9 Mark Questions

Q1.
Name one source of quantitative data that you used to study your distant place.
Evaluate the usefulness of that source in helping you to understand the place, by
comparing it with the qualitative sources used to study that place.
[9 marks]
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Q2.
Compare and contrast the usefulness of different visual sources in helping you to
understand the local place you have studied. This might include GIS maps, photographs
and artistic representations.
[9 marks]
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Q3.
Evaluate the impact of migration on the character of a place that you have studied and
people’s lived experience of that place.
[9 marks]
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Q4.
Analyse the impact of the local weather and climate on the lived experience of people in a
place that you have studied.
[9 marks]
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Q5.
With reference to an urban area that you have studied, assess the importance of past and
present processes of development in understanding the area’s characteristics.
[9 marks]
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Q6.
Discuss how continuity and / or change in the built environment have affected perceptions
of a local place that you have studied. Refer to both your own perceptions and the
perceptions of others.
[9 marks]
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Q7.
Assess the impact on the character of a place of a river restoration and conservation
project in a damaged urban catchment.
[9 marks]
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Q8.
Assess the importance of factors in globalisation in supporting the response to major
seismic hazards.
[9 marks]
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Q9.
Evaluate the impact that a tropical storm has had on the character of a place that you
have studied and how the storm has affected people’s lived experience of this place after
the storm.
[9 marks]
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Q10.
To what extent do you agree that seismic events will always generate more widespread
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and severe impacts than volcanic events?
[9 marks]
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Q11.
Evaluate the effectiveness of the hazard management cycle in assisting with the planning
for wildfire events.
[9 marks]
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Q12.
How far do you agree that secondary impacts of volcanic eruptions present a greater long-
term threat to people than primary impacts?
[9 marks]
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Q13.
Evaluate how the economic and social characteristics of a place you have studied in a
multi-hazardous environment affects the resilience of the local population to the natural
hazards they face.
[9 marks]
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Q14.
With reference to one or more seismic event(s) that you have studied, assess the
importance of past and present processes of development in understanding the impact of
the associated hazards.
[9 marks]
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Q15.
With reference to one or more tropical storms that you have studied, assess the extent to
which exogenous factors (relationships with other places) assisted with the response to
the hazard created.
[9 marks]
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Q16.
Assess the impacts of a recent wildfire event upon people’s lived experience of the place.
[9 marks]
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Q17.
How far do you agree that changes to the carbon cycle will lead to increasingly severe
storm events?
[9 marks]
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Q18.
Assess the relative importance of natural factors in changing the size of major stores of
carbon.
[9 marks]
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Q19.
Assess the impact of natural changes to the carbon cycle upon life on Earth.
[9 marks]
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Q20.
Evaluate the view that human activity is having a greater impact than natural factors on
the water cycle.
[9 marks]
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Mark schemes
Q1.
AO1 − Knowledge and understanding of the chosen data source and of the qualitative
sources with which the source is compared. Knowledge and understanding of the distant
place chosen for study.
AO2 − Application of knowledge and understanding by evaluation of the usefulness of the

quantitative source and comparative qualitative sources, using appropriate evidence to
support judgement.
Mark scheme
Level 3 (7−9 marks)

AO1 − Demonstrates detailed knowledge and understanding of the chosen data source
and of the qualitative sources with which the source is compared.
AO2 − Demonstrates detailed application of knowledge and understanding by evaluation
of the usefulness of qualitative and quantitative sources. Judges their utility, synthesises
information and uses appropriate evidence fully to support judgement.

AO1 − Demonstrates clear knowledge and understanding of the chosen data source and
of the qualitative sources with which the source is compared.
AO2 − Demonstrates clear application of knowledge and understanding by evaluation of
the usefulness of qualitative and quantitative sources. Judges their utility, partially
synthesises information and uses some appropriate evidence to support judgement.

AO1 − Demonstrates basic knowledge and understanding of the chosen data source
and/or of the qualitative sources with which the source is compared.
AO2 − Demonstrates basic application of knowledge and understanding by evaluation of
the usefulness of qualitative and/or quantitative sources. Judges utility and uses limited
evidence to support judgement.
Notes for answers
The question requires the evaluation of a quantitative source of data used in the study of a
distant place, comparing this source with qualitative sources used in studying the same
place.
AO1
• Knowledge and understanding of the chosen data source and of the qualitative
sources with which that source is compared. The qualitative and quantitative
sources should be specific to the chosen place.
• Knowledge and understanding of the distant place (either in the UK or abroad) that
has been chosen for study.
• Credit relevant quantitative data from any source and from any time period, for
instance census data, employment records, school catchment data, council tax
records, land registry records. The census provides largescale, quantitative data,
which has been used by national agencies to understand and plan for population
growth and other demographic changes. The type of data source will depend on the
location of the place, especially if situated beyond the UK.
• Qualitative sources might include field observation, interviews with people who live
in and have direct experience with local environments, narrative, descriptive, oral
histories and interpretive sources, as well as field sketches, photographic and video
evidence, artistic representation.
AO2
• Application of knowledge and understanding to evaluate usefulness of the chosen
quantitative source in studying local place. Older resources or those representing a
more extended sequence of dates should tell more about the changes in the place.
• Evaluation of the relative advantages of quantitative as opposed to qualitative
sources. Composite quantitative data sources such as the census allow detailed
objective information to be interpreted about a place, covering several social and
economic dimensions. The data may be comprehensive, allowing comparisons to be
made between places or parts of the same place.
• Analysis of the ways in which qualitative information can complement numerical
data, broadening the scope of the data to include people’s experiences,
perspectives and perceptions. It acknowledges the fact that human responses are
often based on perception rather than externally-validated facts.
• However, local and subjective knowledge may not be comprehensive, reliable or
correct. People’s perceptions and memories can be distorted, and interviewers’
interpretations of what is said can be skewed.
• Evaluation in the form of judging the utility, synthesising and comparing information
about the two sources and coming to a rational, evidence-based conclusion about
the way that understanding of the place was built up. In reality the two types of
source complement each other, and both may be essential to create a
comprehensive picture of the place being studied.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q2.
AO1 − Demonstrate detailed knowledge and understanding of the usefulness of at least
two visual sources of data.
AO2 − Demonstrate detailed application of knowledge and understanding by the
evaluation of the usefulness of the visual sources of data being compared. Judges their
utility, synthesises information and uses appropriate evidence to fully support judgement.

AO1 − Demonstrate clear knowledge and understanding of the usefulness of at least two
visual sources of data.
AO2 − Demonstrate clear application of knowledge and understanding by the evaluation
of the usefulness of the visual sources of data being compared. Judges their utility,
synthesises information and uses appropriate evidence to fully support judgement.

