PRE-LEAVING CERTIFICATE EXAMINATION, 2017 MARKING SCHEME GEOGRAPHY HIGHER AND ORDINARY LEVEL

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1 *WMS8* PRE-LEAVING CERTIFICATE EXAMINATION, 2017 MARKING SCHEME GEOGRAPHY HIGHER AND ORDINARY LEVEL 35 Finglas Business Park, Tolka Valley Road, Finglas, Dublin 11 T: , F: , E: W: Page 1 of 36

2 HIGHER LEVEL PART ONE SHORT-ANSWER QUESTIONS 80 MARKS Attempt any TEN questions. All questions carry equal marks. THESE QUESTIONS ARE TO BE ANSWERED IN THE SPACES PROVIDED. Any 10 8 marks each Each question: 4 each Q1. (i) 1m each A Focus B Epicentre C Fault line D Seismic/shock waves 10 (iii) Mercalli Q2. (i) A Block B Rift 1m 1m (iii) Q3. C A D B Q4. C Marine Deposition B Glacial Deposition D Glacial Erosion A Fluvial Deposition Q5. (i) km (unit required) The Norman Period (iii) Any conifer Pine, Spruce, Fir (iv) km² (unit required) Q6. (i) T Wexford Bridge (iii) Centre background /Right background (iv) Map No silting near coast Photo Presence of boats/marine need active harbour to anchor/dock. Q7. (i) 130, ,000 Clare/Limerick/Kerry/ Waterford/Kilkenny/Louth (iii) Dublin (iv) Greater demand etc. Q8. (i) Depression 999 hectopascals/hpa/millibars (unit required) (iii) Cold front, Occluded front 1m each (iv) Weather map A Q9. B Mechanical Weathering C Chemical Weathering A Mechanical Weathering D Mechanical Weatheri ng Q10. C D A B Q11. (i) Lower (iii) Africa (iv) Low Birth Rates/Emigration/Low Fertility Rates Q12. D A B C Page 2 of 36

3 HIGHER LEVEL PART ONE SHORT-ANSWER QUESTIONS 80 MARKS Attempt any TEN questions. All questions carry equal marks. THESE QUESTIONS ARE TO BE ANSWERED IN THE SPACES PROVIDED. Any 10 8 marks each Each question: 4 each Q1. (i) 1m each A Focus B Epicentre C Fault line D Seismic/shock waves 10 (iii) Mercalli Q2. (i) A Block B Rift 1m 1m (iii) Q3. C A D B Q4. C Marine Deposition B Glacial Deposition D Glacial Erosion A Fluvial Deposition Q5. (i) km (unit required) The Norman Period (iii) Any conifer Pine, Spruce, Fir (iv) km² (unit required) Q6. (i) T Wexford Bridge (iii) Centre background /Right background (iv) Map No silting near coast Photo Presence of boats/marine need active harbour to anchor/dock. Q7. (i) 130, ,000 Clare/Limerick/Kerry/ Waterford/Kilkenny/Louth (iii) Dublin (iv) Greater demand etc. Q8. (i) Depression 999 hectopascals/hpa/millibars (unit required) (iii) Cold front, Occluded front 1m each (iv) Weather map A Q9. B Mechanical Weathering C Chemical Weathering A Mechanical Weathering D Mechanical Weatheri ng Q10. C D A B Q11. (i) Lower (iii) Africa (iv) Low Birth Rates/Emigration/Low Fertility Rates Q12. D A B C Page 2 of 36

4 PART TWO STRUCTURED and ESSAY QUESTIONS 320 MARKS You must attempt FOUR questions, as follows: TWO questions from Section 1 Core: One question from Questions 1, 2 and 3 (80 marks) AND One question from Questions 4, 5 and 6 (80 marks) ONE question from Section 2 Electives (80 marks) ONE question from Section 3 Options (80 marks) SECTION 1 CORE Questions 1 to 6 You MUST attempt TWO questions: ONE from Patterns and Processes in the Physical Environment AND ONE from Regional Geography Page 3 of 36

5 PATTERNS AND PROCESSES IN THE PHYSICAL ENVIRONMENT Questions 1 to 3 Attempt ONE question Question 1 A. Ordnance Survey Map Examine the 1:50,000 Ordnance Survey map and legend accompanying this paper. Draw a sketch map of the area shown to half scale. On it, correctly show and label each of the following: The entire area of the Slaney (An tslaine) River shown on the map A feature of coastal deposition All land above 100m A floodplain east of Easting 06. [20m] Sketch outline: 4 marks 4 4 marks each Shown 3 marks (graded 3/1/0) Label 1 mark If sketch is traced or a portion of the map is drawn, lose 4 marks for sketch outline & lose 3 marks for showing per item. Allow labelling marks only. Sketch outline means to half scale. The measurement required is 13.5cm by 9.6cm but allow 0.5 cm difference on each side. If aerial photograph is used instead of Ordnance Survey map = 0 marks B. Plate Boundaries With reference to two types of plate boundaries, examine how volcanoes and earthquakes can occur. Two boundaries named: 2 + of Volcanoes 7/6 x SRPs of Earthquakes 7/6 x SRPs If discussion re: boundary alone and no reference to volcanoes/earthquakes max of 2 SRPs. If no reference to named/clearly inferred boundaries max of 2 x SRPs. Credit relevant labelled diagram for 1 SRP for each boundary. Credit extra relevant information on labelled diagram for 2 x SRP. Diagram without labelling = 0 marks C. Chemical Weathering Examine the formation of two surface landforms that form as a result of chemical weathering in karst regions. Landforms named 2 + Formation of landform 1 6/7 x SRPs Formation of landform 2 6/7 x SRPs For each landform credit relevant labelled diagram for 1 x SRP. Diagram without labels 0 marks For each landform credit extra relevant information on labelled diagram for 1 x SRP. Credit a max of 1 x SRP per landform if merely a description of each landform with no reference to formation. Credit 2 x SRP for examples, one example of each landform the same example may not be used for both landforms. Credit 1 x SRP for explanation of a named process of chemical weathering. Page 4 of 36

