A-level Geography Mark scheme Unit 02 - Geographical ... - AQA

A-LEVEL Geography GEOG2 Geographical Skills Final Mark Scheme

2030 June 2017

Version/Stage: v1.0

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk

Copyright © 2017 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

MARK SCHEME – AS GEOGRAPHY – GEOG2 – JUNE 2017

GEOG2 General Guidance for GCE Geography Assistant Examiners The mark scheme for this unit includes an overall assessment of quality of written communication. There are no discrete marks for the assessment of written communications but where questions are ‘Levels’ marked, written communication will be assessed as one of the criteria within each level. Level 1: Language is basic, descriptions and explanations are over simplified and lack clarity. Level 2: Generally accurate use of language; descriptions and explanations can be easily

followed, but are not clearly expressed throughout. Marking – the philosophy Marking is positive and not negative. Mark schemes – layout and style The mark scheme for each question will have the following format:

a) Notes for answers (nfa) – exemplars of the material that might be offered by candidates b) Mark scheme containing advice on the awarding of credit and levels indicators.

Point marking and Levels marking

a) Questions with a mark range of 1-4 marks will be point marked. b) Levels will be used for all questions with a tariff of 5 marks and over. c) Two levels only for questions with a tariff of 5 to 8 marks.

Levels Marking – General Criteria Everyone involved in the levels marking process (examiners, teachers, students) should understand the criteria for moving from one level to the next – the ‘triggers’. The following general criteria are designed to assist all involved in determining into which band the quality of response should be placed. It is anticipated that candidates’ performances under the various elements will be broadly inter-related. Further development of these principles will be discussed during the standardisation process. In broad terms the levels will operate as follows: Level 1: attempts the question to some extent (basic) An answer at this level is likely to:

• display a basic understanding of the topic • make one or two points without support of appropriate exemplification or application of

principle • give a basic list of characteristics, reasons and attitudes • provide a basic account of a case study, or provide no case study evidence • give a response to one command of a question where two (or more) commands are stated

eg “describe and suggest reasons” • demonstrate a simplistic style of writing perhaps lacking close relation to the terms of the

question and unlikely to communicate complexity of subject matter • lack organisation, relevance and specialist vocabulary • demonstrate deficiencies in legibility, spelling, grammar and punctuation which detract from

the clarity of meaning.

3 of 17


Level 2: answers the question (well/clearly) An answer at this level is likely to:

• display a clear understanding of the topic • make one or two points with support of appropriate exemplification and/or application of

principle • give a number of characteristics, reasons, attitudes • provide clear use of case studies • give responses to more than one command eg “describe and explain..” • demonstrate a style of writing which matches the requirements of the question and

acknowledges the potential complexity of the subject matter • demonstrate relevance and coherence with appropriate use of specialist vocabulary • demonstrate legibility of text, and qualities of spelling, grammar and punctuation which do

not detract from the clarity of meaning. CMI+ annotations The annotation tool will be available for levels response questions. The following annotations should be used where appropriate by dragging comment down and placing it on relevant part of the response as the answer is marked:

Description Explanation Comparison Contrast Comment Justification Advantage Disadvantage

• Where an answer is marked using a levels response scheme the examiner should annotate

the script with ‘L1’ or ‘L2’ at the point where that level has been reached. At each point where the answer reaches that level the appropriate levels indicator should be given. In addition, examiners may want to indicate strong material by annotating the script as “Good Level…”. Further commentary may also be given at the end of the answer. Where an answer fails to achieve Level 1, zero marks should be given. All Levels response answers must be annotated. Markers must use the prepared comments where relevant.

• Where answers do not require levels of response marking, the script should not be

annotated. For point marked questions where no credit-worthy points are made, zero marks should be given.

Other mechanics of marking

• Various codes may be used such as: ‘rep’ (repeated material), ‘va’ (vague), ‘NAQ’ (not answering question), ‘seen’, etc.

• Unless indicated otherwise, always mark text before marking maps and diagrams. Do not

give double credit for the same point in text and diagrams.

4 of 17


1 (a) (i)

AO3 – 3

1 mark for one correct segment. 2 marks for 2/3 accurate segments, (two correct segments automatically produces the third). 3rd mark for shading or labelling (max 2 if not). Segments need not be in correct order. Correct proportions are: Asia 43.6%. Allow anywhere between 43-44%.

Africa 39.1%. Allow anywhere between 39-40% (Or 82-83% on graph). Europe 5.6%. Allow anywhere between 5-6%.

If completed in reverse order (Europe, Africa, Asia), Africa/Asia boundary is at 44.7% (allow 44-45%).