AO1 − Demonstrate basic knowledge and understanding of the usefulness of at least two
visual sources of data.
AO2 − Demonstrate basic application of knowledge and understanding by the evaluation
of the usefulness of the visual sources of data being compared. Judges their utility,
synthesises information and uses appropriate evidence to fully support judgement.
Notes for answers
The question requires an evaluation of the usefulness of at least one visual source of
evidence, for example, GIS maps, used in the local place study, compared to at least one
other visual source(s), for example, photographs, used in studying the same place. More
than one visual source needs to be considered. Any visual sources can be compared.
AO1
• Knowledge and understanding of how the selected visual sources can be used to
present relevant data. The visual sources being compared should be specific to the
chosen place.
• Knowledge and understanding of the local place that has been chosen for study.
• Credit mention of maps of any data, including historical data, and presented at
different scales (output area; ward; district.) For example, GIS maps could be of
census data; index of multiple deprivation; other government statistics such as crime
figures and many other sources. Students may have used GIS mapping to map
primary data they have collected. Overlays of geospatial information may have been
used to assist with interpretation of geographical patterns and show other features,
e.g. OS map.
• Knowledge and understanding of other visual sources such as photos (including old
photos), field sketches, video evidence, artistic sources and media representation
(e.g. tourist brochures).
AO2
• Application of knowledge and understanding to evaluate the usefulness of visual
sources in studying a local place. For example, using new and old geospatial data
would help to build up a picture of changes over time. Overlays can be used to
analyse relationships between data sets and interpret data by making links to other
maps, e.g. OS maps. Analysing data at a small scale may reveal patterns of
difference within a place However, there may be issues when interpreting maps (e.g.
choropleth maps).
• Evaluation of the relative advantages of visual sources such as GIS in comparison
to other visual sources. GIS, for example, is likely to use detailed quantitative data,
often from easily accessible ‘big data’ sets such as the census. This enables
detailed, objective geospatial information to be interpreted about a place, usually
conveying social, economic and demographic dimensions about a place. There is
usually total coverage of a place and can allow comparisons of parts of the same
place and comparisons over time. Primary data could be mapped and analysed in
relation to other data.
• Analysis of the ways in which some visual sources are more likely to reflect people’s
lived experiences, perceptions and perspectives both past and present, and can
help to build up a ‘sense of place’. These visual sources are less ‘objective’ and may
give clues about how place-meaning is bound up with different identities and
experiences. They may help to show ‘insider’ and ‘outsider’ perspectives. Some
visual sources may provide evidence of how the media are attempting to promote
place identity. Some visual sources may help to explain the geographical patterns
represented by other visual sources such as, GIS maps and other visual data may
complement GIS when geotagged. Visual data can help to show how social,
economic and cultural characteristics of an area are reflected in the built-
environment. Visual evidence may also reflect how there may be areas within a
place that is contested.
• However, visual evidence may not be comprehensive and reliable. Artists may
perceive places differently and video evidence may reflect only one view of place
identity. Field sketches may be inaccurate.
• Evaluation in the form of judging the utility, synthesising and comparing these
different means of representing place and coming to a rational, evidence-based
conclusion about the way they help an understanding of place to be built up. In
reality they may complement each other and used together may ‘deepen’ the
understanding of the place and shed light on ‘layers of meaning’ within places.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q3.
AO1 − Knowledge and understanding of the impact of migration. Knowledge and
understanding of the principles associated with understanding people’s lived experience
of place.
AO2 − Application of knowledge and understanding to evaluate the impact of migration

upon the character of a place and people’s lived experience of that place.
Mark scheme

AO1 − Demonstrates detailed knowledge and understanding of concepts, processes,
interactions and change. These underpin the response throughout.
AO2 − Applies knowledge and understanding appropriately with detail. Connections and
relationships between different aspects of study are fully developed with complete
relevance. Evaluation is detailed and well supported with appropriate evidence.

AO1 − Demonstrates clear knowledge and understanding of concepts, processes,
interactions and change. These are mostly relevant though there may be some minor
inaccuracy.
AO2 − Applies clear knowledge and understanding appropriately. Connections and
relationships between different aspects of study are evident with some relevance.
Evaluation is evident and supported with clear and appropriate evidence.

AO1 − Demonstrates basic knowledge and understanding of concepts, processes,
interactions and change. This offers limited relevance with inaccuracy.
AO2 − Applies limited knowledge and understanding. Connections and relationships
between different aspects of study are basic with limited relevance. Evaluation is basic
and supported with limited appropriate evidence.
Notes for answers
AO1
• Issues associated with economic inequality, social segregation and cultural diversity
in contrasting urban areas and the factors that influence them.
• Patterns of economic and social well-being.
• How the demographic, socio-economic and cultural characteristics of places are
shaped by shifting flows of people, resources, money and investment, and ideas at
all scales from local to global.
AO2
• Evaluation − Expect to see reference to new influxes of migrants to an area. Some
may refer to a British city experiencing relatively new influxes of eastern European
migrants. These migrants tend to come to UK cities in search of work, settling in
places of low value and ample housing stock. Some will argue negatively, asserting
that immigration changes the character of such locations, often inner city areas. The
evidence is unclear here. Some will argue that inward migration fills labour gaps and
revitalises previously rundown inner city areas. New markets are created and new
opportunities for employment. This position will assert that inward migration
improves the character of a place by adding diversity and young employable
workforce. Services spring up to cater for needs of the inward migrants including
retail and recreational opportunities.
• Evaluation − A significant issue for some consideration is the impact upon culture
and language, particularly where the receiving community is not accustomed to such
change. Some will argue that this creates significant tension. Schools catering for
English as an additional language for students is an issue which may be explored as
exemplification.
• Evaluation − Perceptions in the media may also change, particular where issues
emerge such as flashpoints between locals and new immigrants.
• Overall evaluation − It is for the individual response to explore the issues associated
with inward migration. Provided arguments are balanced and valid, any position is
creditable.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q4.
AO1 − Knowledge and understanding of the impact of urban forms and processes on local
climate and weather. Knowledge and understanding of the principles associated with
understanding people’s lived experience of place.
AO2 − Application of knowledge and understanding to evaluate the impact of the local
weather and climate of a place and people’s lived experienced of that place.

relevance. Evaluation is detailed and well-supported with appropriate evidence.

inaccuracy.

Notes for answers
AO1
• The impact of urban forms and processes on local climate and weather.
• Urban characteristics. Physical and human factors in urban forms. Spatial patterns
of land use and the factors that influence it.
• Urban temperatures: the urban heat island effect.
• Urban precipitation: frequency and intensity.
• Fogs and thunderstorms in urban environments.
• Wind: the effects of urban structures and layout on wind speed, direction and
frequency.
• Air quality: particulate and photo-chemical pollution.
• Impact of urban areas on local environments.
shaped by the local climate and weather resulting from the impact of local urban
forms.
• Case study of an urban area to illustrate and analyse patterns of economic, and
social well-being and the nature and impact of physical environmental conditions,
with particular reference to the character of the place and the experience and
attitudes of their populations.
AO2
• Responses are expected to show an understanding of the impact of urban form on
local weather and climate. There should be clear recognition of the learning from the
Changing places unit in assessing the impact of local urban weather and climate
conditions and how this affects people’s lived experience and the character of the
place. Reciting learned case study material does not constitute AO2. It is the
integration of the place study ideas and concepts which allow access to AO2.
• Assessment of how local urban form creates its own weather and climate, and an
assessment of this local microclimate. There may be an assessment of the extent of
‘climatic dome’ created, including the two levels within the urban dome: below the
roof level (urban canopy) where the lives of people are affected by processes acting
in the spaces between buildings (canyons), or areas downwind of the city where
people are affected by the plume of impacts associated with the boundary layer.
• Expect analysis of the impact of an urban heat island effect. Responses may
explore the specific nature of this in the named location. Assessment of the impact
of the urban heat island effect on people’s lived experience of the place may
include: uncomfortably high temperatures in summer; intense anticyclonic conditions
are often responsible for higher air pollution levels; excessive summer temperatures
can lead to increased demand for energy for cooling and air conditioning; where
increased temperatures increase demand for water, drought conditions can lead to
water shortages and restrictions on use; people suffering from allergies such as hay
fever are negatively affected by earlier flowering and extended growing seasons of
plants; some suggest that human induced climate change is already increasing
temperatures even further in some urban areas; recent media reports of negative
impacts of sunlight reflecting off the extensive amounts of glass used in many
modern buildings, even causing fires.
• Precipitation levels are often higher in urban areas than in surrounding rural
locations due to the localised low pressure, convection and increased thunder and
lightning. Analysis of impact on people’s lives may relate to increased flood risk
caused by urban drainage systems and impermeable surfaces.
• Traditionally in industrial cities fog levels increased significantly due to smoke and
increased condensation nuclei. Deindustrialisation and clean air acts have reduced
the incidence of this in countries like the UK, but may still be an issue in some
locations.
• Responses may explore factors leading to increased thunder and lightning in urban
areas. Intense downpours associated with these may affect people’s lives through
localised flooding.
• Expect responses to analyse local urban variations in winds − including channelling
and Venturi effect. There are well documented studies of the specific local effects of
these and how they impact on people, especially at street level.
• Air quality of many urban areas is usually poorer than in surrounding rural areas.
Responses will explore reasons for this including industry, motor vehicles and
energy production. Responses may explore the impacts on people’s lives from
smog, photochemical smog and address recent discussions of the negative health
impacts of the pollutants emitted by diesel vehicles.
Overall evaluation − There must be clear linkage between the impacts of the urban form of
a named place and specific impacts on the lives of the people that live there.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q5.
AO1 − Knowledge and understanding of the characteristics of the urban area. Knowledge
and understanding of the principals associated with past and present processes of
development.
AO2 − Application of knowledge and understanding to assess the role of development in

shaping the area's present characteristics.
Mark scheme

relevance. Analysis and evaluation is detailed and well supported with appropriate
evidence.

