Past paper question bank

Question
number Question
1 Explain what is meant by time–space convergence.
“Global interactions result in some form of environmental damage being experienced
2 everywhere.” Discuss this statement.
3 “Globalization is unstoppable.” Discuss this statement.
4 Using one or more examples, analyse the impact of diasporas on local cultures.
“Global interactions are mainly driven by the actions of transnational corporations (TNCs).”
5 Discuss this statement.

6 Using examples, explain the strengths and weaknesses of the concept of food miles.
7 Using examples, explain how financial flows transfer wealth between places.
"Glocalisation is the most important reason why some transnational corporations (TNCs) have
8 grown in size and influence over time". Discuss this statement.
Explain the causes and consequences of the international relocation of polluting industries
9 and/or waste disposal.
“All societies, wherever they are, enjoy the benefits of a shrinking world.” Discuss this
10 statement.
11 Analyse the strengths and weaknesses of one named globalization index.
“Individuals, national governments and international organizations are increasingly resistant to
12 global interactions.” Discuss this statement.

13 Analyse the increasing influence of one multi-governmental organization you have studied.
 “Global interactions bring negative effects, rather than positive effects, to every part of the
14 world.” Discuss this statement.

Analyse recent growth trends in the use of ICT for one or more countries or regions you have
15 studied.
 Examine the changing global pattern of sociocultural interactions, referring to core regions
16 and peripheral areas.

17 Explain how rising global demand for one raw material has led to environmental degradation.
 “The barriers to global interactions are increasing, not decreasing.” Discuss
18 this statement.
19 Explain how one multi-governmental organization has led to a loss of sovereignty.

20 Discuss the interrelationships between global interactions and changes in technology.

21 Explain how global core areas (hubs) can be distinguished from peripheral areas.
22 Examine the geographical consequences of international outsourcing.
23 Analyse the consequences of one specic transboundary pollution event.
“The negative effects of globalization on cultural traits have been overstated.” Discuss this
24 statement.
Explain how and why one network (transport, internet, or communication) has grown over
25 time.
Examine the relative importance of the different financial flows that connect global core areas
26 with peripheral areas.

27 Analyse the spatial and temporal pattern of adoption of one or more branded commodities.

28 “Global interactions have helped reduce disparities between places.” Discuss this statement.
29 Explain how global interactions can foster environmental awareness.
“International interactions always result in the homogenization of culture.” Discuss this
30 statement.
31 Explain the causes and effects of one major international labour flow.
“The growth of globalization owes more to politics than it does to technology.” Discuss this
32 statement.
 Analyse the relationship between globalization and the resurgence of nationalism in one
33 country you have studied.
“Global interactions have made the world a richer place but not a fairer place.” Discuss this
34 statement.
35 Explain how agro-industrialization contributes to environmental degradation.
“Cultural diffusion is a process that taes place in many ways but can be halted by many
36 barriers.” Discuss this statement.
37 Using examples, distinguish between cultural imperialism and cultural diffusion.

38 Examine the range of responses to the loss of national sovereignty that globalization can bring.
39 Explain the role of ICT in the growth of international outsourcing.
“Environmental degradation is the inevitable outcome of global economic interactions.”
40 Discuss this statement.
41 Explain why the landscapes of major world cities are becoming increasingly similar.
“Global interactions are putting all the world’s wealth into the hands of a small number of
42 people and countries.” Discuss this statement.
Using examples, explain the relationship between transport innovation and reduced friction of
43 distance.
“Every country will eventually lose its distinctive national identity as a result of global
44 interactions.” Discuss this statement.
Using examples, analyse how foreign direct investment and glocalization are used by
45 transnational corporations (TNCs) to help their expansion.
Examine the relationship between a country’s gross national income (GNI) and its level of
46 participation in globalization

47 Explain why it might be hard to observe and measure some types of global interaction.
“Global interactions have brought only negative impacts to human landscapes and physical
48 environments everywhere.” Discuss this statement.
Using examples, distinguish between local adoption and local adaptation of globalized cultural
49 traits.
“International migration is the main cause of local opposition to global interactions.” Discuss
50 this statement.
Analyse how the growth of multi-governmental organizations (MGOs) can impact on the
51 political borders of member states.

52 Contrast the impact of global interactions on the quality of life of different groups of people.
53 Analyse how increased internet use has affected different global financial flows.
54 Examine the growing need for environmental management at a global scale.

55 Describe what is meant by the term “drought”.

56 Outline one climatic reason for the occurrence of one named drought.

Referring to either earthquakes or volcanoes, explain three reasons why fewer deaths are
57 caused by these hazards than in the past.

58 Using located examples, examine why the intensity of hurricanes varies over time.

59 Using map evidence, determine which state was worst affected and outline why.

60 Using map evidence, determine which state was least affected and outline why.

Suggest how land-use planning (zoning) could help reduce vulnerability to hurricanes in this
61 area.

Suggest why the distinction between a hazard event and a disaster is not always completely
62 clear.
 Referring to two or more types of hazard, examine why the highest magnitude hazard events
63 are not necessarily the most harmful.

Estimate the number of people worldwide living in megacities (10 000 000 people and over) in
64 1990

Describe changes in the total number of people living in small cities of less than 500 000
65 people.

Explain two characteristics of the distribution of one named economic activity within one
66 named urban area.
 “Managing a city sustainably requires a wider range of strategies than those that only limit its
67 ecological footprint.” Discuss this statement.

68 Describe the changes in the size of Detroit’s population between 1900 and 2015.
 Using examples, explain two push factors and one pull factor that help explain counter-
69 urbanization movements.

70 Using examples, discuss the varied effects of human activity on urban microclimates.
71 Explain two factors that affect the formation and development of hurricanes.

Using examples, examine the demographic and socio-economic factors that affect the
72 vulnerability of a community to hazard events.

With reference to either earthquakes or volcanic eruptions, describe two ways in which
73 people’s quality of life deteriorates at point A on the diagram.

With reference to either an earthquake or a volcanic eruption, distinguish between the types
74 of response to the hazard event that occur at point B and point C on the diagram.
 “Improved building design is the most effective way for people to reduce their vulnerability to
75 hazards.” Discuss this statement.

76 Define the term urbanization.

77 Describe the changes in the distribution of millionaire cities as shown on the maps.

78 Explain three reasons for the movement of named economic activities within urban areas.
79 Examine the reasons why it is difficult to manage urban areas sustainably.

80 Identify one group of working people that have been classified as “not formally employed”.

81 Distinguish between the main employment characteristics for the two areas shown.

82 Explain two population movements taking place within large cities.

 “Most large cities suffer from a serious problem of urban poverty for which there is no
83 solution.” Discuss this statement.

84 Describe the trends shown on the graph.

Suggest three reasons why communities often underestimate the probability of a tectonic
85 hazard event occurring in their locality.

Examine the ways in which vulnerability to either earthquake or volcanic hazards can be
86 reduced.

87 Identify a scale used to measure the magnitude of one hazard type.

88 Describe the main features of the scale you identified in (a)(i).

89 Explain the occurrence of hurricanes (tropical cyclones, typhoons) in a named area.

“The economic impact of disasters is increasing while related deaths are decreasing.” Discuss
90 this statement, with reference to examples of disasters.

91 Define the term urban ecological footprint.

Referring to the diagram, state which city has the larger urban ecological footprint and justify
92 your choice.

93 Explain two ways in which urban air pollution can be reduced.

 Referring to examples, compare the patterns of formal and informal economic activities in
94 urban areas.
95 Define the term megacity.

96 Explain two processes responsible for population growth in megacities.

Using only an annotated diagram, explain the operation of a sustainable

97 urban system.
 98 Examine the effects of human activity on the climate of urban areas.

99 Describe the pattern of high population exposure to tectonic hazards shown on the map.

100 Analyse three ways in which communities can reduce the impact of drought.

“Hazard preparedness is more important than hazard prediction.” Discuss this statement with
101 reference to any one hazard other than drought
102 State the height in metres of the highest point west of gridline 35.

103 Explain three factors that affect the way that people perceive hazards.

104 Examine the impact of a recent human-induced (technological) hazard event.

Examine the impacts of one named disaster and possible strategies for preventing its
105 recurrence.

106 Describe the difference between a hazard and a disaster.

107 Explain why some sections of a community are more vulnerable to hazards than others.

Compare the effectiveness of the methods used to predict the occurrence of two different
108 natural hazard types.
109 Describe the trends shown in the graph.

110 Explain three symptoms of urban stress.

111 “Urban poverty and deprivation are widespread in all cities.” Discuss this statement.

112 Describe what is meant by a “sustainable city”.

113 Explain three ways in which human activities can modify the microclimate of an urban area

Examine reasons why cities in some parts of the world have higher rates of population growth
114 than others.
115 State the four-figure grid reference for the square in which this point is located.

116 Analyse the global distribution of one of the hazards you identified in part (a)

Using examples, evaluate the success of adjustment and response strategies for a named
117 hazard type.

118 Outline the methods used to describe the magnitude (strength) of two hazard types.

“Economic factors and not physical factors determine the severity of the impacts of hurricanes
119 (typhoons, cyclones).” Discuss this statement using examples.

120 Describe the pattern of deprivation shown on the map.

121 Explain how and why the pattern of deprivation might differ for a city in a low income country.

122 Evaluate one or more sustainable strategies designed to improve life in urban areas.

123 State the shortest distance by road, in kilometres, between the school and the ferry at Cupola.

124 Outline the essential characteristics of drought.

125 Explain the cause(s) of one named drought event.

Identify two possible additional inputs and two possible additional outputs for the linear
126 system.
 Describe two ways in which land-use planning (zoning) can reduce hazard risk for a named
127 hazard type.

Explain three reasons why people continue to reside in areas that are known to be affected by
128 hazards

129 “Hazard events are predictable, disasters are not.” Discuss this statement.
130 State four main characteristics of a central business district (CBD).
131 Explain the processes of gentrification and counter-urbanization.

132 Contrast the causes and effects of air pollution for two named urban areas.

133 Outline the pattern and trend shown in the figure.

 Explain three factors that influence the location of squatter settlements in
134 urban areas.

“The rapid city growth caused by in-migration can never be controlled.”

135 Discuss this statement, referring to one or more examples.

136 Explain why the circular system has a reduced urban ecological footprint.
 Examine the dominant population movements and their consequences for one or more urban
137 areas.

138 Suggest three reasons why some people continue to live in places with a known hazard risk.

Describe the distribution of areas in the northern hemisphere that have been affected by five
139 or more severe drought events from 1974 to 2004.

Define:
(i) hazard risk,
140 (ii) hazard probability.

141 Describe the pattern of urban growth since 1979.

142 Suggest three reasons for the rapid growth of some cities.
 Examine the factors that determine the socio-economic characteristics and location of
143 residential areas within cities.

144 Describe the differences in fertility shown on the graph

145 Explain three other social differences between slum and non-slum populations.

Evaluate the effectiveness of one or more strategies to control rapid city growth resulting from
146 in-migration.

147 Describe the atmospheric conditions in the eye and the eyewall of a typical hurricane.
148 Explain the conditions needed for the occurrence of a hurricane hazard event.

“Rich countries experience hazard events while poor countries experience disasters.” Discuss
149 this statement with reference to one named hazard type.

150 Describe the changes shown in the graph.

151 Explain the reasons for these changes.

Examine the different types of responses that occurred during and after a named disaster. (Do
152 not refer to technological hazards in your answer.)
153 Identify the two major components of urban growth.

Referring to the map, describe the relationship between the level of urbanization and urban
154 growth rate.

155 Explain the pull factors associated with counter-urbanization.

156 Discuss the challenges facing one or more cities experiencing rapid growth.

Using map evidence, describe two characteristics of Area A which suggest it is a high-class
157 residential area.

Using map evidence, suggest three reasons why Area B may be a suitable location for a
158 manufacturing activity.

With reference to one named example, evaluate the success of a strategy

159 designed to manage pollution in an urban area.

Describe the pattern of either the earthquake hazard risk or the volcanic hazard risk shown on
160 the map.
 Explain the relationship between the magnitude of a hazard event and the frequency of its
161 occurrence.

162 Identify two of the hazards shown and explain your choice.

Using map evidence only, explain why the inhabitants of this area were particularly vulnerable
163 to the impacts of Hurricane Irene.

“The level of economic development is not the main factor affecting the impact of a tectonic
hazard event on a community.” Discuss this statement, with reference to either earthquakes
164 or volcanoes.

165 Describe what is meant by hazard risk.

166 Describe what is meant by vulnerability to hazards.

 Explain how building design and land-use planning can limit the potential damage from one
167 named hazard type.

“The faster the speed of onset, the greater the impact of the hazard event.” Discuss this
168 statement, with reference to examples.

169 Identify what Benefit A (environmental) and Benefit B (socio-economic) might be.

170 Define the term urban ecological footprint.

Explain how one of the benefits named on the diagram (excluding “Other”) would reduce the
171 city’s ecological footprint.

172 Explain how human activity in cities may result in an urban heat island effect.
 Examine the reasons why economic activities (such as retailing, service and/or manufacturing
173 industries) sometimes change location within an urban area.
174 State which megacity is predicted to grow most rapidly.

175 Describe the global distribution of the megacities listed in the table.

Using examples, explain why some large urban areas have much higher population growth
176 rates than others.

“Sustainable strategies in cities can only succeed when cities have zero population growth.”
177 Using examples, discuss this statement
 “The level of economic development is the most important factor that influences the
178 vulnerability of a population to environmental hazard risks.” Discuss this statement.

Describe the changes shown from 12 August to 14 August in:

(i) storm intensity;
179 (ii) storm direction.
180 Explain how the transfer of capital can be influenced by governments.
Explain how the transfer of capital can be influenced by world trading organizations and
181 financial institutions.

182 Describe the global pattern of birth control use shown on the map.

Suggest two reasons why the percentage of women using some type of birth control is low in
183 some countries.
184 Explain two reasons why the Crude Death Rate is falling in most low-income countries.

185 Describe the relationship shown on the graph (GNI vs. Informal employment)

186 Suggest two possible reasons for this relationship.

187 Briefly explain how debt relief can reduce global disparities.

Describe the relationship between the level of poverty and the level of soil degradation shown
188 on the diagram.
189 Explain one strategy that has been successful in reducing soil degradation.

190 Explain the importance of maintaining biodiversity in tropical rainforests.

191 With reference to the diagram, describe the movement of e-waste into and out of Asia.

192 Briefly explain the limitations of recycling as a strategy to reduce global resource consumption.

Explain the neo-Malthusian view of the relationship between population size and resource
193 consumption.
 Referring to one or more countries, discuss the view that internal (national) migration can help
194 to reduce economic and social disparities.
195 “We still have the resources to live as wastefully as we want.” Discuss this statement.
 “The Millennium Development Goals (MDGs) are unlikely to be achieved without a dramatic
196 increase in global energy consumption.” Discuss this statement.
Name the continent which will have most cities with a population greater than 5 million by
197 2015.
The maps in Figs 3A and 3B show both urban and rural settlements.
198 What is the difference between an urban and a rural settlement?
d’Arquenay on Fig. 3A. For each settlement underline the correct word
199 which describes it.
Between Le Ham and Brocottes, shown on Fig. 3B, there is an area of
dispersed rural settlement. Describe three characteristics of an area
200 of dispersed rural settlement.

201 What is meant by an urban area?

Settlement A is an area of dispersed rural settlement. What is meant by a dispersed settlement
202 pattern?

203 Describe the shapes of settlements B and C.

204 Suggest reasons for the different shapes of settlements B and C.

205 Describe three features of the distribution of rural settlement in the area shown by Fig. 4
206 Suggest reasons for the distribution of rural settlement in the area shown by Fig. 4.

207 What is the straight line distance from Swinderby to the CBD of Lincoln?

208 Using Fig. 3B, identify a village where the population has declined
Using Fig. 3B identify the village where there has been the largest percentage population
209 growth.

210 State two other features of the distribution of the cities shown in Fig. 3
Explain how large cities in LEDCs can result from natural population
211 growth
For a named example of a settlement you have studied, identify its
212 main function and explain the reasons for its growth.

213 Describe the site of Savignano

214 Suggest reasons to explain the site of Savignano.

State one function of a large urban area which you have studied.
215 Explain why the urban area has this function.

216 Describe the location of Cergy-Pontoise.

Suggest reasons why settlement D has developed into a large
217 settlement.

218 What is meant by settlement hierarchy?

Describe the relationship between settlement size and number of

settlements in Meath County. Use evidence from Fig. 2 to support
219 your answer.

Describe three likely differences between the services in Navan and

220 Nobber.
 Dublin is the capital city of the Republic of Ireland. Suggest reasons
why many people who live in Meath County will travel regularly to
221 Dublin, even though it is 50 kilometres away.

222 Name the capital city of the Philippines.

Using Fig. 3, give two pieces of evidence which suggest that the most
223 densely populated area in Luzon has the most services.

224 What is meant by the hierarchy of settlements?

What is the general relationship shown by Fig. 3 between a) the size
of population and the number of services and b) the size of
225 population and number of settlements?
Identify the type of settlement shown in Photograph A. Give two
226 pieces of evidence from Photograph A to justify your choice.
For a named rural settlement which you have studied, describe the
227 types of services provided.
Identify the photograph which shows a) mainly shops and services
228 and b) high density residential.
Name two settlements of different population size which you have
studied. Compare the shops and services provided in the two
229 settlements which you have named
Explain why people who live in the villages shown in Fig. 3A may use
230 the shops and services in Lincoln.

231 What is meant by settlement hierarchy?

Using evidence from Fig. 3, tick the two statements which are true
232 about settlement hierarchies.
Describe three ways in which the type of services in a large town are
233 likely to differ from those in a village.
For each photograph state whether it shows a specialist shop, a
234 convenience store or a comparison shop.
Explain why shops and services in the CBD of a capital city may have
235 a large sphere of influence.
Using only evidence from Photographs A and B, identify three
236 differences between the two shopping centres.
Explain why services in a CBD have a larger sphere of influence than
237 services in a suburban shopping centre
 Choose three of the advantages shown in Fig. 3. For each of the advantages
chosen, explain why it is important to a developer who is building an out-of-
238 town shopping centre in the rural-urban fringe

Explain the likely impacts of a new out-of-town shopping centre on

239 services in other parts of the urban area

For a named example you have studied of a town or city in an MEDC,

describe the environmental problems which have occurred in the
240 rural-urban fringe as a result of urban sprawl.
their likely location in the urban area. The location of Photograph A
241 has been done for you.
Give two pieces of evidence from Photograph A that the area shown
242 is part of the CBD (Central Business District).
Suggest why the percentage of the urban population living in the
243 suburbs of cities in the USA has increased rapidly since 1910.

244 Describe four ways to improve the housing in squatter settlements.

reasons why the mall was located outside the CBD of Maseru rather
245 than in it.

246 Describe three features of the redevelopment shown in Photograph B

Suggest reasons why redevelopment such as this has taken place in
247 many cities
 Explain why some new leisure and retail areas are located on the
248 edge of cities in MEDCs.

249 What is meant by the term residential area?

Which of the residential areas A or B is a) the most densely populated
250 and b) has the newest houses? Give reasons for your choices.
Using Fig. 3 only, identify three differences between the numbers of
251 people from each socio-economic group who live in areas A and B.
Identify three non-residential types of land-use north of Slaughter
252 Lane and east of Manchaca Road
Identify three non-residential types of land-use north of Slaughter
253 Lane and east of Manchaca Road
For a named town or city where urban sprawl has occurred, describe
254 how the land-use has changed in the area surrounding the city
Give three different examples of open space which are likely to be
255 found in many urban areas
Suggest reasons why new housing and industry have grown up at Cergy-
256 Pontoise
Describe three changes in the housing and amenities along the
257 transect X-Y between the inner city and the urban fringe.
Traffic can cause congestion in the CBD of many urban areas. What is
258 meant by the initials CBD?
Which one of Photographs A, B or C, was taken in the CBD? Give one
259 piece of evidence to justify your choice.

260 Identify from Fig. 3 one example of land use in the CBD.
Suggest two examples of amenities in the housing in the area marked
261 X in Fig. 3 which are likely to be of poor quality
Describe three different types of location where squatter settlements
262 have developed in cities in LEDCs

Describe one recent change in shopping facilities in a named town or city which you have
studied. Describe the advantages and disadvantages of this change for the people who live in
263 the town or city.
Give three reasons why there will be opposition to the building of new housing in and around
264 urban areas.

265 Explain why new houses are needed in many urban areas in MEDCs.

266 Explain the benefits and problems of pedestrian zones.

267 For a named example you have studied, explain the growth of an out-of-town shopping area
Using Fig. 3, describe the location of the areas where a) industry is declining and b) dormitory
268 settlements are growing.

269 Explain how the growth of out-of-town shopping centres may affect the CBD
 Suggest reasons why industry is growing in some parts of the city shown in Fig. 3 but declining
270 in others.

271 Explain how large cities in LEDCs can result from migration

For a named country, state a policy which has been used to influence
272 rates of population growth. Describe the impacts of this policy.

273 What is meant by economically active?

What evidence in the population pyramids shown in Fig. 1 suggests

that:
A people in Mexico have a shorter life expectancy than people in the
USA;
274 B the USA has a lower birth rate than Mexico?
 Compare the percentage of young dependents in Mexico with that in
275 the USA. Support your answer with figures.

276 Explain why, in LEDCs such as Mexico, young dependents make up a lar

Describe how the number of people aged 75 and over is expected to

change in the UK between 2011 and 2031. Support your answer with
277 figures.

278 Explain why the governments of MEDCs, such as the UK, are concerned

279 What is the land use alongside the river which flows north east from the CBD?

280 Fig. 3 shows areas of open space. State two different uses of open space in an urban area.

281 Describe the changes in the shape and size of Las Vegas between 1973
 Fig. 3 shows a city in an MEDC. Suggest three likely differences between the housing in areas
282 X and Y

283 Explain why M is a good location for an out of town shopping area.

284 Using only evidence from Photograph A, describe three features of the CBD of Hong Kong

Describe the causes of traffic congestion in the CBDs of major urban

285 areas.

Explain how the problems of traffic congestion in cities can be

286 solved.
 For a named example of a town or city you have studied, describe the
287 impacts of urban sprawl on the natural environment.
Suggest the likely impacts of the growth of urban areas such as Savignano on the natural
288 environment.
State two advantages and two disadvantages of living in an inner city
289 area in an MEDC.
Explain the impacts of urban sprawl around large urban areas in
290 MEDCs.
Name an urban area which you have studied where there is traffic
congestion in and around the Central Business District (CBD). Describe the
291 attempts which have been made to solve the problem.

Describe how each of the three methods shown in Photographs A, B

292 and C reduces traffic in the CBD.

Explain why it is important to reduce problems of traffic congestion in

293 urban areas
Suggest three reasons why traffic congestion is likely in the CBD of
294 Hereford
Suggest three likely problems of living in the urban area shown in
295 Photograph A.
Describe the methods which can be used by city planners to solve
296 one of the problems which you have suggested in (b)(i).
For a named urban area you have studied, describe the attempts
297 taken to reduce the problems caused by traffic
For a named urban area you have studied, describe the attempts to
298 reduce traffic congestion.
 Describe the changes in the total percentage of population living in
urban areas in the USA between 1910 and 2000. You should include
299 statistics in your answer.
What percentage of the world’s urban population lived in the richest
300 countries in 2005?
Using evidence from Fig. 3 only, identify two changes in the world’s
301 urban population between 1950 and 2005.
Describe three different pull factors of urban areas in the poorest
302 countries (LEDCs) for people who live in rural areas.

303 What is meant by urbanisation?

urban areas in the year 2000, and b) a continent in which there were
some countries with less than 45% of the population living in urban
304 areas in the year 2000.

305 Describe the distribution of the world’s fastest growing cities.

Using evidence from Fig. 4 only, suggest three reasons why many
306 people are moving to towns and cities in Botswana.
Explain why large numbers of people live in squatter settlements in
307 cities in LEDCs.
Some villages near Lincoln have increased in population as people
have moved from the nearby city. Suggest three different reasons why
308 people may have moved from Lincoln to these villages

309 What is meant by urban sprawl?

310 Describe the problems for people using the CBD of a large urban area

Choose one problem of living in urban areas. For a named urban area,
describe the attempts which have been made to solve the problem
311 you have chosen.

312 Explain why large numbers of people live in squatter settlements in cities in LEDCs.

313 Describe four ways to improve the housing in squatter settlements.

urbanisation. Describe the impacts of urbanisation on the natural
314 environment
Explain why many newly arrived migrants to cities in LEDCs live in
315 squatter settlements.
 improve the quality of life for the people who live in squatter
316 settlements
Describe the environmental problems caused by the expansion of
317 towns and cities into the surrounding rural areas.
planned population of 20 000. It now has a population of over 200 000.
What problems are caused for people who live in such rapidly
318 growing urban areas in LEDCs?
For a named town or city which you have studied, describe the
319 location and characteristics of two contrasting housing areas.

Identify the country where a) the highest number of people live in slums in 2007, b) the
highest percentage of the population lived in slums in both 1990 and 2007 and c) the
320 percentage of people living in slums increased between 1990 and 2007.

321 Explain why many people in cities in LEDCs live in slums.

Name a city and describe what has been done to improve living conditions in the slums found
322 there.

323 Outline what total fertility rate measures.

324 Describe the trends shown on the graph.

325 Suggest two reasons for the change to the total fertility rate in Asia.

326 Explain the difference between a population projection and population momentum.
327 Identify the two goals towards which India had made more progress than South Asia in 2012.

328 Suggest two reasons why some countries, such as India, still have high rates of child mortality.

Explain one strength and two weaknesses of the Human Development Index as a way of
329 measuring global disparities.

330 Describe the distribution of areas of very high soil degradation.

 Suggest two reasons why areas of high soil degradation occur in Europe and/or North
331 America.

Explain two ways, other than food production, in which soil provides valuable environmental
332 benefits for people.

333 State the year in which total oil stocks were at their peak.

334 Referring to the graph, describe the trend in total oil stocks since the year 2000.

335 Suggest three reasons why total oil stocks may change from one year to the next.
 “Trade is always more effective than aid in reducing global disparities.” Referring to examples,
336 discuss this statement.
 “Forced international migrations bring more positive than negative impacts to recipient
337 countries”. Referring to examples, discuss this statement.
 “Ensuring adequate water supplies is a greater environmental challenge for the world than
338 adapting to climate change.” Referring to examples, discuss this statement.
Describe the general relationship between the average number of
births per woman and the percentage of girls in secondary education.
339 Give data from Fig. 2 to support your answer.

340 Explain the advantages of educating girls and women in LEDCs.

341 Explain why life expectancy is high in MEDCs.

342 For a named country which you have studied, explain why the birth rate
343 Explain why there are high birth rates in LEDCs, such as Angola.

344 Explain how death rates have been reduced in NICs, such as Philippines
345 Describe three different problems caused by population growth.

346 Suggest reasons why the birth rate in LEDCs such as Vietnam is still high compared w

347 Explain why there are high birth rates in many LEDCs.

348 Describe the problems caused by high natural population growth in LED
Name two social or economic factors (other than population data), which
349 might help to explain the changes in China’s population.
 The size and structure of the population in a country may change as a
result of international migration. Choose any example of international
migration which you have studied and name the countries between
which people moved. Explain why many people made the decision to
350 migrate. You should refer both to pull and to push factors.

The size and structure of the population in a country may change as a

result of government policies. For a named country which you have
studied, describe the policies which have been used by the
351 government to influence rates of natural population growth.

Suggest three ways in which a population pyramid for an LEDC is

352 likely to be different from that of New Zealand (an MEDC).

The governments of both China and Iran have used policies to reduce
population growth during the period shown by the graph. Describe
353 policies which
Choose any governments
example can use
of international to reduce
migration birth
which yourates.
have studied and
name the countries between which people moved. Explain why many
people made the decision to migrate. You should refer both to pull and to
354 push factors.

355 Describe the distribution of states where there are high rates of migrati
areas. Suggest why many people are migrating away from urban areas
356 in MEDCs.

357 What is meant by international migration?

 Using Fig.1 only, name:
A  a country from which there were more than 40 000 migrants to the
USA in the year 2000;
B  a country from which there were fewer than 20 000 migrants to
358 the USA in the year 2000.

359 Describe three pull factors of MEDCs to migrants from LEDCs.

360 What is meant by migrant ?

361 Identify the two examples of migrants from Fig. 1 which are most likely to be the resu

362 Give three different push factors which may result in forced migration.
from Fig. 2.
A  Rural to urban migration
B  Urban to urban migration
363 C  International migration

364 Choose one example of a migration shown on Fig. 2. Explain why people migrate betw
Name an example of a country which has attracted large numbers of
international migrants. Explain the pull factors which have attracted
365 people to your chosen country.
name the countries between which people moved. Explain why many
people made the decision to migrate. You should refer both to pull and
366 to push factors.