6 Question 2 A. The Rock Cycle Examine the diagram of the rock cycle above and answer each of the following questions: (i) Identify the process occurring at A that produces sediment for transportation. Name the rock type formed at B and give an example of that rock type. (iii) Name the rock type found at C and give an example of that rock type. (iv) Give an example of one intrusive igneous rock and one extrusive igneous rock. For each rock you have identified name a location in Ireland where it can be found. [20m] (i) Weathering/Erosion/Denudation Sedimentary 3 marks Limestone/sandstone/shale etc. (iii) Metamorphic 3 marks Marble/Gneiss/Quartzite/Slate etc. (iv) Intrusive Granite Location Dublin-Wicklow Mtns / Donegal Mtns/Connemara Extrusive Basalt Location Giants Causeway/Antrim-Derry Plateau B. Landform Development Answer (i) or. (i) Explain the formation of one Irish landform of deposition that occurs as a result of fluvial, glacial or marine processes. Landform of deposition named Named example 13 x SRPs Allow 1 x SRP for named example of landform Allow 1 x SRP for explanation of process involved in formation. Credit relevant labelled diagram for 1 x SRP. Diagram without labelling = 0 marks Credit relevant extra information on labelled diagram for 2 x SRPs. Credit a max of 2 x SRPs if merely a description of landform without a reference to formation. Question is tied to Ireland only Irish examples are acceptable. OR Describe and explain one process of mass movement that you have studied. Mass movement process named 14 x SRPs Credit relevant labelled diagram for 1 x SRP. Diagram without labelling = 0 marks Credit relevant extra information on labelled diagram for 2 x SRPs. Credit a max of 2 x SRPs if merely a description of mass movement with no reference to factors governing its operation. Credit 1 x SRP for example of the named mass movement process. Page 5 of 36

7 C. Human Activities With reference to examples you have studied, examine how humans interact with the rock cycle for the purpose of economic gain with reference to one of the following: Mining Quarrying Geothermal Energy Oil and Gas Exploitation 15 x SRPs Credit 2 x SRPs for examples from examination. Credit relevant labelled diagram for 1 x SRP. Credit extra relevant information on labelled diagram for 2 x SRPs Diagram without labelling = 0 marks Question not tied to Ireland. If answer is not linked to economic gain max 6 x SRPs. Question 3 A. Glacial Landforms Examine the diagram above showing glacial landforms and answer each of the following questions: (i) Name each of the landforms, A, B, C and D. Briefly explain two means by which a glacier can erode its valley. [20m] (i) A Hanging Valley 3 marks B Arête 3 marks C Ribbon/ Pater Noster lakes 3 marks D Corrie(s)/Cirque(s)/Tarn (s) 3 marks Explanation of Plucking 2 x SRPs (Plucking occurs when melt water, created by friction, seeps into the crack and joints of rocks which the glacier meets. If this melt water freezes the rock sticks to the glacier and is plucked from the valley as the glacier moves on, becoming part of the glacier s load.) Explanation of Abrasion 2 x SRPs (Abrasion occurs when the glacier uses its plucked rocks to scrape and scour the landscape over which it moves, leaving deep grooves called striations.) B. Isostatic Processes Examine, with reference to examples you have studied, how isostatic processes have influenced marine and/or fluvial landscapes. Feature(s) identified 2 + Example 2 + Explanation 11 x SRPs Accept features of emergence only. Accept river features of rejuvenation such as knickpoints/terraces/incised meanders. Accept marine features such as raised beaches/raised cliffs. Give credit for 1 SRP for a third named feature. All other features must be explained. Give credit for 1 SRP for diagram with annotation. Page 6 of 36

8 C. The Rock Cycle Examine the formation of two igneous rocks you have studied. Igneous rock 1 named 7/6 x SRPs Igneous rock 2 named 7/6 x SRPs Credit 1 SRP for labelled diagram. Credit extra relevant information on labelled diagram, for 2 x SRPs. Diagram without labelling = 0 marks. Credit 1 named location for 1 x SRP from examination of each rock. General account of igneous rock formation is acceptable for SRPs. The focus of the question is on the formation of igneous rocks. Examples of igneous rocks include granite and basalt. Page 7 of 36

9 REGIONAL GEOGRAPHY Questions 4 to 6 Attempt ONE question Question 4 A. Map Skills Draw an outline map of a Continental / Sub-Continental region (not in Europe) that you have studied. On it, show and name each of the following: Two named relief features Two named rivers A major road or rail link A named area of primary or secondary economic activity [20m] Map Outline 4 marks Graded (4/2/0) 4 4 marks each: Road or Rail Shown graded (2/1/0) Named Primary or secondary activity Shown graded (2/1/0) Named 2 each Shown 1 mark Named 1 mark 2 relief each Shown 1 mark Named 1 mark Do not accept Irish or European region. Area of Primary/Secondary economic activity must be named e.g. Fishing Port/ Fertile Agricultural area. If features not shown or incorrectly shown, naming marks only to be awarded. B. Cultural Regions Examine the factors that have led to cultural division in a European region (not in Ireland) that you have studied. Named European Region Factors 2 + Discussion 12 x SRPs Do not accept Irish or Continental / Sub-Continental region. Discussion without link to a named or clearly inferred region = 0 marks. All further factors require discussion. Max 6 x SRPs if only one factor discussed. An example of such region type in Europe is Flanders & Wallonia in Belgium. C. Tertiary Activities Examine how transport or tourism has influenced the development of a region, with reference to an example you have studied. Region named 14 x SRPs Discussion without link to named or clearly inferred region = 0 marks. should refer to development of region economic or otherwise. Max 4 x SRPs if merely a description of transport/tourism with no reference to development. Page 8 of 36