inaccuracy.
relationships between different aspects of study are evident with some relevance. Analysis
and evaluation is evident and supported with clear and appropriate evidence.

between different aspects of study are basic with limited relevance. Analysis and
evaluation is basic and supported with limited appropriate evidence.
Notes for answers
AO1
• Issues associated with economic inequality, social segregation and cultural diversity
in contrasting urban areas and the factors that influence them.
• Patterns of economic and social well-being.
shaped by shifting flows of people, resources, money and investment, and ideas at
all scales from local to global.
• The characteristics and impacts of external forces operating at different scales from
local to global, including either government policies or the decisions of multinational
corporations or the impacts of international or global institutions.
• How past and present connections, within and beyond localities, shape places and
embed them in the regional, national, international and global scales.
AO2
• Responses are likely to take a variety of approaches. The key issue is that
candidates recognise the impact of past and present processes of development and
how these have shaped the characteristics of the present location. Responses are
likely to consider a range of characteristics and are free to choose the ones they
wish to focus upon. The case study support is likely to be equally varied.
• Runcorn is an industrial town located on the south bank of the River Mersey. In
terms of past developments, it has been shaped by many key historical events. The
Manchester Ship Canal and the Mersey itself opened Runcorn up as a key location
in the trade and processing of raw materials as part of the North West’s industrial
past. The Old Town grew rapidly at the turn of the 20th century providing employment
in chemical works and other industries associated with Runcorn Port. The town was
very much working class with plenty of work in the manufacturing sector. Housing
stock is shaped by this labour force. Lots of terracing and other affordable housing is
still evident today.
• More recently the Runcorn Widnes Bridge over the Mersey was linked with the
development of a new town infrastructure. This brought an influx of people and
significantly changed the character of the town. Many social problems followed the
development of the new town and the overall reputation and image of the town has
suffered. Much of the manufacturing employment has now gone (with the exception
of Ineos Chlor which employs around 1500 people). Any manufacturing which
remains has higher paid posts filled by outsiders, with little direct benefit for the
town.
• The planned development of a light industrial park at Astmoor has not brought the
expected investment. Many premises remain empty and employment is largely only
low paid and low skilled.
• The large estates, such as those in Castlefields, have seen some recent investment
but there are still significant social problems associated with high unemployment,
increased benefit claimants and poor health.
• Shopping City, an indoor retail development, had a negative impact upon the Old
Town Centre. Even today, the centre attracts few chain stores and few shoppers.
• A second bridge crossing and some other major private housing and retail
developments are bringing an influx of higher income professionals into the town.
After a very difficult period in the 1980s and 1990s the town now has a brighter
future.
• Assessment should show understanding of the impact past and present
developments have upon characteristics of the town.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q6.
AO1 − Knowledge and understanding of continuity and / or change in the built
environment and our own and others’ perceptions of place. Knowledge and understanding
of the local place chosen for study.
AO2 − Application of knowledge and understanding by the discussion of how continuity

and / or change in the built environment may have impacted on ours or others’
perceptions of a place.
Mark scheme
AO1 − Demonstrate detailed knowledge and understanding of how continuity and / or
change in the built environment may impact on ours or others’ perceptions of place.
AO2 − Demonstrate detailed application of knowledge and understanding by the analysis
of how continuity and / or change in the built environment may impact on our own or
others’ perceptions of place. Synthesises information and reaches a conclusion about how
continuity and / or change in the built environment has impacted on perception(s) of place.
Uses appropriate evidence to fully support a conclusion about the impact of continuity and
/ or change in the built environment on ours and others’ perception of place.
Must refer to both own perceptions and perceptions of others for a L3 mark.

AO1 − Demonstrate clear knowledge and understanding of how continuity and / or change
in the built environment may impact on ours or others’ perceptions of place.
AO2 − Demonstrate clear application of knowledge and understanding by the analysis of
how continuity and / or change in the built environment may impact on our own or others’
perceptions of place. Partially synthesises information and reaches a conclusion about
how continuity and / or change in the built environment has impacted on place perception.
Uses some appropriate evidence to support a conclusion about the impact of continuity
and / or change in the built environment on ours and / or others’ perception of place.

AO1 − Demonstrate basic knowledge and understanding of how continuity and / or
change in the built environment may impact on ours or others’ perceptions of place.
AO2 − Demonstrate basic application of knowledge and understanding by the analysis of
how continuity and / or change in the built environment may impact on our own or others’
perceptions of place. Reaches a conclusion about how continuity and / or change in the
built environment has impacted on place perception. Uses limited evidence to support a
conclusion about the impact of continuity and / or change in the built environment on ours
and / or others’ perception of place.
Notes for answers
The question requires a discussion of the impact of continuity and / or change(s) in the
built environment on the student’s own, and others’ perceptions of the local place studied.
Perception is the way in which the place is viewed or regarded by people (not just
conflicting views about a proposed development). Discussion of other factors affecting
perceptions is valid, but consideration of the built environment needs to be included to
receive credit.
AO1
• Knowledge and understanding of the local place that has been chosen for study.
• Knowledge and understanding of how the built environment is an endogenous factor
that contributes to the character of a place. The built environment may include
historical buildings, architecture, housing, infrastructure, factories or other man-
made structures such a skate parks etc.
• Knowledge and understanding of the students’ own perception(s) of place and that
of others’ perceptions of the same place.
• Knowledge and understanding of the way students' own perceptions of place and
those of others are affected by continuity and change in the nature of places.
• Credit mention of changes to the built environment, including new housing estates,
regeneration of buildings for a different function, flagship or iconic buildings,
demolition of significant buildings, buildings that are contested, the development of
greenfield or brownfield sites. Also credit that there may have been little change to
the built environment over time and this may have a significant impact on place
perception.
• Acknowledge that the students’ own perceptions may be different or the same as
those of others. (Others may be groups, such as the elderly, or individuals within or
outside the locality.)
• Credit the use of student’s own research or fieldwork where relevant.
AO2
• Application of knowledge and understanding to discuss the impact of continuity
and / or change(s) in the built environment on the student’s own and others’
perceptions of the local place studied. The answer may focus on either continuity or
change, or analyse both. The discussion may include positive and negative
perceptions of place.
• Discussion of how continuity and / or change in the built environment has
contributed to place-meaning and representation by individuals or groups living
within the locality and / or contributed to the perceptions of this place of those from
outside the locality. For example, new housing developments may be viewed
negatively by those already living in a place as they may be perceived to be
changing the nature of the place whereas the same changes to the built
environment may be viewed positively by those moving into the new houses.
• Discussion of the ways in which continuity and / or change(s) in the built
environment can contribute to perceptions of a place. For example, a sense of
attachment or sense of belonging may be closely bound-up with the built
environment. Also, the built environment (or specific buildings) may be seen to have
a significant impact on place identity. Some individual buildings or aspects of the
built environment may evoke strong positive or negative feelings about a place.
• Students and others’ views on how continuity and / or changes in the built
environment have contributed to perceptions of a place may or may not differ.
Perceptions are also likely to be different for those who live, work or use this place
for leisure. Perception may relate to age or length of time residing in the place or
whether they are ‘insider’ or ‘outsider’ perspectives on place.
• Evidence from the local place study is synthesised to enable a rational, evidence-
based conclusion to be reached about how continuity and / or change(s) in the built
environment has / has not impacted on both the student’s own and others’
perceptions of this place.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q7.
AO1 − Knowledge and understanding of a river restoration and conservation project in a
damaged urban catchment. Knowledge and understanding of the principals associated
with understanding factors affecting the character of place.
AO2 − Application of knowledge and understanding to assess the impact of a river

restoration and conservation project in a damaged urban catchment on the character of
that place.

relevance. Analysis and evaluation is detailed and well-supported with appropriate
evidence.
inaccuracy.

