GEOGRAPHY GEOG3

Unit 3
Contemporary Geographical
Issues

Chris Fox
 Agenda for this session

• The Mark Scheme for the Essay

• Synoptic elements
• Plate Tectonics and Associated Hazards
• Using exemplars
• The Rubric
• Tips and Tactics
The Mark Scheme
for the Essay
 Mark scheme for the essay questions
Level Marks 40 Assessment criteria

 The answer shows a basic grasp of concepts and ideas, but points lack development or depth.
 Explanations are incomplete and arguments partial and lack coherent organisation or reasoned
1 1-9 conclusions.
 Examples are superficial.
 There is no evidence of synopticity.
 The answer is relevant and accurate, and shows reasonable knowledge and critical understanding of
concepts and principles with some use of specialist vocabulary.
 Arguments are not fully developed and the organisation of ideas and the use of examples and general
theories show imbalances.
2 10-19  Some ability to identify, interpret and synthesise some of the material.
 Limited ability to understand the roles of values, attitudes and decision-making processes.
 Sketch maps/diagrams are not used effectively.
 Evidence of synopticity is limited.
 Sound and frequent evidence of thorough, detailed and accurate knowledge and critical
understanding of concepts and principles, and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, purposeful and generally
balanced.
3 20-29  Some ability to identify, interpret and synthesise a range of material.
 Some ability to understand the roles of values, attitudes and decision-making processes.
 Examples are developed and sketch maps/diagrams are used effectively.
 There is strong evidence of synopticity.
 Strong evidence of thorough, detailed and accurate knowledge and critical understanding of concepts
and principles and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, perceptive, purposeful,
and show both balance and flair.
 There is a high level of insight, and an ability to identify, interpret and synthesise a wide range of
4 30-40 material with creativity.
 Evidence of maturity in understanding the role of values, attitudes and decision-making processes.
 Examples are well-developed and sketch maps/diagrams are fully integrated.
 The answer is fully synoptic.
 Mark scheme for the essay questions
Level Marks 40 Assessment criteria

 The answer shows a basic grasp of concepts and ideas, but points lack development or depth.
 Explanations are incomplete and arguments partial and lack coherent organisation or reasoned
1 1-9 conclusions.
 Examples are superficial.
 There isno
There is noevidence
evidenceof of synopticity.
synopticity
 The answer is relevant and accurate, and shows reasonable knowledge and critical understanding of
concepts and principles with some use of specialist vocabulary.
 Arguments are not fully developed and the organisation of ideas and the use of examples and general
theories show imbalances.
2 10-19  Some ability to identify, interpret and synthesise some of the material.
 Limited ability to understand the roles of values, attitudes and decision-making processes.
 Sketch maps/diagrams are not used effectively.
 Evidence of synopticity is limited.
 Sound and frequent evidence of thorough, detailed and accurate knowledge and critical
understanding of concepts and principles, and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, purposeful and generally
balanced.
3 20-29  Some ability to identify, interpret and synthesise a range of material.
 Some ability to understand the roles of values, attitudes and decision-making processes.
 Examples are developed and sketch maps/diagrams are used effectively.
 There is strong evidence of synopticity.
 Strong evidence of thorough, detailed and accurate knowledge and critical understanding of concepts
and principles and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, perceptive, purposeful,
and show both balance and flair.
 There is a high level of insight, and an ability to identify, interpret and synthesise a wide range of
4 30-40 material with creativity.
 Evidence of maturity in understanding the role of values, attitudes and decision-making processes.
 Examples are well-developed and sketch maps/diagrams are fully integrated.
 The answer is fully synoptic.
 Mark scheme for the essay questions
Level Marks 40 Assessment criteria