10 Question 5 A. Energy Use in Ireland Examine the chart above and answer each of the following questions. (i) Calculate X, the percentage of oil consumption of the agricultural sector. What was the percentage of oil consumed by the secondary sector? (iii) Name two means by which residential land uses are responsible for oil consumption. (iv) Briefly explain two means by which Ireland could reduce its levels of oil consumption. [20m] (i) 3% 4 marks 11% 4 marks (iii) Running cars/home heating/cooking 4 marks (iv) Two means 4 marks each 2 + Sample answer: A method by which Ireland could reduce its oil consumption would be by switching from oil to renewable resources such as solar and wind energy. This would not only reduce the amount of oil used in Ireland but would benefit us economically as we would no longer be importing oil at an enormous cost. A second way to reduce Ireland s oil emissions would be the creation of efficient public transport in our cities. This would reduce the amount of singleperson vehicles entering and exiting the cities during peak traffic times, meaning less petrol/diesel being burned. B. Core Economic Regions Examine two factors that have contributed to the development of any one core economic region that you have studied. Factor 1 identified 7/6 x SRPs Factor 2 identified 7/6 x SRPs without reference to a named or clearly inferred region = 0 marks. Factors must be linked to economic development. Factors can be positive or negative. A valid labelled sketch map can receive 1 x SRP from examination and if extra relevant information on the sketch, it can receive a further 1 x SRP. Relevant core regions include the Greater Dublin Area/The Paris Basin/The North Italian Plain/The Oslo Lowlands. Relevant factors include agriculture, population growth, in-migration, manufacturing, transport & tourism. C. Urban Regions Discuss the factors which influenced the development of one urban area in a Continental / Sub-Continental region that you have studied. Factors identified x SRPs Do not accept Irish or European urban areas = 0 marks. Discussion without reference to a named or clearly inferred urban area = 0 marks. An urban area can be a city, a specific part of a named city, or large conurbations. All other factors require discussion. Max 5 x SRPs if only one factor is discussed. Page 9 of 36

11 Question 6 A. Statistical Analysis (i) Using graph paper, draw a suitable graph to illustrate this data. [20m] Bar Chart etc. Pie Chart Title Vertical axis named 2 + (Circle & Centred) Horizontal axis named 4 items illustrated each graded each graded Accept any suitable graph/chart. Naming of graph/chart type not sufficient for title mark. The title must have some reference to chart content and it can be written anywhere on the graph paper. If graph paper is not used deduct from total. For the Bar chart etc. both axes must be correctly plotted for 1m + 1m. Apply the graded (2/1/0) if the numbered spaces and the column widths are not plotted accurately. Graph must be annotated to illustrate information based on each sub-sector of the public sector. Briefly explain why Ireland has such a small percentage of its land area covered in forests. Explanation 3 x SRPs Sample Answer: Ireland has a small % of land area covered in forests as it is a small country with a growing population. Since the Neolithic era settlers have removed the forest cover to clear space for dwellings. In modern times this trend has continued, meaning pressure on the forest cover. Also, although an island nation, Irish people have traditionally looked to the land for their living. As such, large areas of forests have been removed in order to make the land suitable for both arable and pastoral agriculture. Finally, the climate of Ireland is such that commercially valuable hardwoods such as teak and mahogany cannot grow in Ireland and as such there is little economic incentive to use to the land for this purpose. B. Primary Economic Activities Examine two factors that influenced the development of agriculture in an Irish region that you have studied. Factor 1 identified 7/6 x SRPs Factor 2 identified 7/6 x SRPs Do not accept European or Continental / Sub-Continental regions. Discussion without link to named or clearly inferred region 0 marks. Allow 3 rd factor identified for 1 x SRP in both physical and human. Max 7 x SRPs if only one factor discussed. Max 2 x SRPs for mere description of agriculture with no reference to factors that influence its development. A valid labelled sketch map can receive 1 x SRP from examination and if extra relevant information on the sketch, it can receive a further 1 x SRP. Accept a positive or negative interpretation of development. C. Population Distribution Describe and account for the distribution of population in a Continental/Sub-Continental region (not in Europe) you have studied. Named region 14 x SRPs Do not accept Irish or European region. Discussion without link to named or clearly inferred region = 0 marks. Max 7 x SRPs for description only in examination. Page 10 of 36