Notes for answers
AO1
• River restoration and conservation in damaged urban catchments with reference to
a specific project. Reasons for and aims of the project; attitudes and contributions of
parties involved; project activities and evaluation of project outcome.
• Issues associated with catchment management in urban areas.
• Urban characteristics. Physical and human factors in urban forms.
• How places are known and experienced, how their character is appreciated, the
factors and processes which impact upon places and how they change and develop
over time.
• Factors contributing to the character of places: Endogenous: location, topography,
physical geography, land use, built environment and infrastructure, demographic
and economic characteristics.
• The ways in which students’ own lives and those of others are affected by continuity
and change in the nature of places and our understanding of place.
AO2
Responses are expected to show an understanding of a river restoration and conservation
project in a damaged urban catchment on the character of that place. There should be a
clear recognition of the learning from the Changing Places unit in assessing the impact of
such schemes and how they affect aspects of the character of the place. Reciting learned
case study material does not constitute AO2. It is the integration of the place study ideas
and concepts which allow access to AO2.
• Assessment − Expect reference to a specific named river restoration project. There
is no specification about the location of this project, but it must be in a named urban
area.
• Assessment − responses should show understanding and give assessment of the
reasons for the named project.
• Assessment − expect responses to give details of and assess activities involved in
the project.
• Assessment − expect responses to show understanding and give assessment of the
project outcomes.
• Assessment − to move through the upper levels the response must evaluate how
the activities of the project and their outcomes specifically affected the character of
the place where the project was implemented. There could be assessment of how
the project affected different aspects of the character of the place, that could
include: location, topography, physical geography, land use, built environment and
infrastructure, demographic and economic characteristics.
• Assessment − may seek to assess different categories of impacts of the project on
the character of the place, including: positive and negative impacts; economic
impacts; social impacts; environmental impacts; Impacts on the built environment.
• Assessment − some may assess how different parties involved in the project may
interpret the impacts on the character of the place differently.
Overall Assessment − There must be clear linkage between the impact of a river
restoration and conservation project in a damaged urban catchment and the character of
that place.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q8.
AO1 − Knowledge and understanding of aspects of globalisation and global
interdependence, including factors in globalisation. Knowledge and understanding of the
response to seismic events.
AO2 − Application of knowledge and understanding in analysing and evaluating the

benefits of globalisation in supporting the response to hazards.
Mark scheme

evidence. A well balanced and coherent argument is presented.

inaccuracy.
and evaluation evident and supported with clear and appropriate evidence. A clear but
partial argument is presented.

evaluation basic and supported with limited appropriate evidence. A basic argument is
presented
Notes for answers
AO1
• Factors in globalisation include the development of technologies, systems and
relationships, including financial, transport, security, communications, management
and information systems and trade agreements. All of these factors have supported
the process of globalisation, but also in times of crisis provide the same vehicles to
provide essential support to countries suffering the impacts of natural disasters such
as seismic hazards.
• Case studies may include Japan 2011 or the Indian Ocean Tsunami in 2004 as
major seismic events needing integrated international effort as part of a global
response. Other seismic events such as Haiti in 2010 or Sichuan in 2008 may also
feature. The focus must consider responses to the event.
AO2
• Analysis − In a crisis following a global seismic event, factors in globalisation
invariably support the response to the event.
• Analysis − Technology is used to aid communication and transport bringing
immediate relief to affected areas.
• Analysis − Technology allows family members to communicate across great
distances, especially important in times of crisis where families are separated.
• Analysis − Countries use their own aid budgets to support seismic events which
require the combined efforts of nations to support in response, especially important
where countries lack the resource to address the issues independently.
• Evaluation − It really depends upon the supporting material but there must be some
assessment of the value / importance of the support facilitated by global action in
responding to seismic events.
• Evaluation − More sophisticated responses should show awareness of the lack of
consistency around the global response to seismic hazards. There are a number of
complicating issues which factors in globalisation cannot alone solve. Political
alliances / situations, stages of development, levels of corruptions and internal
conflicts are just some of the issues which hinder the response to major seismic
events.
• Overall evaluation − There should be some overall assessment of the importance of
factors in globalisation in supporting the response to seismic hazards.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q9.
AO1 − Knowledge and understanding of the impact of tropical storms. Knowledge and
understanding of the principles associated with understanding people’s lived experience
of place.
AO2 − Application of knowledge of impacts to evaluate the lived experience of the people
and the impact upon the character of the place under investigation.
Mark scheme


inaccuracy.
Notes for answers
AO1
• Forms of storm hazard: high winds, storm surges, coastal flooding, river flooding
and landslides.
• Impacts of tropical storms: primary / secondary, environmental, social, economic,
political.
• Impacts and human responses as evidenced by two recent tropical storms in
contrasting areas of the world.
and change in the nature of place.
• How places may be represented in a variety of different forms.
• People’s lived experience of the place in the past and at present.
AO2
Responses are expected to show an understanding of the impact of a tropical storm.
There should be clear recognition of the learning from the changing places unit in
assessing the impact of the storm and how this affected the peoples’ lived experience and
the character of the place. Reciting learned case study material does not constitute AO2.
It is the integration of the place study ideas and concepts which allow access to AO2.
• Evaluation − For example, hurricanes such as Katrina may feature in responses.
There should be clear application of knowledge which shows how the impacts left
their mark on the people and place. 1800 people died during the event. This caused
considerable distress and emotional damage for the people. Many left the area,
arguably changing the community character of the place for many parts of
Louisiana. The floods exceeded 4 metres in height in some places. To this day,
those communities remain uninhabitable, transforming the character of the place.
• Evaluation − There was substantial criticism of the response at the Federal
Government level. Top officials openly referred to issues associated with race which
they felt impeded the response. Many families were forced into large public and
commercial buildings such as the Louisiana Superdome. This also left a negative
psychological impact on people and their lived experience. Conditions were poor
and crime was evident. Many years later the psychological scars remain from this
catastrophic event.
• Evaluation − Some may consider the perception of the place and how this was
represented in the media. This is a legitimate approach. The Superdome received
considerable media attention as did criminal activity such as looting. Locals argued
that there was simply no choice but to loot in the face of such a poor response by
the Federal Government.
• Overall evaluation − Even today the majority of locals still do not feel that the area
has recovered. This is supported by outward migration data, economic losses and
community perception. This integration of this sort of place data would constitute a
more sophisticated response. The character of the place and people’s lived
experience has suffered immeasurably.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q10.
AO1 − Knowledge and understanding of a range of impacts of volcanic and seismic
hazards.
AO2 − Application of knowledge and understanding to bring specification areas together

and to analyse and evaluate, based upon evidence about which types of hazard are more
severe and / or widespread. There should be some explicit assessment regarding the
extent.
Mark scheme

evidence. A well balanced and coherent argument is presented.

inaccuracy.
and evaluation evident and supported with clear and appropriate evidence. A clear but
partial argument is presented.