367 Describe the likely problems for an MEDC, such as New Zealand, of hav
368 For a named area you have studied, explain why it has a low population

369 Using Fig. 1, identify the country which is most sparsely populated.
Using only evidence from Fig. 1, explain why countries with a large
population may have a lower population density than countries with a
370 smaller population. You should refer to examples and statistics.

371 Describe the problems caused by traffic congestion in urban areas.

What do all these countries have in common to attract migrants from
372 the Philippines? Use only evidence from Table 1.
Does distance affect the number of migrants from the Philippines to
373 Kuwait and to the USA? Explain your answer.
temporarily in certain countries in December 2008. Complete the
graph to show that 550000 Filipinos were temporary migrants in the
374 United Arab Emirates (UAE).
375 How many Filipinos were temporary migrants to Qatar in 2008?
temporary emigrants from the Philippines were to the Middle East.
376 Use the key provided.

Describe three different problems caused by air pollution in cities in

377 MEDCs such as New York.
Complete Fig. 3 below, which shows the percentage of households which are very poor, by
378 shading Manhattan
 Name a) the borough with the highest average (mean) annual income per household and b)
379 The borough with the highest percentage of households with residents not born in the USA.

To what extent is there a relationship between the percentage of households which are very
poor and the average (mean) annual income per household? Use data from Fig. 2 to support
380 your answer.

For a named urban area which you have studied describe the main features of one of the
381 following land use zones:
Many people from LEDCs who have migrated to MEDCs still end up
382 with a poor quality of life. Suggest reasons for this.

383 Explain why many international migrants experience difficulties when they arrive at t

384 Give three other reasons why countries may have a low population density.
385 For a named country you have studied, explain why the distribution of i

386 Suggest the possible impacts on Lithuania of a large amount of emigrat

387 Which part of Mali has the lowest population density?

Suggest three ways in which the population pyramid for Eritrea, an
388 LEDC, is likely to be different from a population pyramid for an MEDC.

389 Describe the likely problems for an LEDC, such as Eritrea, of having s

390 Describe the likely problems for an MEDC, such as Ireland, of having s
Ireland in Fig. 2 is likely to be different from a population pyramid for
391 an LEDC.
For a country which you have studied, explain why the government is
392 worried about its rapid population growth.

393 What is meant by the term population structure?

Identify from Fig. 1 the stage when:
A the birth rate is the highest;
394 B there is the lowest rate of natural population increase.

395 Describe three changes in the population structure of a country between Stages 2 an

396 Explain why the population structure of a country changes as a country

Compare the change in the percentages of the population over the
397 age of 65 in Japan and the USA between 1950 and 2010.

398 Explain how people over the age of 65 can be supported in MEDCs.
caused by an increase in the percentage of the population over the
399 age of 65.
 Suggest what problems are faced by people not born in the USA living
400 in large urban areas like New York

401 Explain why there are high levels of air pollution in many cities

402 What is meant by a low population density?

Name an area shown on Fig. 1 with a low population density;

A that also has an arid (very dry) climate,
403 B that is also in the Southern Hemisphere.

404 Suggest three reasons why the area marked X on Fig. 1 has a high population density

405 Give three different reasons why the area shown in Photograph A has a low populatio
406 Suggest why some people live in areas of low population density, such

For a named country which you have studied, describe the

distribution of its population and draw a labelled sketch map to show
407 this distribution.

408 Give two attractions of large cities in MEDCs, such as Toronto, for immigrants.

409 In which continent is there the greatest percentage of the world’s popu

410 For an example of a country you have studied, describe the impacts of
411 State the populations of: (i)  females aged 0–4 in Niger; (ii)  females aged 20–24 in Ba
What evidence shown on Fig. 4A suggests that Niger has: (i) a high
412 birth rate; (ii) a high death rate in 0–30 year olds?
413 Which one of the three countries has the largest population aged between 0 and 30?
Bangladesh has a major birth control programme.
(i) What evidence on Fig. 4B shows that this is having an effect?
414 (ii) When did this start to work?
The population pyramid for Country X (Fig. 4C) has a very uneven
shape, showing that the numbers in each age group vary a lot.
415 Suggest one reason for this.
60s in 2005; (ii) will have the greatest increase in percentage of over-
416 60s?
417 Suggest one problem the changes shown on Fig. 6 will cause for the go
418 What was the total male population of Philippines aged 15–19?
419 Which one of the three countries has the smallest population?
percentage of the total population. Give one advantage of this
420 method.
 Using Figs 5 and 6, which one of the three countries shown in Fig. 5 is
421 in: (i) Stage 2; (ii) Stage 3; (iii) Stage 4.

422 Suggest three reasons for the low birth rates in MEDCs such as Canada.

423 Describe the main differences in the origin of migrants to Canada in 19

424 Suggest ways in which Canada may have benefitted from receiving larg

425 Explain the likely difficulties for migrants from Asia (including the Mid
 For a named country you have studied, explain the push factors which
426 have caused large amounts of migration from it.

427 Describe two features of the location of areas where population density is over 10 people per

428 Suggest reasons why the population of Mali is unevenly distributed.

429 Describe and suggest reasons for the changes in life expectancy in Mali bet

430 For a named area which you have studied, explain why it has a low popu

431 Explain how the population density of an area is calculated.

Name a continent with a population density which is:
A  below the world average,
432 B  above the world average.
433 Explain why desert areas are sparsely populated.

434 Explain why some settlements have grown up in sparsely populated are

435 Describe the distribution of areas in Brazil where the population densit

436 With the help of Figs. 2B and 2C suggest reasons why the population of

437 What is meant by a densely populated area?

Name a densely populated area shown on Fig. 1:
A  with a temperate climate;
438 B  in South East Asia.

439 For either the area marked X or the area marked Y on Fig. 1, suggest reasons why it i

440 Suggest reasons why the area shown in Photograph A is sparsely popul

441 Suggest how the relief of the land shown in Photograph B has resulted

442 Explain why some river valleys are densely populated.

443 For a named country which you have studied, describe and explain the di

444 Identify a state in India with a population density of 800 people or mor
The Indian state of Karnataka has a population of 52.73 million (52
730 000) and an area of 191 976 square kilometres. Calculate its
445 population density. Show your calculations.
density. Describe one similarity in the location of all three of these
446 states.
C are sparsely populated. You should choose a different reason for
447 each photograph.

448 Explain why some towns may grow up in areas which otherwise have a l
449 State the number of regions with a decrease in population caused by mi
The Bay of Plenty Region had an increase in population caused by
450 migration of 6000. Plot this information on Fig. 9.

Fig. 10 (opposite) shows the location of the 16 regions on the north

and south islands of New Zealand and Tables 3A and 3B (opposite)
give information about population migration between the regions.

Using this information, describe the population migration in the

following areas of South Island: (i) The west coast; (ii) The east coast;
451 (iii) The north coast.
 Has there been an overall movement of population from South Island
to North Island? Give evidence from Tables 3A and 3B to support your
452 answer.

Brazil’s infant mortality rate dropped from 39 per thousand births in

1995 to 22 per thousand births in 2010. Suggest two possible reasons
453 for this change.
454 What does the 2005 net migration figure of –17 000 indicate?
455 How many 40–44 year old males were there in Italy in 2000?
456 There are expected to be 2.5 million 45–49 year old males in Italy in 202
Describe the predicted changes between 2000 and 2020 in the total
457 numbers of: (i) 0-14 year olds; (ii) over 64 year olds.

458 Describe the predicted changes between 2000 and 2020 within the 15–6

459 Using Fig. 10, describe two differences between the population of Italy and the popul
Name the continent where:
A the percentage of the world’s population decreased from 21% in
1950 to 12% in the year 2000;
B the percentage of the world’s population increased by the year
460 2000 but is likely to decrease by 2050.

461 Describe three features of the distribution of Uganda’s population.

462 Explain how physical factors can influence population distribution.

463 For a named country you have studied, describe and explain changes in

464 Describe the types of land use which occur at the edges of cities.
 Name a country you have studied where internal migration has
465 occurred. Explain the reasons for this migration.
Calculate the population growth of Mali in 2005. You must show how you worked out your
466 answer.

467 Explain why birth rates are still high in countries at a lower level of development such as Mali.

468 Explain why Africa’s percentage of the world’s population increased between 1950 and 2000.
 The population has grown so much in some countries that they are now overpopulated.
469 Describe four problems caused by overpopulation.

470 What is meant by death rate = 11.5 per 1000 ?

Calculate the natural population growth rate of Lithuania in 2013. You should show your
471 calculations in the box below.

Describe the changes to Lithuania’s net international migration between 2005 and 2011. You
472 should refer to data from Fig. 1 in your answer
473 What is a tectonic plate?

474 Explain why volcanoes occur on destructive (convergent) plate margins

475 Explain why people live in area of volcanic activity

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473 Explain why volcanoes occur on destructive (convergent) plate margins

474 Explain why people continue to live in areas of volcanic activity

475 What is a tectonic plate?

476 On fig.5 label a constructive plate boundary (P) and a destructive plate boundary(Q)
Explain why major earthquakes are more likely to occur in an area marked X on the fig.5 than
477 in area marked Y.

478 Describe the processes that caused the natural disaster shown in fig 6.

479 Describe the impacts of an earthquake on an area that you have studied

480 Identify the hazard that causes the most number of deaths

481 Compare the impacts of floods in MEDCs and LEDCs

482 Suggest why earthquakes caused more financial damage in MEDCs than LEDCs

483 Explain why volcanoes often do not cause a large number of deaths

484 describe the distribution of areas that are affected by severe drought

485 Describe the impacts of severe droughts in LEDCs

486 What is meant by fold mountains

487 Use fig. 5 to name two plates that are moving towards each other forming the Andes

Explain how fold mountains are formed in some areas where plates are moving towards each
488 other

Using ideas from fig. 6, describe 3 different hazards which an active volcano may cause for
489 people

490 What is meant by an active volcano

491 Using on evidence from photograph A,describe two features of the volcano shown

492 Briefly describe the global distribution of volcanoes

493 Explain how the eruption of Eyjafjallajokull volcano benefitted the Icelandic tourist industry

494 In what other ways, other than tourism, may people benefit living close to a volcano?

495 Explain how volcani eruptions can cause problems for people
Explain the causes of an eruption that you have studied. You may use labelled diagrams in
496 your answer.

497 What is a drought?

Study fig 7. Identify one similarity and one difference between the locations of areas affected
498 by drought and tropical storms

499 Describe three hazards for people that result from tropical storms

500 Explain why earthquakes and volcanoes eruptions occur in in similar areas

Do bigger earthquakes (higher magnitude) case more deaths? Support your answer with data
501 from fig. 8.

502 Suggest reasons for the variation in deaths caused by the earthquakes in fig. 8
Volcanic eruptions are another natural hazard. For a named example of a volcanic eruption
503 which you have studied , describe its effects.
Why do you think some of the people living on Monserrat were surprised by the volcanic
504 eruption in 1995
 Lava flows from the volcano reached the capital city, Plymouth. What is the distance and
505 direction from Chance Peak, in the Soufriere Hills, to Plymouth?

Use evidence from fig. 5 to describe three possible effects of the volcano eruption on
506 Monserrat

Suggest reasons why people living on Monserrat found it hard to deal with the effects of this
507 volcanic eruption
Describe the distribution of the major earthquake and volcano zones which are shown on fig.
508 6

Explain the processes which result in in the eruption of volcanoes in the area shaded and
509 labelled X on Fig. 6. Use labelled diagrams in your answer.

510 which country is nearest to the epicentre of the earthquake?

The earthquake caused a tsunami which caused many deaths. Use map evidence only to
suggest why A)there were more deaths in Sri Lanka than India B) there were more deaths in
511 India than Malaysia

512 Explain why earthqaukes occur close to plate boundaries

What conclusion can be drawn about the relationship between strength of earthquake and
513 the number of deaths it causes. Support your answer with figures.

514 Explain why earthquakes of the same strength may cause different numbers of deaths

515 Describe the short term and long effects of earthquakes

516 What is meant by a natural hazard?

517 Give an example of a natual hazard caused by a)tectonic activity b) weather/climate

518 Using only evidence from table 1 compare the effects of drought and earthquakes

519 Suggest reasons why the impacts of natural hazards are usually greater in LEDCs than MEDCs.

520 In which province is most energy generated?

Use evidence from table 2 to name a province where a) most electricity is generated by fossil
521 fuels b) the main method of electricity generation is nuclear power
522 Compare the importane of different methods of electricity generation in Quebec and Ontario

523 Explain why the importance of hydro-electric power (HEP) varies between different areas

524 What type of energy is being generated in photographs D,E and F?

Explain the increasing importance of renewable energy sources, such as those shown in the
525 photographs, in many countries

Name an area or a country where large amounts of fuelwood are being used for energy.
526 Describe the problems this causes for local people and the natural environment.

527 what percentage of China is employed in the secondary sector

Name the country that has a) equal percentage of the population employed in the primary
528 and secondary sectors b) 75% of the population employed in the tertiary sector
Explain why a large percentage of the population is employed in the primary sector in LEDCs
530 such as Bangladesh

531 Using fig. 8 identify: a) a raw material b)a process c)an output

A cement factory was opened in 2007 at Buipe (a town in Ghana). Suggest how the cement
532 factory may benefit the local people
Describe the problems which manufactoring industries such as the cement factory,might
533 cause for the natural environment in and around Buipe
Marks Answer
10

15 At bands E and F expect more than a list of problems. The scale of the challenges may be commented on, or the nature of rapid growth making it hard for city a
15
10 Marks should be allocated according to the markbands.

15

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Likely examples include the EU, NAFTA or the BRICS group (which has had annual meetings since 2009). Also credit
other examples of global governance with a
multi-governmental character, such as the IMF, World Bank, G8, OPEC, NATO, OECD. Also credit the UN, or UN-
sponsored agencies. An analysis of the influence of a specific global conference or agreement/protocol (climate
change meetings in Kyoto, Doha, etc) could reach band D/E provided that it is explicitly shown to be the product of
multi-governmental collaboration, organization or debate (if not, limit such responses to band C).

Multi-governmental organizations (MGOs) influence the way citizens, civil society and businesses operate by
relaxing barriers to certain types of global flow/movement (migrants, tourists, goods, capital, etc). A key issue is
the diminishing effectiveness of political borders.

Alternative approaches might analyse the political influence that MGOs have over the governance of sovereign
states: • EU states must agree to adopt legislation from European Parliament (some may even know of the growing
influence of Germany as a driver of EU policy affecting Greece during Eurozone crisis) • IMF insistence on
economic reform/adjustments in countries seeking loans, sometimes critiqued as a neo-colonial form of influence
• UN human rights rulings / war tribunals / peace-keeping operations • NATO or other military alliances and their
actions • the macro-economic influence of OPEC during the 1970s (another approach might be to analyse why
OPEC’s influence has ceased to increase since) • the growing influence of the BRICS group (especially Chinese and
Indian investment in African countries).

At band D, expect either description of some range of ways in which an MGO is influential, or some chronology /
explanation of why its influence is increasing.
10 For band E, expect both
 Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Three likely ways to discuss the statement (there may be others) are as follows: • one way is to assess the net
effect for a range of generic global concerns (“every part of the world” is thus interpreted as “the world”) •
another way is to agree that there are few positives associated with global interactions, notably environmental
effects, and to then address the extent to which particular places, especially isolated/wilderness regions [Guide 7],
have suffered • alternatively, candidates may offer a place-by-place or regional audit eg compares/discusses South
America, Africa, USA, etc.

Likely themes for discussion include: • financial flows [Guide 3] and workplace exploitation, balanced against the
alleviation of poverty • cultural interactions can bring homogeneity but also bring new forms of culture, and
hybridity [Guide 5] but this must be balanced against the loss of authentic differences and the ways in which
adopted cultural traits enable “exploitative” or consumerist TNCs to gain leverage to penetrate new markets, etc •
migration brings a range of effects for host and source regions [Guide 5]; these should be carefully weighed and,
ideally, a genuine evaluation given (rather than listed costs and benefits) • environmental harm is likely to be a
major theme [Guide 4]; some may argue that accelerated climate change stems from accelerated global
interactions (accept this view), opening the way for a thoughtful discussion of predicted changes (including some
beneficial ones, eg thermal growing season).

Good answers may provide some discussion of the extent of these effects (the interrogation of whether “every
place” is affected) and may focus on “un-globalized” societies eg Amazonian tribes [Guide 7], ocean pathways for
pollution and plasticstrewn coral atolls, Antarctic beaches, etc.

At band D, there should be either a detailed explanation of a variety of effects or a more critical discussion of the
net balance/spread of effects.
15 For band E, expect both.

There are many possible approaches to answering this question.

The focus could be on: • actual ICT network growth/adoption trends (in terms of numbers of subscribers/device
owners/intensity of use/places where there is uptake) • growth of a single/narrower aspect of ICT adoption (eg
mobile phone use, social networking, broadband provision) • the growing uses of ICT in civil society (more people
exchanging ideas, information, finance) and/or changing rates of social adoption.

Weaker answers are likely to provide isolated fragments of information about different places, or may offer a
technology timeline with little geographical content.

Good answers may provide a clear geographical focus (perhaps named countries eg M-Pesa in Kenya or ICT
outsourcing in India) and give some depth of analysis of how and why ICT uptake has changed, and who the users
are.

At band D, there should be either detailed description of ICT growth/adoption trends or explanation of ways in
which ICT is being used by people/groups/TNCs.
10 For band E, expect both.
 Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Global sociocultural interactions can encompass migration and diaspora,

social networking, cultural shifts (in spoken language, music, fashion, cuisine, etc), the spread of global media and
the diffusion of branded commodities (all [Guide 7]). The response should examine a range of such interactions
and may address reasons for their growth over time (technology, TNCs) [Guide 2, Guide 5].

A sound examination of global sociocultural interactions may illustrate the ongoing role that “core”
regions/countries have in bringing cultural change to other places. • concepts such as “cultural imperialism” or
“soft power” may be employed and should be credited if used [Guide 5] • it may be argued that these
interactions have intensified due to technology and TNCs [Guide 5] • done well, and with sufficient synthesis of
themes, this approach, though simple, could reach the higher bands • perhaps a global core/hub and
periphery/semi-periphery framework will be used [Guide 3].

Good answers may explicitly address the changing pattern / new locations of global cultural influence, notably
emerging economies such as the BRIC nations (India’s Bollywood film, Brazil’s Bossa Nova music, etc). Some may
even consider the extent to which a long-established US–EU (core) hegemony is under threat.

Credit other valid interpretations, but material on financial interactions

(eg remittance flows) should be marked as irrelevant or not answering the question. Some answers may lack
conceptual grounding, but usefully employ a good range of anecdotal/documentary evidence that draws on a
candidate’s own lifestyle, eg familiarity with South Korea’s K-pop phenomenon and Psy (a major music trend of
2012 that will be very familiar to the age group who will have sat the paper).

At band D, expect either explanation of a wide, detailed range of sociocultural interactions, or a more critical
examination of a changing pattern over time.
15 For band E, expect both.

Raw materials may include fossil fuels, ores, timber or food stuffs such as soya. Any unexpected interpretations,
the validity of which is not clear, must be referred to a team leader.

• Located impacts for degradation could include the Niger delta or Gulf of Mexico (oil), Brazil (timber/soya), shale
gas (USA), oil sands (Canada). • Specific impacts might include loss of biodiversity or acid rain. A good account of
impacts that lacks locational detail can still reach the higher band if the process details are good. • The idea of
degradation might also be linked to the lifecycle of the raw material/product including waste disposal issues. •
Good answers may be structured to show different scales of environmental degradation (local and global) or may
look at transmission of effects (questioning whether degradation occurs at the source or destination/market eg
coal burning).

Details of rising demand are required for band E, or can help candidates to access band D if they are lacking details
about environmental degradation. Rising demand could be linked specifically with the growth of emerging
economies/rising affluence/growth of new consumer classes. Some credit can be given for suggesting population
increases, although rising demand is in fact related far more to changing lifestyles in China, Brazil, Indonesia, etc.

At band D, expect either a detailed description of some range of environmental degradation, or a clear explanation
of how/why rising demand plays a role.
10 For band E, expect both.
 Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Global interactions may be defined as a diverse set of flows (economic, social, cultural, etc), potentially “setting the
scene” for an essay which provides a nuanced conclusion that discusses the extent to which the statement is true
for different types of global interaction.

Likely themes and barriers include: • free trade versus protectionism (and the role trade blocs play); the focus will
be loss of sovereignty and multi-governmental organizations (MGOs) [Guide 6] • information exchange versus
censorship, linked to growing importance of technology/“shrinking world” theory [Guide 2] • “open-door”
migration versus points systems and restrictions either in the context of economic migration or diaspora studies
[Guide 3, Guide 5] • some possible considerations of the now well-documented and growing risks associated with
outsourcing/offshoring [Guide 3] – perhaps an “end of globalization” argument • physical/environmental barriers
may not be growing but are certainly falling due to overcoming of friction of distance [Guide 2] • developed
further, the migration and offshoring debates can be linked with the resurgence of nationalism and anti-
globalization movements [Guide 6, Guide 7].

The double-edged effect of MGOs may be remarked on – namely, that they reduce barriers to internal exchanges
while erecting barriers to external trade
(eg through the adoption of a common external tariff in the case of the EU, thereby excluding some producers
from access to European markets).

Good answers may conclude that the response to the question depends on the type of interaction that is being
discussed (thus China is more open to flows of FDI than in the past, pre-1978; yet efforts to censor the internet
have increased in line with its growing popularity). Some countries encourage economic interactions but attempt
to curtail cultural ones.

At band D, expect either a detailed explanation of a variety of ways in which barriers are changing, or a more
critical discussion of different kinds of barriers and interactions.
15 At band E, expect both.
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Lower than expected/average rainfall [1]

Plus a development [1] such as:  for an extended period of time  or may distinguish between
2 meteorological/agricultural/hydrological drought.
 Award [1] for detail of why low rainfall occurs, and a further [1] for appropriate named location.

Possible reasons: anticyclone / air mass movements; ENSO/El Niño/ La Niña cycles; jet stream movements; North
Atlantic Oscillation; climate change.
2 For example: California [1], ENSO cycles [1]. El Niño [1] has caused droughts in East Africa/Ethiopia [1].

In each case, award [1] for a basic reason why fewer lives are being lost to natural hazards than in the past and [1]
for some further development using applied knowledge of earthquake or volcanic hazards.

For example:  improved monitoring / short-term prediction [1] and may develop / provide examples [1] 
education / drills [1] and may develop / provide examples [1]  greater knowledge of plate boundaries and where
risks are present [1] and may develop / provide examples [1]  land-use zoning [1] and may develop / provide
examples [1]  community preparedness eg emergency kits [1] and may develop / provide examples [1].

For example: People in Iceland are aware of the dangers of volcanoes [1], keep emergency supplies in their houses
6 [1].

Possible arguments include:  during the passage of a hurricane, wind speed varies over time  different
hurricanes follow different tracks / make landfall in different areas  variable hurricane strengths within a single
season, perhaps linked to latitude, temperature and depth of water  climate change could bring long-term
increase in temperature of atmosphere and ocean.

Good answers are likely to conceptualize “intensity” in varying ways (different events or different phases of the
same event), or may adopt different time scales as part of their answer (hurricane strength varies within a single
season but there could be a long-term increase in intensity linked with climate change). Credit answers that look
at spatial variations as well as temporal variations.

At band D responses are likely to describe some reasons for the differences in the strength of different hurricanes
over time.

At band E, expect either more detail / range of reasons with located examples, for the varying intensity of different
located hurricanes or some discussion of what “over time” means (eg seasonal or long term).
10 At band F, expect both.
New Jersey [1], and identifies two of the following: highest deaths, most people affected by power outages, three
2 types of travel disruption [1].
Delaware [1], and further justification [1], for example, no deaths, least transport disruption [1]. or Washington
2 [1], and further justification [1], for example, no deaths, fewest power cuts [1].

Award [1] for each action. A single action can gain [2] if the idea is developed/exemplified.

Possible actions include:  housing restrictions in low-lying/coastal areas mean fewer people/properties will be at
2 risk [1]  other land uses, eg golf courses, parks [1].

A hazard event is the realization of a threat to human life/property, resulting in harm/damage [1].

A disaster is a major hazard event that causes widespread disruption to a community or region, and the affected
community is unable to deal with it adequately without outside help [1].

Award the remaining [2] for an attempt to address the distinction:  What is meant by “outside” help is not clear –
this has national / international dimension for instance.  What is meant by “widespread disruption” may not be
clear eg how many deaths/how much damage.
4 Credit other valid points that relate to the distinction.
 The most likely framework will be to compare two or more events in very different contexts. Two named types
must be discussed in some depth for the award of full marks.

Good answers are likely to conceptualize “harmful” in varying ways (injuries, deaths, property damage etc).

A good discussion should consider a range of arguments, such as:  population vulnerability, density and
distribution, and events in unpopulated areas  socio-economic context (level of development and
resilience/vulnerability/ adaptation costs)  timing of events (night-time or daytime)  trajectory of hurricanes.

At band D answers are likely to describe some basic reasons for differences in the impacts of one or two hazards
(eg knows that hurricane or tectonic events are likely to bring higher mortality in less developed countries). At
band E, expect either more detail / a range of reasons for the varying impacts that two or more hazards will have
or some discussion of what constitutes harmful (contrasts mortality and property losses for instance).
10 At band F, expect both.

1 Accept responses within the range 130 million to 175 million.

Award [1] for each valid change and reserve [1] for quantification.

For example:  increased rapidly between 1970 and 1990 [1] by approximately 50 % [1].  increased very slowly
3 from 1990 to 2011 [1], to about 135 million [1].

Economic activity can include manufacturing industries, retail and service industries. In some urban areas there
are primary industries (mining towns).

Examples must be developed. For example, would need to identify locational features of the industry eg transport
corridors, edge of town, close to the CBD, rather than a generic example such as the motor industry in Detroit.

Award [1] for each characteristic identified, and a further [2] for an explanation of the features of the spatial
distribution, up to a maximum of [5]; reserve the final [1] for the example of the urban area.

For example, retailing in Cardiff is concentrated in the CBD [1] due to accessibility [1] (transport), leading to a
6 higher pedestrian flow [1].
 Sustainable cities are those that seek to maintain and improve the quality of life for current and future urban
dwellers. Ecological footprints are the theoretical measurement of the amount of land and water a population
requires to produce the resources it consumes and to absorb its waste under prevailing technology.

There are many factors used in an ecological footprint calculation, which is a measure of the environmental
impact/requirements of people:  bioproductive (currently used) land such as farmland, gardens, pasture and
managed forest  bioproductive sea used for human consumption  energy land – the amount of land that would
be required to support renewable energy instead of non-renewable energy  built land – land used for
development such as roads and buildings  biodiversity land – land required to support all of the non-human
species  non-productive land such as deserts is subtracted from the total land available.

Other aspects of sustainability may be social (housing quality, social equality, crime), economic (type of
employment, employment, unemployment) and/or environmental (air, water, land resources).

Good responses are likely to discuss the definition of urban sustainability. They may refer to social indicators (the
percentage of people in over-crowded conditions, crime rates, educational achievement/literacy levels, etc) or
economic indicators (Gini coefficient and unemployment rates). Candidates may question whether all of the data
can be collected or even whether it is possible to accurately measure ecological footprints. Ecological footprints
are therefore only one part (albeit important) of the sustainable city.

Answers may draw from a number of examples – Curitiba, Masdar City, and Bedzed and/or from sustainable
strategies for transport, housing management, in-migration.

At band D, responses are likely to describe urban ecological footprint management or another urban sustainability
strategy.

At band E expect either a more detailed explanation of how ecological footprints and other strategies (at least one)
are used to manage urban sustainability or a discussion of urban sustainability/issues in a more varied way.
10 At band F expect both.

Award [1] for each of four valid statements, for example:  Detroit’s population increases between 1900 and 1950
 the most rapid growth was between 1910 and 1930  the city’s population has declined from its peak in 1950
until 2015  in 2015 its population was the lowest it has been since about 1915.

There may be other valid descriptive statements.

4 Maximum [3] if no quantification (must quote some data from y axis).
 Counter-urbanization is the movement of population away from inner urban areas to a new town, a new estate, a
commuter town or a village on the edge of just beyond the city limits/rural–urban fringe.

Counter-urbanization is influenced by many push and pull factors.

Award [1] for the identification of a factor affecting counter-urbanization, and a further [1] for development, up to
a maximum of [5], reserving the final [1] for an example.

Push factors include:  the high price of urban living  congestion in urban areas  pollution  lack of services 
declining employment opportunities  social problems such as high crime rates.

Pull factors include:  the perceived improved community relations  better schools  bigger houses  cleaner
environments  space.

Accept other valid suggestions eg improvements in transport, improved ICT links enabling teleworking.

For example: High crime rates in Johannesburg [1] have led to many people leaving the inner urban areas for
smaller areas/relocating [1].

