latitude.
\nSuggest two reasons why global climate change may lead to an increase in agricultural production in some places.
\nDistinguish between physical water scarcity and economic water scarcity.
\nAward [1] for each valid point, must have some quantification for [3]. Three valid comments are required before quantification can be applied.
\nPossibilities include:
\nIn each case, award [1] for a valid reason and [1] for further development/exemplification.
\nFor example: Global climate change may lead to warmer temperatures, lengthening the growing season [1], which may enable farmers to produce two crops each year where it was previously only possible to produce a single crop [1].
\nOther possibilities include:
\nAward [2] for physical water scarcity and [2] for economic water scarcity.
\nIn each case award [1] for a basic description and [1] for development/exemplification.
\nThe definition in the subject guide is as follows:
\nFor example:
\nDistinction can be implied and does not have to be explicit.
\nGlobal climate – vulnerability and resilience
\nThe map shows total greenhouse gas emissions from agriculture.
\n[Source: data from Carlson et al. 2016, Nature Climate Change / UMN - Institute on the Environment]
\nDescribe the regional distribution of high total greenhouse gas emissions from agriculture.
\nExplain two reasons why increased trade by emerging economies has led to increased greenhouse gas emissions.
\nReason 1:
\n\n
Reason 2:
\n\n
\n
Explain how carbon offset schemes and carbon trading might lead to a global reduction in greenhouse gas emissions.
\nAward [1] for each valid statement, up to a maximum of [2].
\nPossibilities include:
\nIdentification of a valid reason [1] and [1] for further development/exemplification of how it has led to an increase in GHG emissions.
\nPossibilities must be linked to increased trade and could include:
\nAward [1] for explaining carbon offsetting and [1] for how it could reduce global emissions.
\nAND
\nAward [1] for explaining carbon trading and [1] for how it could reduce global emissions.
\nExample: Carbon offset schemes are designed to reduce or offset carbon emissions by funding activities and projects [1] such as tree planting or solar power which reduce emissions elsewhere [1].
\nExample: Carbon trading attempts to create a market in which emission permits issues by governments can be traded [1]. Companies that exceed their targets have to buy from those that do not – this market system attempts to limit emissions [1].
\nAward a maximum of [2] for a description of carbon emissions offsetting and carbon trading that does not explain how global greenhouse gas emissions can be reduced over time by this approach.
\nMany candidates were able to describe the regional distribution of the high total greenhouse gas emissions. Those that did not gain full credit often failed to be specific citing \"Europe\" instead of western or central Europe or \"North America\" instead of eastern USA. Others failed to address the regional element of the question and gave a series of countries, especially in relation to Asia. Some went beyond the \"high\" category and described the whole map, which sometimes impacted on their time management.
\nThere were some good answers to this question with reference being made to greenhouse gases resulting from transport and increased production. Many candidates were able to identify a reason and then explain why it resulted in increased greenhouse gas emissions, for example transport requirements leading to increased use of fossil fuels. Some candidates did make reference to the way in which trade has increased the standard of living in emerging economies and how that has resulted in activities that involve greenhouse gas emissions. There were situations where answers did not obtain full credit especially where reasons were identified but development was not related to the increase in greenhouse gas emissions.
\nBoth carbon offsetting and trading are clearly identified in the Geography guide and so it was disappointing that examiners reported that knowledge of their operation was inconsistent. As a result, the marks for this question were not high. If knowledge of mitigation strategies is not secure, then explanation of their operation is going to be limited.
\nDescribe the relationship between GDP (gross domestic product) per capita and life expectancy.
\nOutline one advantage of using HALE as a measure of a population’s health.
\nExplain how one natural barrier and one political barrier might limit the spread of disease.
\nExamine the impacts of international trade agreements and trade barriers on the availability of food in some countries.
\nPositive relationship OR life expectancy increases with increasing GDP [1] and [1] for further development relating the two factors / some exemplification / recognition of anomalies.
\nAllow [1] for an advantage, and a further [1] for development.
\nFor example: HALE (health-adjusted life expectancy) is good because it gives an indication of the quality of life [1]. A better quality of life means a population will live longer/experience fewer health issues [1].
\nAward [1] for the identification of a relevant barrier and up to [2] for further development.
\nNatural barriers include: mountain ranges, large bodies of water and climate.
\nPolitical barriers include: migration/border controls, quarantine restrictions, education policy and increasing awareness.
\nFor example: A major natural barrier to the spread of disease is high mountain ranges [1]. They often have relatively low populations and experience small amounts of in- and out-migration [1], so there is limited opportunity for diseases to spread from the outside world [1].
\nTrade agreements (at a variety of scales) may include the removal of tariffs or quotas on food imports and exports. In addition, there are other forms of agreements, eg preferential treatment for certain items.
\nImports of food and reliable access to international markets help increase the quantity and variety of food available year-round. Improvements to make domestic agriculture more productive and profitable may increase exports, increase farmers’ incomes and help alleviate food poverty. Trade barriers, on the other hand, might discourage the export of food crops to high-income countries, reducing national and local incomes, increasing poverty and reducing food availability (there is food but people cannot afford it). Trade barriers help protect domestic food production, reducing the possibility of dumping “cheap” food from high-income countries.
\nGood responses may consider the positive and negative impacts of trade agreements and barriers on food availability and on local and national economies, farmers’ incomes and possible changes to agriculture. Another approach might be to examine the way some countries benefit far more than others from trade agreements and why, or might examine how particular types of food might become more or less available and the implications of this.
\nResponses at band D are likely to describe some impacts of trade agreements and barriers on food availability.
\nAt band E, expect either a more detailed explanation of the impacts, or an examination of varying contexts, scales, types of food, etc.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nExamine the influence of two or more physical factors on patterns of economic activity in urban environments.
\nExamine the management challenges in cities experiencing rapid population growth.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials.
\nPatterns of economic activity are influenced by several different physical factors, such as geology, relief, drainage, site (e.g. coastal or riverside) and local climates (which might influence patterns of pollution). Geological factors might include proximity to mineral deposits (mining); areas of low relief might be suitable for industrial and retailing activities and influence the development of infrastructure. Coastal regions may attract port activities.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines interactions between different factors (such as physical, economic, and planning) at varying scales; e.g. different site factors in different places. Examination may also be made of the changing role of physical factors over varying time scales.
\nFor 5–6 marks, expect some weakly evidenced outlining of the influence of one or more physical factors on urban economic activities.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials.
\nIn recent years there has been a dramatic growth of population in cities, especially in Asia and Africa, caused by a combination of rural–urban migration and high rates of natural increase. This rapid growth causes significant challenges to urban planners, especially in relatively poor areas of the world.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that links the challenges to the scale of the city and growth (i.e., some worse than others); demographic processes of migration and natural increase mean management goals must keep changing. Different places/world regions may have different context-specific challenges.
\nFor 5–6 marks, expect some weakly evidenced outlining of one or more management challenges caused by rapid population growth in cities.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nAn unpopular question and those who did answer this question mostly described a broad range of factors affecting economic activity (e.g. bid rent) in cities in general and did not focus on physical factors nor the spatial distribution in cities. Several forgot that they were discussing urban environments and ended up discussing agriculture.
\nThere were a number of high-quality answers giving an evidenced examination of management challenges. However, not all examples were appropriate to the question as the city selected was not experiencing \"rapid population growth\". Other responses were a description of the measures taken to solve the problems that cities are facing and did not emphasize the management challenges. A strength identified in many responses was an awareness about the dynamic nature of cities and how the challenges change and/or can be so great that even the best planned responses are insufficient.
\nThe map shows where the financial aid from New Zealand went in 2016.
\nDescribe the pattern of financial aid flows from New Zealand.
\nExplain three limitations of international aid.
\nLimitation 1:
\n\n
Limitation 2:
\n\n
Limitation 3:
\n\n
\n
Suggest one advantage and one disadvantage of using global goals (such as the Millennium Development Goals) to help countries develop.
\nAdvantage:
\n\n
Disadvantage:
\n\n
Award [1] each for three valid statements.
Some quantification is needed for full marks.
Possibilities include:
\nIn each case, award [1] for basic explanation, with additional [1] for development and/or exemplification.
\nAid can be interpreted broadly – allow food, emergency and financial aid.
\nPossibilities include:
\nIn each case, award [1] for a valid advantage/disadvantage of the use of goals, and an additional [1] for development/exemplification.
\nPossibilities include:
\nAdvantages:
\nDisadvantages:
\nPatterns in resource consumption
\nThe map shows recycling rates for a selection of countries in Europe in 2016.
\n[Source: Data adapted from European Environment Agency: www.eea.europa.eu, European Commission (c) European Union, 1995-2018 and Eurostat © European Union, 1995 - today. Eurostat do not take any responsibility for any translations or modifications to the data.]
\nDescribe the pattern of recycling rates shown on the map.
\nSuggest two reasons why recycling rates differ greatly between countries.
\nExplain two strengths and one weakness of one local or national strategy aimed at reducing the consumption of one named resource.
\n\n
Named resource:
\nLocal or national strategy:
\nStrength 1:
\n\n
Strength 2:
\n\n
Weakness:
\nAward [1] for each valid descriptive point, up to a maximum of [3]. Must have some quantification for [3].
\nAward up to a maximum of [1] for repeat of data for regions.
\nPossibilities include:
\nIn each case, award [1] for a valid reason and [1] for further development/exemplification.
\nFor example: Countries such as Germany, where recycling was introduced decades ago [1], now have much higher recycling rates than countries such as Turkey, where recycling has only just begun [1].
\nPossible reasons include:
\nIn each case, award [1] for the strength/weakness of one valid existing strategy and [1] for further development.
\nAward up to a maximum of [4] if there is no named resource or located/named strategy.
\nThe question does not refer specifically to natural resources and so enables a broad definition of resource, eg plastics.
\nLikely strategies include, but are not limited to: conservation, waste reduction, recycling or substitution.
\nFor example (resource substitution): The Canadian province of Alberta has introduced a strategy to phase out the use of coal.
Strength: the province introduced this strategy in order to reduce harmful greenhouse gas emissions [1] with a target of zero [1].
Weakness: it is expensive to develop other sources of energy [1] as the scale/technology for renewable sources is still in early stages of development [1].
Describe what is meant by “embedded water”.
\nExplain two reasons why diets are changing in middle-income countries.
\nReason 1:
\n\n
Reason 2:
\n\n
\n
Suggest two ways in which declining water availability might threaten a country’s energy security.
\nWay 1:
\n\n
Way 2:
\n\n
\n
\n
Water resources that are used in the production of food and manufactured goods in one country/place [1] that are transferred to other, often water scarce, countries or regions via trading [1].
\nAward [1] for identifying and describing a valid reason, with [1] for explanatory development.
\nFor example: Rising incomes in middle-income countries have given more people sufficient disposable income [1] to incorporate more meat into their diets at the expense of vegetables and grains [1].
\nOther possible reasons include:
\nAward [1] identifying and describing a valid way, with [1] for explanatory development.
\nPossible ways include:
\nFor example: Declining water availability might reduce the input of water into reservoirs in hydro-electric power generation schemes [1], so a country that is heavily dependent on hydro-power may be unable to generate as much electricity as previously and may be unable to meet demand [1].
\nMany candidates were able to describe the main aspect of embedded water as water used in the production of food and manufactured goods. The second element of the term, which is based on trade with other nations, was not frequently identified. There were a significant number of candidates who did not have knowledge of the term and referred to water that was unavailable due to physical characteristics such as water locked in aquifers.
\nThe best answers focused on the middle-income countries aspect of the question and reasons were related directly to these nations. Candidates scored well when they identified the rising incomes in such countries and many were aware of the increasing impact of TNCs, cultural change and globalization on diets. Health and environmental awareness were also valid reasons as long as they were related to middle income countries and not given as generic reasons. A number of answers were able to select valid reasons but did not relate them to an identified change in diet such as increased consumption of meat or fast foods.
\nMany candidates were confident when referring to hydropower and were able to outline how declining water availability for HEP production impacted on energy security. The link to security was often established by pointing out the impact of amount of energy produced, reliability of energy production and reliance on other methods of production or sources of energy. Other ways identified were associated with water required for the production of steam, cooling and the extraction of other energy sources. Many answers also linked water availability to the production of biofuels. A number of candidates were able to identify valid ways but lacked precision when developing the link to energy security. Some answers focused on the water-food-energy nexus and were distracted into making comments about food production and energy which did not relate to the question.
\nExamine pre-event management strategies designed to reduce human vulnerability to mass movement hazards.
\nExamine the relative importance of economic and social factors in the vulnerability of local communities to geophysical hazards.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the response should be on management strategies that might be implemented to reduce vulnerability prior to a mass movement hazard event. Vulnerability includes economic and social factors, such as damage to buildings and infrastructure, loss of life and injury, and decline of living standards. Mass movement hazards are often the product of other hazard events, such as tectonic activity and storms.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the effectiveness and cost of management strategies in relation to different places and at varying spatial scales, and the different perspectives on how the risks should be managed.
\nFor 5–6 marks, expect some weakly evidenced outlining of some pre-event management strategies.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe vulnerability of people to geophysical hazards is affected by a variety of economic and social factors, including variations in wealth and education, past experience, personal knowledge and the perception of hazard risk. These will vary between and within different communities.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the statement in a way that shows understanding of how economic and social factors affect vulnerability of people in different communities/countries.
\nAccept discussion beyond local scale to communities within countries.
\nFor 5–6 marks, expect some weakly evidenced outlining of some social and economic factors that might affect vulnerability of communities.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nExamine ways of managing the negative impacts of tourism’s rapid growth in some urban environments.
\nExamine the advantages and disadvantages of the site used for one or more festivals.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe rapid growth of tourism in cities of cultural/historical importance has resulted in increased physical, economic and social stress for both residents and visitors. This may decrease the quality of life and make the city a less desirable place to visit. Management strategies need to be implemented for a more sustainable future and to increase site resilience. Credit should be given where “rapid” is implied but not necessarily explicitly stated.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines conflicts between, and the power and perception of, different stakeholders (residents, tourists, TNCs, governments). Management strategies may vary spatially, and at different scales, for a sustainable future.
\nFor 5–6 marks, expect some weakly evidenced outlining of one or two management strategies dealing with rapid urban tourist growth.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nAward up to a maximum of [4] if a non-urban environment is used eg Machu Pichu.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nFestivals are increasingly important as a leisure and tourist activity. A wide variety of different festivals are held in many different locations, attracting large numbers of visitors. They may be in urban or rural areas, and range from large open-air music or sporting festivals to smaller, more intimate, literary and artistic festivals. Site is an important factor when choosing the location of a festival.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines accessibility and different scales – some festivals attract millions, others hundreds. Disadvantages could be based around a stakeholder analysis, including different power perspectives. Another approach is to look at the advantages of places that are very well connected compared with other places, thereby allowing interaction.
\nFor 5–6 marks, expect some weakly evidenced outlining of advantages and/or disadvantages of one or more festival sites.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThere were some good responses although many were often descriptive rather than explanatory. Too many considered non-urban areas like Machu Picchu or whole countries, but Venice, Oxford and Barcelona were the popular urban case studies. Weaker candidates did not focus on the management of negative impacts and turned their responses into an evaluation of tourism in Venice rather than a focus on the question.
\nMany candidates lost marks by misreading the question. The emphasis was on the site rather than the festival itself and many wrote answers simply describing the benefits and disadvantages of the festival itself. There were a good range of case studies used, with Glastonbury the most popular, but the best responses used other or local examples, for example, Port Fairy folk festival, Victoria; Burning Man, Nevada; Enga cultural show in Papua New Guinea.
\nOutline what is meant by “fertility rate”.
\nSuggest two reasons why fertility rates decline when the status of women is improved.
\nReason 1:
\n\n
Reason 2:
\n\n
\n
Explain why some places have an uneven sex ratio as a result of migration.
\nExplain why some places have an uneven sex ratio as a result of an ageing society.
\nThe number of children/number of births per 1000 women [1] a woman gives birth to during her lifetime/fertile years/reproductive age/below 50 [1].
\nIn each case, award [1] for a valid reason and [1] for development of how it impacts upon the fertility rate.
\nPossibilities include:
\nFor example: One reason is because women have more access to contraception and birth control advice [1] which means they have more control over the number of children in their families [1].
\nAnswers may refer to source or destination places and can be based on international/regional/rural:urban migration.
\nAward [1] for a basic explanatory comment and [1] for further valid explanation/exemplification linked to a valid and identified uneven sex ratio.
\nValid reasons may include:
\nFor example: Influx of male construction workers into an oil rich nation such as UAE [1] so there tends to be a larger proportion of men than women [1].
\nAward [1] for a basic explanatory comment and [1] for further explanation/exemplification linked to a valid and identified uneven sex ratio.
\nValid reasons may include:
\nFor example: Women tend to have higher life expectancies than men [1], so in the over 65s there tends to be a greater proportion of women than men [1].
\nMany candidates identified both elements of the definition and referred to the number of births per woman and an appropriate time period such as fertile years or in her lifetime. Some missed out on the second mark by only referring to the number of births. Unfortunately, there were a number of answers that displayed confusion between the meanings of fertility rate and birth rate. Candidates need to display an understanding of the terminologies used in the guide
\nIn general, this was well answered, and candidates had a good grasp of the improvement of the status of women with reference to education, employment and family planning being the most frequent reasons identified. The development points were often well made and explained why the selected reasons caused the reduction of fertility rates. Fewer responses commented on the wider points of the societal status of women. Some candidates commented on reasons for decline in fertility rates but failed to relate them to the improved status of women. Reasons such as wealthier populations and changes in the influence of religion may be valid but they do not answer the question set.
\nMany candidates recognized the need to comment on the gender imbalance of many migration patterns most commonly citing male dominated international and internal economic migrations. Some referred to the gender imbalances caused by conflict. However, a significant number did not explain and describe how this resulted in an uneven sex ratio merely repeating the question. It is important that candidates heed the requirements of the question.
\nThis question was well answered. Most candidates were able to explain a reason for female longevity with behaviour, occupation and biological differences being the most popular choices. The majority of correct answers went on to describe and explain how this led to an uneven sex ratio. Some candidates were confused and explained the causes of ageing societies, commonly with reference to China and the impacts of the one child policy.
\nThe map shows the distribution of megacities in 2015.
\nOutline what is meant by the term “megacity”.
\nUsing the map, describe the global distribution of megacities in 2015.
\nExplain one economic reason why large numbers of people have migrated to megacities in recent years.
\nExplain one reason, other than migration, why the number of megacities has risen globally in recent years.
\nEvaluate the success of strategies of sustainable city management in one or more urban areas.
\nA city with a population of more than 10 million people [1].
\nAward [1] for each valid statement, only one of which may be a quantitative statement.
\nPossibilities include:
\nAward [1] for a valid economic reason and up to [2] for development and/or exemplification.
\nPossibilities include:
\n• jobs in cities/lack of jobs in countryside
• regional economic disparities.
For example: One of the reasons for the increase is the concentration of rapid economic development in megacities [1]. For example, in Southern China industrial and economic growth has provided a large number of job opportunities [1], attracting many migrants from other provinces where jobs are scarce/badly paid [1].
\nAward [1] for high rates of natural increase of population and up to [2] for development and/or exemplification, focused on a growing number of cities passing the ten million threshold.
\nFor example: Cities also grow in size because of natural increase [1] due to a youthful population [1]. Over time, this helps many ordinary cities grow large enough to be classed as megacities [1].
\nSustainable urban management seeks to improve and maintain the quality of life for current and future populations. Aspects of management include environmental, economic and social factors affecting the present and future wellbeing of the local population without compromising development.
\nEnvironmental strategies might focus on issues such as reducing pollution, improving air and water quality, reducing waste and providing green space. Economic strategies might focus on provision of employment, sustainable energy, improving infrastructure and reducing poverty and inequalities. Social strategies could consider factors such as provision of adequate/affordable housing, reduction in deprivation and crime. These strategies are usually interrelated.
\nAlternatively, responses may be structured around strategies related to housing, pollution and city growth, or around strategies in different urban areas.
\nGood responses may consider the concepts and aims of sustainable city management and discuss the relative success of several strategies. It might be recognized that such strategies might be easier to achieve in urban areas of high-income countries than in low-income countries, where the scale of growth and poverty levels are much greater.
\nAt band D, expect some understanding of sustainable city management and a description of at least one strategy.
\nAt band E, expect either a greater and more detailed understanding of the aims and success of strategies, or some understanding of why sustainable urban management is difficult to achieve.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe map shows selected African countries suffering from severe food insecurity in 2017.
\n[Source: Courtesy Africa Center for Strategic Studies.]
\nEstimate the area of the country of Nigeria, in km2. Show your working.
\nOutline one of the main components of the food security index.
\nExplain two human factors that may have led to high food insecurity in countries such as those shown.
\nAward [1] for correct answer.
Award [1] for evidence of some valid working / data extraction (even if with incorrect answer).
Accept answers between 800,000 and 1,000,000.
\nLooking for evidence of use of scale eg: 1000 x 1000 m = 1,000,000 km2 (units not required for full marks).
\nAward [1] for stating a correct component and [1] for valid outlining or further understanding of what the food index is measuring.
\nFor example: Affordability [1] measures the ability of people to purchase food [1].
\nThe three other components are:
\nIn each case, award [1] for a relevant human factor and up to [2] for development/explanation/exemplification.
\nFor example: High incidence of disease (HIV/AIDS, malaria, etc) [1] means fewer people available to work the land sufficiently [1], leading to a lack of food for their families [1].
\nOther possible factors include:
\nMost knew that to calculate area you had to multiply width times height. However the calculations were often incorrect, or the conversions from the scale wrong.
\nMost could easily name a component of the food security index however there were obviously some for whom this was a new concept.
\nMost concentrated on human factors, there were a few who gave physical factors. War, poverty, corruption, cash crops for export were the most frequent answers.
\nTo what extent do the most successful poverty reduction strategies focus on wealth creation and gender equality?
\nRefer to Paper 1 Section B markbands (available under the \"Resources\" tab) when marking this question.
\nCandidates can agree or disagree with the statement but need to be able to support their position. It is also possible that responses may agree with one part of the statement and not another. Either of these approaches is acceptable. Poverty reduction is open to interpretation and responses could distinguish between absolute and relative poverty. There are varied ways of tackling this question.
\nResponses should make use of examples but responses that focus on describing gender equality and wealth creation initiatives and not focusing on their effectiveness as a tool to reduce poverty will be self-limiting.
\nWealth creation could explore the success or lack of success of remittances, financial aid, micro credit schemes, trade and market access and debt relief in helping to reduce poverty. This can be addressed on any scale and it is not necessary that all are addressed. This list is also not exclusive, as the guide allows for any strategy to be explored that reduces poverty. These could all be addressed with a gender twist.
\nGender equality could explore the success or lack of success of the MDGs, which focused on equity, education and maternal health. Credit responses that explore the extent to which affirmative action policies, such as improving women’s access to markets (including labour, land and credit) and decision-making (from domestic to national) , are successful in the reduction of poverty.
\nThe most successful strategies tend to be multifaceted, focusing on more than one aspect of poverty reduction and recognizing that the effects on gender equality may be indirect.
\nFor band D expect some description of how wealth creation and gender equality can help/not help to successfully reduce poverty. This need not be balanced.
\nFor band E expect either some explanation of how wealth creation and gender equality can help/not help to successfully reduce poverty or some evaluation of the extent of their success using examples.
\nFor band F expect both.
\nMarks should be allocated according to Paper 1 Section B markbands
\nThe map shows the proportion of renewable water resources that each country uses each year.
\nOutline what is meant by the term “environmental sustainability”.
\nDescribe the distribution of countries that are using more than 60 % of their renewable water resources.
\nExplain one reason why economic water scarcity is relatively common inn Sub-Saharan Africa.
\nExplain two ways in which access to safe drinking water can be improved.
\nWay 1:
\n\n
Way 2:
\n\n
\n
\n
\n
Environmental sustainability means development or utilizing resources in such a way as to meet the needs of the present [1] without compromising the ability of future generations to meet their own needs [1].
\nAccept other valid responses that refer to present day use [1] and future continued use by generations [1].
\nAward [1] for each identification of an aspect of the distribution – concentration in NE Africa [1] the Middle East [1] and South West Asia [1].
Allow [1] for description of a common detail (eg “all in northern hemisphere”).
Award [1] for examples (named countries) that illustrate a correct descriptive comment.
There must be comment on an aspect of the distribution before credit can be awarded to examples of countries.
Award [1] for correct reason and [1] for further development.
\nHigh levels of poverty [1] mean that even though (clean/drinking) water is available, it is not accessible (distribution) and/or affordable [1].
\nOther possibilities include:
\nIn each case, award [1] for a viable way and [1] for development/exemplification.
\nFor example: Improved purification methods for public water systems [1] would increase the number of residents having access to safe water [1] (as they would no longer need to purchase safe water elsewhere).
\nPossibilities include:
\n“Population growth is the greatest threat to our planet’s soil quality and biodiversity.” Discuss this statement.
\nRefer to Paper 1 Section B markbands (available under the \"Resources\" tab) when marking this question.
\nCandidates can agree or disagree with the statement but need to be able to support their position. It is also possible that responses may agree partially with the statement. Either of these approaches is acceptable.
\nPopulation growth should be addressed in terms of the regional variations with some regions predicted to grow quite rapidly (Sub Saharan Africa) and others being predicted to experience negative growth (Japan, Europe).
\nCauses of soil degradation and loss of biodiversity of tropical rainforest (allow other biomes/ecosystems) should be addressed to assess the extent to which population growth is a contributing factor.
\nCandidates may also look at alternative threats to our planet’s soil quality and biodiversity, such as climate change, how an increasing standard of living results in increased consumption irrespective of population growth, the concentration of population in urban areas and the expansion of cities, changing agricultural practices, pollution, invasive species, poaching etc.
\nResponses should make use of examples but responses that focus on describing soil quality and biodiversity and not focusing on the role of population growth will be self-limiting.
\nIt is not necessary for the discussion of soil quality and biodiversity to be of equal depth for the award of full marks.
\nAt band D, expect some description of the issues of population growth, soil quality and biodiversity.
\nAt band E, expect either some explanation of a range of threats that population growth poses to soil quality and biodiversity or a discussion of why other factors besides population growth may be equally or more important in terms of their impacts on soil quality and biodiversity.
\nAt band F, expect both.
\nMarks should be allocated according to Paper 1 Section B markbands
\nThe graph shows the total leisure time in hours per day spent according to education and age in a high-income country.
\n[Source: From 1843 magazine © 2017 The Economist Newspaper Limited. All rights reserved.]
\nEstimate the number of hours per day that people aged 65+ spend watching TV.
\nEstimate the percentage of leisure time that 15–24-year-olds spend on non-screen activities.
\nOutline one possible reason why people in this high-income country have a large amount of leisure time.
\nExplain three factors not shown in the graph that may affect the amount of leisure time for different groups of working people in a country like this.
\nAbout 4.5 (allow 4.4 to 4.6). Accept 4 hr 20 min to 4 hr 40 min
\n33.3% (allow 33.0 to 34.0%).
\nAward [1] for a valid reason and [1] for further development.
\nFor example: People in HICs are usually expected to work only 7–8 hours per day [1] because laws have been established regarding working conditions [1].
\nOther possibilities include:
\nAward [1] for identifying the factor and [1] for further development using applied knowledge of leisure, tourism and sport.
\nDo not credit mirror responses, or anything to do with education or stages of life cycle.
\nFactors can be socio-economic (who the groups are), or geographic (where they live).
\nFor example: Place of residence – living at the edge of an urban area [1] may leave people with less leisure time because of commuting [1].
\nOther possibilities include:
\nThe map shows the land surface temperature anomalies for February 2017.
\n[Source: NASA Earth Observatory. Land Surface Temperature Anomaly. [online] Available at: https://earthobservatory.nasa.gov/global-maps/MOD_LSTAD_M [accessed 16 April 2019].]
\nIdentify one region showing an extensive positive anomaly of +12 °C.
\nIdentify one region showing an extensive negative anomaly of −12 °C.
\nOutline how extreme warming can affect the albedo of a region.
\nOutline how extreme warming can affect the operation of a feedback loop.
\nExplain two ways in which climate change impacts upon ocean transport routes.
\nWay 1:
\n\n
Way 2:
\n\n
\n
South/South East Greenland
\ncentral/eastern/N/NE USA
\ncentral North America
\ncentral Asia
\nE/NE Australia
\nsouthern Africa
\nwestern/NW Australia
\nwestern USA
\nSW Asia
\nIn each case, award [1] for a valid comment on effects of extreme warming and [1] for the impact on albedo.
\nValid effects may include:
\nFor example: Extreme warming is going to melt ice in the polar regions [1] and therefore the surface will reflect less solar radiation and decrease albedo [1].
OR
Extreme warming may increase evaporation in tropical areas [1], which can reduce vegetation cover and increase albedo [1].
In each case, award [1] for the valid identification and description of a loop and [1] for development linked to impact.
\nValid loops may include:
\nPositive loops
\nNegative loops
\nFor example: Melting of frozen ground releases methane/greenhouse gas [1] so there is more warming and more melting [1].
\nIn each case, allow [1] for a valid way and [1] for development/exemplification of impacts on ocean transport routes.
\nValid possibilities include:
\nFor example: New sea routes opening up as sea ice melts [1] and allows passage through areas previously ice bound for large parts of the year [1].
\nThe main issue with both (i) and (ii) was the recognition of what constituted a region rather than the ability to interpret the patterns shown on the world map. The geography guide outlines the scales with which candidates should be familiar and examiners were given guidance to cover major interpretations of regional; an area within a country or an area that crosses international boundaries. Many answers were given at the national scale which the resource did not identify.
\nThe main issue with both (i) and (ii) was the recognition of what constituted a region rather than the ability to interpret the patterns shown on the world map. The geography guide outlines the scales with which candidates should be familiar and examiners were given guidance to cover major interpretations of regional; an area within a country or an area that crosses international boundaries. Many answers were given at the national scale which the resource did not identify.
\nVirtually all answers referred to the impact of extreme warming in Arctic environments and were generally well done. The loss of ice and snow due to warming was understood by the majority and most went on to outline how this caused a decrease in the albedo. In a minority of cases the second element of the answer was omitted, and the sole focus was a description of changes in the cryosphere. There were some instances where candidates were confused and suggested that warming would increase albedo, but these were not significant in number.
\nThis question proved to be more of a challenge but, as with 2(b)(i) many candidates were well prepared and gave a developed outline of the operation of a feedback loop. The most popular ways of answering involved a development of the albedo theme or the melting of permafrost and the release of methane. Encouragingly a significant number addressed negative loops and the self-regulatory systems that slow down the warming trend. Where marks were lost was usually in the outlining of the link between the stimulating factor and the increasing or slowing of the trend.
\nThis question was accessible to most candidates with most of the successful answers making reference to a decrease in the amount of sea ice and the increase in extreme weather conditions, usually with reference to hurricanes/storms. The better answers were able to link these with observed impacts on transport routes such as the opening up of new routes in the Arctic Ocean. Some answers lacked precision and referred to the melting of ice in polar regions conflating sea ice and land ice and some drifted into possible impact in the future when the question was directed to present impacts. As a result some candidates identified sea level change as an element of climate change but linked this with the opening up of new routes rather than the more frequent flooding of port facilities.
\nOutline two characteristics of the informal sector.
\nOutline the location of the informal sector in urban areas.
\nExplain how urban stress might result from environmental factors.
\nExplain how urban stress might result from social factors.
\nExamine the causes and effects of the movement of retailing in urban areas to new locations.
\nAward [1] for each characteristic outlined.
\nPossibilities include, but are not limited to:
\nAward [1] for each characteristic outlined.
\nPossibilities include:
\nAward [1] for identification of a factor and a further [2] for explanation of how this might lead to urban stress.
\nEnvironmental factors might include depletion of green space, noise and congestion, atmospheric pollution, pollution of water and soil through waste disposal.
\nFor example: Environmental factors include the depletion of green spaces [1], which will result in loss of biodiversity and wildlife habitats [1] and might increase the urban heat island effect [1].
\nAward [1] for identification of a factor and a further [2] for explanation of how this might lead to urban stress.
\nSocial factors might include: poor quality housing, high crime rates and deprivation.
\nFor example: Concentration of people in poor-quality housing [1] leads to overcrowding [1] and excessive demand on urban services/water/sewage [1].