evaluation basic and supported with limited appropriate evidence. A basic argument is
presented.
Notes for answers
The direction of the response largely depends upon the argument that the student wishes
to put forward.
AO1
• When considering volcanic hazards expect to see reference to pyroclastic flows,
lava flows, volcanic bombs, ash clouds and seismic activity (at the volcano). Some
may bring case study material to the response and consider the impacts of these
events and particularly violent events.
• Some may go further and contrast impacts in different places around the world such
as Chaiten in Chile (2008) with Mt Etna in Italy (ongoing eruptions).
• For seismic events − hazards will mainly relate to the violent shaking and the
associated damage to the built environments, to include wider infrastructural
damage.
• Some may consider tsunamis as a hazard created by seismic events.
• Case studies are likely to include Japan 2011 or the Indian Ocean Tsunami in 2004.
These may be contrasted with major events such as Haiti in 2010 or Sichuan in
2008.
AO2
• Evaluation − Overall it is extremely difficult to generalise as each is event is unique.
However seismic events on land tend to generate extremely severe impacts
particularly where the earthquake epicentre strikes a large urban area. Seismic
events are also generally associated with more deaths than volcanic events.
Management is also a factor in the sense that many countries have mechanisms in
place to mitigate against the impact of such hazards, thus reducing the impact and
severity. The ash cloud associated with volcanic eruptions can cause very
widespread impacts, more widespread than seismic events which tend to cause
more localised and severe damage.
• Evaluation − An exception to this is a supervolcano eruption. Whilst there are no
recorded incidents of such eruptions, the geological record and structure of places
such as Yellowstone, USA tells us that a caldera exists and a supervolcanic eruption
could occur. Modelling of a potential eruption suggests the potential for enormous
devastation with average global temperature reduction of up 20 °C, due to the
generation of a vast ash cloud. More locally, millions of Americans would be killed
and up to two thirds of the USA would become uninhabitable.
• Analysis and evaluation − For the ‘widespread’ element of the question, it is
reasonable to consider events such as the Icelandic volcano (2010) and suggest
that the potential impact upon aviation and therefore the regional economy is much
more severe than any seismic event. Specific case study knowledge may be applied
to support this position.
• Analysis and evaluation − Others may contrast based upon income levels of
countries, asserting that impacts tend to be managed more effectively in higher
income countries, i.e. it is not seismic or volcanic nature which determines the scale
of impact, but it is the location.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q11.
AO1 − Knowledge and understanding of the hazard management cycle. Knowledge and
understanding of the response to wildfire.
AO2 − Application of knowledge and understanding in evaluating the extent to which this
theoretical model can assist in planning for the management of wildfire events.

evidence.

inaccuracy.
and evaluation evident and supported with clear and appropriate evidence.

evaluation basic and supported with limited appropriate evidence.
Notes for answers
AO1
• Nature of wildfires. Conditions favouring intense wild fires: vegetation type, fuel
characteristics, climate and recent weather and fire behaviour.
• Causes of fires: natural and human agency.
• Impacts: primary / secondary, environmental, social, economic, political.
• Short and long-term responses; risk management designed to reduce the impacts of
the hazard through preparedness, mitigation, prevention and adaptation.
• Characteristic human responses − fatalism, prediction, adjustment / management,
risk sharing − and their relationship to hazard incidence, intensity, magnitude,
distribution and level of development. The Hazard Management Cycle.
• Impact and human responses as evidenced by a recent wild fire event.
AO2
• Responses will bring a variety of variations upon the Hazard Management Cycle.
Some will refer to the Disaster Management Cycle. This is acceptable and should be
credited.
• The cycle provides a framework within which management of wildfire comfortably
sits. The model operates within key elements − Preparation / Response / Recovery /
Mitigation.
• Many will argue that preparation requires an understanding of the cause of wildfire
as well as an understanding of the typical locations where wildfire tends to occur.
• The causes are well documented. Natural causes relate to lightning strikes, volcanic
eruptions and even sparks from a rockfall. There is also some evidence that wildfire
can be started by spontaneous combustion. Human causes can be categorised as
either intentional or accidental. Carelessness with camp fire and cigarettes are the
main accidental causes. Some will point out that intentional fire starting is very
difficult to plan for because of its random nature. However, without a fuel source,
there can be no wildfire.
• Expect to see reference to hazard mapping as part of preparation for wildfire. This is
used to map areas most at risk using a variety of data on vegetation type and
coverage, precipitation rates, weather forecasting and historical records.
• The model also proves useful around managing the response. For wildfire, the use
of water is a major factor in the response. The aim is to put out the fire as soon as
possible. There are a variety of techniques and some overlap with preparation in this
regard. For example, ensuring a substantial supply of water is readily available in
affected areas is key. Also for response, planners will have established protocols
around the use of fire lines which are measures taken to remove vegetation and
isolate the fire.
• In terms of recovery, a major factor relates to the risk of soil erosion. Exposed soil
can be easily eroded by the action of wind and heavy rainfall. Expect to see
reference to measures designed to protect the soil such as straw coverage or using
partially burned vegetation to cover the soil. There is also the added risk of mudflow
where the burning occurred on a hillside. Stabilising such slopes is another part of
recovery.
• Mitigation is the final strand of the cycle. In terms of wildfire this is about reducing
the risk to property and the environment. There is overlap here with preparation and
response. Mitigation may involve using fire retardant / resistant building materials for
example.
• In terms of evaluation, some may suggest that this model is a little basic. Whilst it
does provide a framework, it lacks the sophistication of the Park Model. Some may
suggest that this model is much more centred around the human impacts and
therefore useful in shaping the response. It includes a temporal dimension and
charts the recovery back to normal quality of life and levels of economic activity in
the area following a disaster.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q12.
AO1 − Knowledge and understanding of the primary and secondary impacts of volcanoes.
AO2 − Application of knowledge and understanding to assess the extent to which the
secondary impacts cause greater long-term damage to populations than the primary
impacts.
Mark scheme


inaccuracy.

Notes for answers
AO1
• The nature of vulcanicity and its relation to plate tectonics: forms of volcanic hazard:
nuées ardentes, lava flows, mudflows, pyroclastic and ash fallout, gases / acid rain,
tephra. Spatial distribution, magnitude, frequency, regularity and predictability of
hazard events.
• Impacts as evidenced by a recent volcanic event.
AO2
• The focus of the response is impact. Cause and response may feature but
protracted narrative is unlikely to remain focused upon the question.
• There is likely to be a brief distinction made between the two types of hazard.
Primary impacts are immediate and arise directly out of the event. Secondary
hazards are triggered as a result of the primary hazards and occur in the aftermath.
• The main primary hazards are pyroclastic flows. These are accepted as the
deadliest of the primary impacts responsible for thousands of deaths worldwide.
They are impossible to avoid if a person is in the vicinity because they travel with
great speed and are highly destructive. The other hazards of lava flows, volcanic
gases and tephra generally cause less deaths. Lava flows are much easier to avoid.
Tephra is highly dangerous but easier to avoid. Volcanic gases are deadly but only
in rare circumstances do they cause death. Some may argue that threats to people
includes ash fall on farmland as well as destruction of property by lava flows. This is
a legitimate approach.
• Historically it is the secondary impacts which have proven most deadly, even
generating global impacts.
• Lahars are triggered in circumstances where there is rapid ice melt following an
eruption. These are perhaps the deadliest of all secondary hazards. Some will point
to the impact of the Nevada Del Ruiz eruption in this regard. Floods may also be
considered in this context.
• Whilst tsunamis are more associated with seismic activity under sea water, they can
be triggered by volcanic eruptions also.
• There is also a known and clear link to climate change associated with eruptions.
Ash clouds from the Pinatubo were shown to reduce global temperatures by up to
1°C.
• Some may point to the substantial economic costs associated with the generation of
ash clouds, particularly if air travel is disrupted.
• Some may also consider the global impact of a super eruption. Such an event is
likely to present catastrophic primary effect in the region but also in terms of the
global climatic impact.
If threat is measured by amount of destruction, greatest loss of life and longest recovery
time, then it is likely that most will argue secondary hazards posed the greatest threat.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q13.
AO1 − Knowledge and understanding of the economic and social characteristics of a
place in a multi-hazardous environment. Knowledge and understanding of the principles
associated with understanding how the characteristics of a place affect people’s resilience
to natural hazards.
AO2 − Application of knowledge and understanding to evaluate how the economic and
social characteristics of a place affect the level of resilience of people living in multi-
hazardous environments to hazard events.


inaccuracy.