For example: Perceived high quality selective educational establishments in Tonbridge, Kent [1] have resulted in
increased population in-migration [1].
6 Do not credit both mirror statements eg poor housing/good housing used as two factors.

The effects of human activity on urban climates is varied eg urban heat islands, increased cloud cover and
incidence of smog, increased instability, reduced snow cover, lower air pressure, increased tunnelling of winds, ie
“the canyon effect”, decreased relative humidity and so on.

The impacts depend on a number of factors: size of city, the function of the city (industrial versus post-industrial),
land-use in the city (open spaces versus industrial/retail zones), population density, vehicle density.

In some cities, negative impacts of earlier urban development have been reversed by recent developments eg the
Olympic Park in London, slum clearance in Barcelona to create La Rambla or the reintroduction of the Cheong-Gye-
Cheon river in Seoul. These have led to reduced temperatures, reduced wind speeds, and increased humidity.
Sustainable transport strategies may reduce the number of vehicles in city centres.

Good candidates may examine the scale of the city, improvements to a city’s climate and the nature of the
settlement. Good candidates should be able to explain specific aspects of the microclimate and relate it to named
human activities (building, transport systems, power generation).

Responses at band D are likely to describe a limited range (at least two) of effects of human activity on
microclimates.

At band E candidates will either discuss the effects in greater range/depth/types or provide some discussion of
what “varied” might mean (eg negative/positive, planned/unplanned, varied locations).
10 At band F expect both.
 Award [2 marks] for a description of each factor and [1 mark] for the explanation.

Answers could include: • temperature of ocean [1 mark], (26 C–27 C ) [1 mark], water depth (at least 60m) to
allow evaporation for the energy of hurricanes [1 mark] • distance from the equator/latitude [1 mark], between
approximately 5 –30 oo of the equator [1 mark] as coriolis force [1 mark] is sufficient away from the equator to
generate spin [1 mark] • movement of hurricanes away from tropical oceans [1 mark] as they move over colder
ocean areas and/or land masses [1 mark] they decline because of loss of energy [1 mark] • other possible factors
6 include wind shear, wind speeds, converging winds, development of an equatorial wave.

Responses should show an understanding of the term vulnerability and include a range of demographic factors
(these may include population density, migration, gender, age) and socio-economic factors (these may include
education level, wealth, awareness, experience, the level of development, technology, insurance). Many hazard
events are socially selective eg, Hurricane Katrina in New Orleans (2005) had a disproportionate impact on poorer
communities than on richer communities.

To access band D, demographic and/or socio-economic factors should be described and an example named.

To access band E either a good examination of vulnerability should also be provided or a wider range of
demographic and socio-economic factors for recognizable location(s) examined.

At band F, expect both.

10 Marks should be allocated according to the markbands.

Award [1 mark] for each impact on people (eg their home lost) and [1 mark] for how this affects quality of life (eg
4 have to sleep in the open), or some detail of how the hazard led to this (ground shaking, liquefaction, volcanic ash).

B represents short-term response such as: • emergency search and rescue of collapsed buildings • the provision of
emergency aid / food / shelter • the arrival of specialist personnel (external agencies) • evacuation in case of
aftershocks / further eruptions • other valid short-term suggestions.

C represents longer term organized response, such as: • reconstruction (possibly with improved design or land
zoning) • wreckage clearance • salvage operations • care and rehabilitation (physical/mental) • other valid long-
term suggestions.
Award [1 mark] for each appropriate response that is outlined and [1 mark] for any further development of that
point (may use examples, or qualify statements in other ways).

Award up to [4 marks] for either B or C; balance is not expected. Maximum [3 marks] if ideas do not relate to
6 earthquake or volcano.
 Improvements in building design could include modifications such as steel reinforcement, base isolators, movable
hydraulic joints, strategies to reduce building shaking, shatter proof glass, deep foundations. Low cost designs
include wooden buildings that shake in an earthquake, low density buildings, buildings on stilts, reinforced roofs
etc. Similar improvements in building design/modification could be discussed with reference to volcanoes,
hurricanes and other hazards.

A detailed description of building design is not required, although there should be a sound understanding of its
importance.

Discussion should include other ways to reduce vulnerability including land-use zoning, early-warning systems,
hard engineering structures such as sea walls, soft engineering structures such as mangrove swamps and belts of
trees, response and awareness training, evacuation planning, emergency shelters, investment in emergency
services, improved monitoring and prediction of natural hazards, insurance schemes.

At band D, responses are likely to be descriptive and might only cover building design or other simple ways of
reducing vulnerability.

At band E, responses should either consider more ways in greater depth or offer some more explicit evaluation eg,
a combination of ways is needed.
10 At band F, expect both.

1 Urbanization is the increasing percentage/proportion of a country’s population living in towns and cities. Accept alt

3 Award [1 mark] each for: • there are more millionaire cities in all continents • major growth along coasts • may id

There are many possibilities: • land values too high in CBD so shops/offices move to edge of town • new
attractions of new road/rail links attract a range of businesses • business parks established in new areas with good
accessibility • brownfield site redevelopment for offices/shops may have advantages eg, cost • enterprise
zones/export processing zones have cost/benefits for light industries.
Award [1 mark] for each basic reason for movement (advantage should be clear) and [1 mark] for further
explanation/exemplification. For example, services in Cardiff have relocated to the accessible Cardiff Gate business
park [1 mark] which has much lower costs per square metre than the CBD [1 mark].
6 Award a maximum of [4 marks] if no economic activities are named.
 Sustainability should be defined – good answers will acknowledge environmental/economic/social dimensions.
Candidates may discuss aspects such as housing, population growth, pollution, transport, housing and
employment. Contrasting case studies of sustainable urban management might be used. These may be drawn
from high-income countries and low-income countries. Examples may include Curitiba, the London Olympics,
Masdar City. Credit any valid example at any urban scale.

Reasons are likely to include: • cost – eg, the cost of developing a new sustainable transport system, housing etc •
availability of money – this can operate at a household level/city government level eg, being able to afford solar
panelling • political will – corruption may be a problem in some locations / vote-catching / NIMBYism (people not
wanting new developments such as a recycling scheme in their locality (“back-yard”)) • available technology –
some debt-ridden cities may not be able to afford new forms of renewable energy, for example • rapid population
growth and rate of consumption of resources – over-consumption of resources as standards of living rise • high
population densities • legislation – introduction of Agenda 21 statements • waste output – encouraging people to
re-use, recycle, reduce.

To access band D at least two reasons should be described.

At band E expect either a greater range or depth of reasons for management challenges (may offer contrasting
examples) or some explicit examination of what sustainable management actually involves, and the challenge it
brings.
10 At band F expect both.

1 People in the informal sector. Also accept charity work, carers, criminal activity or specified groups of informal wor

3 Award [1 mark] for any of the following, up to [3 marks]: • area A has most people in “skilled manual”/category 4 •

For each population movement, award [1 mark] for the identification of a population movement and [2 marks] for
reasons explaining why the movement occurs. These can be outlined push or pull factors, but do not double-
credit “mirrored” reasons (eg, less space in inner city, more space out of town).

A range of answers are possible, for example: • the movement of families with children from the inner city to the
suburbs [1 mark] • due to push factors such as pollution from traffic [1 mark] • the pull factors such as better
6 education opportunities [1 mark].
 There are many problems related to poverty that candidates can use. These include deprivation, overcrowding,
poor quality housing, crime and inequality. Candidates may agree or disagree with the statement. Likely contrasts
will be made between high-income countries and low-income countries.

Urban poverty and deprivation can take many forms – unemployment and underemployment, poor diet, lack of
clean water. Solutions may be very costly, and there might not be the political will to invest resources on the most
deprived. Overcrowding can lead to pressure on resources (water, sanitation) and it may help spread disease.
Solutions include new housing developments, site and service schemes, provision of piped water and improved
sanitation.

Solutions could include informal/shanty towns, new towns, new cities, affordable housing, rural development. The
fundamental problem is that as long as cities are attractive places for people to live and work, they will continue to
attract more people, thereby making it difficult to solve the problem of poverty.

Credit answers that argue that urban poverty can be resolved (Curitiba, economic growth in China, India pulling
people out of poverty).

At band D, responses are likely to describe either some urban problems or one or more possible solutions.
Evidence may be generalized or lacking.

At band E, expect either a greater range of problems and/or solutions to be covered or some explicit discussion of
the truth of the statement (eg, recognizes the urban context determines the severity of the problem and/or the
solutions sought).
10 At band F, expect both.

Award [1 mark] for each of the following trends, and exceptions to/clarifications of the trends identified: • general
trend is up to 1941–51, then down to 1991–2001 • or may see a rise to 1891–1900, then general decline to 2010
but with some marked exceptions • recent upturn 2001–2010, or since 1971–80 (with exceptions) • rising trend is
interrupted by anomalies at 1861–70, or 1901-10, 1921-30 • may view lows at 1921–30 (18) and highs at 1941–50
(34) as interrupting a trend of some sort • after 1941–50 there were fewer than 25 hurricanes • 1941–50 showed
a sharp rise in the number of hurricanes [1 mark]. • a fluctuating trend • other valid comments that identify a
4 trend, or exceptions/anomalies to that trend.

Valid reasons could include lack of information and awareness of the hazard, poor education and ignorance of the
risk resulting in lack of preparedness, poor information systems such as TV and radio, a long period since the last
hazard occurrence, level of economic development, hazards as acts of God or fate, threat of the hazard compared
with other concerns such as jobs, security, money, food availability, politics, civil unrest.

Award [1 mark] per reason identified and [1 mark] for some further detail of why this leads to underestimation of
6 probability.

Vulnerability refers to the susceptibility of a community to a hazard or the impact of a hazard event. It is a function
of demographic and socio-economic factors and of a community’s preparedness/ability to deal with a hazard event
when it happens.

Answer depends on the hazard chosen – a range of ideas can be covered, including larger-scale
community/national government strategies, including relocation, as well as personal/individual actions (such as
insurance). These include prediction and warning methods, hazard resistant engineering, preparedness, land use
planning, modifying the event.

At band D, at least two ways should be described in some depth. At bands E and F, a clear understanding of
vulnerability should be displayed (eg contrasting/varied ways are examined to highlight both property and social
10 vulnerability).

Suitable magnitude scales would be the VEI or Richter. Also accept intensity scales such as Mercalli or Saffir-
1 Simpson scale.
 Statement of what is being measured (eg earthquake magnitude) May identify upper limit where one exists May
identify critical boundaries (eg severe hurricane is 3+ on SS scale) Some idea of the differences between levels of
the scale Provides example(s).
3 Three valid descriptive statements are needed for [3 marks].

Answers should name and locate a specific area [1 mark] and explain the reasons for the occurrence of the
hurricane in that particular area [5 marks]. The approach depends on the area chosen (could be a single town or
wider region eg Caribbean). The formation of hurricanes (and thus their initial occurrence) is linked with a range
of factors including water temperature and depth of warm water. Alternatively, their occurrence in coastal/inland
areas can be explained with reference to hurricane development and tracks. Credit answers that claim increasing
6 intensity/magnitude due to global warming.

A disaster is a major hazard event that causes widespread disruption to a community or region so that the affected
community is unable to deal with adequately without outside help.

Answers should examine reasons for the increasing economic cost of disasters and the differences between rich
and poor countries. However, the relative financial cost may be greater in poor countries. There may also be
indirect losses such as from a decline in tourism and individual losses may be greater where there is no insurance
cover.

The general trend has been for fewer deaths in disasters (reasons should be given) – but there are notable
exceptions such as the Indian Ocean and Japanese tsunamis. The fact that more people are living in vulnerable
areas could also be considered. Answers that describe hazard events that are not disasters (ie do not require
outside assistance) should not move above band D.

For band D, examples must be used and impacts described. For bands E and F, some discussion of the statement
should be offered (eg may see it as a generalization and dependent on a country’s level of development, or
10 recognizes some types of disaster eg mega-disasters/tsunamis can still bring many deaths)
The (theoretical) measurement of the land and water an urban area requires to produce the resources it consumes
2 [1 mark] and to absorb its waste under prevailing technology [1 mark].
City B has a larger footprint [1 mark]. Although there is a similar value for CO2 from buildings, City B is lower only
in air pollution [1 mark]. For all remaining values B has a higher reading [1 mark]. Award [1 mark] for valid
4 quantification, or for any other valid reason.

There are many options including increased use of public transport; vehicle restrictions; congestion charging; car
sharing/pooling; speed limit reductions; “park and ride” systems; introduction of filters in industrial chimneys;
decreased use of coal and increased use of natural gas in industry and residential use; vehicle emission restrictions;
use of electric vehicles; relocation or closure of polluting industries and power stations; government legislation;
non-polluting public transport; alternative forms of energy.
4 For each way, award [1 mark] for the method and [1 mark] for the development.
 Answers should distinguish between formal and informal activities. (Formal activities, whether in primary,
secondary or tertiary sectors, have a salary, are registered and employees may pay tax and national insurance;
informal activities are unregulated, unofficial, untaxed activities.)

Both exist in all cities to varying degrees and any one individual may be involved in both.

Formal activities tend to be geographically concentrated in a number of locations including areas such as the CBD,
ports, major transport arteries, retail parks, strip malls, industrial zones, and, increasingly, edge of town
developments. Some activities, such as education, may be linked to residential areas. Some knowledge of the
relevant location of these should be evident.

In contrast, informal activities are usually less geographically concentrated than formal activities, and more mobile,
and are also found in a variety of locations. They are especially common in shanty towns, inner city areas and low
income areas eg selling food from kiosks, and in the CBD (street vendors, shoe shining) but also in higher income
residential areas as cooks, gardeners, nannies, security personnel.
– 19 – M13/3/GEOGR/BP2/ENG/TZ0/XX/M

Some people live and work on refuse dumps, collecting and/or recycling discarded materials.

A variety of approaches is possible. Responses may refer to the pattern of activities in one or more cities or
compare their relative patterns in cities in MEDCs and LEDCs.

Responses that do not refer to specific examples of cities or activities should be limited to band D.

For band D, aspects of both patterns should be described for a named place (eg key locations identified).
10 To access bands E and F, both patterns should be developed, with good comparisons made at band F.
1 A city with a population of more than 10 million people [1 mark].

Award [1 mark] for each of two valid processes such as natural increase, in-migration, and boundary redefinition
(urban sprawl) and [1 mark] for the explanation of the process. Natural increase occurs when crude birth rates
exceed crude death rates where a youthful population structure exists. In-migration can be from rural or urban
areas, or from other countries. Boundary redefinition may cause the megacity to expand and engulf surrounding
4 settlements.

Sustainable urban systems have a circular system where inputs (energy, water, people, materials, products, food)
are reduced and outputs (solid, atmospheric and liquid waste) are recycled.

Explanations without a diagram can achieve a maximum of [2 marks].

5 Explanations that separate the diagram from the text can achieve a maximum of [3 marks].
 The examination could compare different types of urban area or address a range of climatic effects.

The effects of human activity include the creation of an urban heat island, reduced visibility, air quality such as
increased incidence of smog, increased thunder storm activity and rainfall, reduced likelihood of snow and frost,
increased gustiness, reduced average wind speed, changes to humidity.

Urban heat islands are formed under high pressure conditions, especially in winter and are most clearly evident at
the end of night. Sources of heating include energy generation, industry, transport, buildings, appliances and
people. Because of higher temperatures, relative humidity will be lower.

Reduced visibility and air quality are caused by an increase in atmospheric pollutants in urban areas (dust,
aerosols, and NOx and SO2, O3, particulate matter). This leads to a greater incidence of fog and smog (polluted
fog).

Thunderstorms are most likely due to the additional heat found in urban areas, resulting in more convectional
activity. For the same reason, snow and frost are less likely in urban areas.

Rainfall is sometimes higher because there are more hygroscopic nuclei. However, the extra heat means that the
air can hold more moisture before dew point is reached and condensation occurs.

Winds may be channelled along “canyons” causing an increase in “gusty” conditions. Buildings create more
turbulence. Overall wind speeds are likely to be reduced due to the increased friction with buildings in urban area
compared with open spaces in rural locations.

To achieve band D a link should be made between human activity and the climate of urban areas. At least two
effects should be explained.

Bands E and F require a structured examination of either a range of climatic effects or different urban
environments.
10 Marks should be allocated according to the markbands

Areas of high exposure are linear They lie along some plate boundaries These include the Himalaya region, the
Philippines, Japan and Indonesia NE China has non-linear/scattered areas of high exposure Some anomalous high
areas eg some islands High exposure coincides with high population density areas.
4 Four valid statements are needed for [4 marks]. Up to [1 mark] for a list of place names.

Possible answers might include: early prediction through satellite remote sensing that detects changes in
vegetation growth; the adoption of water conservation legislation in cities; cloud seeding; desalination; prevention
of vegetation loss through overgrazing or soil erosion; water conservation techniques such as cisterns or tanks,
catching runoff to raise water tables in wells using check dams and soil bunds; animal herd diversification; crop
diversification migration; dry farming methods; government and international food aid; and disaster relief
programmes. A variety of scales is acceptable. Award [1 mark] for a description of the method used, and [1 mark]
6 for development either by example or elaboration.

It is expected that most answers will refer to earthquakes or volcanoes or to hurricanes or their associated hazards.

Answers that focus on a single, related hazard, such as a tsunami or storm surge, are equally acceptable.
Discussion of human induced hazards is also valid.

Answers should examine the effectiveness of methods of prediction of the chosen hazard and balance this with
the success of methods used to prepare populations and property for the impact of a hazard event. In order to
reach markbands E and F answers should present a discussion rather than just a list of prediction and preparation
methods and reach a conclusion. It should not be possible to reach markbands E and F without reference to actual
10 hazard events
 1 11 metres (allow 7 metres)

Factors could include past experience of hazard events, level of education, age, gender, social status, access to
information systems, level of technology, wealth, level of economic development, government awareness
programs, religion (hazards as acts of God), personality. Award [1 mark] for identifying a valid factor, with a further
6 [1 mark] for explaining how it affects hazard perception.

The hazard event should be identified and located. A description of the nature of the hazard event should be
stated. The impact of the hazard, on people, the environment, infrastructure and economy (as relevant) should be
examined, though not necessarily all in the same depth. References to responses to the hazard should also be
credited according to the markbands. Answers that do not relate to explosion or escape of hazardous material
should not be credited beyond band C.
10 Marks should be allocated according to the markbands.

The disaster should be named and located. It is important that the chosen event is a disaster and not just a low
impact hazard event. It should be an event that has caused widespread disruption to an area, major population
loss, significant damage to the environment and considerable economic consequences. The impacts should be
described in these terms and should reflect how the people affected were not able to deal with the event without
help from outside agencies. The remainder of the answer should examine at least two possible prevention
strategies and, to access bands E and F, discuss their potential effectiveness for disaster prevention in the future.
Such strategies will probably refer to adjustment and long-term response strategies appropriate to the hazard that
caused the disaster. Though most answers will probably refer to disasters caused by earthquakes, volcanoes or
strong winds, allow coastal floods that result from hurricane/cyclone/typhoon storm surges and strategies such as
levee construction, flood walls, dykes, raised shelters, warning systems and evacuation measures.
10 Answers that do not refer to a named disaster should not move above band D.

A hazard constitutes a threat to people, property and/or the environment [1 mark]. It can be natural or human in
origin [1 mark]. A disaster results from a hazard event that has major impacts on people, economic and/or
environmental impacts [1 mark] and which the area or country cannot deal with unless there is outside aid [1
4 mark].

Award up to [3 marks] for each section of a community whose vulnerability is well explained or for a single factor
which is well explained. Vulnerable sections could include: different age categories, income groups, people with
disabilities, location, gender, and ethnicity. (Do not accept MEDC/LEDC differences.) Not all of these are needed
for [6 marks].

[6 marks] may also be awarded for a brief explanation of six valid factors. Factors might include: knowledge of the
hazard, education level, warning systems, insurance, communications, population density, income level, building
6 types and construction codes.

Answers depend on the hazard types chosen. The two hazard types should be clearly identified and must be
natural hazards. (It is expected that these will be chosen from volcanic hazards, earthquakes, hurricanes or
drought, but other natural hazard types such as tsunamis may be credited.) Answers should clearly outline the
methods used to try to predict the named hazard types and make comparisons as to their reliability in forecasting
hazard events. Responses that compare the effectiveness of methods used to predict one of the hazard types
should be credited, but comparisons between the methods used for different types of hazard should form the bulk
of the argument to essentially determine which hazard is the more predictable.

To access bands E and F, answers should effectively compare the methods used.
10 Marks should be allocated according to the markbands.
 • the amount of sewage produced and treated both increase • sewage produced has increased at a faster rate
than sewage treated • rate of growth has slowed since 2000 • biggest increase between 1990 and 2000 in sewage
produced and sewage treated • provides quantification.
4 Award [1 mark] for each valid point. Quantification is needed for the award of the full [4 marks].

Urban stress is considered to be the inability of the urban system to cope with the demands of its population
(either because of its size or its consumption). Possible symptoms of urban stress could be: • pollution (air or
water) beyond acceptable levels e.g. photochemical smog • widespread poverty, beyond ability of city authorities
to provide social care • lack of adequate housing evidenced by high levels of homelessness or informal housing •
inability of health services to cope with demands • possible outbreaks of epidemic disease • high levels of civil
unrest or crime levels • widespread traffic congestion or poor transport infrastructure.

Answers referring to physiological stress symptoms should not be credited.

[1 mark] should be awarded for each valid symptom of actual stress with [1 mark] for a more developed
6 explanation or elaboration.
Maximum [2 marks] for a simple list of problems (e.g. unemployment, pollution, etc.)

Answers could approach the question in several valid ways.

A starting approach is to examine differences in poverty and deprivation within one urban area. This approach
could argue that it is widespread in the chosen example and agree with the statement – this is sufficient for band D
if well-exemplified. An answer that shows that it is not widespread in a single city, and therefore disagrees with
the statement could reach bands E/F.

Another approach is to look at contrasting urban areas and examine differences in poverty and deprivation
between cities. This approach would most likely show that poverty and deprivation are more widespread in some
cities than others. Such responses are also likely to reach bands E/F if they are detailed.
10 Marks should be allocated according to the markbands.

4 Answers could include the following elements: A city that is designed to protect quality of life for its future gener

Microclimate can describe temperatures, wind speed, humidity, air quality and local rainfall regimes.

Answers could include the following; • increased temperatures (including urban heat island effect) because of
reduced albedo, direct heating by buildings, air conditioning etc. • changes in wind speed and air flow because of
buildings and street patterns • changes in rainfall because of higher temperatures; increased amount of particulate
pollution provide rainfall nuclei; greater convectional up draughts • greater levels of air pollution (photochemical
smog, particulates, NOX etc.); greater number of sources e.g. exhausts. Award [1 mark] for each basic modification
explained and [1 mark] for any extension or good example. Maximum [3 marks] if only one aspect of microclimate
6 (e.g. urban heat island) is explained but with three causes given.

Good answers are likely to focus on migration and natural increase also. Variations in the relative strength of urban
pull factors and rural push factors should be discussed. Economic, cultural and political factors may feature in the
discussion as influences of both migration and rates of increase.

Counter-urbanization and low birth rates are a cause of slower growth or even a decline in population in many
cities in MEDCs.

Responses that focus simply on urban growth in one area should be limited to band D. Expect the inclusion of
both migration and natural increase to access bands E/F.

While examples are not a specific requirement of the question, those answers that provide supporting examples
are likely to access the higher markbands.
10 Marks should be allocated according to the markbands.
 1 3419 (3320 for height of 7 metres in part (i))

The chosen hazard should be clearly stated. A global scale must be used in the analysis. Award [2 marks] for the
description of the global pattern of the hazard and [4 marks] for the explanation of the distribution, with reasons
6 for any variations in the pattern

The named hazard should be clearly stated. Relevant adjustment strategies may include modifying the hazard or
changing the loss potential through building design, warning systems or land-use planning. In addition,
adjustments to the loss may be included in terms of spreading losses, planning for loss or simply bearing the loss.
Not all of these need be included in a good answer. Response strategies could include short-term rescue, shelter
and aid, medium-term restoration of infrastructure and long-term reconstruction and rehabilitation.

The strongest answers will refer to examples of strategies used before and after actual hazard events. Answers
that do not use examples or that simply describe relevant strategies should not move above band D. To access
10 bands E and F, at least one adjustment and one response strategy should be evaluated.

The most likely types selected will be earthquakes (Richter or Mercalli scale), volcanoes (VEI scale) and
hurricanes/cyclones/typhoons (Saffir-Simpson scale). In each case allow [1 mark] for naming the relevant scale
and [1 mark] for a brief description. Responses that refer to hazards not in the syllabus, such as tornadoes, but
4 that outline the relevant scale, should be credited.

A number of approaches are possible but most answers will refer to the contrasting effects of hurricanes on
countries with contrasting levels of development. It is important that the answer refers to physical factors such as
the strength of the hurricane, the size of the storm surge or the landscape of the area affected, as well as
economic factors that may determine levels of preparation and protection, warning systems, evacuation, aid and
recovery responses.

The strongest answers that access bands E and F should focus on at least two hurricane events and balance the
relative importance of these factors in assessing the severity of the impact in terms of loss of life, environmental
damage and loss of property (economic cost).

Answers that simply describe the impacts, or just describe physical and economic factors without discussing their
relative importance, should not move above band D.
10 Similarly, answers that do not refer to examples should not be able to access bands E and F.

Points made for [1 mark] each could include: The two largest areas of “most deprived” (category 5) is south of
Eastside and Grandview, stretching as far as the north arm of the Fraser River. The northern part of this area
(Eastside) borders the CBD. The largest areas of “least deprived” (category 1) are Westend, Kitsilano and
Shaughnessey. Parts of North Vancouver, Edmonds and Richmond also stand out as having relatively little
deprivation (category 2). In general, despite exceptions, areas towards the edge of the city tend to be less
deprived than areas in the centre of the map.
3 Award [1 mark] for each valid point. Some place names must be included for the awarding of the full [3 marks].
 Responses are expected to compare patterns of deprivation found in a city that is less developed than Vancouver,
Canada. Accept any reasonable interpretation, including NICs.

Responses should clearly include an explanation of how the pattern would differ for a maximum of [2 marks]. The
most likely responses include: • Least deprived areas are more likely to be found in central areas, and more
deprived areas nearer the urban fringe (reversal) [1 mark]. • Transport lines could lead to the formation of linear
belts of deprivation [1 mark]. • It may be less easy to identify a pattern – more likely to respond to local factors
than comply to a pattern e.g. slums also in / around CBD [1 mark].

Candidates are expected to offer at least two developed explanations for the differences identified, up to a
maximum of [3 marks] for any one idea, although a wider range of shorter explanations is also acceptable.
Reasons why the pattern may differ include: • Centripetal forces attract population to the city in contrast to the
centrifugal forces in most cities in rich countries – levels of deprivation are therefore likely to be higher. • Land
available for housing development by growing population is found at urban fringe (where claims to ownership may
not have been formally expressed). • Poor transport infrastructure means land close to the commercial centre is
valued highly by high-income groups meaning that less deprivation is found there. • Lack of planning and
governance leads to a more informal and pragmatic approach to development, making it harder to identify overall
patterns.
7 An annotated sketch map may substitute for text.

The sustainable strategy chosen is likely to be one that addresses either a social issue (housing quality),
environmental issue (air, water, land resources) or overall city growth (and in-migration) – in ways that seek to
maintain and improve the quality of life for current and future urban dwellers.

Responses should go beyond mere description of a management strategy. Answers should provide effective
evaluation, addressing both positive and negative aspects of the strategy, the problems encountered and some
conclusion on the success of the scheme. Answers that do all of this will access bands E/F.

Answers that evaluate an urban management strategy that is not explicitly sustainable (does not mention future
10 generations or ecological footprints etc.)
should be limited to band D.

Award the full [2 marks] to answers in the range 2.6 to 2.8 km. Award [1 mark] to answers in the range 2.4 to 2.5
2 km or 2.9 to 3.0 km

Award [1 mark] for a valid definition of drought, and an additional [1 mark] for development. For example:

Lower rainfall than the long-term average [1 mark]

for a prolonged period of time [1 mark] OR With resulting impacts on the environment or human activity as a
2 result of water shortages [1 mark].

Award [1 mark] for the timing (accept some margin of error) and general location of one drought event eg 2008–9
in Australia. Award up to [3 marks] for the explanation that follows.

For instance, credit any of the following ideas, if applied in a valid context: • El Niño event [1 mark] when Pacific
trade wind reversal [1 mark] increased air pressure in Australia 2008 [1 mark] bringing dry, subsiding air [1 mark] •
La Niña event [1 mark] when Pacific trade wind strengthening [1 mark] resulted in colder eastern pacific ocean and
high pressure [1 mark] leading to drought in Texas in 2011 [1 mark] • Excessive use of water by humans [1 mark].
Over-extraction of groundwater, or over-irrigation [1 mark] resulted in water shortages [1 mark] and drought in
4 Australia in 2010 [1 mark].