\nMost movement of economic activity takes place as a result of movement from the CBD and other inner city areas towards the suburbs and rural–urban fringe. However, urban regeneration and development of brownfield sites can also lead to movement towards deprived inner city areas.
\nPossible reasons for movement might include:
\nPossible effects of movement might include:
\nGood answers should examine a range of economic, social, environmental and political causes and effects of movements of retailing.
\nAt band D, responses are likely to be descriptive accounts of the causes and effects of the movement of retailing.
\nAt band E, there should either be a greater explanation of a range of causes and effects, or some examination of the diversity within (limits of) retailing.
\nAt band F, expect both.
\nMarks should be awarded according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\n“Of all the demographic challenges nations face, ageing is the most serious.” To what extent do you agree with this statement?
\nRefer to Paper 2 section C markbands (available under the \"Your tests\" tab > supplemental materials).
\nPerspectives on what constitutes a demographic challenge will vary as they are likely to be place- and time-specific. Responses may tackle the question on a regional or global scale and a clear understanding of the terms “ageing population” (an increase in the percentage of the population over 65) and “demographic challenge” should be evident, although not explicitly outlined.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which assesses the relative seriousness of the consequences of a population ageing in different places and the possibilities of managing ageing populations. Another approach might be to focus on other demographic challenges identified above and an explanation as to why these are very serious and ageing is less so.
\nFor 5–6 marks
Expect some outlining of the consequences of an ageing population and/or an alternate demographic challenge. The response is partial, narrow or lacks supporting evidence.
For 7–8 marks
Expect a well-structured account which includes:
For 9–10 marks
Expect both traits.
This was the most popular choice in section C and there were some good answers that addressed the whole question. In the better answers the discussion of 'to what extent' took a variety of formats with candidates frequently outlining the challenges of ageing populations in an initial section using Japan, Germany, the UK and Italy as examples. Challenges were usually based on the impacts of ageing on economic development, social care and benefits. In many cases these challenges were then compared to the positives presented by an ageing population such as employment opportunities and the grey economy. Further analysis of demographic challenge was included by reference to other age-specific challenges such as youthful populations and gender inequality. Broader answers examined the challenges produced by international migration and urban growth, particularly megacities. A small number viewed demographic challenges as population growth in relation to resources. Candidates were not able to consider all of these but a developed discussion of a small number in relation to ageing fulfilled the requirement of the essay. However, many essays ignored the invitation to discuss and gave an overview of ageing societies that was typically structured around their causes, consequences and management using a developed case study. There were some interesting answers that took a national focus, usually China, and discussed changing demographic challenges over time.
\n“The ecological footprint is the best measure of the relationship between population and resources for different countries.” Discuss this statement.
\nRefer to Paper 1 Section B markbands (available under the \"Resources\" tab) when marking this question.
\nResponses should show an understanding of the ecological footprint and how it is calculated and its utility value in measuring the relationship between population and resource use in different national contexts.
\nEcological footprint (EF) – The theoretical measurement of the amount of land and water a population requires to produce the resources it consumes and to absorb its waste under prevailing technology. It is usually measured in global hectares per capita – allow other valid ways in which “measurement” can be shown.
\nThe focus of the essay should be on assessing the reliability of the EF as a measure of per capita resource use for different countries. Candidates can agree or disagree with the statement but need to be able to support their position. It is also possible that responses may take a balanced view and look at the strengths and the weaknesses of this as a measure. Responses may give some up-to-date examples/data. They may equally suggest alternative methods more suited to measuring the relationship between populations and resource consumption. It is also equally acceptable that responses refer to the Neo- and anti-Malthusian debate as it is relevant in this context.
\nSome possible strengths of the EF as a measure of population–resource relationships include:
\nSome possible weaknesses of the EF as a measure include:
\nFor band D expect some description of how the EF can help/not help measure a country’s population/resource relationship. This need not be balanced.
\nFor band E expect either some explanation of how the EF can help/not help measure a country’s population/resource relationship or some discussion of its effectiveness using examples.
\nFor band F expect both.
\nMarks should be allocated according to Paper 1 Section B markbands.
\n“Responding to climate change is more important than working towards the UN Sustainable Development Goals.” To what extent do you agree with this statement?
\nRefer to Paper 2 section C markbands (available under the \"Your tests\" tab > supplemental materials).
\nReponses may tackle the question on a national, regional or global scale and may also consider the time frame needed to achieve change. An understanding of climate change and the UN SDGs should be evident in the response. Responses may have valid different perspectives on what constitutes “important”.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nResponses may link the impacts of climate change on the potential outcome of some of the 17 goals. Alternatively, a response could see both as interlinked and show how both complement one another.
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the statement in a way that shows understanding of the relative importance of climate change and SDGs. Another approach may comment on how the relative importance may vary between places. Some answers may examine the respective processes and possibilities of managing climate change and SDGs at different spatial and temporal scales.
For 5–6 marks
Expect some outline of climate change issues and/or the SDGs. The response is partial, narrow or lacks supporting evidence.
For 7–8 marks
Expect a well-structured account which includes:
For 9–10 marks
Expect both traits.
Answers to this question were in the minority. Many candidates answered by giving factual information about climate change and attempted to address the question by examining the severity of its consequences. The relative importance of the impacts of climate change were addressed by looking at sea level rise, drought and extreme weather, sometimes with reference to countries at different levels of economic development. The impacts of climate change were frequently based on migration, but the better responses examined social and economic ramifications. Often this formed the majority of the essay with little attention paid to the SDGs. When development goals were discussed it was often as a developed list of their character and relative importance. This approach only partially addressed the question as there was little discussion of which element of the question was most important. There were some very good responses that realized that the two elements of the question were related and that by responding to one the other was addressed. These answers were usually structured around the SDGs and related issues such as poverty, hunger, health and inequality to aspects of climate change.
\nExamine ways in which people’s dietary choices are sometimes influenced by different types of transnational corporation (TNC).
\nExamine the role of diffusion and barriers in the spread of disease.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nPeople’s habits of food consumption and dietary choices have undergone significant changes in recent years in both higher-income and lower-income countries. The food chain, from production to marketing and consumption, is increasingly dominated by large TNCs that influence people’s food choices. There is an increasing uniformity of food production and consumption, and concern that poor diets may lead to a greater incidence of obesity and heart disease. Food consumption habits and dietary choices may be influenced by different types of TNC – eg agribusiness, media, supermarkets and fast-food franchises.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the relative power of different categories/types/examples of TNC (eg, media, agribusinesses, supermarkets, fast-food franchises). Different places, eg isolated rural communities, could be less affected than people in urban centres. There is also the possibility that TNC influence is limited by factors like government health campaigns.
\nFor 5–6 marks, expect some weakly evidenced outlining of how one or more different types of TNCs have influenced people’s diets.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe spread of infectious diseases may be increased by increasing globalization, and the movement of people between different parts of the world. Some disease outbreaks, such as influenza, may spread rapidly over a wide area. Although physical controls are important in limiting the spread, human factors, such as vaccination, quarantine and education play a crucial role.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that focuses on the spatial interaction between places with respect to the spread of disease, and the power of different stakeholders to erect effective barriers. Another approach is to examine different diffusion processes and the extent to which barriers are effective.
\nFor 5–6 marks, expect some weakly evidenced outlining of how diffusion and/or barriers affect the spread of disease(s).
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThe requirement to look at different types of transnational corporations was missed by many who only wrote about fast food restaurants and many of the answers did not focus on the changing of diet. Due to the limited choice of TNCs these answers lacked depth and specific details and could not elaborate on the combined influence they have had on the dietary choices. The better responses gave more TNC-specific details and highlighted the interrelationships and nexus of some of the following: media-agribusiness-supermarkets-food processing-fast food franchises. They also looked at the changes happening in the industry as a result of the greater awareness of healthy eating in some societies.
\nAll responses included at least one or more named diseases, the popular ones being malaria, cholera and Covid-19. The best answers were able to look more broadly at the role of diffusion and barriers in many diseases although there was a tendency to write more about the role of barriers than diffusion. A few responses gave a detailed account of all the different types of barriers and diffusion with numerous examples.
\nOutline two ways in which sediment is transported by a river.
\nUsing one named example of an international conflict related to freshwater, briefly explain one cause of the conflict.
\nUsing one named example of an international conflict related to freshwater, briefly explain two consequences of the conflict.
\nExamine how human activity influenced the severity of one named river flood event.
\nIn each case, award [1] for correctly identifying the term and [1] for including some specific detail of the process, eg may quantify the particle size (accept “large” or “small”), or use specialist vocabulary.
\nFor example:
\nOther possibilities include:
\nAward [1] for identifying a named conflict and [1] for some specific explanation of the cause.
\nFor example: Sudan and Egypt had a conflict over the Nile river, as both are in need of limited water supplies [1] to satisfy the demands of their growing populations [1].
\nOther possible causes might be:
\nAward [1] for each consequence identified and [1] for some further explanation or development.
\nPossible consequences could include:
\nFor example: Sudan and Egypt’s conflict resulted in the Nile treaty [1], which set limits for water use by each country [1]. As a consequence of now having access to less water, the Egyptians have tried to use desalinization to meet their water needs [1]. This uses a process called reverse osmosis to remove salt and produce freshwater [1].
\nTwo separate consequences are needed; do not credit multiple problems associated with dam construction.
\nHuman factors that can increase flood severity include: deforestation and changing agricultural practices in the drainage basin, removal of wetlands, urbanization/increasing concrete surfaces/drainage ditches and changes to the channel flow.
\nHuman factors that can sometimes decrease severity include straightening, widening, building levees, etc.
\nPhysical factors may be highly relevant for some case studies.
\nGood answers may examine how human activity can increase and/or decrease the risk of floods in complex ways (levees may reduce or increase flood risk).
\nAnother approach may be to examine how human activities along one stretch of river have impacts for other places on the river. Rapid emergency responses might also reduce the severity of the flood.
\nAt band D, expect a description of the ways in which human activity has caused the named flood event.
\nAt band E, expect either a more detailed explanation of a greater range of human activities or a structured examination of how human activity has influenced flood severity.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nThe following diagram shows the rainfall stores and flows within a drainage basin during a rainfall event.
\n[Source: International Baccalaureate Organization, 2019]
\nEstimate the percentage of rainfall shown as surface storage at the start of the rainfall event.
\nEstimate the number of hours during which overland flow is present in the drainage basin.
\nOutline one reason why interception decreases over time during the rainfall event shown in the diagram.
\nExplain three possible ways in which urban development might change how rainwater moves through a drainage basin such as this.
\nAround 40 (accept 39 to 41)
\n10 (hours )15 (minutes) (allow 10 to 10 hours 30 minutes)
Accept answers in decimal points (10.0–10.5)
There is a limit to how much water can be stored on leaf surfaces / on vegetation [1], and after a few hours of rainfall no more interception storage can occur [1].
\nAward [1] for each valid effect and [1] for further development of how this might change the movement/flow/storage of rainwater.
\nFor example: Urbanization would remove vegetation and thus interception storage [1]; as a result, more rain will flow through the drainage basin [1].
\nDo not accept reference to dams and reservoirs.
\nOther possibilities include:
\nThe diagram shows a planned model of a superblock, part of an initiative to create sustainable smart cities.
\n[Source: Superblock Model diagram, Barcelona Urban Ecology Agency.]
\nIdentify two types of vehicle allowed within the superblock model.
\nDetermine the number of residents living in each superblock (as enclosed by the marked roads).
\nOutline one way in which the superblock model could modify the microclimate of an urban area.
\nExplain two ways in which technologies can be used by urban planners to manage smart cities such as this more sustainably.
\nAward [1] for any two, and [0] for only one.
\nbicycles / urban and emergency services / residents’ vehicles (do not accept cars)
\n900
\nAward [1] for a valid environmental consequence of the superblock model and [1]for a link to microclimate.
\nFor example: Less motorised vehicles reduces emissions [1], which lowers air temperature [1] / which improves air quality [1].
\nOther ways include:
\nIn each case, award [1] for a correct way and up to [2] for development / explanation / exemplification linked to sustainability.
\nFor example: Urban planners can use satellite data to monitor traffic [1]. This lets drivers know where to go to keep the city moving [1], which is vital in cities that can become over congested [1].
\nOther examples include but are not limited to
\nDo not accept general eco-city points like solar panels/power or use of public transport as these are not Smart City technologies.
\nMost candidates answered this correctly although a few did not quote directly from the diagram.
\nMost candidates answered this correctly.
\nMany had good knowledge of how vehicle emissions contribute to the urban heat island. However, there is still the misconception that carbon dioxide emissions are the main problem at a local level.
\nMany candidates had a poor understanding of smart cities and gave answers that were not relevant to the question and more relevant to eco-cities, for example solar panels and public transport. Those that attempted to link waste collections, traffic lights, electric vehicles with some use of technology did score some marks.
\nThe graph shows one possible scenario (set of trends) for the relationship between non-renewable resources and global population over time.
\nEstimate the year in which global population peaks.
\nDescribe the changes in the relative levels of non-renewable resources between 1900 and 2100.
\nBriefly explain how this graph shows a neo-Malthusian view.
\nReferring to one named resource, describe a strategy aimed at reducing its consumption.
\nNamed resource:
\nStrategy:
\n\n
\n
\n
\n
Explain one strength or one weakness of the strategy as a way of reducing consumption of the named resource from d(i).
\n2025 (accept 2023 to 2027)
\nAward [1] each for up to three valid statements.
\nAward [1] for identification of one characteristic of the neo-Malthusian view and [1] for comment on how the graph illustrates the characteristic identified.
\nFor example:
\nGrowing populations could outstrip the provision of resources [1] – population increases but the provision of food declines before the peak population [1].
\nAdvocacy of birth control to ensure resource for future populations [1] – population reaches a peak and then declines [1].
\nConcern with environmental degradation [1] – as population rises so does pollution [1].
\nAllow a liberal interpretation of “resource”.
\nFor example:
Named resource: Oil.
Strategy: Substitution of oil power by solar power [1]. Less oil is required (oil can be left in the ground) as solar energy is used to heat homes / run vehicles [1].
\nAward [1] for valid strategy and [1] for further description of its operation.
\nAward [1] for valid strength or weakness and [1] for further development that links back to a correct identification of a valid resource and a strategy to reduce its consumption.
\nFor example: A weakness is that it is not available in all areas or at all times [1], which means that we still need to consume oil in some places or at certain times [1].
\nExplain how one environmental factor and one political factor can lead to a decline in food production.
\nExamine the geographic factors responsible for the incidence and transmission of one named disease (vector-borne, water-borne or sexually transmitted).
\nIn each case, award [1] for identification of an appropriate factor and [2] for explaining a link to decline in food production.
\nEnvironmental causes might include drought or other natural hazards, such as earthquakes, hurricanes, pests and diseases.
\nPolitical causes might include military conflict, corruption and political instability.
\nFor example (environmental): prolonged drought (eg in Ethiopia) [1] has caused soils and watercourses to dry up [1]. So, food crops/animals/cattle have died, causing severe food shortages [1].
\nThere are a variety of geographic factors, including environmental, demographic, economic and political. The relative importance of these factors will depend on the disease chosen and examples used.
\nGood responses might consider the incidence of the chosen disease at a variety of scales, and relate this to a variety of different factors. Another approach might be to compare the relative importance of the factors in contrasting place contexts, or to examine how the factors are interrelated (eg the way poverty and poor water quality are mutually reinforcing).
\nResponses at band D are likely to describe some factors that influence the incidence and transmission of the disease.
\nAt band E, expect either a detailed explanation of the factors affecting the incidence and transmission of the diseases or an examination of the complexity and interrelations between the factors.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe diagram shows some possible water movements in the hydrological cycle.
\n[Source: © International Baccalaureate Organization 2018]
\nState the four elements of the hydrological cycle labelled A–D.
\nState two possible methods of artificially recharging the aquifer.
\nExplain three possible ways people may modify a river channel to increase the flow of water.
\nTo what extent has the management of one major wetland area been successful?
\nAward [2] for all four correct answers, [1] for two or three correct answers.
\nA = evaporation
\nB = precipitation (accept rainfall)
\nC = infiltration (accept percolation)
\nD = groundwater flow (accept baseflow).
\nAward [1] for any of the following points, up to a maximum of [2]:
\nIn each case, award [1] for correct identification of a method and [1] for a valid explanation of how it increases the flow of water (may make applied use of concepts such as wetted perimeter, hydraulic radius, channel efficiency).
\nFor example, straightening/shortening a river channel [1] increases the gradient and therefore the velocity [1].
\nOther possibilities include:
\nResponses should clearly identify one major wetland. If more than one wetland is referred to, credit only the first.
\nMajor wetlands include, for example, the Kissimmee, the Everglades, Norfolk Broads.
\nResponses should clearly outline the management with respect to why it was needed and its aims. There are numerous reasons why wetlands are managed: biodiversity issues, restoration of wetlands, ecotourism, natural flood defenses. Management can then be evaluated in terms of how successful it has been (or not).
\nGood answers may discuss the extent to which different stakeholders have different perspectives on whether the strategy has been successful. Another approach might be to evaluate the extent to which all aims and objectives have been met (there may be spatial and temporal dimensions to this).
\nAt band D, responses should describe the management of a major named wetland, and may assert partial success/failure.
\nAt band E, there should be either greater explanation of the strengths and weaknesses of the management, or a critical evaluation of the extent of success.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nThe graph shows the growth of middle-class populations in selected Eastern European countries from 2001 to 2011.
\n[Source: Many Countries in Eastern Europe Experienced Significant Growth in New Middle-Income Populations from 2001 to 2011. Pew Research Center, Washington, D.C. 2015. https://www.pewresearch.org/global/2015/07/08/a-globalmiddle-class-is-more-promise-than-reality/pg-2015-07-08_globalclass-16/.]
\nOutline two differences in the growth of the middle-class population of Ukraine and Serbia.
\nDifference 1:
\n\n
Difference 2:
\n\n
Explain how the growth of a country’s middle-class population can lead to changing diets.
\nExplain how the growth of a country’s middle-class population can lead to land-use pressures.
\nSuggest one way in which greater use of renewable energy can decrease the size of a nation’s ecological footprint.
\nSuggest one way in which greater use of renewable energy can increase the size of a nation’s ecological footprint.
\nAward [1] per correct point. Quantification of at least one valid point needed for both marks.
\nPossibilities include:
\nAllow [1] for a valid dietary change and [1] for an explanation of why this is happening due to growth of middle class.
\nValid possibilities include:
\nFor example: Middle income groups are now eating more fast foods and processed foods [1] as they have more disposable income [1].
\nAllow [1] for a valid land-use change and [1] for an explanation of the pressure this creates for another land use or user group.
\nValid possibilities include:
\nFor example: Middle income groups have more money and aspirations and want to live in their own houses [1] this increases the demand for housing which is built on land previously covered by trees [1].
\nAward [1] for a valid way and [1] for development linked to decrease in ecological footprint (land/sea/vegetation).
\nValid possibilities include:
\nFor example: Decreased use of fossil fuels because of switching energy sources [1] decreases the amount of land required for mining or disposal of waste [1].
\nAward [1] for a valid way and [1] for development linked to increase in ecological footprint.
\nValid possibilities include:
\nFor example: Greater use of biofuels requires palm oil cultivation [1] across extensive areas of land [1].
\nMany were able to interpret the graph and could identify two differences with suitable quantification. However, a significant number did not use or manipulate the statistics provided on the resource to support their statements. In other cases, answers were just statements of two points of the graph and not a difference and thus marks were lost.
\nThis was generally well answered with most candidates able to identify a valid dietary change, usually increase in meat and dairy consumption, and link this to the increase in wealth/disposable income that accompanies the growth of a nations middle-class population. Some examined changing diets in the context of globalization and outlined the switch from traditional to Westernized diets. Where some candidates lost marks was on the linkage of diet change to a valid and appropriate explanation, again emphasizing the importance of question analysis.
\nCandidates found this question more challenging. Those that succeeded recognized that an increasing middle-class population would result in a desire for improvements in living standards. Answers that followed this approach examined the desire for better housing or food and explained how this led to land-use pressures such as competition for land or incursions into natural landscapes. Often however, answers failed to identify or develop the link between growth of middle-class population and pressures. A significant number simply looked at population growth per se or examined urbanization.
\nMany answers failed to provide a valid link to the ecological footprint in both sub sections of this question. To gain the development mark candidates had to elaborate on the land/sea/vegetation element of the footprint, and most were content to simply repeat the increase/decrease aspect of the question.
\nMost gained partial credit by identifying the need for less fossil fuel or the decrease in output of waste products but only a small number linked it to the features of the ecological footprint.
\nThe better answers referred to the decreased efficiency of renewal energy and the need for greater areas of land and some focused on biofuels but the link to an increase in the ecological footprint was often neglected.
\nMany answers failed to provide a valid link to the ecological footprint in both sub sections of this question. To gain the development mark candidates had to elaborate on the land/sea/vegetation element of the footprint, and most were content to simply repeat the increase/decrease aspect of the question.
\nMost gained partial credit by identifying the need for less fossil fuel or the decrease in output of waste products but only a small number linked it to the features of the ecological footprint.
\nThe better answers referred to the decreased efficiency of renewal energy and the need for greater areas of land and some focused on biofuels but the link to an increase in the ecological footprint was often neglected.
\nExamine the costs and benefits of urban redevelopment for different groups of stakeholders.
\nExamine the influence of economic and political factors on the location of low-quality residential areas in cities.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nUrban redevelopment, in both low- and high-income countries, may have a significant impact on neighbourhoods and local communities. Costs and benefits will vary between different stakeholders, who may have differing perspectives and power.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines how perspectives will vary based on who is benefitting; these may change on longer timescales. Costs and benefits may be spread according to the power of different stakeholders. In different places there may also be more or less protection for disenfranchised stakeholders.
\nFor 5–6 marks, expect some weakly evidenced outlining of the costs and/or benefits of urban redevelopment for people/stakeholders.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe location of low-quality residential areas in cities may vary over space and time. It may vary between cities in low-income and high-income countries. Their location is affected by a variety of economic, social, political and physical factors, and importance is affected by the relative power of different stakeholders.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the importance of scale – eg, small cities or megacities. Another consideration is the interaction between different political and economic stakeholders. This depends on different places in the world (developing or developed) and different power structures in autocracies/democracies. Perspectives may differ on what “low quality” means.
\nFor 5–6 marks, expect some weakly evidenced outlining of the influence of economic and/or political factors on the location of residential urban areas.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThis was a broad question with numerous possibilities to use a wide variety of examples in covering different types of redevelopment. Examples used tended to be Rio de Janeiro, London, Mumbai (Dharavi) and New York. Responses were often descriptive and did not identify different groups of stakeholders.
\nToo often, the key word \"location\" was ignored, and responses described aspects of low-quality residential areas, with no reference to locational factors. Others looked at the location of low-quality housing in HICs and LICs but details were missing on the economic and political factors that determine the location of such housing. Generally, there were many poor responses but the ones that were well done selected low-quality housing areas in New York along with Dharavi and the Rio favelas to bring out the role of economic and political factors.
\nExamine reasons why the growth of tourism hotspots can become unsustainable.
\nExamine ways in which international sporting events have become more inclusive over time.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the response should be on the problems associated with the recent rapid growth of tourism in rural and urban hotspots.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of reasons for the growth of tourist hotspots, and how this might have adverse consequences and become unsustainable. They may show understanding that perspectives of various stakeholders may differ on the costs and benefits of urban and rural tourism.
\nFor 5–6 marks, expect some weakly evidenced outlining of problems associated with tourist growth in urban and/or rural areas.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nPolitical and cultural influences are of importance in the increasing participation in international sport by different individuals and societies. For example, there has been a significant increase in the inclusion of numbers of disabled athletes, from a variety of countries, participating in the Paralympics. The focus of the response should be on the various reasons for, and dimensions of, this inclusion. Another approach might be to look at how more countries have been included over time, and why.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that reaches evidenced judgment and shows understanding that perspectives of different stakeholders may differ on who is allowed to participate in sporting activities. Another approach might be to evaluate the spatial or temporal scale over which participation has changed and the differing perspectives of stakeholders.
\nFor 5–6 marks, expect some weakly evidenced outlining of changing inclusion over time.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nOption A — Freshwater
\nThe diagram shows the changing frequency of discharge* in a small drainage basin during two different time periods.
\n[Source: © International Baccalaureate Organization 2019]
\n\n
* frequency of discharge: how often a river reaches or exceeds a particular discharge level
\nEstimate the highest discharge of the river during the 1950s.
\nState the number of times that river discharge reached 4 m3/s (cubic metres per second) during the 1990s.
\nOutline two possible land use changes that could account for the increase in river discharge over time shown in the diagram.
\nExplain how different channel modifications in a small drainage basin such as this can increase flood risk.
\nExplain how different channel modifications in a small drainage basin such as this can assist with flood mitigation.
\nAward [1] for 6.3 (m3/s) (allow 6.2–6.4).
\nAward [1] for 8 times.
\nIn each case, award [1] for a valid land use change (eg, urbanization, deforestation) that might explain increased river discharge, and [1] for how this could account for the increase shown. For example:
\nAward [1] for a valid modification and [1] for further development of how this might increase flood risk.
\nFor example: Straightening the river channel [1] allows faster removal of an increased amount of water away from the area, increasing flood risk downstream [1]
\nAward [1] for a valid modification and [1] for further development of how this might decrease flood risk.
\nFor example: Constructing man-made levees [1] increases channel capacity, allowing greater discharge without flooding [1].
\nAs the question asks for \"different modifications\", do not accept the same modification twice.
\nDo not accept afforestation, changing agricultural practices or other land use changes.
\nThere were no problems in identifying the correct figures.
\nThere were no problems in identifying the correct figures.
\nA well answered question, with urbanization and deforestation the main land use changes considered for increasing river discharge.
\nGenerally well answered. Weaker candidates did not focus on channel modifications and/or confused parts (i) and (ii) in their responses.
\nGenerally well answered. Weaker candidates did not focus on channel modifications and/or confused parts (i) and (ii) in their responses.
\nEvaluate the strategies used to manage the growing pressures on one named major wetland.
\nExamine the relative severity of the different effects of agriculture on freshwater quality.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the response should be on the varied pressures on one named wetland ecosystem, and the relative success of strategies.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the different perspectives and relative success of different management strategies, and the varying power of stakeholders. Wetlands continue to be of significant environmental, economic and social importance, and management may partly depend on the scale of the issues. Another approach might be to critically evaluate the strengths of management using a sustainability framework.
\nFor 5–6 marks, expect some weakly evidenced outlining of some pressures on a wetland.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe response should focus on environmental consequences of agricultural intensification, such as pollution of water supplies, eutrophication and salinization, and the role of different stakeholders in their management.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the relative importance of different impacts, or possible spatial interactions between them, and the possible conflicting views from different stakeholders.
\nFor 5–6 marks, expect some weakly evidenced outlining of some environmental effects of agriculture on freshwater quality.
\nFor 7–8 marks, expect a structured account, which includes:
\nFor 9–10 marks, expect both of these traits.
\n\n
The graph shows the actual and projected population trends in Japan, from 1920 to 2060.
\n[Source: Adapted from JonMcDonald, CC BY-SA 4.0 https://creativecommons.org/licenses/by-sa/4.0, via Wikimedia
Commons.]
Describe the projected trends for the two dependent population groups from 2020 to 2060.
\nSuggest two potential socio-economic problems that could result from the projected population trend.
\nSocio-economic problem 1:
\n\n
Socio-economic problem 2:
\n\n
Explain two ways in which one named country benefits from a demographic dividend.
\nNamed country:
\nWay 1:
\n\n
Way 2:
\nAward [1] for each valid descriptive statement. Needs separate reference to both elderly [1] and children [1] for maximum marks.
\nQuantification is needed for [2].
\nPossibilities include:
\nThe trend can be falling population total / a greying population / decreasing number of children.
\nAllow [1] for a valid problem and [1] for development or exemplification.
\nPossibilities include:
\nFor example: An ageing population [1] would need more money to be spent on pensions [1], which would take a larger proportion of a nation’s GDP [1]. as seen in the UK [1].
\nFor example: A declining population [1] means that there will be a smaller workforce [1], which may mean that people are made to stay in work for longer [1]. In recent years the retirement age in Canada has increased from 65 to 67 [1].
\nAllow [1] for a valid way and [1] for development or exemplification.
\nPossibilities include:
\nFor example: India has one of the youngest populations and this will give an increase in economic growth [1] due to an increase in the proportion of independent population that provides a workforce [1].
\nAward a maximum of [3] if no valid country is identified.
\nThe better answers took each dependent population and gave a valid comment on the projected changes from 2020 to 2060 using quantification from the resource. However, there were a number of issues that restricted access to full credit. Many did not heed the time period required by the question and examined the graph from 2020 to 2100 and stated, incorrectly, that the elderly displayed a significant decrease. A number of comments combined the two groups stating that both had declined whilst the question asked for comment on each. A number of answers displayed a lack of ability to read a basic compound line graph which meant that quantification was an issue for some candidates.
\nCandidates frequently showed a clear knowledge and understanding of a declining and ageing population. Answers identified both social and economic problems and were able to develop both elements of their responses. There were some strong comments relating to economic problems, however there could have been more integrated exemplification. Some candidates adopted a narrow focus in their answers and repetition of the same point was an issue.
\nMany responses made changes to the size and dynamism of the workforce the focal point of their answers with development directed at the economic benefits of increased output and potential market. A significant number also saw the benefits for inward investment, but fewer answers examined the gender-related social benefits. Candidates need to be aware of the countries that have recently benefited from the demographic dividend and avoid historic examples.
\nThe map shows the global pattern of type 2 diabetes (sometimes classified globally as a disease of affluence) in 2000 and the numbers of people affected by this disease in 2000 and 2030 (projected).
\n[Source: adapted from World Health Organization, Diabetes Action Now: An Initiative of the
World Health Organization and the International Diabetes Federation, WHO/IDF, page 8, 2004]
Identify the percentage of people affected by diabetes in Europe in 2000.
\nState the region with the highest rate of increase in diabetes between 2000 and 2030.
\nSuggest two reasons, other than population growth, why the number of people suffering from diseases of affluence is projected to increase globally.
\nExplain one global and one local action that could be undertaken to manage a pandemic such as diabetes.
\n3–5 (Only range from the key is correct)
\nMiddle East.
\nIn each case, award [1] for a possible reason linked to affluence and [1] for further development showing applied geographical knowledge of food and health.
\nFor example: The spread of popularity of fast food outlets [1], meaning more saturated fats are consumed, resulting in increased risk of heart disease [1].
\nOther reasons include:
\nAward [1] for each of one global and one local action managing the pandemic and in each case a further [1] for further development/explanation showing applied geographical knowledge of food and health.
\nFor example (global): The 2009 influenza pandemic led to new vaccinations being created [1], which were then distributed around the world by the WHO [1].
\nFor example (local): Campaigns / raising awareness [1] for example, introducing a sugar tax on soft drinks in order to reduce the incidence of diabetes [1].
\nOther actions include:
\nExplain how microfinance organizations and alternative trading networks can help communities to develop.
\nDiscuss the challenges and opportunities that global superpowers create for other countries.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nHuman development is a broad multi-strand concept that has economic, social, cultural, gendered, political and other dimensions for communities.
Microfinance organizations provide small loans (microloans) to individuals, often women; for example, in India and Bangladesh.
Fairtrade is the most well-known alternative trading network.
Microfinance organizations and/or alternative trading networks can support community development:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of the different strands of human development that microfinance organizations and alternative trading networks can support. Another approach might be to analyse the effects for different communities and located contexts. Another approach might be to critically analyse similarities and differences in the developmental impacts of microfinance organizations and alternative trading networks.
\nFor 4–6 marks, expect some weakly evidenced outlining of the way microfinance organizations and/or alternative trading networks have helped people/places; or a good account of community development which lacks knowledge of understanding of microfinance and alternative trade).
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nAdditional guidance for answers with omissions or category errors:
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nGlobal superpowers are a diverse group of countries that have disproportionate power and influence compared with other states. Power has different facets – including economic, military (hard power), cultural (soft power) and geopolitical influence.
\nAlongside the USA, other significant global/regional powers include China, Russia and core EU states (Germany, France). The term “superpower” is contested and a case could can be made for further countries belonging to this category, including India, Brazil, Qatar, Saudi Arabia, etc.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of the diverse challenges and opportunities associated with:
\nGood answers may synthesise (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement that thoughtfully examines the overall balance of opportunities and challenges. Another approach might be to critically discuss and compare the different opportunities and challenges associated with different types of power (economic influence, ‘hard’ military power, ‘soft’ global cultural influence and geopolitical influence over MGOs). Another approach might be to discuss how the relative balance of opportunities and challenges has changed over time (with challenges increasing recently, e.g. renewed nationalism). A good discussion may conclude with a substantiated final judgement on the overall balance between challenges and opportunities from the point of view of other countries making up the global community.