Notes for answers
AO1
• Nature, forms and potential impacts of natural hazards (geophysical, atmospheric
and hydrological). Hazard perception and its economic and cultural determinants.
Characteristic human responses − fatalism, prediction, adjustment / adaptation,
mitigation, management, risk sharing − and their relationship to hazard incidence,
intensity, magnitude, distribution and level of development.
• Forms of natural hazards may include: Volcanic hazards, seismic hazards, storm
hazards or wild fire hazards.
• Impacts of multiple hazards: primary / secondary; environmental, social, economic,
political.
• Social, economic and environmental risks presented by natural hazards.
• The concept of place and the importance of place in human life and experience in a
multi-hazardous environment.
• Factors contributing to the character of places: Endogenous: location, topography,
physical geography, land use, built environment and infrastructure, demographic
and economic characteristics.
• The social and economic characteristics of the local population in a multi-hazard
environment.
• The nature of the hazards and the social, economic and environmental risks as
evidenced in a multi-hazardous environment beyond the UK.
• How human qualities and responses such as resilience contribute to its continuing
human occupation as evidenced in a multi-hazard environment beyond the UK.
AO2
• Responses are expected to show an understanding of how the resilience of people
living in a place in a multi-hazardous environment is directly related to the social and
economic characteristics of that place. There should be clear recognition of the
learning from the Changing places unit in assessing the relationship between the
economic and social characteristics of people in a multi-hazardous environment and
their resilience to hazards. Reciting learned case study material of the hazards of a
multi-hazardous environment does not constitute AO2. It is the assessment of
resilience in relation to the social and economic characteristics of the people in the
place which allows access to AO2.
• The specific content of responses will depend on the named multi-hazardous
environment chosen.
• Resilience will depend on the population’s ability to predict, plan for and protect
against, or prevent, any potential natural hazards. There should be an assessment
of how social and economic characteristics of the people in the place influences
their ability to do this.
• Resilience will depend on the nature of the risk posed by the specific hazards in the
chosen area. Response may suggest that the social and economic characteristics of
the people may have little impact on the risk of hazardous events occurring,
although they may affect the level of exposure of different groups to the hazards.
Resilience will depend on the vulnerability of the people, which responses will argue
are probably directly related to the social and economic characteristics the people,
as this will directly affect their level of exposure to the risks from hazards in that
place.
• Resilience will directly relate to the social and economic characteristics of the
people as this affects the availability of hazard-resistant structures and hazard
protection schemes, level of education about the hazards, availability of hazard
warning services, availability and quality of emergency services, land use planning,
availability of insurance and aid in that place.
• Resilience will directly relate to the social and economic characteristics of the local
population as this will determine their ability to respond to the hazards in that place.
This will affect both the short-term emergency response and long-term response
such as ability to rebuild and recover after any hazard events.
• Overall evaluation will relate to the specific social and economic characteristics of
the people in the chosen place in a multi-hazardous environment and the nature of
the specific hazards. Response may also acknowledge that resilience is also
dependent on other factors.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q14.
AO1 − Knowledge and understanding of the impact of seismic hazards. Knowledge and
understanding of the principals associated with understanding people’s lived experience
of place.
AO2 − Application of knowledge of impacts to evaluate the lived experience of the people
and the impact upon the character of the place under investigation.
Mark scheme

evidence.

inaccuracy.

Notes for answers
AO1
• The nature of seismicity and its relation to plate tectonics: forms of seismic hazard:
earthquakes, shockwaves, tsunamis, liquefaction, landslides. Spatial distribution,
randomness, magnitude, frequency, regularity, predictability of hazard events.
• Impacts: primary / secondary; environmental, social, economic, political.
• Impacts and human responses as evidenced by a recent seismic event.
• How both past and present processes of development can be seen to influence the
social and economic characteristics of places and so be implicit in present
meanings.
• The socio-economic characteristics of places are shaped by resources, money and
investment.
• How past and present connections, within and beyond localities, shape places and
embed them in the regional, national, international and global scales.
AO2
Responses are expected to show an understanding of the impact of a seismic event.
There should be clear recognition of the learning from the changing places unit in
assessing the impact of the seismic event i.e. how past and present processes of
development have a clear bearing upon impact. Reciting learned case study material does
not constitute AO2. It is the integration of the place study ideas and concepts which allow
access to AO2.
• There is a clear correlation between the impact of a seismic event and levels of
development. Places which have a well- developed infrastructure (and strong
investment in developed infrastructure) tend to have reduced impacts arising out the
event. Expect to see reference to places such as New Zealand which was struck by
a seismic event in 2011 (Christchurch). Others may contrast this with less developed
places such as Haiti which was struck by an earthquake in 2010. The impact here
was much more severe, not just because of differences in the tectonic event, but
also because of past and present processes of development in the area.
• In Christchurch, 185 people died as a result of an earthquake which registered 6.3
on the Richter Scale. Over half of these deaths were due to one building collapsing,
Canterbury Television Building. Some may point to the fact that an earthquake
measuring 7.1 on the Richter Scale, struck the year before. This is a significant
factor in the second earthquake as many buildings were already weakened by this
earthquake. Older buildings, from an earlier period of development of Christchurch
suffered greater damage as they did not contain reinforced concrete. Some may
refer to the relatively well developed economy of Christchurch which has helped it
prepare for earthquakes as well as respond i.e. minimising impacts. The area has
extensive trade in agricultural produce, manufacturing and, more recently, high
technology industries.
• In Haiti, over 220,000 people died in an earthquake measuring 7.0 on the Richter
Scale. It is a much less well developed country and has a dense population many of
whom live in poverty. It has been heavily influenced by Spanish and French
colonialists and more recently, the USA has been heavily involved in the country.
Haiti is one of the world’s poorest countries. Poverty, corruption, poor infrastructure,
lack of health care and lack of education are the main issues. This lack of
development without doubt contributed to the impact of the earthquake. It is
estimated that 250,000 homes and 30,000 official buildings were damaged or
destroyed by the earthquake. In terms of past and present development, the
infrastructure could not cope with the disaster, many old buildings, roads and
bridges simply collapsed. Equally, due to a lack of development in the emergency
response, many died in the aftermath.
• Other may contrast tsunamis such as the Indian Ocean (2004) and Japanese
Tsunami (2011). Whatever the approach there must some consideration of past and
present processes of development.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q15.
AO1 − Knowledge and understanding of the responses to tropical storms. Knowledge and
understanding of potential exogenous factors in response to tropical storms.
AO2 − Application of knowledge and understanding in evaluating the potential support

offered from outside the area where the hazard struck, particularly in helping to minimise
the impact of the hazard.
Mark scheme


inaccuracy.

Notes for answers
AO1
• Factors contributing to the character of places: Exogenous: relationships with other
places.
• The nature of tropical storms and their underlying causes. Forms of storm hazard:
high winds, storm surges, coastal flooding, river flooding and landslides. Spatial
distribution, magnitude, frequency, regularity, predictability of hazard events.
• Short and long-term responses: risk management designed to reduce the impacts of
the hazard through preparedness, mitigation, prevention and adaptation.
• Impacts and human responses as evidenced by two recent tropical storms in
contrasting areas of the world.
AO2
• Candidates are required to study two contrasting storm events. Expect to see some
responses which make contrasts between the two events in the extent to which
exogenous factors contributed to the management of these events. However, this is
not a requirement or an expectation of the question.
• Exogenous factors are concerned with the relationships to other places either within
the same country or beyond.
• The thrust of the question is concerned with the extent to which these exogenous
factors contributed to the management process and recovery after the event.
• Hurricane Sandy struck the east coast of the USA in 2012. This was a major
hurricane causing an estimated $32 billion in repair costs and directly causing the
death of 53 people.
• Exogenous factors here related to the way in which outside help was sought. For
example, Barack Obama signed an emergency declaration shortly after the end.
This guaranteed federal assistance in the recovery effort.
• As a result of a declaration of public health emergency, The Federal Emergency
Management Agency (FEMA), sent over 30 teams of workers into New York, to help
with the recovery.
• It is important to note that the state of New York set up an emergency fund of $100
million in order to support affected people. Some may point out that it was not just
exogenous factors which helped with the recovery in this instance.
• By unfortunate coincidence the New York marathon was scheduled at the same time
that the hurricane struck. Thousands of runners from outside of the area came to
support the relief effort.
• This and many other actions meant that the death toll was relatively low for such a
strong hurricane and it appeared as though the federal government had learned the
lessons from Hurricane Katrina which had a disastrous impact just a few years
earlier.
• In this sense exogenous factors through federal government support, were pivotal in
the relief effort. Without this the recovery operation would certainly have taken
longer with greater long-term damage.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q16.
AO1 − Knowledge and understanding of the impacts of a recent wildfire event. Knowledge
and understanding of people’s lived experience of the place. Knowledge and
understanding of the effects of the impacts of a recent wildfire event on people's lived
experience of the place.
AO2 − Application of knowledge and understanding to evaluate the impacts of a recent

wildfire event and the effect of these on the lived experience of the people in the place
under investigation.

evidence.
inaccuracy.