12 SECTION 2 ELECTIVES Questions 7 to 12 You MUST attempt ONE question from: Patterns and Processes in Economic Activities OR Patterns and Processes in the Human Environment PATTERNS AND PROCESSES IN ECONOMIC ACTIVITIES Questions 7 to 9 Question 7 A. Aerial Photograph Examine the aerial photograph of Wexford accompanying this paper. Draw a sketch map of the aerial photograph, half the length and half the breadth. On it, correctly show and label each of the following: An abandoned building and yard suitable for redevelopment A car park A bridge A recreational land use [20m] Sketch Outline 4 marks 4 4 marks each: Shown 3 marks (graded 3/1/0) Label 1 mark If sketch is traced or a section of the aerial photograph is drawn lose 4 marks for sketch outline and lose 3 marks per item for showing. Allow labelling marks only. Sketch outline means half the length and half the breadth, The measurement required is 11.6 cm by 9.5 cm but allow 0.5 cm difference on each side. If Ordnance Survey map is used instead of aerial photograph = 0 marks. B. Industrial Development Examine the influence of any two of the following factors on the location of one secondary economic activity you have studied. Labour Transport Capital Energy Named secondary economic activity of factor 1 7x SRPs of factor 2 7 x SRPs without reference to named or clearly inferred economic activity = 0 marks Max 2 x SRPs for description of factor without reference to influence on location of economic activity. C. Influence of European Union Examine how European Union policies have influenced the development of rural and/or underdeveloped regions in Ireland. Named EU policies x SRPs Credit 2 x SRPs for named examples of rural/underdeveloped regions. of policies without reference to rural/underdeveloped regions = 0 marks. of regions without reference to influence of policies = 0 marks. Accept both positive and negative viewpoints to the examination. Examples of EU policies include the Common Agricultural Policy (CAP), the Common Fisheries Policy (CFP) and the Regional Development Fund (RDF). Page 11 of 36

13 Question 8 A. Human Development Index Examine the world map above and answer each of the following questions: (i) In which category of HDI is Iceland/ Which country has the lower HDI rating, India or Russia? (iii) Name two criteria used to calculate HDI. (iv) Briefly explain why there is no data available for countries such as Somalia and South Sudan. [20m] (i) marks India 4 marks (iii) GDP per capita, Literacy, Life expectancy marks (iv) Explanation 2 x SRPs Sample answer: Countries such as Somalia and South Sudan are developing countries. As such there is a lack of the resources necessary to carry out a study of life expectancy and literacy levels. Furthermore, both countries have experienced domestic conflict in recent years, as have many developing countries in Africa, and as such it may be too dangerous for independent organisations such as the World Health Organisation (WHO) to send in experts to carry out such research. B. Multinationals Using evidence from the 1: Ordnance Survey map accompanying this paper, examine two reasons why multinationals might be attracted to the area and one reason why it might prove difficult to attract them. Use evidence from the Ordnance Survey map to support each reason. Three 10 marks each For each reason: Reason stated Map reference / evidence Explanation 3 x SRPs Map evidence must be specific i.e. grid reference or named rivers, cardinal point etc. If answer is based on aerial photograph allow marks for stating reason only. If more than two/one reason(s) dealt with mark all and award the highest two/one marks. C. Globalisation (i) Briefly explain the term globalisation. Examine the impact globalisation has had on a developing economy that you have studied. (i) Explanation 2 x SRPs Sample answer: Globalisation is the way that local or national ways of doing things become global, that is, done together around the world. It is often associated with the spread of US multinationals from the 1960s on. It is about economics or trade, technology, politics, and culture. People feel differently about globalisation: some think it helps everyone while others think it hurts some people. Developing economy named Impact identified 11 x SRPs Credit 2 nd impact identified for 1 x SRP from examination. All further impacts require discussion. Discussion without reference to named developing economy max 2 x SRPs. If merely a description of globalisation = 0 marks. Max 2 x SRPs if merely a description of a developing economy with no reference to globalisation. Impacts can be positive or negative. Page 12 of 36

14 Question 9 A. Milk Production in the EU Examine the map of Europe above and answer the following questions. (i) Between 2014 and 2015 what member state of the EU showed the greatest increase in milk production? Which country had the greater percentage increase in this period, Belgium or the Netherlands? (iii) Explain why levels of milk production in Sweden and Italy are lower than other states. (iv) Briefly account for the overall increases in milk production in the EU between 2014 and [20m] (i) Ireland 5 marks Belgium 5 marks (iii) Any valid answer (Unsuitable climate/infertile soils etc.) 2 x SRPs (iv) Explanation 3 x SRPs Sample answer: In March 2015 the E.U. officially ended its quotas on milk that had existed since 1984 under the Common Agricultural Policy. In anticipation of this many milk producers who had been restricted in the amount of milk they could produce purchased large new stocks of cattle and expanded their farms in the hope of increasing profits when quotas were abolished. Also many dry stock farmers switched to dairy in order to increase their own profits. B. Service Industries With reference to examples you have studied, examine the development of transport or communications or financial services in developed economies. 15 x SRPs Credit 2 named examples for 2 SRPs. Answer must relate to developed countries/regions. If merely a description of transport/communications or financial services and no reference to development max of 4 SRPs to be awarded. C. Sustainable Energy The development of sustainable forms of energy can have both environmental and economic benefits on a national and global level. Discuss this statement with reference to examples you have studied. Economic benefit identified Environmental benefit identified 13 x SRPs Max 6 SRPs for examination that relates only to economic or environmental impacts. Max 6 SRPs for examination on only national or global level. Discussion should relate to benefits of sustainable energy, not negative effects of using unsustainable energy. Page 13 of 36

15 PATTERNS AND PROCESSES IN THE HUMAN ENVIRONMENT Questions 10 to 12 Question 10 A. Aerial Photograph Examine the aerial photograph of Wexford accompanying this paper. Draw a sketch map of the aerial photograph, half the length and half the breadth. On it correctly show and label each of the following: A bridge A religious land use The harbour area An area of terraced housing. [20m] Sketch Outline 4 marks 4 4 marks each: Shown 3 marks (graded 3/1/0) Label 1 mark If sketch is traced or a section of the aerial photograph is drawn lose 4 marks for sketch outline and lose 3 marks per item for showing. Allow labelling marks only. Sketch outline means half the length and half the breadth, The measurement required is 11.6 cm by 9.5 cm but allow 0.5 cm difference on each side. If Ordnance Survey map is used instead of aerial photograph = 0 marks. B. Urban Development With reference to one urban area you have studied, examine one problem that resulted from the growth of the area and one strategy that has been adopted in order to solve this problem. Named urban area Problem identified 6 x SRPs Strategy identified 6 x SRPs An urban centre can be a city, a specific part of a named city or a town. If problem does not relate to urban growth = 0 marks for examination. C. Population Change With reference to example(s) you have studied examine how the development of resources and/or income levels can influence population change. Named example 14 x SRPs must relate to population change. Credit 2 nd named example for 1 SRP. If merely a description of resources/income levels with no link to population change max of 3 x SRPs. Population change can be growth or decline. Page 14 of 36

16 Question 11 A. Examine the table above and answer each of the following questions. (i) Briefly explain the term fertility rate. Which country has the lowest fertility rate? (iii) Explain the possible consequences which that country may face as a result of its low fertility rate. (iv) Briefly account for the high fertility rate in Niger. (i) Relevant explanation (Average no. of births per female / average family size etc.) 4 marks China 4 marks (iii) Relevant explanation (Poor dependency ratio/need for immigration/pensions crisis etc.) 3 x SRPs (iv) Relevant explanation (culture/role of women/influence of religion/lack of family planning) 3 x SRPs B. Population Distribution Examine the 1: Ordnance Survey map and legend accompanying this paper. Explain, using evidence from the map, three patterns you can identify in the distribution of settlement on the map. Three 10 marks each For each pattern: Pattern named Map reference/evidence 3 x SRPs must be based on relevant explanation rather than on further map references. If answer is based on Aerial Photograph allow marks for identifying rural settlement pattern only. If no map evidence allow pattern named only. C. Urban Land-Use As urban centres grow, land-use zones within them can change. Examine this statement with reference to example(s) you have studied. 15 x SRPs Credit 2 x SRPs for named land-use zones. Max of 3 SRPs if no reference to named or clearly inferred urban centre(s). Answer should relate to changing land uses. If merely a description of land-use zone in an urban centre max 3 x SRPs. If examination is based solely on model/theory of urban land use = 0 marks An urban centre can be a city, a specific part of a named city or a town. Page 15 of 36

17 Question 12 A. Statistical Analysis Irish Emigration and Immigration Figures, Examine the graph above and answer the following questions: (i) In what year did emigration first exceed immigration? Approximately what was the figure for net migration in 2010? (iii) Briefly explain one factor that accounts for the migratory trend evident in the graph between 2000 and (iv) Name two factors other than migration that can affect population change in a country. [20m] (i) marks Accept -25,000 to -27,000 5 marks (iii) Relevant explanation (economic boom, availability of jobs, expansion of the EU) 3 x SRPs (iv) Two factors 2 + (Birth/Mortality rates/natural increase/natural decrease) B. Migration Examine the effects of rural to urban migration with reference to both the donor and receiver region. Effects identified 2 + Explanation 13 x SRPs Credit 2 x SRPs for named examples of donor and receiver regions. If answer is based on only 1 region max 6 x SRPs Effects can be positive or negative. Do not accept references to emigration/immigration. C. Theories of Urban Land-Use Examine the extent to which Burgess Concentric Zone Theory or Hoyt s Sector Theory can be applied to any one city you have studied. Named city 14 x SRPs of theory without reference to named or clearly inferred city max 2 x SRPs. Question is not tied to Irish cities. Page 16 of 36

18 SECTION 3 OPTIONS Questions 13 to 24 Attempt ONE question Note: It is better to discuss three or four aspects of the theme in some detail, rather than to give a superficial treatment of a large number of points. Outline Marking Scheme and Overall Coherence (OC) marking descriptors Outline Marking Scheme: Number of aspects 20 marks each 15 marks each Identifying aspect 4 marks 3 marks Discussion 8 x SRPs 6 x SRPs Overall Coherence 20 marks graded* 20 marks graded* Marking Descriptors Overall Coherence (OC): In awarding Overall Coherence (OC) the examiner will consider how well the candidate deals with the set question and will follow the following marking descriptors: *Overall Coherence (20 marks) Excellent 20 Very Good 17 Excellent, comprehensive response demonstrating detailed knowledge of subject matter. Excellent ability to relate knowledge to the question. Very good response. Very broad knowledge of the subject matter demonstrated. Considerable strength in relating the knowledge to the set question. Good 14 Good response with worthwhile information. Broad knowledge of the subject matter. Reasonable capacity to relate knowledge appropriately to the set question. Fair 10 Basic grasp of subject matter with main points covered but limited detail. Some effort to relate knowledge to the set question but only a basic understanding displayed. Weak 6 Identified some relevant but limited information and has engaged with the set question to some extent. Poor 0 General misunderstanding of the question. Failure to address the question, resulting in a largely irrelevant answer. Page 17 of 36