\nFor 5–8 marks, expect weakly evidenced and/or imbalanced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThe majority of candidates possessed a clear understanding of how microfinance works. They were able to support their analysis with carefully-chosen evidence and contexts, such as the Grameen Bank in Bangladesh or KIVA's work in Kenya. Fewer knew the meaning of 'alternative trading network' as it appears in the geography guide. The example of Fairtrade was correctly used by some candidates; unfortunately, a significant number of candidates chose to write about a transnational corporations, such as Facebook, as their example of an alternative trading network. Happily, some credit could still be awarded in such cases provided a strong focus on community development was sustained throughout the answer.
\nAnswers that attained the highest mark band provided detailed evidence of the work done by both microfinance organizations and alternative trading networks, while additionally sustaining a strong focus on the concept of community development. The very best answers thus explained how education, health and other sustainable development goals are met thanks to microfinance and Fairtrade. Many candidates wasted time documenting the weaknesses of microfinance and Fairtrade schemes. The question categorically did not ask for this.
\nMany candidates who answered question 1 appeared to have been attracted by the part (b) element, to judge by the way they began answered part (b) first before moving on to answer part (a). Most candidates produced a conceptually-informed account grounded in the terminology of hard power and soft power. Moreover, they provided a structured and systematic analysis of economic, political, environmental and cultural challenges and opportunities. Furthermore, their answers were usually well-balanced thereby demonstrating excellent discipline in the art of essay writing. Teachers are commended for developing all of these competencies in learners.
\nWeaker answers tended to view superpowers as a synonym for 'developed countries' and wrote in general about the challenges and opportunities which the developed countries of the world have created for what used to be called 'the global south'. While such material was usually relevant, a more specific AO2 focus on valid examples of superpower countries was expected for the award of high marks. Equally, candidates who wrote at great length about historic wars often failed to reach the top band. This was because they were unable to provide a wider synthetic understanding of the different ways in which power operates within contemporary global systems.
\nThe diagram shows wind frequency over a 30-year period on a beach in the Caribbean.
\n[Source: © International Baccalaureate Organization 2018]
\nEstimate the percentage of days when the wind blows from the north.
\nIdentify the direction of the most frequent wind.
\nState the direction towards which longshore drift is most likely to occur at X on the diagram.
\nState one landform likely to be produced by longshore drift at X.
\nExplain three physical factors that affect the development of coral reefs.
\n“Coastal hazard management always creates more problems than it solves.” Discuss this statement, with reference to one or more areas of coastline.
\n15 % (accept 13–17 %).
\nESE (accept SE).
\nWest/north west/west northwest.
\nSpit.
\nAward [1] for each factor explaining the development (growth or decline) of coral and [1] for its development and/or exemplification.
\nFor example:
\nOther factors include:
\nThe question can be answered using any coastal hazard, including tsunamis, storm surges, coastal erosion and cliff failure. Answers should include a discussion of the conflicts involved with coastal hazard management. These may include access, decline of amenity value, cost, disruption of ecosystems, impact on fisheries, impact on transport or lack of management.
\nFor example, sea walls may be built to reduce the threat of tsunamis and storm surges but may interfere with natural ecosystems and shipping routes. Erosion may be managed using hard and soft engineering, but this may affect the aesthetics of an area and reduce its recreational/tourist impact. A “do nothing”/managed retreat may anger local residents land owners.
\nIn contrast, many people feel more secure as a result of attempts to manage coastal hazards, and do not see a conflict of interest.
\nGood candidates may discuss different coastal hazards and stakeholders and cover both sides of the argument. Another approach may be to examine the scale of the hazard, eg a 50-year event may be planned for, but the scheme will not protect against an event of higher magnitude. Others may consider the possible impacts of climate change.
\nAt band D, expect a description of the hazard management of one or more areas of coastline.
\nAt band E, expect either a detailed explanation of the hazard management of one or more areas of coastline or a discussion of the problems created and resolved by hazard management.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\n“The best way to decrease global disparities is to encourage the free movement of people across international borders.” Discuss this statement.
\nRefer to Paper 1 Section B markbands (available under the \"Your tests\" tab > supplemental materials) when marking this question.
\n\n
The actual and hypothetical migrations that are used to address this question should be international in nature. The actual and possible consequences of the movement should address whether or not disparities are or could be reduced as a result of this movement. A broad interpretation of disparities is possible and can be related to, for example: standard of living; human rights; gender rights; access to services.
\nAnswers are likely to acknowledge that most international migrants move because they perceive that their lives will be better in the host nation. This perception will vary depending on the nature of the movement, for example refugees from Syria are fleeing for reasons of survival whereas a woman from the Philippines may be moving to Hong Kong to work as a domestic worker to improve her disposable income.
\nWhether or not the migration helps reduce global disparities is debatable and there are arguments for and against this.
\nPossible arguments for: Some low-income nations have their GNI boosted by remittances sent home from migrants working abroad. For example, in Tajikistan this amounts to almost 50 % of GNI. These amounts are often greater than ODA (Official Development Assistance) and go directly to families on the ground, hence improving their standard of living and stimulating development. Migration may provide pathways that provide social enlightenment in the home country. Migration also provides diaspora networks and improved skills through return migration. The extent to which this reduces disparities between nations is questionable though.
\nPossible arguments against: Seeing migration as a solution to inequality is very complex. Most migrants from low-income countries move into neighbouring nations that are also low-income. This is especially the case for forced migrations. Despite media reports focusing on Europe, a large number (1 million) of Syrian refugees have been forced into Lebanon, a nation that is already struggling to develop. The conditions in which some migrants find themselves in the host nation are also far from improved, for example Nepalese migrants working on construction sites in Qatar or trafficked women. Remittances can take away the incentive for states to invest in necessary reforms. Migration of skilled population may have negative economic and social consequences for the home country – eg migration of nurses from the Philippines.
\nStronger responses may acknowledge that there is no quick-fix solution to reducing disparities and that it is highly unlikely in the global climate today that international borders are going to become easier to cross – quite the opposite is happening (USA – Trump’s attempted travel ban; Brexit). They may argue that there are better ways to reduce economic disparities (trade, aid, debt relief, market access) so that international migration is not perceived as the only solution.
\nAt band D, expect responses to describe ways in which migrations could have an impact upon disparities.
\nFor band E, expect either detailed explanation of ways in which global disparities can be decreased or some discussion of the effectiveness of free movement as a way of decreasing disparities.
\nFor band F, expect both.
\nMarks should be allocated according to the Paper 1 section B markbands.
\n“Global climate change will reduce economic disparities.” Discuss this statement.
\nRefer to Paper 1 Section B markbands (available under the \"Your tests\" tab > supplemental materials) when marking this question.
\nResponses need to address the actual and potential impacts of climate change. These could be negative, such as rising sea levels and more extreme weather events, positive, such as increased growing seasons, or unknown, such as possible changing rainfall patterns.
\nMost responses are likely to disagree with the statement, as it is the developing world that is and will bear the brunt of the negative effects of climate change. Low-income nations tend to have a large percentage of their populations involved in agriculture and are hence dependent on rainfall and growing seasons for their livelihoods and food – characteristics that are impacted by extreme events and regional climate change. A large number of low-income countries have an element of subsistence agriculture as part of their economy. Many of these communities will lack the resilience needed to adapt to the vagaries of a changing climate. There are very few developing nations that have a geographical location that will benefit from longer growing seasons. Indeed many of the low-income countries are in locations that will be adversely impacted by climate change. Climate change can to lead to conflict over diminished resources which can lead to further impoverishment.
\nClimate change can also increase disparities at a national and regional scale. In the USA although large areas of the south will suffer economically and socially from heatwaves, storms and failing crops parts of New England and the Pacific north-west will do comparatively well, with balmier conditions reducing deaths from the winter cold and some crops responding well to warmer temperatures.
\nMany developing nations will lack the capital to use technological fixes to deal with changes such as rising sea levels, extreme weather or reduced/increased rainfall. Environmental refugees whose plight has been linked to climate change are mainly from low-income nations, eg Somalis to Kenya, Pacific islanders to New Zealand. In many cases the burden of hosting these refugees also mainly falls on low-income nations. Most of these nations are also not responsible for the anthropogenic contributions to the enhanced greenhouse effect.
\nStronger responses may argue that many of the impacts of climate change are still unknown, as it is an evolving issue – and so this question is quite difficult to answer. They may also argue that the economies of the developed world may be impacted upon by climate change, causing an economic slowdown in these regions, which in turn which could help reduce disparities between themselves and low-income nations. Another approach might be to discuss impacts at different geographic scales. This approach may recognize that some regions that are poorer at present may gain from improved climate – warmer summers in the UK may encourage tourism in the poorer seaside towns of eastern England
\nAt band D, expect responses to describe how climate change may impact upon global disparities.
\nFor band E, expect detailed explanation of a range of ways in which disparities are affected or some discussion of the net impact of climate change on different economic disparities.
\nFor band F, expect both.
\nMarks should be allocated according to the Paper 1 section B markbands.
\nThe graph shows carbon dioxide (CO2) emissions related to the typical American’s activities over a lifetime.
\n[Source: Reprinted by permission from Springer Nature; “The Leverage of Demographic Dynamics on Carbon Dioxide
Emissions: Does Age Structure Matter?”, Emilio Zagheni, © 2011.]
State the age at which the average US citizen produces the most CO2 emissions.
\nState the age range in which the most rapid increase in CO2 emissions occurs.
\nSuggest two health hazards that may result from climate change.
\nHealth hazard 1:
\n\n
Health hazard 2:
\nExplain how two methods of geo-engineering could mitigate climate change.
\nMethod 1:
\n\n
Method 2:
\n\n
\n
65 (accept 64–66)
\n13–23 (accept answers between 12–14 and 22–24)
\nIn each case, award [1] for identification of a valid health hazard, with a further [1] for development.
\nPossibilities include:
\nFor example: Climate change is expected to cause an expansion of the geographic range and seasonality of ticks [1], which has led to an increase in Lyme disease and other tick-borne diseases in parts of North America and Europe [1].
\nIn each case, award [1] for identification of a valid method of the deliberate large-scale manipulation of an environmental process that affects the Earth's climate, with a further [1] for explanation.
Possibilities include:
\nFor example: CO2 removal from the atmosphere by carbon filtering [1]. Captured carbon is then stored in rocks [1].
\nAnalysis of the graph was usually thorough and many candidates scored well on this question.
\nAnalysis of the graph was usually thorough and many candidates scored well on this question.
\nPopular responses to this question encompassed health hazards relating to extreme heat, changing climatic range and drought. Where valid climate change characteristics were identified, candidates were normally able to develop an associated health hazard and many scored well. However, a number of responses were confused and lacked clarity. It is important that candidates give attention to examination technique in their preparation for this assessment to ensure they make the best use of time. The best answers to this question gave a brief comment on the identified element of climate change with a clear and concise development of the resultant health hazard. Some candidates wanted to give detail on the causes of the aspect of climate change and this was not required by the question. Other responses concentrated on atmospheric pollution rather than climate change.
\nMany candidates were confident with the knowledge required to answer this question and provided a range of valid responses across a spectrum of technologies. Reference was made most frequently to carbon capture, ocean fertilization and sunlight reflection with clear explanation of how the techniques could mitigate climate change for crop production. Although there were many good answers, a number of issues arose, the main one being a lack of knowledge of what constitutes geo-engineering. A significant number of answers commented on energy conservation and alternative energy sources, which are obviously related but not geo-engineering. In addition, a number referred to small-scale projects within cities that linked mainly to atmospheric sustainability such as green roofs.
\nExamine the costs and benefits, for different stakeholders, of one recent integrated drainage basin management (IDBM) plan.
\nExamine the relative importance of erosion and deposition in the formation of floodplains and meanders.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nIncreasing demands on water, and reduction in quality, necessitate management of resources in a drainage basin. Integrated drainage basin management (IDBM) coordinates conservation, management and development of water, land and related resources for a river basin. Different stakeholders will receive different economic and social benefits from water resources without depletion.
\nCandidates may not focus on an actual IDBM plan, but use examples such as the Mississippi basin, Mekong river basin and Great Artesian Basin with reference to management. These examples should be accepted.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1) include:
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that explicitly examines the balance of costs and benefits, and may show understanding that perspectives (eg, political, economic, social and environmental) differ on where the balance lies. Another approach might be to examine which stakeholders gain greater benefits, perhaps in relation to varying power over the decision-making process. Another approach might be to examine changing costs and benefits over different time scales.
\nFor 5–6 marks, expect some outlining of a recent IDBM plan, and some of its costs and/or benefits. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account, which includes:
\nFor 9–10 marks, expect both of these traits.
Refer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the response should be on both erosional and depositional processes and their role in the formation of these landforms. Floodplains and meanders involve both erosion and deposition. Over time the relative importance of these processes varies according to discharge, base level and other factors.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the statement in a way that shows understanding that the relative importance between erosion and deposition varies over different time scales (seasonal or short / long term). Another approach might be to examine spatial variations in the operation of erosion and deposition processes for each landform (eg, slip-off slope and river cliff) and the way these processes interact to create landforms. Another approach might be to examine interactions between the creation of floodplains and meanders.
\nFor 5–6 marks, expect some outlining of the formation of floodplains and/or meanders. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nIntegrated drainage basin management plans caused a few problems. There was some good use of examples, such as the Danube, Mekong, Murray-Darling, and Great American Initiative. However, many candidates attempted to use a case study from elsewhere in the syllabus to fit the question. These included inappropriate examples such as the Three Gorges Dam, any wetlands (where no river was named) and the Grand Renaissance Dam. Good answers were able to examine a range of costs and benefits for different stakeholders, with detailed supporting evidence.
\nThis straightforward question was generally well answered, showing good understanding of the formation of floodplains and meanders, and the relative importance of different fluvial processes. It was pleasing to see some effective use of diagrams to aid explanation of formation of these landforms. Weaker responses were descriptive and did not examine the relative importance of erosion and deposition. There were some misconceptions over the formation of meanders as being caused by the river moving around obstacles or rocks. Some candidates also mistakenly wrote that meanders only occur in the lower courses of rivers.
\nAnalyse ways in which global trade flows can affect the size of national carbon footprints.
\n“Cultural changes caused by globalization have affected urban and rural places equally.” Discuss this statement.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nGlobal trade flows encompass movements of food, consumer goods, digital information sales (data) and touristic movements. National carbon footprint sizes are affected by both production and consumption of goods and services. In the context of global shift of industry, views differ on whether the carbon emissions created by the production of an item should be included as part of the footprint size for the producer or consumer country.
\nPossible ways in which global trade flows affect national carbon footprint sizes:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of how different global flows/movements (different commodities, people, data) can all result in increased carbon emission sizes. Another approach might be to analyse, in turn, direct and indirect responsibility for carbon emissions (e.g. questioning whether the producer or consumer of goods is responsible).
\nFor 4–6 marks, expect some weakly evidenced outlining of one or two different ways in which trade flows affect carbon footprints (most likely the analysis of two different types/aspects of trade flows).
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nThe cultural changes brought by globalization include changes to society, language and the landscape. Theories of cultural imperialism/Americanization/McDonaldization view the commodification of everyday life as a highly important cultural change. Urban and rural places in high-income, emerging and low-income countries alike may be exposed to different global flows and interactions, including tourism, trade, migration and social media. However, the degree of influence and its effects varies according to context.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of how:
\nGood answers may synthesize (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement that discusses the processes of cultural change in contrasting contexts (at different stages of development, or differing degrees of isolation). Another approach might be to discuss the extent of cultural change experienced by different places with varying power to resist particular global flows and interactions. A good discussion may conclude with a substantiated final judgement on the overall degree to which the statement is true given the diversity of different urban/rural places/types.
\nFor 5–8 marks, expect weakly evidenced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThis was the most popular question. The strongest answers typically employed three lines of analysis by focusing on (i) productive activities, (ii) the transport of goods and (iii) the possibility of good governance (actions to reduce emissions). At the top end, candidates recognized that carbon footprint measurement becomes difficult on account of the complexity of global supply chains. They understood that the carbon footprint of an iPhone, for example, is shared between many different countries where parts have been sourced from.
\nIn the middle of the attainment range, candidates typically wrote more generally about the carbon emissions associated with a range of different types of activity or transport, including shipping and air traffic. Many struggled to make explicit links between these movements and the carbon footprints of particular countries. Instead, such answers typically asserted the container shipping has led to an increase in the size of carbon footprints for all countries. The weakest answers failed to maintain a sustained focus on carbon footprints sizes and drifted into long descriptions of the problems created by acid rain or transboundary pollution. A surprising number used 'ecological footprint' and 'carbon footprint' as interchangeable phrases throughout their entire answer.
\nThis would be a good question for centres to make use of when preparing future classes for their examinations. Candidates could work together in groups to identify relevant and irrelevant information for inclusion in a model answer to this question.
\nThe majority of candidates showed good understanding of the concept of culture and were able to apply their ideas in a relevant and meaningful way. The distinction between urban and rural places was clearly appreciated by all but a tiny minority, as might be expected given the importance and centrality of this taxonomy in the discipline of Human Geography. The question provided many opportunities for candidates to apply knowledge from across the width of their course. The most common route involved firstly writing about high levels of cultural diversity in cities due to the presence of transnational corporations and migrants. As a counterpoint to this, most candidates then argued that rural places do not experience cultural changes due to their isolation, or perhaps experience lesser cultural changes linked with the gradual diffusion of shrinking world technologies into rural areas. The best answers took care to distinguish between different types of rural place (in low-income or high-income countries, for instance, or more accessible and remote rural regions). A few answers had interesting things to say about the cultural conservatism of rural societies in some developed countries, especially the USA.
\nGiven that this was the most popular question on the paper, it is very pleasing to see the overwhelming majority of candidates thoughtfully applying a well-chosen range of themes to the question being asked. As per the assessment objectives, essay questions are meant to provide a novel and unexpected context for the application of knowledge and understanding.
\nExamine how different factors have contributed to famine in one or more countries or areas.
\nExamine possible ways to improve food availability in different places.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nA variety of environmental, economic, political and social factors are responsible for famine, and their importance will vary spatially and temporally.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the statement in a way that shows understanding of the various factors that have contributed to the severity of famine(s), and the role of international aid in alleviating the effects of famine.
\nFor 5–6 marks, expect some weakly evidenced outlining of the role of some different factors in the severity or onset of famine.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nModern techniques, such as GMOs, in vitro meat and vertical farming, have focused on the application of science to increasing agricultural productivity. Such ways are seen by some as a means of feeding a rapidly growing population within the background of environmental impacts of global warming.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the statement in a way that shows understanding of the issues surrounding new techniques and the often-competing views of various stakeholders. Perspectives may differ on whether new techniques/ways are viewed positively or negatively depending on the importance various stakeholders attach to issues such as food safety, biodiversity and increasing food production. Another approach might be to think critically about whether some ways are better suited to some places than others.
\nFor 5–6 marks, expect some weakly evidenced ways of increasing food availability.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\n“Our climate and Earth’s biodiversity will benefit if we stop using oil as our main energy source.” Discuss this statement.
\nRefer to Paper 1 Section B markbands (available under the \"Resources\" tab) when marking this question.
\n\n
Sources of oil are from traditional deposits or new sources such as tar sands and oil shale. The major benefit of reducing usage of oil is reduced carbon emissions with its implications for future global climate change. These may include changing climate belts, extreme weather episodes, increased drought and changing monsoons. Other benefits include reduced frequency/severity of pollution events from oil spills, and less damage to ecosystems such as tundra, coastal and coral reefs from oil exploration, development and tanker/pipeline transport. Some responses may recognize the link between climate change and biodiversity – warming/acidifying oceans and pressures on coral reefs, warming in UK leading to decline in mountain vegetation, warm water species in seas around northern Scotland.
\nA healthy biodiversity brings benefits in the control of flooding, climate regulation and the provision of genetic materials for medicine. These are negatively affected by carbon emissions and so the reduction of oil use will maintain or re-establish these benefits.
\nIncreases in CO2 may enhance the productivity of some plants in natural ecosystems and agricultural systems. These increases may not compensate for other outcomes of climate change.
\nReducing dependence on oil implies the development/use of alternative sources of energy and raw materials (eg plastics/chemicals). Many of these alternatives have some negative environmental impacts. For example, hydro-electric power (HEP) may be considered a sustainable, non-carbon source of energy, but HEP dams have consequences for water and habitat/biodiversity both at their sites and downstream. Reducing dependence on oil may lead to more nuclear power stations, bringing their own environmental risks. Reduction of oil may not stop other contributors to climate and biodiversity change such as fuelwood.
\nStronger responses may challenge what is meant by “benefit” and conclude that most impacts of oil alternatives are neither positive nor negative but environmentally benign (neutral). Another approach might be to use the concept of scale and discuss how more localized environmental problems, eg nuclear accidents, must be balanced against the threat of global climate change on account of oil use. Some may examine the spatial variation of benefits.
\nAt band D, expect responses to describe some effects of reducing oil consumption.
\nFor band E, expect detailed explanation of a range of effects on climate and biodiversity of reduced oil consumption/alternative energy sources or some discussion of the extent to which the reduction in the use of oil will impact climate change and biodiversity, possibly at varying scales.
\nFor band F, expect both.
\nMarks should be allocated according to the Paper 1 section B markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe table and map show management zones created to control human activities along a nation’s coastal margin that includes coral reefs.
\n[Source: Table: adapted from the Great Barrier Reef Marine Park Activity Matrix © Commonwealth of Australia (GBRMPA) 2005
Map: adapted from the Great Barrier Reef Marine Park Zoning Plan © Commonwealth of Australia (GBRMPA) 2005]
Identify the least controlled activity in the coastal margin shown on the map.
\nEstimate the distance, in kilometres, between the Preservation Zone and Cardwell.
\nOutline one possible physical reason and one possible human reason for the location of the Preservation Zone.
\nExplain two sovereignty rights that the nation in the map possesses over the area of water shown.
\nDiving
40 (km) (allow 36–44 inclusive)
In each case, award [1] for identifying a reason and [1] for further development.
\nFor example:
\nPhysical
There is unusually high biodiversity here [1] and this allows researchers to study many different species of coral, fish and other organisms [1].
Human
It is inside the marine national park zone [1] which protects it from disturbance and pollution in the general use zone [1].
Other possible reasons may include:
\nIn each case, award [1] for a valid right and [1] for further development.
\nValid rights include fishing, mining, oil/gas. (The resource must be specified or implied.)
\nFor example: It has fishing rights [1] (all of which is within 200 nautical miles) and is within the EEZ [1].
\nMost correctly identified diving as the least controlled activity.
\nMost correctly identified diving as the least controlled activity and were able to give a correct estimate of distance.
\nThere were some problems in distinguishing between physical and human reasons, with national parks often being incorrectly cited as a physical reason.
\nThe points were often not sufficiently developed to be awarded the second available mark.
\nSovereignty rights were often poorly understood and answered; many incorrectly cited tourism. Valid rights included fishing, mining, oil and gas exploitation.
\nThe points were often not sufficiently developed to be awarded the second available mark.
\nAnalyse how the actions of two global groups or organizations have resulted in countries being more interconnected.
\nDiscuss how different businesses and societies have been affected by the growth of global supply chains.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nGlobal groups and organizations can include the G7/8/20, OECD, OPEC, UN, EU, IMF, BRICs, WHO among many others. Their actions include rules, incentives and sometimes sanctions and penalties. Interconnectivity may be analysed in terms of economic (trade), sociocultural (e.g. migration), political or environmental interactions.
\nPossible actions:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of different kinds of actions (agreements, sanctions, etc.). Another approach might be to provide a structured systematic analysis of different types of interconnectivity (through trade, migration, data and ideas). Another approach might be to analyse positive and negative ways in which interconnectivity develops (e.g. dependency theory).
\nFor 4–6 marks, expect some weakly evidenced outlining of the actions/influence of one or two global groups/organizations (do not expect balance).
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nAdditional guidance for omissions or category errors in answers:
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nGlobal supply chain growth encompasses outsourcing and offshoring strategies, and the development of sometimes complex networks of businesses / factories / offices / suppliers. Effects may be positive or negative; economic, social, cultural or environmental; short term or long term. These effects are experienced by: businesses (successful TNCs and their suppliers; also failing businesses exposed to global competition); and producer and consumer societies in a range of geographic contexts.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement that discusses the effects of global business supply chains on communities in particular places (deindustrialized areas, export processing zones). Another approach might be to discuss ways in which global supply chains have effects on human health and welfare at different scales (local or global). A good discussion may conclude with a substantiated final judgement on the overall balance between different (positive and negative) effects, or for different stakeholders (businesses and societies).
\nFor 5–8 marks, expect weakly evidenced and/or imbalanced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThe most popular choices of global groups and organizations were the United Nations, the European Union, the World Trade Organization and the IMF. Examples such as these were invariably chosen by candidates who had revised thoroughly and were familiar with the content of the Geography Guide. Moreover, the strongest candidates applied their information to produce a thoughtful analysis of international interconnectivity. For example, some candidates emphasized how European countries have become both economically and culturally more interconnected as a result of diaspora growth enabled by freedom of movement.
\nOnce again, a minority of candidates wasted time either criticizing the work of their chosen global group(s) or explaining ways in which interconnectivity might lessen over time. Such material could not be rewarded because it did not answer the specific question being asked. A minority of candidates made a category error when answering this question: they wrote about transnational corporations instead of multi-governmental organizations. In such cases, candidates could still access the middle mark bands provided their answers included a high quality analysis of what is meant by interconnectivity in a global context.
\nThe best answers maintained a sustained focus on global supply chain issues. Popular themes included worker welfare in export processing zones, benefits for outsourcing companies in emerging economies, and health problems for societies adversely affected by poorly-regulated supply chain operations (such as palm oil production in Indonesia). In the middle and lower end of the mark range, candidates typically spent much of their time providing a critique of transnational corporations but with little or no explicit reference to supply chains included. Many answers were harsh in their judgment of cultural imperialism and the diffusion of Western culture through the medium of McDonald's and KFC. However, such material often neglected to make any mention of these restaurants' supply chains. While some credit was nonetheless awarded in such cases, this approach tended to be self-limiting.
\nAnalyse varying ways in which agro-industrialization has led to environmental degradation.
\nExamine the loss of distinctiveness that some places experience as a result of global interactions.
\nAgro-industrialization refers to (mostly) large-scale, mechanized food production and processing, often involving a high level of fertilizer, pesticide or chemical (antibiotic) use. In the context of global interactions, global food production is dominated by agro-industries (or agro-businesses). These are large TNCs (Cargill, Del Monte, Monsanto) with extensive production networks.
\nAt the national scale, ways include impacts of large-scale mechanized production on biodiversity, forest cover and soil fertility. For instance:
\nAt the global scale, ways include: raised greenhouse gas emissions, due to methane emissions (cattle ranching), forest removal (loss of carbon store) or air freight movements. However, the focus should be on the way agro-industrialization has led to this rather than an in-depth analysis of climate change impacts.
\nGood answers may apply (AO2) a more varied range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to break down large-scale environmental degradation into explicitly national and global effects. Another approach might be to analyse the varied impacts of different types of agro-industry (cattle rearing and arable systems, for instance) or varied impacts on different environmental domains (local, global, atmosphere, hydrosphere, etc).
\nFor band C (4–6), expect either some weakly-evidenced outlining of impacts/challenges of agro-industry/ modern farming.
\nFor band D (7–8), expect a structured, well-evidenced analysis of:
\nFor band E (9–10), expect both band D traits.
\nMarks should be allocated according to the Paper 3 markbands Part (a) (available under the \"Your tests\" tab > supplemental materials).
\nCredit all content in line with the markbands (available under the \"Your tests\" tab > supplemental materials). Credit unexpected approaches wherever relevant.
\nThe focus is on the loss of distinctiveness of places (either localities, cities or countries). The question suggests that this may be a result of global interactions. Possible dimensions of loss include visible changes to/erosion of cultural landscapes and the built environment; also, social/identity changes for people living in these places (diet, languages spoken, music, etc). Also credit ideas of a loss of political distinctiveness (ie sovereignty) due to the growth of multi-governmental organizations (MGOs).
\nMaterial dealing with ‘switched-off’ places - where change has been resisted altogether (eg North Korea, or Amish populations) – should not be over-credited. This is because the question asks for an examination of the losses that have happened (and not a discussion of whether or not there is any loss). In contrast, material that reflects critically on the degree/spectrum of loss should be credited highly (this could include N Korea/Amish if there is recognition that some losses have occurred for these populations).
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3) three or more of these themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3) that examines contrasting contexts, scales and/or aspects of place distinctiveness. One approach might be to examine the connections between particular types of global interaction and particular changing place characteristics. Another approach might be to examine the extent to which changes are highly distinctive (and visible) or not. Another approach might be to examine a spectrum of losses (ranging from places that have lost only a little of their original distinctiveness to those that have suffered a major loss; but do not over-credit accounts of places where there has been no loss at all, as this is outside the remit of the question).
\nFor band C (5–8), expect weakly-evidenced outlining of two or three relevant themes from the geography guide.
\nFor band D (9–12), expect:
\nFor band E (13–15), expect both of these traits.
\nMarks should be allocated according to the Paper 3 markbands Part (b) (available under the \"Your tests\" tab > supplemental materials).
\nExamine the varying impact of human activity on urban microclimates and air pollution.
\nExamine the interrelationships between the growth of cities and their infrastructure development.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the response should be on the modification of urban microclimates by human activity. This includes patterns and sources of air pollution, and the causes and effects of urban heat islands. Other aspects of urban microclimates that might be considered include wind strength and variability and precipitation types and amounts. Consideration might be given to management strategies to reduce adverse effects of air pollution.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows understanding of the causes, spatial variation and impacts of human activity on urban microclimates. One approach might be to examine the challenges faced by governments and urban planners to improve air quality in different places and contexts. There may be an evaluation of the relative success of strategies in the context of ensuring a sustainable urban future. Another approach might be to consider the perspectives and power of different stakeholders.
\nFor 5–6 marks, expect some weakly evidenced outlining of the impact of human activity on urban microclimates and/or air pollution.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the response should be on different types of urban infrastructure, including transport, waste disposal and provision of clean water and how the development of infrastructure has or has not kept pace with urban growth. Consideration may be given to the various challenges and opportunities faced by decision-makers and urban planners.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows understanding of the issues and interrelationships surrounding the development of infrastructure in relation to urban areas and communities. One approach might be to critically examine how possibilities for further urban growth rely on perpetual infrastructure development and improvement. Another approach might be to consider the power of different stakeholders, such as national and local governments, urban planners and local people.
\nFor 5–6 marks, expect some weakly evidenced outlining of the relationship between urban growth and infrastructure development.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nExamine why some hurricanes could have a greater impact than others on coastal margin landscapes.
\nExamine why conflicting land-use pressures on coastlines can be difficult to resolve.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nHurricanes are tropical cyclones in the NE Pacific and N Atlantic with sustained strong winds. High winds, heavy rainfall and a storm surge associated with low atmospheric pressure and wind direction combine to produce physical impacts on the coastline. Characteristics of the storm, such as strength and direction of wind, amount of rainfall, height of storm surge and speed of movement, will interreact with characteristics of the coastal landscape, such as relief, vegetation, surface cover and constructions, to produce differing impacts.
\nCandidates will have studied the impact of one hurricane in detail but should additionally have a broader understanding of the formation, distribution and physical impacts of hurricanes on coastal margins, including storm surges. They should also have studied the impact of waves on a variety of coastal landforms.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the statement in a way that considers different types of place (context), or the relative impact of different physical processes. Another approach would be to examine the possibility that human preparation and prevention may mitigate the impact of similar storms.
\nFor 5–6 marks, expect some outlining of the impact of one or more named hurricanes, or hurricanes in general, on coastal margin landscapes and/or people. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
Refer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nLand-use pressures on coastlines include commercial land uses (tourism, industry and housing) and conservation measures. The varying interests of different stakeholders may be difficult to reconcile; environmental and economic aims may not be easy to meet jointly. The power of different stakeholders will influence the outcome and determine the resolution of the conflict.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the statement in a way that considers different types of place (context), or the relative power of different stakeholders. Another approach might be to examine the possibility of resolution of the conflict or its continuation, or a partial resolution that is considered a good outcome for some of the stakeholders.