Notes for answers
AO1
• Nature of wildfires. Impacts: primary / secondary, environmental, social, economic,
political.
• Impacts as evidenced by a recent wildfire event.
and change in the nature of place.
• People’s lived experience of the place where they live in the past and the present.
AO2
Responses are expected to show an understanding of the impact of a recent wildfire
event. There should be a clear recognition of the learning from the Changing Places unit
in assessing the impact of events such as wildfires and how they affect the peoples’ lived
experience of the place. Reciting learned case study material does not constitute AO2. It
is the integration of the place study ideas and concepts which allow access to AO2.
Assessment will depend on the recent wildfire event named in the response.
• Assessment − For example, wild fires such as that in Fort McMurray, Alberta,
Canada in May-June 2016, may feature in responses. There should be clear
application of knowledge which shows how the impacts left their mark on the people
and place. Although no deaths or serious injuries were linked directly to the fire,
other economic, environmental and social impacts were considerable. This caused
significant distress and emotional damage to people. Whole communities were
forced to evacuate along roads clogged with traffic surrounded by fires on either
side. Over 80,000 people were forced to leave. Many have still to return. The
physical destruction and absence of people has transformed the character of the
place. With the almost complete destruction of some communities and their own
personal experiences of the wildfire the peoples’ sense of that place will have been
greatly affected.
• Assessment − Some neighbourhoods escaped almost unscathed, whilst in others all
buildings were completely destroyed. Even following reconstruction this will
significantly alter the character, and therefore sense of place.
• Assessment − Many sources also reflect on the considerable mental health impacts
for both victims and relief workers, with many suggesting this needs to be
considered as part of the response to future possible events.
• Assessment − some responses may consider the perception of Fort McMurray and
how this was represented in the media.
• Overall Assessment will reflect on the degree to which different aspects of peoples’
lived experience of place was affected by the wildfire. It is the level and clarity of
assessment in the response that will allow it through to Level 2.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q17.
AO1 − Knowledge and understanding of the carbon cycle and how this links to the water
cycle.
AO2 − Application of knowledge and understanding to evaluate the potential impact of

changes to the carbon cycle upon atmospheric patterns.
Mark scheme


inaccuracy.

Notes for answers
AO1
• Global distribution and size of major stores of water − lithosphere, hydrosphere,
cryosphere and atmosphere.
• Factors driving change in the magnitude of carbon stores over time and space,
including flows and transfers at plant, sere and continental scales. Photosynthesis,
respiration, decomposition, combustion, carbon sequestration in oceans and
sediments, weathering.
• Changes in the carbon cycle over time, to include natural variation (including wild
fires, volcanic activity) and human impact (including hydrocarbon fuel extraction and
burning, farming practices, deforestation, land use changes).
• The key role of the carbon and water stores and cycles in supporting life on Earth
with particular reference to climate. The relationship between the water cycle and
carbon cycle in the atmosphere. The role of feedbacks within and between cycles
and their link to climate change and implications for life on Earth.
• Human interventions in the carbon cycle designed to influence carbon transfers and
mitigate the impacts of climate change.
AO2
• There are any number of storms events to which students can refer. They may
consider diverse and / or connected issues such as El Niño or tropical storms.
• Responses should consider the impact of changes to the carbon cycle through
deforestation and the burning of fossil fuels. Some may consider natural variation
such as forest fire and volcanic eruptions.
• Those responses which argue in support of the link to increased storm events are
likely to consider the impact of increased temperatures upon sea temperatures and
evaporation rates. This combined with the changes to atmospheric circulation
(particularly jet streams) is likely to place more water vapour into the atmosphere
leading to more intense downpours through storm events.
• There should be reference to increased levels of carbon dioxide in the atmosphere,
leading to a more pronounced greenhouse effect, higher temperatures and therefore
greater levels of evaporation
• Some may argue against the idea of increased storm events. In fact the higher
temperatures are also leading to increased evaporation on land. The problem of
desertification in continental interiors is set to another extreme challenge affecting
places which are already arid. In other words changes to the carbon cycle are also
linked with the spread of aridity.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q18.
AO1 − Demonstrates knowledge and understanding of a range of natural factors driving
change in the magnitude of carbon stores over time and space. Knowledge and
understanding of natural variations affecting the dynamic equilibrium of stores in the
carbon cycle.
AO2 − Application of knowledge and understanding to analyse and evaluate how a range
of different natural factors affect the major stores of carbon over time and space.


interactions and change. These are mostly relevant, though there may be some minor
inaccuracy.

Notes for answers

AO1
• Global distribution, and size of major stores of carbon − Including in the lithosphere,
hydrosphere, cryosphere, biosphere, atmosphere.
• Factors driving change in the magnitude of global stores of carbon, over time and in
space, including flows and transfers at plant, sere and continental scales.
Photosynthesis, respiration, decomposition, combustion, carbon sequestration in
oceans and sediments, weathering.
• Systems in physical geography: systems concepts and their applications to the
carbon cycle − inputs, outputs, energy, stores / components, flows / transfers,
positive / negative feedback, dynamic equilibrium.
• Changes in the carbon cycle over time, to include natural variation (including
wildfires, volcanic activity).
• The carbon budget and the impact of the carbon cycle upon land, ocean and
atmosphere.
• Named case study of a tropical rainforest setting to illustrate and analyse key
themes in the carbon cycle may support responses.
AO2
Assessment:
• Current scale of major stores of carbon: inorganic and organic forms of carbon in
the lithosphere in marine sediments and sedimentary rocks, soil organic matter,
fossil fuel deposits and peat; hydrosphere store in the surface, intermediate and
deep layers of the ocean, and the living organic matter in the water; carbon stored in
the Earth’s living matter as the biosphere including − living vegetation, plant litter,
soil humus, peat and animals; the limited total amount in the atmosphere, but its
significance as the greenhouse gas CO2. Responses may give evidence of the
relative amounts of carbon in each store.
• The continuous movement of carbon from between stores via a range of transfers or
fluxes. If more carbon enters a store than leaves, it becomes a net carbon sink and
if more carbon leaves than enters, it is a net carbon source.
• Natural factors contributing to changes in carbon stores interacting with the rock
cycle over geological temporal and spatial scales, including weathering, burial,
subduction and volcanic eruptions that control atmospheric and lithospheric stores.
The transfer of atmospheric carbon as CO2 to the surface dissolved in precipitation
forming weak carbonic acid which weathers surface rocks as it transfers as overland
flow to the ocean store. The transfer of carbon in the ocean from the surface layers
to the depths by marine organisms whose carbon-based skeletons accumulate as
sediments on the bed. The process of burial by further layers the carbon rich
sediments eventually stores carbon away as limestone. The build-up of layers of
coral also store carbon as limestone. Over time tectonic uplift can bring buried
stores of carbon to the surface. Subduction at plate boundaries transfers carbon rich
sea-floor sediments deep into the Earth. Tectonic processes then transfer CO2 back
to the atmospheric store.
• Photosynthesis takes CO2 from the atmosphere storing carbon in the biosphere as
organic matter. This operates at all scales from tiny photosynthetic organisms in the
oceans to continental scale forests. Carbon is held in these stores for a range of
timescales up to thousands of years.
• Respiration as essentially the opposite of photosynthesis as vegetation releases
CO2 back to the atmospheric store.
• Decomposition as the process where decomposers consume organic material which
transfers CO2 to the atmosphere store. Not all the carbon from the organic material
is consumed and some carbon passes to the soil to be stored.
• Combustion transfers CO2 to the atmosphere as a by-product when organic material
is burned in the presence of oxygen, natural occurrences of this include wildfires.
Overall assessment may come to a view as to which factors may be more or less
important in controlling the size of major stores of carbon.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q19.
AO1 − Knowledge and understanding of a range of natural changes to the carbon cycle.
Knowledge and understanding of factors impacting life on Earth over time.
AO2 − Application of knowledge and understanding to assess how natural changes to the
carbon cycle affect life on Earth.