Inputs: water, land, timber, food. [1 mark] for each. Do not credit “resources”.

Outputs: sewage / water waste, water pollution, industrial waste. [1 mark] for each. Do not credit “waste”.
4 Accept other valid suggestions.
 The hazard type should be clearly stated otherwise award no more than [2 marks] for a generalized answer not
directly related to a hazard.

In each case, award [1 mark] for identifying a land-use planning strategy, and [1 mark] for describing the nature of
the risk.

For example: • housing can be prohibited on low-lying areas [1 mark] which suffer inundation when hurricanes
strike [1 mark] • emergency services can be located in areas of low earthquake risk [1 mark] for instance away
4 from major fault zones [1 mark].

Award [1 mark] for each valid reason why people continue to occupy a site and [1 mark] for some explanation of
why they tolerate the hazard risk.

Possible site reasons could include: fertile soils, mineral deposits, tourist potential, attachment to home, inertia,
lack of funds to move / poverty.

Possible explanation of why risk is ignored/tolerated may include: some people know the risk (experts) but not
others; perception of severity of hazard; belief that recurrence will not happen anytime soon; confidence in
defences / personal resilience.

For instance: • “Attractive landscapes are found in coastal areas [1 mark]. People think the day-to-day benefit of
living there outweighs the occasional risk of a storm surge [1 mark].” • “A volcano may only explode every 500
years or so [1 mark]. So people won’t abandon their homes for such a very small chance [1 mark].” • “Many
tourist jobs are found in coastal areas with a hurricane risk [1 mark] and people trust the warning systems work [1
mark].” • “People have a fatalistic attitude [1 mark], and remain in an area because of tradition/religious beliefs [1
6 mark].”

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Hazard events are the occurrence of a hazard, the effects of which change demographic, economic and/or
environmental conditions. By contrast, disasters are the realization of major hazard events that cause widespread
disruption to a community or regions that the affected community is unable to deal with adequately without
outside help.

Some environmental hazard events are more predictable than others eg hurricanes and volcanoes. Others are less
so eg earthquakes, tsunami and human-induced technological hazards. Earthquake prediction might suggest
where, but not when, and not the size of the event – so there are aspects of “predictable” to address that may be
a feature of good answers.

Disasters are less predictable because the final intensity/magnitude of the hazard event, the resilience of defences
and structures, and the extent of the area affected are unknown until after the event. The density of the
population and wealth of the area affected are also contributory factors that mean the scale of disaster is not
known until after the event when financial reckoning occurs.

For band D, candidates must comment on the predictability of hazards and disasters.

Band E should either provide greater detail about some range of hazard and disaster events, and the extent to
which either are predictable, or offer some discussion of the concept of predictability, which has different
dimensions (scale, cost, recovery).
10 At band F, expect both elements.
4 Characteristics that can be outlined for [1 mark] each include: • low residential population • economic/tertiary activ
 Gentrification - Explanatory points for [1 mark] each, to a maximum of [3 marks] include: • usually seen as a
centripetal/inwards movement • more affluent people move in, displacing less affluent people • house prices
rise/there are home improvements • incomers are looking for cheap properties for renovation (and profit) • other
pull factors include: vibrancy / authentic city life / proximity to CBD / work (do not over-credit multiple pull factors,
as this is only one aspect of the process of change) • broader neighbourhood changes as affluence rises eg
restaurants • credit other valid aspects of the process of change.

Counter-urbanization - Explanatory points for [1 mark] each, to a maximum of [3 marks] include: • a

centrifugal/outwards movement • moving to new town/out-of-town village/commuter town near edge of town
(but do not credit suburbs/suburbanization) • can also be beyond the commuting zone eg remote rural areas •
age-selective process associated with retired migrants • also may involve young families with children • migrants
are drawn by “quality of life”/environment, etc or pushed by high prices, crime etc (do not over-credit multiple
push-pull factors, as this is only one aspect of the process of change) • credit other valid aspects of the process of
6 change.

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

The most effective answers will be those that use properly contrasting examples such as two cities at contrasting
levels of development (this approach is recommended in the guide, page 38).

Depending on the exact examples chosen, causes may include human factors (transport, industry, and domestic
burning of coal, gas, paraffin) and physical factors (eg anti-cyclonic weather conditions).

The effects are likely to include impacts on health (impact of traffic in Mexico City), microclimate (lack of “blue sky
days” in Beijing), biodiversity (decline of sensitive species eg lichen), weathering (especially of limestone buildings)
and the costs for tourism (clean-up of polluted buildings, or the cost of lost tourism eg Chinese cities in 2012–13).

Good opportunities for making a contrast may be found by highlighting the different roles played by physical
factors, governance, stages of economic development etc that pertain to the two chosen studies.

For band D, candidates must describe some causes and effects of air pollution and make some reference to two
examples (balance between all of these elements is not expected at this level).

Band E should either provide greater exemplified detail of both causes and effects in both cities (with greater
balance) or offer a more sustained and explicit contrast (but across a narrower range of ideas).
10 At band F, expect both elements.

Award up to [2 marks] for pattern, and up to [2 marks] for trend.

• all regions show moderate to very high proportions in the slums (pattern) • with Sub-Saharan Africa worst
affected (pattern) • most areas show improvements taking place (trend) • only Western Asia shows deterioration
over time (trend).

Credit other significant points not covered by the markscheme. The actual words “pattern” and “trend” do not
4 need to be used.
 Award [1 mark] for each factor and a further [1 mark] for the development or exemplification.

Possible factors include: unoccupied land (at the city edge); transport routes such as roads, transport hubs such as
bus stations/railway stations/airports; poor quality marginal land; proximity to work opportunities, (such as
factories or higher class residential areas), refuse/waste tips, derelict sites, cheap land value. Accept other valid
factors. For example:

• “Location near transport routes [1 mark] allows access to job opportunities in city centre [1 mark].” • “Land at
the edges of the city has nothing there so people build their own homes there [1 mark]. There may be less risk of
6 clearances by bulldozers if no-one else wants to use the land [1 mark].”

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Answers can discuss city-wide policies (such as migration restrictions through permits eg China’s migrant labour
system, or policy refusal to expand the city eg green belt legislation, or tougher controls on squatter settlements at
edges). This can be linked with the continuing challenge of in-migration/pressures on rural dwellers to leave their
land and move to city.

A discussion might compare the effectiveness of different controls in a single city, or controls adopted by two
different cities. Either approach is fine when considering the veracity of the statement. A distinction might also be
made between spatial growth (urban sprawl) and population growth (numbers). This could be the basis for a more
thoughtful discussion.

Examples could include Shanghai, Mumbai, Mexico City, Cairo – most cities experiencing rapid in-migration are in
NICs and LEDCs. Inappropriate examples (such as London) will need to be marked on their individual merit (an
inappropriate case study may still be the basis for a creditable evaluation, perhaps band D).

For band D, candidates must describe in-migration/city growth and an attempt at migration control with some
reference to one or more examples (balance between these elements is not expected at this level).

Band E should either provide greater exemplified detail of city growth/in-migration and the effectiveness of control
measures or offer a more thoughtful discussion of the veracity of the statement (but with less factual support).
10 At band F, expect both elements.

Credit understanding of “urban ecological footprint”, defined as the amount of land required [1 mark] to provide
the resources the city needs [1 mark] and to dispose of waste produced by residents and businesses of the urban
area [1 mark].

Specific ways of achieving this include: • Circular system has reduced inputs and outputs, thus requiring less land
to provide resources and to dispose of or mitigate waste products. • Less energy is required to transport
resources and waste materials. • Increased recycling allows for reduction in both inputs and outputs.
6 There may be other valid responses
 Dominant population movements are likely to be either centrifugal or centripetal. These have a range of impacts
on land use patterns and social, economic and environmental conditions in cities.

Centrifugal (moving out): suburbanization and counter-urbanization may cause increased urban sprawl and
consumption of surrounding fertile land, increased journey times and therefore traffic congestion and associated
pollution. The associated spiral of decline in central urban areas may be discussed – lack of investment in the
physical environment including housing stock, loss of retail activity to meet customer location, in-migration of
minority groups, increased unemployment and crime.

Centripetal (movement into the city and re-urbanization): caused by the “gravity” of the city. Consequences
include rapidly increasing population and therefore demands for housing, services and resources including water.
Housing needs met by unplanned settlement and overcrowding of existing housing stock. Pressure on services
such as water, health, refuse disposal and education increases, leading to significant unmet demand. Despite
these factors, migrants may experience increased opportunity and standard of living leading to permanence.

Responses could either focus on only one movement and its consequences or could contrast movements in
different locations. Answers should refer to at least one specific example.

Responses that describe the dominant movement(s) and discuss a range of associated consequences are likely to
reach bands E/F.
10 Marks should be allocated according to the markbands.

Award [1 mark] for each reason stated (e.g. soil quality, poverty, lack of knowledge, historical inertia) and [1 mark]
6 for an extended explanation or detail of the hazard risk.

Award [1 mark] for each valid statement, either about general distribution (e.g. most of the affected areas are
between the equator and 30°N) or based on the naming of specific regions, e.g. East Africa, or countries. No credit
4 should be given for references to locations in the southern hemisphere.

Hazard risk is the probability (accept “potential threat”) of a hazard event causing harmful consequences [1 mark].
Award a further [1 mark] for development of this in terms of threats to life/property, injury, possessions, building
structures, infrastructure.

Hazard probability is the likelihood of a hazard event actually occurring [1 mark]. Award a further [1 mark] for
development of this in terms of the magnitude of an event and the frequency of its occurrence (the greater the
4 magnitude, the less frequent the occurrence), or for reference to seasonal hazard occurrence, such as hurricanes.

There is a significantly more urbanized area in 2003 compared to 1979. In 1979 the main urban area was close to
the river and since then has grown into the flood plain. In 2003 the floodplain/lower land has been occupied by
urban development. The urban area now extends further north and has increased significantly in the eastern part
of the region shown. The urban development is more dense in 2003 as shown by the change in colour. More
4 urban roads/communication are evident in 2003. Award [1 mark] for each valid point to a maximum of [4 marks].

Suggestions might include rural-urban migration, development of industry/economic development, increased

employment opportunities, government policies, increased quality of life in urban areas, improved communication
links, increased mechanization and loss of employment in rural areas, natural population increase. Three distinct,
6 developed suggestions should be provided for up to [2 marks] each.
 Socio-economic characteristics include demographic, political, social and economic factors, but it is not necessary
for candidates to consider all of these in equal depth.

The factors affecting the socio-economic characteristics and location of residential areas include: history (age,
quality of buildings); physical geography (geology, drainage, and relief may mean that higher class buildings are
built in less hazardous locations); accessibility and transport links; the location of industrial and commercial areas;
wealth, ethnicity and family status; the relative importance of urban processes such as suburbanization, urban
sprawl, counter-urbanization, gentrification and rural-urban migration; as well as natural population increase. This
is not a complete list, and other factors may be equally important, depending on the city or cities in question.

The location of residential areas within a city may be different in economicallypoor countries than in richer
countries. For example (numerous exceptions aside), the central areas of rich cities may have poor quality housing
(inner-city slums), whereas the poorest residential areas in poor cities often tend to be found on the city fringe
(shanty towns).

Maps or diagrams may substitute for text.

To reach markbands E/F, candidates should examine a range of factors, and offer sufficient depth by way of data,
maps, examples or case studies, to demonstrate a sound understanding of the topic. It is not necessary for
candidates to examine all of the factors mentioned in order to obtain full marks.
10 Marks should be allocated according to the markbands.

Slum fertility rates are higher than non-slum fertility rates in all cases [1 mark]. Morocco has the lowest fertility
rates in all categories [1 mark], while Chad has the highest [1 mark]. A maximum of [3 marks] should be awarded
4 for description with the remaining [1 mark] reserved for quantification
Possibilities include health, education, migrant status, ethnicity, age, language, religion, caste. Award [1 mark] for
6 each valid reason with an additional [1 mark] for further explanation.

Answers will depend upon the strategies chosen and their location(s). Examples may include: vertical
development, rural development schemes, development of satellite urban areas, government legislative controls,
population control etc.

Good answers may recognize/quantify the scale of current urbanization trends and may conclude that no strategy
(e.g. new towns) can fully accommodate continuing in-migration.

Answers which do not have any evaluation should not proceed beyond band D.
10 Answers that do not make effective reference to examples or case studies are unlikely to go beyond band D

In the eye the air is shown to be descending/warming [1 mark]. This results in

calm weather and clear skies [1 mark]. In the eyewall the air is rising, rotating
around the eye / cooling [1 mark]. This results in strong winds and heavy rain [1
mark].

Accept other plausible answers such as references to the release of latent heat in
4 the eyewall causing rapid uplift / atmospheric pressure variations.
 Valid conditions might include: • warm ocean temperatures of 26/27o C provide the energy for the hurricane due
to high rates of evaporation that trap latent heat which is released when condensation occurs during uplift •
suitable distance from the equator – allows the Coriolis force to operate giving rotation to the storm • a stable
atmosphere with no wind shear – the lack of variable wind speed with altitude allows vertical development of the
storm to occur • allow other valid conditions such as warm water depth of 50 m • concentrated/vulnerable
population in areas where the hazard is likely to strike e.g. coastal areas / removal of mangrove etc.

Answers should consider at least two conditions in detail or more in less detail to gain full marks. There should be
6 some acknowledgement of the human dimension of the hazard event for maximum marks.

Answers should distinguish between a hazard (a threat that may cause loss of life or damage to property and the
environment) and a disaster (resulting from a major hazard event and causing significant disruption, losses to life,
property and ecosystems that the affected community is unable to deal with adequately without outside help).

Answers depend upon the type of hazard chosen but should refer to only one hazard type. It is expected that
answers will discuss the ways in which rich countries are able to introduce measures that mitigate the effects of a
hazard event thus reducing its impacts while poor countries are less able to do this and remain more vulnerable to
the impacts of hazard events. It is expected that examples of hazard events from rich countries and poor countries
would be included to illustrate this. Good answers may suggest that rich countries are also vulnerable to disasters
dependent on the intensity and location of the hazard event.

Answers that refer to multiple hazards should only be credited for the best of these. Answers that simply describe
hazard events in poor countries and rich countries should not move above band D. To reach bands E and F a
10 balanced discussion is expected.

Award [1 mark] for each valid statement supported by evidence from the graph including dates and costs. Possible
answers include: • a general upward trend in the cost of hazard events (e.g. no events costing over $25 billion
before 1975, many events costing over $50 billion after 1988) • but not a simple rise – there are fluctuations •
identification of major anomalies/cost events (Kobe, Indian Ocean tsunami) • fall in 2000s compared with 1990s •
4 there may be other creditable points.

Answers could refer to: • people have more possessions and more valuable possessions over time • the increasing
value of property and infrastructure over time • more people are living in hazard prone areas.
Award [1 mark] for each valid reason; some development of each reason is expected for [2 marks]. Accept other
valid reasons but they must include a clear explanation.
Answers that refer to an increase in the number or intensity of hazard events over time must give valid supporting
6 evidence.

The disaster must be dated and located. How the event resulted in a disaster should be explained. The answer
should refer to specific short-term (“during” as well as possibly before or immediate aftermath), medium and long-
term responses (“after”) related to the actual hazard event.
Short-term responses might include: search and rescue, emergency medical assistance, provision of security,
emergency shelter, food and water and the clearing of debris resulting from the hazard event. Medium-term
responses might include: destruction of damaged buildings, restoration of services such as communications, health
care, transport and retailing, the return of displaced persons and rehabilitation programmes. Long-term responses
may include: reconstruction, planning for future hazard events in terms of emergency response systems, the
introduction of measures to mitigate future impact on people and property, awareness education and hazard
training, the development of warning systems and evacuation strategies where relevant.
There may be alternate approaches – such as an examination of the efforts made by different agencies (NGOs,
governments, etc.) – and these should be credited. Answers that simply describe local responses to a hazard
event, as opposed to a disaster requiring outside assistance should not move above band D. Answers that
examine a range of responses may be credited at bands E and F. Responses that examine a disaster outside the
10 scope of the syllabus (e.g. floods) should be marked on their merits.
 Natural change [1 mark] and net migration [1 mark].
2 There may be alternative ways of expressing these two components/processes and these should be credited.

The level of urbanization and urban growth rate show a negative relationship (i.e. cities with high annual growth
more likely to be found in countries at an early stage of urbanization or vice-versa) [1 mark]. This can be
exemplified through mention of specific countries or regions (e.g. the majority of cities with negative growth are
found in Europe and North America) [1 mark]. For a third mark, either name or describe an anomaly (e.g. China
and Brazil are anomalies because they contain significant numbers of cities with high and negative growth) or
3 provide some quantification (e.g. making use of the urbanization percentages) [1 mark].

Counter-urbanization should be defined as a centrifugal movement / urban-rural movement (there may be other
ways of expressing this) [1 mark].

The remaining [4 marks] are available for identifying and explaining the pull factors such as perceived
environmental/social quality, housing availability/costs, commuting potential, pursuit of specific employment
opportunities, amongst others. Either two factors can be well-explained for full marks or a larger range in less
5 detail.

Answers are expected to identify the negative consequences of high growth rates in urban areas (scale can vary
from megacity to smaller cities). Expect references to problems with housing, utilities, services, employment,
public health and communication infrastructure. These problems are in turn likely to have economic impacts, as
well as environmental impacts.

At bands E and F expect more than a list of problems. The scale of the challenges may be commented on, or the
nature of rapid growth making it hard for city authorities to manage the growth successfully (and there may be
links with the concept of sustainability).
10 Marks should be allocated according to the markbands.

Possible answers include open space/landscaping, size and density of housing/buildings, curved/well-planned
streets, cul-de-sacs or no-through streets, university, public transport access, lack of negatives (e.g. industry).
Candidates should be awarded [1 mark] for each identified characteristic and [1 mark] for further description, brief
4 justification/reasoning.

The area has excellent transport links and a port area providing ease of access and import/export, proximity to
coast/road/highway, proximity to residential areas for labour supply, open space / room for expansion, possibly
lower cost land (perhaps reclaimed, flood risk, etc.). These may be possible brownfield sites that are suitable for
development.

Candidates should be awarded [1 mark] for each identified reason and [1 mark] for a brief explanation, provided
6 some mention is made of map evidence (grid reference, names, directions, distances etc.).

The type of pollution depends upon the case study chosen, but it should be a case study of urban pollution (as
opposed to any pollution event). Strategies discussed may include water treatment and infrastructure, transport
strategies, legislation, planning strategies etc.

The response should explicitly outline the strategy adopted to manage the pollution, with reference to specific
names and locations.

Responses should provide a clear evaluation of the management strategy rather than simple description.
Responses that are limited to description or do not make reference to a specific case study should not progress
10 beyond band D.

The volcanic hazard risk occurs close to the coast. Responses should mention areas where volcanoes have mainly
not erupted recently (West coast of USA and Canada); more recently (Alaskan archipelago); and the location of the
particularly hazardous volcano north of Portland. The lack of volcanic hazard between Juneau and Anchorage may
be noted. The earthquake hazard risk is highest in South Alaska; medium risk occurs in the remaining coastal
zones; areas of low risk occur inland from the Portland-Juneau axis and in north and west Alaska. If both
earthquake and volcano risk pattern are described, credit the better response. Four valid statements are required
4 for [4 marks].
 Responses should explain what is meant by hazard frequency or recurrence interval [1 mark] and magnitude or
size of the event (but not the level of impact) [1 mark]. The remaining [4 marks] should be given for a reasoned
explanation as to why hazard events of high magnitude generally occur infrequently while those of low frequency
generally occur more often. The strongest responses will refer to named hazard types to illustrate this relationship
or to anomalies. Accept climate change causing increases in hazard frequency if it refers to drought and
hurricanes/cyclones/typhoons.
6

A – earthquake – quakes last for seconds/minutes and affect a small area. B – accept: either volcano – lasts for
days to months; ash can affect a wide area or hurricane/typhoon/cyclone – lasts for days – affects a wide area. C –
drought – lasts for months/years – affects a very large area. Accept any other valid examples and explanations.
The selection of a hazard not specifically named in the syllabus is likely to be self-limiting and requires no special
action on the part of the examiner. Allow [1+1 marks] for identification of the hazards and [1+1 marks] for
4 justifications.

Explanations based on the map include: • low relief (must state actual heights) • limited evacuation possibilities by
road – one road to the east and possible congestion • limited evacuation possibilities by sea – only one ferry
shown • presence of a school – particularly vulnerable age group • lack of protection from the south as hurricane
approaches – though coast dunes appear higher than inland areas • flatness and large areas of marsh increase the
flood risk from heavy rainfall and potential flooding on evacuation routes • exposure to the ocean and flat relief –
means little friction therefore very high potential wind speeds • situated directly in path of the hurricane track (as
photograph on map shows).

Award [1 mark] for each explanation based on the map, and another [1 mark] for any further development (as
indicated above).

The full [6 marks] can be awarded for six explanations without further development, or three explanations with
6 development, or any combination thereof.

Answers should refer to examples of only one tectonic hazard type (earthquakes or volcanoes). Discussions should
balance hazard events where the level of economic development proved to be a main factor affecting the impact,
with other hazard events where this is not the case. In addition to economic development, factors such as
population density, intensity of the hazard, time of day, awareness, prediction and warnings, ability to evacuate,
preparedness, landscape, geology, and proximity to the hazard source could be taken into account. It is acceptable
to argue that many/some of these may relate indirectly to levels of economic development.

If the response only looks at the factor of economic development it should not be credited above band D.

At band E candidates should provide some balance between economic and other factors and begin to show some
attempt at evaluation.
10 At band F there should be a well balanced evaluation/conclusion.
Risk is the probability of a hazard causing deaths, injuries, property and environmental damage [1 mark]. Award [1
mark] for developing the idea by means of exemplification or identification of a factor that affects risk
2 (location/magnitude/frequency/recurrence).

Vulnerability refers to the conditions (demographic, social, economic or environmental) that affect the
susceptibility of people to a hazard [1 mark]. Award [1 mark] for developing the idea by means of exemplification
2 or identification of a vulnerable group in a population (elderly/poor/gender).
 Building design: hurricane/flood surge protection may refer to large, raised shelters or individual house
construction methods (metal shutters, thick concrete walls, secure roofs, stilts). Earthquake designs might include
reinforced concrete foundation platforms, metal frames, shock absorbers, counterweights, safety glass, or in LEDCs
light wooden frames, woven cane walls, light roofs, cement footings, concrete stilts in tsunami areas. In volcanic
areas, buildings that have reinforced roofs to withstand the weight of ash or steep roofs to shed ash, or
prefabricated sectioned homes that can be moved to avoid damage by lava flows.

Land-use planning: there are many possibilities, depending on the hazard type chosen, including prohibited
development in areas with a known risk, evacuation routes, shelter access, buffers, mangroves, land-use zoning,
building height restrictions.

Award [1 mark] for each idea, and additional marks for exemplification or extended explanation.

A simple list of factors without an explanation should not be awarded more than [3 marks].

If only building design or only land-use planning is addressed, award up to a maximum of [4 marks].
6 Accept answers that explain a number of designs in general or fewer detailed explanations.

Responses should examine at least two different, named hazard events with varying speeds of onset and discuss
the relationship between the speed of onset and the impact of the hazard event. A balanced argument is required
that takes into account hazard events with a rapid speed of onset, such as earthquakes, tsunamis or volcanic
explosions, and those with slower onset, such as hurricanes or droughts which may have an equally large impact in
the longer term.

Responses that do not make use of examples should not progress beyond band D.

Candidates might focus either on different hazard types (eg drought compared to earthquakes) or different events
of the same hazard type (eg volcanic eruptions).

At band D responses are likely to be descriptive.

At band E expect a reasoned discussion between at least two different hazard events and an attempt at a
conclusion.

At band F there should be a well balanced conclusion.

10 Marks should be allocated according to the markbands.

A could be: improved wildlife/bird habitat; microclimate modification; increased biodiversity; reduced noise
pollution.

B could be: recreational space; increased land/property values; increased community pride; less crime.
2 Accept other valid suggestions (for example, aesthetics, feelings, improved health, firewood/fuel).

The theoretical measurement of the amount of land and water [1 mark] a population requires to produce the
2 resources it consumes and to absorb its waste [1 mark] (under prevailing technology).
For example, energy savings: award [1 mark] for explaining how trees might lead to energy savings (due to reduced
need for air conditioning in summer) and [1 mark] for relating this to a reduction in the resources/land area
2 required to meet the lower energy needs.

Urban temperatures are higher than surrounding areas [1 mark]. Further development of this definition, or
applied use of an example, could merit another [1 mark], for example, mentions daily or annual variations in
strength or has vertical and lateral components. Award up to [3 marks] for explaining how human activities
(domestic cooling/heating, construction, transportation, industries, changes to nature of surfaces/albedo) help
4 cause it.
 Wide variety of possible approaches, depending on examples chosen. The causes of retail movements include
shifts in population (for example, suburbanization), the changes in average age within an urban area (life cycle),
location of employment opportunities, availability of land for “big-box” stores/superstores and out-of-town
shopping centres, range of costs driving retailers out of CBD (including online competition), transport links,
regeneration projects, gentrification, etc. Manufacturing movements may be influenced by land-use zoning,
environmental considerations, proximity to labour, transport links and markets, etc.

At band D, candidates should be able to describe the changing location of economic activities in a named urban
area.

At band E, locational changes should be explained for more than one type of activity and a range of reasons given.

At band F there should be accurate and detailed knowledge and understanding, with well developed case studies.
10 Marks should be allocated according to the markbands.
1 Lagos (Nigeria).

Award [1 mark] for each statement made, up to [3 marks]. A listing, with no attempt to identify any pattern or
overall distribution, may not be awarded more than [1 mark].

For example: • there are many more (more than twice as many) megacities in Asia than in any other continent •
North America and South America each have three megacities • Africa and Europe have fewer megacities than any
other continent • most megacities are in lower income countries. Other valid distributional statements may be
3 made.

Population growth in large urban areas is a result of (a) net migration and (b) natural population change. As a
guideline, award up to [2 marks] for comments about in-migration, [2 marks] for comments about natural
increase and [2 marks] for using valid examples. This balance may be adjusted for responses which are stronger on
one component than the other. For the full [6 marks] both components of population growth should be included
6 alongside valid examples of urban areas with different rates of population growth.

Candidates are expected to have studied examples of management strategies of housing provision, pollution
control and controlling in-migration. In each case they are expected to be able to take an evaluative approach.
They may use any or all of these to help support their answer.

In general, population growth in cities tends to negate the positive benefits of strategies designed to improve
sustainability. Sustainable strategies attempt to alter numerous aspects of a city’s system, so that, for example,
energy and resource usage are reduced, waste disposal is reduced, green sources of energy are encouraged, air
pollution is controlled and socially sustainable housing is readily available.

An answer which only considers sustainable strategies, for example Curitiba, without reference to population
growth, should be limited to the C/D boundary.

Answers reaching band E are expected to consider how population growth tends to negate the benefits of
sustainable strategies, and show some attempt at evaluation.

At band F there should be a well balanced attempt at evaluation.

10 Marks should be allocated according to the markbands
 Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Most responses will support the statement but high-scoring answers must present an argument to support their
viewpoint that also examines other factors. Answers could refer to factors such as investment in warning systems,
public education/awareness, effective lines of communication, preparedness and quality of emergency response,
insurance, building codes, ability to coordinate the above. These are usually better developed in richer societies.
Very good answers may refer to the fact that even in richer countries, some sections of the population are more
vulnerable than others (may use case study of New Orleans, for example).

Other factors not related to economic development could include population density, knowledge of the area,
culture, the magnitude of the hazard and the type of area (eg coastal) that the population inhabits.

For band D candidates must describe how economic development affects vulnerability with reference to at least
one hazard type.

Band E should either provide much greater detail of a range of hazard risks that are related to economic
development or discuss the concept of vulnerability in relation to at least one additional factor, such as population
distribution.
10 At band F, expect both elements.

(i) Storm intensity; [2]

Increases from category 1 to category 4 [1 mark] and provides dates or locations for this [1 mark].

(ii) Storm direction. [2]

Moves towards north-west then moves towards north-east/swings left then right/moves clockwise [1 mark] and
4 provides dates or locations for this [1 mark].
10

10

Award [1 mark] for each valid descriptive point, up to a maximum of [3 marks].

Possible descriptions include:  high birth control use is mainly found in the Americas, Europe, Russia, China, and
Australia [1 mark]  low birth control use is seen in some parts of Sub-Saharan Africa [1 mark] (Not all of Africa) 
mid usage is shown in, for example, the Middle East, North Africa, South and South West Asia [1 mark]  majority
of the world is over 50% birth control use.
4 Award the final [1 mark] for valid reference to anomalies or quantification/use of data.

Award [1 mark] for each valid reason, and [1 mark] for development and/or exemplification.