 The answer shows a basic grasp of concepts and ideas, but points lack development or depth.
 Explanations are incomplete and arguments partial and lack coherent organisation or reasoned
1 1-9 conclusions.
 Examples are superficial.
 There is no evidence of synopticity.
 The answer is relevant and accurate, and shows reasonable knowledge and critical understanding of
concepts and principles with some use of specialist vocabulary.
 Arguments are not fully developed and the organisation of ideas and the use of examples and general
theories show imbalances.
2 10-19  Some ability to identify, interpret and synthesise some of the material.
 Limited ability to understand the roles of values, attitudes and decision-making processes.
 Sketch maps/diagrams are not used effectively.
 Evidenceof
Evidence of synopticity
synopticity isislimited
limited.
 Sound and frequent evidence of thorough, detailed and accurate knowledge and critical
understanding of concepts and principles, and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, purposeful and generally
balanced.
3 20-29  Some ability to identify, interpret and synthesise a range of material.
 Some ability to understand the roles of values, attitudes and decision-making processes.
 Examples are developed and sketch maps/diagrams are used effectively.
 There is strong evidence of synopticity.
 Strong evidence of thorough, detailed and accurate knowledge and critical understanding of concepts
and principles and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, perceptive, purposeful,
and show both balance and flair.
 There is a high level of insight, and an ability to identify, interpret and synthesise a wide range of
4 30-40 material with creativity.
 Evidence of maturity in understanding the role of values, attitudes and decision-making processes.
 Examples are well-developed and sketch maps/diagrams are fully integrated.
 The answer is fully synoptic.
 Mark scheme for the essay questions
Level Marks 40 Assessment criteria

 The answer shows a basic grasp of concepts and ideas, but points lack development or depth.
 Explanations are incomplete and arguments partial and lack coherent organisation or reasoned
1 1-9 conclusions.
 Examples are superficial.
 There is no evidence of synopticity.
 The answer is relevant and accurate, and shows reasonable knowledge and critical understanding of
concepts and principles with some use of specialist vocabulary.
 Arguments are not fully developed and the organisation of ideas and the use of examples and general
theories show imbalances.
2 10-19  Some ability to identify, interpret and synthesise some of the material.
 Limited ability to understand the roles of values, attitudes and decision-making processes.
 Sketch maps/diagrams are not used effectively.
 Evidence of synopticity is limited.
 Sound and frequent evidence of thorough, detailed and accurate knowledge and critical
understanding of concepts and principles, and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, purposeful and generally
balanced.
3 20-29  Some ability to identify, interpret and synthesise a range of material.
 Some ability to understand the roles of values, attitudes and decision-making processes.
 Examples are developed and sketch maps/diagrams are used effectively.
 There is
There isstrong
strongevidence
evidenceof of
synopticity
synopticity.
 Strong evidence of thorough, detailed and accurate knowledge and critical understanding of concepts
and principles and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, perceptive, purposeful,
and show both balance and flair.
 There is a high level of insight, and an ability to identify, interpret and synthesise a wide range of
4 30-40 material with creativity.
 Evidence of maturity in understanding the role of values, attitudes and decision-making processes.
 Examples are well-developed and sketch maps/diagrams are fully integrated.
 The answer is fully synoptic.
 Mark scheme for the essay questions
Level Marks 40 Assessment criteria

 The answer shows a basic grasp of concepts and ideas, but points lack development or depth.
 Explanations are incomplete and arguments partial and lack coherent organisation or reasoned
1 1-9 conclusions.
 Examples are superficial.
 There is no evidence of synopticity.
 The answer is relevant and accurate, and shows reasonable knowledge and critical understanding of
concepts and principles with some use of specialist vocabulary.
 Arguments are not fully developed and the organisation of ideas and the use of examples and general
theories show imbalances.
2 10-19  Some ability to identify, interpret and synthesise some of the material.
 Limited ability to understand the roles of values, attitudes and decision-making processes.
 Sketch maps/diagrams are not used effectively.
 Evidence of synopticity is limited.
 Sound and frequent evidence of thorough, detailed and accurate knowledge and critical
understanding of concepts and principles, and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, purposeful and generally
balanced.
3 20-29  Some ability to identify, interpret and synthesise a range of material.
 Some ability to understand the roles of values, attitudes and decision-making processes.
 Examples are developed and sketch maps/diagrams are used effectively.
 There is strong evidence of synopticity.
 Strong evidence of thorough, detailed and accurate knowledge and critical understanding of concepts
and principles and of specialist vocabulary.
 Explanations, arguments and assessments or evaluations are direct, logical, perceptive, purposeful,
and show both balance and flair.
 There is a high level of insight, and an ability to identify, interpret and synthesise a wide range of
4 30-40 material with creativity.
 Evidence of maturity in understanding the role of values, attitudes and decision-making processes.
 Examples are well-developed and sketch maps/diagrams are fully integrated.
 The answerisisfully
The answer fullysynoptic
synoptic.
 Synoptic assessment
The definition of synoptic assessment in the context of geography is as follows.