relevance. Analysis is detailed and well-supported with appropriate evidence.

interactions and change. These are mostly relevant, though there may be some minor
inaccuracy.
is evident and supported with clear and appropriate evidence.

between different aspects of study are basic with limited relevance. Analysis is basic and
supported with limited appropriate evidence.
Notes for answers
AO1
• Systems concepts and their application to the carbon cycle: inputs − outputs,
energy, stores / components, flows / transfers, positive / negative feedback and
dynamic equilibrium.
• Global distribution and size of major stores of carbon − lithosphere, hydrosphere,
cryosphere, biosphere, atmosphere.
• Factors driving change in the magnitude of these stores, over time and in space,
including flows and transfers at plant, sere and continental scales. Photosynthesis,
respiration, decomposition, combustion, carbon sequestration in oceans and
sediments, weathering.
• Changes in the carbon cycle over time, to include natural variation (including wild
fires, volcanic activity) and their impact upon life on Earth.
• The carbon budget and the impact of the carbon cycle upon land, ocean and
atmosphere and thus life on Earth.
• The key role of the carbon cycle in supporting life on Earth with particular reference
to climate. The relationship between the carbon cycle and the atmosphere. The role
of feedbacks within the cycle and their link to climate change and implications for life
of Earth.
AO2
Assessment:
• The carbon cycle is a natural cycle of carbon between land, ice, oceans and the
atmosphere.
• Carbon is essential for all known life on Earth. Any natural variation in the cycle can
have significant effects of life on Earth.
• The carbon cycle is affected by natural events such as volcanic eruptions and wild
fires leading to transfers of carbon to the atmosphere.
• The carbon cycle is affected by long term cycles of natural warming and cooling of
climate causing cycles of glacials and interglacials altering the various stores and
transfers of carbon, and thus affecting climate and life on Earth.
• Atmospheric concentrations of carbon (as carbon dioxide and methane) are
significant factors in controlling the natural greenhouse effect. Natural changes to
the concentrations of either / both natural greenhouse gases will affect both climate
and life on Earth.
• Natural variations to climate could affect vegetation cover and the scale of the
biosphere carbon store. Natural sequestration stores carbon in trees. Natural factors
can disrupt the role of vegetation in cycling and storing carbon, which in turn will
affect the amount of atmospheric carbon and thus global climate, thus affecting both
climate and life on Earth.
• Expect some responses to assess how natural changes will disrupt various natural
systems within the carbon cycle causing feedback. Responses then may assess the
impact of both negative and positive feedback on the climate and life on Earth.
• Responses could address a broad range of natural changes to the carbon cycle, this
is valid, and responses could assess a broad range of effects. All valid changes and
effects will be credited.
Overall assessment may come to a view as to which factors may be more or less
important in affecting life in Earth.
AO1 = 4, AO2 = 5
[Total 9 marks]
Q20.
AO1 − Knowledge and understanding of a range of human activities impacting upon the
water cycle. Knowledge and understanding of natural factors which affect the dynamic
equilibrium.
AO2 − Application of knowledge and understanding to evaluate the relative impact of both
human factors and natural variation, where they inter-relate, and where one influences /
exacerbates the other.
Mark scheme


inaccuracy.

Notes for answers
AO1
• Systems concepts and their application to the water cycle inputs − outputs, energy,
stores / components, flows / transfers, positive / negative feedback, dynamic
equilibrium. This basic understanding of stores and transfers should underpin the
response.
• Global distribution and size of major stores of water − lithosphere, hydrosphere,
cryosphere and atmosphere. These are the four global stores of water. Expect to
see reference to human activity and natural processes impacting upon some or all of
these stores.
• Processes driving change in the magnitude of these stores over time and space,
including flows and transfers: evaporation, condensation, cloud formation, causes of
precipitation and cryospheric processes at hill slope, drainage basin and global
scales with reference to varying timescales involved. These are the natural flows
and transfers impacting upon the size of the major stores.
• Changes in the water cycle over time to include natural variation including storm
events, seasonal changes and human impact including farming practices, land use
change and water abstraction. This element provides the basis of the evaluation.
• The key role of the carbon and water stores and cycles in supporting life on Earth
with particular reference to climate. The relationship between the water cycle and
carbon cycle in the atmosphere. The role of feedbacks within and between cycles
and their link to climate change and implications for life on Earth. This element of the
specification applies where the students reference global warming as a major impact
of human activity impacting upon the water cycle.
AO2
• Evaluation − The water cycle is a natural cycle of water between land, ice, oceans
and the atmosphere. The cycle is affected by natural events such as droughts and
periods of heavy rainfall leading to floods. It is also affected by human activities. The
best responses will note that it is the combination of natural variation and human
activity which causes the greatest impacts upon dynamic equilibrium.
• Evaluation − There are any number of storms events to which students can refer.
They may consider diverse and / or connected issues such as el Niño, tropical
storms or droughts in the intertropical convergence zone. Whatever the approach it
should be acknowledged that it is the natural variation which upsets the dynamic
equilibrium. Some may / will go further and consider the impact of the natural
variation upon the water cycle, particularly where there is a comparison between
human activity and natural variation.
• Evaluation − Human factors are potentially wide and varied. Consideration of
industrial, agricultural, forestry and construction processes are likely to dominate.
Some may make the link between human activity, global warming and resultant
changes to the water cycle. This is a legitimate connection between human activity
and natural variation.
• Evaluation − The best responses will see the connection between human activity
and how this can work in conjunction with natural variation to have exacerbated
impacts upon the dynamic equilibrium. For example, a storm in a drainage basin will
have much greater impacts where deforestation has occurred, or where substantial
development exits. These combine to cause significant flooding in drainage basins.
AO1 = 4, AO2 = 5
[Total 9 marks]

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Q1.

AO2 − Application of knowledge and understanding by evaluation of the usefulness of the

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Level 1 (1−3 marks)

Notes for answers

Level 2 (4−6 marks)

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AO2 − Application of knowledge and understanding to evaluate the impact of migration

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Level 1 (1−3 marks)

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Level 3 (7−9 marks)

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AO2 − Application of knowledge and understanding to assess the role of development in

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Level 1 (1−3 marks)

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AO2 − Application of knowledge and understanding by the discussion of how continuity

Level 2 (4−6 marks)

Level 1 (1−3 marks)

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AO2 − Application of knowledge and understanding to assess the impact of a river

Level 3 (7−9 marks)

Level 1 (1−3 marks)

Notes for answers

AO2 − Application of knowledge and understanding in analysing and evaluating the

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Level 1 (1−3 marks)

Notes for answers

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Notes for answers

AO2 − Application of knowledge and understanding to bring specification areas together

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Level 1 (1−3 marks)

Notes for answers

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Level 1 (1−3 marks)

Notes for answers

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Level 1 (1−3 marks)

Notes for answers

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Level 1 (1−3 marks)

Notes for answers

Level 3 (7−9 marks)

Level 2 (4−6 marks)

Level 1 (1−3 marks)

AO2 − Application of knowledge and understanding in evaluating the potential support

Level 3 (7−9 marks)

Level 2 (4−6 marks)