Answers must be specific to birth control/contraceptive use/access.

eg for religious or cultural reasons [1 mark] the use of contraceptives amongst women is very low in Afghanistan [1
mark].

Possibilities include:  Religious/cultural reasons – see example  Poverty – “poorer women use contraception a lot
less than wealthier women” – WHO  Access – many women live in remote/rural regions and do not have access
to any modern methods of contraception  Lack of gender empowerment – could be very low priority and as such
promotion of contraception is limited  Aid agencies limiting funding to family planning and promoting abstinence
policies instead eg Bush administration PEPFAR  Government policies related to family planning services 
4 Education of women and how this could influence their choices or lack of choices re contraceptive use.
 Award [1 mark] for each distinct, valid reason, and [1 mark] for development and/or exemplification.

eg access to antiretroviral therapies in many Sub-Saharan African nations [1 mark] has reduced the crude death
rate amongst HIV+ individuals [1 mark].

Crude Death Rates are falling; in fact all nations according to the UN are below 20/1000.

Possibilities include:  vaccination programmes  water and sanitation  increased wealth in some nations – more
hospitals, better health care  the work of civil society organizations and multinational organizations such as
MSF/WHO  improving food security and access  education, especially of women, results in healthier families,
lower infant and child mortality rates  diet, improving due to access/distribution  hazard mitigation strategies =
less fatalities.
4 Accept any other valid reasons.
The relationship is negative / the lower the GNI per capita, the higher the share of informal employment [1 mark];
exemplification using countries from the graph [1 mark]. The final [1 mark] should be reserved for reference to
3 data/quantification or an anomaly.

Award [1 mark] for each possible reason, and [1 mark] for development and/or exemplification.

eg limited formal employment opportunities [1 mark] results in many attempting to make a living through informal
employment [1 mark].

Possibilities include:  limited formal opportunities linked to country’s level of development/GNI  large
agricultural sector, most of which is informal/subsistence  lack of education and/or capital – lacking skills that
would enable formal businesses to be started or attract large formal employers eg TNCs  most informal economic
activities require little capital to set up / so are more prevalent in low income countries  GNI not recording
informal sector US$, so appears lower if higher percentage of economy is informal  informal sector not being able
to generate enough money  informal sector being labour intensive versus capital intensive.
4 Accept other valid suggestions.

Answers should explain/imply that they know what debt relief is [1 mark] and how receiving it frees up money that
would have exited the highly indebted nation [1 mark].

The remaining [2 marks] should explain how this money could be put to use in a way that reduces disparities / that
helps that nation develop.

Award [1 mark] for each valid explanation, and [1 mark] for each further development/exemplification of how this
can reduce global disparities or contribute to economic and social development.

Possibilities include:  this revenue could be spent on development projects possibly related to MDGs eg
construction of schools/hospitals hence reducing global disparities in social development  alternatively it could be
used to fund projects which boost the nation’s economic development such as infrastructure allowing for
4 increased trade, hence reducing economic disparities between nations.

Possible descriptions might include:

 low levels of poverty have lower levels of high soil degradation / high levels of poverty have higher levels of high
soil degradation  low levels of poverty have the most improving soil  low levels of poverty appear to suffer the
most from moderate soil degradation

Accept other valid descriptions.

3 Reserve the final [1 mark] for some attempt at quantification/use of the data.
 Award [1 mark] for a valid choice, [1 mark] for its description, and [1 mark] for its explanation. Identification of a
valid specific location may also receive [1 mark], up to a maximum of [3 marks].

There are many possible choices including reforestation, shallow plowing, the use of ground covers during fallow
periods, planting of wind breaks, controlled grazing, etc. Example: “One strategy is reforestation [1 mark] where
the planting of trees on degraded soil can help stabilize the surface [1 mark] because their roots bind the soil
3 together and make it less likely that erosion can occur [1 mark].”

Award [1 mark] for a definition, or clear or implied understanding of the term “biodiversity”.

Award [1 mark] for each valid statement linking a reason to the importance of biodiversity, and [1 mark] for each
development/exemplification, up to a maximum of [2 + 2 marks].

Possible reasons include: climate regulation; flood control/protection; gene bank maintenance; food/timber; soil
conservation; value to indigenous people; tourism value; research opportunities; keeping food chains intact; value
5 of medicinal products.

Possible valid statements could include:  there is more waste going into Asia than out  there is movement in
from every region (all five)  there is movement out to four regions (none to Oceania)  the volume of movements
in is very high  Asia is the largest importer of e-waste mainly from Americas and the Middle East  Asia does also
export some e-waste, mainly to Europe

Credit other valid statements. For the award of the full [4 marks], some mention should be included of both in
(imports) and out (exports) and there should be some attempt at quantification/use of data.
4

Award [1 mark] for each valid limitation and [1 mark] for any development/exemplification (at any scale).

Possible limitations could include:  energy is still consumed in the transportation of waste to recycling centres 
energy is used for the recycling process  some materials cannot be recycled or are too expensive to recycle 
recycling is not available on a large enough scale to deal with all waste  growth in recycling is outstripped by
growing consumption  there may be better alternatives, eg substitution, lower consumption  desire for
economic growth is greater than the desire for sustainability.
3 Credit other valid limitations.

The response must make reference to “neo-”, eg contemporary supporters of the views of Thomas Malthus, for [1
mark].

The remaining [3 marks] should be awarded for explanation of the view: Human population has a carrying capacity
[1 mark] because it increases geometrically while resources increase arithmetically [1 mark] leading to a
check/crash/adjustment [1 mark] / a need for anti-natal policies [1 mark].
4 Other valid points may be credited in substitution for those already mentioned.
 There are many possible approaches to this question and each should be marked on its merits.

The question warrants a look at “migration” in a wider sense than a single narrow case study. In making a case for
or against the view, examples must be used. These examples must be national in scope, and must name individual
countries. The response may be spatial in nature or it could refer to the migrants themselves.

Economic disparities that may be referred to are: income / employment (formal or informal) / remittances / labour.
Social disparities may be gender related / access to services / demographic in nature / social mobility / housing /
education.

For example some academics argue that migrants who move from rural to urban areas tend to improve their
standard of living. This argument could be developed with examples. However, the conditions in some urban
slums could warrant an increase in disparities within the urban area itself.

Examples of forced internal migration and internally displaced persons could be explored, arguing that disparities
can actually increase as a result of, for example, hazards, conflict, land-grabs, economic inequalities.

Responses that only look at either social or economic disparities and do not make use of examples should not
progress beyond band D.

At band E both social and economic disparities should be addressed, with effective use of examples.

At band F both social and economic disparities should be addressed, with effective use of examples, and both the
negative and positive impacts of the migration on disparities should be addressed.

15 Marks should be allocated according to the markbands.

 Whether or not the statement is accepted as holding any validity, it suggests many implications worth discussing.
These implications include not only considerations of demographic, social, cultural, economic and (geo-)political
development/progress but also of environmental, social and economic sustainability.

Many approaches are possible.

Some candidates may base their discussion around the distinction between renewable and non-renewable
resources, arguing that by using the former, we can reduce or remove our concern about using the latter. Nuanced
positions are also tenable since some non-renewable resources are present in such large amounts that they could
easily supply our needs for many generations (no adverse implications), whereas other non-renewables are in such
short supply that they do require immediate protection, conservation or substitution.

An alternative approach might be to look at the adverse effects of living wastefully and then consider how society
or individuals can avoid these problems. For example, it might be argued that wastefulness could lead to positive
impacts such as the stimulation of new technologies, new ideas, the substitution of resources, recycling and
policies to reduce resource use.

Stronger candidates are likely to point out that there are some ways of assessing or measuring our impact(s),
employing such approaches as environmental footprints and food miles. Stronger responses may also link the
discussion to neo-Malthusian and opposing viewpoints about the relationship between population size and
resource consumption.

Answers that are simplistic and/or generalized with few or no relevant examples are unlikely to advance beyond
band C.

Responses that discuss a range of ideas, supported by evidence, within a structured framework (eg compares
renewable and non-renewables, or different societies, eg rich/poor countries) and show some recognition that
there is room for alternative viewpoints about this question are likely to be credited at band E/F.
15 Marks should be allocated according to the markbands.
 Responses could discuss concepts of MDGs, oil/gas resources, alternative energy sources, ecological footprint, etc.

There are many possible approaches to this question and each should be marked on in its merits.

An explanation of the MDGs should be given in terms of their purpose. Some of the specific MDGs should be
referred to. Candidates may recognize that, as people move out of poverty (MDG 1), they will consume more
energy, therefore agreeing with the statement. Other MDGs, eg schooling, also require energy for classrooms, etc.
However, gender equality requires a change in attitudes not more energy. So the statement becomes invalid.
Equally, it could be possible to meet some MDGs without a dramatic increase in energy, eg low energy
technologies (solar and rechargeable).

Alternatively, some may argue that the MDGs cannot be met, irrespective of energy, because of a wide variety of
other reasons. Depending on the goals and/or the countries used in the response, these reasons include: conflict
(DRC/Afghanistan), HIV/AIDS, corruption, lack of political will, global recession, “cultural obstacles” to improving
the status of women, natural disasters eg Haiti, not a level playing field, voting rights in the WB and IMF, work of
the WTO, trading blocs, debt, tied aid, inappropriate aid.

The extent to which these reasons are linked to global energy consumption is debatable. Responses could look, for
example, at how a rise in energy consumption might help a country develop manufacturing industry and create
additional employment opportunities, offering families a way out of poverty, or increase a country’s GNI, allowing
it to allocate more resources to health/education, with positive effects on gender awareness, nutrition, maternal
mortality, and so on.

Answers that are simplistic and/or generalized with few or no relevant examples are unlikely to advance beyond
band C.

Responses that discuss a range of ideas, supported by evidence, within a structured framework (eg focusing on a
number of specific goals or countries) and with some recognition that there is room for alternative viewpoints, are
likely to be credited at band E/F.
15 Marks should be allocated according to the markbands

1 Asia
1

Ideas such as: in South/South East Asia/India & China; distribution is uneven/there
are clusters in some parts of the world; a lot/many/most cities of 5million+ are in
northern hemisphere; there are more in LEDCs than MEDCs; they are widespread;
there are some in all continents except Australasia; a lot/many/most are on or near
2 to coasts;
Ideas such as: birth rates exceed death rates/high birth rate and low death rate;
3 reduction of death rates; life expectancy increased;

Settlements in an area in order of

size/importance/services/population/a list of settlements in a
1 pyramid shape.
many big settlements and lots of small/there are more
smaller settlements than large ones. (1) E.g. Only 2 large
towns but 14 small towns/only 5 large villages but 17 small
2 ones. (1)
influence in Navan; • More public transport or examples in
Navan; • More specialist in Navan; • More services in
Navan; • Shopping malls in Navan/bigger shops in Navan; •
More schools/secondary school in Navan, primary school in
Nobber; • More hospitals/bigger hospitals in Navan/clinic in
Nobber but hospital in Navan/hospital in Navan none in
Nobber; etc.

N.B: expect that answer refers to Navan unless otherwise

stated but must be comparative. Can state opposite ideas
3 e.g. smaller/less in Nobber.
 goods/shopping trips/comparison goods/chain
stores/specialist services/greater choice/variety of shops; •
University; • Specialist hospital/large hospital; •
Entertainment or example (e.g. international football/rugby
match/theatre); • Government departments (e.g. to get a
4 passport); • To see family and friends; etc.
 Ideas must relate to the developer not shoppers or workers, such
as: • Cheap land = so money can be saved; • Room for
expansion = as large areas may be needed to extend the mall in
the future; • Plenty of parking space = as people go there by
car/increases number of likely customers; • Good accessibility =
for shoppers/deliveries so they are not stuck in traffic jams; •
Attractive environment = to attract more families/shoppers; •
3 Workers close by = so it is easy to obtain labour force; etc.
Ideas such as: • Less business for other services/shops/loss
of customers; • Reduced profits; • Closure of shops; •
Properties are left empty; • Empty properties may be
vandalised/graffitied; • Dereliction of parts of CBD/doughnut
5 effect; • It becomes less busy/noisy/crowded; etc.

Level 2 [4–6 marks] Uses named example. More developed

statements which describe the environmental problems as a
result of urban sprawl.

(N.B. Max 5 if no named example)

Level 3 [7 marks] Uses named example. Comprehensive

and accurate statements including some place-specific
reference.

Content Guide: Answers are likely to refer to: Loss of

vegetation, Loss of habitats, Extinction of species, Water
pollution, Air pollution etc.

Place-specific reference is likely to consist of: Named parts

of the city/locational detail, Specific reference to species
etc.

7 N.B.: LEDC example is max 5.

 Ideas such as: lots of/many people move there/migrate into; from rural areas/from
other countries; due to better work opportunities/higher paid jobs; better health
care; improved sanitation; better water supplies; education opportunities; natural
disaster or example; war; etc.

4 NB MAX 3 marks for push or pull factors.

describing the impacts of policies which have been used to
influence growth rates.

Level 2 (4–6 marks) Uses named example. More developed

statements describing the impacts of policies which have
been used to influence growth rates.

(NB MAX 5 MARKS WITH NO EXAMPLE)

Level 3 (7 marks) Uses named example Comprehensive and

accurate statements describing the impacts of policies
which have been used to influence growth rates including
some place specific reference.

Answers are likely to refer to impacts such as: changing

population growth imbalance in population structure and
result of it advantages/disadvantages of policy subsequent
7 policies Advantages of incentives

1 Population of working age/aged 15 to 64/people who work/people who can sustain the
A Smaller or less % in Mexico at 65+ or any appropriate age
group (old dependents/elderly/old people)/larger % at 65+ (or
any appropriate age group) in United States; United States
pyramid has wider apex/top to pyramid/Mexico has narrower
apex/or could use appropriate comparative statistics; etc.

B Smaller or less percentage of population in younger age

groups/young dependents in United States/wider base to
Mexican pyramid; etc.

2 NB must look for comparatives.

 together two discrete accounts providing they are not simple
repetition of figures without interpretation.

Ideas such as: greater proportion of young dependents in

Mexico/smaller proportion of young dependents in United
States; about 2x/double percentage in Mexico than United
States; about 44–47% of population of Mexico compared
with about 22–24% of that of United States; e.g. 0–4 (or 5–9
or 10–14) 15/16% Mexico/7% United States (MAX 1 on any
3 identified age band)

4 Ideas such as: high birth rates; little availability of contraception/birth control/or exa
rise by 2031 in UK/there will be more of them in 2031;
increase is expected to be rapid after 2021/more than period
before 2021/by 0.5m between 2011–2021 and 2m by 2031;
expected to rise from 4.4 to 6.8 million (by 2.7 million); allow
tolerance of 4.4–4.5 to 6.8–6.9 (increase by 2.3–2.5) increase
3 by 57% from 2011 to 2031; [3 × 1]

5 Ideas such as: strain on working population/economy/government; economically acti

1 Industry/industrial

Ideas such as: parks/theme park; sports pitches or example; allotments/gardens;

trees/woodland/forest; car parks; public squares etc.

Two separate ideas are required - 1 mark for each idea.

2 Exam tip: Bullet point your different points for short answers like this.
much bigger/urban sprawl; four to six times bigger/increased
from 64–225 square km to 500–750 square km; especially to
south east /north west/west/south; 8–15 km N–S (length)
increase to 2 5–30 km/three times bigger from N to S; 8–15
km W–E (width) increase to 20–25 km/two times bigger from E
to W; some infilling; became more elongated/more
rectangular etc.

3 3 @ 1 mark
 Ideas such as houses are likely to be: older in X/newer in Y;
terraced/apartment/high rise/taller in X/detached/semi-detached houses /low rise
in Y; smaller in X/larger in Y; smaller/no gardens in X/larger garden in Y; no
drives/garages in X but drives/garages in Y; high density in X/low density in Y.

Exam tip: Answers need to compare - use 'er' words - smaller / larger, older /
newer; and comparison words - whereas, compared to etc. It needs to be clear
whether you are talking about area X or Y.

One mark for each correct comparison. If you don't compare you don't get the
3 marks.

Ideas such as: proximity to motorway/A road/main road; more space/lots of space
(for car parking); cheap land; near residential areas/lots of people living nearby;
pleasant environment/less air pollution/greenfield site; less competition with CBD
stores; access for deliveries/workforce; avoids traffic congestion in the CBD etc

4 Exam tip: For a four mark question, make sure you have four points.

Ideas such as: modern buildings; high rise; many areas of glass/large windows; high
density; shops/shopping malls/shopping arcades/shopping centre; offices; many
neon/electric signs/brightly lit/advertisements; buses/public transport;
sidewalks/pavements/lots of people/pedestrians/crowded/busy; apartments;

Exam tip: It is a three mark question, so you get one mark for each idea. Bullet
3 point each separate idea.
junctions/roundabouts/lights; People work in the CBD/there
are offices/commuting; People shop in CBD; Start/finish at
peak times/rush hour; High car ownership/lots of people
own cars/lots of people own vehicles; Inadequate road
network/narrow roads/not enough roads; Insufficient public
transport/expensive public transport; Lots of tourist
attractions/lots of tourists go there; Delivery lorries;
Temporary disruption to traffic e.g. road works/broken traffic
3 lights/accidents; School run.
public transport; Park and Ride; Build
metro/underground/tram/train/subway; More regular buses;
Build schools/businesses in other parts of the city; Better
parking facilities/off road parking/build more car parks;
Number plate scheme; Install traffic lights/more traffic
police/robots/roundabouts; One way systems; Cycle/bus
lanes; Priority lanes/car sharing; Encourage use of public
transport by lowering fares/advertising/provide bikes to hire;
Encourage flexible working hours; Flyover; Congestion
4 charge.
 Methods such as:  A –  Trams/trains mean people do not take
their private cars into            urban areas/can carry
more people than a car/eases traffic jams;  B – Park and Ride
means cars do not have to enter CBD/bus can carry more
people than a car/people have to use bus/leave cars outside
CBD;  C –  traffic free zone/people have to walk/cars are not
3 allowed;

Ideas such as: traffic congestion wastes peoples’ time; longer journey to
work/school; more chance of accidents/reduces danger; congestion leads to
stress/road rage; wasted fuel; reduces atmospheric pollution; reduces noise
pollution; reduced cost for businesses delivering goods; etc ;

N.B: Candidates can refer to benefits of reduction or problems e.g. reduces time
4 wasted or congestion wastes time.
5
This is a levels marked question. To achieve level 3 (7 marks)
you must develop your points and include at least three place
specific details - names, facts, figures etc.

Problems might include: unemployment, housing, traffic,

crime, specified pollution (air / water / noise / waste etc),
shanty towns, natural disasters.

Make sure the attempts that have been made are clearly
7 linked to solving the problem you identify.
 The only acceptable response is:
The average number of children [1] a woman has during her child-bearing years/in
2 her lifetime [1].

Award [1] for stating that all areas experience a decline in fertility rate.
Award a further [1] each for any two valid and distinct statements, with
quantification necessary for the final [1].
Possibilities could include: • Africa, Asia and Latin America have had the largest
decline, example of quantification a drop of between 2 and 3.2 children on average
• North America, Europe and Oceania have had the smallest decline • regions that
had an already small total fertility rate have experienced the smallest decline / or
4 vice versa • two regions have declined below replacement level fertility.

This region has experienced the largest drop in total fertility rate from 5.4 to 2.2: a
drop of 3.2.
Award [1+1] for each valid reason, provided that it is developed by means of
explanation and/or detail.

For example: Improved health care means infant mortality rates/child mortality
rates have fallen in these regions [1] therefore fewer replacement children needed
[1].
Other possibilities could include: • anti-natal policies within the region • increases
in the standard of living • urbanization – city dwellers tend to choose smaller
family size • women entering the workplace • increased access to family planning
4 • later marriages • education of women.

Population projection is an estimate/prediction of a future population [1].

Population momentum refers to population growth/decline which continues
2 despite fertility rates falling/increasing [1].
2 Goal 8/partnership [1] and Goal 6/diseases [1]

Award [1+1] for each valid reason, provided that it is developed by means of
explanation and/or detail.

For reasons to be acceptable they have to be valid reasons in explaining high

mortality for children under 5 years of age.
For example: Poor access to safe drinking water/sanitation [1] leads to many
children in some regions dying from preventable diseases such as diarrhea [1].
Possibilities could include: • limited access to health services • malnourishment •
bias towards male babies – high infanticide rates • poverty, large percentage still
impoverished • caste system (eg India) • major conflicts • maternal health •
4 outbreaks of deadly diseases • high incidence of child labour.

Award [1+1] for a valid strength, provided that it is developed by means of

explanation and/or detail.

For example: It is a composite/combined/multiple (accept alternative wording)

index [1]; this gives a broader picture of a country’s level of development than a
single indicator [1].
Other possibilities could include: • allows for temporal comparison as has been
around for a long time.

Award [1+1] for each valid weakness, provided that it is developed by means of
explanation and/or detail.
For example: It is an average [1] and does not reflect disparities within a country
[1].
Other possibilities could include: • data may be unreliable • the components have
changed over time • some essential components are missing, for example
gender/human rights/happiness/environment (two missing components may be
used and can be credited if they are used to demonstrate two different
6 weaknesses).

Award [1] for a geographical overview, eg there are small areas in almost every
continent.

Award [1] each for two further valid points.

Possibilities include: • the largest single area is in China/Southeast Asia • another
large area exists in Southern Africa/Madagasgar • Sub-Saharan Africa and Asia
have largest areas of very severe soil degradation • there is high soil degradation
in the Middle East • limited areas in Central and South America • there is no area
of very high soil degradation in Australia/New Zealand • most areas of high soil
degradation are in low income regions.
3 Responses that just list areas should be awarded a maximum of [1].
 Award [1] for each distinct reason and a further [1] for
development/exemplification.
For example: Commercial monoculture [1] may deplete the soil of certain vital
minerals making it more vulnerable to erosion [1].
Other causes may include: • overuse (possibly historical) of land/overgrazing •
climate change may be causing an increase in aridity/desertification • rising sea
levels/over-irrigation could be increasing salinization • industrial uses including
large-scale open-cast mining in which native vegetation is removed • removal of
wind barriers of vegetation to create large fields where wind erosion is likely to be
4 increased • Impacts of past and/or present acid rain • urban construction.

In each case, award [1] for identifying a valid way, and [1] for offering some
expansion, detail or exemplification.
For example: Soil can be used for production of biofuel crops [1]. The use of
biofuel reduces dependence on fossil fuels [1].
Other possibilities include: • soil as a store for carbon, there degradation releases
vast amounts of carbon into the atmosphere • soil supports vegetation (eg
rainforest), a needed carbon store to reduce the enhanced greenhouse effect
carbon • soil regulates water resources through reduced flooding, improving
4 quality • soil as a basis for biodiversity – species preservation.

1 1998

Generally upwards [1] though with numerous peaks and troughs [1], with [1] for
some attempt at quantification of the overall trend or of the fluctuation from the y
3 axis.

Oil stocks (barrels of oil that have already been extracted and stored for future use)
change due to changes in production and/or changes in demand/usage. Either
approach, or both, is acceptable.

In each case, award [1] for a valid reason, and [1] for offering some expansion,
detail or exemplification that is related to changing stocks (not reserves).

Possibilities include: • geopolitical reasons eg Saudi Arabia over-extraction to flood

the market and lower the price • economic recession or boom could affect
consumption of oil stocks • stocks could increase due to new oil fields coming into
production / decrease due to decline of existing fields • increased demand
because of extreme weather conditions (exceptionally cold or exceptionally hot
year) • economic growth in major economies leading to increase in demand •
6 substitution of oil by renewable resources • stockpiling in case of conflict.
 Responses may develop aspects of trade such as: tariffs, subsidies, dumping,
foreign direct investment, export-driven growth of the “Asian Tigers”. Responses
may argue that trade is mainly seen as a method of breaching the economic
development gap. The focus over the last decades has been neo-liberalism with
the belief that as trade increases and GNI increases for low-income countries the
“trickle down” effect will eventually help increase the standards of living.
Responses may cite the Asian Tigers and more recently China as examples of
success. Alternatively responses may argue that trade has failed to successfully lift
many nations out of poverty and that the main benefactors have been Western
nations with protectionist policies and subsidized production.
Responses may look at different types of aid (food, emergency, financial, bilateral,
multi-lateral) and address aspects such as: dependency, corruption, debt,
conditionality such as with structural adjustment schemes, bilateral aid
agreements, the MDGs, emergency aid, micro credit schemes, NGOs, FBOs,
charities. If looking at economic disparities responses may argue that since the
post-Second World War Marshall Plan aid has been ineffective. Many OECD
countries do not give 0.7 % of their GDP and the conditionalities attached to loans
from the IMF and WB have done more harm than good to many low-income
economies. When looking at other social or health disparities responses may
argue that aid has been more effective. For example Ethiopia met its MDG target
on reducing child mortality two years ahead of 2015.

Responses should make use of examples but responses that focus on describing
trade and aid and not focusing on their effectiveness as a tool to reduce disparities
will be self-limiting.

For band D expect some understanding of how trade and aid can help/not help
reduce disparities. This need not be balanced.

For band E expect some understanding of how trade and aid can help/not help
reduce disparities with reference to their effectiveness using examples. This need
not be balanced.

For band F expect some understanding of how trade and aid can help/not help
reduce disparities with reference to their effectiveness using examples. This need
15 not be balanced. There should be some attempt at an evaluation of the statement.
 In general, it is likely that the negative impacts of forced migration on recipient
countries are likely to outweigh any positive impacts. This is really determined by
the circumstances of the host nation itself and the number of forced migrants that
are moving. For example, most Syrian refugees are in Lebanon, a country that is
already struggling with many other issues.

Possible positive impacts include: • increase in size of workforce • introduction of

new skills, including language skills • an influx of migrants may help to create a
more culturally-diverse community or country. • moral obligation – improves
international opinion of the country eg Germany, Canada • migrants can help
reurbanize/repopulate areas of decline, especially in countries experiencing ageing
population or population decline • new potential market – boosts economy.

On the other hand, possible negative impacts include: • increased pressures on

supplies of food, water, and shelter • the need to incorporate incomers into the
existing workforce; may require retraining programs • care systems designed to
help the very young and the elderly may be overburdened • rise of right-wing
xenophobic movements/political parties • increased congestion and pressures on
infrastructure • introduction of diseases • environmental impacts such as
deforestation (eg refugees needing wood for fuel and shelter), overgrazing (cattle,
sheep and goats brought by the refugees) • deterioration in water quality if no
proper sanitation system is available.

The discussion of positive and negative impacts need not be in equal depth for the
award of full marks.

Responses that only describe either positive or negative impacts (ie not both)
should not be credited beyond band C.

At band D, responses are likely to describe a range of both positive and negative
impacts, with most of the discussion relating to recipient countries.

At band E, responses are likely to be more focused and include a good range of
valid positive and negative impacts. In addition, they are likely to either offer
appropriate examples of forced migration, with some supporting detail, or provide
some discussion of the concept of forced migration, possibly considering its
15 associated “grey areas”.
 Climate change also directly affects future water supplies, but other reasons, such
as over-abstraction of groundwater, and pollution of streams and groundwater, are
also responsible for making the provision of adequate water a serious challenge for
the future.

The phrase “adequate water supplies” can be seen as including both quantity and
quality of water. The discussion could therefore extend to the concepts of water
scarcity (physical and economic) and the factors affecting access to safe drinking
water. Discussions of water supplies that focus unduly on the human/political
dimensions of water provision are likely to be self-limiting since they are likely to
stray away from the term “environmental challenge”.

Responses may also choose to focus more closely on the phrase “most significant
environmental impact” and introduce some discussion of the significance of
environmental challenges other than climate change and water supply, such as
deforestation, soil degradation, desertification and environmental restoration. This
is also an acceptable approach.

Discussion of non-environmental challenges (eg population growth) should not be

credited except in cases where the response provides some justification suggesting
how or why the challenge can be considered to relate to the environment.

At band D, responses are likely to describe a number of points about climate

change and water supplies.

It is not necessary for the discussion of climate change and water supplies to be of
equal depth for the award of full marks.

At band E, responses are likely to provide sufficient supporting details during the
discussion to arrive at an evidence-based conclusion and to recognize either that
some aspects of water provision are a subset of climate change or that we also
face other significant environmental challenges besides water and climate change.

At band F, responses are likely to provide sufficient supporting details during the
discussion to arrive at an evidence-based conclusion while recognizing, and
attempting to analyse, the connections between water provision and climate
15 change.

7
 likely to want children to work on the land/on farms; likely
to want children to send out to earn money/work; likely to
want children to help around the house/look after younger
children/collect water; likely to want children to look after
parents in old age; not likely to be affected by government
policy to reduce family size; likely to have large families
due to tradition/wealth/to get a son; likely to have large
families due to religious influences/religion does not allow
contraception; no access to abortion; high infant
mortality rates/people have more children in the hope that
some will survive; women stay in the home/don’t work;
early marriage etc.