Other combinations are possible.eg Asia, Europe, Africa. Boundaries at 43.6 % (43-44%), 49.2 % (49-50%)

Mark for shading only given if one or more segments plotted correctly

[3 marks]

1 (a) (ii)

AO2 – 2 AO3 – 2

1 mark for basic statement (unsupported) and +1 for elaboration evidence. Need to refer to at least three continents for all 4 marks. Allow general description of trends, eg Clear decrease in the proportion of world population in Asia/Europe/South America. Significant increase in proportion of world population living in Africa. Proportion relatively stable/slightly declining in North America/Oceania. Credit more detailed description of changes, including use of data, eg the proportion living in Asia is expected to decrease from roughly 60% of world population to around 43% between 2015 and 2100 (or from around three fifths to under half). Africa’s share is likely to increase from 15% to almost 40% of world population. The proportion in Europe is projected to decrease by half, from just over

[4 marks]

5 of 17


10% to about 5% of world population. South America’s share of world population remains steady between 2015 and 2050, but by 2100 has decreased from 10% to around 6%. No credit for explanation of changes, or for any description of absolute changes in population.

6 of 17


1 (b)

AO3 – 2

Any two valid points based on evidence from the graph. Eg The UN World Population Projection for 2100 is approximately 11 billion (allow 11.0–11.3 billion). If fertility rate were to change by 0.5 children the world total would lie between 7.1 billion (7.0–7.3) and 16.6 billion (16.5–16.8). There is a wide range of possible projections ranging from just over 7 billion (7.0-7.3) to almost 17 billion (16.5-16.8) (or a range of over 9 (9.0-9.5) billion between lowest and highest estimates). Credit the general idea that the graph shows uncertainty about future world population totals. No credit for giving reasons for changes or for description of intermediate changes between present day and 2100.

[2 marks]

1 (c) (i)

AO2 – 3

Point marked with a mark for each advantage and disadvantage. The points made should be relevant to the map depicting total fertility rates. Advantages: 1. The map is very easy to read and a very good visual representation of

the total fertility data. 2. Anomalies can be easily identified. 3. Colours are used that progress in a visually consistent manner. Disadvantages: 1. Oversimplification will have occurred. This technique presents a

country as having a uniform value range and therefore fails to present possible variations within a country.

2. The map shows striking contrasts at national boundary zones, which can be unrealistic.

3. Reading exact data figures from the map isn't possible/At the upper end of the scale there is no maximum value.

4. Countries are of widely different sizes so it can be difficult to see the colour shading adequately in the smaller countries/Large countries are visually dominant regardless of the population size.

5. Large numbers of countries have similar figures for total fertility (especially the category of less than 2 children per woman). There may be insufficient differentiation between countries.

No credit for “insufficient data”. Do not accept idea that colours are insufficiently clear or distinct, or that colour blind might be disadvantaged

[3 marks]

7 of 17


1 (c) (ii)

AO1 – 3 AO2 – 3

Notes for answers

Description of distribution Responses should focus on areas with high total fertility rates only. (4 children per woman and higher). Rates are generally high across intertropical Africa, with particularly high rates across parts of central and west Africa and the horn of Africa, some of which have total fertility rates in excess of 6 per woman. Some countries in the Middle East and western Asia have high fertility rates but figures vary considerably. There are isolated examples of high fertility in South East Asia and central America. Allow reference to high levels in tropical/sub-tropical areas, especially in Africa. Avoid crediting over-generalisations that are inaccurate eg Countries with high fertility are all in Africa, or all are in the tropics. Explanation of factors causing high fertility rates This response does not require specific knowledge of specific countries or regions in order to score full marks. Any reasonable factors offered can score credit. However, supporting exemplars can be credited where relevant. Factors which may cause high fertility rate include: The lack of availability of contraceptives for couples/lack of knowledge and desire to use them.

Poor healthcare, sanitation, and diet which result in high infant mortality rates, hence higher birth rates.

The level of education – in some countries, access to healthcare and education may be limited, eg Afghanistan, total fertility rate of 7.7 with 0.17 doctors per 1000 and a female literacy rate of 13%. Lower female literacy rates result in fewer opportunities for employment and less choice. This may lead to higher fertility rates.

Early and universal marriage, eg in India, marriage is a social compulsion. About 80% of girls are married during the most fertile period of 15–20 years.

The status of women – in some countries, women are obliged to produce as many children as possible.

Religious factors – Islam and the Roman Catholic church oppose the use of birth control although this influence may lessen with economic development.

Children may be seen as economic assets in some poorer countries. They can be used as workers on land or to bring in more income.

