Mark Scheme January 2009 Work for School Closure... · 2017-05-25 · Mark Scheme January 2009 GCE...

Mark Scheme January 2009

GCE

GCE Geography (8GE01)

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8GE01 GCE Geography 0901 Mark Scheme 2

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January 2009 Publications Code US020893 All the material in this publication is copyright © Edexcel Ltd 2009


Contents

1. 6GE01 Mark Scheme 05

2. 6GE02 Mark Scheme 19


6GE01 Mark Scheme Question Number

Answer Mark

1(a) West coast Very high Do not accept high South coast Accept: very low / low / quite low overall Do not accept: medium / uneven

(2)

Question Number

Answer Mark

1(b) • EQs associated with plate boundary areas where movement is occurring

• Simply lists the three types: constructive, destructive, conservative (or synonyms)

• Conservative plate boundaries where tension builds e.g San Andreas Fault

• Subduction at destructive boundaries e.g. Philippines trench

• Constructive boundaries where faulting / rifting e.g. the Mid-Atlantic ridge

• Minor EQs are possible wherever deep fault lines occur e.g. under UK or in areas of volcanic activity e.g. Hawaii

(4)

Question Number

Answer Mark

1 (c) El Nino Cyclone

(2)


Question Number

Answer Mark

1 (d) • Hotspot is a place where two+ hazard risks found • California has fire and tectonics amongst others

while Philippines has tectonics and cyclones amongst others pr other valid hotspot e.g. New Orleans has river flooding and hurricanes

• The disaster occurs when vulnerable people encounter a hazard and suffer losses (Philippines) or experience losses despite the precautions they have taken (California)

• More specific details (of the vulnerable people or names of plate boundaries, etc.) should be credited for the named example.

Only credit one example. Point mark but only award up to three marks if the human disaster element is omitted.

(4)


Question Number

Answer Mark

2(d) • Species diversity changes may offer e.g. • Biomes / treeline shift pole-wards and may offer

e.g. • Loss of polar bear habitats e.g. hunt seals at air

holes on sea ice • Marine food webs modified e.g. describes how

tropic levels affected • New species colonise and area has e.g. • Any other genuinely ecological impact Do not credit non-ecological impacts (e.g. shipping routes) . If two distinct ideas appear anywhere in the answer space, give credit.

(4)

Question Number

Answer Mark

2 (a) D (8.3)

(1)

Question Number

Answer Mark

2 (b) • Recognition of overall increase in rate / more losses

• Levels off after 2005 • Uses data / quantification of trend

(2)

Question Number

Answer Mark

2 (c) • Climate change is causing ice melt / ablation and may know facts / data

• Rising greenhouse gas emissions are almost certainly the cause of enhanced global warming and additional detail may be credited (e.g. types of radiation or names different gases)

• Global warming is more pronounced in Arctic areas because they are at higher latitude due to wind patterns / warming of water as sea ice melts

• As ice melts, albedo falls meaning less light is reflected so problem worsens and this is a positive feedback / a possible tipping point

• Permafrost melting releasing GHG methane • Credit unexpected but relevant ideas Max 3 if no reference made to Arctic areas. Do not credit ozone hole explanation (very minor role) 2+2

(4)


Question Number

Answer Mark

3(a) 3 metres 5 metres

(2)

Question Number

Answer Mark

3(b) • Businesses damaged / cease trading • Transport services / infrastructure disrupted • Tourists may stop visiting • Housing damage / costs of re-building • Costs for insurance industry • Medical costs for possible flood victims • Any other sensible economic suggestion

Point mark. Do not accept non-economic statements (e.g. ‘lives are lost’)

(3)

Question Number

Answer Mark

3(c) • More storms and extreme events / risks increase over time and links can be made with climate change

• General rise in sea-level e.g. due to thermal expansion, melting land ice

• Knowledge was imperfect when first walls built / people did not know how high walls needed to be due to a lack of data showing possible extremes / return periods

• More property is also at risk as time passes in London so value of possible damage has increased

• In some places, risk risen due to population growth worsened by urbanisation / coastal migration

• Additional ideas could apply for Thames or other regions including the role of storm surges or isostatic processes causing land subsidence

(5)


Question Number

Answer Mark

4 (a) North America

(1)

Question Number

Answer Mark

4 (b) Overall profit of $45 billion for China

(1)

Question Number

Answer Mark

4 (c) Point mark from: migration, TNC investment, capital flows, aid, information, internet, air travel, shipping, tourism, media (music and cultural exchanges), oil, food, any other sensible suggestion can be viewed as a flow, or movement, or type of migration, or exchange. Do not accept: any manufactured goods (e.g. toys). Max 2 for a list of similar types (e.g. all are types of transport, all are communications, all foods, etc.)