3 3 @ 1 mark
access to regular check-ups; improved health care
facilities/hospitals/clinics/medical care; more
doctors/nurses; investment in care homes/services for
elderly; improved diet/increased food production/more
food/healthy food; better water supply; better
sanitation/hygiene/cleaner living environment;
pensions/economic support from government; education
about diet/how to stay healthy/prevent disease;
vaccinations/inoculations/immunisation; use of
contraception to reduce disease/HIV; better prepared for
natural disasters or example etc.

4 4 @ 1 mark
 - lack of fuel / power (or example such as electricity / wood
supply)
- lack of work
- poverty
- inadequate food supplies/high food prices
- starvation / malnutrition
- poor access to education
- poor access to healthcare
- hospitals
Ideas
- high such levelsas:of disease
-- no abortion
high death rate available;
/ high infant mortality rate
-- little availability
lack of / overcrowded of contraception
housing / not/ family
enoughplanning;
space for
-housing not educated re. contraception;
-- not likely
people livetoinbe able to settlements
squatter afford contraception;
-- likely trafficto want children
congestion to work
/ increase in on the land;
traffic
-- likely to want children
atmospheric pollution to send out to earn money;
-- likely water to want children to look after parents in old age;
pollution
-- not likely towater
inadequate be affected
supplyby government
/ lack of water policy to reduce
family size;
- inadequate sanitation
-- likely
overuse to of
have largeoffamilies
or lack due to
agricultural tradition
land / status;
/ overcultivation
-- likely to
overgrazing have large families due to religious influences;
-- high infant mortality rate/have greater number of children in
soil erosion
the hope some
- disputes will survive; land/living space
over (agricultural)
-- lower
deforestation / loss ofchildren;
cost of raising vegetation
-- polygamy;
loss of habitat
-- women marry at/ extinction
loss of species younger age;
3 - etc. - women don’t have careers;
- prefer boys to carry on family name;

N.B.: doesn’t have to be comparative. Can accept reverse for

MEDC. Allow examples of methods of contraception as
5 development idea. (5 × 1 mark or development)

4/

2
 Level 2 (4–6 marks) Uses named example More
developed statements which explain reasons for
international migration.

NB MAX 5 if no named or inappropriate example. Both

countries are needed. Accept America.

Level 3 (7 marks) Uses named example. Comprehensive

and accurate statements including some place specific
reference. Push and pull factors are needed for L3.

Answers are likely to refer to factors such as:

jobs/employment service provision or examples food supply
7 natural hazards war
not educated re. contraception; not likely to be able to
afford contraception; likely to want children to work on the
land; likely to want children to send out to earn money;
likely to want children to look after parents in old age; not
likely to be affected by government policy to reduce family
7 size; likely to have large families due to tradition
LEDC will have smaller/narrower apex/top/more old; LEDC
will have less in economically active; LEDC will be more
pyramid shaped; LEDC will be more concave;

NB Needs a comparison. The focus is on the shape of the

pyramid. Credit appropriate reverse points for New Zealand
as long as comparative. Unless otherwise stated, assume
candidate is referring to LEDC. You can credit appropriate
statistics for each point which could be expressed as an age
3 band or age range.
status; likely to have large families due to religious
influences; high infant mortality rate/have greater number of
children in the hope some will survive; lower cost of raising
children; polygamy; women marry at younger age; women
5 don’t have careers; prefer boys to carry on family name;

3 N.B.: doesn’t have to be comparative. Can accept reverse for MEDC. Allow examples

1 Candidates can gain full marks on one policy as policies can be stand alone in many
2

3 5 @ 1 mark or development

3 Ideas such as: strain on working

population/economy/government; economically
5 active/government have to support/take care of/look after
more people; higher taxation; have to pay for pensions; more
money to be spent on health care/more health care needed;
7 need to establish/spend money on care homes/specified
service for the elderly; fewer workers available/older people
do not contribute to economy/older people do not work;
7 reduced supply of workers leads to increase in wages; people
have to retire later; more immigration; less people to defend
country; facilities for young people close/money taken away
from schools; longer waiting list in hospitals; lack of
innovation etc.

5 5 @ 1 mark
 Level 2 (4–6 marks) Uses named example. More developed
statements which explain why it has a low population
density. (N.B.: Max 5 if no named example or incorrect
example)

Level 3 (7 marks) Uses named example. Comprehensive and

accurate statements including some place specific
reference.

Content Guide: Answers are likely to refer to; relief;

accessibility/ isolation; climate / low or high temperatures
depending upon location / rainfall / desert;
water supply / desert / drought; employment / lack of jobs;
natural resources / resource availability; inability to grow
food / soil fertility / inadequate food supply; areas of dense
vegetation / type of natural vegetation; etc.

Place specific reference is likely to consist of: named parts

of the chosen country / locational detail, population data etc.
N.B.: Can be less than country size or a wider area e.g.
Amazonia, Arctic, Sahel, Sahara, or an entire country such as
7 Greenland.

1 Mongolia
The countries with a large/larger population may have a
large/larger land area/it all depends on the size of the
2 country; population and area statistics for two countries

2 2 @ 1 mark

1
1

Ideas such as: smog/poor visibility; breathing difficulties/asthma/chest

complaints/skin/eye irritation; dirt on washing; discoloration of
statues/stonework/weathering/corroding; smells; acid rain/global warming;
3 tourists put off; etc.

1 On map
 A: Manhattan B: Queens

2 2 @ 1 mark

deas such as: generally relationship is inverse/greater % of very poor households

the lower the mean income is; lowest mean income highest in Bronx $46000 and
highest % in poverty 27%; anomaly/mean income highest in Manhattan $121000
but % of very poor households 17% than in Queens/Staten Island etc.

NB can use comparative statements such as higher/highest, lower/lowest if don’t

use statistics.

3 3 @ 1 mark

Level 1 (1–3 marks) Statements including limited detail describing the main
features of either inner city, outer suburbs or rural-urban fringe.

Level 2 (4–6 marks) Uses named example More developed statements

describing the main features of either inner city, outer suburbs or rural-urban
fringe.

(NB MAX 5 MARKS WITH NO EXAMPLE)

Level 3 (7 marks) Uses named example More developed statements describing

the main features of either inner city, outer suburbs or rural-urban fringe, including
some place specific reference. Answers are likely to refer to factors such as:
7 housing industry open space services transport

3 Ideas such as: they are areas of desert/there are inadequate water supplies/arid; f
 which explain distribution of population.

Level 2 (4–6 marks) Uses named example. More developed

statements which explain distribution of population.

( N.B. max. 5 if no named or inappropriate example)

Level 3 (7 marks) Uses named example. Comprehensive

and accurate statements including some place specific
reference.

Content Guide: Answers are likely to refer to: Relief

Accessibility Climate Water supply Employment Natural
resources Impact of an extreme event Trade, etc.

Place specific reference is likely to consist of: Named parts

7 of the chosen country/locational detail Population data, etc.

5
Level 2 (4–6 marks) Uses named example. More developed
1 statements which explain distribution of population.

5 ( N.B. max. 5 if no named or inappropriate example)

5
and accurate statements including some place specific
3 reference.

1 Content Guide: Answers are likely to refer to: Relief Accessibility Climate Wate

4
Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2014
3 0460 12

7 © Cambridge International Examinations 2014

 Ideas such as: lack of qualifications/skills/education/no experience; many
cannot speak the language; many are doing low paid jobs; some are unable to
obtain employment/not enough jobs; thus are unable to buy homes/live in poor
conditions/overcrowding; some may have to live away from their families;
discrimination may occur/racism; some may have entered illegally; poor access
to services/or examples/cannot afford services or examples; exploitation by
employers; adjusting to culture; adjusting to urban life; etc.

4 4 @ 1 mark

Ideas such as: vehicle exhausts/emissions/cars/traffic; containing carbon

monoxide/sulphur dioxide (dev); factories/power stations/refineries/industry;
burning coal/oil/fossil fuels; release smoke/soot/chemicals (dev); chemical
fumes from factories; smoke from domestic fires; smoke from burning rubbish;
smoke from nearby forest buyers; not many trees in cities/trees can help reduce
air pollution; etc.

5 5 @ 1 mark or development
kilometre/lower than 50 per square km/a big area with few
1 people;
African country/Middle Eastern country; etc. B:
Amazon Rainforest, Andes, Atacama Desert, Australia, Chile;
etc.

2 2 @ 1 mark
gentle climate/temperatures are not too hot or cold; there
are good water supplies/sufficient rainfall; food can be
grown/farming is good; many parts are easily
accessible/good infrastructure; there are many resources
(or examples); there is lots of employment/lots of factories
(or examples); etc. low/flat land; etc.

3 3 @ 1 mark
Ideas such as: mountains/high/steep land/difficult to build
on steep slopes; communications are difficult/roads hard
to build on steep slopes/poor infrastructure; cold
climate/snow/long winters; few areas of farmland/hard to
produce food; isolated/long way from services; lack of
industry/work/employment/jobs; risk of landslides etc.

3 3 @ 1 mark
 Ideas such as: there are some habitable areas in valleys;
especially those areas on valley floors (dev); some farmers
live there; grazing animals in steep slopes/cultivating
valley land (dev); some people work in tourist industry;
particularly winter sports/skiing; some people like
tranquillity/quiet; lack of air/noise/visual/water pollution
(dev); (max 1) mining; beautiful scenery/natural beauty;
no traffic congestion; people have always lived there; etc.

5 5 @ 1 mark or development
Level 1 (1–3 marks) Statements including limited detail
which describe population distribution.

Level 2 (4–6 marks) Uses named example More

developed statements which describe population distribution
and/or a labelled sketch map which shows it.

(NB MAX 5 MARKS WITH NO EXAMPLE)

Level 3 (7 marks) Uses named example Comprehensive

and accurate statements including a labelled sketch map.

Answers are likely to refer to factors such as: inland

7 mountainous coastal river valleys uneven/unevenly spread

2 Ideas such as: employment/jobs/high pay; entertainments/bright lights (or exampl

7 2 @ 1 mark
2

2
1

2
1
1
1

1
3
planning; can afford contraception/family planning;
educated how to use contraceptives; availability of
abortions; women have careers; education/emancipation
of women; high cost of children; lack of religious
influences; later marriages; low infant mortality rate;
look after them in old age/have pensions; etc.

3 3 @ 1 mark
Asia/lower percentage in Asia in 1971; lower percentage
from Europe; a greater percentage from Africa; lower
percentage from United States; lower percentage from
Oceania; 1971 most came from Europe but in 2006 most
came from Asia idea max 1. Less from MEDC’s in
2006/more from LEDC’s in 2006;

NB: Must have comparison. No marks for statistics

without interpretation. Can accept converse in each line.

3 3 @ 1 mark
Asia/lower percentage in Asia in 1971; lower percentage
from Europe; a greater percentage from Africa; lower
percentage from United States; lower percentage from
Oceania; 1971 most came from Europe but in 2006 most
came from Asia idea max 1. Less from MEDC’s in
2006/more from LEDC’s in 2006;

NB: Must have comparison. No marks for statistics

without interpretation. Can accept converse in each line.

4 3 @ 1 mark
doing low paid jobs; some are unable to obtain
employment/not enough jobs; unable to buy
homes/overcrowding; some may have to live away from
their families; discrimination may occur/racism/cultural
conflict; illegal migrants live in fear of deportation/may be
deported; poor access to services/or examples;
exploitation by employers; high cost of living; hard to
adapt to local culture or examples; etc.

5 @ 1 mark or development.

NB: only 1 development mark per idea e.g. do not credit

5 multiple development ideas from 1 idea.
 international migration.

Level 2 (4–6 marks) Uses named example.

More developed statements which explain the push factors

which have caused international migration.

(NB. Max. 5 if no named example or inappropriate example)

Level 3 (7 marks) Uses named example. Comprehensive and

accurate statements including some place specific
reference.

Content Guide: Answers are likely to refer to; Lack of work,

Poverty, Natural hazards/disasters, Poor educational
facilities, Lack of health care/disease etc.

Place specific reference is likely to consist of: Named parts

of the chosen country/locational detail, Population, data, etc.

7 NB: Do not credit pull factors.

Features such as: areas with over 400 mm rain/higher rainfall;
south (west) of country; between 10–15 (18) degrees N; close
to river (Niger); in or around urban areas (or named egs)/close to
2 airport; etc.
Ideas such as: variations in water supply/the south has more
water than the north; thus lack of domestic/agricultural water
supply in some areas (dev); possible variations in terrain/the
valley of the river Niger is an attractive area to settle; as it may
offer the best land to build settlements (dev); communications
(dev) most fertile land (dev); some areas may be better served
by communications/airport; southern parts have more
opportunities for trade; as they are closer to boundaries of more
countries (dev); rural urban migration/urbanisation; because
there are better health facilities or other pulls/pushes (dev);
variation in natural resource availability; etc. 3 @ 1 mark or
3 development
Maximum of 4 marks on describe/suggest reasons: Describe:
Rising up to 2002; Decline from 2002 (or over whole period);
Further 2 MAX for use of statistics (e.g. overall drop of 1.57 from
5 2000 to 2005)

1 Reasons such as: better treatment of diseases/or examples (up to 2002); improv

2
3

5
1 8

1 Correct plot of 6 for Bay of Plenty

clear that Tasman included e.g West Coast and Southland

(ii) gained population/population increase e.g. Canterbury

and Otago

(iii) no overall pattern overall increase

Tasman/Malborough increased Nelson decreased

4 Reserve one mark for each part

 and south has gained/ movement is north to south/it is the
reverse north has lost 10.4 south has gained 11.4 (allow
without thousand) north: 5 regions lost population and 4
gained south: 4 regions gained population and 3 lost
2 population
increased vaccination/disease prevention improved water
supply improved sanitation/hygiene better housing/living
conditions better education/knowledge increased
2 affluence
1 more people moved out than moved in the difference between the number who mov
1 2–2.1 (million)
1 Correct plot of 2.5 million
i) Decrease
2 ii) Increase
Average age increases:
- 2000 younger range greater
- 2020 older range greater

- Decrease in younger range

- Increase in older range
2 - Little/no overall change
0–14: India greater %/Italy smaller %
15– 64: India smaller %/Italy greater %
65+: India smaller %/Italy greater %

2 Allow “more” and “fewer”. Comparison necessary.

3 Allow “more” and “fewer”.

7 Comparison necessary.
centres/supermarkets/hypermarkets; large areas for parking;
ring roads/motorways/by passes; leisure centres/specific type
of leisure provision; industrial estates/new factories/science
parks/footloose industries; parks/state parks/theme
parks/country parks;
farmland/plantation/fields/crops/pasture/grazing land/forestry;
squatter settlements; power stations; airports; sewage
works; refuse tips/landfill sites; quarries; game reserves;
botanical gardens; commuter/suburbanised villages;
5 reservoirs.
 Level 2 ( 4–6 marks) Uses named example.

More developed statements which explain reasons for

internal migration.

NB: Max 5 if no named or inappropriate example. Any country

is valid. MAX 5 if international migration as inappropriate
example.

Level 3 (7 marks) Uses named example. Comprehensive

and accurate statements which explain reasons for internal
migration, including some place specific reference.

Content Guide: Answers are likely to refer to: employment,

health care, education, drought, food supplies, political
issues, war, wages, standard of living etc.

NB: No double credit for pulls and pushes. Development is of

the explanation. Answers relating to commuting and tourism
= 0.

Place specific reference is likely to consist of: named parts

7 of the chosen country/locational detail, population data etc

3 NB: Development is of the description. Do not credit explanation.

Ideas such as: little availability of/no contraception; not educated about
contraception; not likely to be able to afford contraception; likely to want
children to work on the land; likely to want children to send out to earn money;
likely to want children to look after parents in old age; not likely to be affected by
government policy to reduce family size; likely to have large families due to
tradition/sign of virility/wanting a boy; likely to have large families due to
religious influences; early marriage; women not educated/lack of female
emancipation/women do not have careers; widespread prostitution; high infant
4 mortality; etc. 4 @ 1 mark or development

Ideas such as: • high birth rates/growth rates; • education about family
planning/sex education/contraception; • lack of, cost of, access to
contraception/family planning (max 1); • economic reasons for large families; •
high infant mortality; • decreasing death rates/increased life expectancy; •
investment in health care/vaccinations/better, more doctors/nurses (max 1); •
better water supply/sanitation; • traditional/in their culture/part of their religion to
3 have large families (max 1); • improved food supplies/nutrition/better diet; etc.
 Ideas such as: • Poverty; • people do not have enough resources; • pressure on
energy supplies (or example)/strain on utilities e.g. gas or electricity; • lack of
work; • inadequate food supplies/malnourished/starvation; • poor access to
education/government spend more on education; • poor access to health
care/government spend more on healthcare; • overcrowded
housing/homeless/shanty towns develop; • inadequate water
supply/sanitation/government spend more on water supply or sanitation; •
overuse of agricultural land/overgrazing; • deforestation/loss of natural
4 vegetation/habitats; • increase in specified pollution type (Max 1) etc.

1 11.5 (people) per 1000 die each year/in 2013

9.4 – 11.5 (1 mark) = -2.1 per 1000 (2nd mark)

2 2 @ 1 mark

Ideas such as:

It decreases/net migration decreases/ overall increase in negative net migration;

2005–2006 slight increase in net migration/ slight decrease in negative net
migration; 2006–2009 slight decrease in net migration/ slight increase in negative
net migration; 2009–2010 net migration decreases steeply/ steep increase in
negative net migration; 2010–2011 steep increase in net migration/ steep
decrease in negative net migration; 2 years with figures –for example, from 2009
to 2010 it increased from –16000 to –76000. Need to include units (000’s).

NB: 1 mark RESERVE for data. Focus is on change. Comments must relate to the
line graph – net international migration. Allow a tolerance of + or – 1000 on
statistics.

1 mark available for increase and decrease/fluctuating idea without qualification if

marks not already awarded for trends.

3 3 @ 1 mark
1 large piece of the earth's crust

Convection currents moving in the mantle, plates move together, subduction

occurs, friction and heating, melting of crust, pressure builds up, magma is forced
4 upwards

Geothermal energy, cheaper source o f energy, they can't afford to move, have
lived there all their lives, scientist study the volcano, benefits of tourism, fertile
5 soils, high crop yields, unaware of risk,
 Convection currents moving in the mantle, plates move together, subduction
occurs, friction and heating, melting of crust, pressure builds up, magma is forced
5 upwards

Geothermal energy, cheaper source o f energy, they can't afford to move, have
lived there all their lives, scientist study the volcano, benefits of tourism, fertile
5 soils, high crop yields, unaware of risk,

1 large piece of the earth's crust

2
X is closer to plate boundary, there is friction between the two plateboundaries at
3 X, plates are moving at X but not at Y

3 Gases produced, gas cloud moved by wind, volcanic activity causes gas to escape

1 Drought

2 More killed in LEDCs and more damage in MEDCs

high rise buildings in MEDCs, more factories/workplaces in MEDCs, cost of

replacing transport infrastructure, cost of replacing
3 electricity/gas/watersupply,buildings in MEDCs cost more to repair

many eruptions are small scale/localised, warnings are given/eruptions can be

predicted, lava is slow moving, people can escape,building design e.g roof
4 reinforcement,diversion channels
south/south-east of the region, most of Somalia, south of Ethiopia, north-east of
3 Nairobi, eastern/north of Kenya

failure of crops/loss of farmers income, no water for irrigation, death of animals,

famine/starvation,malnutrition, death of people, migration to refugee camps,
people forced to drink dirty water, lack of drinking water, dependence on aid,
5 collapse of economy, loss of habitats

1 an upland area formed by the moving up,bending of the earths plates

2 Nazca, South American

two continental plates meet/ an oceanic and a continental plate meet, same
density plates, layers of sediment acccumulate, one plate won't subduct, rocks get
3 bent and crumpled, rocks get uplifted as a result

pyroclastic flow - kill.injure people. Volcanic bombs - destroy/damage buildings.

3 Ash clould - reduce visibility, distruption to transport, breathing difficulties

1 one that is currently erupting or has recently erupted or can erupt at anytime
cone shaped, crater, steep sides at the top, gentely sloping at base, mainly bare
2 rock,

close/near to plate boundaries, near hot spots, 2 max reserved for examples e.g
3 Nazca - South America, Pacific ring of fire, Mid atlantoc Ridge
there more tourists, more work for people, income into the country/multiplier
3 effect, increased awareness of Iceland
Mining, e.g sulpher, fertile soils and higher crop yields, beautiful scenery,
4 geothermal power.

deaths/injuries, breathing problems, destruction of property, high cost of

rebuilding, need to evacuate, loss of crops, distruption of road/railsways,work
5 place destroyed, contamination of water supply, cancellation of flights,

1 a period of time without rain

similarities - more in LEDCs, near to the tropics, both occur in southern asia.
Differences - tropical storms are coastal whereas drought is inland, tropical stroms
2 begin over the seadrought occurs in Africa but tropical storms do not
mudslides, heavy rain leading to flooding, pollution of water supplies, loss of
3 electricity, damage to roads, loss of housing, loss of food supplies,
plate boundaries, plates are moving in different directions, build up of pressure,
4 both occur where there are lines of weakness.

Yes - indonesia was magnitude 9.0 and killed 283000. No obivious link USA
magnitude 9.2 but killed 125 people and 9,500 deaths were caused by a 6.2
3 magnitude earthquake in India.

magnitude, density, undersea can cause a tsunami, quality of housing and

earthquake proofing, depends on how prepard people were, emergency services,
5 level of economic development, depth of focus, rock type,

1 thought to be dormant/not erupted before/ first recorded eruption

2 4 to 5km. West

destroyed buildings, people leave the island, loss of farmland/crops, jobs lost,
3 economic decline, less tourists visit, destruction of trees/habitats and food chains.

not expected/predicted so were not prepared, many were homeless so had to

rebuild, it erupted for 2 years, capital city affected so important buildings
destroyed, loss of businesses, less agrilculture, island so most of it was affected and
4 aid difficult to reach

3 along plate boundaries, mid atlantic ridge, East Africa as an exception

destructive plate boundary, plates move together/collide, subduction of one plate,

due to greater density, there is friction and heating, destruction of the oceanic
5 plate, build up of pressure, magma rises through weaknesses

1 Indonesia

2 Sri Lanka is closer to the epicentre. Much of Malaysia is sheltered by Indonesia

plates move, friction, pressure builds up, sudden jolt which releases pressure,
3 seismic waves
no obvious relationship 26,000 people killed in iran by 6.6 magnitude where as
3 Taiwan was stronger but killed less people

time of day, level of development, quality of buildings, level of preparation,

4 population density, readiness of emergency services, geological structure,

injuries, damage to roads, distruption to power supplies, water supplies

contaminated, spread of disease, workplace destroyed, shortage of food, fires, cost
5 of rebuilding, hospitals damaged.

1 a dangerous event resulting from earths forces

2 a)earthquake/volcanic eruption b) tropical storm, drought, flood

droughts are more predictable, droughts affect a larger area, earthquakes have
3 more short term effects, droughts have more long term effects
quality of building, drills, prediction, level of medical care, education aout
4 preparedness,

1 Quebec

2 a)Alberta b)Ontario
 Ontario nuclear is more important than in Quebec. Natural gas is more important
in Ontario than Quebec. Quebec - HEP is more important than Ontario. Ontario
3 coal is more important than Quebec

some areas will have, some areas have lots of snow melt, more rivers, fast flwoing
4 rivers, some will not have other fuels available, level of wealth to fund HEP,

3 D - solar, E - wind , F - HEP

they do not pollute the atmosphere, don't produce greenhouse gases, they are not
5 going to run out, running costs are cheap, maintainance costs are low

1 25%

2 a)Brazil b)USA
Many people work in agrilculture, not much mechanisation , many people lack
3 education, lack of factories and services.

3 a) limestone b)roasting, heating, clinker crushed to powder c)cement

employment in the fatory, people can afford school fees, multiplier effect, schools
are built, development of transport network. Development of water supply,
4 improves more building materials/cement available
air pollution/smoke from the factory, acid rain, pollution of rivers, visual impact,
5 clearance of natural vegetation, impact of ecosystems,
 Examiners feedback / exam skills Level Paper name
IB Global Interactions

IB
ed on, or the nature of rapid growth making it hard for city authorities to manage the growth successfully Global Interactions
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Some excellent answers were seen that addressed “influence” in multiple ways.
Trade, geopolitics and migration were common themes that candidates using the EU
or NAFTA explored. These were far and away the most popular examples, although a
small minority wrote about Mercosur. Middle-ability candidates were sometimes
shaky on important details, such as the number of EU member states. IB Global Interactions
Well-informed and well-revised candidates were likely to attain band D, as this was
achievable by synthesizing a series of “positive” and “negative” case studies of almost
any variety and concluding that global interactions have brought “mixed” results. Far
fewer candidates displayed the ability to produce a nuanced evaluation of the
statement that was more sensitive to the concepts of geographical place and scale.
Where band E marks were awarded, candidates had generally progressed beyond a
mere “costs and benefits” approach and were able to focus on the veracity of the
statement that every part of the world is adversely affected by global interactions.
They debated explicitly whether effects such as the spread of English language, or
diffusion of plastic pollution in the oceans, are truly globalized phenomena or not. IB Global Interactions

Those that attempted this question generally knew something about call centres in
India, or the uptake of mobile phones in Kenya. The best answers addressed the stem
phrase “growth trends” and understood that supporting data would, logically, gain
more marks. Weaker answers tended to assert that “high” and “low” use of ICT could
be seen in different countries around the world, due to disparities in economic
development. IB Global Interactions
 Some excellent answers were seen, when judged against their knowledge of different
processes of sociocultural interactions, such as assimilation, glocalization or
hybridization. Lively and informative supporting examples were provided, and
centres are encouraged to suggest to candidates that they research local examples,
rather than rely purely on textbook case studies of McDonald’s. Fewer candidates
engaged quite as well with the word “pattern” which often resulted in a band D,
rather than band E, mark being awarded. Interrelationships were sometimes hinted at
but not fully explored (such as the tendency of Hollywood to increasingly adopt
Indian, South Korean or Japanese tropes, for instance). IB Global Interactions

Many mediocre responses were seen. Some very generalized impacts were described,
with many candidates offering little beyond “pollution” or “global warming”. Also, the
phrase “rising global demand” was glossed over in most cases, with candidates simply
asserting that more oil or timber (the most popular choices) is needed today than in
the past. Few could link the rising demand with important global development such
as the rise of consumption in emerging economies. Higher level diploma geography
candidates really ought to be in possession of supporting data in relation to the
changing global pattern of wealth. One good starting point for updating content,
already mentioned in a previous subject report for this paper, is this recent McKinsey
report:

http://www.mckinsey.com/insights/consumer_and_retail/capturing_the_worlds_eme
rg ing_middle_class IB Global Interactions
A pleasing number of candidates who chose this question were able to offer a proper
evaluation that gave nuanced consideration to what is meant by a “barrier” (poverty,
languages, and political obstacles were all possibilities). Many grasped the paradox
that trade blocs simultaneously increase and decrease barriers (according to who is a
member of the bloc, and who is not). IB Global Interactions
IB Global Interactions

IB Global Interactions
IB Global Interactions
IB Global Interactions
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IB Global Interactions

IB Global Interactions

IB Global Interactions

IB Global Interactions

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IB Global Interactions

There was often a poor understanding of the term drought, many simply stating a lack
of rain. IB Optional themes
Many referred to a specific drought – e.g. Ethiopia 2015 and some were able to relate
it to climatic factors, such as El Niño. However, named droughts were sometimes
vague, as were the climatic reasons for the drought. IB Optional themes

There were some very good responses and this was generally well answered. Weaker
candidates gave basic reasons and these were not sufficiently developed for full
marks. There was some misconception among candidates regarding the effectiveness
of earthquake prediction. IB Optional themes

This question posed some difficulties. Many candidates were unable to understand
why intensity varied over time; this could be temporal or spatial; seasonal or long
term (global warming). There was limited understanding of the processes involved in
hurricane development. Some considered the example of a particular storm, showing
how it varied in intensity as it passed over warmer seas and declined over land;
others related changes to seasonal variations and climate change. Some confused
intensity with varied impacts of hurricanes. IB Optional themes
Most candidates correctly identified the state (Delaware and Washington were both
acceptable) with supporting data. IB Optional themes
Most candidates correctly identified the state (Delaware and Washington were both
acceptable) with supporting data. IB Optional themes

Land-use planning (zoning) was frequently misunderstood. IB Optional themes

Most candidates understood the difference between a hazard event and a disaster,
but relatively few could suggest why the distinction is unclear. IB Optional themes
This was generally well answered, showing a good understanding of hazard events
and their contrasting impacts. Answers were focused with good reference to
examples, such as Japan and Haiti. Weaker candidates gave descriptive answers. IB Optional themes

Few problems. IB Optional themes

Few problems. IB Optional themes

This question caused some difficulties. The term “economic activity” was sometimes
weakly understood, and some failed to describe its distribution. Some referred to
informal settlements. IB Optional themes
Most responses discussed city sustainability, with limited reference to ecological
footprint. Examples often referred to Curitiba and Masdar City. Sustainability focused
on environmental rather than social and economic factors. IB Optional themes

No problems IB Optional themes

Most understood the term counter-urbanization. Factors were correctly identified,
but often not developed. Mirror points were not uncommon. IB Optional themes

There were some good responses, focusing on heat islands, pollution and winds.
Weaker candidates gave generalized accounts of pollution. There was a lot of
misunderstanding of the role of pollution and CO2 emission in the urban heat island
effect. Few explicitly discussed the question. IB Optional themes
The formation and development of hurricanes was generally well understood, and
most candidates gained about four marks, but often failed to elaborate sufficiently to
gain the top marks. They were not able to identify two distinct factors or were unable
to explain how the factors worked and were interlinked. Some candidates spent too
much time on pressure and winds, and missed the obvious factors of sea temperature
and distance from equator. The Coriolis effect was not clearly understood IB Optional themes

The term vulnerability was often not clearly understood or emphasized.