Synoptic assessment involves assessment of candidates' ability to draw on their understanding of the
connections between different aspects of the subject represented in the specification and demonstrate their
ability to ‘think like a geographer’.

Examples of synoptic assessment in essays are:

an essay question covering geographical issues or problems that would require candidates to draw
together and apply relevant integrated knowledge, understanding and skills of the specification

an essay question exploring key geographical concepts through linkages between physical, human and
environmental geography
 Synoptic assessment
The definition of synoptic assessment in the context of geography is as follows.

Synoptic assessment involves assessment of candidates' ability to draw on their understanding of the
connections between different aspects of the subject represented in the specification and demonstrate their
ability to ‘think like a geographer’.

Examples of synoptic assessment in essays are:

an essay question covering geographical issues or problems that would require candidates to draw
together and apply relevant integrated knowledge, understanding and skills of the specification

an essay question exploring key geographical concepts through linkages between physical, human and
environmental geography

From the Principal Examiner

Synopticity refers to the need to make connections within the SUBJECT. Hence, any
student who makes links between human and physical, or more likely on the Human
essays, the links between social, economic, political, environmental etc, and/or makes
links between different time scales and/or different spatial scales (local, national,
global) - eg the impacts of TNCs - is being synoptic. It can also be achieved by breadth
and depth.
 Don’t
‘flag up’ what you think is synoptic
in your essay in the actual exam
Plate Tectonics and Associated Hazards
Plate Tectonics
Hazards
 Plate Tectonics Associated Hazards

Plate Tectonics
Hazards
Beware the temptation to think you
know it all just because you have
covered this topic so many times in
your school career
 Different types of
Convergent boundary
 Convergent: Oceanic/Continental

Different types of
Convergent boundary
 Convergent: Oceanic/Continental

Different types of
Convergent boundary
 Convergent: Oceanic/Continental

Different types of
Convergent boundary

Convergent: Oceanic/Oceanic
 Convergent: Oceanic/Continental

Different types of
Convergent boundary

Convergent: Continental/Continental
Convergent: Oceanic/Oceanic
EARTHQUAKE OVERLOAD?

2010 Haiti earthquake

2010 Chile earthquake
 Plate tectonics and associated hazards

Earth structure, Plate tectonics theory: convection currents and sea-floor spreading.
 Evidence: continental drift and palaeomagnetism.
Destructive, constructive and conservative plate margins.
Plate
Processes: seismicity and vulcanicity.
Movement
 Associated landforms: young fold mountains, rift valleys, ocean ridges, deep sea trenches
and island arcs.
 Hot spots associated with plumes of lava and their relationship to plate movement.
Variations in the type and frequency of volcanic activity in relation to types of plate margin
and types of lava.
Minor forms of extrusive activity . geysers, hot springs and boiling mud
Major forms of extrusive activity . types of volcanoes

Vulcanicity Two case studies of recent (ideally within the last 30 years) volcanic events should be
undertaken from contrasting areas of the world. In each case, the following should be
examined:
 The nature of the volcanic hazard
 The impact of the event
 Management of the hazard and responses to the event.
The causes and main characteristics of earthquakes: focus and epicentre; seismic waves and
earthquake measurement
Tsunamis . characteristics and causes.
Two case studies of recent (ideally within the last 30 years) seismic events should be
Seismicity undertaken from contrasting areas of the world. In each case, the following should be
examined:
 The nature of the seismic hazard
 The impact of the event
 Management of the hazard and responses to the event.
Using exemplars
Discuss the view that poverty is the real killer in earthquake disasters.

A
An example of where limited funds resulted in inadequate building design occurred in Turkey
in 1998 where some of the 20 000 buildings that collapsed killing 14 500 people were found to
have seashells instead of pebbles in the concrete mix. This shows how poverty leaves
individuals and society more vulnerable because of a lack of resources to construct
earthquake-resistant buildings.

B
There was an earthquake in Turkey in the 1990’s which caused over 200,000 deaths and
many injuries because of “Kakak” buildings.