(3)

Question Number

Answer Mark

4 (d) • Low costs of labour e.g. Malaysia attracts Dyson • Other workforce qualities e.g. English spoken in India

or child labour allowed • EPZ policies of governments and may offer e.g. • Other detail of attractive regime for foreign investors

e.g. trade unions banned in Indonesia or relaxed environmental laws

• Emerging markets in Asia that firms can to sell goods direct to, e.g. Tesco in Thailand

• Physical resources may have aided growth of manufacturing, e.g. China has coal supplies

• Good global location / global hub location e.g. Pacific Rim aids exports

• Infrastructure has been improved in NICs, e.g. with WB/IMF loans

• External factors such as US investment (in Cold War) Award mark for each basic idea or marks for a point that is extended or exemplified using named NICs / TNCs

(5)


Question Number

Answer Mark

5(a) • Foreign players have risen over time • Little change since 2002 • Quotes data (rises by 100) • By 2007, more foreign than UK players

(2)

Question Number

Answer Mark

5 (b) B (economic migrant)

(1)

Question Number

Answer Mark

5(c) • Employment contribution; may give a specific example of unpopular work

• Specific skills shortages also exist e.g. NHS recruits Polish dentists

• Taxes are also paid by migrants • They are consumers of services • Elite groups e.g. foreign club owners make very high

tax / consumption contribution • Migrants replace falling population numbers / help

tackle rising dependency; extended ideas may be offered e.g. keep schools open

• Social benefits include the positive contribution made to sports, arts and cultural life; examples may be offered

• Any other sensible suggestion (including possible impacts for source region)

Award mark for each basic idea or marks for a point that is extended or exemplified

(4)


Question Number

Answer Mark

5(d) • Europeans have right of entry to UK due to EU this explains the freedom of movement seen

• Dating from 2004 for the A8 / eastern nations and for western Europe since 1993

• Migrants had a preference for UK because of booming economy e.g. house-building in early 2000s

• Exchange rate encouraged migrants • UK has specific job vacancies and may encourage

migration NHS needs Polish dentists • The pull of UK cultural life and may have e.g. • Push factors from countries like Poland include high

unemployment • Free movement of students under various sponsored

schemes • UK did not exercise right to restrict entry in 2004 For full marks expect some reference to ‘recent years’ (e.g. mentions 2004). Do not credit non-European examples. Max 2 for list of generic pull factors.

(4)


Question Number

Answer Mark

6(a) A firm operating in more than one country / many countries / spread across borders / operating internationally / working globally

(1)

Question Number

Answer Mark

6(b) • Cheaper to transport goods shorter distances • Perishable goods e.g. salad needed locally • Might avoid import tariffs (or similar) • Builds local goodwill, helping sales • Local sourcing good PR Do not accept “cheaper”.

(2)

Question Number

Answer Mark

6(c) • Tastes differ from place to place may provide example(s)

• Religious / cultural objections may provide an e.g. such as religious diet pork, beef

• No market advantage in offering a uniform product if people don’t like it / they make more money this way

• Climatic variability could affects availability of food

ingredients and may have example • Safety or design issues and has example • Any other sensible suggestion and example -

(4)

Question Number

Answer Mark

6(d) • Jobs / better wages an improvement on days of low-paid primary / subsistence work

• Wages boost local consumption / sales of goods this is a multiplier effect

• Local suppliers benefit from linkages and other supply chain ideas may quote an example of assembly industries

• Business taxes can be levied, allowing investment in health and education thereby improving human resources for the region / virtuous circle

• Direct investment in a nation’s welfare or infrastructure may have example

• Foreign investment reflects well / gives prestige and might spark further investment e.g. McDonald’s Golden Arches become a desirable acquisition

(4)


Question Number Indicative content

7(a) Droughts – Figure 7 provides details of one example, but good

answers are likely to use others (e.g. California) and detailed definitions of drought provided (note these are not a requirement for a Level 3 mark). People – Specific sectors of activity (agriculture and tourism) may be directly affected; other sectors may be unaffected or indirectly affected (e.g. if transport is interrupted). Health and mortality may be discussed and / or any underlying vulnerability. Environment – hydrosphere and biosphere are connected, many examples can be given. Recovery times vary, some species may be more resilient than others.

Level Mark Descriptor Level 1 1-4 Little structure. One or two general ideas about the impact of

drought on people or the environment. Mostly repeats content from Figure 7.

Level 2 5-7 Provides some structure. May lack balance describing impacts on people and the environment but begins to explain impacts.

Level 3 8-10 Well-structured and balanced account. Good explanation of how drought affects both people and the environment. Likely to be well exemplified.