\nFor 5–6 marks, expect some outlining of conflicting land-use pressures on one or more coastlines. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThere was some sound knowledge of hurricane formation and processes, and of relevant examples, with Katrina being a popular choice. However, many responses ignored the focus on coastal margin landscapes, dealing instead with impacts on people, possible mitigation schemes and post-hazard management strategies.
\nThis was a less popular question and was generally poorly answered. Conflicting land-use pressures might include tourism, industry, housing and conservation, and the interests and power of different stakeholders might be difficult to reconcile. Many candidates used an inappropriate case study, focusing on fishing and marine management, such as the SMMA and South China Sea. The difficulty of resolving issues was often ignored.
\nBriefly outline the role of oceans as a source of carbon dioxide.
\nBriefly outline the role of oceans as a store of carbon dioxide.
\nExplain what is meant by the term “oceanic conveyor belt”.
\nSuggest two reasons why the oceanic conveyor belt is important.
\nEvaluate the success of one named conservation policy for sustainable fishing.
\nAward [1] for each of the following, up to a maximum of [2]:
\nDo not allow fossil fuels as a source.
\nAward [1] for each of the following, up to a maximum of [2]:
\nDo not allow fossil fuels as a store.
\nAward [1] for each of the following, up to a maximum of [2]
\nCandidates may approach this question from the perspective of human importance and/or system importance.
\nIn each case, award [1] for identifying a valid reason and a further [1] for development or exemplification.
\nPossibilities include:
\nConservation policies, eg the EU’s Common Fisheries Policy (CFP), may refer to the total allowable catch, the harvesting of juvenile fish, limiting the number of vessels, checking of landings, limited access to fishing grounds.
\nSustainable fishing is the maximum number/weight/amount of fish that can be caught in any one year without depleting the stock/population. A sustainable fishing policy allows a depleted stock to recover its size.
\nGood answers may evaluate critically what is meant by “successful” and the temporal and spatial scales this brings into consideration. Another approach might be to evaluate whether sustainable fish yields can cater for rising demand and changes in the distribution of fish.
\nAt band D, expect some description of an identified conservation policy in relation to sustainable fishing.
\nAt band E, expect either greater explanation of how an identified conservation policy tries to achieve sustainable fishing or a critical evaluation of the success of the policy.
\nAt band F, expect both.
\nThe maps show the growth of Lagos, a megacity in Nigeria, from 1984 to 2013.
\nUsing map evidence, identify one factor that has limited the expansion of Lagos towards the west.
\nEstimate how far (in km) Lagos has grown along the southern part of the lagoon between points X and Y from 1984 to 2013.
\nSuggest two social reasons for the rapid growth of a megacity such as Lagos.
\nExplain two reasons why the informal economic sector is important in a megacity such as Lagos.
\nRiver
\n25 (allow 21-27)
\nAward [1] for a valid social reason and [1] for further development.
Do not credit economic reasons.
For example: A high rate of natural increase [1] as fertility rates are high in countries such as Nigeria [1].
\nOther possible reasons include:
\nIn each case, award [1] for a reason, and [1] for relevant explanation.
\nFor example: The rapid growth of the mega-city/ the scale of the rural-urban migration into Lagos, means that many formal jobs are not available [1] therefore, people must rely on small-scale, labour-intensive activities to survive [1].
\nOther possibilities include:
\nDescribe what is meant by an individual’s ecological footprint.
\n\n
Suggest two ways in which meeting a nation’s water needs could result in reduced food availability.
\nWay 1:
\n\n
Way 1:
\n\n
\n
Explain how a circular economy approach can contribute to reduced use of new resources.
\nExplain how a circular economy approach can contribute to changing attitudes to product ownership.
\nThe approximate area of land and water needed to provide a person with the resources needed to live [1] and to absorb their waste [1].
\nIn each case, award [1] for a valid way a nation’s water needs are met and [1] for its impact on reducing food availability.
\nPossibilities of valid ways include:
\nPossibilities of reduction of food availability include:
\nFor example: Over-extraction for cash crops [1] leads to insufficient water left to grow food crops [1].
\nAward [1] for a valid way of reducing new resources and [1] for development.
\nPossibilities include:
\nFor example: Products are produced in such a way that they have a “life after death” [1], as parts will have further use later [1], decreases need for raw materials.
\nAward [1] for a valid change and [1] for development.
\nPossibilities include:
\nFor example: People rent goods as opposed to buying them [1], which means that they are less likely to be “designed for the dump” [1].
\nOnly a small number of responses addressed the full elements of the concept of ecological footprint to gain full credit. Reference to both the area of land/water needed to provide a person with resources and the absorption of waste need to be included for both marks.
\nThe basis of this question is found in the water-food-energy nexus and how its interactions affect, in this case, food availability. Many candidates found the detail of the interactions difficult to access and answers were rather vague. Good explanations were based on a valid way in which a nation's water needs were addressed such as the building of reservoirs, river diversion or over-extraction of water. Responses were then able to explore the interaction of the identified way with the availability of food, usually associated with decreased supply of water or the reduction of land available for crop production. A substantial number of answers failed to identify a way in which a nation had attempted to meet its needs and comment was composed solely around the lack of water for crop growth. Candidates must have a clear understanding of the factual knowledge required to reinforce and support the nexus
concept.
Answers generally displayed a sound understanding of the circular economy concept and its operation with both elements of the question being accessible to the candidates. In a number of instances however the answers lacked precision and application to the question, especially in c(ii) where changing attitudes needed to be linked to circular economy approach. A number of responses did not develop this linkage, simply commenting on the initial element of the question and as a result there was a lot of repetition.
\nThe satellite image shows part of the Red Rock River in Montana, USA.
\n[Source: U.S. Geological Survey, n.d. Site map for Montana. [online] Available at: https://waterdata.usgs.gov/mt/nwis/
nwismap/?site_no=06011500&agency_cd=USGS [Accessed 1 October 2020]. Source adapted.]
State the direction from point A to point B.
\nEstimate the percentage of the satellite image that is covered by dense vegetation.
\nOutline the relationship between river discharge and hydraulic radius.
\nSuggest two landform changes that could be caused by river processes in an environment such as this.
\nSouth-east
\nAbout 20 % (accept 10–30 %)
\nAward [1] for the basic relationship and [1] for further development (either explanation or other outlined development, e.g. mention of Bradshaw model).
\nFor example: The relationship is positive [1] / they both increase with distance downstream [1] as the river’s size and energy increases [1].
\nDo not award marks for definitions.
\nIn each case, award [1] for a valid landform change resulting from fluvial processes, and up to [2] for development / explanation / exemplification.
\nFor example: a meander develops into an ox-bow lake [1] when river erosion cuts through the neck of the meander [1] and deposition continues to isolate the lake [1].
\nOther possibilities which are appropriate for the lowland fluvial environment shown in the photograph include:
\nThese caused no problems.
\nThese caused no problems.
\nMost could identify a positive relationship but lacked development; often just defining the terms instead of explaining the relationship.
\nThe key word in the question was \"changes\" which was often ignored; many just described the formation of a landform. The main landforms used were meanders, oxbow lakes and levees. A few candidates tried to use waterfalls, which are unlikely to be found in a floodplain landscape such as the one depicted in the image.
\nAnalyse the spatial and temporal pattern of adoption of one or more branded commodities.
\n“The rich get richer but the poor get poorer as a result of global interactions.” Discuss this statement.
\nBranded commodities, such as McDonald’s burgers or Apple iPhones, have been adopted in a greater number of places as more time has passed. In addition to the pattern of countries that have become markets, local-scale adoption patterns can be analysed also (eg, urban–rural divides in access to these commodities). Only one example is required. If two examples are used then credit breadth rather than depth of analysis. Answers are likely to include both descriptive and explanatory content in support of the analysis.
\nAnswers that give a variety of explanantions for the success of a branded commodity, yet pay little or no attention to the pattern of adoption, are unlikely to progress far beyond a C/D boundary mark.
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to analyse any glocalized changes to the product that have accompanied its wider adoption. Another approach might be to analyse the national or local boundaries to adoption, eg an answer may analyse global poverty patterns, or may find anomalies where there is local resistance to product adoption for cultural, political or economic reasons. Good answers may also analyse the way a pattern of product adoption is related to trade bloc/MGO membership (eg, the spread of commodities within the EU).
\nOther approaches may be equally valid. Marks should be allocated according to the markbands (available under the \"Your tests\" tab > supplemental materials).
\nFor band C (4–6), expect some weakly-evidenced outlining of the adoption/spread of a brand/commodity spatially and/or over time (this may be implied).
\nFor band D (7–8), expect a structured, well-evidenced analysis of:
\nFor band E (9–10), expect both band D traits.
\nMarks should be allocated according to the Paper 3 markbands Part (a) (available under the \"Your tests\" tab > supplemental materials).
\nCredit all content in line with the markbands (available under the \"Your tests\" tab > supplemental materials). Credit unexpected approaches wherever relevant.
\nThe focus here is disparities in wealth (or other interpretations of “rich”, eg happiness index) between people and/or places, which is a concept that can be discussed at varying scales (expect some structured discussion of different scales to be provided in a good answer). The merit of the answer is likely to depend on the variety of different contexts and groups of people that are discussed, and also the variety and sophistication of the counter-arguments.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3) three or more of these themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3) of a wider range of place and people contexts to provide some balance of both increasing and decreasing disparities. Good answers might take a more nuanced view when evaluating “the rich get richer”. For example, a handful of billionaires have the same wealth as the poorest half the world’s population. Good answers might counter-argue the statement by discussing poverty alleviation since the 1990s (less than a billion people remain in extreme poverty, far lower than in the past).
\nAnswers that deal only with reasons for the existence of “poor countries” and “rich countries” are unlikely to meet the critical evaluation criteria required for band E.
\nFor band C (5–8), expect weakly-evidenced outlining of two or three relevant themes from the geography guide.
\nFor band D (9–12), expect:
\nFor band E (13–15), expect both of these traits.
\nMarks should be allocated according to the Paper 3 markbands Part (b) (available under the \"Your tests\" tab > supplemental materials).
\nThe map shows predicted permafrost conditions in Greenland and North America in 2080.
\n[Source: Dr. Sergey Marchenko, Geophysical Institute, University of Alaska Fairbanks, USA]
\nBriefly describe the distribution of thawing permafrost in Greenland.
\nOutline one possible reason why some permafrost in area A has not thawed.
\nSuggest three possible ways in which the melting of permafrost could affect local populations in areas such as those shown on the map.
\nAward [2] for two valid descriptions, such as latitude, compass directions, or distance. Do not accept longitude.
\nPossibilities include:
\nAward [1] for stating a valid reason why permafrost has not thawed and [1] for further outlining of why this might be the case.
\nFor example:
The climate here is unusually cold and ground remains frozen most of the year [1]. This is most likely because of high altitude [1].
Local soils or geology may be slow to warm in summer and stay frozen [1] perhaps because of their specific heat capacity [1].
In each case, award [1] for a valid effect on local populations and [1] for further development/exemplification.
For example: Land subsidence [1] may cause buildings and/or infrastructure to collapse [1].
Other ways may include:
\nAccept any other reasonable impacts.
\nThis was generally well answered using two valid descriptions. Those that used latitude were often not sufficiently specific.
\nMany candidates were able to correctly identify altitude as a possible reason. However, there were some far-fetched responses that tried to link lack of melting to human activity.
\nThe majority of candidates were able to identify three possible factors/ways, but often did not adequately develop these with links to the local populations. Weaker responses were repetitive.
\nUsing examples, analyse ways in which global interactions can lead to improved gender equality.
\nDiscuss the opportunities and challenges that global interactions create for different transnational corporations (TNCs).
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nGender equality between men and women is manifested in varying ways, including income and earnings, access to education, political representation and personal freedoms.
\nPossible links between global interactions and improved gender equality:
\nDo not credit a discussion of lessened gender equality; this is not asked for.
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of how different global interactions / flows / processes (information, investment, agreements) lead to improved gender equality. Another approach might be to analyse, in turn, direct actions and indirect influences (such as films and social media).
\nFor 4–6 marks, expect some weakly evidenced outlining of two instances of increased gender equality on account of global interactions. Responses that neglect the gendered aspects of inequality are unlikely to reach this level.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nTNCs are a diverse group of businesses, including energy, heavy industry, electronics and media providers that operate across national boundaries. The discussion could vary according to the type of company being discussed (eg media or manufacturing companies). The opportunities and challenges relate primarily to access to new markets, but there are also practical, cultural, ethical, political and technological opportunities and challenges to discuss – though ultimately all are linked with the bigger economic picture of profit. The discussion may focus on transnational corporations acting alone or in partnership with outsourcing suppliers as part of production networks.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
Opportunities:
Challenges:
\nGood answers may synthesize (AO3a) three or more of the above (or other) themes in a well-structured way (AO4).
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement that examines the balance of opportunities and challenges for different kinds of TNC. Another approach might be to critically discuss how opportunities and challenges exist in particular places rather than being global in scale. Another approach might be to discuss the relative balance of opportunities and challenges changing over time (with challenges increasing recently, eg renewed protectionism). A good discussion may conclude with a substantiated final judgment on the overall balance between challenges and opportunities.
\nFor 5–8 marks, expect weakly evidenced and/or imbalanced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nExplain how global interactions can lead to greater environmental awareness.
\n“Globalization is a constantly accelerating process.” Discuss this statement.
\nResponses may focus on examples of global environmental management, or possibly of greater awareness in a particular country/context. Examples of the former include response to transboundary pollution, such as oil spills or acid rain; global climate change governance; global ecological/conservation initiatives such as Ramsar, WWF, and UNESCO.
\nThe work of a range of stakeholders at varying scales, including civil society organizations and NGOs, such as Greenpeace, or MGOs (UN, EU) can be described and explained. Consideration may be given to the environmental messages that are sent, the medium through which they are transmitted / type of global interaction (eg, internet, Facebook, etc) and their effectiveness.
\nAnother approach is to argue that global interactions are often environmentally damaging and that we cannot help becoming aware of them in a media-saturated world (eg, Gulf of Mexico oil spill or climate change).
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to systematically analyse different environmental contexts (eg, climate, biodiversity, water quality). Another approach might be to analyse how different types of global interaction (social media, films, protest movements) can lead to greater awareness.
\nFor band C (4–6), expect some weakly-evidenced outlining of global environmental awareness.
\nFor band D (7–8), expect a structured, well-evidenced explanation that includes:
\nFor band E (9–10), expect both band D traits.
\nMarks should be allocated according to the Paper 3 markbands Part (a) (available under the \"Your tests\" tab > supplemental materials).
\nCredit all content in line with the markbands. Credit unexpected approaches wherever relevant.
\nAny aspect of acceleration can be discussed: likely themes include faster types of transport and the arrival of the internet. Different aspects of globalization (migration, trade, idea flows) can be “weighed” separately for evidence of acceleration. A counter-argument is expected also. This may make use of recent current affairs (the UK’s “Brexit” vote of 2016, or protectionism in the USA), or earlier cessations in the growth of globalization (1939–45 war; 1970s OPEC oil crisis; 2008 financial crisis).
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3) three or more of these themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3) that systematically discusses the acceleration or deceleration of different aspects of globalization (such as trade, migration and data flows). Another approach might be to discuss the extent to which acceleration has been constant over time, or whether any changes have been more complex. Another approach might be to examine whether there are limits to “constant” acceleration (given the implication of exponential growth).
\nFor band C (5–8), expect weakly-evidenced outlining of two or three relevant themes from the geography guide.
\nFor band D (9–12), expect:
\nFor band E (13–15), expect both of these traits.
\nMarks should be allocated according to the Paper 3 markbands Part (b) (available under the \"Your tests\" tab > supplemental materials).
\nThe infographic has been produced by Australia’s National Roads and Motorists’ Association to show selected characteristics of Australia’s energy security.
\n[Source: Adapted from: Blackburn, J., National Roads and Motorists’ Association, 2013. Could Australia’s tanks run dry?
Australia’s liquid fuels security.]
Describe trends in the proportion of fuel directly imported into Australia between 2000 and 2013.
\nSuggest one graphical method that could depict the information in box A, giving a reason for your choice.
\nTo what extent might this infographic make Australian citizens more concerned about their energy security than they need to be?
\nAward [1] for each trend. Two trends required for [2]. Quantification needed for [2].
\nAward [1] for a valid suggestion and [1] for reason for choice.
\nPossibilities include:
\nAward [1] mark for each relevant point and [1] for each supported development/explanation, up to a maximum of [5]. Award the final [1] for an overall appraisal that weighs up the infographic as a whole.
Award a maximum of [4] if only one perspective is given.
Relevant points include:
\nMore concerned:
\nNot concerned:
\nAppraisal – accept any valid appraisal linked to supporting materials from the infographic
\nThe majority of answers scored one mark on this question. Although most candidates attempted to give some quantification, answers were simplistic and did not respond to the plurality of the demand (trends) in the question. Credit is readily lost if there is not thorough question analysis.
\nCandidates coped well with this question and the majority identified valid methods that could depict the information. Most justified their choice with reference to ease of analysis of information, but some did pick out the suitability of categorized data for representation in bar charts.
\nIt was pleasing to see the way in which candidates addressed this question. A significant number analysed the infographic with reference to its geographical content which was based upon energy security. The better answers looked at the issues associated with the supply of energy and the closure of refineries, picking out the concerns alluded to in the question. These answers gained credit for identifying valid problems and developing their point using evidence from the infographic. Using this method of analysis many answers gained the maximum mark for an answer that addresses only one perspective. Fewer answers however, paid attention to the 'to what extent' element of the question and used the resource to identify reasons for hope such as references to the abundance of renewable and non-renewable energy within Australia, the switch to alternative fuels and the predictive nature of the risks. To gain full credit there needed to be some balance within the answer to this question and an overall appraisal was required.
\nThe graph shows the probability (likelihood) of the depth of snow on a ski field being over 1 metre, and over 2 metres, between June and October.
\n[Source: Michael Paine]
\nState the earliest date on which there is a 50 % probability of snow depth exceeding 1 metre.
\nEstimate the probability of snow depth exceeding 2 metres on 1 September.
\nBriefly explain how the graph provides evidence that this ski field is located in the southern hemisphere.
\nExplain two environmental impacts of tourism in one named extreme environment.
\nCompare the importance of water and wind in the development of landform features in hot, arid areas.
\nJuly 15th [1]
\n27 % (accept 26–28 %) [1]
\nAward [1] for evidence from the graph showing heaviest snow cover is in August/September and [1] for explaining that this must be winter in the southern hemisphere.
\nIn each case, award [1] for each identified environmental impact linked to a tourist activity, and [2] for further development and explanation of how the physical environment is affected.
\nPossibilities include erosion, mass movement, land degradation, vulnerability to hazards, water usage, waste disposal, disruption to biodiversity. Positive changes are possible, eg irrigation, restoration.
\nFor example: Erosion of land surface in high altitude areas by creating ski-field infrastructure (pistes, chair lifts, restaurants) [1]. This destroys the vegetation which helps stabilize the slopes [1], which can then contribute to soil erosion/avalanches/unsightly bare ground [1].
\nAward up to a maximum of [3] for a generic account of tourism impacts with no reference to the specifics of a named extreme environment (either type or named region, eg Alps).
\nIn hot, arid areas, water action includes erosion and deposition by exotic, endoreic and ephemeral rivers. Flash floods can produce sheetwash. Features formed by river action include canyons, wadis, alluvial fans and bajadas. The role of water in weathering processes should also be credited.
\nWind action includes abrasion and deflation and landforms include dunes (barchans, seif, star, etc), deflation hollows, yardangs and zeugens.
\nN.B.: Responses do not need to consider more than a few of these landforms for the award of full marks.
\nGood answers might recognize that water and wind are equally important in forming features in hot, arid areas or may attempt to give credence to one over the other. Alternatively, a temporal element may be introduced with recognition of past pluvial periods or seasonal flash floods or a recognition that some landforms may be formed by a combination of both processes.
\nAt band D, expect some description of the development of both water- and windformed features.
\nAt band E, expect either a greater explanation of water- and wind-formed features in hot, arid areas or an attempt to compare the processes/features.
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nUsing examples, analyse the influence of diaspora populations on the cultural identity of different places.
\nDiscuss ways in which communications technology can help and hinder human development processes.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nA diaspora is a scattered population of common ancestry or heritage. Widely used examples include the global Indian, Chinese, Scottish, Irish, English, French and Jewish diasporas amongst many others. A country’s diaspora consists of its own overseas citizens, and citizens of other countries who are descended from earlier generations of migrants.
\nPossible influences of diaspora populations on cultural identity:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis that clearly analyses different ways in which cultural identity is influenced, including a range of cultural traits. Another approach might be to analyse the influence of diasporas on different countries, including the source country. Another approach might be to systematically analyse different examples of diasporas in varied geographic contexts.
\nFor 4–6 marks, expect some weakly evidenced outlining of the way one or more diaspora populations have influenced local places.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nCommunications technology includes the internet, email and social networks; it is necessary for the functioning of “the internet of things”, drones, artificial intelligence, etc. Human development refers not just to economic growth but also to broader social, cultural and political changes over time. Human development can be studied at a national scale and also at a more local level (development may vary between rural and urban areas of a country, for example). Candidates may have varying interpretations of what “human development processes” may mean and these should be credited wherever relevant. Credit may be given for discussion of transportation networks, though an answer which focuses mainly on transport networks is unlikely to progress beyond the 5–8 band.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement that discusses the effects of communication technology on different strands of the human development process (economic, social, political, etc). Another approach might be to discuss ways in which technology helps or hinders development at different scales (local or national), or possible changes over time. A good discussion may conclude with a substantiated final judgment on the overall balance between “help” and “hinder”.
\nFor 5–8 marks, expect weakly evidenced and / or imbalanced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nExamine the importance of water in the development of hot, arid landscape features.
\nExamine the extent to which new technologies might contribute to sustainable development in one or more kinds of extreme environment.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nBoth wind and water are involved in the development of hot, arid landscapes. Their relative importance has been a subject of debate and water has often not been recognized sufficiently. Water is essential for most weathering processes that occur, and infrequent but intense rainfall events have an important erosive effect with subsequent transportation and deposition. Past climatic conditions are also an important consideration, as many landforms, such as wadis, might be explained in relation to periods of higher rainfall.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that explicitly examines the relative importance of water and wind processes responsible for landscape development, perhaps in different or contrasting places. Another approach might be to examine the relative importance of different processes over varying time scales, such as past climates.
\nFor 5–6 marks, expect some outlining of one or more landscape features whose development is linked with water. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a logically structured account, which includes:
\nFor 9–10 marks, expect both of these traits.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nSustainable development has social, economic and environmental dimensions.
\nNew technologies, including the use of solar power and desalinization, may aid the development of extreme environments. Technology can be used to mitigate the aspects of extreme environments that make development difficult. New and future technologies open the possibility of further development of these regions. However, some technologies demand large inputs of energy and resources and cannot be considered sustainable.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the limits of different technologies in relation to different possible scenarios, eg extreme climate change. Another approach might be to examine contrasting places and their varying prospects for sustainable development (economy, society, environment), perhaps at different scales or in varying geographic (arid versus cold) or economic (high income versus low income) contexts.
\nFor 5–6 marks, expect some outlining of one or more new technologies in extreme environment(s). The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a logically structured account, which includes:
\nFor 9–10 marks, expect both of these traits.
\nThere were some excellent responses to this question, with thorough knowledge and understanding of the importance of water in the development of landforms in hot, arid areas. Most also recognized the relative importance of wind. However, there were a large number of responses in which the question was misinterpreted and answered regarding the importance of water for habitation or agriculture in an arid area.
\nThere were some good, well-considered responses to this question, discussing how new technologies could contribute to sustainable development within extreme environments. Such technologies include renewable energy (solar power), desalinization, hydroponics, GPS monitoring, and the use of Al. However, the use of technologies such as drip irrigation, stone lines, snow mobiles, snow cannons, ski lifts, indoor ski slopes are not considered new and each response was considered on its individual merits.
\n“The growth of the global middle class will inevitably accelerate climate change.” To what extent do you agree with this statement?
\nMarks should be allocated according to the paper 2 section C markbands. These can be found under the “Your tests” tab > supplemental materials.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that focuses on the relative role of the growing middle class on speeding up climate change. Responses may address the spatial aspect of middle-class growth and the varying impacts upon climate change.
\nFor 5–6 marks
Expect a weakly evidenced outlining of some links between rising wealth and climate change / carbon emissions.
For 7–8 marks
Expect a well-structured account which includes:
For 9–10 marks
Expect both traits.
Many responses contained a competent level of knowledge concerning the growth of the global middle class although some dwelled too much on the causes of growth rather than the consequences required by the question. The better answers examined how the growth of the global middle class impacted on consumption, distinguishing between overall increase and the expanding demand for specifics such as Western diets, cars and electronic consumer goods. This was then linked to the utilization of resources and the production of greenhouse gases which was then associated with accelerated climate change. There were some who linked the expansion of the global middle class with urban growth and developed the view that urban living increased the production of greenhouse gases via transport and construction. A significant number addressed the 'to what extent' element although their view was fairly narrow as they looked only at the ability of the new middle class to use new attitudes and technologies to address climate change. Fewer responses commented on the geographical distribution of the growth of the new middle class or their rate of growth in different countries or regions. Candidates were well prepared in their use of exemplar materials with a number using case studies as a structural approach to their answers. Overall, the responses were stronger in knowledge and understanding than application with room to enhance evaluation.
\n“Resource insecurity is becoming the main cause of forced migration.” To what extent do you agree with this statement?
\nMarks should be allocated according to the paper 2 section C markbands. These can be found under the “Your tests” tab > supplemental materials.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that focuses on the changing role of resource insecurity as a catalyst of forced migrations over time. Responses may address the spatial aspect of forced migration and the role of resource insecurity in different parts of the world.
\nFor 5–6 marks
Expect a weakly evidenced outlining of resource insecurity as a cause of forced migration
For 7–8 marks
Expect a well-structured account which includes:
For 9–10 marks
Expect both traits.
As with question 5, candidates were competent in their knowledge and understanding of causes of forced migration and what was pleasing was the sustained focus on forced migration with limited drift into voluntary migration. The majority of responses related resource insecurity to food and the causes of food shortage whether natural or human. Surprisingly few attempted to review the impact of population growth on the demand for resources and most relied on the analysis of food supply. A number linked resource insecurity with climate change and developed good case studies that explained the pressure of climate change consequences such as sea level rise, increased occurrence of drought and extreme weather on resource security. When examining other causes of forced migration, the majority of answers focused on political tensions and armed conflict, which was perfectly acceptable but there could have been more reference to social intolerance. In a number of cases candidates addressed the 'to what extent' aspect of the question by examining the diversity and integration of factors that cause forced migration with some good case study material from Syria and Iraq. This allowed candidates to give the critical evaluation required for a comprehensive response to the question. Other answers addressed the evaluation by looking at the causes of forced migration in different locations. As with question 5, answers were stronger in knowledge and understanding than application and evaluation.
\nAnalyse the reasons why people’s freedom to participate in global interactions varies from place to place.
\n“The negative environmental impacts of globalization are beginning to lessen.” Discuss this statement.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nPersonal freedoms vary according to people’s identities (of gender, ethnicity, religion, age) and locations (democratic or non-democratic states, the presence / enforcement or absence of the rule of law in different rural or urban places). Participation in global interactions has many possible interpretations, including the freedom to use the internet and social media, and freedom to travel globally and internationally, freedom to trade or be involved in other internet / economic exchanges. Ideally, the focus should be on:
\nPossible reasons and place contexts:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of different kinds of freedom and possible barriers to these freedoms (political, economic, cultural, etc). Another approach might be to analyse different kinds of global interaction (internet use, tourism, trade) and barriers to these interactions in specific located countries and contexts.
\nFor 4–6 marks, expect some weakly evidenced outlining of one or two instances of restricted “global freedoms”.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nThe environmental impacts or risks include transboundary or more localized pollution, carbon emissions and climate change, and broader environmental issues such as biodiversity and ecosystem services losses. These impacts are generally accelerated for societies undergoing industrialization and demographic transition; an argument may be made that post-industrial societies have reduced environmental footprints, although this is debatable (due to the offshoring of pollution and carbon emissions). As “environmental impact” is a broad category, some impacts may lessen over time while others may not. The net environmental footprint of the global economy remains very high despite steps taken by some countries.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement that discusses different kinds of environmental impacts at varying scales (global, national or more local patterns). Another approach might be to critically discuss the varying timescale of any positive actions and impacts (some actions have achieved greater success than others in recent years). Another approach may be to critically discuss the extent to which developed countries have successfully brought about environmental improvements or have instead offshored their own carbon emissions by interacting with other places (thanks to global shift and global agribusiness). A good discussion may conclude with a substantiated final judgment on the overall level of lessening (or not) at a global scale.
\nFor 5–8 marks, expect weakly evidenced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThe diagram shows possible impacts of an earthquake on a city and its community.
\n[Source: Grant Agreement No 244061 – Project acronym: SYNER-G]
\nBriefly outline two long-term impacts of infrastructure damage that could be included in Box A.
\nOutline how one characteristic of a community’s population structure can affect its vulnerability to earthquakes.
\nExplain three strategies that could increase the personal resilience of community members to an earthquake event such as the one shown in the diagram.
\nAward [1] for each valid long-term impact on society (defined as persisting beyond the initial event, eg power supply disruptions lasting for weeks, or loss of schools harming education for many years).
\nPossibilities include:
\nAward [1] for two impacts whose long term or community aspect cannot be inferred. For example “roads closed” and “no electricity” would together be worth [1] only.
\nAward [1] for a valid characteristic and [1] for outlining the effect on vulnerability.
\nFor example: An elderly population structure [1] could mean larger numbers of people would be likely to suffer serious injuries due to their limited mobility [1].
\nOther possibilities include:
\nResilience describes the ability to recover/resume normal operations following a hazard event. This can be achieved in various ways, before, during and immediately after the event.
\nIn each case, award [1] for a strategy and [1] for the explanation of how resilience is increased.
\nFor example: Some individuals have fitted their houses with automatic shutdown switches [1], which reduces their vulnerability/increases their resilience to the secondary hazard of fires [1].
\nPersonal resilience is achieved through:
\nThis was generally well answered, although sometimes the impacts were insufficiently developed to gain full marks.
\nThis question caused a problem for the many candidates who did not understand the term \"population structure\", often writing about poverty or population density. There were some good responses relating to high dependency ratios, or large numbers of elderly/children in a population.
\nMany good responses, but some did not develop each point adequately or consider \"personal resilience\" in their answers.
\nChanging population
\nThe graph shows trends in the sex and age profiles of people trafficked in Central and Southeastern Europe between 2009 and 2014.
\n“Men” refers to males aged 18 and older; “boys” refers to males aged 17 and younger.
“Women” refers to females aged 18 and older; “girls” refers to females aged 17 and younger.
[Source: UNODC, Global Report on Trafficking in Persons 2016, United Nations Office On Drugs And Crime
© 2016, United Nations, adapted with the permission of the United Nations.]
State which year had the highest percentage of children trafficked.
\nDetermine the range in percentage of women trafficked.
\nExplain one way in which people trafficking can be reduced.
\nSuggest how two groups of people have been affected by one pro-natalist or anti-natalist policy you have studied.
\nCountry:
\nGroup 1:
\n
\n
Group 2:
\n\n
\n
\n
2012
\n7 % (accept 46 %-53 %)
\nAward [1] for identification of a valid way to reduce trafficking with a further [1] for development/exemplification.
\nFor example:
Increased border controls (checking of paperwork) / training of border control staff [1] eg in South Africa the documents of people travelling with children are checked [1].
Other possibilities include:
\nTwo different groups must be identified.
Only credit points that are related to the effects of the policy on groups and not the operation of the policy.
In each case, allow [1] for identification of a valid group and up to a further [2] for the development of how the group are affected by the policy and/or a link of the group to the policy.
\nFor example: Young girls in China were abandoned in nurseries [1] due to the preference for having boys as a result of the One Child Policy [1], which has led to them having no legal status and a lack of opportunities for education, healthcare, etc [1].
\nOther possibilities include:
\nAnalyse reasons for the recent and widespread rise of anti-immigration movements.
\nDiscuss ways in which global financial flows can be affected by the actions of governments.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nAnti-immigration movements take many forms in different countries and contexts. Recently, many different local movements have developed globally (eg, from Australia to South Africa). In Europe there is a loose international alliance of localist movements. Reasons differ from context to context and encompass economic (work), social (housing) and cultural (religious) issues, amongst many others.