Political factors – pressure from the government may influence the rate of population growth.

Age structures – countries with a large proportion of young people may continue to see a population increase due to population momentum.

[6 marks]

8 of 17


Level 1 (1-4 marks)

Basic description of distribution of countries with high fertility rates. May list the areas involved, naming continents or countries. Likely to show only a basic understanding of factors affecting fertility rates. May only consider one factor. Listing with very basic development. Max 4 marks for full explanation but no description and vice versa Level 2 (5-6 marks) Description and clear explanation are needed for access to L2. Developed response with fuller description of distribution. Clearly aware of the complexity of the question. Shows knowledge and understanding of the factors affecting fertility rates. More than one factor required for Level 2. May use case study support, but this is not essential. May seek to classify factors into categories such as social, economic and political. CMI+ comments L1 Basic description of distribution of countries L1 Limited understanding of factors affecting fertility rates L2 Thorough description of distribution and Clear understanding of factors affecting fertility rates. L2 Basic description with clear explanation.

1 (d) (i) AO3 – 1

25% (allow 25–26%)

[1 mark]

9 of 17


1 (d) (ii) AO3 – 1

Mark awarded for plotting the point accurately so that all three variables are correct. Brazil does not have to be labelled.

[1 mark]

1 (d) (iii)

AO1 – 3 AO2 – 2

Notes for answers

The question requires some knowledge and understanding of population structure, and the associated economic implications. Credit use of data from graph to support response. Responses should recognise the characteristics of one of the three countries from its population statistics. Candidates may consider both opportunities and challenges. No credit for consideration of social or political implications unless linked to economic aspects. Credit only one type/country, likely to be recognised as ageing population or youthful population. Answers do not require specific knowledge of any country. Full marks can be achieved with reference to appropriate economic considerations. Japan has an ageing population, with a high proportion 65 and over, and a low percentage under 15. Economic challenges of an ageing population Increasing number of very old people has put a strain on healthcare services and social care services. Very old people have particular needs

[5 marks]

10 of 17


(e.g. decreasing mobility, loss of eyesight etc.) that mean they need other people to do things for them, which is very costly. Healthcare is in ever increasing demand in countries such as Japan - elderly visit their doctor more often and have more home visits. They also occupy hospital beds for longer. The government of a country has to find money to pay for this care. The cost of providing hospital and community health services for a person aged 85 years or more is around three times greater than for a person aged 65 to 74 years. Many countries face a pensions crisis whereby there is not enough money to cover the increasing pension demands of a population. In countries like Japan the wages of the current generation pay the pensions of today's OAPs, but with decreasing numbers of young and working age and increasing numbers of elderly it will become more and more expensive to pay for this. This is directly related to a countries dependency ratio. Less people of working age means a lower number of workers so the economy shrinks and the tax base of the country also shrinks. Economic opportunities/benefits Older people can be given the choice to work longer and earn an income. They have reasonable amounts of money and much leisure time, hence are good consumers. Grey pound expenditure may include spending money on holidays, leisure activities and the demand for houses that leads to construction industry jobs. Many retired people do voluntary work in schools and for charities that is essential work but done for free. Many retired grandparents are now fulfilling child care roles for their grandchildren as the cost of child care rises. This vital role unifies the extended family and allows parents to work and contribute to the economy. A lower crime rate, and the resultant reduction in spending: older people have lower rates of crime against property and people. This may result in 'substantial savings in prison and policing costs. Credit comments about the effects on younger people-reduction in expenditure on services, closure of schools and other services, eg demand shifts from childcare centres to retirement homes. Young people may miss out on jobs that are currently held by more experienced workers over the age of 65. This results in a rise in youth unemployment. Nigeria, (and to a lesser extent Brazil), has a youthful population, with a high percentage under 15 and very small share of 65 and over. This creates a high dependency ratio. Economic challenges Cost of providing education is high, more schools need to be built and there is a lack of nursery provision. Therefore, literacy remains low, and there are low skills levels which adversely affects the economy. The cost of providing food and fresh water is high and there is pressure on available resources. Malnutrition affects working levels, and there is stress or pressure on the working population. Money has to be spent on healthcare