7 (b) Hydro-met hazards – there are several to possibly discuss (floods,

hurricanes / cyclones, storms, droughts, etc.) Increased frequency– may quote database evidence for trends (e.g. CRED, Munich Re) Explanation – there is evidence of climate change bringing greater unpredictability / extreme events may be the rise (warmer water for hurricanes); population growth has put more people at risk; El Nino / La Nina ideas Reported frequency – media makes it all seem to be getting worse due to increased reportage

Level Mark Descriptor Level 1 1-4 Little structure. Descriptive account with a few general reasons for

increasing frequency or mentions some hazards. Level 2 5-8 Some structure. Describes different hazard types and asserts that

they have increased due to climate change or identifies some of the causes for increasing frequency. Any details or examples likely to be generalised.

Level 3 9-12 Structured answer that describes and attempts to explain increasing frequency. Likely to consider several reasons and be supported by examples. At the top end, shows sound understanding of the hazard concept (may mention and / or improved reporting). Examples are specific or help explanation.

Level 4 13-15 Well structured, covering a range of hazards and factors. Explanation is offered of increasing frequency. Recognises the issue is complex. Good details and /or examples.



8 (a) Needs to be taken – evidence suggests we cannot continue to rely

on existing fossil fuel supplies and hope to slow rates of warming Different scales - Figure 8 shows no mitigation technology is universally appropriate / possible / cheap / reliable / popular – thus a range will be needed for most societies, introduced across a range of scales for action. May quote ‘think global, act local’ rationale. Give appropriate credit to responses that include a range of mitigation strategies other than the ones shown.

Level Mark Descriptor Level 1 1-4 Little structure. A few general ideas on why action needs to be

taken. Unlikely to develop idea of scale. Or recognises climate change needs fighting.

Level 2 5-7 Offers some reasons for action at a range of scales. Some structured use of Figure 8 likely. May develop own ideas at top end.

Level 3 8-10 Well structured with a range of reasons for actions / responses linked to different needs. Recognition offered that geographical contexts and scales vary and that no single ‘silver bullet’ solution yet exists.


8 (b) Governments – key players who need to work together if a global agreement is to be effective. EU, US, China, Bangladesh are likely to feature in students answers, as well as Kyoto. Urgency for Maldives, etc. More willing than others – not all nations have agreed to act to the same level; economic growth is a priority (e.g. China); credit crunch; financial resources to act may be lacking; possible regional bias within the scientific community (US research community has big business / TNC funding); the complexities are an issue / evidence remains controversial for some governments and their people; accept other reasons Tackle – there is a difference between adaptation and mitigation and the paths different governments favour.

Level Mark Descriptor Level 1 1-4 One or two statements about how not everyone agrees climate

change is that big a problem (or exists at all). Lacks examples. Level 2 5-8 Some structure, with some reasons why governments differ in their

responses. Generalised examples, details lacking. Level 3 9-12 Structured account dealing with the reasons for the different views

and actions of a range of governments. At top end may address meaning of “tackle” (adaptation or mitigation). Examples are more detailed.

Level 4 13-15 Structured explanation of how a range of governments (regional, national and supranational e.g. EU) are responding to climate change, and why willingness to act varies. Uses detailed examples and real-world knowledge.



9 (a) Changing distribution of world billionaires– invites discussion of the

places in the world where they are starting to be found in greater numbers - notably the rise in Asia. However, north American continues to dominate and best answers should distinguish between absolute and relative rises in numbers shown. NB knowledge of credit crunch changes not essential but reward if there. Reasons – the global economy / globalisation / new technology all provide great opportunities for wealth creation and investment. Many billionaires are owners of large TNCs who are going “from strength to strength”. Rise of middle-classes in Asia has boosted consumerism there, making indigenous business community richer (best answers may recognise not all modern TNCs have their origins in Europe and America). Russian oil billionaires may feature in some accounts.

Level Mark Descriptor Level 1 1-4 Little structure. A series of statements which describe the resource

or generalise about globalisation creating more money. Level 2 5-7 Some structure in a descriptive account which begins to explain

rising wealth on a regional basis (may mention Asian ‘miracle’). Can identify different general factors (e.g. likely to mention role of TNCs and new technology).

Level 3 8-10 Well-structured answer that suggests reasons for rising wealth in different regions using a range of factors with some detailed supporting knowledge.



9 (b) Globalisation – globalisation integrates societies into the global

economy but has social / cultural effects too Moral and social consequences – worker exploitation (sweat-shops and agricultural sector, and even call centres); threat to cultural diversities; possible adverse impacts on families, individuals (e.g. girls in prostitution), credit moral concerns for the environment / sustainable futures; accept other moral / social ideas [Do not expect distinction to always be made between moral and social even in top band]. Concern – a more equitable world is seen as desirable by many people but may be difficult to achieve. Individuals, societies, businesses can all show concern and for different reasons e.g. businesses have image to uphold.