\nPossible reasons for the recent and widespread rise of anti-immigration movements:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of the different possible reasons that explain the recent rise in migration and resistance to it, drawing on contemporary evidence. Another approach might be to analyse the widespread / global nature of these movements, and the common themes that help explain their existence (weaker responses will focus on case studies in an ‘episodic’ way and will neglect to address the ‘widespread’ spatial manifestation of the issues they describe).
\nFor 4–6 marks, expect some weakly evidenced outlining of one or two reasons why anti-immigration movements exist.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nFinancial flows include trade, capital movements, aid and debt payments and remittances. These flows can be increased or decreased according to the political frameworks they must operate in at varying scales. Governments may be national but there are also local governments and multi-governmental organizations to consider too. Actions include incentives but also penalties and sanctions.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of the above (or other) themes in a well-structured way (AO4).
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement, which discusses how government actions connect and interact with the financial decisions of other stakeholder eg TNCs. Another approach might be to critically discuss how financial flows linking particular places might be either increased or decreased. Another approach might be to discuss the relative importance of government actions at different scales. A good discussion may conclude with a substantiated final judgement on the relative importance or significance of different kinds of action.
\nDo not over-credit a detailed discussion of the actions of non-governmental stakeholders (TNCs, NGOs, etc.) unless the account is logically linked with government actions and attitudes (e.g. discussion of how governments allow or disallow FDI, free trade etc.).
\nFor 5–8 marks, expect weakly evidenced and/or imbalanced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nQuestion 1 was by far the most popular on the paper. The overwhelming majority of candidates experienced no difficulty obtaining a middle or upper mark-band score through the delivery of a satisfactory account of hostility against migration in one or more countries. Great use was made of contemporary examples and political movements in the UK, USA and France especially. The best responses were accurate, detailed and were able to engage with the issues in an academic and objective way.
\nThere was a tendency among some weaker candidates to offer more sensationalist, generalized and less well-evidenced accounts of the politics of Donald Trump or the Brexit political movement. In a small number of cases, candidates wrote about xenophobic nationalism so carelessly that it raised concerns that these might be their own views rather than objective reporting of hate-fuelled politics. Candidates are reminded to take great care when carrying out an analysis of sensitive issues.
\nThe main reason why relatively few candidates obtained full marks in this question was neglect of the phrase \"recent and widespread rise\" in the question. Too often, answers were focused on events in one or two countries and whilst the detail was excellent no explicit mention of the wider global context was made. The best candidates, in contrast, understood that the question was providing them with an opportunity to analyse how, in recent decades, globalization has accelerated at such a rapid rate that many individuals and societies have felt compelled to react against it. Hence the rise of populist movements is a recent and widespread phenomenon.
\nThis question was focused on global financial flows and governments. Popular themes included international aid, the imposition of taxes and tariffs, and legal frameworks for foreign direct investment, including the establishment of special economic zones. Together, these three themes were sufficient for a high mark to be awarded provided sufficient evidence had been provided and a strong focus maintained on the role of government.
\nWeaker candidates typically failed to provide much evidence or to maintain a strict focus on the actions of governments. Thus, they were able to write about businesses and their investments overseas but could say very little about how this was linked with government actions. Similarly, candidates who discussed import taxes affecting trade often wrote at great length about movements of commodities without mentioning the reciprocal financial flows which trade generates.
\nThe best answers reaching the highest mark band were able to provide a proper discussion of what might be meant by \"the actions of government\" - for example, they were able to establish a link between policies designed to manage migration and the linked impact this can have on remittance flows. They were therefore able to distinguish between direct and indirect effects on financial flows. In some cases, the best answers explored government actions at different geographic scales, ranging from city councils through to the European Union and other intergovernmental organizations. Finally, some very good answers
discussed the power balance between the actions of governments and businesses, for example in relation to tax havens.
Examine how physical processes affect the level of volcanic hazard risk in different places.
\nExamine why mass movement hazard risk in some places could change in the future.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nHazard risk is a function of the interaction between human and physical factors. Physical processes include both the primary hazards resulting from the characteristics of volcanic activity and the associated secondary hazards. The risk from volcanic activity varies between different places (which may be rural or urban, or at different scales, or with varying levels of wealth). Hotspots are relatively localized, and the risk will be over a small area, while activity on a plate margin presents risk over a much wider area.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the statement in a way that shows understanding of the relationship between multiple physical processes, including magnitude and type of volcanic activity, and associated secondary hazards. Another approach would be to examine risks to places at different locations and scales (“hotspots” as opposed to plate margins).
\nFor 5–6 marks, expect some outlining of risk(s) resulting from volcanic activity. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nRefer to Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe risk from mass movement hazards is a product of economic factors, such as levels of development and technology; demographic and social factors, such as population density and education; and political factors. The question refers to “some places” – in other words, the risk might not increase in all places; in some it might decrease over time. Some places might be more at risk than others.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nThe risk from mass movement hazards might increase because of:
\nIn other areas, the hazard risk might decrease due to:
\nThe nature of the risk may also depend on type of mass movement and local contexts (eg, will high magnitude events increase more than slow types of movement, such as solifluction and creep in thawing periglacial regions).
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the varying degree of risk attached to different mass movement processes. Another approach might be to examine how future risks vary between places and may increase over different time scales.
\nFor 5–6 marks, expect some outlining of mass movement hazard risks. The response is partial, narrow or lacks supporting evidence.
\nFor 7–8 marks, expect a well-structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nSome very good responses, with a detailed examination of varied physical processes and volcanic characteristics at different types of plate margin in different places, including variations in explosivity, lava types and secondary hazards such as lahars. It was pleasing to see some valid diagrams supporting their examples. Weaker candidates described volcanoes in general terms, and some examples were rather dated, such as Mt St Helens (1980). Contemporary examples of volcanic activity should be used wherever possible.
\nThis was a less popular question. There were some good responses, examining changing levels of risk in terms of human pressures, such as deforestation, settlement, and possible climate change, as well as mitigating factors, such as slope stabilization schemes, monitoring and land-use zoning, using pertinent examples. Weaker candidates gave descriptive accounts of mass movements that had occurred, rather than how risk might change in the future. Some, unfortunately, showed a complete lack of understanding and wrote about earthquakes, or population migration - suggesting that the new topic of mass movement had not been taught.
\nExamine the management challenges that internationally shared water resources can create.
\nExamine why some communities and environments may benefit more than others from the building of large dams.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the essay is on the management challenges facing the use of internationally shared water resources (rivers, lakes, wetlands and aquifers). Conflicts over shared water resources may be serious and difficult to resolve, especially where resources are scarce and demand is high. There are competing demands for water, which should be allocated on an equitable basis, to satisfy all users. Increasing demands from agriculture, industry and urban. Water scarcity is becoming an important issue; physical and economic water scarcity is increasing. The varying power of different stakeholders should be considered in relation to water management.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the management challenges, and may show that perspectives (e.g., political, economic, social and environmental) may differ between stakeholders. Another approach might be to examine which stakeholders gain greater benefits, perhaps in relation to the varying power over the management process.
\nFor 5–6 marks, expect weakly evidenced outlining of one or more management challenges created by internationally shared water resources.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe construction of large dams for multi-purpose water schemes can have significant benefits, but often come at a considerable cost. The cost and benefits are shared unevenly between different communities and environments, and some will benefit more than others.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the varying benefits of large dam construction for communities and environments, and may show that perspectives (e.g. political, economic, social and environmental) may differ between stakeholders. Another approach might be to examine which stakeholders gain greater benefits, perhaps in relation to their varying power over future management possibilities.
For 5–6 marks, expect weakly evidenced outlining of one or more benefits of large dam construction for communities and/or environments (places).
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nThis was quite well answered, especially by those who chose Middle East examples highlighting conflicts over different types of water resources. The best answers were able to suggest generic challenges and relate them to a studied example, usually the shared resources of the Nile. Many candidates did not focus on the term \"management challenges\", and merely described case study examples.
\nAgain, the GERD was able to be used to answer this question, allowing a comparison of the benefits to different countries. Many focused on upstream/downstream differences. Poorer answers simply listed the pros and cons of dam projects, or described the issues related to the particular dam and didn't focus on the specific question.
\nBriefly outline two human factors that are possible causes of desertification in a hot, arid environment.
\nBriefly outline two physical factors that influence the occurrence of flash floods in hot, arid environments.
\nExplain three reasons why there are concentrations of people in some parts of hot, arid areas.
\nExamine the severity of the different challenges for resource development in periglacial areas.
\nAward [1] for a description of the following, up to [2]:
\nAward [1] for a description of the following, up to [2]:
\nAward [1] for each valid reason, and [1] for development/exemplification.
\nPossible reasons include:
\nAccept other valid reasons.
\nFor example: In Niger, the presence of uranium [1] has led to the development of the town of Arlit / associated settlement and infrastructure [1].
\nFor example: Retirement resorts eg Palm Springs, have been built [1] which attract elderly/retired people who enjoy the hot, dry desert climate [1].
\nResource development in periglacial areas is affected by the presence of permafrost. The challenges of coping with the constant thawing and melting require a range of measures in place in order to pursue resource development. Activities and techniques must be constantly monitored and modified in order to maintain infrastructure (transport, pipelines, bridges, airfields), buildings and settlement requirements. Other challenges might include relief, climate, accessibility/remoteness.
\nThere are economic and social challenges for the successful extraction of minerals, for scientific research and for ensuring the long-term viability of the nomadic lifestyles of indigenous people who rely on resources found in these areas.
\nGood answers might examine explicitly the relative severity of a range of challenges. Another approach might be to examine different periglacial areas and the contexts and challenges they present, eg greater/more severe challenges in areas of discontinuous permafrost / areas with more active layer activity or climate change associated issues. They may also examine the extent to which some challenges may be overcome if the opportunities merit investment.
\nAt band D, expect description of some challenges for resource development in permafrost areas.
\nAt band E, expect either explanation of a range of challenges for resource development in periglacial areas, or a structured examination of the severity of these different challenges (may examine the degree to which they can be overcome).
\nAt band F, expect both.
\nMarks should be allocated according to the Paper 2 HL and SL markbands.
\nBriefly outline how the natural greenhouse effect operates.
\nExplain how the global energy balance can be changed by solar radiation variations.
\nExplain how the global energy balance can be changed by global dimming due to volcanic eruptions.
\nExplain two reasons why sea-level change may result from global warming.
\nReason 1:
\n\n
\n
Reason 2:
\n\n
\n
Longwave/outgoing radiation [1] is absorbed by greenhouse gases [1], heating up the atmosphere [1].
\nSolar flaring / sunspot activity / solar cycles or increase/decrease in solar activity [1] can change the amount of shortwave radiation entering the system [1].
\nIncreased aerosols / dust / particles in the atmosphere [1] preventing the input of shortwave radiation [1].
\nIn each case, credit a valid reason [1] and award [1] for development/exemplification that explains change in sea level.
\nFor example:
\nAccept evaporation and drop in sea level ONLY when specifically related to inland seas.
\nExplain how two new technologies can be used to manage risks created by global flows of data and/or people.
\n“Physical factors are the main reason why cultural diversity varies from place to place.” Discuss this statement.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nA new technology is most likely a digital technology developed in the last few decades, ideally in the student’s own lifetime. Steam trains should not be regarded as new in the context of this question. The Subject Guide requires study of drones, 3D printing, crowd-sourcing technology, cybersecurity measures and e-passports. Global flows of people and data generate risks; new technologies can help mitigate these risks.
\nPossible uses of new technologies:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured, systematic analysis of how each technology helps mitigate/manage risk. Another approach might be to analyse the nature of the risks that are associated with these global flows in different located contexts.
\nFor 4–6 marks, expect some weakly evidenced outlining of the way one or two technologies can help manage people/data/risks.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three of more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement, which discusses its veracity at different scales or for different contexts (local, rural, urban, national). Another approach might be to critically discuss different perspectives on what cultural diversity means, eg dimensions of language/religion/ethnicity, and the extent to which physical factors/isolation could affect each of these dimensions. A good discussion may conclude with a substantiated final judgement on the relative importance or significance of physical factors.
\nFor 5–8 marks, expect weakly evidenced and/or imbalanced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThis was the least popular question and it was not always effectively answered. Too many candidates seemed to have stopped reading the question at the word \"used\". They proceeded to explain how drones or other forms of surveillance can be used by governments to manage their own citizens and businesses without making any connections with the global dimension of the question.
\nCandidates who engaged fully with the question applied their knowledge in a far more satisfactory way. They correctly viewed technologies such as e-passports and firewalls as ways of managing global data and population flows. They were also explicit in their analysis of the global risks attached to these flows such as the spread of global terror cells or harmful computer viruses.
\nA minority of excellent answers linked the chosen technologies with the management of the global spread of Covid-19. Examiners credited a wide range of new technologies if they were satisfactorily linked with the concept of global risk management. It was, however, clear that a significant number of candidates attempting this question were unfamiliar with the portion of the course which this question examines. Instead, they were relying on everyday knowledge of computers, emails and firewalls.
\nVery few good answers to this question were produced. Typically, two weaknesses were apparent in the responses of candidates. Firstly, many wrote very little about physical factors. In some cases, candidates began by saying: \"Physical factors are unimportant because globalization is the main reason\". Any response that wilfully ignores the main focus of the question is always unlikely to reach the upper mark bands. Secondly, candidates confused the idea of cultural diversity in places with the idea of cultural difference between places. Thus, they explained how isolation, or an extreme environment might be linked with the development of a distinctive indigenous local culture. This is not evidence of cultural diversity, though.
\nThe candidates who performed well in this question were usually able to discuss the extent to which geographic isolation or the presence of natural resources has encouraged or discouraged past or present migration flows and thus increased diversity.
\nThe map shows the pattern of movement of oil tankers and their chokepoints.
\n[Source: Bender, J., 2015. These 8 narrow chokepoints are critical to the world’s oil trade, [online] Available at:
https://www.businessinsider.com/worlds-eight-oil-chokepoints-2015-4?r=US&IR=T [Accessed 4 May 2020].
Source adapted.
U.S. Energy Information Administration, 2014. World oil transit chokepoints critical to global energy security [online]
Available at: https://www.eia.gov/todayinenergy/detail.php?id=18991#menu [Accessed 19 July 2021].
Source adapted.]
Identify the chokepoint with the most barrels of oil moved per day.
\nState the number of millions of barrels of oil moved per day at the Strait of Malacca choke point.
\nOutline one reason why the ownership of one named ocean area or territory is contested.
\nSuggest one political challenge and one environmental challenge associated with the movement of oil around the globe by sea.
\nStrait of Hormuz
\n15
\nAward [1] for a valid reason and [1] for further development.
\nAward maximum [1] if no example.
\nFor example: Spratley Islands — multiple countries claim ownership [1] because the islands are within their territorial waters [1].
\nAward [1] for a political challenge and a further [2] for development/explanation /exemplification.
\nFor example, an international dispute can escalate between unfriendly countries [1] when one country’s tankers move through the territorial waters of the other [1] because of geographical features, such as narrow straits, causing choke points [1].
\nAward [1] for an environmental challenge and a further [2] for development/explanation/exemplification.
\nFor example, pollution from accidental spillage/ accidents from tankers [1] causing harm to marine eco-systems [1] which is extremely difficult/costly and difficult to clean up as ocean currents disperse it over a wide area [1].
\nAccept weather related conditions that may affect navigation.
\nVery few issues found.
\nVery few issues found.
\nMost chose the South China Sea but there were also some examples (taken from the resource) which are not contested. There were some who misread the question and wrote about contested land areas. Often the reason was not sufficiently developed for the second mark.
\nGenerally, this was answered quite satisfactorily although often without sufficient development to gain the full (6) marks. The identification of a political challenge was more difficult with a poor understanding of what political entailed. The question asked for challenges associated with oil movement (transport) so using Deepwater Horizon as an example was not appropriate.
\nThe pie chart shows the aquaculture production of Asia, by country, in 2016.
\nIdentify the country with the third largest aquaculture production.
\nEstimate the aquaculture production in China in millions of tonnes.
\nOutline one environmental problem associated with the growth of aquaculture.
\nSuggest how sustainable management of ocean fish stocks in low- and middle-income countries may have benefits for local communities.
\nSuggest how sustainable management of ocean fish stocks in low- and middle-income countries may have benefits for the global environment.
\nIndonesia
\n56 (accept 53–59)
\nAward [1] for the environmental problem and [1] for development/explanation.
\nFor example: Contamination of waters around the aquaculture farms [1] caused by leaked chemicals [1].
\nOther problems include:
\nAward [1] for a valid suggestion and up to [2] for explanation or exemplification.
\nFor example: Fishing provides employment [1] so there is long-term job security [1] due to lack of alternative employment options in industrializing/emerging countries where there is increased pressure on fish stocks [1].
\nOther suggestions include:
\nAward [1] for a valid suggestion and up to [2] for explanation or exemplification.
\nFor example: Stops fish becoming extinct / allows biodiversity to thrive [1], which maintains health of ocean ecosystems [1], thus protecting an important global commons [1].
\nOther suggestions include:
\nThese were well done.
\nThese were well done.
\nMost were able to outline an environmental problem although a surprising number did not know the meaning of aquaculture.
\nThese were generally fine with, part (i) being answered better than (ii). Not many got full marks in either section as responses tended to be a little vague.
\nThese were generally fine with, part (i) being answered better than (ii). Not many got full marks in either section as responses tended to be a little vague.
\nAnalyse the scale and severity of the challenges created by transboundary pollution (TBP).
\nDiscuss the economic challenges that global interactions have created for different countries and communities.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nTransboundary pollution may be a short-lived event or more pervasive problem involving movements of polluted bodies of air or water across national boundaries.
\nPossible themes include:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of the severity of different types of challenges (environmental to political). Another approach might be to analyse the varying scale of each challenge (mortality may be relatively localized, with weaker dispersed effects evident on a larger scale).
\nFull marks may be obtained through use of a single case study provided there is sufficient analysis of the varying scale and severity of the associated challenges.
\nFor 4–6 marks, expect some weakly evidenced outlining of one or two problems / challenges / impacts.
\nFor 7–9 marks, expect a structured, well-evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement, which discusses how the challenges are most severe in particular places and at certain scales (eg, US Rust Belt state populations have suffered more than other areas of the US). Another approach might be to discuss how challenges lessen or become more severe over a longer timescale (eg, post-industrial cities in high-income countries have been redeveloped and regenerated on account of global shift). A good discussion might conclude with a substantiated final judgement on the relative severity of different economic challenges.
\nFor 5–8 marks, expect weakly evidenced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThis was the second most popular question. There were many satisfactory answers focused on proper examples of transboundary pollution. Candidates had often thoroughly revised the topic and used good supporting evidence of forest fires in Indonesia or issues arising from the 2011 Fukushima nuclear meltdown. Many answers were extremely detailed, making the scale and severity of the pollution very clear.
\nThe best answers used the words scale and severity repeatedly, with sustained use of supporting evidence. They also understood the difference between an impact and challenge, allowing them to analyse the geopolitical and legal dimensions of transboundary pollution, not merely the numbers of deaths and asthma attacks.
\nIt was disappointing to see so many candidates using the antiquated example of Chernobyl rather than the more contemporary Fukushima incident. The latter also lends itself well to analysis due to its coastal location and the way transboundary pollution occurred via the ocean, a global common. However, the Chernobyl TV series has understandably caught the imagination of a new generation of learners. If teachers continue to use this study, however, it would be good to encourage candidates to focus their learning on the geography of the pollution event rather than the sometimes lurid details of the meltdown incident.
\nMost candidates provided a satisfactory answer to this question by linking together three or four economic challenges or issues. Popular themes included trade conflict between the USA and China, the global shift of manufacturing work, tax avoidance by large companies and the costs of managing Covid-19.
\nExamples were often detailed, with some clear explanation of the challenges which particular governments or groups of citizens have experienced.
\nOccasionally, the role of global interactions was only implied rather than explicit. For example, candidates described the challenges that the USA and China now face because of increased tariffs. However, the link with global interactions was unclear. They were unable to explain the global interactions that gave rise to the latest wave of protectionism in the first place. In other words, only part of the story was being told.
\nAnother weakness appearing in some answers was a tendency to write about business challenges while ignoring the phrase \"countries and communities\" in the question. It would have been self-evident to these candidates that businesses belong to particular countries and communities but it would have been helpful if they had justified the inclusion of material dealing with business challenges more securely.
\nThe topographic map shows the small town of Queenstown in New Zealand. Founded in the 1860s this town has experienced rapid growth since then. The scale of the map is 1:50 000.
\n[Source: NZTopo Database. Crown Copyright Reserved. This work is based on/includes Toitū Te Whenua Land Information New Zealand data which are licensed by Toitū Te
Whenua Land Information New Zealand (https://www.linz.govt.nz/) for re-use under the Creative Commons Attribution
4.0 International licence (http://creativecommons.org/licenses/by/4.0/). Available at: https://www.topomap.co.nz/
NZTopoMap/nz17896/Queenstown/ [Accessed 6 May 2020]. Source adapted.]
Identify the state highway located in grid reference 6105.
\nState one physical reason for the location of the airport to the east of Frankton (Queenstown Airport).
\nOutline one reason why land values are higher in some parts of an urban area.
\nExplain two challenges associated with making infrastructure improvements in urban settlements such as Queenstown.
\n6A
\nAccept any possible physical reason such as:
\nFlat land [1] / prevailing winds [1] / orientation of valleys [1]
\nAward [1] for the reason and [1] for development/explanation.
\nFor example: many people want to live by the coast due to the nice view [1] so demand drives up prices [1].
\nOther possible factors (these may or may not relate to the map) include:
\nFor each one, award [1] for the challenge, and up to [2] for explanation, development and/or exemplification.
\nFor example: provision of a new airport runway may require the use of existing residential areas [1] involving the resettlement / out migration of residents [1] possibly leading to urban sprawl if new suburbs are to be built [1].
\nOther challenges include:
\nGenerally well answered.
\nThe word physical was either not understood or ignored.
\nThis was well done with proximity to the CBD being the most used reason.
\nMany correct answers here although some looked at consequences not challenges. The majority used the given map as a guide, for example, steep slopes, although this was not necessary as any urban settlement could have been used.
\nThe map shows the weight, in kilograms (kg), of domestic electronic waste produced per person in Africa in 2014.
\n[Source: Baldé, C.P., Wang, F., Kuehr, R., Huisman, J. (2015), The global e-waste monitor – 2014,
United Nations University, IAS – SCYCLE, Bonn, Germany]
Describe the distribution of countries that produce more than 6kg of electronic waste per person.
\nExplain two reasons why some countries receive large international flows of consumer waste.
\nReason 1:
\n\n
Reason 2:
\n\n
Suggest two implications of a warmer climate for the food security of places.
\nImplication 1:
\n\n
Implication 2:
\n\n
Award [1] for a comment related to the general distribution and [1] for specifics of location.
\nPossibilities include:
\nIn each case award [1] for identification of a valid reason with a further [1] for development/exemplification.
\nFor example: Some low-income countries import waste because they receive money for it [1], eg Ghana is a low-income country and imports waste because valuable metals are found in it [1].
\nOther possibilities include:
\nIn each case award [1] for identification of valid implication of a warmer climate with further [1] for development/exemplification linked to food security/food production.
\nFor example: Warmer climates lead to extreme weather events, such as hurricanes [1], which can destroy crops and reduce food security [1].
\nPossibilities include:
\nThe table shows the location and height, in metres, of the world’s tallest waterfalls.
\n[Source: Adapted from https://www.worldwaterfalldatabase.com/tallest-waterfalls/total-height. Information presented on the World Waterfall Database is constantly being re-evaluated and while we strive to keep it as accurate as possible, there are entries in our Tallest list(s) which need to be more closely scrutinized and as such the heights we currently have presented may or may not be entirely accurate.]
\nIdentify which country has the most waterfalls between 780m and 860m in height.
\nState the mode for height from the table.
\nOutline the main features of one landform, other than a waterfall, created by river erosion.
\nExplain two reasons why rates of erosion could vary at different waterfalls, such as those shown in the table.
\nUSA.
\n840 (“m” not needed).
\nAward [1] for a basic outline of a valid landform and [1] for further development of its main feature(s) or the process relating to its formation.
\nFor example: A meander is a winding/sinuous section of a river [1] with a steep river cliff on the outside bend [1].
\nOther erosional landforms include:
\nIn each case, award [1] for a valid reason and [2] for further explanation/development of variation in rates of erosion at different waterfalls.
\nFor example: If the drop in height is great [1], the water will be very fast [1]; therefore, there will be more rapid abrasion/hydraulic action [1].
\nOther possible reasons include:
\n1 (a)(i) and (ii) Very few issues here.
\n1 (a)(i) and (ii) Very few issues here.
\nMany named a landform, e.g. meander, correctly but did not outline the main feature(s) of the landform. Some candidates outlined features of river deposition.
\nMost made a good attempt at this although many asserted that velocity and discharge were two different factors.
\nExamine the major threats to coral reef environments.
\nExamine why conflicts often develop over the commercial use of coastal margins.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nCoral reefs play a vital role in physical processes and ecosystems of coastal margins and are an important economic and social resource to coastal communities. Threats to coral reefs include the possible impacts of climate change, and increasing pressure from varying human activities, such as resource exploitation, over-fishing and tourism.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines a variety of threats to processes on coral reefs, and the different perspectives and varying power of stakeholders. Another approach might be to examine the scale of the threats, and how these might vary over time.
\nFor 5–6 marks, expect weakly-evidenced outlining of one or more threats to coral reef environments.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nCoastal margins are under increasing threat from commercial activities, including the concentration of urban development, tourism and industry. As population and economic activity becomes increasingly concentrated in coastal areas, there is a need to conserve and manage vulnerable landscapes and ecosystems.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines a variety of conflicts between stakeholders, and the different perspectives and varying power of stakeholders. Another approach might be to examine the scale of the threats, and the outcomes for different stakeholders.
\nFor 5–6 marks, expect weakly-evidenced outlining of at least one conflict developing from commercial use of coastal margins.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThere was some good knowledge and understanding shown of the threats to coral reef environments and of the chemical processes involved in ocean acidification. There was the occasional confusion over acidification and rising sea water temperatures. Overall, there was a lack of named examples or case studies to illustrate the points made.
\nThis question tripped some candidates up in the unpacking of the question — it required an emphasis on commercial use of coastal margins and the conflicts that develop. Many candidates were unable to correctly identify and define coastal margins, used inappropriate case studies, and wrote about conflicts of ocean areas and territories.
\nExamine the positive and negative impacts of La Niña events for different parts of the world.
\nEvaluate the relative importance of vegetation in the development of coastal sand dunes.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nLa Niña is the positive and cold phase of El Niño, and is associated with below average sea surface temperatures in the central and eastern tropical Pacific Ocean. La Niña may have significant impacts on weather systems, with environmental and economic consequences. La Niña can have positive and negative effects on different places, including changes in storm frequencies and rainfall amounts, causing flooding and droughts, and modification of ocean currents, affecting fishing industries.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the positive and negative impacts of La Niña in different areas. Another approach might be to examine which areas gain greater benefits, and whether these outweigh the negative impacts.
\nFor 5–6 marks, expect weakly evidenced outlining of one positive and/or negative impact of La Niña.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nVegetation plays a vital role in the formation and development of coastal sand dunes, but wind and other coastal processes are also of importance. Sand dunes typically develop where there are strong onshore winds, and constructive wave action with the formation of wide, sandy beaches. There should also be a plentiful supply of sand, either from erosion of nearby cliffs or transported by ocean currents. Vegetation is important in trapping and stabilizing sand deposition to form dunes. A recognizable vegetation succession is evident from newer to older, more inland dunes. If vegetation is destroyed by human activity, sand dune erosion may occur.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the relative importance of vegetation in sand dune formation in relation to other factors such as wind and coastal processes that provide a wide expanse of sand. Another approach might be to examine the spatial variation in the role of vegetation, the way vegetation succession occurs over time scales, and the interaction of human activity.
\nFor 5–6 marks, expect weakly evidenced outlining of the link between vegetation and coastal sand dune development.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nThere were some good responses on La Niña, taking examples from different parts of the world showing a sound knowledge of positive and negative impacts. Weaker responses were confused about what happened where.
\nVegetation was discussed but very few understood the relevant importance of vegetation in sand dune formation, so failed to discuss other factors like wind. Many responses dealt incorrectly with mangroves, and some focused on threats to sand dunes.
\nExamine the possible long-term challenges associated with tourism in one or more types of cold environment.
\nExamine the importance of wind in the development of two or more hot, arid landscape features.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the response should be on tourism in different types of cold environment: including ice sheets, glaciers and permafrost in high altitude mountain regions, and high latitudes. Some long-term challenges will be similar for different types of environment, while others might be unique. Challenges might be physical, economic and social. Local and global stakeholders may be involved in the management of these long-term challenges for a sustainable future.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the variety of long-term challenges in different places and scales. Another approach might be to examine the varying perspectives and varying power of stakeholders for possibilities of future management.
\nFor 5–6 marks, expect weakly-evidenced outlining of one or more challenges associated with tourism in a cold environment.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nBoth wind and water are involved in the formation of desert landscapes, although their relative importance varies from place to place and over different time scales, including the effects of possible climatic change on processes. Despite the popular image of deserts as being dominated by extensive sand seas and dunes, wind often plays a relatively minor role in landform development in many desert regions.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that reaches an evidenced judgment regarding the importance of wind processes in landscape development. Another approach might be to examine the relative importance of different processes over varying time scales and places.
\nFor 5–6 marks, expect weakly-evidenced outlining of the importance / relative importance of wind in the formation of at least two landscape features.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMost candidates were able to consider some challenges with tourism in cold environments but relatively few focused on the term 'long-term'. Weaker candidates just wrote a list of challenges which were poorly applied to the question.
\nThere was much confusion here with only a few realizing that it was a question about the formation of landscape features. Those that did often restricted their answers to simplistic accounts of dune systems. The relative importance of wind was recognized by only a few candidates. Good candidates also recognized the importance of climate change and past wetter climates in the formation of relict landscapes in arid areas.
\nExamine the strengths and weaknesses of resilient city design as a way of managing climatic challenges.
\nExamine why social deprivation occurs for different reasons in urban areas at varying stages of development.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nClimatic challenges to urban areas occur at both the macro and local scale, long and short term. They include challenges from global climatic change, including secondary impacts such as rising sea levels and increasing frequency and intensity of storms. At the local scale, increasing air pollution poses a serious threat to the environment, human health and increasing death rates. The local heat island effect might also intensify. Strategies to manage escalating climatic risks include adopting resilient city design. Resilient cities are cities that have the ability to absorb, recover and prepare for future shocks, especially challenges associated with climate change.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows understanding of how the principles of resilient city design can be used to manage climatic challenges, and illustrates the power and different perspectives of stakeholders. Another approach might be to consider how the challenges and their management might vary between different places, at varying levels of development, or at different timescales.
\nFor 5–6 marks, expect weakly-evidenced outlining of at least one resilient city design to manage a climatic challenge.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nUrban social deprivation includes increasing levels of poverty, low living standards, poor health, low educational attainment, and poor access to resources. Deprivation occurs in all urban areas, in countries at varying levels of economic development. The causes of deprivation are often difficult to determine. It is often associated with high unemployment and rising crime levels. Urban deprivation is concentrated in particular areas of cities, including inner-city and outer-city housing estates and areas of informal housing.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows evidenced judgment of the processes causing social deprivation in different urban places. Another approach might be to consider the power and perspectives of different stakeholders.
\nFor 5–6 marks, expect weakly-evidenced outlining of one or more reasons for urban social deprivation.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nStronger candidates were able to provide evidenced explanations of city design but not many were able to combine this with ongoing evaluation of specific designs for climate challenges. Many wrote about how cities can be eco-friendlier, for example, Curitiba, but did not address how the cities are going to be better at managing and coping with climatic challenges, and many also ignored the strengths and weaknesses part of the question.
\nThis was reasonably well-answered. Most candidates compared deindustrialization in Detroit with growth of shanty towns/favelas (e.g. Rio or Dharavi Mumbai) in large urban areas in less-developed countries. A few (correctly) examined deprivation at a small scale within cities in high-income countries.
\nThe map shows the distribution of buildings on the continent of Antarctica.