11 of 17


needs which can’t be afforded. Less money is then available for other economic investment. There will be pressure on housing with people living in slums. There may be less chance of women being able to work or contribute to the economy. A resource imbalance may lead to a decline in living standards Economic advantages/benefits There are fewer elderly to support, so there is less pressure on the economically active in that respect. Additionally, there is a large working force available so there may be a chance to boost business or attract industries. Working-age adults make up the largest share of its population which may lead to higher savings, greater per capita government spending on education and health, and increased wages. Such benefits of the demographic bonus contribute to boost the country’s economy. Level 1 (Basic) 1-3 marks Identifies economic implications, linked appropriately to one of the countries. May focus entirely on the negative implications. Some appropriate terminology at the top end. Level 2 (Clear) 4-5 marks Economic implications are clearly recognised and points are developed. Likely to consider positives as well as negatives, but this is not essential to access Level 2. There may be support for points made. Appropriate terminology is used. CMI+ comments L1 Limited understanding of economic implications L2 Clear explanation of economic implications

12 of 17


2 (a)

AO3 – 5

Notes for answers

Responses should establish the general aims and purpose of the investigation. The most likely approach is that candidates’ responses will describe the aim possibly linking this to objectives/hypotheses/research questions. On its own this would constitute a Level 1 answer. Another approach would be to outline the underlying theory/issue and how this relates to the aim. May refer to local characteristics, linking this to overall purpose. The key is that the response shows that the candidate understands why he/she undertook the fieldwork enquiry. This will be a clear feature of a Level 2 response. The hypothesis should be clearly stated in the correct form; the research question should show clearly what was to be studied and tested. The aim should link to some aspect of the specification. Responses may refer to the background material which formed the basis of the study, including textbooks, internet, newspaper article, local government document. Eg I was investigating the link between discharge and hydraulic radius along the course of a river. The aim was to find out the extent to which theories such as those proposed by Schumm applied to the river we were investigating. I was interested to see if discharge increased downstream along with hydraulic radius as the channel increased in size and the river became more efficient at overcoming friction. Level 1 (1-3 marks) A limited awareness of the purpose of the enquiry with reference to little more than the aim and hypothesis or research question. May drift into methodology or other aspects of the enquiry. Level 2 (4-5 marks) Clear awareness of the purpose of the enquiry. Likely to comprise description of the aim with link to background research or textbook theory. Specific in terms of theory, concept or issues. The response shows an understanding of what the candidate was trying to achieve in the investigation. CMI + comments L1 Basic description of purpose of enquiry L2 Clear description, with specific link to theory/concepts L2 Clear understanding of purpose of investigation

[5 marks]

13 of 17


2 (b)

AO3 – 5

Notes for answers

Secondary sources incorporate a potentially very wide range of data. Met office and census data are likely to feature, but use of technologies such as Google maps or use of OS mapping are also valid. Allow use of data from previous cohort or school database of past fieldwork information. For the ‘how’ part, responses should briefly summarise how the data was obtained and selected. For example, an OS map of the study area might be selected and, from this, co-ordinates used to identify the specific area under investigation. This could be downloaded electronically and used as preparation for the field trip. The ‘why’ part should explain the main reasons for selecting this data. For example, the use of an OS map might be used to identify the study area and its basic characteristics, compiling risk assessments, appropriate places to park and the location of public footpaths, etc. Credit use of internet to obtain data from previous years, eg National River Flow Archive (NRFA) and Met Office archive discharge data and rainfall data for the area, census data for population/settlement studies. Level 1 (1-3 marks) A basic understanding of the value of secondary data to the study. At the bottom end may only describe the data in basic terms without clear link to the study. Likely to be unbalanced and/or fail to address both the ‘how’ and ‘why’ elements. Level 2 (4-5 marks) Both “how” and “why” elements are required. Clearly aware of the value of the secondary data to the study. States ‘how’ the data was obtained or collected and this may develop into a brief but clear methodology. The ‘why’ part may develop into a justification. May still be unbalanced (in terms of ‘how’ v ‘why’). CMI+ comments L1 Limited outline of how secondary data was obtained L1 Basic reasons for application of secondary data L2 Clear explanation of how data was obtained L2 Clear rationale for use of secondary data

[5 marks]

14 of 17


2 (c)

AO2 – 2 AO3 – 2

Point marked. 1 mark for each valid and sequential point made. For 4 marks the analysis technique should be able to be replicated from information given. The focus of the question is description of technique, not advantages or justification. The technique should be clearly related to candidate’s fieldwork. Max 3 if no reference to fieldwork. Any technique from within the specification could be used here including those appearing in the A2 aspect of statistical skills or even those beyond the specification. The description requires the candidate to demonstrate how to apply the chosen technique to the data. Only credit one technique. The analysis technique is likely to be statistically based. These are likely to be standard deviation, Spearman’s rank correlation, Chi-squared, interquartile range, and even measures of central tendency. Other analysis techniques might include a scatter graph with a line of best fit. Some may drift into techniques more linked to presentation of data and include tables, bar charts, pie charts. These techniques can still score some limited credit provided the candidate describes how they provide an opportunity for analysis. Credit detail and correct sequence for the relevant technique, for instance the Spearman’s rank analysis coupled with significance testing. Test used to analyse the association between variables. Data for both variables tabulated for the sites visited and the values ranked from highest to lowest. Differences between ranks calculated and these differences squared and

then added up. Values substituted into the formula, 𝑟𝑠 = 1 − 6 ∑𝑑2

𝑛(𝑛2−1)

This generates a calculated value which, if it exceeds the critical value (based on sample size and chosen confidence level) indicates that the result is statistically significant.

