Victorian Certiﬁ cate of Education...Victorian Certificate of Education 2018 2 THIS PAGE IS BLANK 3 TURN OVER Figure 1 Figure 1: Yearly ice loss of glaciers at four locations Source:

GEOGRAPHYWritten examination

Thursday 15 November 2018 Reading time: 11.45 am to 12.00 noon (15 minutes) Writing time: 12.00 noon to 2.00 pm (2 hours)

QUESTION AND ANSWER BOOK

Structure of bookNumber ofquestions

Number of questionsto be answered

Number ofmarks

8 8 80

• Students are permitted to bring into the examination room: pens, pencils, highlighters, erasers, sharpeners, rulers, coloured pencils, water-based pens and markers.

• Students are NOT permitted to bring into the examination room: blank sheets of paper and/or correction fl uid/tape.

• No calculator is allowed in this examination.

Materials supplied• Question and answer book of 12 pages• Data book• Additional space is available at the end of the book if you need extra paper to complete an answer.

Instructions• Write your student number in the space provided above on this page.• All written responses must be in English.

At the end of the examination• You may keep the data book.

Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices into the examination room.

© VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY 2018

SUPERVISOR TO ATTACH PROCESSING LABEL HEREVictorian Certifi cate of Education2018

STUDENT NUMBER

Letter

2018 GEOGRAPHY EXAM 2

InstructionsAnswer all questions in the spaces provided. Refer to the data book as indicated.

Question 1 (8 marks)Land use change can have both positive and negative impacts on a local area.

a. Describe either one positive or one negative impact of land use change in the local area that you investigated using fi eldwork techniques or secondary sources. 4 marks

b. Evaluate the effectiveness of one of the fi eldwork techniques or secondary sources used in reaching your conclusion about the impact of land use change described in part a. 4 marks

3 2018 GEOGRAPHY EXAM

TURN OVER

Use Figure 1 on page 3 of the data book when responding to Question 2.

Question 2 (5 marks)a. Which of the glaciers shown in the data book has experienced the largest percentage of

ice loss in one year since 1980? 1 mark

b. Glacial ice loss and gain can be very erratic from year to year.

Which of the glaciers shown in the data book displays the largest variation in ice loss for the years shown? 1 mark

c. Suggest one natural phenomenon that could contribute to substantial glacial ice loss in a single year. 2 marks

d. Tick () the correct box. Which is the most correct statement about the overall trend of ice loss of the glaciers shown

in the data book? 1 mark

There have been constant annual increases in the percentage of ice loss.

The most signifi cant increases in ice loss have occurred since 1990.

The percentage of ice loss has been between 2% and 5% since 1990.

The percentage of ice loss has been between 4% and 7% since 2000.


Question 3 – continued

Question 3 (20 marks)a. On the outline map below, mark and name:

• one location where desertifi cation occurs

AND

• one location where deforestation occurs. 4 marks

Location of examples of desertifi cation and deforestation

Trop ic o f Capr icorn

Equator

Trop ic o f Cancer

0 2000 km

N

b. Discuss the impacts of deforestation on economic activity at the location mapped in part a. 6 marks


TURN OVER

c. Evaluate the role of climate change in the process of desertifi cation at the location mapped in part a. 10 marks


Question 5 – continued

Question 4 (7 marks)Discuss the success or failure of a global response to the impacts of deforestation or desertifi cation or melting ice sheets and glaciers at a selected location.

Use Figures 2 and 3 on pages 4 and 5 of the data book when responding to Question 5.

Question 5 (14 marks)a. Compare the levels of the under-fi ve-years mortality rate in Europe with those in Africa. 6 marks


TURN OVER

b. The strong spatial association between the information in Figures 2 and 3 can be explained by a number of factors.

With reference to either specifi c regions or specifi c countries, explain how one factor accounts for the level of spatial association shown in Figures 2 and 3. 8 marks


Use Figures 4–7 on pages 6 and 7 of the data book when responding to Question 6.

Question 6 (8 marks)a. Demographers classify Cuba’s population structure in 1959 as being at Stage 2 of the

Demographic Transition Model.

Identify one piece of quantifi ed evidence that supports this classifi cation. 2 marks

b. Cuba’s population structure in 2048 is predicted to be typical of Stage 5 of the Demographic Transition Model.

Identify one piece of quantifi ed evidence that supports this prediction. 2 marks

c. Outline two ways in which the migration of Cubans to the United States of America has had an impact on Cuba’s population structure in 2018. 4 marks


TURN OVER

Question 7 (8 marks)Discuss the contribution of migrants to a change in population structure at either a specifi c origin or a specifi c destination. Do not use the migration of Cubans in your answer.


Question 8 (10 marks)Discuss the effectiveness of one strategy developed in response to one issue of population growth in one country. Do not use the migration of Cubans in your answer.

END OF QUESTION AND ANSWER BOOK


TURN OVER

Extra space for responses

Clearly number all responses in this space.


An answer book is available from the supervisor if you need extra paper to complete an answer. Please ensure you write your student number in the space provided on the front cover of the answer book. At the end of the examination, place the answer book inside the front cover of this question and answer book.

GEOGRAPHYWritten examination

Thursday 15 November 2018 Reading time: 11.45 am to 12.00 noon (15 minutes) Writing time: 12.00 noon to 2.00 pm (2 hours)

DATA BOOK

Instructions

A question and answer book is provided with this data book.Refer to the data in this book for each question as indicated in the question and answer book.The data contained in this book is drawn from current real-world case studies.

Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices into the examination room.

© VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY 2018

Victorian Certificate of Education 2018

2

THIS PAGE IS BLANK

3 TURN OVER

Figure 1

Figure 1: Yearly ice loss of glaciers at four locations

Source: adapted from Lonnie G Thompson et al., ‘Tropical glaciers, recorders and indicators of climate change, are disappearing globally’, Annals of Glaciology, 52(59), 2011, p. 29

Figure 1 Land cover change

An increase on the graphs represents a decrease in percentage of volume of ice. This is represented on the vertical axis as a–1.

Trop ic o f Capr icorn

Equator

Trop ic o f Cancer

Arc t i c C i rc le

0 2000 km1000

N

1910

0

1

2% ice loss (a–1)

3

C – Kilimanjaro, Tanzania

1930 1950 1970 1990 2010

1910

0

2

4% ice loss (a–1)

6

8 D – Glaciers near Puncak Jaya, Indonesia

1930 1950 1970 1990 2010

1910

0

2

4% ice loss (a–1)

6

8 B – Qori Kalis, Peru

1930 1950 1970 1990 2010

1910

0.0

0.5

1.0

% ice loss (a–1)

A – Naimona’nyi, China

1930 1950 1970 1990 2010

4

Figure 2 Human population

Figu

re 2:

Und

er-fi

ve-y

ears

mor

talit

y, pe

r 100

0 live

male

and

fem

ale b

irths

, 201

8 (es

timat

ed)

Data:

US

Cens

us B

urea

u, Int

erna

tiona

l Pro

gram

s, Int

erna

tiona

l Data

Bas

e

130

and

over

40–6

9.9

100–

129.

910

–39.

9

70–9

9.9

less

than

10

Key

Trop

ic o

f Cap

ricor

n

Equa

tor

Trop

ic o

f Can

cer

Arct

ic C

ircle

020

00 km

1000N

5 TURN OVER


Figu

re 3:

Life

expe

ctan

cy, a

vera

ge ye

ars f

or m

ales a

nd fe

male

s, 20

18 (e

stim

ated

)

Data:

US

Cens

us B

urea

u, Int

erna

tiona

l Pro

gram

s, Int

erna

tiona

l Data

Bas

e

80 a

nd o

ver

60–6

4.9

75–7

9.9

55–5

9.9

70–7

4.9

65–6

9.9

less

than

55

Key

Trop

ic o

f Cap

ricor

n

Equa

tor

Trop

ic o

f Can

cer

Arct

ic C

ircle

020

00 km

1000N

6

Figures 4, 5 and 6 Human population

Background informationSince the Cuban Revolution of 1959, approximately 1.4 million people have left the island country. Most of these migrants went to the United States of America, where there are now (2018) approximately 1.2 million Cuban-born residents and another 800 000 residents with one or two Cuban-born parents.Cuban migration has occurred in waves: the migration immediately after the 1959 revolution, the 1965–1973 freedom flights funded by the United States government, the 1980 boatlift from Mariel Harbor, the Cuban-government-sanctioned migrations of 1994, and the ongoing but controlled admissions of Cuban refugees to the United States of America. Figure 4: Cuba’s regional location

Figure 5: Cuba’s changing population, 1959–2048

Figure 6: Cubans admitted into the United States of America

MEXICO

UNITED STATES OF AMERICA

CUBA

AtlanticOcean

PacificOcean

CaribbeanSea

0 500 km

N

Data: Population Pyramids of the World from 1950 to 2100, <www.populationpyramid.net>

Source: adapted from Jorge Duany, ‘Cuban migration: A postrevolution exodus ebbs and flows’, Migration Information Source, 6 July 2017, Migration Policy Institute, <www.migrationpolicy.org/article/cuban-migration-postrevolution-exodus-ebbs-and-flows>

195919651960 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 2030 2035 2040 2045

year

estimated

0

2

4

6population(millions)

8

10

12

2048

1870–791880–89

1890–991900–09

1910–191920–29

1930–391940–49

1950–591960–69

1970–791980–89

1990–992000–09

2010–190

50 000

100 000

150 000

200 000

time period

Cubansadmitted

250 000

300 000

350 000


7

Figure 7a: Cuba’s population structure, 1959

Figure 7c: Cuba’s population structure, 2018

Figure 7b: Cuba’s population structure, 1981

Figure 7d: Cuba’s population structure, 2048 (estimated)

Source: adapted from Population Pyramids of the World from 1950 to 2100, <www.populationpyramid.net>

10 8 6

male female

4 2 0total (%)

2 4 6 8 10

0–45–9

10–1415–1920–2425–2930–3435–3940–44age

group

45–4950–5455–5960–6465–6970–7475–79

80+

10 8 6

male female

4 2 0total (%)

2 4 6 8 10

0–45–9

10–1415–1920–2425–2930–3435–3940–44age

group

45–4950–5455–5960–6465–6970–7475–79

80+

10 8 6

male female

4 2 0total (%)

2 4 6 8 10

0–45–9

10–1415–1920–2425–2930–3435–3940–4445–4950–5455–59age

group

60–6465–6970–7475–7980–8485–8990–9495–99100+

10 8 6

male female

4 2 0total (%)

2 4 6 8 10

0–45–9

10–1415–1920–2425–2930–3435–3940–4445–4950–5455–59age

group

60–6465–6970–7475–7980–8485–8990–9495–99100+

END OF DATA BOOK

Documents

Victorian Certiﬁ cate of Education...Victorian Certificate of Education 2018 2 THIS PAGE IS BLANK 3 TURN OVER Figure 1 Figure 1: Yearly ice loss of glaciers at four locations Source: