GCE Geography. Mark Scheme for June Unit F762: Managing Change in Human Environments. Advanced Subsidiary GCE

Transcription

1 GCE Geography Unit F762: Managing Change in Human Environments Advanced Subsidiary GCE Mark Scheme for June 2017 Oxford Cambridge and RSA Examinations

2 OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the report on the examination. OCR will not enter into any discussion or correspondence in connection with this mark scheme. OCR 2017

3 F762/01 Mark Scheme June 2017 These are the annotations, (including abbreviations), including those used in scoris, which are used when marking Annotation Meaning of annotation Blank Page this annotation must be used on all blank pages within an answer booklet (structured or unstructured) and on each page of an additional object where there is no candidate response. Omission mark. Further development needed, missing point or link between points. Level one to be used on the final, 9 mark part of Section A questions only. Level two to be used on the final, 9 mark part of Section A questions only. Level three to be used on the final, 9 mark part of Section A questions only. Unclear, inaccurate, dubious validity. Irrelevant, a significant amount of material that does not answer the question No example(s) used or provided. Rubric Error (place at start of Question not being counted) Highlighting an issue eg irrelevant paragraph. Use in conjunction with another stamp eg Point has been seen and noted or Examiners must include annotations on each response in Section A questions unless it receives full marks. In Section B, each page of writing must have some annotation. In 9 mark questions, the Level awarded annotation should be positioned in right hand margin. 3

4 MARK SCHEME 1 (a) Study Fig.1, an OS map extract of Stratford-upon-Avon. (i) Describe the pattern of roads shown for Stratford-upon-Avon. Radial system of main roads A46 acts as northern by-pass Box of main roads in the centre Some minor roads link the radial main roads Other roads form irregular high density patterns in residential areas Do not credit explanation. (ii) Using map evidence suggest two reasons why there might be traffic congestion in Stratford-upon-Avon. 4 Two aspects of the pattern with reference to map (road numbers, GRs) can gain max. At this level we can expect simple lists of roads. 6 Reasons need to have clear causeeffect link to traffic congestion causes. Level 2 (3 4 marks) Detailed description of a pattern with good reference to map extract. Level 1 (0 2 marks) Limited focus on pattern as such and little, if any, reference to map extract. Level 2 (5 6 marks) Suggests two clearly appropriate reasons linked to congestion and offers clear map evidence for each. Main roads all focus on the centre No outer ring road Linked in a limited way to map Limited bridging points and/or traffic congestion causes. Most functions are in the centre Limited car parking shown Major tourist centre Limited access by rail Lots of roundabouts (b) Outline two problems for urban 6 Level 2 (5 6 marks) Suggests one clearly appropriate reason with map evidence or two appropriate reasons with limited evidence or reference to congestion. 4

5 (c) areas resulting from traffic congestion. Wastes time in journey to work Increased fuel consumption cost increases Increased air pollution (e.g. CO) & noise Increased accidents & stress Water pollution runoff from roads Issues for urban planners Impact on public transport Problems for residential areas With reference to one or more examples, examine the problems of managing the increasing volumes of waste in urban areas. Context can be MEDC or LEDC. Explanations of the problems need to have clear cause-effect link to traffic congestion. Limited, if any, cause-effect link. Largely descriptive. 9 Level 3 - Understanding of the problem beyond simply identifying it. (idea of management clearly considered) Suggests two clearly appropriate problems in detail with some explanation. Suggests one clearly appropriate problem with development or two with limited explanation. Level 3 (8 9 marks) Uses a clearly identified example(s) to examine in detail the problems of managing the increasing volumes of waste in urban areas. Answer is well structured with accurate grammar and spelling. Good use of appropriate geographical terminology. Problems could include: Scarce landfill sites being filled (leaching and methane, global warming) limited economic resources cost of collection, disposal vermin increase structural difficulties problems of rapid increase challenges of squatter/slum areas Level 2 - some understanding of problem beyond a simple identification. (some awareness of management ) Level 2 (5 7 marks) Gives a clearly identified example(s). Some examination of the problems of managing the volumes of waste in urban areas. Answer has sound structure but may have some errors in grammar and spelling. Some use of appropriate geographical terminology. 5

6 smell and visual pollution issues technical challenges risk of disease or fire ability to enforce regulations Level 1 List of problems. No real reference to management. Limited or no example(s). Basic descriptive observations about problems of waste in urban areas. Answer has little structure and has some errors in grammar and spelling. Little use of appropriate geographical terminology. Max Level 1 if no use of located example(s). 2 (a) Study Fig.2, an OS map extract of North Devon. (i) Describe the pattern of roads shown in Fig.2. Run north-south Few run east-west Few main roads Main road straight in southern section but more winding in north Lower road density in centre of map Numerous minor roads but rather a chaotic/random pattern/joining settlements Number of dead-ends/tracks 4 Two aspects of the pattern with reference to map (road numbers, GRs) can gain max. At this level we can expect simple lists of roads. Level 2 (3 4 marks) Detailed description of a pattern with good reference to map extract. Level 1 (0 2 marks) Limited focus on pattern as such and little, if any, reference to map extract. Do not credit explanation. (ii) Using map evidence suggest two reasons why there might be traffic congestion in this rural area. 6 Reasons need to have clear causeeffect link to traffic congestion (or implied) causes. Level 2 (5 6 marks) Suggests two clearly appropriate reasons linked to congestion and offers clear map evidence for each. 6

7 Very windy routes Limited A roads (width) Steep inclines Lots of villages causing traffic to slow Farm area slow tractors Tourist traffic e.g. Arlington Court No car parks shown Issues for rural planners Impact of public transport Impact of new housing developments Lack of rail transport Other users slowing traffic (cyclists/animals) Linked in a limited way to map and/or traffic congestion causes. Suggests one clearly appropriate reason with map evidence or two appropriate reasons with limited evidence or reference to congestion. (b) Outline two problems for rural areas resulting from traffic congestion. Wastes time increased journey times Increased fuel consumption cost increases Increased air pollution & noise Increased accidents & stress Threat to wildlife Discourages tourism Water pollution run off from roads Need to build more roads (environmental loss) 6 Explanations of the problems need to have clear cause-effect link to traffic congestion. Limited, if any, cause-effect link. Largely descriptive. Level 2 (5 6 marks) Suggests two or more clearly appropriate problems in detail with some explanation. Suggests one clearly appropriate problem with development or more with limited explanation. 7

8 (c) With reference to one or more examples, examine the impacts of changes in farming on the environment. Context can be MEDC or LEDC. Impacts could include: 9 Clear linkage of change to impact (cause-effect). Level 3 (8 9 marks) Uses a clearly identified example(s) to examine in detail the impacts of changes in farming on the environment. Answer is well structured with accurate grammar and spelling. Good use of appropriate geographical terminology. Water pollution eutrophication Disturbance of wildlife food chain disrupted Soil erosion Decreased biodiversity (disease/pests) New crops (GM) Loss of hedgerows, trees etc Excessive irrigation waterlogging and build up of salts Compression of soils resulting in floods Positive impacts such as increased conservation, drainage. Environment could include the human rural environment such as the impact on the rural community (decline of the rural village/way of life). Some linkage of change to impact (cause-effect). Limited, if any, linkage of change to impact (cause-effect). Level 2 (5 7 marks) Gives a clearly identified example(s). Some examination of the impacts of changes in farming on the environment. Answer has sound structure but may have some errors in grammar and spelling. Some use of appropriate geographical terminology. Limited or no example(s). Basic descriptive observations about the impacts of changes in farming on the environment. Answer has little structure and has some errors in grammar and spelling. Little use of appropriate geographical terminology. Max Level 1 if no use of located examples. 3 (a) Study Fig. 3, the percentage contribution of renewables to electricity production, top ten 8

9 (b) (i) countries, Describe the variations shown. Variation is between 42% (quite low) and 98% 6 countries are between 60 and 80% Norway is way above the rest at 98% 4 of the top 10 are in Europe 4 of the top 10 are in S America New Zealand is the anomaly All are DCs/HICs or NICs (ii) Suggest two reasons for these variations. May have natural advantages /resources May vary in capital and technology to develop these resources Few have large fossil fuel resources (except Norway, Venezuela and Canada) National policy/public opinion Some are trying to reduce the level of pollution (Kyoto agreement) Many are trying to cut down on expensive imports Outline two reasons why there is an increased demand for energy as economies develop. 4 Two aspects of the variation with reference to data in Fig. 3 can gain max. ` 6 At this level we can expect simple lists of countries no real idea of variation. The key to L2 is the linking to the variation in countries identified in (i) Much will be generic and/or descriptive. Clear appreciation of cause-effect between economic development and increased demand for energy. Level 2 (3 4 marks) Detailed description of the variation with good reference to Fig. 3. Level 1 (0 2 marks) Limited focus on the variation as such and little, if any, reference to Fig. 3. Level 2 (5-6 marks) Suggests two clearly appropriate reasons well linked to the pattern. Suggests one clearly appropriate reason linked to the pattern or two reasons with limited linkage to pattern. Level 2 (5 6 marks) Suggests two clearly appropriate reasons in detail with some clear explanation. 9