[4 marks]

15 of 17


2 (d)

AO3 – 5

Notes for answers

The conclusions should show evidence that the candidate has undertaken an actual investigation in the field. Do not award credit for material which has obviously been learnt from books; it is the candidate’s own experience and understanding which is relevant to this answer. Use of data is one way in which this can occur. Depending upon the study, this may take the form of summary statements in relation to the findings. Conclusions should be clear and precise, linking back to the original aim. Eg The purpose of my enquiry was to investigate and compare the characteristics of the River Exe to Bradshaw’s Model of rivers, to show that these variables are interrelated, and to assess the validity of the model. I expected that velocity/discharge and channel width/depth would increase downstream. My findings concurred with my expected outcomes as there was a positive correlation between discharge and distance from source. Discharge increased tenfold from 0.6 cumecs to 6.6 cumecs. I also found that the width, depth and hydraulic radius increased as I moved further downstream. However, the trends were not all without chance, as some were not above the critical significance percentage of 95%. Anomalies here included coarse bedload affecting the depth and velocity of the river. There was also a strong relationship between discharge and rainfall in the drainage basin, suggesting that the river was flashy in response to rainfall. Max L1 for summary statements as a list, or for detailed list of data at different sites. Level 1 (1-3 marks) The answer is basic, possibly stating that the hypothesis has been proven or that the research question has been answered. Limited supporting evidence to support the conclusion. May list results without providing summary supporting statements. Level 2 (4-5 marks) The answer is clear and supported by relevant evidence. The conclusions are fully stated and related thoroughly to the area studied and the body of geographical knowledge. Theory and practice are shown to be related. May point to work beyond the scope of the study. May focus upon anomalies and offer explanations for these. CMI+ comments L1 Basic summary of findings, with limited supporting evidence L2 Clear summary of conclusions, supported by relevant evidence

[5 marks]

16 of 17


2 (e)

AO3 – 6

Notes for answers

There are a variety of ways candidates could approach this question. Typically most will look at the methodology and refer to the limitations/ improvements they could make to this part of the enquiry. Others may look at the set-up of the enquiry and even the original aim. This would form part of a sophisticated response if the candidate shows how the findings or results present limitations to the whole basis of the enquiry. May also consider further research opportunities if linked to results or methods. There should be some consideration given to both methodology and results, although these may be connected For Level 2, there must be clear evidence that improvements are elaborated upon and there should be some consideration of the likely impact of the improvement. Eg My investigation was broadly successful at meeting its original aim, though there were some areas for potential improvement. For example, I expected that channel width and depth would increase downstream and our method was designed to investigate this. However, I only visited six sites and it was difficult to draw valid conclusions from the number of sites I visited. The sample was unrepresentative and limited to the more accessible sites. At each site I only did the cross-section measurement once. It might have been better to do two or three cross-sections at each site in order to get clearer evidence. I took no account of the changing nature of the bedrock or the coarseness of sediment both of which are known to impact upon the shape of the channel. The methods used were rudimentary. Future work would ideally make use of more sophisticated and accurate equipment, including the use of flow meters and digital on-site recording of results. Level 1 (1-4 marks) Likely to focus upon basic improvements to methodology. May focus on the limitations. Fails to explain what impact improvement would bring. Improvements may be unrealistic in terms of time scales or geographical scale. Improvement implicit through emphasis on limitations. Level 2 (5-6 marks) Improvements for both methods and results required to access Level 2. Clearly focused upon improvements, with evidence of the impact of the suggested improvement. Questions the reliability of methods and results. May consider various aspects of the enquiry from original aim through to results. Realistic improvements in relation to the candidate's own enquiry. Likely to consider both limitations and improvements but offer the appropriate balance. Improvements explicit. CMI+ comments L1 Basic suggestions for improvements to methodology L1 Identifies limitations of the enquiry L2 Clear understanding of potential improvements to the enquiry. L2 Clear recognition of limitations of methods and results

[6 marks]

17 of 17

Documents

A-level Geography Mark scheme Unit 02 - Geographical ... - AQA