19 Global Interdependence Note: It is better to discuss three or four aspects of the theme in some detail, rather than to give a superficial treatment of a large number of points. Q13. Aid to developing regions has become an industry rather than a vehicle to improve the lives of people in these regions. Discuss this statement, with reference to examples you have studied. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus of question is the arguments for and against international aid. Select scheme according to number of aspects discussed. Allow for up to 3 examples to a max of 3 SRPs (different examples and in different aspects). Allow for up to 2 illustrations to a max of 2 SRPs (different illustrations and in different aspects). A ratio of 1:2 or 2:1 or 2:2 or 3:1 is required. Q14. Examine the influence of national debt and global trade on developing countries. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus is on the influence of national debt and global trade on developing countries. Select scheme according to number of aspects discussed. Allow for up to 3 examples to a max of 3 SRPs (different examples and in different aspects). Allow for up to 2 illustrations to a max of 2 SRPs (different illustrations and in different aspects). A ratio of 1:2 or 2:1 or 2:2 or 3:1 is required. Q15. Examine the causes and impacts of any one global environmental issue you have studied. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus is on causes and impact of one global environmental issue. Select scheme according to number of aspects discussed. Allow for up to 3 examples for a max of 3 x SRPs (different examples & in different aspects). Allow credit for up to 2 illustrations to a max of 2 SRPs (Different illustrations and in different aspects). A ratio of 1:2 or 2:1 or 2:2 or 3:1 is required. Page 18 of 36

20 Geoecology Note: It is better to discuss three or four aspects of the theme in some detail, rather than to give a superficial treatment of a large number of points. Q16. Examine how human activities can alter biomes, with reference to three of the following: Industrial development Commercial logging Early settlement and the clearing of forests Agriculture. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus of question is on human activity altering one or more biomes. Select scheme according to number of aspects discussed. Allow for up to 3 examples to a max of 3 x SRPs (different examples & in different aspects). Allow for up to 2 labelled illustrations to a max of 2 SRPs (different illustrations and in different aspects). Q17. Examine how weathering, leaching and podzolisation have impacted on the characteristics of soils. [80m] Number of aspects: Identifying aspect: Discussion: Overall coherence: 20 marks each 4 marks 8 x SRPs 20 marks graded* Focus of question is on impact of weathering, leaching and podzolisation on soils. Allow for up to 3 examples to a max of 3 x SRPs (different examples & in different aspects). Allow for up to 2 labelled illustrations to a max of 2 SRPs (different illustrations and in different aspects). Q18. Examine the characteristics of one Irish soil type you have studied. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus of question is on the characteristics of one Irish soil type. Select scheme according to number of aspects discussed Allow for up to 3 examples to a max of 3 SRPs (different examples and in different aspects). Allow for up to 2 illustrations to a max of 2 SRPs (different illustrations and in different aspects). Page 19 of 36

21 Culture and Identity Note: It is better to discuss three or four aspects of the theme in some detail, rather than to give a superficial treatment of a large number of points. Q19. Gaeltacht regions in Ireland are distinctive cultural regions that are under threat. Discuss. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus of question is on the threat or lack of to Gaeltacht regions. Allow for up to 3 examples to a max of 3 x SRPs (different examples & in different aspects). Allow for up to 2 labelled illustrations to a max of 2 SRPs (different illustrations and in different aspects). Q20. Colonialism has had a significant impact on ethnic and racial patterns. Discuss. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus of question is the impact of colonialism on ethnicity and racial patterns. Allow for up to 3 examples to a max of 3 x SRPs (different examples & in different aspects). Allow for up to 2 labelled illustrations to a max of 2 SRPs (different illustrations and in different aspects). Q21. Political boundaries can cause conflict between cultural groups. Discuss this statement with reference to examples you have studied. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus of question is the conflict created between cultures by political boundaries. Allow for up to 3 examples to a max of 3 x SRPs (different examples & in different aspects). Allow for up to 2 labelled illustrations to a max of 2 SRPs (different illustrations and in different aspects). Page 20 of 36

22 The Atmosphere Ocean Environment Note: It is better to discuss three or four aspects of the theme in some detail, rather than to give a superficial treatment of a large number of points. Q22. Describe and explain how each of the following affects the development of patterns of air circulation: Land and sea breezes Mountain and valley winds Global wind systems [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus of question is the effect of named elements on patterns of air circulation. Allow for up to 3 examples to a max of 3 x SRPs (different examples & in different aspects). Allow for up to 2 labelled illustrations to a max of 2 SRPs (different illustrations and in different aspects). Q23. Examine the influence of climate on economic development, with reference to examples you have studied. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus of question is how climate influences economic development. Allow for up to 3 examples to a max of 3 x SRPs (different examples & in different aspects). Allow for up to 2 labelled illustrations to a max of 2 SRPs (different illustrations and in different aspects). Q24. Examine the impact of rainfall on agriculture and on domestic water supplies. [80m] Number of aspects: 20 marks each 15 marks each Identifying aspect: 4 marks 3 marks Discussion: 8 x SRPs 6 x SRPs Overall coherence: 20 marks graded* 20 marks graded* Focus of question is the impact of rainfall on agriculture and domestic water supplies. Allow for up to 3 examples to a max of 3 x SRPs (different examples & in different aspects). Allow for up to 2 labelled illustrations to a max of 2 SRPs (different illustrations and in different aspects). A ratio of 1:2 or 2:1 or 2:2 or 3:1 is required. Page 21 of 36