10 (c) Increased standard of living e.g. cars Increased urban population/wealth Changing lifestyles e.g. computers Increased mobility Changing technology more is automated industrialisation Describe and suggest reasons for the energy mix of a country at the upper end of the development spectrum. Clearly this will vary with the choice of example. Describe should consider the types of energy, their relative proportion, the balance between renewables and nonrenewables. Reasons should consider some of: environmental factors such as geology, relief, climate etc economic factors such as capital, ease of transport, costs etc social factors such as safety, pollution political factors such as security, trade, quotas on renewables, 9 Limited cause-effect. Much is descriptive. Clearly expressed reasons for the specific detailed energy mix described. Limited description (less data given) but sound on reasons. Suggests one clearly appropriate reason with development or two reasons with limited explanation. Level 3 (8 9 marks) Uses a clearly identified example to describe and suggest reasons for the energy mix of a country at the upper end of the development spectrum. Cause-effect links are stated and clearly explained. Answer is well structured with accurate grammar and spelling. Good use of appropriate geographical terminology. Level 2 (5 7 marks) Gives a clearly identified example to describe and suggest reasons for the energy mix of a country at the upper end of the development spectrum. Cause-effect links are stated but explanation may not be clear. Answer has sound structure but may have some errors in grammar and spelling. Some use of appropriate geographical terminology. 10

11 agreements etc 4 (a) Study Fig. 4, the direct contribution of tourism to GDP, top ten countries, (i) Describe the variations shown. The list is dominated by USA and China with over 300 bn The majority are quite uniform at US $ bn 5 of the 10 are in Europe All are DCs /HICs or NICs (ii) Suggest two reasons for these variations. Many have a large range of tourist attractions/scenery Some have capital and technology to develop tourism Largely generic with explanation vaguely linked to mix. 4 Two aspects of the pattern and reference to data. 6 At this level we can expect simple lists of countries no real idea of pattern. The key to L2 is the linking to the pattern of countries identified in (i) Much will be generic and/or Limited or no example. Offers some general descriptive observations about the likely energy mix of a wealthy country but reasons are largely generic and incomplete. There may be little or no reference to cause-effect links. Answer has little structure and has some errors in grammar and spelling. Little use of appropriate geographical terminology. Max Level 1 if no use of example. Level 2 (3 4 marks) Detailed description of a pattern with good reference to Fig. 3. Level 1 (0 2 marks) Limited focus on pattern as such and little, if any, reference to Fig. 3. Level 2 (5-6 marks) Suggests two clearly appropriate reasons well linked to the pattern. Suggests one clearly appropriate 11

12 (b) (c) USA and China earn so much as they have a lot of domestic tourism from their big populations Some governments have encouraged tourism Some advertise their tourist facilities extensively Many are seen as safe destinations Variations in transport both internal and international Explain two problems for people created by the growth of tourism. People could include tourists themselves and/or the people in the area they visit. Moral corruption vice, crime, drinking Loss of traditional culture Cultural colonialism e.g. Mcdonaldism Changed age structure Increased prices e.g. houses Low paid seasonal jobs Traffic congestion Pollution e.g. litter, noise Increased inequalities Second homes Population displacement Describe and explain for one named example how tourism has impacted on the environment. 6 descriptive. Clear appreciation of cause-effect between growth of tourism and increased problems for people. Limited cause-effect. Much is descriptive or is the Doxey model. 9 Clearly expressed reasons for the impact on the environment. reason linked to the pattern or two reasons with limited linkage to pattern. Level 2 (5 6 marks) Suggests two clearly appropriate problems in detail with some clear explanation. Suggests one clearly appropriate problem with development or two reasons with limited explanation. Level 3 (8 9 marks) Uses a clearly identified example to explain in detail how tourism has impacted on the environment. 12

13 Clearly this will vary with the choice of example. Many may automatically see this as an eco-tourism question but this might be self-limiting. If take more than one example then the first one is the one given the credit. Examples can be at any scale. Challenges for the environment could include: Damage to the habitat/habitat loss Pollution water, litter etc Water problems groundwater Resource depletion Soil erosion Opportunities for the environment could include: Funding of conservation schemes Reforestation Protection e.g. coral reefs Increased water supplies Reduction in pollution e.g. sewage schemes Eco-tourism Answer could include challenges or opportunities or both. Unbalanced answer with either limited description or limited reasons for impacts. Largely generic with explanation vaguely linked to impact. Cause-effect links are stated and clearly explained. Answer is well structured with accurate grammar and spelling. Good use of appropriate geographical terminology. Level 2 (5 7 marks) Gives a clearly identified example. Some explanation of how tourism has impacted on the environment. Cause-effect links are stated but explanation may not be clear. Answer has sound structure but may have some errors in grammar and spelling. Some use of appropriate geographical terminology. Limited or no example. Generic ideas about how tourism has impacted on the environment. There may be little or no reference to cause-effect links. Answer has little structure and has some errors in grammar and spelling. Little use of appropriate geographical terminology. Max Level 1 if no use of located examples. 5 With reference to one or more 25 Response may well be dictated by AO1 Knowledge and 13