Level Mark Descriptor Level 1 1-4 Little structure. One or two statements about sweatshops with a few

generalised details. Level 2 5-8 Some structure and has some ideas about how globalisation has

moral / social consequences for some people. Examples named but not detailed.

Level 3 9-12 Structured account that explains moral / social consequences globalisation in different contexts. At the top end, may broaden to include more than one industrial sector or more than one interpretation of social (e.g. impact on indigenous cultures). Examples have some details.

Level 4 13-15 Structured thoughtful explanatory account that moral / social consequences of globalisation within a broader context. Well-supported by detailed examples.



10 (a) Urgent need to improve - conditions are famously poor. The

illustration suggests a range of problems, all of which it may be asserted are a cause for concern. Recognition may be shown that this is a destination for rural-urban newcomers – and that problems are likely to worsen if solutions are not found. Residential slums – the political and economic reality for many megacities is that the slums need to be ‘up-graded’ rather than replaced with formal housing (due to costs). Residents are also the life-blood of the city – providing workers for TNCs, etc.

Level Mark Descriptor Level 1 1-4 Some problems are described using information from map. Level 2 5-7 Some structure – can offer categories for concern(e.g. health,

services, education and the legality of activity). At top end may begin to recognise that developing these areas into ‘sustainable’ housing is a good management solution for lower-income nations / is required for further economic progression.

Level 3 8-10 Structured examination of a range of problems and the need to tackle them either in Mumbai or elsewhere. At this level, the context of a megacity under pressure is made explicit – acknowledging that numbers will continue to rise, and that money may not actually be available to replace slums with formal housing for the city’s workers.


10 (b) Megacity – accept definitions of cities or urban conurbations in the

range 8 to 10 million and upwards Explanation of growth– rural push factors (population growth in rural areas, agricultural modernisation, lack of opportunities) and urban pull factors (TNC / global hub ideas / development schemes); also credit importance of technology and transport. Many – not all megacities are growing as rapidly as others(e.g. New York), and good answers may pick up on this. Treat London conurbation as a megacity but not as an example of rapid growth.

Level Mark Descriptor Level 1 1-4 One or two statements about why cities grow. Lacks examples. Level 2 5-8 Some structure in a description of growth that relies on generic

urban push and pull factors. Context of megacity may not be explicitly addressed. Names some cities but little detail.

Level 3 9-12 Structured examination that includes a range of push and pull factors with details appropriate to the study of megacities (e.g. hubs for major TNC investment). Examples are detailed.

Level 4 13-15 Structured thoughtful account that provides excellent details of push-pull mechanisms. May show heightened awareness of local conditions(e.g. relaxation of migration laws in China or slower growth in some OECD megacities). Examples or details impress.


Appendix – QWC Levels Questions 7,8 ,9 and 10 Part A Level Descriptor Level 1 Geographical terminology is rarely used. There are frequent

written language errors. Level 2 Geographical terminology is used with some accuracy. There are some written

language errors. Level 3 Uses appropriate geographical terms to show understanding. Written language

errors are rare. Part B Level Descriptor Level 1 Geographical terminology is rarely used. There are frequent written

language errors. Level 2 Some geographical terminology is used. There are some written language

errors. Level 3 Uses appropriate geographical terms to show understanding. Written language

errors are minor. Level 4 Uses appropriate geographical terms to show understanding. Language written

errors are rare.


6GE02 Mark Scheme Question Number Question 1(a) QWC (i, ii, iii)

Describe the characteristics and tracks of the two storms.

Series Indicative content Ivan Jeanne Characteristics Few deaths despite high

intensity Cat 5 storm. Much of the high intensity hurricane activity was over the sea. Predictably lost lots of its energy on landfall. 122 deaths Damage $21 billion

Greatest number of deaths, although only tropical storm strength. Secondary problems of floods and landslides (caused by high rainfall) are indicated on the resource. Relatively slow. 3000 deaths $7.6 billion damages

Tracks A more westerly track compared to Jeanne. Also looped the loop. Travelled over sea long time before striking landfall. May have made prediction easier.

An easterly track, doing an unusual loop-the-loop sequence. This may have may it harder to predict and evacuate. Shorter overall track than Ivan, but more power over land

Level Mark Descriptor Level 1 1-4 Basic use of diagram only with one or two descriptive lift-offs only. Lacks

structure and depth. Considerable errors in language. Level 2 5-7 Describes some of the characteristics and track for both storms / one storm in

depth. May be unbalanced. Some structure, and some written language errors.

Level 3 8-10 A clear response with effective use of resource and data. Describes characteristics and tracks for both storms. Structured and balanced response. Written language errors are rare.


Question Number Question 1(b) QWC (i, ii, iii)

Describe the fieldwork and research you would undertake in order to investigate changing weather conditions.