23 ORDINARY LEVEL PART ONE SHORT-ANSWER QUESTIONS 100 MARKS Attempt any TEN questions. All questions carry equal marks. THESE QUESTIONS ARE TO BE ANSWERED IN THE SPACES PROVIDED. Q1. Earthquakes (i) Focus Tsunami / Tidal Wave (iii) Richter / Mercalli Scale (iv) Any relevant example Mexico City 1985/SE Asia 2004 Sichuan 2009/ Christchurch 2011 (Year not required) (v) Any relevant example Flexible foundations/emergency plans/ Shock absorbers etc. Total Marks 10 Q2. Ordnance Survey Map (i) 30km² 237m (unit not required) (iii) Holy Well (iv) Correct symbol drawn (v) km Total Marks 10 Q3. Economic Activities Tertiary Primary Tertiary Primary Secondary Primary Total Marks 10 Q4. Aerial Photograph (i) South East (a) True (b) False (c) True (d) False Total Marks 10 Q7. Physical Processes E D A B C Total Marks 10 Q8. Emigration Statistics (i) (iii) 84,073 (iv) Immigrants (v) Any relevant answer Recession/No Jobs/ Economic collapse Total Marks 10 Q9. Rock Types (i) C B D A False Total Marks 10 Q10. Weather Charts (i) High Pressure 1 mark Low Pressure 1 mark 1023 hectopascals/hpa/millibars (Unit not required) (iii) Calm (iv) Cool Temperate Maritime/ Cool Temperate Oceanic/ Temperate (v) False Total Marks 10 Q5. Plate Tectonics (i) C A B Basalt (iii) True Total Marks 10 Q11. Satellite Interpretation D E B C A Total Marks 10 Q6. Types of Regions B D A E C Total Marks 10 Q12. Glaciation (i) C A B A Drumlin (iii) True Total Marks 10 Page 22 of 36

24 PART TWO STRUCTURED QUESTIONS 300 MARKS You MUST attempt THREE questions, as follows: TWO questions from Section 1 Core: One question from Questions 1, 2 and 3 (100 marks) AND One question from Questions 4, 5 and 6 (100 marks) ONE question from Section 2 Electives (100 marks) SECTION 1 CORE Questions 1 to 6 You MUST attempt TWO questions: ONE from Patterns and Processes in the Physical Environment AND ONE from Regional Geography Page 23 of 36

25 PATTERNS AND PROCESSES IN THE PHYSICAL ENVIRONMENT Questions 1 to 3 Attempt ONE question Question 1 A. Ordnance Survey Map Examine the 1:50000 Ordnance Survey map and legend that accompany this paper. Draw a sketch map of the area shown and on it, show and label each of the following: A named harbour An area of coniferous woodland A railway line A beach The built up area of Wexford Sketch Outline Limits/frame 1m Proportions (2/0) Overall impression graded (2/1/0) Total 5m Five items shown and labelled as follows: Showing 3m graded (3/2/1/0) Labelled Total 25m For an obvious tracing allow 50% of marks obtained for showing and labelling items and 0m out of 5m for the limits, proportion and overall impression. Total 30m B. Surface Processes Answer (i) or (i) Describe and explain any two processes of mass movement. Any two 20m each For each process: Process named/stated Description and explanation 6 3m each 18m At least one SRP for description and one SRP for explanation. Allow named example for one SRP. Allow 1 SRP for relevant annotated diagram. Relevant information, additional to the text, given on diagrams can be awarded SRPs. Examples of mass movement processes include: Soil Creep, Mudslide, Mudflow, Rotational Slump, Avalanche, Rock Fall, Debris Avalanche, Solifluction. Total 40m OR Explain, with the aid of a labelled diagram(s), the formation of any two landforms that occur as a result of erosion and/or deposition. Formation of any two 20m each For each landform: Landform named 1m Diagram(s) two each 4m Formation explained 5 3m each 15m At least one SRP must explain a relevant process. Allow named example for one SRP. Answer may include 2 features of erosion/ 2 features of deposition or one of each. Answer may refer to fluvial/glacial/marine landforms. Do not accept landforms produced by weathering, e.g. Limestone Pavements. Total 40m Page 24 of 36

26 C. Igneous and Metamorphic Rocks (i) Name one example of an igneous rock and state whether it forms within the Earth s crust or on the Earth s surface. Igneous rock named Within/On Earth s crust correctly identified Example of igneous rock formed within the crust = Granite Example of igneous rock formed on the Earth s surface = Basalt Name a specific location in Ireland where the rock you named above is formed. Location correctly identified Location of granite = Dublin-Wicklow mts / Donegal mts / Connemara mtns Location of Basalt = Giant s Causeway / Antrim-Derry Plateau / Antrim (iii) Describe how metamorphic rocks are formed. 8 3m each 24m Allow 2 SRPs for named metamorphic rocks Allow 1 SRP for relevant annotated diagram. Relevant information, additional to the text, given on diagrams can be awarded SRPs. Examples of metamorphic rocks include Gneiss, Marble, Slate, Quartzite. Total 30m Question 2 A. Volcanic Activity (i) Is the volcano shown in the image on the right active, dormant or extinct? Active Explain each of the following terms: Crater Vent Secondary Cone 3 explanations Each explanation = 1 3m Sample answers: The crater of a volcano is the bowl-shaped depression at the top of the volcano where material is emitted into the atmosphere during an eruption. The vent of a volcano is the chimney-like tunnel through which magma/lava moves in order to reach the surface. A secondary cone is a smaller volcanic cone attached to the side of the main cone. It develops when magma is redirected from the central vent through a secondary vent and is also called a parasitic cone. (iii) Explain in detail how volcanoes can occur when tectonic plates collide at a destructive plate boundary. Explanation 5 3m each. Allow 1 SRP for relevant annotated diagram. Relevant information, additional to the text, given on diagrams can be awarded SRPs. Sample answer: Volcanoes at destructive plate boundaries can form when an oceanic plate collides with an oceanic plate or when an oceanic plate collides with a continental plate. When two oceanic plates collide the heavier plate will subduct beneath the lighter plate. This leads to the formation of an oceanic trench. Convection currents will push Page 25 of 36