\n[Source: Brooks, S. T., Jabour, J., Van den Hoff, J. and Bergstrom, D. M., 2019. Our footprint on Antarctica competes with
nature for rare ice-free land. Nature Sustainability. [online]. Available at: https://www.researchgate.net/figure/
Distribution-of-building-footprint-on-Antarctica-a-The-distribution-and-density-of_fig1_331506395 [Accessed 1
October 2020]. Source adapted.]
Identify one feature of the way buildings are dispersed across Antarctica.
\nEstimate the latitude of building A.
\nOutline one reason why a long-term fall in temperature might cause glaciers to advance.
\nExplain two geographic factors that can make very high-latitude polar regions challenging for human activity.
\nNear ice shelves / on the edge of the continent / coastal / concentrated on the Antarctic Peninsula / concentrated between 135 ° E and 180 ° / to the east of Ross Ice Shelf / none at the South Pole.
\nAccept 80 ° or 80 ° South (credit 78–82)
\nAward [1] for the reason and [1] for explanation/development.
\nFor example: Volume of ice increases due to more snowfall [1] accumulation exceeds ablation/melting [1].
\nOther possibilities include:
\nIn each case, award [1] for a valid factor and up to [2] for development / explanation.
\nFor example: Remoteness makes communications difficult [1] due to distance/time/hostile ocean/lack of infrastructure [1] and increases the cost of supplies/materials that have to be brought into the area [1].
\nOther factors include:
\nThis was well done.
\nThere was some confusion between latitude and longitude.
\nThis was generally understood with regard to accumulation.
\nThe question was reasonably well attempted although some confused high latitude with high altitude.
\nThe infographic shows information on the characteristics of extreme poverty and its reduction.
\n[Source: adapted from The World Bank Group https://www.worldbank.org/en/news/feature/2014/10/10/ending-poverty-is-within-our-reach. Data is from 2014 and therefore some data may no longer be accurate. Please see this link for more recent data: 2018/10/17/infographic-poverty-and-shared-prosperity-2018-piecing-together-the-poverty-puzzle.]
\nEstimate the percentage of daily income that those in extreme poverty spend on food.
\nIdentify in which decade extreme poverty declined the fastest.
\nUsing evidence from the infographic, explain one way it clearly demonstrates to the audience how they can help end poverty.
\nEvaluate the strength of the links between poverty and gender that are shown in this infographic.
\nApproximately 60 % (allow 55 % to 65 %).
\n2000–2010 or the 2000s (do not accept 2000)
\nAward [1] for valid evidence from the infographic that is linked to poverty and [1] for linking how the audience’s help or action can be used to end poverty.
\nThe audience can be individuals, groups (such as charities) or governments.
\nFor example:
The infographic shows that change could be achieved by alleviating extreme hunger [1] and individuals could donate money to provide food/improve agriculture [1].
Or
\nThe infographic shows that change could be achieved by improving sanitation [1] and charities could provide clean water so that fewer people are sick and can work to provide money/food for their families [1].
\nOr
\nOn the infographic, the prominent extended hand is asking for money [1] governments can use this for job creation, which will provide people with better wages [1].
\nAward [1] for each link identified and a further [1] for each relevant development/explanation point, up to a maximum of [5]. Maximum [4] if only one aspect is addressed Award the final [1] for an overall appraisal that weighs up the strengths/limitations of the links shown in the infographic.
\nThe links between gender and poverty can be seen in a positive fashion (eg therole of women in the alleviation of poverty through education) or negative fashion (eg the stereotyped view of women/men in the workforce).
\nThere are aspects of the infographic that link gender and poverty
\nThere are other aspects of the infographic that link poverty to alternative factors:
\nFor example:
\nThe infographic recognizes that women have a central part in the delivery of government programmes [1] where cash can be provided to mothers [1] who use the money to provide education for their children [1]. The education of the most vulnerable enables them to engage in income generating activities [1] that that takes them out of poverty [1].
\nThe job creation bar graph uses a symbol that depicts only men [1], implying strongly that only men make up the work force [1] and, hence, that it is only men that can contribute to alleviating poverty [1]. Furthermore, women are depicted as the primary caregivers of children [1], reinforcing gender stereotypes as non-providers of income [1]. Overall, however, the links are not very strong and it does not seem to be the central message of the infographic [1].
\nExamine how human and physical factors can contribute to a low risk of river flooding.
\nExamine why it can be difficult to achieve stakeholder agreement over how best to manage one or more water resources.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nRiver flooding continues to cause serious human and environmental problems, especially in urban and densely populated rural areas. In order to reduce the impact, severity and frequency of flooding it is important that there should be an understanding of the physical and human causes of river flooding.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nHuman factors that may contribute to low flood risk include:
\nPhysical factors that may contribute to low flood risk include: • geology, including rock permeability
\nGood answers may be well structured (AO4) and may examine the relative importance (AO3) of the two sets of processes, or the interaction of the two sets of processes, or how influences may vary from place to place.
\nFor 5–6 marks, expect some weakly evidenced outlining of how human and/or physical factors contribute to a low flood risk.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nAs the quantity of water resources available to meet rising demands over time intensifies, and the quality of water degrades, there is increasing competition and possible conflict between water users. The rising demands include freshwater supplies from rivers, lakes and aquifers, fishing, irrigation and navigation. Many river basins cross political boundaries and there is a need for international agreements and cooperation to avoid possible conflicts over increasingly scarce resources.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the roles and power of different stakeholders in relation to water management issues. Perspectives can differ so greatly that no consensus can be arrived at. Different stakeholders have unequal power, which means that some views are ignored. The scale and complexity of the issue affects outcomes.
\nFor 5–6 marks, expect some weakly evidenced outlining of the management of one or more water resources.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThere were some good responses showing understanding of human and physical factors. A few mis-interpreted the question by overlooking the words \"low risk\". Many answers would have benefitted from the use of examples or more detail of the processes involved.
\nResponses were often descriptive, with limited reference to stakeholder agreement. There was a limited range of examples; most focusing on the Nile and GERD. Many just wrote about everything they knew about this case study without referring to the question.
\nThe graph shows the magnitude of selected earthquake events in relation to the number of deaths caused.
\nIdentify the location of the earthquake event with the highest magnitude.
\nState the number of deaths caused by the earthquake event in the USA.
\nOutline one reason why high-magnitude earthquake events do not occur very often.
\nExplain how the risk to a community from earthquake events such as these might be affected by the age structure of its population.
\nExplain how the risk to a community from earthquake events such as these might be affected by political factors (governance of the country).
\nIndian Ocean
\nAccept answers between 130–160
\nAward [1] a valid reason and [1] for development.
\nFor example, it takes a long time for sufficient tension to build between plates [1] in order to generate the higher amounts of energy to be released in a high-magnitude earthquake event [1].
\nAward [1] for a basic link between a valid population factor and some aspect of vulnerability/risk (such as preparedness, resilience, response) and up to [2] for further development/exemplification.
\nFor example, a population with a higher proportion of elderly people has greater vulnerability [1] as earthquakes /tsunamis are sudden events with little warning time [1] with insufficient time for people with limited mobility to reach higher ground (tsunami) [1].
\nIt is acceptable that different aspects of the age structure (elderly / youthful) can be discussed rather than focusing on just one segment of the population.
\nOther factors include:
\nAward [1] for a basic link between a valid political factor and some aspect of vulnerability/risk (such as preparedness, resilience, response) and up to [2] for further development/exemplification.
\nFor example, governments have put in place effective communications to warn their people about earthquake risks [1] for example, United States Geological Survey (USGS) providing information to the Californian people about the San Andreas fault [1] thereby prompting citizens to take steps to increase their resilience [1].
\nOther factors include legislation for:
\nNo problem.
\nMisunderstanding of the logarithmic scale led to many incorrect answers.
\nMixed results with most gaining at least one mark, but lacking sufficient development for a second mark.
\nGenerally well done. It was good to see an understanding of the relevance of population structure.
\nAgain largely well done, with most using Haiti as a case study.
\nThe map shows the distribution of population in Venezuela.
\n[Source: Geo-Ref.net, 2020. Country map – Administrative structure – Population density of Venezuela. [online] Available at:
http://www.geo-ref.net/en/ven.htm [Accessed 12 May 2020]. Source adapted.]
Outline the distribution of the Venezuelan states with population densities of above 100 persons per km2.
\nExplain two physical reasons why some areas have a low population density.
\nReason 1:
\n\n
\n
Reason 2:
\n\n
\n
Explain one cultural reason and one economic reason why fertility rates are decreasing.
\nCultural reason:
\n\n
\n
Economic reason:
\n\n
\n
Award [1] for each valid statement, up to a maximum of [2].
\nPossibilities include:
\nIdentification of a valid physical reason [1] and [1] for further development of how it has led to a low population density.
\nFor example: Mountainous areas frequently have low population densities [1] as the terrain is rugged and steep and agriculture is difficult to practice (and accessibility is poor) [1].
\nPossibilities include:
\nIn each case, award [1] for a valid reason with [1] for further development linked to decreasing fertility rates.
\nFor example: There has been a decreasing influence of religion [1] – religious influence on birth control is no longer strong in western societies [1].
\nCultural reasons may include:
\nEconomic reasons may include:
\nResponses to this question were generally good and candidates seem to have been well prepared for the description of distributions. Good answers generally used compass directions to identify the areas of high population density although many referred to the coastal component of the distribution. It was clear that candidates had also been schooled to take heed of anomalies to the general pattern. Some candidates made valid comment on the spatial pattern of distribution with reference to the clustered nature of the configuration.
\nThe quality of answers to this question was variable. The better responses regularly selected mountainous terrain and extreme climate as the reasons for low population density and then gave explanatory development such as agricultural adversity. Other frequent causes of low population density were vegetation, water supply and infertile soils. Often candidates could identify a reason, but their explanations lacked understanding or precision.
\nA significant number of candidates sought to relate their answers to Venezuela, which was feasible but limited the possibilities for discussion. When candidates are required to use a resource, this will be indicated in the question. Pleasingly only a minority of candidates gave non-physical reasons for low population density.
\nThis question asked the candidates to classify reasons for declining fertility rates which proved difficult for some candidates. It was evident that candidates could identify several valid drivers of declining fertility, but many had difficulty in correctly categorizing them. This was particularly the case with cultural reasons. Good responses usually examined female empowerment and influence of religion as the reason although many looked at shifting attitude to life and Westernization of culture as alternatives. A good number however strayed into financial and social reasons. Candidates were more secure when discussing economic reasons, frequently citing female employment and, topically, the cost of raising children as causes of declining fertility. Once they had correctly grouped their reasons most candidates were able to give further explanatory development.
\nExamine why opportunities for agriculture vary from place to place in hot, arid environments.
\nEvaluate the main opportunities and challenges for indigenous groups in extreme environments.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nHot, arid areas are characterized by high temperatures and low, variable annual rainfall. There is some possibility for farming, especially where water conservation and irrigation methods are used. Opportunities for agriculture will vary spatially due to factors such as access to water supply, for example by water transfer schemes, the exploitation of aquifers, access to land, capital and economic development, and different irrigation technologies. Challenges include low soil fertility, access to surface and groundwater supplies, salinization and desertification; economic and social inequalities.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the way in which opportunities vary between different types of place and at different scales. These might reflect different agricultural systems, access to water supply and irrigation, access to capital and external markets, and the large-scale commercialization of agriculture. Another approach might be to examine the varying power of different stakeholders in the possibility of agricultural development.
\nFor 5–6 marks, expect weakly evidenced outlining of some agricultural opportunities in hot, arid environments.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nCandidates may refer to hot, arid or cold extreme environments, or to both. The main challenges and opportunities for indigenous groups include adaptation to global climatic change, management of desertification, increasing competition for access to resources (e.g. oil, minerals, fish), and access to new technologies. There may be conflicts between different stakeholders, including indigenous people, national governments and transnational corporations (TNCs). It is not expected that candidates will consider all of these traits, but the focus should be on opportunities and challenges facing indigenous groups.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the way in which opportunities and challenges vary between different places, and how these might vary over time. The relative power of different stakeholders might be considered in relation to the impact on indigenous groups. Another approach might be to examine contrasting places and the varying prospects for sustainable development (economy, society, environment) for indigenous groups.
\nFor 5–6 marks, expect weakly evidenced outlining of some opportunities and/or challenges for indigenous groups in extreme environments.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nNeither essay was particularly well done as in both cases responses were descriptive with the main key word opportunities (and challenges) often omitted as the focus.
\nNeither essay was particularly well done as in both cases responses were descriptive with the main key word opportunities (and challenges) often omitted as the focus.
\n“The greatest global demographic challenge is the growth of overpopulated megacities.” To what extent do you agree with this statement?
\nRefer to Paper 2 section C markbands (available under the \"Your tests\" tab > supplemental materials).
\nReponses will probably address the demographic challenge facing individuals at a local scale using family and community as the basis of their comment. Be prepared to credit other scales if valid. Answers should make use of well-developed case study/studies.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that evaluates the relative importance of the demographic threat to individuals posed by the growth of megacities.
\nEvaluation may take a variety of forms which may include:
\nFor 5–6 marks
Expect weakly evidenced outlining of the demographic challenges facing individuals posed by megacities.
For 7–8 marks
Expect a well-structured account which includes:
For 9–10 marks
Expect both traits.
Examine the severity of the impacts of different types of mass movement on human well-being.
\nExamine the effectiveness of technology and planning strategies in reducing human vulnerability to volcanic hazards.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nHuman well-being is a broad concept, which can be measured in a variety of different ways. It includes social factors, morbidity and mortality rates, health, education, human rights, access to resources (food, shelter, water) and employment, and quality of life. Different types of mass movement include fast/slow, solid/loose: such as landslides, rockslides, debris or mud flows.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that reaches an evidenced judgment regarding the importance of different types and processes of mass movement in affecting human well-being in different places. Another approach might be to examine the severity of the impacts in terms of different time scales (long and short term).
\nFor 5–6 marks, expect weakly-evidenced outlining of the impact of at least one type of mass movement on human well-being.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nIncreasing numbers of people are living in areas of hazardous volcanic activity, especially near destructive plate margins associated with violent, explosive volcanoes. People may be especially vulnerable to the destructive effects of rapid flows of lava and pyroclastics, and large-scale ash falls. Management strategies involving the use of planning and technology might contribute to the reduction of human vulnerability to volcanic hazards.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that reaches an evidenced judgment regarding the effectiveness of different strategies, and the power of different stakeholders in reducing vulnerability. Another approach might be to consider effectiveness in terms of the scale of hazard events in different places.
\nFor 5–6 marks, expect weakly-evidenced outlining of technological and/or planning strategies.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nIt was disturbing that so many candidates appeared to be unaware of the meaning of the term mass movement and this essay was generally poorly answered. Many related the term to earthquakes or even population migration. There were, however, some excellent answers which were well structured and exemplified.
\nThis question was popular and generally well answered, with both terms technology and planning understood and good use of case studies. In some there was limited understanding of what different methods of technology eg tiltmeter, actually measured. Weaker answers were very general with no examples and very basic content and many giving historic examples eg Vesuvius. There was often a lack of discussion regarding effectiveness of strategies and writing everything they knew about their case study.
\nOutline what is meant by terrestrial albedo.
\nSuggest how climate change may cause spatial changes in biomes.
\nSuggest how climate change may cause spatial changes in animal migration patterns.
\nExplain two ways in which higher temperatures could increase the incidence of health hazards on people.
\nWay 1:
\n\n
\n
Way 2:
\n\n
\n
A measurement of the amount of sunlight reflected [1].
\nDevelopment could include: reference to earth/land/sea surfaces [1] / the amount of energy reflected back as a % of incoming solar radiation (measured from 0-1) [1].
\nAward [1] for a valid spatial change and [1] for additional causal detail.
\nFor example: deserts and semi deserts expand [1] as climate change reduces rainfall totals and reliability [1].
\nOther possibilities include:
\nAward [1] for a valid spatial change and [1] for additional causal detail.
\nFor example: Climate change is driving some species to migrate to new locations especially if they prefer cold climates [1] by moving to higher latitudes or higher altitudes (e.g. Atlantic Mackerel).
\nOther possibilities include:
\nIn each case, award [1] for a valid distinct way linked to higher temperatures and [1] for additional explanation/exemplification.
\nFor example: Increased temperature in some regions increase the incidence of vector-borne diseases [1] carried by mosquitoes like dengue fever and the Zika virus [1].
\nOther possibilities include:
\nThe responses showed a good understanding of the term albedo, and the majority were able to address the terrestrial element of the phrase.
\nBoth sub-sections of this question presented problems for the candidates. Many did not possess the body of knowledge required, especially in the context of biomes. In addition, a number strayed into temporal changes when examining migration patterns. The guide identifies the body of knowledge required in Unit 2:2 of Geographic perspectives.
\nIn (b)i a minority commented on the expansion of deserts or changes in the location and extent of the tundra and taiga. However, the causal element of the question was not usually addressed to acquire the second mark.
\nCandidates were more successful in (b)ii with a basic comment on animals migrating to environments that suit their environmental requirements, but explanations were frequently superficial. The better answers usually were on fish migrations and ocean warming.
\nAnswers to this question were more secure and candidates generally scored well. Many candidates referred to the link between higher temperatures and the distribution of mosquitos, the increased incidence of heatwaves and changing food production. Some commented on extreme weather events and rising sea level, with varying success in their linkage to higher temperatures. A substantial number however did not provide comment on the resultant health hazard. For example, candidates would comment on the spread of mosquitos but not outline the link to malaria as a health hazard.
\nThe map shows the land use of areas affected by a landslide in a mountainous region of an Asian country with heavy seasonal rainfall.
\n[Source: Perera, E. N. C., Jayawardana, D. T., Jayasinghe, P., Bandara, R. M. S. and Alahakoon, N., 2018. Direct impacts
of landslides on socio-economic systems: a case study from Aranayake, Sri Lanka. Geoenvironmental Disasters,
5(11), p.3. Source adapted. https://geoenvironmental-disasters.springeropen.com/articles/10.1186/s40677-018-0104-
6#rightslink Attribution 4.0 International (CC BY 4.0) http://creativecommons.org/licenses/by/4.0/.]
Identify the land use with the largest area.
\nEstimate the distance, in metres, between A and B of the landslide on the map.
\nOutline one physical factor that increases the speed of onset in a mass movement event.
\nSuggest how two pre-event management strategies could reduce the negative impact of mass movement in an area such as this.
\nTea
\n850 (accept 820 to 900)
\nAward [1] for cause and [1] for development.
\nFor example: Prolonged rainfall [1] will saturate the soil and accelerate soil movement on a slope [1].
\nOther possibilities include:
\nIn each case, award [1] for a valid strategy and up to [2] for development, explanation or exemplification. (If strategy and/or development is not specific to mass movement hazard then maximum [2].)
\nFor example: Increasing slope stability by terracing [1] therefore reducing the slope angle [1] and preventing damage to settlement / farmland [1].
\nOther strategies include, but are not limited to:
\nThese were done with no problems.
\nThese were done with no problems.
\nThis was generally well answered with slope/gradient and rainfall being the most popular answers.
\nMany were able to give two pre-event management strategies with some explanation. However, they were unable to link this to an impact in a meaningful way. Strategies were often too general or did not relate to mass movement.
\n“A sustainable balance between population and resources can be best met by the circular economy.” To what extent do you agree with this statement?
\nRefer to Paper 2 section C markbands (available under the \"Your tests\" tab > supplemental materials).
\nReponses may tackle the question at a variety of scales. They should have a clear understanding of the concept of “sustainable balance between population and resources” and “the circular economy”. This understanding can be shown by overt definitions or be woven within the fabric of the answer.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that evaluates the relative importance of the circular economy in the maintenance of a sustainable balance between population and resources. Evaluation may take a variety of forms, which may include:
\nFor 5–6 marks
Expect weakly evidenced outlining of population/resource balance, the circular economy and other approaches.
For 7–8 marks
Expect a well-structured account which includes:
For 9–10 marks
Expect both traits.
The maps show the growth of algae in a freshwater lake where eutrophication is occurring. Algae growth is caused by high levels of nutrients.
\n[Source: NOAA.]
Identify two changes between 2003 and 2011 along the southern shore of the lake between Sandusky and Cleveland.
\nOutline one environmental problem caused by eutrophication.
\nExplain one human reason and one physical reason why some areas of a freshwater lake such as this experience high levels of eutrophication.
\nAward [1] for the problem and [1] for development.
\nFor example: Fish die [1] due to oxygen depletion [1].
\nPossible problems include:
\nIn each case, award [1] for the reason and up to [2] for development / explanation.
\nPossible human reasons include:
\nFor example: Runoff from farming into particular parts of the lake [1] carries high amounts of nitrates [1] that were used as fertilizer [1].
\nPossible physical reasons include:
\nFor example: An area of water with many rivers draining into it [1] will receive more inputs of dissolved nutrients in solution [1], leading to excessive algae growth in that part of the lake [1].
\nMost could identify two changes although some commented on areas outside of the requirement (Between Sandusky and Cleveland).
\nKnowledge of eutrophication was good with most able to outline an environmental problem.
\nMost identified farming and fertilizer as the human reason, with only a few referring to industry or urbanization. Physical reasons were not explained well and, in most cases, seemed to be guesswork.
\nThe photograph shows a football stadium in South America.
\n[Source: Allen Brown / Alamy Stock Photo.]
\nUsing the photograph, identify two characteristics of this area that may reduce accessibility for visiting football supporters.
\nOutline one reason why some city stadiums have a large sphere of influence.
\nSuggest how large numbers of visitors in an area such as this could have one positive economic impact for local communities.
\nSuggest how large numbers of visitors in an area such as this could have one negative economic impact for local communities.
\nAward [1] for each characteristic inferred or identified.
\nPossibilities include:
\nAward [1] for a valid reason relating to the sports or leisure hierarchy and [1] for development/explanation/exemplification.
\nFor example: The team that plays there has a high status [1] people are prepared to travel long distances to see them play [1].
\nOther possibilities include:
\nAward [1] for a valid impact and up to [2] for development / explanation/ exemplification.
\nFor example, employment opportunities [1] as a result of multiplier effects built around the stadium e.g. catering jobs [1] providing long term economic sustainability [1].
\nOther impacts include:
\nAward [1] for a valid impact and up to [2] for development/ explanation/ exemplification.
\nFor example: rental prices for houses increase due to Airbnb [1] placing them beyond reach of some local people [1] resulting economic costs of relocating elsewhere [1].
\nOther possibilities include:
\nMany were able to note two characteristics relating to accessibility but many incorrectly referred to high population/housing density or whether there was accommodation available. A surprising number thought that this was a rural area.
\nMany had no idea what the sphere of influence meant but those that did were able to use an example to demonstrate the reason. Several candidates confused threshold with sphere of influence.
\nSome very descriptive answers with most understanding the positive economic impact but struggling with the negative economic impact, often citing an environmental impact.
\nExamine the role of local communities in the management of water resources.
\nExamine the ways in which different physical factors can affect the characteristics of hydrographs.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nFreshwater is an essential resource that has come under increasing pressure due to growth in demand, especially from increased population and urbanization, industry and intensive agriculture. Water quality is also under threat from physical and chemical pollution and salinization. Scarce and poor water quality can seriously affect the health of local communities.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the role and power of different stakeholders. Another approach might be to critically evaluate the importance of interactions between different scales of management using a sustainability framework.
\nFor 5–6 marks, expect some weakly evidenced outlining of some local strategies in relation to management of water resources.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nA range of different physical factors affect the characteristics of river hydrographs. Many physical factors may be inter-related to affect the shape of the hydrograph. Physical factors may vary between rivers in different places, and also within the same large river basin. They may vary over different time scales, from seasonal to annual and long term. Climate change may have a long-term influence.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the different scales/importance of physical factors, and the interactions between different physical factors, eg the impact of climate change on local water systems.
\nFor 5–6 marks, expect some weakly evidenced outlining of the influence of two different physical factors.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMany ignored the emphasis on local communities and looked at general problems rather than the management. There was a tendency to repeat case studies, often of marginal relevance to the question, for example, describing river management strategies but making no mention of the role of local communities. However, there were some excellent responses with well evidenced, detailed and local examples, including a balanced discussion of the power of local communities.
\nThis was generally well answered with some good knowledge and understanding of hydrographs demonstrated. Most included at least one diagram. There were some who included human factors, such as urbanization or channelization, which were not relevant to the question.
\nExamine the reasons why earthquakes vary in magnitude and frequency between different places.
\nExamine how different human factors can affect community vulnerability to one or more geophysical hazards.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nEarthquake activity is caused both by geophysical processes operating at plate margins, and also by human activities. The distribution, frequency and magnitude of earthquakes are chiefly related to different types of plate margin. Shallow earthquakes, of low magnitude and high frequency, are often associated with divergent plates, while high magnitude, deep earthquakes of lower frequency are associated with destructive plate margins. Human activity may also trigger low magnitude earthquakes.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the relationship between physical processes and earthquake frequency and magnitude. Another approach would be to examine earthquake characteristics at different places such as types of plate margin.
\nFor 5–6 marks, expect weakly evidenced outlining of reasons why earthquakes vary in magnitude and/or frequency.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe vulnerability of communities to geophysical hazards is influenced by various economic, social and demographic factors. These include levels of wealth and poverty, economic development and access to technology; population characteristics, education levels and degrees of awareness and perception. Vulnerability varies spatially, between different places, and at different scales from international to local.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows understanding of the relationship between various human factors and geophysical processes that affect vulnerability. Another approach would be to examine vulnerability to communities at different places and scales.
\nFor 5–6 marks, expect weakly evidenced outlining of human factors affecting vulnerability to a geophysical hazard.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nThe less popular choice, with stronger candidates being able to show a good level of knowledge and understanding and relating to a variety of different places. Weaker responses were confused about the processes operating at different types of plate boundaries.
\nMany had very good answers with a variety of economic, social and demographic factors being discussed and explained. Most focused on earthquakes with good use of examples, comparing Haiti to Japan or Christchurch. The concept of community vulnerability was well understood.
\nThe graph shows changes in the percentage of the population of Lesotho living in slums.
\n[Source: UN Habitat, 2016. Slum Alamnac 2015–2016: Tracking Improvement in the Lives of Slum Dwellers. [pdf online]
Nairobi: UNON Publishing Service Station. Available at: https://unhabitat.org/sites/default/files/download-managerfiles/Slum%20
Almanac%202015-2016_PSUP.pdf [Accessed 4 June 2020]. Source adapted.]
Describe the trends shown in the slum populations of Lesotho between 2005 and 2014.
\nSuggest two reasons why progress towards access to safe water has been slow in some regions.
\nReason 1:
\n\n
\n
Reason 2:
\n\n
\n
Explain one economic advantage and one environmental advantage of the circular economy.
\nEconomic advantage:
\n\n
\n
Environmental advantage:
\n\n
\n
\n
Award [1] for each of the following trends.
\nQuantification required for allocation of [2].
\nIn each case, award [1] for a valid reason for slow progress and [1] for further development/exemplification.
\nFor example: In Madagascar there has been a lack of investment in water provision [1] which has meant that the development of infrastructure such as water points is missing [1] for a large proportion of the rural population.
\nOther possibilities include:
\nIn each case, award [1] for identification of a valid advantage and [1] for further development/exemplification.
\nFor example: The circular economy results in employment growth [1] – jobs are created through more labour-intensive activities/logistics/new innovative industries [1].
\nEconomic advantages:
\nEnvironmental advantages:
\nMost candidates were able to identify the two trends shown on the graph, increase from 2005-09 and decrease from 2009-14. Although the majority gained full marks a number failed to use quantification and lost the second mark.
\nCandidates seemed confident with the topic of water security and could identify reasons why progress towards safe water was slow in some regions. Answers were usually focused on financial, political and social explanations with lack of investment, conflict and disposal of domestic waste the prevailing reasons. There were however some good answers that recognized the influence of the water-food-energy nexus and others that developed causes related to climate change. Some candidates were confused by the focus on progress and examined the absolute lack of water as a reason which was not the core of the question.
\nThe concept of the circular economy was understood by the majority of candidates, but many found difficulty in applying it to the two elements of the question. Comments on the economic advantages often focused on raw materials but having recognized the savings that would be made many answers failed to develop this effectively. A recurrent feature of answers was that they could identify the advantage, but development seemed to be more difficult. Responses to environmental advantages generally fared better with candidates recognizing that less waste was produced and linking this with improvements to habits, terrain and location.
\nThe map shows land use changes that led to the loss of mangrove swamps in selected Southeast Asian countries in 2012.
\n[Source: Drivers of mangrove loss in Southeast Asia, Daniel R. Richards, Daniel A. Friess, Proceedings of the National
Academy of Sciences Jan 2016, 113 (2) 344–349; DOI: 10.1073/pnas.1510272113.]
Identify the dominant land use that is replacing mangrove swamps on island A.
\nEstimate the percentage of mangrove swamp loss caused by urban development B.
\nOutline one physical factor necessary for the formation of a mangrove swamp.
\nExplain two environmental consequences of the loss of mangrove swamps in coastal areas such as those shown on the map.
\nAquaculture
\nAccept answers between 15 and 20 % (units not required).
\nAward [1] for the factor and [1] for explanatory development.
\nFor example: Mangroves grow in the coastal intertidal zone [1], where freshwater mixes with saltwater [1].
\nOther possible factors include:
\nAward [1] for the consequence and up to [2] for development / explanation /exemplification.
\nFor example: Removing the mangroves may mean the coastline is less protected from hurricanes / tropical cyclones [1], as mangroves absorb wave energy [1] and dissipate the force of the storm [1].
\nOther possibilities include:
\nDone well.
\nDone well.
\nGenerally no problem but at times the factor was not adequately developed.
\nThis was understood and answered well by most. However, some were not focused on the consequence of the loss, instead discussing the importance of mangroves, for example, for biodiversity but not explaining how their loss would have environmental consequences.
\nThe table shows the number of visitors to 15 selected major tourist hotspots in 2017.
\n[Source: Mastercard, Dubai one of the World’s Most Visited Cities: Mastercard Global Destination Cities Index 2018. [online]
Available at: https://newsroom.mastercard.com/mea/press-releases/dubai-one-of-the-worlds-most-visited-citiesmastercard-
global-destination-cities-index-2018/ [Accessed 26 October 2020].]
State the range of number of visitors, in millions, for the 15 major tourist hotspots.
\nState the median number of visitors, in millions, for the 15 major tourist hotspots.
\nOutline one way in which investment by transnational corporations (TNCs) can help places grow as tourist destinations.
\nSuggest two reasons why further visitor growth at major tourist hotspots such as these could be unsustainable.
\n20.0–8.3 (or 11.7).
\n12
\nAward [1] for a valid way and [1] for explanation or developed exemplification.
\nFor example: TNCs organize/advertise package/all-in holidays [1] to destinations that people would otherwise not be aware of [1].
\nOther possibilities:
\nIn each case award [1] for a valid reason and [2] for further development / explanation / exemplification (with a link to sustainability).
\nFor example: There may already be a shortage of accommodation in these hotspots [1] so prices are forced up further by increasing numbers [1] becoming unaffordable for local communities [1].
\nOther possibilities for the contexts shown include:
\nThis seemed straightforward for candidates.
\nMost stated the median correctly, but some incorrectly calculated the mean.
\nThere was the ongoing issue of not reading the question carefully and simply stating what TNCs might do; but not relating investment to the growth of tourist destinations for the second mark. Some looked at TNC investment generally in a country rather than investment in the tourist sector.
\nMost could identify problems caused by visitor growth, but the reasons given were often either very general or not developed. Few responses were explicitly linked to sustainability. Many responses were repetitive and some listed multiple reasons without developing any.
\nExamine why views may differ on the benefits of tourism as a development strategy.
\nExamine the influence of cultural and political factors on participation in sport at varying scales.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThere has been a rapid growth in international tourism, especially to low-income countries. Tourism is an important area of economic policy in many countries, stimulating domestic growth and improving international links. However, there is debate regarding the benefits of tourism in economic and social development, and its impact on local cultures.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that reaches an evidenced judgment regarding the benefits of tourism as a development strategy. Views regarding possible benefits of tourism will differ between stakeholders in different places, and processes operating at different scales.
\nFor 5–6 marks, expect weakly-evidenced outlining of one or more benefits of tourism.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nPolitical and cultural influences are important in the increasing participation in international sports by different individuals and societies, for example in the Paralympics and the increasing participation by people of different gender. The globalization of sport has resulted in increased participation by all groups in society.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows understanding of cultural and political factors affecting participation, and that these may differ between places and at various spatial scales. Another approach might be to evaluate the temporal scale over which political and cultural factors view may differ.