Unfortunately, most responses focused on only socio-economic factors and failed to
include demographic factors. There was a rather wide-ranging misinterpretation of
the term demographic, which many took to mean geographic location. There were
some good contrasting case studies. IB Optional themes
Many candidates could describe an impact of an earthquake or volcanic eruption,
such as destruction of homes, but did not then go onto describe how this affects the
quality of life. IB Optional themes

This was a straightforward question. However, many candidates did not clearly
distinguish between points B and C, or interpret the diagram correctly to show the
differences between short and long-term responses. Where points B and C were
distinguished there were some very clearly developed answers. IB Optional themes
Stronger candidates had few problems with this question and were able to discuss
the statement explicitly with good knowledge of building design and modifications
and other ways of reducing vulnerability. Weaker responses mentioned building
design, but with no detail or development, and focused on general ways to reduce
vulnerability. A few did not include anything on building design at all. IB Optional themes
A substantial and worrying number of candidates could not define the term
urbanization, often equating it merely with growth of cities and rural–urban
migration. IB Optional themes
The description of changes in distribution of millionaire cities was often well
answered. IB Optional themes

This question proved difficult for many candidates who often described location of
economic activities within urban areas rather than their movement, and found it
difficult to relate to geographic reasons. The weakest answers interpreted the
question as being about population movement, such as suburbanization, city growth
in general or used the same reason but with different activities. Others identified
reasons for movement without identifying a named economic activity. The phrase
“within urban areas” seemed to be the main stumbling block. IB Optional themes
There were some very good responses regarding the sustainable management of
urban areas, with case studies including Rio de Janeiro, Curitiba, and the London
Olympics, showing a clear understanding of sustainability in cities, including diagrams,
and an explicit examination of the challenges facing many cities. Weaker answers
were often descriptive. Often, little attempt was made to define sustainability and as
a consequence many answers degenerated into long-winded descriptions of recycling
and reducing traffic in cities. IB Optional themes

This question posed few problems, although weaker responses tended to name
“Group 7” rather than a specific group of people IB Optional themes

Most candidates were able to successfully distinguish between the employment

characteristics for the two areas, using quantification. IB Optional themes

There were some good responses to this question, with candidates discussing
suburbanization and gentrification. Weaker responses considered movement to/from
large cities, including rural–urban migration, which is not relevant to movement
within cities IB Optional themes
This was a popular question with some very good responses and effective use of case
studies. Many described problems of poverty in cities in both high-income and low-
income countries, put forward possible solutions and discussed their effectiveness.
Weaker responses were merely generalized descriptions of urban problems. IB Optional themes

There were some very good responses showing the numerous trends on the graph.
However, some identified patterns rather than trends. IB Optional themes

This was quite well answered, but some candidates wrote about hurricanes as a
tectonic process, or wrote about how the hazard was dealt with.
IB Optional themes

This question elicited some excellent answers, with a

discussion of a wide range of strategies. Weaker candidates
were unable to show an understanding of the concept of
vulnerability, and gave descriptive answers. IB Optional themes

Scale was correctly identified and features described but, as

in question 7, there was an absence of three valid statements
to gain the full 3 marks IB Optional themes
Scale was correctly identified and features described but, as
in question 7, there was an absence of three valid statements
to gain the full 3 marks IB Optional themes

This was poorly answered; many candidates found it difficult

to explain the occurrence of hurricanes, although they could
identify locations, with most referring to the south-east USA. IB Optional themes

This question elicited a wide range of responses, from the excellent, considered and
detailed, to the “all I know about two contrasting case studies” approach which
hardly addressed the question. Weaker answers concentrated on why death rates or
economic damage had been high in their examples and did not enter into any
discussion or attempt to differentiate between levels of development in countries. A
few good candidates referred to the costs of preparation for disasters as well as
damage and responses.
Question IB Optional themes

There were few problems. IB Optional themes

There were few problems. IB Optional themes

Usually well answered. Some were a bit general, but conceptually sound. IB Optional themes
This question proved to be a challenge to most candidates, and it was often poorly
answered. There was limited understanding of formal and informal economic
activities, some confusing formal/informal with professional/unskilled employment,
and even less knowledge about their location patterns within urban areas. Many just
wrote the advantages/disadvantages of the different economies. Answers did not
look at patterns. This appears to be a neglected area of the syllabus and was probably
the most difficult question on the paper for most. IB Optional themes
Almost all correctly indicated 10 million. IB Optional themes

Most candidates used relevant processes, but not all developed their answers. Some
used gentrification as a process.
IB Optional themes

Many candidates found difficulty with drawing an annotated diagram, and many
diagrams were poorly drawn and very simplistic. Some candidates drew pictures
rather than systems diagrams. Others seemed to have never heard of a sustainable
urban system. IB Optional themes
There were some excellent answers on urban climates, with detailed case studies.
However, they did tend to be descriptive rather than examining the effects of human
activity. Many candidates did not get beyond the urban heat island, and the nature of
smog related pollution was often poorly understood. A large proportion of candidates
wrote about how urban life can impact on climate change IB Optional themes

Mostly accurate but very few scored the full 4 marks for this part as four valid
statements were not made. Too many just listed countries (maximum 1 mark) and
others could not name a country shown. Identification of patterns seemed to be a
concept unfamiliar to many. IB Optional themes

The weakest area was 7(b) where some of the suggestions were long-term options
that were not well related to reducing drought impact IB Optional themes

In 7(c) responses tended to try to force rehearsed case studies into the question,
irrespective of their real relevance. Some candidates discussed more than one type of
hazard, in which case the strongest type was credited, and the others ignored. In
almost all cases, hazard prediction was less well understood than hazard
preparedness. IB Optional themes
Weak map skills were evident in part (a), including confused grid references. IB Optional themes

Weaker candidates, apparently unfamiliar with the word “perceive” wrote only about
why people continue to live in hazardous areas IB Optional themes

One of the most common choices of human-induced (technological) hazard event for
(c) was the Fukushima Daiichi nuclear power station disaster (2011), though this was
an inappropriate choice, given that it was caused by an earthquake and resulting
tsunami. Some credit was given in cases where candidates argued that human
responses to the events had exacerbated the disaster.

Wiser choices of example were the Deepwater Horizon oil spill (2010) or the Prestige
oil spill in Spain (2002). Credit was given for the much older (and therefore not strictly
“recent”) Chernobyl disaster (1986) and the Union Carbide Bhopal toxic leak (1984). IB Optional themes

Many candidates had good case studies up their sleeves and generally wrote very well
about the impacts. The strategies tended to be more generic and generalised
(although relevant) and needed more focused detail. IB Optional themes

Candidates either knew the IB definitions of hazards and disasters or they did not –
this differentiated those who scored 2, 3 or 4 out of 4. IB Optional themes

There were some excellent answers which identified parts of the community (aged,
young, women, infirm, poor, disabled) and explained why they are at increased risk.
However, too many went for the MEDC/LEDC contrast and did not appreciate the
scale involved in the question. IB Optional themes

Answers frequently examined the methods used to predict their chosen hazards
rather than evaluating their effectiveness. The two most frequent natural hazards
chosen were hurricanes and earthquakes – which lend themselves to a very good
contrast. However, answers needed to compare the effectiveness of the methods to
predict to access the higher bands (E and F). IB Optional themes
Generally very well done with accurate manipulation of data. IB Optional themes

Surprisingly poorly done – many were able to list appropriate symptoms but
explanations tended to be lacking or generalized. At standard level a number of
responses incorrectly referred to the causes of urban growth or urban sprawl IB Optional themes

Relatively well done with good support. At the top end answers were excellent. At the
lower end, answers were highly generalized with a lack of supporting examples and
no real focus. The better responses were able to identify that poverty and deprivation
occurs in cities in developed nations as well as in cities in less economically developed
nations and were able to refer to affected locations in these cities. IB Optional themes
Sustainability seems to be well understood and most candidates gave a good
response – many referred to the Roger‟s model and many provided annotated
diagrams to illustrate it IB Optional themes

Surprisingly, overall, this was done quite poorly. Many referred to the greenhouse
effect and there was considerable confusion over the causes of the urban heat island. IB Optional themes

Some answers were excellent but many took an inappropriate scale (national
population growth rather than urban) or did not consider natural increase as well as
migration. The use of supporting examples made it easier for candidates to access
higher mark bands. IB Optional themes
Weak map skills were evident in part (a), including confused grid references. IB Optional themes

The weakest area was part (b) where, at both levels, very few offered a good
description of the actual global distribution IB Optional themes

In part (c) responses tended to focus on only limited aspects of the question, and
concentrate for example only on short term strategies, ignoring longer term ones. At
standard level, responses frequently described strategies without evaluating their
success. Detail was often missing, for example “build earthquake-resistant buildings”
was often stated as a strategy but without any detail as to how this could be achieved.
Many candidates still believe that with current technology, earthquakes can be
predicted and populations evacuated before they occur. IB Optional themes

The most common scale chosen in part (a) was the Richter scale, though few
candidates at standard level were able to describe how it relates to earthquake
strength. Many candidates who chose hurricanes were unable to refer to the Saffir–
Simpson scale and simply referred to wind speeds IB Optional themes

Responses to part (c) were much stronger on economic factors than physical factors,
with a surprising number of answers failing to mention that the consequences might
depend on the category of the hurricane, its speed of movement, height of the storm
surge and the type of coastline at landfall. Equally, the term “severity” was often
interpreted in a very narrow sense with candidates apparently not realizing that such
terms include a perceptual component (what is severe to one person is not to
another).
There were however many excellent case studies included at both levels IB Optional themes

Part (a) was usually well answered though the most common error was not to refer to
places named on the map. IB Optional themes
Part (b) was usually disappointing, with few able to concentrate on “pattern”. Most
answers simply explained the existence of squatter settlements without referring to
areas of high and low deprivation and their relative locations in a city in a low-income
country. IB Optional themes

There were some good answers to part (c), though, at both levels, many were overly
descriptive and had only very limited evaluation. Frequently, relevant strategies were
detailed without saying how they related to sustainability IB Optional themes

Weak map skills were evident in part (a), including confused grid references. IB Optional themes

Drought was generally misunderstood, with many simply stating that it was a period
of low rainfall. Causes seemed to be for arid regions rather than for specific drought
events. There were, however, some good answers referring to recent drought in
Australia and its physical and human causes. IB Optional themes

This was done well with some comprehensive responses including good contrasting
case studies. Weaknesses included not applying the answer to a range of hazards or
writing at length about other factors. IB Optional themes

Part (a) was often poorly done at both levels and surprisingly few gained full marks, IB Optional themes
Many misunderstood the concept of land-use planning and there were some
elaborate answers about building design. Floodplains were frequently used and
although not part of the hazards option in the syllabus these were credited. IB Optional themes

No problems found although a few found it hard to explain with sufficient depth as to
why the people tolerated the risk. IB Optional themes

This seemingly straightforward question proved a challenge. Most were able to

discuss the predictability (or otherwise) of hazard events, but were often unable to
consider that of disasters. There were many descriptive accounts of hazard events in
LEDCs and MEDCs, which often did not relate to the question. A worrying number of
candidates believe that earthquakes are predictable as to timing and strength. IB Optional themes
Good understanding was shown on the characteristics of a CBD. IB Optional themes
 Surprisingly only a few candidates could explain the processes of gentrification and
counter-urbanization adequately to cover all the main points. IB Optional themes

This question elicited some very weak responses. Most candidates could name two
areas correctly but could not do justice to contrasting the causes and effects of air
pollution. There were some general statements regarding air pollution but specific
details were missing. IB Optional themes

This was often not well done. It appeared candidates are not clear about the
difference between pattern and trend. IB Optional themes
Factors influencing location of squatter settlements were satisfactory but
development or exemplification was less so. Some confused the term with squatting
in disused buildings IB Optional themes

This caused difficulty for candidates as very few fully understood the question. The
question was about controlling in-migration and not about controlling the effects of
rapid city growth. The example of Curitiba was used, inappropriately, to show how
rapid city growth could be managed in a sustainable manner. Others used migration
controls into specific countries IB Optional themes

Many answers did not make clear the relationship between a circular system and the
ecological footprint due to weak understanding of the latter term IB Optional themes
Answers to part (c) tended to be mediocre, with many weaker responses choosing to
discuss only rural–urban migration and ignoring movements such as counter-
urbanization, suburbanization and their impacts. IB Optional themes

Part (b) was generally well done with a wide range of reasons, though weaker
responses failed to refer to the actual risk that faced the inhabitants. IB Optional themes

No comment IB Optional themes

Some students didn't not do well. IB Optional themes

Few responses to 13(a) were convincing, but most scored some marks IB Optional themes

There were some solid answers to (b) IB Optional themes

Many candidates found it difficult to structure their responses to (c), with weaker
ones incorporating urban models that added relatively little of value to their
response. There was more development of the location of -economic
characteristics. IB Optional themes

Well answered. IB Optional themes

The occasional lapse in into factors that were not social. IB Optional themes

Part (c) elicited a wide range of quality in responses. The weakest focused on
national-level population control measures of limited or no relevance. Many of the
strategies suggested, and the details of examples of cities where they had been tried,
were unconvincing and failed to incorporate an evaluation. IB Optional themes

Atmospheric conditions were not well understood but relative conditions between
eye and eyewall were fine. Too many answers referred only to the weather
experienced in the eye and eyewall rather than the atmospheric conditions, for
example, few mentioned descending air in the eye and the rapid upward spiralling of
air in the eyewall. IB Optional themes
There was a good understanding of natural conditions necessary for formation of a
hurricane but many missed the “hazard event” part of the question, and did not
include any reference to human factors. IB Optional themes

Weaker candidates focused on the case study and not the evaluation of the
strategies. A significant error was the inability to distinguish between a hazard and a
disaster, with weaker candidates merely comparing an event in an LEDC with an
MEDC. Some referred to more than one hazard type. Stronger responses showed
good differentiation between the impacts on rich/poor nations though many persist
with the idea that evacuation before an earthquake is possible in rich countries. The
use of some well-chosen examples were deconstructed with sound evaluation. IB Optional themes

The description of changes was generally done well, although weaker responses did
not use the data on the graph. IB Optional themes

Many simply referred to an increase in hazards due to climate change without any
evidence, though most were able to relate increased affluence to rising costs.
Surprisingly few referred to increased population living in hazard-prone areas. IB Optional themes

A number of candidates concentrated on pre-disaster preparations, and whilst

relevant to a certain extent, it meant that “during” and “after” were neglected. Some
only concentrated on what was not done, for example in Cyclone Nargis, or
moralizing about Hurricane Katrina rather than examining the facts. Some saw it as an
excuse to write all they knew about a hazard event, with little reference to the
question. A number used Chernobyl, oil rig or oil tanker disasters despite the
instruction against this.
Stronger responses demonstrated good planning and setting out of the pattern of
responses along with time frames and set up some good structure in logical
sequence. IB Optional themes
This was well attempted though some responses referred to urban area growth rather
than population growth. IB Optional themes

Well done, with most recognizing the negative correlation and able to provide
exemplification and quantification or anomaly IB Optional themes

Some answers concentrated on urban push factors rather than rural pull factors. IB Optional themes

Candidates had a good grasp of urban problems in rapidly growing cities and
described them well but some could not resist answering with a problem-solution
approach and were not always able to state the challenge, such as how to slow down
rural-urban migration, or how to improve the quality of housing, simply describing
how poor housing (for example, in favelas) was a problem. IB Optional themes

Most candidates were able to identify factors such as the amount of green space or
the configuration of the street patterns but did not refer to named areas on the map IB Optional themes

The same applied but to a lesser extent in part (b), though most were able to identify
three reasons for manufacturing location in area B relatively easily. There remained
problems with topographic map interpretation and referencing map evidence. IB Optional themes

Many used many strategies for one urban example and generally these were credited.
A popular case study was the public transport developments in Curitiba in Brazil
which were often described at length but whose relationship to reduced urban
pollution was frequently ignored. The best answers concentrated on one urban area
and one detailed, well-evaluated strategy. Those that included too many strategies
could not produce an in-depth answer. IB Optional themes

Generally this was answered quite well although some candidates tackled the
distribution of both earthquakes and volcanoes, and some used material that was not
shown on the map. IB Optional themes
This was surprisingly poorly answered. Relatively few candidates referred to the
relationship between frequency and magnitude (high magnitude-low frequency, low
magnitude-high frequency), and even fewer tried to explain the relationship. IB Optional themes

Part (a) was usually well done IB Optional themes

Although candidates could partially explain vulnerability to the impacts of Hurricane

Irene, they did not appear confident to use map evidence. IB Optional themes

Strong candidates used a range of detailed accurate case studies and were able to
demonstrate strong evaluation. There was an effective use of examples and many
sought to challenge the statement. Unfortunately some case studies were vague, for
example, the earthquake in Japan, and several considered only the level of economic
development with the necessary balance missing. A superficial acceptance of
economic development as main factor was quite frequently seen. IB Optional themes

Describing risk and vulnerability was done reasonably but often with no development
or explanation to be awarded two marks. IB Optional themes

Describing risk and vulnerability was done reasonably but often with no development
or explanation to be awarded two marks. IB Optional themes
Although building design was covered, most did not refer to land-use planning, and
discussed planning in general, such as level of preparedness. Weaker candidates did
not appear to know any actual strategies beyond ‘strong buildings’. IB Optional themes

Speed of onset was generally understood but responses that only used two hazards of
similar speed of onset were self-limiting. Exemplification was necessary. The best
looked at a comparison between hurricanes and earthquakes and also included
drought before coming to a conclusion, and demonstrated strong evaluation. Weaker
responses had poor use of examples and misinterpreted the term ‘speed of onset’ to
mean ‘duration’ or used examples where comparative speeds were not explicit. It was
interesting to find responses that compared volcanic eruptions and earthquakes since
only one of these tectonic hazards needs to be taught, not both. A few used floods. IB Optional themes

No problems IB Optional themes

Well answered IB Optional themes

Not really understood and very generalized. Few could explain how this affected the
footprint IB Optional themes

The understanding of the urban heat island effect was often weak – human activities
were named but processes not clear. Reasons for heat island often confused with
global warming. IB Optional themes
This produced some answers that had good knowledge of urban land use but these
were often descriptive and failed to focus on change. There tended to be a lack of
focus on changing location with poor use of examples. Overall this was not well done
with many making occasional good reference to retailing but largely shifting focus on
CBD core resulting in a very narrow interpretation. IB Optional themes
This was almost universally answered correctly IB Optional themes

This was straightforward but some candidates focused on percentage growth rather
than distribution. Most were able to identify patterns rather than merely make lists. IB Optional themes

This was often answered well but weaker candidates chose to write overly long
answers about why certain countries had high fertility rates without focusing on the
question or referred to either natural increase or migration, but seldom both. Some
responses focused on countries, rather than cities. IB Optional themes

In this question there were many good responses that did attempt to discuss the
question. Some detailed case studies were used, mostly Curitiba. The weakest
answers did not grasp the meaning of sustainability or could suggest few strategies
and wrote largely descriptive accounts without adequately comparing cities. IB Optional themes
This was done well with some comprehensive responses including good contrasting
case studies. Weaknesses included not applying the answer to a range of hazards or
writing at length about other factors. IB Optional themes

This question was generally well answered. Candidates were able to use map
evidence to describe storm intensity and direction. IB Optional themes
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Most candidates were able to describe the global pattern with emphasis on areas of
birth control use with quantification and reference to anomalies. However, there
were some responses that looked at the pattern with no quantification. There were
also some responses that failed to look at the global pattern, leaving entire continents
out of their description. The best responses were very specific in location with named
countries or regions and made sound use of data from the key. Some candidates lost
time in attempts to explain the pattern using terms such as “MEDC” and “LEDC”. IB Core theme

Most candidates were able to give two distinct and valid reasons but there were
some repetitive and mirrored answers. In some cases the candidates did not
demonstrate how the selected reasons could influence the choices or lack of choices
of some type of birth control. This was essential to get the second mark. Some weak
answers were far too generalized and named examples tended to enrich responses. IB Core theme
 There were some very good answers that examined the rollout of ARVs (antiretroviral
therapies) in some Sub-Saharan African nations and the impact this has had on
lowering the death rate. Other candidates were able to explain the importance of
improvements in such things as: medical care; infrastructure; food security; diets;
clean water and sanitation. Two distinct, valid reasons, with development and/or
exemplification were required. IB Core theme

This was generally well answered and many candidates scored full marks if they also
made use of the data in the graph to exemplify the relationship. IB Core theme

On the whole this was well answered although some candidates struggled, as it was
obvious that they did not understand the term “informal employment”. There was a
tendency for the second reason in the answer to mirror the first point, this reduced
the marks awarded. IB Core theme

This was well answered at times with many responses explaining what debt relief is
and how it can increase the amount of money available to a government to fund
development projects. There were some good answers with reference to the HIPC
(heavily indebted poor countries) initiative of the IMF and the World Bank. Weaker
candidates struggled with a clear understanding of debt relief often confusing it with
aid. There were a number of candidates who did not attempt this question at all. IB Core theme

A relatively straightforward question, most candidates were able to give two valid
descriptions with quantification/use of the data. IB Core theme
Again a very straightforward question where most candidates achieved the full marks.
Some very good answers with clear valid choices often illustrated with accurate and
specific geographical locations. IB Core theme

On the whole well answered, although some responses did not reflect the question
posed and instead focused their answer on why we should maintain tropical
rainforests as opposed to why we should maintain their biodiversity. This was
selflimiting. On the whole most candidates demonstrated a solid knowledge and
understanding of biodiversity and tropical rain forests. IB Core theme

Few candidates struggled with the demands of this question. Most were able to give
valid statements with effective use of quantification/data. IB Core theme

Most candidates were able to present more than one valid limitation with some
development and/or exemplification. There was however some confusion between
recycling and reuse. IB Core theme

Most candidates were able to give an explanation of Malthusian ideas but fewer
noted the key word “neo-”. This was self-limiting. There was some sound knowledge
and understanding of the “limits to growth” model and it was pleasing to see so many
using annotated graphs to help their answer. IB Core theme
This was a popular question and many responses had many case studies to draw
upon. Many looked at rural to urban migration within a nation and China and Brazil
were popular case studies. Good responses also gave a balanced view of the
question, looking at the positive and negative outcomes of the migration in terms of
how it reduced disparities. Developed answers covered most parts of the question,
with both social and economic disparities exposed. The most accurate, specific,
welldetailed answers demonstrated solid attempts at evaluation. Unfortunately there
were a minority of responses that addressed international migration between
countries and these were penalized, as this was not the question asked. IB Core theme
This was also a popular question and many candidates approached this with a good
knowledge and understanding of issues related to consumption and resource use.
The best responses tended to look at a range of resources and ideas supported with
evidence or actual case studies. Some responses neglected to use examples of places
when discussing specific resources and this resulted in a very generic response, which
was penalized by the markbands. Many responses also tended to limit themselves
just to oil or energy resources, this was fine but the question was open to many other
types of resources. Many candidates focused their discussions around the neo-
Malthusian versus Boserup debate and examined the relationship between
population size and resource consumption. The best answers had appropriate
application and were developed to cover most aspects of the question. Good scripts
demonstrated some evaluation of wasteful living and sustainability options. IB Core theme
This was the least popular question. The best answers had knowledge and
understanding of the Millennium Development Goals (MDGs) in terms of their
purpose. Often specific MDGs were highlighted with particular case study evidence.
Most candidates recognized that, as countries move out of poverty, they will consume
more energy but other MDGs require a change in attitude not just more energy. The
top candidates gave detailed evaluation/application and were generally accurate with
their understanding of the progress towards the goals. The greatest weakness in the
poor answers was a combination of lack of knowledge and understanding of the
individual “goals” and a lack of case study material. IB Core theme

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This is a 'describe' question and so you don't need to say

WHY. There is 3 marks available, therefore you need to say
three different things that will causes traffic congestion. GCSE Geographical themes

On the Cambridge IGCSE exam, for a 4 mark 'explain' question

you need to give 4 separate points. Make sure you say how
each idea will reduce traffic congestion. GCSE Geographical themes
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Many candidates were able to describe how the 3 methods

shown in Photographs A, B and C reduces traffic in the CBD.
Generally candidates showed good understanding of how the
methods worked although some missed the focus of ‘reduces
traffic in the CBD’. A lot of candidates gave the same reason
for 2 or all 3 of the photographs, usually citing that the
method reduced the number of vehicles on the road without
saying how, as such candidates should try to avoid repetition.
Ideas such as ‘trains can carry more people than a car; park
and ride means cars do not have to enter the CBD;
pedestrianised areas means people have to walk’ were most
commonly used and gained all 3 marks. GCSE Geographical themes
mark for this question with many scoring high
3 or 4 marks. Candidates were able to
explain why it is important to reduce the
problems of traffic congestion in urban areas
and as such the question differentiated well.
The most frequent answers included: ‘wastes
people’s time; leads to road rage/stress;
reduces air pollution; reduces noise
pollution’. Responses simply referring to
‘reduces pollution’ did not gain a mark. GCSE Geographical themes

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On the whole there were sound outlines from most

candidates IB Core theme

This question was very well done with the majority of

candidates achieving full marks. Weak responses tended to
ignore the trend over time, focusing instead on the spatial
pattern in one particular year or forgetting to include some
quantification when describing the trends. IB Core theme

Strong responses here with candidates often mentioning the

fact that China’s anti-natalist policy will have impacted upon
Asia’s figures during this time period or that the region has
undergone rapid urbanization within this timeframe, reducing
the desire for large families. Generally some very impressive
answers. IB Core theme

This was straightforward for the majority of candidates but a

surprising number got zero for this considering these are
definitions in the guide. On the whole, explaining momentum
was more of a struggle than projection. IB Core theme
This was well answered with hardly any candidates getting
less than full marks. IB Core theme

Plenty of very good responses here with well-developed

answers ranging from sanitation to health provision to
gendercide. Candidates did need to keep in mind that the
question related to child mortality, which is below 5 years of
age, as some responses merely explained why mortality was
high and did not focus their answer on child mortality. IB Core theme

There were some excellent responses here but they were less
common than expected given that the HDI is firmly placed
within the material that needs to covered in the syllabus.
Some candidates struggled to show their knowledge of the
HDI and got a little confused with the MDGs and discussed
those rather than the HDI. There was a lack of development
from candidates when stating why a certain missing indicator
was important. In terms of strengths, candidates needed to
be more explicit instead of simply defining the HDI. IB Core theme

There were some responses that identified regions where soil

degradation was very high, but few who actually recognized a
pattern, namely that very high soil degradation seems to be
on most continents and is found in many regions. IB Core theme
 There were some strong responses that linked reasons for
high soil degradation to the two developed regions. There
were other responses that could identify a cause of soil
degradation but failed to link it to the two regions in the
question. Industrialization, urbanization and agrobusiness
were often given as reasons but then the development to the
degrading of soil was either non-existent or was very, very
generalized. There were some very weak responses that
referred to inappropriate geographical regions such as the
Amazon. IB Core theme

Responses tended to focus on soil’s water filtering qualities,

its carbon store qualities, the fact that soil is needed for the
growth of rainforests as an essential carbon sink, that it can
be used to grow biofuels, or that it has a high biodiversity.
Responses were very varied in terms of the detail. IB Core theme