Series Indicative content • Observation of changing weather conditions can conducted over different time periods, e.g. few

days to look at changes associated with a depression, or over 1 term / even a year. Expect students to discuss weather diaries which can take a mixture of forms, e.g. e-diary (on web), written notes, video / pictures.

• Expect many candidates to record changes in air masses, weather systems, anticyclones etc and link to synoptic conditions.

• Some candidates may also recognise that the most reliable records involve the use of a range of techniques and research opportunities. Data could also be pooled as a group.

Note: It is important to distinguish which fieldwork and research is relevant to weather and which is not (e.g. rivers / flooding, land use etc). Always credit relevant descriptions of fieldwork (including virtual) from both UK and overseas locations.

Fieldwork (primary):

Use of various local weather instruments, e.g. anemometer, thermometer, whirling psychrometer, rain gauges etc. Also more qualitative observations, e.g. changes in cloud cover, what it ‘feels’ like, whether the heating is required, seeing starts at night.

Research (secondary):

Use of various sources to get a picture of weather – websites, newspapers, blogs / forums etc. The best responses will provide detailed evidence of specific sources, e.g. specialist weather websites etc, rather than ‘the internet’.

Level Mark Descriptor Level 1 1-4 Very limited range of fieldwork / research described. Fieldwork may be not

appropriate to weather studies. Lacks structure. Considerable errors in language.

Level 2 5-8 Descriptive style but with some statements about either fieldwork or research approaches linked to weather. May be a description that lacks focus on the question / less relevant techniques. Likely to be unbalanced and lacking detail. Expect limited use of geographical terminology. There are some written language errors.

Level 3 9-12 Describes a range of fieldwork and/or research approaches linked to weather, but may lack balance. Some use of geographical terminology. Response shows some structure, limited written language errors. Max 10 if only fieldwork or research.

Level 4 13-15 Structured account which describes a balanced range of personal weather fieldwork and research techniques in detail; shows good use of own / group fieldwork, with good use of terminology. Written language errors are rare.


Question Number Question 1(c) QWC (i, ii, iii)

For ONE extreme weather event describe the methods of management used and comment on their effectiveness.

Series Indicative content Candidates may choose from a range of extreme weather events – hurricanes, river floods, tornado, heatwave, or drought. Detail of management strategies will depend on choice of event and location e.g. Levees / evacuation / preparedness linked to hurricane Katrina, land use zoning related to river flooding, warnings and shelter for tornadoes, emergency water management for droughts or longer term water management in preparation for drought. • Some candiadtes may describe top-down vs bottom up or the role of community preparedness /

participation and education. • Some responses may consider factors, i.e. which are more important, rather than a decsription

of different types of approach. • Credit reference to own fieldwork and research. Level Mark Descriptor Level 1 1-4 Extreme weather event may not be identified. Basic, generalised points that

lack focus on management; may focus on impacts of extreme weather event. Lacks structure; very limited use of geographical terminology. Considerable errors in language.

Level 2 5-7 Some management methods identified for an extreme weather event, with some description and occasional comment. Some structure. Likely to be unbalanced. Some written language errors.

Level 3 8-10 Detailed description of management methods linked to extreme weather event with some comments on their effectiveness. Well structured and balanced response. Written language errors are rare.


Question Number Question 2(a) QWC (i, ii, iii)

Describe the physical and human features of the coast shown in the photograph.

Series Indicative content The photo reveals a range of features: Physical Human • Spit / bar /tombolo • Beaches / cliffs • Natural habour / bay for shelter • Sand dune ecosystems /

saltmarsh • Various sand banks / mud flats

and shallow (safe) water. • Woodland near coast and scrub in

foreground, e.g. gorse etc.

• Groynes on beaches (to build up sand and reduce impact of LSD)

• Port • Settlement in distance /urban • New shoreline homes / hotels

built • Road leading to ferry; ferries /

boats • Footpaths in dunes / coastal

areas Some candidates may attempt to recognise scale of different features, e.g. length of spit / tombolo; also identify the importance of deposition also this stretch of coast. Structure likely to be physical and human elements or geographical approach e.g. foreground/background/along shoreline, etc Remember that the question requires description, so do not overly credit explanation. Level Mark Descriptor Level 1 1-4 Lacks structure, limited range of features described; lacks accuracy and

limited use of geographical terminology. Considerable errors in language.

Level 2 5-7 Some range of features described with some accuracy, physical and/or human, but may be unbalanced. Some structure. Some written language errors.

Level 3 8-10 A detailed, accurate description with effective use of resource across a range of both physical and human features. Well structured good, use of correct terminology to identify features. Written language errors are rare.



Describe the fieldwork and research you would undertake in order to investigate changes in coastal land use over time.