C
An earthquake measuring an estimated 7.8 on the Richter scale hit northwest Turkey in the
early morning hours of August 17 resulting in15,000 deaths and over 42,000 injuries. Over
600,000 people were left homeless.
The quake struck a heavily populated region encompassing the major cities of Istanbul and
Izmit. Worst hit was the city of Izmit located near the epicentre, where some 2,000 died. Izmit
is a major industrial centre, home of Turkey's car parts and tire industry as well as
petrochemicals.
A huge fire erupted at Turkey's largest oil refinery outside Izmit, engulfing seven of the
facility's thirty storage tanks and threatening residential areas. The refinery accounts for 85
percent of Turkey's domestic oil consumption.
The earthquake caused widespread power and communication failures. Hundreds of
thousands of people camped out in the streets in tents and makeshift shelters, homeless or
afraid to return to their apartments because of repeated aftershocks. In Izmit medical workers
smashed pharmacy windows to get at badly needed medicines and supplies
The Rubric
 Answer three questions:

one from each Section.

Section C cannot be answered on the

same topic as those
chosen in Sections A and B.

This means that you cannot answer two

questions with the same number.
 1 from Section A Physical 1 from Section C Essays
Q Q

1 Plate tectonics and associated hazards 1 Plate tectonics and associated hazards
2 Weather and Climate and Associated Hazards 2 Weather and Climate and Associated Hazards
3 Ecosystems: Change and Challenge 3 Ecosystems: Change and Challenge
1 from Section B Human

4 World cities 4 World cities

5 Development and globalisation 5 Development and globalisation
6 Contemporary conflicts and challenges 6 Contemporary conflicts and challenges
 1 from Section A Physical 1 from Section C Essays
Q Q

1 Plate tectonics and associated hazards 1 Plate tectonics and associated hazards
2 Weather and Climate and Associated Hazards 2 Weather and Climate and Associated Hazards
3 Ecosystems: Change and Challenge 3 Ecosystems: Change and Challenge
1 from Section B Human

4 World cities 4 World cities

5 Development and globalisation 5 Development and globalisation
6 Contemporary conflicts and challenges 6 Contemporary conflicts and challenges

But you must not attempt 2 questions with the same number
Tips and Tactics
Legibility
Writing an essay
And finally …..
Answer the question!
 The parts of a question

The strand(s) The command word(s)

or or
the content the instructions
Discuss the view that poverty is
the real killer in earthquake
disasters
Discuss the view that poverty is
the real killer in earthquake
disasters
Discuss the view that poverty is
the real killer in earthquake
disasters
Discuss the view that poverty is
the real killer in earthquake
disasters
 Essay Titles

i Discuss the view that hazards resulting from volcanic and earthquake activity
cannot be managed but merely adapted to.

ii Tectonic processes hinder rather than help human populations. Discuss this
statement
iii To what extent are the impacts of tectonic hazards distributed evenly across the
globe?
iv Tectonic hazards have the greatest impact on the poorest members of the world’s
population. Evaluate the validity of this statement.

v Tectonic processes are usually hazardous. Discuss

vi A knowledge of Plate Tectonics helps us to understand many processes but has not
significantly improved our ability to manage their associated hazards. Discuss this
statement.
 Essay Titles

i Discuss the view that hazards resulting from volcanic and earthquake activity
cannot be managed but merely adapted to.

ii Tectonic processes hinder rather than help human populations. Discuss this
statement
iii To what extent are the impacts of tectonic hazards distributed evenly across the
globe?
iv Tectonic hazards have the greatest impact on the poorest members of the world’s
population. Evaluate the validity of this statement.

v Tectonic processes are usually hazardous. Discuss

vi A knowledge of Plate Tectonics helps us to understand many processes but has not
significantly improved our ability to manage their associated hazards. Discuss this
statement.
 Essay Titles

i Discuss the view that hazards resulting from volcanic and earthquake activity
cannot be managed but merely adapted to.

ii Tectonic processes hinder rather than help human populations. Discuss this
statement
iii To what extent are the impacts of tectonic hazards distributed evenly across the
globe?
iv Tectonic hazards have the greatest impact on the poorest members of the world’s
population. Evaluate the validity of this statement.

v Tectonic processes are usually hazardous. Discuss

vi A knowledge of Plate Tectonics helps us to understand many processes but has not
significantly improved our ability to manage their associated hazards. Discuss this
statement.
Any questions?