27 the subducting plate down into the mantle beneath the overlying plate. As the subducting plate descends into the mantle it will begin to melt at a depth of 60-80km. The melting plate will release hot plumes of magma towards the surface. Because this magma came from a melting plate that contains silica and magnesium, the magma will contain a high % of silica gas. If the magma melts through fractures in the overlying plate it may reach the surface to form a volcano. Volcanoes at destructive boundaries are violent as the silica gas expands as it rises towards the surface. The resulting build up of pressure leads to a violent eruption. An example of volcanoes produced at a destructive plate boundary is the islands of Japan. Total 30m B. Human Interaction with Surface Processes With reference to an example which you have studied, describe and explain how humans attempt to control one of the following surface processes: River processes Coastal processes Mass movement Example of human attempt to control (e.g. Dams) 3m Description and Explanation 9 3 marks each 27m Allow a second named interaction for one SRP. All further interactions must be examined for SRPs. Allow 1 SRP for relevant annotated diagram. Relevant information, additional to the text, given on diagrams can be awarded SRPs. Total 30m C. Weathering of Rocks (i) Name the rock shown in the landscape on the right. Limestone Is this landscape an example of igneous, sedimentary or metamorphic rock? Sedimentary (iii) Name one other example of a rock for this group. Relevant example (Sandstone/Shale etc.) (iv) Name and explain the type of weathering most associated with this landscape. Named weathering process (Chemical weathering/carbonation accept both) Explanation 3 3m each 9m Sample answer: When rainwater falls it mixes with carbon dioxide in the atmosphere. This forms a weak carbonic acid. When this acid falls on the limestone it reacts with the calcium carbonate in the rock. This produces liquid - calcium bicarbonate. This liquid then drains away and the limestone is said to be dissolved. (v) Name and explain one process of weathering other than that which you have mentioned in part (iv). Named weathering process Explanation 3 3m each 9m Other weathering processes include Freeze Thaw Action, Exfoliation etc. Total 40m Page 26 of 36

28 Question 3 A. Coasts (i) In your answer book, match each of the photographs A, B, and C with the feature most associated with it from the list below: Sea Stack Blow Hole Sea Arch A = Sea Arch B = Sea Stack C = Blow Hole State which process, coastal erosion or coastal deposition, is most associated with the features shown in the images above. Coastal erosion (iii) Explain briefly what is meant by the term longshore drift. Explanation 2 3m each Sample answer: Longshore Drift is the zig-zag movement of material along the coast. It occurs because waves approach the coastline at an angle (obliquely). When they retreat back down the beach they do so at right angles to the shore, i.e. they go straight back down. Total 30m B. Human Interaction with the Rock Cycle Describe any one of the following examples of human interaction with the rock cycle: Quarrying Mining Geothermal energy production Oil/Gas exploitation Description 10 3m each Allow 1 SRP for relevant annotated diagram. Relevant information, additional to the text, given on diagrams can be awarded SRPs Total 30m C. Mountains (i) In your answer book, match each of the diagrams A and B with the mountain type most associated with it from the list below: Fold Mountains Block Mountains A = Block Mountains B = Fold Mountains Name one example of a Fold Mountain range in Ireland and one found outside of Ireland. Two named examples 5m + 5m Irish examples include: Macgillycuddy s Reeks, Dublin-Wicklow Mountains, Donegal Mountains, Silvermines (Ox Mountains not accepted) Non-Irish examples include: The Andes. The Himalayas (Mt Everest not accepted), The Rockies (iii) Explain how fold mountains are formed. Explanation 6 3m each Sample answer: Fold Mountains form at destructive plate boundaries when a continental plate collides with a continental plate. Convection currents push the plates towards each other until they collide. When this occurs the plates then press into each other for millions of years. As this takes place land on both sides buckles and folds upwards to form mountains. An example of this was the collision of the Indian plate with the Asian plate 30 million years ago. This occurred during the Alpine period of fold mountain construction. As the Indian plate pressed into the Asian plate it formed the Himalayas and the Hindu Kush Mountain ranges. The Himalayas are still growing today as convection currents continue to force the Indian plate into the Asian Plate. Total 40m Page 27 of 36

29 REGIONAL GEOGRAPHY Questions 4 to 6 Attempt ONE question Question 4 A. Map Skills Draw a sketch map of Ireland. On it, show and name each of the following: Two contrasting regions One town or city in one region One named mountain range in one region. Sketch map of Ireland outline graded (6/4/2/0) Show and name 4 each Region 1 named Region 1 shown 4m graded (4/2/0) Region 2 named Region 2 shown 4m graded (4/2/0) Town/City named Town/City shown 4 marks graded (4/2/0) Mountain named Mountain shown 4 marks graded (4/2/0) *Regions shown must be contrasting e.g. Core and Periphery. If two regions shown but regions are not contrasting award marks for one region only. Total 30m B. Regions and Culture A region s culture can be defined by any of the following: Language and Religion Music/Dance Games. Describe and explain the importance of culture in any region that you have studied. Naming the region 3m Description / Explanation 9 3 marks each 27m Total 30m C. Problems in Regions Describe the problems faced by any region that you have studied, with reference to any two of the following: Agriculture Fishing Manufacturing Transport Tourism Naming the region 4m Description of problem marks each 18m Description of problem 2 6 3m each 18m Total 40m Page 28 of 36