14 examples explain how urban areas are being managed to ensure sustainability. Possible approaches to ensure sustainability include: Regulations e.g. Clean Air Act Planning and design e.g. integrated transport system Economic penalties e.g. congestion charge Technology e.g. electric vehicles, Reduce waste production Reduce energy use e.g. green roofs Recycle e.g. use grey water Higher level answers may recognise that environmental, economic and social sustainability may need different types of management strategies. choice of examples. Level 3 - Clear reference to how urban management creates opportunities for sustainability. Shows a broad understanding of sustainability (more than just environmental) Level 2 - Shows a good awareness of the idea of urban management with reference to sustainability. Level 1 - May be quite generic and drifts around the question, offering an appreciation of sustainability with general descriptive links to urban management. Level 3 Analysis of sustainability recognises its many faceted and could be problematic. Level 2 - Some appreciation that sustainability is problematical. understanding Level 3 (11 13 marks) Detailed knowledge and understanding of how urban areas are being managed to ensure sustainability. There is effective use of detailed exemplification. Level 2 (7 10 marks) Some knowledge and understanding of how urban areas are being managed to ensure sustainability. There is use of exemplification. Level 1 (0 6 marks) Limited knowledge and understanding of how urban areas are being managed to ensure sustainability. There is limited exemplification. Max Level 1 if no use of located examples. AO2 Analysis and application Level 3 (5 marks) Clear analysis of how urban areas are being managed to ensure sustainability. Level 2 (3 4 marks) Some analysis of how urban areas are being managed to ensure sustainability. 14

15 6 With reference to one or more examples explain how rural areas are being managed to ensure sustainability. Possible approaches to ensure 25 May reference urban areas but must relate to rural areas. Level 3 - Clear reference to how rural management creates opportunities for sustainability. Level 1 (0 2 marks) Limited analysis of how urban areas are being managed to ensure sustainability. AO3 Skills and communication Level 3 (6 7 marks) Answer is well structured with accurate grammar and spelling. Good use of appropriate geographical terminology. There is a clear conclusion Level 2 (4 5 marks) Answer has sound structure but may have some errors in grammar and spelling. Some use of appropriate geographical terminology. There is a limited conclusion. Level 1 (0 3 marks) Answer has little structure and has some errors in grammar and spelling. Little use of appropriate geographical terminology. There is no attempt at a conclusion. AO1 Knowledge and understanding Level 3 (11 13 marks) Detailed knowledge and understanding of how rural areas are being managed to ensure 15

16 sustainability include: Regulations e.g. Clean Air Act Planning and design e.g. more efficient buildings, green belt Creation and management of National Parks etc Economic penalties e.g. landfill taxes Technology e.g. electric vehicles, Reduce farm waste production Reduce energy use e.g. green roofs, wind power Recycle e.g. use grey water Reforestation Higher level answers may recognise that environmental, economic and social sustainability may need different types of management strategies. Shows a broad understanding of sustainability (more than just environmental) Level 2 - Shows a good awareness of the idea of rural management with reference to sustainability. Level 1 - May be quite generic and drifts around the question, offering an appreciation of sustainability with general descriptive links to rural management. Level 3 Analysis of sustainability recognises its many faceted and could be problematic. Level 2 - Some appreciation that sustainability is problematical. sustainability. There is effective use of detailed exemplification. Level 2 (7 10 marks) Some knowledge and understanding of how rural areas are being managed to ensure sustainability. There is use of exemplification. Level 1 (0 6 marks) Limited knowledge and understanding of how rural areas are being managed to ensure sustainability.there is limited exemplification. Max Level 1 if no use of located examples. AO2 Analysis and application Level 3 (5 marks) Clear analysis of how rural areas are being managed to ensure sustainability. Level 2 (3 4 marks) Some analysis of how rural areas are being managed to ensure sustainability. Level 1 (0 2 marks) Limited analysis of how rural areas are being managed to ensure sustainability. AO3 Skills and communication 16