\nFor 5–6 marks, expect weakly-evidenced outlining of at least one political and/or cultural factor.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nGenerally well answered with good exemplification. However, many focused on the benefits and costs of tourism, without emphasizing the development strategy aspect of the question. There were also several weak, generalized, descriptive responses. Many used a festival e.g. Glastonbury, which was not an appropriate case study for this question. Weaker candidates were not able to develop answers beyond economic impacts, to include social and cultural implications, and the views of different stakeholders.
\nThere were some good responses with sound explanation and exemplification. However, many responses were very general, limited and descriptive with weak examples, and ignoring the \"varying scales\" part of the question.
\nExamine the role of sea level changes in the formation of relict cliffs and raised beaches.
\nExamine the roles of different stakeholders in the management of one coastal margin affected by erosion or flooding.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nSea levels have undergone significant changes over the last few thousand years, and these have had a significant impact on coastal landforms, resulting in coastlines of emergence (sea level fall) and submergence (sea level rise).
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3). The formation could become complicated because of interactions between different eustatic and isostatic processes, eg sea level rise due to climate change may begin to drown isostatically uplifted areas. There may be many changes over time in relative sea levels.
\nFor 5–6 marks, expect some weakly evidenced outlining of the role of sea level change in the formation of relict cliffs and/or raised beaches.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nCoastal margins may be affected by erosion and flooding. Rapid erosion of cliffs may cause significant impact on human activity, such as loss of settlements, infrastructure and agricultural land. Coastal flooding not only causes damage, but may also cause significant loss of life and injury.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the roles or power of the stakeholders. Another approach is to examine their different perspectives.
\nFor 5–6 marks, expect some weakly evidenced outlining of a coastal management strategy, possibly with implied stakeholders, in order to combat either flooding or erosion
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nIf both erosion and flooding are written about, only the first one mentioned is to be credited.
\nThe role of sea level change on the formation of relict cliffs and raised beaches was not understood well. Few answers referred to isostatic and eustatic changes.
\nThis was well answered with an effective use of case studies but more was needed on the role of stakeholders which was poorly understood despite good knowledge of coastal margin management. Some candidates discussed river flooding and not coastal flooding, especially when using Bangladesh as a case study.
\nThe graph shows the incidence of dengue fever (a vector-borne disease) in an Asian country between 2010 and 2012 by age group.
\n[Source: Bracebridge, S., 2015. Age-specific dengue fever incidence rates, Taiwan, 2010–2012. [online] Available at:
https://figshare.com/articles/_Age_specific_dengue_fever_incidence_rates_Taiwan_2010_8211_2012_/1345062/1
This file is licensed under the Creative Commons Attribution 4.0 International licence (https://creativecommons.org/ licenses/by/4.0/). [Accessed 6 May 2020]. Source adapted.]
State the age group which had the highest incidence of dengue fever in 2012.
\nEstimate the mean incidence rate of dengue fever for all years in the 20–24 age group.
\nOutline one strategy used to limit the spread of a water-borne disease.
\nExplain how using genetically modified organisms (GMOs) to increase food production can lead to one environmental disadvantage.
\nExplain how using genetically modified organisms (GMOs) to increase food production can lead to one social disadvantage.
\n55–59
\n6.2 (allow 6 to 6.4)
\nAward [1] for the strategy and a further [1] for development/explanation.
\nFor example, only use safe (boiled/bottled) water [1], to ensure that disease is not transmitted by drinking potentially infected water [1].
\nAward [1] for a valid disadvantage and up to [2] for further development / exemplification.
\nFor example: potential loss of biodiversity/ depletion of wildlife [1] due to the extensive use of herbicides to cultivate GMOs [1] for example, the use of glyphosate/RoundUp as an herbicide could cause the decline of the monarch butterfly [1].
\nOther possible environmental disadvantages include:
\nAward [1] for a valid disadvantage, and up to [2] for further development/exemplification.
\nFor example: population health issues [1] GMOs may increase resistance to anti-biotics [1], due to the manipulation of genes in a laboratory environment [1].
\nOther possible social disadvantages include:
\nNo problems in reading the graph.
\nNo problems in reading the graph.
\nThis was well done with many correct answers identifying ways of limiting the spread of cholera and other water-borne diseases. Some were confused with dengue and malaria and incorrectly answered regarding these diseases.
\nKnowledge of GMO crops was poor, superficial, and often incorrect. Often there were contradictory answers or generic unsupported assertions such as 'they cause disease'. Very few gained full marks for either environmental or social disadvantage.
\nExamine how people’s participation in leisure activities can be affected by their country’s level of human development.
\nExamine how different tourism strategies might contribute to the development of one or more countries.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the question is on the link between levels of human development and participation in leisure activities. Level of human development includes not only economic factors such as affluence, but also attitudes to gender and disability, demographic characteristics, changes in work habits and leisure time.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the relationship between various human factors and participation in leisure activities from different perspectives or on varying time and spatial scales. Another approach would be to examine changes in participation for different places at differing levels of development.
\nFor 5–6 marks, expect weakly evidenced outlining of the relationship between human development and participation in leisure activities.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the question is on how different tourism strategies, such as ecotourism, heritage tourism, and adventure tourism might contribute to development. The costs and benefits of different tourism strategies should be considered, including various economic and social/cultural effects. The growth of tourism has had significant impacts on the economy and communities in countries at varying levels of development.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the contribution of different strategies from different perspectives or on varying time or spatial scales. Another approach might be to examine countries at different levels of development, and why some places have benefitted more than others, and the varying power of different stakeholders.
\nFor 5–6 marks, expect weakly evidenced outlining of how a tourism strategy contributes to the development of one or more countries.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nThis was generally poorly answered with few able to go beyond the differences in time and money available to individuals. There was limited understanding of the broader concept of \"human development\" (going beyond economic factors to other social and demographic influences). Exemplification was weak and was often a general comment about the difference between two countries. Stronger candidates considered demographic factors such as gender and age.
\nAgain, this was poorly answered, with many merely writing about tourism as a development strategy, rather than looking at the relevance of different tourism strategies. There were also many general, superficial accounts of the importance of tourism to development. Stronger candidates were able to use ecotourism, gorilla watching, movie location and adventure tourism as examples of strategies undertaken by countries. Some did not read the question correctly and used urban areas like Venice or Oxford rather than countries.
\nThe infographic shows aspects of global e-waste.
\n[Source: Baldé, C.P., Forti V., Gray, V., Kuehr, R., Stegmann,P. : The Global E-waste Monitor – 2017, United Nations University
(UNU), International Telecommunication Union (ITU) & International Solid Waste Association (ISWA), Bonn/Geneva/
Vienna.
Used with permission of Popular Science Copyright © 2022. All rights reserved.
\nPhoto: ANP/laif/Kai Loeffelbein.
\nThe copyright is with the United Nations Institute for Training and Research (UNITAR), United Nations University
(UNU) and the International Telecommunication Union (ITU), which jointly form the Global E-waste Statistics
Partnership (GESP). Source adapted.]
State the range for e-waste generated (in kg per person) for the countries shown.
\nIdentify which raw material is produced in the largest amount when e-waste is recycled.
\nDescribe the relationship between GNI per person and average growth rate of EEE consumption.
\nTo what extent does the evidence in the infographic support the view that e-waste is a global problem?
\n0.4 to 28.5 (or 28.1)
\nIron
\nAward [1] per valid point. Some quantification needed for full marks.
\nPossibilities include:
\nAward [1] for each valid point supported by evidence taken from the infographic, up to a maximum of [5].
\nAward a maximum of [4] if only one side of the argument is given.
\nAward the final [1] for an overall appraisal, which weighs up the infographic as a whole.
\nSupport:
\nAgainst:
\nFor example: The world map shows that all continents send or receive e-waste [1]. The table below the map demonstrates that the production of waste is more of a problem in HICs than LICs [1]. Norway produces the most with 28.5 kg/person whilst Niger produces the least with 0.4 kg/person [1]. However many valuable minerals can be recovered from e-waste such as gold [1]. The photograph shows that recycling also provides jobs for people [1]. Thus although e-waste is an issue at a global scale it can also have some benefits for the countries that import it [1].
\nThere were no issues with these questions with candidates showing good preparation to conduct calculation and resource analysis.
\nMost candidates were able to identify and describe the trend shown in the data. Some failed to identify the anomaly whilst others did not use the information to quantify their answers.
\nThe better answers were structured around a review of whether e-waste was or was not a global problem. Good candidates had been prepared to use the information provided in the infographic to address their comments in support of or against the issue identified. Most took the view that it was a problem and commented on the spatial range and magnitude coverage of the problem. Many gave too much focus to the global aspect of the question, and this led to unbalanced answers that did not recognize the value of recovered materials or employment. Those that had been well prepared gave a structured response with a supported conclusion. Examiners did report that a number of candidates drifted into an evaluation of the presentation and failed to use the information in the infographic to assess whether e-waste was a global problem. This approach did not gain credit.
\nThe radial diagram shows the facing direction for a sample of cirques/corries in a glaciated mountainous area.
\n[Source: Courtesy of the U.S. Geological Survey.]
\nState the difference in mean altitude, in metres, for south-facing and north-facing corries.
\nEstimate the percentage of cirques/corries facing east.
\nOutline one erosional process responsible for the formation of cirques/corries.
\nExplain two consequences of a warming climate on ice distribution in a glaciated mountainous area such as this.
\n2200 – 1500 = 700 m (units not required)
\n15 % (accept 14–16) (% not required)
\nAward [1] for the named process and [1] for explanatory development.
\nFor example: Plucking [1] is where ice tears rock away due to it thawing and(re)freezing [1].
\nOther erosional processes include:
\nIn each case, award [1] for the consequence and up to [2] for further development.
\nFor example: Ice disappears/shrinks overall [1] because of higher rates of melting [1] and possibly less snowfall [1].
\nOther consequences include:
\nBoth posed no problems.
\nBoth posed no problems.
\nGenerally the process was named but the development was incorrect.
\nThere were some reasonable answers, but often candidates struggled to find a second consequence. Many unfortunately ignored the 'ice distribution' part of the question and talked about water supply and permafrost melting.
\nThe graph shows the total amount of food waste that is created each year in selected world regions with varying population growth rates.
\n[Source: © FAO. 2011. Page 5. Global food losses and food waste – Extent, causes and prevention.
https://www.fao.org/3/mb060e/mb060e.pdf. Reproduced with permission.]
State which world region has the least food waste created by food producers and shops.
\nEstimate the amount of food waste, in billions of tonnes, created by consumers in North America.
\nOutline how vertical farming can help increase long-term global food availability.
\nExplain two strengths of food waste reduction as a strategy to improve food security in the world regions shown on the graph.
\nSub-Saharan Africa
\n100 (acceptable range of 90–110)
\nAward [1] for a valid way and [1] for development/explanation.
\nFor example: More food can be grown in the same land area / yields increase [1] because crops are being grown year-round/in layers [1].
\nIn each case, award [1] for a valid reason and up to [2] for development / explanation / exemplification.
\nFor example: Reducing food waste could make more food available without having to produce more [1] therefore regions where population growth is occurring will have enough food [1]. This is very efficient/sustainable in terms of energy and land use [1].
\nOther possibilities include:
\nThese seemed very straightforward
\nThese seemed very straightforward.
\nThere was a good understanding of vertical farming, but many struggled to relate it to long-term food availability.
\nMany did not understand this question and limited themselves to methods of food waste reduction without considering the strength of this strategy to improve food security.
\nExamine how food production systems can use water and energy more sustainably.
\nExamine how different stakeholders influence the diets of individuals and societies.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe sustainability of food production systems can be assessed by consideration of their energy efficiency and water footprints. The water footprint is the volume of freshwater used in the production of food; a measure developed to address issues relating to water security and sustainable water use. Energy efficiency measures the amount of energy input to a farming system compared with output.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows understanding of how water and energy can be used more sustainably in agricultural processes and systems in different places. Another approach might be to consider the power and perspectives of different stakeholders.
\nFor 5–6 marks, expect weakly-evidenced outlining of the sustainable use of water and/or energy in food production systems.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe diet of different communities concerns the type and amount of food consumed and has a direct influence on people’s health and well-being. The diets of individuals and societies can be influenced by a variety of different stakeholders, at varying scales. These include transnational corporations (TNCs) — for example, agribusiness, supermarkets and fast-food outlets — international food organizations (e.g. Food and Agriculture Organization (FAO)), and governments. At a more local scale, the roles of doctors, teachers and family members are important.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that shows understanding of the power and perspectives of different stakeholders. These may vary between different places and spatial and temporal scales.
\nFor 5–6 marks, expect weakly-evidenced outlining of the influence of one or more stakeholders on the diets of people.
\nFor 7–8 marks, expect a well-structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThis was a broad question with numerous possibilities, but answers were mostly restricted to vertical farming, in vitro meats, drip irrigation and solar power. Better answers were able to examine all aspects of food production systems including transport and food processing. Some focused on sustainable agriculture in general rather than water and energy which was the focus of the question. There was a noticeable lack of any named examples where systems have become more sustainable.
\nGenerally well answered with a broad range of diverse examples from around the world. Most could identify different stakeholders such as TNCs, governments, the media and NGOs, and explained how they could influence diets. However, details of the actual changes to diets were very general and lacked detail. A significant number took the question to be about food supply rather than diet and wrote about the stakeholders providing or withholding food in a famine.
\nExamine possible ways of managing the causes and consequences of desertification.
\nExamine how competition over resources in one or more extreme environments has led to tension among stakeholders.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nDesertification is a major problem in many arid and semi-arid regions, resulting in soil degradation, salinization, loss of vegetative cover, crop failure and threat to water supplies. Addressing desertification is critical in the eradication of poverty in vulnerable human populations and ensuring environmental sustainability. Management strategies should be implemented at the local and global scales, with the active engagement of stakeholders and local communities.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the challenges of desertification in different places and scales. They might consider whether one way is easier than the other. Another approach might be to look at different scales of desertification –the causes might be global warming, but the consequences are felt locally, at a different scale.
\nFor 5–6 marks, expect some weakly evidenced outlining of some causes and/or consequences of desertification.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nBoth arid and cold extreme environments possess considerable and increasingly valuable natural resources. These include minerals, freshwater and scenic resources. Competition over the use of these resources has resulted in tensions and conflicts between different stakeholders, especially between local people and external powers.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the the conflict between identified stakeholders, their relative power, and the scale of the conflict. Another approach might be to reflect critically on the degree of tension and possible conflict.
\nFor 5–6 marks, expect some weakly evidenced outlining of stakeholder tensions in an extreme environment.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nDesertification causes and consequences were well understood although at times more was needed on managing the causes rather than just the consequences.
\nThis was generally well answered with clear case studies and links to different stakeholders, often at different scales.
\nExamine the relative importance of prevention and treatment in limiting the spread of one or more diseases.
\nExamine how governments and other stakeholders can affect the severity of famine.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe relative importance of policies of prevention and treatment will depend partly on the nature of the disease – chronic (non-communicable), or contagious/infectious – as well as on the economic, social, demographic and political characteristics of affected communities. Social marginalization issues, government priorities, means of infection and government priorities are also important considerations.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nThe relative importance of prevention over treatment of disease will depend on a variety of factors, including:
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the complex interactions between various factors affecting strategies of prevention and treatment from different perspectives and scales. The power of different stakeholders might also be examined. Another approach might be to consider the changing relative importance of prevention and treatment for countries and places at different levels of development.
\nFor 5–6 marks, expect weakly evidenced outlining of prevention and/or treatment for one or more diseases.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the question is on the severity, rather than the causes, of famine, and the role and actions of different stakeholders. In some cases, the severity of the famine may be actually worsened, rather than alleviated. Apart from governments, other stakeholders include: international aid agencies and other humanitarian groups, local communities, and the media. Time scale is also important, as famine might be alleviated in the short term. In the long term, international aid may increase resilience and reduce the severity of future famines.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nThe relative importance of prevention over treatment of disease will depend on a variety of factors, including:
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the contribution and power of different stakeholders in reducing the severity of famine. Another approach might be to examine the severity of famine in different places and geographical contexts, and how severity might be alleviated over time scales.
\nFor 5–6 marks, expect weakly evidenced outlining of the influence of governments and/or other stakeholders in affecting the severity of famine.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nThis was a straightforward question, but several candidates confused prevention and treatment and hardly any examined their relative importance. The majority chose malaria and/or HIV/AIDS, with a few using Covid-19. Some of the better responses considered how different diseases require more treatment or prevention and how some countries might need to take a different approach to another country.
\nThis was generally well answered. Some did not focus on the question asked and wrote about the causes of the famine rather than the severity. There was a good use of case studies, with Yemen being popular, and good responses were able to refer to the relative power of different stakeholders, for example, government aid and media.
\nThe graph shows how much green space remains in the streets of three neighbourhoods in a large city.
\n[Source: ONS, 2018. How green is your street? [online] Available at: https://www.ons.gov.uk/economy/environmentalaccounts/
articles/howgreenisyourstreet/2018-11-19 [Accessed 1 October 2020]. Source adapted.]
State which neighbourhood has the lowest amount of green space remaining.
\nState which neighbourhood has 30 % of green space remaining on its streets.
\nOutline one reason why urban temperatures are sometimes higher than those of surrounding rural areas.
\nSuggest how the loss of green spaces over time in large cities like this could be explained by one economic factor.
\nSuggest how the loss of green spaces over time in large cities like this could be explained by one political factor.
\nB
\n\n
C
\n\n
Award [1] for a correct factor and [1] for development.
\nFor example: Higher density of buildings/concrete compared with rural areas absorb/store heat during the day [1] which is then released during the night [1].
\nOther possibilities include:
\n\n
Award [1] for a valid suggestion and up to [2] for development / explanation /exemplification.
\nFor example: In large cities, there is very high demand for land [1] so green space is turned into more profitable land uses in the inner areas [1] for example for new housing projects [1].
\nOther possibilities include:
\nAward [1] for a valid suggestion and up to [2] for development / explanation / exemplification.
\nFor example: lack of protection of green spaces by planning authorities/governments [1] leading to the uncontrolled urban sprawl of industry/housing/transport [1] particularly where there is great public pressure for new housing that governments must act on [1].
\nOther possibilities include:
\nThese didn't seem to cause problems.
\nThese didn't seem to cause problems although several were incorrect with a(ii).
\nMost had some good knowledge of the urban heat island, but many did not gain the extra mark for developing the reason, especially relating to the emission of vehicle exhaust fumes. The albedo effect was well understood.
\nThere was some misunderstanding of what was meant by green spaces with some referring to forests and farmland. Good answers were able to refer to a named example of the loss of green space.
\nThere was some misunderstanding of what was meant by green spaces with some referring to forests and farmland. Good answers were able to refer to a named example of the loss of green space. A few had a limited idea of what a 'political factor' encompassed and referred to the results of wars.
\nExamine reasons for the location of different economic activities in one or more cities.
\nEvaluate the use of eco-city design as a way of managing large cities more sustainably.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe focus of the question is on the location/distribution/pattern of different economic activities (retail, commercial and industrial) in urban areas. The factors affecting the pattern might be physical, economic and political. The relative importance of these will vary between different urban areas in countries at contrasting levels of development.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines varying reasons for the location of economic activities in urban areas. The power of different stakeholders might be considered in urban places and scales. Another approach might be to consider the different time scales of changing locations of economic activity in urban areas.
\nFor 5–6 marks, expect weakly evidenced outlining of reasons for location of economic activities in an urban area.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThe increasing concentration of people into large urban areas poses considerable challenges to urban planners, including management of the urban ecological footprint. Ecological issues include: atmospheric pollution and production of greenhouse gases, dependence on fossil fuels, pollution and over-use of water supplies; damage to natural ecosystems and wildlife. Sustainable management aims to reduce these ecological stresses and the urban ecological footprint. The use of eco-city designs is important, but these are often only at small scale, are expensive and can only play a small role in overcoming future urban challenges. Eco-cities may not always be appropriate, but the design principles may be successfully applied to existing cities.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the contribution of eco-city design processes to the sustainable management of cities. The power and perspectives of different stakeholders might be considered. Another approach might be to examine the success in terms of different spatial scales, the time scale of the changes, and whether the cities are new or long established.
\nFor 5–6 marks, expect weakly evidenced outlining of eco-city design and/or sustainable management.
\nFor 7–8 marks, expect a structured account which includes:
\nFor 9–10 marks, expect both of these traits.
\nThis was an unpopular question and was poorly answered. Few were able to apply geographical concepts such as accessibility and land value as reasons, and the question was interpreted to mean why different cities have different economic functions (for example, port, tourism) rather than the location of economic activity within cities.
\nThere was good understanding of why cities need to be managed sustainably, and some interesting examples from cities in different parts of the world. Weaker answers used examples of management strategies in cities that were introduced for other reasons (Curitiba for example). There was some confusion over what was exactly meant by eco-city design and many included resilient and smart city concepts as well. There were many descriptive responses as the case studies had been learnt well, but few were able to evaluate — those that did looked at the cost of strategies and the difficulty of retrofitting.
\nUsing examples, analyse the reasons why some national governments introduce trade restrictions.
\nDiscuss the local and global challenges that are being created by new communications technologies.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nTrade restrictions include tariffs, quotas, sanctions, etc. The most likely foci are protectionism and resource nationalism (in relation to, for example, rare earths). Contemporary examples could include the USA, China or Bolivia.
\nEmphasis should be placed on the reasons why national governments seek to restrict trade with some or all nations. These may include:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured response based around different categories of reason/rationale (there may be economic, social, political gains). Another approach might be to analyse, in turn, the differing strength and/or scale of trade restrictions (ranging from complete embargo to highly-targeted actions e.g. tariffs on solar panels or processors).
\nFor 4–6 marks, expect some outlining of one or two generalized reasons. Response is either partial, narrow or lacks supporting evidence.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nNew communications technologies may include:
\nA spectrum of local and global challenges exists, ranging from localized social challenges of digital exclusion through to global security concerns linked with new communications technologies (viruses and cyber-attacks).
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nCredit may be given for an evaluation of the benefits of a technology - provided this is connected logically to a discussion of that same technology’s challenges. Do not credit an account of a technology which is focused solely on its benefits.
\nGood answers may synthesize (AO3a) three or more of these themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement that discusses the relative importance of different threats and challenges. Another approach might be to critically discuss how different places and stakeholders have been unevenly affected (e.g. issues of digital exclusion for rural societies). Another approach might be to discuss interactions between different technologies creating heightened threats and challenges (e.g. role of AI in disseminating “fake news” via social networks).
\nFor 5–8 marks, expect some outlining of two relevant challenges. Response is either partial, narrow or lacks supporting evidence.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nMost candidates who attempted this question achieved a satisfactory mark in the 7-9 band. They did so by referencing two or more clearly explained reasons for trade restrictions. Popular themes included:
\nthe need to protect domestic industries from competition; geopolitical tensions; and moral and ethical reasons (for example, the imposition of trade sanctions in response to human rights abuses).
\nThe highest scoring answers provided sustained evidence to support their chosen reasons, with many candidates making topical reference to recent trade disputes between the USA and China. A minority of answers provided detailed accounts of some unusual examples of trade restrictions, such as the fact that chewing gum cannot be imported into Singapore.
\nWeaker responses typically failed to identify specific reasons for trade restrictions. They wrote — often at some length — about problems associated with particular types of trade, such as high environmental costs. However, the account lacked an explicit focus on the key word \"reasons\". Additionally, some answers drifted into a description of migration or investment flows (both of which are sometimes linked with trade patterns but are not the same thing). Some AO2 credit was given in such cases if a strong focus on governance (and the reasons for restrictions) was evident, thereby ensuring that a partial attempt had been made to apply knowledge and understanding to the question asked.
\nMost candidates were able to distinguish between 'local' and 'global' challenges. Popular 'local' themes included: the loss of employment (due to ICT-supported outsourcing); governance challenges in places where social media use has become linked with increased civil society campaigning (for example, Capitol Hill in the USA); online bullying and manipulation of young people by posts from social media platforms. Popular 'global' themes included: international espionage; tax evasion and identity theft; online recruitment by international militia groups; and the idea that a digital divide exists between some countries, regions and groups of people at both global and local scales. Good answers took care to link all of the chosen themes explicitly with the facilitating role played by the internet and social media. Weaker answers were typically less explicit and described the injustices or problems caused by drone missiles or 3-D printers but without making much reference to digital data flows.
\nSome answers were largely anecdotal and lacked use of geographical terminology or concepts. In contrast, stronger answers linked their examples and case studies with a range of recognizably learned concepts such as sovereignty, identity, the shrinking world or cultural imperialism. These answers were often extremely interesting and conceptually rich.
\nA minority of candidates ignored the precise wording of the question and chose to also write at length about the benefits which some technologies bring. Sometimes credit could be given for this. For example, a candidate might explain how problems can arise from social media and then reflects on mitigation measures which could tackle those problems while ensuring that the technology's benefits are still enjoyed by people. This is a creditable evaluative approach. In contrast, material which dealt only with the benefits of a particular technology (such as e-passports) had to be marked as irrelevant in the context of this question.
\nUsing examples, analyse ways in which international economic migration has been affected by political decision making.
\n“The economic gains associated with global development outweigh any cultural losses.” Discuss this statement.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nPolitical decision making encompasses the actions and laws of national governments (both host and source regions), along with other international frameworks for the regulation of economic migration, such as EU or Mercosur free migration and employment rules. International migration flows include those between close neighbours (such as the US and Mexico) but also much longer distance movements. The effects are likely to be explored mainly in terms of the size of flows but there are other possible dimensions (gender, age, skills, etc).
\nDo not credit analysis of remittance flows as this is not asked for.
\nPossible effects on migration attributable to governance at varying scales include:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis which clearly separates decision making about voluntary and forced migrants. Another approach might be to analyse political decision making at a range of scales (national government, MGOs, UN).
For 4–6 marks, expect some outlining of one or two links between government policies and international migration flows. Response is either partial, narrow or lacks supporting evidence.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nGlobal development may be seen as a holistic set of economic and societal changes. Development processes operating at national scales collectively comprise “global” human development, helped in part by transnational initiatives like the UN Sustainable Development Goals (SDGs).
Economic gains may be measured collectively (global and national GDP per capita data) though these maybe unevenly spread between and within countries.
Cultural losses may include harm to indigenous culture. Perspectives differ on this and not all losses may be seen as such by all people.
Economic losses and environmental changes should not be over-credited because the material is likely to be of marginal relevance to the task set.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of these themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement that discusses the extent to which economic gains exceed non-economic losses in different places. Another approach might be to discuss the distribution of who gains most (and has lost most) at transnational, national or more local scales (e.g., powerful global elites may make disproportionately large economic gains while losing relatively little culturally). Another approach might be to critically discuss varying perspectives on what constitutes a cultural loss.
\nFor 5–8 marks, expect some outlining of two relevant themes. Response is either partial, narrow or lacks supporting evidence.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThe best answers carefully adopted an analytical framework which looked at the question from a variety of perspectives. For example, in their introductions they identified that decisions are made by source and host country governments alike, and policies can be designed which either increase or stem the flow of migration. Additionally, decision making can be unilateral or multilateral depending on whether a national government has signed up to an intergovernmental agreement which allows for the free movement of people, as is the case for the European Union.
\nCandidates scoring 7-9 marks typically described two contexts in considerable detail. Popular case studies included the post-Brexit European Union and the US–Mexico border. It was pleasing to see widespread use of these contemporary case studies. Other widely-applied case study contexts included Singapore, UAE and Australia.
\nCandidates sometimes misspent their time by writing at length about global flows other than migration (notably remittances and international capital flows linked with TNCs). There were several accounts of Chinese polices aimed at encouraging inward investment which failed to make any meaningful link with international movements of people. Limited credit could still be awarded provided a satisfactory focus on political decision making had been sustained.
\nThis was the least popular question on the examination paper, and many of the candidates who attempted it lacked a clear conceptual overview of what the phrase 'global development' means. Some candidates produced an essay comprising of two main case studies — for example, the colonization of Australia and China's treatment of Tibet. In both cases, the candidates correctly described some cultural losses and injustices. However, two historical case studies alone cannot provide a contemporary overview of global development in line with the aims of the question.
\nIn contrast, the best answers adopted a broader global overview and were able to synthesize a range of themes including: the growth of the BRICs; the new global middle class; global trade and investment flows and patterns. They were also able to discuss the concept of cultural loss at a global scale, for example by documenting aggregate losses in the number of languages spoken around the world. The best answers also avoided spending too much time describing the contents of McDonald's menus and K-pop playlists.
\nUsing examples, analyse the links between cultural diversity and cultural hybridity.
\n“The largest transnational corporations (TNCs) have greater global power than national governments.” Discuss this statement.
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nCultural diversity refers to a heterogeneous population and the presence of different religious, linguistic, ethnic groups in a particular place, whereas cultural hybridity refers to a “mix” (or melting pot) of cultural forms, including globalized products, art forms and landscapes. The two may be linked insofar as cultural diversity (the presence of multiple cultural traits and traditions) creates the potential for mixing and hybridity in the absence of constraints (such as apartheid-style segregation of ethnic groups).
\nPossible analytical themes include:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of different facets of cultural diversity and hybridity (food, music, etc.). Another approach might be to analyse ways in which diversity and hybridity are linked in particular places and contexts.
\nFor 4–6 marks, expect some outlining of cultural diversity and/or cultural hybridity. Response is either partial, narrow or lacks supporting evidence.
\nFor 7–9 marks, expect a structured, evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nThe largest TNCs are global-scale businesses spanning all industrial sectors(from agribusiness to technology, e.g. Facebook, Amazon, Netflix, Google aka FANG). Global power is a broad concept encompassing both hard and softforms of domination, ranging from military power to cultural and ideological influence (hegemony). The world’s national governments belong to countries ranging in scale from small island territories and city-states to large industrialized superpowers (USA). Many have significant military and economic strength. Some small countries may have great global influence but in narrow ways.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nGood answers may synthesize (AO3a) three or more of these themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement that examines the exercise of power at varying scales (e.g. TNC/state government influence over global, regional or more local issues). Another approach might be to critically examine how power remains concentrated in particular places in many different countries (state capitals, global hubs). Another approach might be to discuss how far either TNCs or national governments can drive different processes such as human development or global political, culture and normative changes.
\nFor 5–8 marks, expect some outlining of two relevant themes. Response is either partial, narrow or lacks supporting evidence.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThis was the most popular question. The majority of candidates gained a 7-9 mark or higher by demonstrating a clear understanding of both concepts, supported with relatively detailed evidence. The majority of candidates provided a focused answer which clearly explained how the two concepts may become linked, typically because diverse places become 'melting pots' where hybrid forms of culture may develop over time. Popular themes included hybrid forms of food and music in contexts where a 'cultural conversation' has occurred.
\nThe best answers went further with their response by analyzing the strength of the links in different contexts. Some candidates acknowledged that the links would not necessarily be strong in contexts where different ethnic groups live plural lifestyles and do not mix together significantly. Weaker answers typically did not explain any links in a convincing way. For example, one case study was provided of cultural diversity in a world city along with a second case study of a McDonald's menu. These two standalone case studies (with no links written about) provided only a partial answer to the question which had been asked.
\nA minority of candidates were confused about the meaning of one or both concepts. A relatively common mistake was to view cultural hybridity as a synonym for cultural imperialism. Candidates wrongly wrote about Westernization and the erosion of local cultures as evidence of cultural hybridity.
\nThe best answers provided a systematic discussion of different facets of power, including economic, cultural and political influence. They worked systematically through these facets, comparing and contrasting the power of TNCs and governments at each step. Often, this discussion was supported by the use of subject-specific terminology. A minority of candidates provided an advanced evaluation in which they viewed the statement as a 'false dichotomy' and argued that TNCs often work with governments to enhance the power (and rewards) of both parties, for example in the argument that Disney and Microsoft contribute to the soft power of the USA which in turn benefits the US government.
\nThe weaker answers tended to provide a lengthy description of the actions of one or two TNCs. They asserted that the ability of TNCs to act in certain ways is symptomatic of global power and influence. They then proceeded to write a separate account focused on the military power of named governments. All of which led eventually to the simple conclusion that TNCs and governments both have power. The overall character of such essays was descriptive with only very basic evaluation demonstrated.
\nOutline what is meant by the rate of natural increase.
\nExplain one political cause and one political consequence of forced migration.
\nPolitical cause:
\n\n
Political consequence:
\n\n
Explain two policies that are used to promote gender equality.