Series Indicative content There are a range of fieldwork opportunities – expect these to include: Fieldwork (primary):

Create land use map and compare to historic plans; speaking to residents and visitors (questionnaires / structured interviews), oral histories, footfalls, parking etc. Use of video or transcripts to record ideas (could be group approach). Rates of erosion if linked to landuse change (could be secondary too).

Research (secondary):

Historic maps to illustrate change, e.g. www.old-maps.co.uk ; also local newspapers, blogs / forums etc. Old photographs and post cards may be a useful source (again could be internet sourced). Possible use of GIS / electronic maps / satellite images to illustrate change. The best responses will provide detailed evidence of specific sources, e.g. specialist local historical websites etc, rather than ‘the internet’ .

• Provide credit for possible reference to sampling strategies, e.g. systematic and stratified,

no of people etc; also some candidates may have used a pilot survey, e.g. to format questionnaires.

• Also credit more detailed description of land use map categories and justification for this. • Allow liberal interpretation of ‘over time’, i.e. 150 years to 5 years (e.g. for a recent

regeneration strategy at coastal town). Important to distinguish which fieldwork and research is relevant to coastal land use and which is not (e.g. beach processes, sand dune surveys, costal defences etc) Always credit relevant descriptions of fieldwork (including virtual) from both UK and overseas locations. Level Mark Descriptor Level 1 1-4 Very limited range of fieldwork / research described. Fieldwork may be not

appropriate to coastal landuse. Lacks structure. Considerable errors in language.

Level 2 5-8 Descriptive style but with some statements about either fieldwork or research approaches linked to coastal landuse. May be a description that lacks focus on the question / less relevant techniques. Likely to be unbalanced and lacking detail. Expect limited use of geographical terminology. There are some written language errors.

Level 3 9-12 Describes a range of fieldwork and/or research approaches linked to coastal landuse, but may lack balance. Some use of geographical terminology. Response shows some structure, limited written language errors. Max 10 if only fieldwork or research.

Level 4 13-15 Structured account which describes a balanced range of coastal landuse fieldwork and research techniques in detail; appreciates the time dimension, shows good use of own / group fieldwork, with good use of terminology. Written language errors are rare.



Using examples, explain why the methods of coastal management vary from place to place.

Series Indicative content Four coastal management options are available to decision makers: Do nothing, Retreat, Hold the line, Advance the line. Decisions are largely based on: land use cost-benefit (land use may be integral to this), environmental impact assessment (EIA), feasibility studies and risk assessment.

• In general places with high land values would expect to be protected, often by hard defences. This is largely due to presence of economic development and/or dense population.

• In contrast, little protection is offered in places where farmland, few resources, sparse population and limited finance are found.

• ‘Value’ may alternatively be environmental, eg ecosystems, heritage, etc and here softer/sustainable methods might be appropriate.

• Other natural factors such as geology, relief, coastal processes, etc may be relevant in decisions.

Expect some reference to SMP’s and ICZM; role of Environment Agency or local authority partnerships. Best responses will tend to describe defence methods with little exemplification while the best will provide explanation and fuller exemplification Credit reference to own fieldwork / case studies which have linkage.

• NB Examples could be location or types of coastal management • Max 7 for a response with only 1 type in 1 location.

Level Mark Descriptor Level 1 1-4 Describes some management options / defences. Lacks structure and very

limited use of geographical terminology. Limited or no reference to an examples. Considerable errors in language.

Level 2 5-7 Some methods identified to support ideas about management options, with some explanation. Some structure. Likely to be unbalanced. There are some written language errors.

Level 3 8-10 A clear, exemplified, explanation of why coastal management methods vary ‘from place to place’. Well structured and balanced response which uses examples effectively. Written language errors are rare.



Describe the fieldwork and research you would undertake in order to investigate economic and social inequality in an urban area.

Series Indicative content There are a wide range of fieldwork and research activities linked to both economic and social inequality. Primary data

Range of environmental quality surveys (e.g. landscape, street quality etc). These are surrogate indicators for both economic and social inequality. Questionnaires, oral histories, extended interviews etc may also be relevant. Opportunity for mobility / accessibility maps, clone town surveys; graffiti assessment, litter etc. Transport data (could also be secondary)

Secondary research:

Use the internet to research ‘geo-demographic’ data (e.g. Acorn and Cameo profiles), socio-economic profiles from census (National Statistics). Also geo-located pictures to help with inequality e.g. Flickr, Panoramio, Geograph etc. May also use VOA website to further pursue shopping inequality etc.

Provide credit for possible reference to sampling strategies, e.g. systematic and stratified, no of people etc; also some candidates may have used a pilot survey, e.g. to format questionnaires. Credit good distinction between economic and social inequality, although there is overalp between technqiues. Ecocomic more likley to be focused on research rather than field-based techniques.