17 Level 3 (6 7 marks) Answer is well structured with accurate grammar and spelling. Good use of appropriate geographical terminology. There is a clear conclusion. Level 2 (4 5 marks) Answer has sound structure but may have some errors in grammar and spelling. Some use of appropriate geographical terminology. There is a limited conclusion. Level 1 (0 3 marks) Answer has little structure and has some errors in grammar and spelling. Little use of appropriate geographical terminology. There is no attempt at a conclusion. 7 With reference to examples that you have studied, examine the reasons for the variable pattern of energy supply over time and space. Context can be global, national, regional. Higher level responses will distinguish between time and space reasons. Energy supply is a subtle term and could be seen as total energy supply or how that is made up. 25 Level 3 -Comparative understanding of time and space Level 2 Imbalanced understanding of time and space coverage. AO1 Knowledge and understanding Level 3 (11 13 marks) Detailed knowledge and understanding of the reasons for the variable pattern of energy supply over time and space. There is effective use of exemplification. Level 2 (7 10 marks) Some knowledge and understanding of the reasons for the variable pattern of energy supply over time and space. There is use of 17

18 Indicative content could include: exemplification. Different supply of natural resources e.g. geology, relief, climate Economic costs, capital, transport, trade, demand Social pollution issues/health issues/public opinion Level of development/technology National/state policy of increasing % of renewable energy Political controls, investments Level 1 Only one aspect of time or space considered. Level 1 (0 6 marks) Limited knowledge and understanding of the reasons for the variable pattern of energy supply over time or space. There is limited exemplification. AO2 Analysis and application Level 3 -Recognises both time and space elements. Level 3 (5 marks) Clear analysis of reasons for the variable pattern of energy supply over time and space. Level 2 - Some hint of both time and space elements. Level 2 (3 4 marks) Some analysis of reasons for the variable pattern of energy supply over time and space. Level 1 - Limited attempt to distinguish the two elements. Level 1 (0 2 marks) Limited analysis of reasons for the variable pattern of energy supply over time or space. AO3 Skills and communication 18

19 Level 3 (6 7 marks) Answer is well structured with accurate grammar and spelling. Good use of appropriate geographical terminology. There is a clear conclusion. Level 2 (4 5 marks) Answer has sound structure but may have some errors in grammar and spelling. Some use of appropriate geographical terminology. There is a limited conclusion. Level 1 (0 3 marks) Answer has little structure and has some errors in grammar and spelling. Little use of appropriate geographical terminology. There is no attempt at a conclusion. 8 With reference to examples that you have studied, examine the reasons for the growth of global tourism. Here the focus is clearly global but examples could be taken from a variety of scales. Indicative content could include: Economic: Increased leisure time and paid leave 25 Level 3 -Clear linkage of each reason to growth in global tourism (cause-effect). Level 2 -Some linkage of reasons to growth in global tourism (causeeffect). AO1 Knowledge and understanding Level 3 (11 13 marks) Detailed knowledge and understanding of the reasons for the growth of global tourism. There is effective use of exemplification. Level 2 (7 10 marks) Some knowledge and understanding of the reasons for the growth of global tourism. There is use of exemplification. 19

20 Cheaper and faster transport Active marketing Rise in disposable incomes Decreasing cost of holidays Increase in internet use Globalisation Social: Increase in lifestyle expectation Increased education about other areas & cultures More different types of holiday Migration spreads families Spread of English lang. Increased media coverage Political: LEDCs see it as a way to develop Government investment Removal of barriers to travel Level 1 - Limited cause-effect. No real link to global growth. Level 3 -Clear analysis of growth. Level 2 - Some appreciation of growth. Level 1 -Limited, if any, appreciation of growth. Level 1 (0 6 marks) Limited knowledge and understanding of the reasons for the growth of global tourism. There is limited exemplification. AO2 Analysis and application Level 3 (5 marks) Clear analysis of the reasons for the growth of global tourism. Level 2 (3 4 marks) Some analysis of the reasons for the growth of global tourism. Level 1 (0 2 marks) Limited analysis of the reasons for the growth of global tourism. AO3 Skills and communication Level 3 (6 7 marks) Answer is well structured with accurate grammar and spelling. Good use of appropriate geographical terminology. There is a clear conclusion. Level 2 (4 5 marks) Answer has sound structure but may have some errors in grammar and 20

21 spelling. Some use of appropriate geographical terminology. There is a limited conclusion. Level 1 (0 3 marks) Answer has little structure and has some errors in grammar and spelling. Little use of appropriate geographical terminology. There is no attempt at a conclusion. 21

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