\nPolicy 1:
\n\n
Policy 2:
\n\n
Award [1] for comment on relationship between BR and DR and [1] for development
\nFor example: Birth rate – death rate/difference between birth rate and death rate [1], usually expressed as a % or per 1000 population OR does not take into account migration [1].
\nAward [1] for identification of a valid political cause/consequence (this may concern political groups, nations, international organisations etc.) and [1] for development/exemplification.
\nPolitical cause
For example: Civil war [1] in Somalia conflict has led many to flee to safe neighbouring countries such as Kenya [1].
The persecution of minorities [1] means that sub-national groups are afraid and flee to avoid discrimination [1].
Other possibilities could include:
\nPolitical consequence
For example: Rise of extremist groups in refugee camps [1] increased Al Shabaab terrorist attacks in Nairobi, Kenya [1].
Other possibilities could include:
\nIdentification of valid and distinct policy [1] and [1] for further development and/or exemplification.
\nFor example: A quota system whereby a number of positions are reserved for women [1]; in Afghanistan a quarter of the parliamentary seats are reserved for women [1].
\nPossibilities include but are not limited to:
\nMost candidates displayed a basic understanding of natural increase and identified the relationship between birth rate and death rate. The better answers went on to develop the relationship in response to the command word \"outline\". These candidates either described the numerical element(s) of the term or reinforced the \"natural\" dimension by pointing out the omission of migration as a component of increase. Where full marks were not awarded it was these aspects of development that were usually omitted.
\nResponses to the first element of this question were generally secure with the majority of answers referring to civil war as a driver of forced migration and illustrating this with exemplar material from Syria. The more comprehensive answers explained how civil war impacted on the decision to migrate with reference to safety and lifestyle. Where Myanmar was selected as the example many responses were careful to link cultural persecution with civic freedom, discrimination or government policies. This linked the example to the political requirement of the question. However, some answers were less analytical and simply made reference to the Rohingya being forced out. There were some candidates who recognized the broader elements of civic freedom and government policies and explained their impact on the persecution of particular political groups and human rights violations.
\nCandidates had less success in the second element of the question. Many answers failed to address the political aspect of the consequences of forced migration and instead gave general observations on the impacts of migration. These were frequently focused on cultural and social effects relating to resources used by migrants and although some hinted at discord they failed to link this approach to political consequences. There were some good responses that used this to develop political ramifications such as the rise in far-right groups, but these were not prevalent. Few explored border issues or impacts upon government policies.
\nAnswers to this question were usually convincing, displaying a confident grasp of the relevant sections of the syllabus. The main policies advanced were those associated with education, equal pay and quota systems for political and corporate power. Many candidates were able to explain how these policies promoted gender equality with good exemplification including material from previous infographic resources. Where credit was lost it was often the result of vague and descriptive development which did not explicitly link the policy to the implementation of gender equality. In several instances candidates failed to focus on policies and instead highlighted goals, aspirations and measures that related to gender equality but contained no distinct strategy.
\nThe graph shows the trend in flood events worldwide between 1980 and 2000.
\n[Source: Hugo Ahlenius, UNEP/GRID-Arendal https://www.grida.no/resources/7199. Source adapted.]
\nDescribe the trend in flood events.
\nSuggest two ways in which increased global temperatures can cause changes in sea levels.
\nWay 1:
\n\n
Way 2:
\n\n
Explain two corporate strategies used to address global climate change.
\nStrategy 1:
\n\n
Strategy 2:
\n\n
Award [1] for identifying the overall trend of increase over time and [1] for identifying the fluctuation/periods of decline.
\nQuantification required for full marks.
\nIn each case award [1] for identification of a valid way and [1] for further development of how it has led to changing sea levels.
\nFor example: Glacial melt of continental ice [1]. Increased volume of ocean water resulting is sea level rise [1].
\nOther possibilities include:
\nIn each case award [1] for identification of a valid corporate strategy and [1] for further explanatory development/exemplification related to how it addresses global climate change.
\nFor example: The Lego company has established emission targets for manufacturing and distribution in partnership with the WWF [1]. This will reduce the amount of greenhouse gas emissions which are responsible for climate change [1].
\nOther possibilities include:
\nThe resource was accessible to most candidates and the majority of responses were able to identify the overall increase shown by the graph. Although many also described the obvious fluctuation of the trend a number failed to gain full credit by omitting this characteristic. Candidates also need to be reminded of the importance of quantification when describing graphical resources.
\nThe majority of candidates were able to identify glacial melt and thermal expansion as causes of sea level change. Many answers developed explanations of the processes by which these led to sea level change with reference to overall increases in water stored in the oceans and volume changes. Some answers however were lacking in the development of how their selected ways led to sea level change and simply stated that they caused an increase in sea level. The question required causes and not just description and a more thorough analysis of its requirements would have directed answers to a more analytical approach. Some answers erroneously looked at the seasonal melting of sea ice and some tried to link sea level rise to increased evaporation and rainfall. Evaporation was credited where reference was made to shrinking inland seas, but this approach was very rare. Pleasingly a small number did refer to isostatic readjustment.
\nThis question produced a polarity of answers. Many candidates were able to identify strategies and link them to named companies and valid institutions. Assorted strategies were outlined such as carbon offsetting, waste reduction, use of IT for meetings, use of renewable energy and recycling and these were developed to demonstrate how they could address climate change. Answers frequently referred to the reduction of carbon emissions in elements of the production cycle. Responses that took this approach scored well. Some candidates were able to identify and describe a strategy but did not develop it to explain how it could be used to address climate change and here credit was limited. A significant number of answers did not recognize what was required with reference to corporate strategies and instead gave generic responses that simply addressed methods that could be used to combat climate change or examined international treaties. Candidates must ensure that all elements of the syllabus are covered in their revision.
\nThe graph shows the average amount (in US$) spent on food per person and the average percentage of total income spent on food for selected countries in 2017.
\nRoser, M., and Ritchie, H., 2013. Food prices. [online] Available at: https://ourworldindata.org/food-prices [Accessed 30
September 2020]. Source adapted. Attribution 4.0 International (CC BY 4.0) http://creativecommons.org/licenses/by/4.0/.
Describe the relationship shown in the graph.
\nSuggest one reason for a recent change in the diets of people in middle-income countries.
\nExplain one way in which ecological footprint measures an individual’s resource consumption.
\nExplain two ways in which different resources are developed to support Boserup’s optimistic view.
\nWay 1:
\n\n
Way 2:
\n\n
Award [1] for each valid point.
A negative relationship / the more one spends on food per capita per annum the less the share of total income spent on food [1] exemplification or development of pattern [1].
Some quantification required for full marks.
\nAward [1] for identification of a valid reason, and [1] for further development of dietary change.
\nFor example: Rising incomes [1] so people have more money to spend on processed foods [1].
\nOther possibilities include:
\nAward up to [1] for identification of a valid way (reference to land, water or waste), and [1] for development/exemplification [1].
\nIt determines the amount of the environment necessary [1] to produce the goods and services necessary to support a particular lifestyle [1].
\nIn each case, award [1] for a valid and distinctive way and [1] for further development or exemplification.
\nFor example: Improved technology through the use of mechanization [1] to increase yields of food [1].
\nOther possibilities include:
\nMany candidates were well prepared for this and described the negative correlation between the two variables shown on the graph. Development was accomplished by illustration of the extremes using data from selected identified countries, thus giving quantification. Other responses did not focus on the relationship between the two variables but used the resource to categorize the characteristics of the countries shown. In this approach credit could only be awarded if the answer addressed the relationship unintentionally.
\nMost candidates were able to identify dietary changes and link them to a valid reason. This was most frequently expressed as an increase in disposable income resulting in the consumption of more meat and dairy produce, but a significant number of answers referred to the impacts of globalization and awareness of health issues.
\nCandidates were generally secure in their understanding of the elements of the ecological footprint and frequently made reference to land, water and waste. The better answers were able to develop this in the context of the individual, examining aspects such as lifestyle, age and volume of consumption. However, many answers did not explore this context and thus did not gain full credit as they focused solely on a definition of the measure. A minority of candidates failed to address the question, examining other measures such as carbon footprint.
\nIn general candidates were well prepared in this aspect of the syllabus and the basic principles behind Boserup's optimistic view were understood. Good answers identified ways such as vertical farming, genetic modification, use of renewable energy and elements of the circular economy and linked these to the optimistic view of the relationship between population and resources. Some answers however lacked precision and detail and gave vague statements concerning technological development without outlining what these were which limited the credit given to such responses. Credit was also limited where answers gave detail on valid technological developments but did not link them to the thesis outlined by Boserup.
\nThe infographic shows some of the present and future characteristics of global megacities.
\n
[Source: Desjardins, J., 2018. Mapping the World’s New Megacities in 2030. Visual Capitalist, [online]
October 26. Available at: https://www.visualcapitalist.com/mapping-the-worlds-new-megacities-in-2030/
[Accessed 30 September 2020]. Source adapted.
2018 GLOBAL TRAFFIC SCORECARD. The INRIX 2018 Global Traffic Scorecard is an analysis of congestion
and mobility trends in more than 200 cities in 38 countries. Available at: https://inrix.com/wp-content/
uploads/2019/02/Traffic-Scorecard-Infographic-2018_US-FINAL-v5.pdf [Accessed 20 April 2021]. Source
adapted.
Demographia World Urban Areas 16th Annual Edition 2020. 04. [pdf online], pp. 23–41. Available at:
https://www.academia.edu/42999960/Db_worldua [Accessed 20 April 2021]. Source adapted.]
Determine the range of hours lost in congestion per year in the selected megacities.
\nIdentify one megacity that will see an estimated decline in population between 2017 and 2030.
\nDescribe the pattern of estimated GDP growth in Asian megacities between 2017 and 2030.
\nTo what extent does the infographic indicate that the consequences of megacity growth are always negative?
\n232 or 40 − 272 [1]
\nTokyo or Osaka [1]
\nAward [1] for valid comment on overall pattern and [1] for development or exemplification.
\nMostly above 100 %
Mostly SE/S/E Asia
Mainly coastal cities
No BR/DR relationship or migration
Highest Dhaka – 35 % [34–36 %]
Smallest growth in Osaka and Tokyo – 2 % [1–3 %]
Quantification required for award of full [2].
\nExample: Estimated GDP growth in Asian megacities between these years is expected to be mostly over 100 % [1]. The biggest single increase is expected in Dhaka – at least 35 % [1].
\nThe question is asking candidates to examine the positive and negative consequences of megacity growth shown on the infographic. Answers should focus on the identification and development of consequences of megacity growth and not a critique of style.
\nAward [1] for each positive or negative consequence and further [2] for each supported development/explanation up to a maximum of [5].
\nAward the final [1] for a supported overall appraisal which weighs up the infographic as a whole.
\nAward maximum of [4] if only one perspective (positive or negative) is given.
\nFor example:
Initial negative focus:
Strength:
\nOverall appraisal can be found at the beginning or end of the answer and maybe a comment such as: The negative consequences are related more to the ordinary lives of people.
\nFor example: The infographic shows that congestion is a negative consequence of growth as drivers in 5 cities lose over 200 hours per year [1]. Some cities are predicted to grow at very fast rates with the population of Lagos estimated to increase by 34% from 2017-30 [1]. Often growth produces high densities of population, especially where the city only covers a limited area [1]. However in Asian megacities there will also be impressive growth in wealth with the GDP of Dhaka growing by about 170% [1]. Megacities also house the most affluent sections of the population [1]. Overall the infographic provides a balanced view of megacity growth [1].
\nMost candidates used the infographic to give correct answers.
\nNearly all answers were correct.
\nMost answers were able to use the infographic to outline one element of the pattern of estimated GDP growth. Many referred to the magnitude of growth relative to other regions with the better answers commenting on variations within Asia by way of development. Some commented on the spatial distribution within Asia by referring to regional/national patterns or the coastal location. The answers that gained full credit provided some quantification to support their descriptions.
\nA substantial number of candidates engaged with the infographic in an appropriate manner by analysing its geographical content concerning the consequences of megacity growth. The most common approach was to identify elements of the infographic that had a positive and negative focus with the better responses using data from the resource to support their arguments. Nearly all made comment on GDP growth and congestion although only a minority reflected on population density. Pleasingly some referred to the variation within the measures presented on the infographic by making statements about congestion not being a problem in all megacities, density not being such an issue in megacities with large areal extent or not all cities with a high growth having large increases in GDP. However, this was not frequently observed and may be something that could be worked on in preparation for future assessments. Candidates had been well rehearsed in the structure of a response to this question with clear positive and negative points with a supported conclusion.
\nUsing examples, explain how two types of financial flow connect different places together.
\n“The environmental costs of global economic growth outweigh the social gains.” To what extent do you agree with this statement?
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nFinancial flows link places, societies and environments together to varying degrees and at varying scales: a good geographical response may explain links between particular urban or rural localities in addition to international linkages. One flow can generate multiple connections / links / interdependencies, which could be economic, social, cultural or political in character. Flows between places are sometimes asymmetric (one-way flows, for example the sending of aid) or more balanced (two-way flows, for example remittance flows accompany migration in the other direction, with both flows connecting together host and source countries).
\nPossible themes include:
\nCredit material dealing with trade in commodities (where return flows of money from sales/profits can be inferred) if the account serves to further the geographic analysis of how places become connected together by flows.
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to explain connections at varying scales (local places and states, for example). Another approach might be to provide a structured systematic explanation of the different kinds of connection which the two chosen flows create (migration can foster economic, cultural and political linkages for example). Another approach might be to analyse the strength/symmetry of the connections (for example, analysing the relative strength and significance of migration and remittance flows for two linked countries).
\nFor 4–6 marks, expect some weakly-evidenced outlining of one or two flows (most likely using narrow supporting evidence such as a very basic or general remittance or trade study)
\nFor 7–9 marks, expect a structured, evidenced explanation of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nEnvironmental costs stem from industrialization, agribusiness, transport, urbanization — i.e. the totality of economic growth and development. Global economic growth can be viewed as the rise over time in global gross domestic product (GDP) per capita and increased industrialization/urbanization. Social gains of economic growth include improved life expectancy, health and diet; access to education; and changing social attitudes e.g. empowerment of women and minority groups.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nEnvironmental costs:
\nSocial gains:
\nDo not credit poorly focused writing about environmental benefits and/or social costs — the question does not ask for these to be debated. Any such material may be marked as ‘irrelevant’ if its inclusion cannot be justified (e.g. see point below about differing perspectives).
\nGood answers may synthesise (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement, and the balance of costs and gains in particular place contexts (for example in relation to global shift). Another approach might be to critically evaluate different environmental costs (climate change, transboundary pollution, biodiversity loss, etc.) and the extent to which they are experienced at local and/or global scales. Another approach might be to evaluate differing perspectives on whether social changes are viewed as ‘gains’ or problems (such as the spread of cultural traits via social media). Another approach might be to evaluate the possibility of problems being mitigated (new technologies and changing attitudes). A good discussion may conclude with a substantiated final judgement on the overall balance of newly-created and solved problems.
\nFor 5–8 marks, expect weakly-evidenced and/or imbalanced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThis question was well-answered in the majority of cases. Candidates analysed the statement using case studies of financial flows, sometimes augmented with their own personal knowledge of cryptocurrencies or online purchasing. The best answers used evidence well and were fully focused not only on financial flows but also on connectivity between places. Remittances were written about by many. There was also widespread analysis of outsourcing investment and the role that the internet plays supporting FDI strategies by TNCs. Wherever possible, credit was awarded for work which focused on legitimate global flows, such as sales of goods and trade movements, that in turn generate transfers of profit or sales payments.
\nThe most thoughtful answers correctly developed their responses in ways which highlighted the connectivity between different places that financial flows often foster. For example, the best answers dealing with remittances were able to explain that financial connectivity between migration host and source countries can be a starting point for cultural and even political connectivity. Other good answers analysed the concept of place at a variety of geographic scales. For example, remittance flows between eastern and western Europe have helped to connect individual countries together within the European Union; at the same time, remittance flows can link together rural and urban localities within a single country.
\nThe two examples below are typical of the contrast which existed between answers reaching the top mark band (10-12) and answers which did not [Using examples, explain how two types of financial flow connect different places together]. While example B contains more recalled migration facts than example A, it does not analyse connectivity between places nearly as well. In example B, the words \"place\" and \"connection\" are not used at all.
\nExample A (extract from response reaching the 10-12 mark band)
\n\"India receives billions of dollars of remittances from its diaspora population of 23 million people each year. Remittances sent from local places like east London can then be used by the migrants' families to help pay for their mobile and phone services, like those provided by BharatNet in rural India. This further increases connectivity between different local places, allowing even more exchange of ideas and information.\"
\nExample B (extract from response reaching the 7-9 mark band)
\n\"Another major financial flow today would be remittances. There is an influx of people migrating to different countries where there is higher pay. This is prevalent in the Middle East especially in Qatar with its hosting the 2022 World Cup. They have attracted many migrants to work in the construction industry. The migrants who moved to Qatar contribute to its economy. Every year billions of dollars are earned in this way.\"
\nThis question asked if the environmental costs of global economic growth outweigh the social gains. The best answers did three important things. Firstly, they provided a discussion focused on environmental costs and social gains without deviation into lengthy discussion of environmental benefits and social costs, neither of which are strictly part of the discussion. Secondly, they focused on the global dimension of the question, for example by writing about the global-scale growth of the middle class, or global progress towards the Millennium Goals and Sustainable Development Goals. Thirdly, they provided a proper evaluative conclusion, for example by noting that some of the economic harm done may yet be reversible if action is taken quickly enough (and the social gains of education mean there are more scientists than ever before who can work to provide solutions). Whatever position is taken, the hallmark of a high-scoring answer is an evaluative discussion which goes beyond simple listing of impacts and can provide a more sophisticated weighing-up of evidence.
\nIn contrast, weaker answers omitted any global-scale overview of the issues and instead listed a series of local environmental problems. Popular themes included air pollution and oil spills. Often, there was very little explicitly said about social gains other than rising incomes. Some candidates provided lengthy descriptive case studies dealing with social challenges created by the global economy, such as the Rana Plaza disaster. Little credit could be awarded to these studies if they were presented as standalone items with no justification for their inclusion in a response that is meant to focus on social gains.
\nAnalyse how interactions between places can be affected by the physical environment.
\n“New technologies solve more global problems than they create.” To what extent do you agree with this statement?
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nThe physical environment sets parameters that can limit or accelerate interactions between places at varying scales: a good geographical response may analyse interactions between particular urban or rural localities in addition to international interactions.
\nPossible themes include:
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic analysis of the different aspects of the physical environment that may impact on interactions and connectivity. Another approach might be to analyse the influence of the physical environment at varying scales (local, national and world region scales). Another approach might be to critically analyse how far physical challenges can be mitigated for example by technology. Another approach might be to sequentially analyse different activities that depend on physical environments (tourism, trade, etc.).
\nFor 4–6 marks, expect some weakly-evidenced outlining of one or more ways the physical environment limits or helps human activity (connectivity may only be implied).
\nFor 7–9 marks, expect a structured, well-evidenced analysis of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit all content in line with the markbands.
\nNew technologies may include social media, artificial intelligence (AI), drones, crowd-sourcing and surveillance, etc. Credit may be given for a discussion of historical technologies (1990s - internet; 1950s - container shipping) which were ‘new’ in their day provided they are applied to a discussion of legitimate global problems. Global problems may be economic, social, cultural and environmental; short-term or long-term. Some are created by technology, others are solved by them (the content of a good answer should provide some balance, but do not expect a perfect balance). Credit consideration of local/individual problems (such as identity theft, or ‘fake news’ in a particular country’s election) if the answer addresses (or implies strongly) these are issues which the entire global community is facing.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nSome answers may describe a range of online issues (hacking, identity theft, bullying/trolling etc.) for the citizens of ‘global society’ in general. These are unlikely to progress to the 9-12 band without some located knowledge of actual contexts where these issues are manifest.
\nGood answers may synthesise (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement, and the extent to which problems are being created or solved in a planetary-scale context. Another approach might be to critically evaluate different types of technology (ICT, robotics, drones, 3D printing, transport), and the extent to which they each create or solve problems for specific evidenced places - and sometimes do both. Another approach might be to evaluate the extent to which perspectives may vary on whether the changes they cause are viewed as problems or not (such as the spread of cultural traits and memes via social media). A good discussion may conclude with a substantiated final judgement on the overall balance of newly-created and solved problems.
\nFor 5–8 marks, expect weakly-evidenced and/or imbalanced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nAnswers to this popular question were overwhelmingly coherent and correct. Popular themes included those included in the geography guide, namely countries lacking a coastline and the uneven distribution of natural resources. Many candidates wrote about the landlocked countries of Bolivia and South Sudan. Middle Eastern states such as Saudi Arabia were used as examples of countries whose natural resource endowments have led to them becoming global players in the oil industry. Other themes included: geostrategic locations and the extent to which some countries are located in proximity to important trading corridors such as the Suez Canal, which inevitably leads to a high degree of interaction; the size and location of countries in relation to their neighbours, with certain countries having far higher numbers of bordering neighbours than others, for example China, Austria, Brazil and Democratic Republic of the Congo.
\nTypically, responses awarded a mark in the 7-9 band provided a simplistic analysis in which landlocked countries do not interact with the rest of the world while countries with natural resources do. In contrast, responses reaching the top 10-12 band were more likely to include a more sophisticated analysis which showed that global interactions are rarely controlled solely by physical factors in a deterministic way. Such candidates typically made mention of Switzerland in their analysis of coastlines to good effect. They explained that a lack of coastline has not prevented Switzerland from interacting on a global scale with financial markets.
\nThis question generated a great many mediocre responses which 'patched' together a series of technological vignettes before concluding that some technologies create problems whereas others solve them. The internet, phones, 3D printing, drones, food technologies and water treatments were popular themes which suited the question context well. The inclusion of three varied case studies was usually sufficient for answers to reach the 9-12 band provided sufficient depth and detail was included, along with a basic evaluation of which technologies are most problematic, and why. Better answers tended to evaluate each technology on a case-by-case basis and to acknowledge steps already taken towards improved governance aimed at optimizing outcomes; they also maintained a strong focus on the global dimensions of any problem, for example by discussing ways in which the misuse of social media by hackers might actually be responsible for increased hostility between different countries and an overall weakening of global geopolitical cooperation.
\nWeaker responses typically presented some technologies as positive and other technologies as negative, rather than weighing up each technology's strengths and weaknesses. Global problems were often presented as problems occurring in a particular country, as opposed to challenges for the planet and its people as a whole. At times, it was unclear whether candidates had even studied the IB geography course due to the way they drew extensively on sensational social media reporting about nuclear weapons and cyberbullying. Other candidates wrote in the most generalized way imaginable about problems for \"people\" cause by hacking and identity theft, but without ever identifying any named geographical contexts where these things are actually experienced. Leeway was given to candidates using antiquated examples; however, higher-scoring answers were more likely to use contemporary examples drawn from those candidates' own lifetimes.
\nThe two examples below are typical of the contrast which existed between band 5-8 and band 9-12 answers to this question [New technologies solve more global problems than they create].
\nExample A (extract from band 5-8 response)
\n\"Turning now to an example of a technology which creates problems, drones have created many difficulties for different countries and people in recent years. For example traffic had to be halted at Gatwick Airport in England when a drone flew over one of the runways without permission. Drones are also being used to wage warfare and are responsible for thousands of deaths in Afghanistan where the USA has used them. In conclusion this is a technology which creates many problems.\"
\nExample B (extract from band 9-12 response)
\n\"Drones are another technology which are used and misused in different ways. On the one hand there is increasing use of drones in disaster zones to locate survivors. China has been using drones in this way since at least 2008, after the Sichuan earthquake. But drones can be used in ways which many people find problematic such as US drone strikes in Afghanistan. This creates a global legal problem because it is unclear whether international laws are being broken.\"
\nExplain the strengths of the United Nations (UN) Sustainable Development Goals as a way of supporting the human development process.
\n“Economic challenges are the main cause of opposition to globalization.” To what extent do you agree with this statement?
\nMarks should be allocated according to the paper 3 part A markbands. These can be found under the “Your tests” tab > supplemental materials.
\nThe focus should be on what the SDGs’ criteria are, and why there is inherent value in this approach to setting goals using diverse criteria. The UN Sustainable Development Goals make use of 17 social, economic, environmental and political criteria. Their strength derives (i) from this holistic/multi-strand approach to understanding the human development process (i.e. their theoretical/philosophical/ontological merit) and (ii) the way they can be used as targets to guide and measure development progress (i.e. their practical/empirical value).
\nPossible strengths include:
\nDo not credit explanation of weaknesses or failures of the SDGs (or the concept of development) – the question clearly does not ask for those elements to be explained on this occasion. Any such material should be marked as ‘irrelevant’.
\nGood answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to provide a structured systematic explanation of firstly the philosophical/contextual value of the SDGs and, secondly, their practical/goal-orientated usefulness. Another approach might be to explain different types of goal (social, economic, environmental and political criteria) and the strengths of this holistic approach.
\nFor 4–6 marks, expect some weakly-evidenced outlining of the SDGs and/or human development.
\nFor 7–9 marks, expect a structured, evidenced explanation of:
\nFor 10–12 marks, expect both of these traits.
\nCredit all content in line with the markbands. Marks should be allocated according to the paper 3 part B markbands. These can be found under the “Your tests” tab > supplemental materials. Credit unexpected approaches wherever relevant.
\nOpposition to globalization movements can take many forms. Economic challenges and injustices stemming from global shift, immigration or neo-colonialism may give rise to different forms and strengths of opposition. However, non-economic concerns with sovereignty and cultural identity are important foci for opposition too; also, environmental concerns such as climate change and biodiversity losses.
\nPossible applied themes (AO2) include knowledge and understanding (AO1) of:
\nMaterial focused on political or trade barriers to globalization should explain their origin i.e. how these barriers are a result of anti-globalization opposition or movements. Material dealing with physical barriers (isolation, relief) will most likely need to be marked as irrelevant.
\nGood answers may synthesise (AO3a) three or more of the above (or other) themes in a well-structured (AO4) way.
\nGood answers may additionally offer a critical evaluation (AO3b) of the statement, and the extent which economic challenges have primacy in the debate in different place contexts. Another approach might be to critically evaluate different kinds of cultural/social interaction which have occurred independent of economic changes, and the extent to which these may be a main cause of opposition to globalization. Another approach might be to evaluate the extent to which perspectives may vary on whether economic changes and challenges are actually real or perceived. A good discussion may conclude with a substantiated final judgement on the overall importance of economic challenges.
\nFor 5–8 marks, expect weakly-evidenced outlining of two or three relevant themes.
\nFor 9–12 marks, expect:
\nFor 13–16 marks, expect both of these traits.
\nThis was the least popular question. Candidates attempting it generally produced merit-worthy answers that competently addressed the two main elements of the question, namely the Sustainable Development Goals and their role in supporting human development (viewed at global or more local scales, or both). Some candidates approached the task from an ethical and moral viewpoint which analysed the merits of the goals which the United Nations has sought to pursue, including gender equality and greater care for the environment. Others approached the task from a more practical viewpoint by analysing the importance of formal development targets and goals (in order for progress to be made, and for governments to be held accountable).
\nA significant proportion of answers, however, were side-tracked in one of two ways, resulting in a lower mark than might have been expected. Firstly, some wrote at great length about the weaknesses of the Sustainable Development Goals, no doubt reflecting ways in which teaching and learning about the topic was originally carried out. Some candidates had perhaps rehearsed a model answer about the strengths and weaknesses of the Sustainable Development Goals as part of their revision. The question, however, directed candidates to focus their analysis differently, and this needed to be reflected in answers. Little credit could be awarded for material dealing with the weaknesses of the Sustainable Development Goals unless it also contained some creditworthy analysis of what is meant by the \"human development process\". Secondly, some candidates wrote at great length about a range of ways in which the United Nations supports human development in different countries and contexts. However, the material was only very loosely linked, if at all, with the Sustainable Development Goals.
\nHere, candidates often neglected to define what \"opposition\" might mean at the outset of their essay. Political resistance to global interactions is a key theme appearing in the geography guide. This gives rise to many different opposition movements in varying countries and contexts. While such subject matter ought to have formed the basis for the discussion, many candidates treated the word \"opposition\" as if it were a synonym for \"barrier\". Candidates have previously been asked questions about barriers to globalization, and it was all too apparent that many viewed this year's Question 3(b) as an opportunity for them to reproduce a rehearsed answer from memory. Unfortunately, some themes, such as physical barriers to global interactions or poverty as a limiting factor, were largely irrelevant to the discussion and as a result only limited credit could be given.
\nIn contrast, the strongest answers were well focused on opposition movements. Typically, candidates selected a range of geographical themes which sometimes serve as a basis for resistance to globalization, including: concerns over the environment and opposition to global agribusiness (with local food sourcing framed as an opposition movement); resistance to migration and cultural change (many candidates made effective use of case studies of Brexit and Donald Trump's politics); protests against neoliberal policies associated with lending by the IMF and the World Bank.
\nThe graph shows who has responsibility for collecting water from outside the home in countries where a high percentage of rural households lack access to piped water.
\n[Source: Adapted from Safely managed drinking water: thematic report on drinking water 2017, World Health Organization &
United Nations Children’s Fund (UNICEF), p. 31, 2017. https://apps.who.int/iris/handle/10665/325897. Accessed
6 May 2020.]
State the number of countries where more than 60 % of rural households rely on water from outside the home.
\nIdentify the country where men and women have equal responsibility for collecting water from outside the home.
\nOutline one environmental impact of increased human pressure on aquifers.
\nExplain two ways in which water can be managed to provide a more sustainable future for local communities in countries such as these.
\n13
\nAfghanistan
\nAward [1] for a valid impact and an additional [1] for development.
\nGround subsidence [1] due to all the water having been removed/over-abstraction [1].
\nOther impacts include:
\nAward [1] for each way and a further [2] for development / explanation / exemplification.
\nFor example, pipes/sewers/water filters can be built [1] in order to separate sewage and drinking water [1] thereby reducing the risk of disease for future generations [1].
\nReference to sustainability is not required although it may be implied.
\nOther ways include, but are not limited to:
\nNo problems although some listed the countries in a(i) rather than giving a number.
\nMany were unaware of the meaning of the term aquifer and/or did not outline an environmental issue. Others wrote about why there is pressure on aquifers rather than the environmental impacts.
\nGood responses focused on water management in local communities, with a wide range of sustainable water management techniques used.
\nExamine why geographers use a systems approach in the study of drainage basins.
\nExamine how conflicts between different stakeholders in the management of wetlands might be resolved.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nDrainage basins operate as open systems, in which inputs, stores, flows and outputs are inter-related. The relationships between these will vary depending on the characteristics of the drainage basin, including geology, slope, shape, and land use, and the nature of the inputs, including type, intensity and variability of precipitation.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the importance of a systems approach in the study of processes within a drainage basin. Another approach might be to examine drainage basins at different time and spatial scales, for example with changes in land use or climate.
\nFor 5–6 marks, expect weakly-evidenced outlining of a systems approach to a drainage basin.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nMarks should be allocated according to the Paper 1 markbands (available under the \"Your tests\" tab > supplemental materials).
\nThere are growing pressures on wetlands, and it is important that they are managed for a sustainable future. The focus of the response should be on the varied and often conflicting pressures from different stakeholders, and the future possibilities for management.
\nPossible applied themes (AO2) demonstrating knowledge and understanding (AO1):
\nGood answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the different perspectives and varying power of stakeholders for the future management possibilities of wetlands. Another approach might be to focus on how conflicts may partly depend on the scale of the issues.
\nFor 5–6 marks, expect weakly-evidenced outlining of at least one conflict and/or how it could be resolved.
\nFor 7–8 marks, expect a structured account that includes:
\nFor 9–10 marks, expect both of these traits.
\nThere were few responses to this question, with only limited understanding of the importance of a systems approach in the study of drainage basins. There was, however, some good knowledge of the drainage basin as a system.
\nThere were some very good answers to this question with effective use of examples, and views of different stakeholders. There were some, however, who wrote about dams or even whole rivers / drainage basins and never mentioned wetlands. Weaker candidates wrote descriptive accounts of the different users of wetlands, rather less on management and even fewer about resolution.
\n![https://commons.wikimedia.org/wiki/File:Deserts_in_Australia_en.png](\"https://commons.wikimedia.org/wiki/File:Deserts_in_Australia_en.png\"){kind=link}