• Also credit candidates who indicate that quality surveys have been pre-calibrated or customised to improve their reliability.

• Always credit relevant descriptions of fieldwork (including virtual) from both UK and overseas locations.

• If rubric, credit generally applicable concepts and techniques up to Max 6. • Reward candidates who link to a specfic location where they have collected information.

Level Mark Descriptor Level 1 1-4 Very limited range of fieldwork / research described. Fieldwork may be not

appropriate to investigating inequality. Lacks structure. Considerable errors in language.

Level 2 5-8 Descriptive style but with some statements about either fieldwork or research approaches linked to inequality a description that lacks focus on the question / less relevant techniques. Likely to be unbalanced and lacking detail. Expect limited use of geographical terminology. There are some written language errors.

Level 3 9-12 Describes a range of fieldwork and/or research approaches linked to inequality, but may lack balance. Some use of geographical terminology. Response shows some structure, limited written language errors. Max 10 if only fieldwork or research.

Level 4 13-15 Structured account which describes a balanced range of fieldwork and research techniques to measure inequality in detail; appreciates the economic and social dimension, shows good use of own / group fieldwork, with good use of terminology. Written language errors are rare.



Study Figure 3 which shows part of a student’s investigation of deprivation and environmental quality in a city. Comment on the limitations of the data collection and presentation techniques.

Series Indicative content Data collection limitations: • Interupted transect every 50m may mean data was missed • Criteria for deprivation ommitted education and housing which is very important social data • No pre-calibration of EQ scoring system • Data only collcetd in am • Rain may have affected quality scores (influencing judgements) • Transect misses data on either side of road Data presentation limitations: • Generally graph is confusing / low usability • Difficulty of interpreation of deprivation index and quality graphs • No units on X axis to indicate distance (although included in title) • Line graph may be technically incorrect to display quality data (not-continuous) • Scales confusing on graph – index of deprivation 6 good or bad? • Location of transect in relation to city not indicated on any type of map Accept any reasonable ideas. Credit reference to ways the data collection / presentation could be improved. Level Mark Descriptor

Level 1 1-4 One or two superficial criticisms/ limitations of the ‘it was raining’ variety. Lacks structure and very limited use of geographical terminology. Expect considerable errors in language.

Level 2 5-7 Some comment on either data collection / presentation, unbalanced and lacking detail. Shows some structure. There are some written language errors.

Level 3 8-10 A clear response with valid comments on collection and presentation. Structured, good use of geographical terminology. Written language errors are rare.



For one named rural or urban area, explain why it is difficult to reduce deprivation

Series Indicative content Deprivation is a lack of access to services / amenities / opportunities considered the norm in a society. The very nature and causes of deprivation are an explanation for why the problem is difficult to solve. There are a number of potential difficulties: Rural Urban • Loss of traditional employment

sources, e.g. farming / fishing • Deprivation may be ‘hidden’ in

rural areas (e.g. no graffiti, litter etc).

• Lack of rural employment opportunity, e.g. limited new business start-up grants.

• New technologies may not be available / realistic to some remote communities.

• Rural people may have less ‘voice’ / political sway or interest.

• Inaccessibility / isolation

• May be a culture of deprivation which is difficult to overcome.

• Historic cycle of poverty / deprivation, e.g. caused by de-industrialisation – unemployment etc.

• Uneven distribution of resources and power.

• Social barriers, e.g. age, income, disability, religion, culture etc.

May also be some generic limitations, e.g. lack of community enthusiasm / push, lack of local or central government funding priority, lack of technology etc. May also be physical factors, e.g., rivers, roads, relief etc. Accept any reasonable ideas. • Can be LEDC / overseas, but expect more UK example(s). • If urban and rural are both tackled, mark both and credit the best. Level Mark Descriptor Level 1 1-4 Identifies one or two difficulties only; no / limited reference to location. May

alternatively describe what deprivation is. Little structure and very limited use of geographical terminology. Considerable errors in language.

Level 2 5-7 Identifies some difficulties with some explanations linked to the nature of deprivation; reference to a named location. Some structure. There are some written language errors.

Level 3 8-10 A structured account which considers difficulties for a location, with some supporting detail and explanations. Well structured and balanced response. Written language errors are rare.



Describe the fieldwork and research you would undertake in order to investigate why some urban areas are in need of rebranding.

Series Indicative content Urban can include town / city OR coastal, former coal mining area etc. Give urban a wide interpretation. There are a wide range of fieldlwork and research activities - Primary data

Field notes, field sketches, photographs, extended interviews, focus groups, customised ‘placecheck form’. Also questionnaires, retail / shopping quality, footfall / pedestrian count and other personalised environmental quality assessments, litter survey, graffiti assessment etc

Secondary research:

Use the internet to research ‘geo-demographic’ data (e.g. Acorn and Cameo profiles), socio-economic profiles from census (National Statistics). Also geo-located pictures to help with place identity e.g. Flickr, Panoramio, Geograph etc. May also use VOA website to further pursue shopping quality etc.

Provide credit for possible reference to sampling strategies, e.g. systematic and stratified, no. of people etc; also some candidates may have used a pilot survey, e.g. to format questionnaires. Credit good distinction between fieldwork and research, although there is likely overalp between approaches.

• Also credit candidates who indicate that quality surveys have been pre-calibrated or customised to improve their reliability.

• Always credit relevant descriptions of fieldwork (including virtual) from both UK and overseas locations.

• If rubric, credit generally applicable concepts and techniques up to Max 6. Level Mark Descriptor Level 1 1-4 Very limited range of fieldwork / research described. Fieldwork may be not

appropriate to investigating the need to rebrand. Lacks structure. Considerable errors in language.

Level 2 5-8 Descriptive style but with some statements about either fieldwork or research approaches linked to the need to rebrand; lacks focus on the question / less relevant techniques. Likely to be unbalanced and lacking detail. Expect limited use of geographical terminology. There are some written language errors.

Level 3 9-12 Describes a range of fieldwork and/or research approaches linked to the need to rebrand, but may lack balance. Some use of geographical terminology. Response shows some structure, limited written language errors. Max 10 if only fieldwork or research.

Level 4 13-15 Structured account which describes a balanced range of fieldwork and research techniques to determine the need to rebrand in detail, shows good use of own / group fieldwork, with good use of terminology. Written language errors are rare.



Study Figure 4 which shows some of the results from a students’ investigation of a coastal town in south-west England. Comment on the limitations of the data collection and presentation techniques.

Series Indicative content Data collection limitations: • Central postcode not identified • Postcode checkers are very generalised having large spatial area. Reliability issues. • Postcode checkers only reveal certain types of data about people – can be missleading. • Limited range of websites used to collect research information. No use of census / local

authority data etc which may be more reliable / detailed • Blogs attract people who ‚like to have a rant’ – therefore likely biased. • Photos are inherently biased – can easily show good or bad, depending on photographer

Data presentation limitations: • Photographs not located onto any type of base map • Photos could be eaily annotated to improve visual appeal • No graphing up of any information, e.g. upmystreet data which could easily be done • Annotation / interpretaion / highlighhting of blogs data would mek it more meaningful Accept any reasonable ideas. Level Mark Descriptor Level 1 1-4 One or two superficial criticisms/ limitations e.g. photos too small / not

labelled. Lacks structure and very limited use of geographical terminology. Expect considerable errors in language.

Level 2 5-7 Some comment on either data collection / presentation, unbalanced and lacking detail. Shows some structure. There are some written language errors.

Level 3 8-10 A clear response with valid comments on collection and presentation. Structured, good use of geographical terminology. Written language errors are rare.



With reference to examples, examine the role of different ‘players’ involved in the rebranding process.

Series Indicative content Players are really stakeholders, i.e. are individuals, groups or organisations who have an interest in the development or outcomes of a particular project. They are interested parties as they may be involved financially or emotionally as the development is within a neighbourhood close to where they live. Depending on projects / examples chosen there could be a number of stakeholders – ‘bigger players’ examples can include: Urban Rural The Arts Council offers various funding opportunities for arts linked projects.

European Union , e.g. Objective 1 programme and LEADER programme

English Partnerships - principle aim is to 'deliver high quality sustainable growth in England’.

Action with Communities in Rural England, or ACRE promotes local rural initiatives

Advantage West Midlands – Development Agency

Natural England – grants to farmers for various agri-environmental schemes.

Also Regional Development Agencies (can be both urban and rural); heritage Lottery Fund (HLF), Big Lottery Fund. Could also be local small-scale / bottom-up / community groups acting as stakeholders. Huge range of possibilities here. May also have mention of the important of ‘partnership’ working. Examples can be places, players or strategies. Level Mark Descriptor Level 1 1-4 Identifies one or two players only, with a few generalised ideas. Little

structure and very limited use of geographical terminology. Considerable errors in language.

Level 2 5-7 Identifies some players with some details and support. Some structure. Likely to be unbalanced. There are some written language errors.

Level 3 8-10 A structured account which examines the role of different players with sound supporting detail: balanced response. Written language errors are rare.

Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone 01623 467467 Fax 01623 450481

Email [email protected]

Order Code US020893 January 2009 For more information on Edexcel qualifications, please visit www.edexcel.com/quals Edexcel Limited. Registered in England and Wales no.4496750 Registered Office: One90 High Holborn, London, WC1V 7BH

Mark Scheme January 2009 Work for School Closure... · 2017-05-25 · Mark Scheme January 2009 GCE...

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