This presented no problems but candidates must not give a

range of years when the question clearly asks ‘state the year’. IB Core theme

This was answered well by most candidates who also

included the necessary quantification. IB Core theme

This was generally well answered if the candidate had

understood the meaning of ‘stocks’ as defined in the stem of
the question. Answers varied from economic reasons such as
a recession or boom impacting upon the demands of
available stocks; weather-related answers explained how
energy demands going up or down could impact upon the
given stocks; and valid geopolitical reasons were often given
as well. Weaker responses often failed to fully develop or
exemplify their reasons. IB Core theme
This, together with question 6, was the most popular of the
three questions. Many candidates were able to evaluate
effectively with a range of varied and valid examples. Many
used Ethiopia, Haiti or Jamaica in assessing the effectiveness
of aid, and the EU, China or the Asian Tigers in assessing the
effectiveness of trade. Some responses were quite descriptive
and candidates needed to focus their knowledge and
understanding towards the question more. There were a
number of responses that focused their entire answer on the
value of fair trade; whilst this could have been one small
aspect of the answer it should not have dominated the entire
response. There were some excellent band E and F responses
for this question. IB Core theme
Together with question 5, this was the most popular of the
three questions. Many looked at the Syrian refugee crisis and
the impacts on the host nations. There was a focus on nations
in the EU and this is valid as it has dominated the news cycle
but many stronger responses looked at the impacts on the
nations that are bearing the burden of this mass migration –
namely those bordering Syria such as Lebanon. There were
some responses that bordered on being xenophobic
themselves, often incorrectly blaming refugees for recent
incidents in vast sweeping statements. It was possible for
responses to make use of ‘voluntary migrations’ such as
Mexico to the USA if they linked the case study to the concept
of ‘forced’ as many in low income regions have limited
choices and are often ’forced’ to look outside their own
nations for employment. IB Core theme
This was the least popular choice. Most candidates were able
to discuss water scarcity and global climate change with
examples; however, a significant number struggled to connect
the two issues. IB Core theme

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verse for MEDC. Allow examples of methods of contracep
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Topic Sub topic Key words
Changing space

All

All
Measuring interactions
All

Changing space
Socio-cultural exchanges
Changing space
Measuring interactions

Changing space

Economic flows

Changing space

Changing space
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Changing space

Measuring interactions

Measuring interactions

Economic flows
Global Interactions

Hazards and disasters Hazard characteristics Drought

Hazards and disasters Hazard characteristics Drought

Hazards and disasters DRR Volcanoes and earthquakes

Hazards and disasters Hazard characteristics Hurricanes

Hazards and disasters Impacts and strategies Hurricanes

Hazards and disasters Impacts and strategies Hurricanes

Hazards and disasters DRR Land-use planning

Hazards and disasters Hazard vs. disaster Hazard vs. disaster

Hazards and disasters Risk analysis Magnitude vs. impact

Urban environments Urban growth

Urban environments Urban growth

Urban environments Economic activities

Urban environments Sustainability

Urban environments Urban growth

Urban environments Urban processes

Urban environments Microclimates

Hazards and disasters Hazard characteristics Hurricane formation

Hazards and disasters Vulnerability Demographic and socio-economic f

Hazards and disasters Impacts and strategies Short term impacts

Hazards and disasters DRR Medium and long term responses

Hazards and disasters DRR Building design

Urban environments Urban growth

Urban environments Urban growth

Urban environments Urban patterns

Urban environments Sustainability

Urban environments Economic activities

Urban environments Economic activities

Urban environments Urban processes

Urban environments Urban poverty

Hazards and disasters Hazard characteristics Trends

Hazards and disasters Risk analysis

Hazards and disasters DRR

Hazards and disasters Hazard characteristics

Hazards and disasters Hazard characteristics

Hazards and disasters Hazard characteristics

Hazards and disasters Impacts and strategies

Urban environments Sustainability

Urban environments Sustainability

Urban environments Sustainability

Urban environments Urban patterns
Urban environments Urban growth

Urban environments Urban growth

Urban environments Sustainability

Urban environments Microclimates

Hazards and disasters Risk analysis

Hazards and disasters Impacts and strategies

Hazards and disasters DRR

Hazards and disasters Vulnerability

Hazards and disasters Hazard perception Perception

Hazards and disasters Human-induced hazard impacts

Hazards and disasters Impacts and strategies

Hazards and disasters Hazard vs. disaster

Hazards and disasters Vulnerability

Hazards and disasters Prediction

Urban environments Urban stresses

Urban environments Urban stresses

Urban environments Urban poverty

Urban environments Sustainability

Urban environments Microclimates

Urban environments Urban growth rates

Hazards and disasters Vulnerability

Hazards and disasters Distribution

Hazards and disasters DRR

Hazards and disasters Hazard characteristics

Hazards and disasters Risk analysis

Urban environments Urban poverty

Urban environments Urban poverty

Urban environments Sustainability

Hazards and disasters Vulnerability Distances

Hazards and disasters Hazard characteristics Drought

Hazards and disasters Hazard characteristics Drought causes

Urban environments Sustainability

Hazards and disasters DRR Land-use planning

Hazards and disasters Vulnerability Location of residence

Hazards and disasters Risk analysis Predictability

Urban environments Urban patterns
Urban environments Urban processes

Urban environments Sustainability

Urban environments Urban poverty

Urban environments Urban patterns

Urban environments Urban processes

Urban environments Sustainability

Urban environments Urban processes

Hazards and disasters Vulnerability Living in hazardous locations

Hazards and disasters Distribution

Hazards and disasters Definitions

Urban environments Urban growth

Urban environments Urban growth

Urban environments Urban patterns

Urban environments Social differences

Urban environments Social differences

Urban environments Sustainability

Hazards and disasters Hazard characteristics

Hazards and disasters Hazard characteristics

Hazards and disasters Risk analysis

Hazards and disasters Impacts and strategies

Hazards and disasters Impacts and strategies

Hazards and disasters DRR

Urban environments Urban growth

Urban environments Urban growth

Urban environments Urban processes

Urban environments Urban stresses

Urban environments Urban patterns

Urban environments Urban patterns

Urban environments Sustainability

Hazards and disasters Distribution

Hazards and disasters Magnitude vs. frequency

Hazards and disasters Hazard characteristics

Hazards and disasters Vulnerability

Hazards and disasters Risk analysis

Hazards and disasters Hazard vs. disaster

Hazards and disasters Vulnerability

Hazards and disasters DRR

Hazards and disasters Risk analysis

Environmental and socio-

Urban environments Sustainability economic benefits

Urban environments Sustainability

Urban environments Sustainability

Urban environments Microclimates

Urban environments Urban patterns
Urban environments Urban growth

Urban environments Urban growth

Urban environments Urban growth

Urban environments Sustainability

Hazards and disasters Risk analysis

Hazards and disasters Hazard characteristics Hurricanes

Economic flows

Economic flows

Population Fertility

Population Fertility
Population Mortality

Development Employment types

Development Employment types

Development Debt relief

Environmental quality Soil degradation

Environmental quality Soil degradation

Environmental quality Rainforests

Resource consumption Waste

Resource consumption Waste

Resource consumption Population vs. resources

Population Migration
Resource consumption Resource availability
Development MDGs

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Settlement patterns

Settlment Urban growth

Settlment Site, situation and functions

Settlment Site, situation and functions

Settlment Site, situation and functions

Settlment Site, situation and functions

Settlment Site, situation and functions

Settlment Site, situation and functions

Settlement hierarchy and service

Settlment provision Settlement hierarchy

Settlement hierarchy and service

Settlment provision Size vs. services relationship

Settlement hierarchy and service

Settlment provision Service differences
 Settlement hierarchy and service
Settlment provision Sphere of influence
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision

Settlement hierarchy and service

Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision

Settlement hierarchy and service

Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision
Settlement hierarchy and service
Settlment provision
Settlment Urban characteristics and land use Out-of-town, rural-urban fringe

Settlment Urban characteristics and land use Impacts of out-of-town shopping

Settlment Urban characteristics and land use Urban sprawl impacts

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban growth

Population and
migration Population policies
Population and
migration Population structures

Population and
migration Population structures
Population and
migration Population structures
Population and
migration Population structures

Population and
migration Population structures
Population and
migration Population structures

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Population and
migration
Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban issues Traffic congestion

Settlment Urban issues Traffic congestion

Settlment Urban issues

Settlment Urban issues

Settlment Urban issues

Settlment Urban issues

Settlment Urban issues Traffic congestion

Settlment Urban issues Traffic congestion

Settlment Urban issues Traffic congestion

Settlment Urban issues

Settlment Urban issues

Settlment Urban issues

Settlment Urban issues

Settlment Urban issues

Settlment Urban growth

Settlment Urban growth

Settlment Urban growth

Settlment Urban growth

Settlment Urban growth

Settlment Urban growth

Settlment Urban growth

Settlment Urban growth

Settlment Urban growth

Settlment Urban growth

Settlment Urban growth

Settlment Urban issues CBD

Settlment Urban issues Solutions

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Settlment Impacts of rapid urban growth

Populations in transition Population change Fertility

Populations in transition Population change Fertility

Populations in transition Population change Fertility

Populations in transition Population change Projection and momentum

Disparities in wealth and
development Disparities and change MDG progress

Disparities in wealth and

development Disparities and change Child mortality

Disparities in wealth and Measurements of regional and global

development disparities HDI

Patterns in environmental
quality and sustainability Soil and change Soil degradation
Patterns in environmental
quality and sustainability Soil and change Soil degradation

Patterns in environmental
quality and sustainability Soil and change Soil benefits

Patterns in resource Changing patterns of energy

consumption consumption Oil stocks

Patterns in resource Changing patterns of energy

consumption consumption Oil stocks

Patterns in resource Changing patterns of energy

consumption consumption Oil stocks
Disparities in wealth and
development Reducing disparities Trade vs. aid
Populations in transition Movement responses - migration Forced migration impacts
Patterns in environmental Water and change; Atmosphere and
quality and sustainability change Water supply vs. climate change

Population and
migration Changes in population sizes
Population and
migration Changes in population sizes
Population and
migration Changes in population sizes
Population and
migration Changes in population sizes
Population and
migration Changes in population sizes

Population and
migration Changes in population sizes
Population and Problems of population
migration Population structures growth

Population and
migration Changes in population sizes Birth rates
Population and
migration Changes in population sizes
Population and
migration Population structures
Population and
migration Changes in population sizes
Population and
migration Causes of migration

Population and
migration Population policies

Population and
migration Population structures

Population and
migration Population policies

Population and
migration Causes of migration
Population and
migration Causes of migration
Population and
migration Causes of migration
Population and
migration Causes of migration
Population and
migration Causes of migration
Population and
migration Causes of migration
Population and
migration Causes of migration
Population and
migration Causes of migration
Population and
migration Causes of migration

Population and
migration Causes of migration
Population and
migration Causes of migration

Population and
migration Causes of migration

Population and
migration Causes of migration

Population and
migration Population structures
Population and Population density and
migration distribution Low population density
Population and Population density and
migration distribution Sparesly populated

Population and Population density and

migration distribution Density differences

Settlment Urban issues Traffic congestion

Population and
migration Causes of migration
Population and
migration Causes of migration

Population and
migration Causes of migration
migration Causes of migration
Population and
migration Causes of migration

Settlment Urban issues Air pollution

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Settlment Urban characteristics and land use

Population and
migration Migration impacts
Population and
migration Migration impacts
Population and Population density and Reasons for a low
migration distribution population density
Population and Population density and
migration distribution Reasons for distribution
Population and
migration Migration impacts
Population and Population density and
migration distribution
Population and
migration Population structures
Population and
migration Population structures
Population and
migration Population structures
Population and
migration Population structures
Population and
migration Population structures
Population and
migration Population structures

Population and
migration Population structures
Population and
migration Population structures
Population and
migration Population structures
Population and
migration Population structures
Population and
migration Population structures
Population and
migration Population structures
Settlment Urban issues Migrants

Settlment Urban issues Air pollution

Population and Population density and
migration distribution

Population and Population density and

migration distribution

Population and Population density and

migration distribution

Population and Population density and

migration distribution
Population and Population density and
migration distribution

Population and Population density and

migration distribution
Population and
migration Causes of migration
Population and Population density and
migration distribution
Population and
migration Changes in population sizes
migration Population structures
Population and
migration Population structures
migration Population structures

Population and
migration Population structures

Population and
migration Population structures
Population and
migration Population structures
migration Population structures
migration Population structures
migration Population structures
Population and
migration Population structures
Population and
migration Population structures

Population and
migration Changes in population sizes

Population and
migration Causes of migration

Population and
migration Migration impacts

Population and
migration Migration impacts
Population and
migration Causes of migration

Population and Population density and

migration distribution

Population and Population density and

migration distribution

Population and
migration Population structures
Population and Population density and
migration distribution
Population and Population density and
migration distribution

Population and Population density and

migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution

Population and Population density and

migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution

Population and Population density and

migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
migration Causes of migration
Population and
migration Causes of migration

Population and
migration Causes of migration
Population and
migration Causes of migration

Population and
migration Changes in population sizes
migration Causes of migration
migration Population structures
migration Population structures
Population and
migration Population structures

Population and
migration Population structures

Population and
migration Population structures

Population and Population density and

migration distribution
Population and Population density and
migration distribution
Population and Population density and
migration distribution
Population and
migration Population structures

Population and
migration
Population and
migration Causes of migration
Population and
migration Changes in population sizes Population growth rates

Population and
migration Changes in population sizes Birth rates

Population and
migration Changes in population sizes Population increase
Population and
migration Over-population Over-population problems
Population and
migration Population changes Death rate

Population and
migration Population changes Natural change

Population and
migration Migration patterns Net migration
Plate tectonics plate

Plate tectonics Volcanoes destructive, volcanoes

Plate tectonics Volcanoes live

Plate tectonics Volcanoes destructive, volcanoes

Plate tectonics Volcanoes

Plate tectonics Plate tectonics tectonic plate

Plate tectonics plate boundaries destructive, constructive

Plate tectonics plate boundaries earthquakes

Plate tectonics Volcanoes impacts

Plate tectonics earthquakes impacts

Plate tectonics hazards impacts

Plate tectonics hazards impacts

Plate tectonics earthquakes impacts

Plate tectonics Volcanoes impacts

Water Drought

Water Drought impacts, LEDC

Plate tectonics Fold mountains

Plate tectonics Fold mountains

Plate tectonics Fold mountains

Plate tectonics Volcanoes hazards, impacts

Plate tectonics Volcanoes active

Plate tectonics Volcanoes features

Plate tectonics Volcanoes distribution

Plate tectonics Volcanoes benefits

Plate tectonics Volcanoes benefits

Plate tectonics Volcanoes impacts

Plate tectonics Volcanoes causes

Water Drought

Water Drought drought, tropical storms

Coasts Tropical stroms hazards, impacts

Plate tectonics earthquakes

Plate tectonics earthquakes magnitude

Plate tectonics earthquakes

Plate tectonics Volcanoes effects

Plate tectonics Volcanoes

Plate tectonics Volcanoes distance and direction

Plate tectonics Volcanoes effects

Plate tectonics Volcanoes effects

Plate tectonics Volcanoes distribution

Plate tectonics Volcanoes destructive

Plate tectonics earthquakes epicentre

Plate tectonics earthquakes tsunami

Plate tectonics earthquakes

Plate tectonics earthquakes magnitude

Plate tectonics earthquakes

Plate tectonics earthquakes short long term effects

Natural hazards

Natural hazards

Natural hazards drought,earthquakes effects

Natural hazards LEDC MEDC impacts

Energy

Energy Energy generation fossil fuels

Energy Energy generation

Energy Energy generation HEP

Energy Energy generation Solar, HEP, wind

Energy Energy generation renewable

Energy Fuelwood problems

Development Employment structure triangular graph

Development Employment structure triangular graph

Development Employment structure primary LEDC

Industry processes

Industry economic benefits

 Paper
Command word Skills based Resource number Year Summer / Winter
Explain 2012 Nov

Discuss 2012 Nov

Discuss 2012 Nov
Analyse 2012 Nov

Discuss 2012 Nov

Explain 2012 Nov

Explain 2013 Nov

Discuss 2013 Nov

Explain 2013 Nov

Discuss 2013 Nov

Analyse 2013 Nov

Discuss 2013 Nov

Analyse 2014 Winter

Discuss 2014 Winter

Analyse 2014 Winter

Examine 2014 Winter

Explain 2014 Winter

Discuss 2014 Winter
Explain 2011 Nov

Discuss 2011 Nov

Explain 2011 Nov
Examine 2011 Nov
Analyse 2011 Nov

Discuss 2011 Nov

Explain 2011 May

Examine 2011 May

Analyse 2011 May

Discuss 2011 May

Explain 2011 May

Discuss 2011 May

Explain 2012 May

Discuss 2012 May

Analyse 2012 May

Discuss 2012 May

Explain 2012 May

Discuss 2012 May

Distinguish 2013 May

Examine 2013 May

Explain 2013 May

Discuss 2013 May

Explain 2013 May

Discuss 2013 May

Explain 2014 May

Discuss 2014 May

Analyse 2014 May

Examine 2014 May

Explain 2014 May

Discuss 2014 May

Distinguish 2016 May

Discuss 2016 May

Analyse 2016 May

Contrast 2016 May

Analyse 2016 May
Examine 2016 May

Describe 2016 May

Outline 2016 May

Explain 2016 May

Examine 2016 May

Determine Map analysis Y 2016 Summer

Determine Map analysis Y 2016 Summer

Suggest 2016 May

Suggest 2016 May

Examine 2016 May

Estimate Graph analysis Y 2016 May

Describe Graph analysis Y 2016 May

Characteristics 2016 May

Discuss 2016 May

Describe Graph analysis Y 2016 May

Explain 2016 May

Discuss 2016 May

Explain 2014 May

Examine 2014 May

Describe Diagram analysis Y 2014 Summer

Distinguish Diagram analysis 2014 May

Discuss 2014 May

Define 2014 May

Describe Map analysis Y 2014 May

Explain 2014 May

Examine 2014 May

Identify Map analysis Y 2014 May

Distinguish Map analysis Y 2014 May

Explain 2014 May

Discuss 2014 May

Describe Graph analysis Y 2014 Winter

Suggest 2013 May

Examine 2013 May

Identify 2013 May

Describe 2013 May

Explain 2013 May

Discuss 2013 May

Define 2013 May

State and justify Diagram analysis Y 2013 May

Explain 2013 May

Compare 2013 May
Define 2013 May

Explain 2013 May

Explain Annotated diagram 2013 May

Examine 2013 May

Describe Map analysis Y 2013 Summer

Analyse 2012 May

Discuss 2012 May

State Map analysis Y 2013 Winter

Explain 2012 May

Examine 2012 May

Examine 2011 May

Describe 2011 May

Explain 2011 May

Compare 2011 May

Describe Y 2011 May

Explain 2011 May

Discuss 2011 May

Describe 2011 May

Explain 2011 May

Examine 2011 May

State Map analysis Y 2013 Winter

Analyse Spatial patterns 2011 Nov

Evaluate 2011 Nov

Outline 2011 Nov

Discuss 2011 Nov

Describe Spatial patterns Y 2011 Nov

Explain 2011 Nov

Evaluate 2011 Nov

State Map analysis Y 2013 Winter

Outline 2014 Winter

Explain 2014 Winter

Identify Diagram analysis Y 2011 Nov

Describe 2014 Winter

Explain 2014 Winter

Discuss 2014 Winter

State 2014 Winter
Explain 2014 Winter

Contrast 2014 Winter

Outline Data analysis Y 2014 Winter

Explain 2014 Winter

Discuss 2014 Winter

Explain 2011 Nov

Examine 2011 Nov

Suggest 2011 Nov

Describe Spatial patterns Y 2012 Summer

Define 2012 May

Describe Spatial patterns Y 2012 May

Suggest 2012 May

Examine 2012 May

Describe Graph interpretation Y 2012 May

Explain 2012 May

Evaluate 2012 May

Describe Diagram analysis Y 2012 Winter

Explain 2012 Nov

Discuss 2012 Nov

Describe Graph interpretation Y 2012 Winter

Explain 2012 Nov

Examine 2012 Nov

Identify 2012 Nov

Describe Map analysis Y 2012 Nov

Explain 2012 Nov

Discuss 2012 Nov

Describe Map analysis Y 2012 Nov

Suggest Map analysis Y 2012 Nov

Evaluate 2012 Nov

Describe Spatial patterns Y 2011 Summer

Explain 2011 Summer

Identify Graph interpretation Y 2011 Winter

Explain Map analysis 2013 Nov

Discuss 2013 Nov

Describe 2013 Nov

Describe 2013 Nov

Explain 2013 Nov

Discuss 2013 Nov

Identify Diagram analysis Y 2013 Nov

Define 2013 Nov

Discuss 2013 Nov

Explain 2013 Nov

Examine 2013 Nov
State Data analysis Y 2013 Nov

Describe Spatial patterns 2013 Nov

Explain 2013 Nov

Discuss 2013 Nov

Discuss 2014 Winter

Describe Map analysis Y 2014 Summer

Explain N/A N/A

Explain N/A N/A

Describe Map analysis Y

Suggest Y
Explain

Describe Graph analysis Y

Suggest

Explain

Describe Graph analysis

Explain

Explain

Describe Diagram analysis

Explain

Explain
Discuss
Discuss
Discuss

Name Y Y 11 2013 Summer

State 1

Match 1

Describe 1

Define 1

Define 1

Describe 1

Suggest 1

Describe 1
Suggest 1

State Map skills Y 1

Identify Y Y 1

Identify Y Y 1

State Y Y 11 2013 Summer

Explain N 11 2013 Summer

Identify and explain N 1

Describe Y 1

Suggest reasons Y 1

State and explain N 1

Describe Y 1

Suggest reasons Y 1

Define 11 2014 Winter

Describe Map analysis Y 11 2014 Winter

Describe Map analysis Y 11 2014 Winter

Suggest 11 2014 Winter

Name 1

Identify 1

Define 1

Identify 1

Identify 1

Describe 1

Identify 1

Compare 1

Explain 1

Define 1

Identify 1

Describe 1

Match 1

Explain 1

Identify 1

Explain 1
Explain Diagram analysis Y 11 2014 Winter

Explain 11 2014 Winter

Describe 11 2014 Winter

Match 1

Identify 1

Suggest 1

Describe 1

Suggest 1

Describe 1

Suggest 1
Explain 1

Define 1

Match 1

Identify 1

Identify 1

Identify 1

Describe 1

State 1

Suggest 1

Describe 1

Define 1

Identify 1

Identify 1

Suggest 1

Describe 1

Describe 1

State 1

Explain 1

Explain 1

Explain 1

Describe 1

Explain 1
Suggest 1

Explain N 11 2013 Summer

State and describe 11 2013 Summer

Define 11 2013 Summer

State Graph interpretation Y 11 2013 Summer

Compare Graph interpretation Y 11 2013 Summer

Explain 11 2013 Summer

Describe Graph interpretation Y 11 2013 Summer

Explain 11 2013 Summer

Name Y Y 12 2013 Summer

State Y Y 12 2013 Summer

Describe Aerial photo interpretation Y 12 2015 Summer

Suggest Map skills Y 12 2013 Summer

Explain Map skills y 12 2013 Summer

Describe Photo interpretation Y 12 2013 Summer

Explain 12 2014 Winter

 1

Describe Photo interpretation Y 13 2012 Winter

Explain 13 2012 Winter

1
 1

Describe N 12 2013 Summer

Describe n 12 2013 Summer

1
 1

Outline 2016 Summer

Describe Graph analysis Y 2016 Summer

Suggest Graph analysis Y 2016 Summer

Explain 2016 Summer

Identify Graph analysis Y 2016 Summer

Suggest 2016 Summer

Explain 2016 Summer

Describe Map skills Y 2016 Summer

Suggest Y 2016 Summer

Explain 2016 Summer

State Graph analysis Y 2016 Summer

Describe Graph analysis Y 2016 Summer

Suggest 2016 Summer

Discuss 2016 Summer
Discuss 2016 Summer
Discuss 2016 Summer

Describe relationship Graph interpretation Y 13 2011 Summer

Explain 13 2011 Summer

Explain 11 2012 Summer

Explain 12 2012 Summer

Explain 12 2013 Summer

Explain 12 2013 Summer

Describe 11 2014 Summer

Suggest 11 2014 Summer

Explain 13 2015 Summer

Describe 13 2015 Summer

State Y 21 2016 Specimen

Explain 12 2013 Summer

Describe 12 2010 Summer

Suggest Graph interpretation Y 12 2013 Summer

Describe Y 13 2015 Summer

Explain 1 2016 Specimen

Describe distribution Pattern Y 11 2009 Summer

Suggest Y 11 2009 Summer

Define 11 2009 Summer

Name Maps Y 11 2009 Summer

Describe 11 2009 Summer

Define 12 2011 Summer

Identify Y 12 2011 Summer

State Y 12 2011 Summer

Identify Diagram interpretation Y 12 2011 Summer

Explain Y 12 2011 Summer

Explain 13 2011 Summer

Explain 11 2012 Summer

Describe 12 2013 Summer

Explain 11 2014 Summer

Identify Table interpretation Y 12 2014 Summer

Explain Table interpretation Y 12 2014 Summer

Describe N 12 2015 Summer

Describe Table interpretation Y 23 2012 Summer

Explain Table interpretation Y 23 2012 Summer

Graph drawing Y 23 2012 Summer

Identify Graph interpretation Y 23 2012 Summer

Complete Graph drawing Y 23 2012 Summer

Describe N 13 2013 Summer

Complete Map skills Y 13 2013 Summer

Name Y Y 13 2013 Summer

To what extent Graph analysis Y 13 2013 Summer

Describe N 13 2013 Summer

Suggest 11 2009 Summer

Explain 12 2011 Summer

State 12 2014 Summer

Explain 12 2014 Summer

Suggest Y 12 2015 Summer

State Y 1 2016 Specimen

Suggest Comparison Y 11 2010 Summer

Describe 11 2010 Summer

Describe 12 2010 Summer

Suggest Y 12 2010 Summer

Explain 13 2010 Summer

Define 13 2012 Summer

Identify Graph interpretation Y 13 2012 Summer

Describe Graph interpretation Y 13 2012 Summer

Explain 13 2012 Summer

Compare Graph interpretation Y 13 2012 Summer

Explain 13 2012 Summer

Describe 13 2012 Summer

Suggest N 13 2013 Summer

Explain N 13 2013 Summer

Define 13 2013 Summer

Identify Maps Y 13 2013 Summer

Suggest Maps Y 13 2013 Summer

State Photo interpretation Y 13 2013 Summer

Suggest Photo interpretation Y 13 2013 Summer

Describe and draw 13 2013 Summer

State 13 2014 Summer

Identify Graph interpretation Y 11 2015 Summer

Describe 13 2015 Summer

State Graph interpretation Y 21 2011 Summer

Describe Graph interpretation Y 21 2011 Summer

Identify Graph interpretation Y 21 2011 Summer

Explain Graph interpretation Y 21 2011 Summer

Suggest Graph interpretation Y 21 2011 Summer

Identify Graph interpretation Y 22 2011 Summer

Suggest Y 22 2011 Summer
Identify Graph interpretation Y 22 2012 Summer
Identify Graph interpretation Y 22 2012 Summer

State Y 22 2012 Summer

Identify Graph interpretation Y 22 2012 Summer

Suggest 13 2014 Summer

Describe differences Graph interpretation Y 13 2014 Summer

Suggest Y 13 2014 Summer

Explain 13 2014 Summer

Explain 13 2014 Summer

Describe Y 1 2016 Specimen

Suggest Y 1 2016 Specimen

Describe and suggest Y 1 2016 Specimen

Explain 11 2009 Summer

Explain Calculation 13 2010 Summer

Name Graph interpretation Y 13 2010 Summer

Explain 13 2010 Summer

Explain 13 2010 Summer

Describe distribution Pattern Y 13 2010 Summer

Suggest Maps Y 13 2010 Summer

Define 11 2011 Summer

Name Maps Y 11 2011 Summer

Suggest Maps Y 11 2011 Summer

Suggest Photo interpretation Y 11 2011 Summer

Suggest Photo interpretation Y 11 2011 Summer

Explain 11 2011 Summer

Describe and explain 11 2011 Summer

Identify Maps Y 12 2012 Summer

Calculate Calculation 12 2012 Summer

List and describe Maps Y 12 2012 Summer

State Y 12 2012 Summer

Explain 12 2012 Summer

State Graph interpretation Y 21 2013 Summer

Complete Graph drawing Y 21 2013 Summer

Graph and map

Describe interpretation Y 21 2013 Summer
 Graph and map
Identify interpretation Y 21 2013 Summer

Suggest 23 2013 Summer

Describe Table interpretation Y 23 2013 Summer
Identify Graph interpretation Y 21 2014 Summer
Complete Graph drawing Y 21 2014 Summer

Describe Graph interpretation Y 21 2014 Summer

Describe Graph interpretation Y 21 2014 Summer

Describe Graph interpretation Y 21 2014 Summer

Identify Graph interpretation Y 11 2015 Summer

Describe distribution Pattern Y 11 2015 Summer

Explain Y 11 2015 Summer

Describe and explain 11 2015 Summer

Describe 12 2015 Summer

Explain 12 2015 Summer

Calculate Calculation Y 1 2016 Specimen

Explain 1 2016 Specimen

Explain Y 11 2015 Summer

Describe 11 2015 Summer

Define 12 2015 Summer

Calculate Calculation Y 12 2015 Summer

Describe Graph analysis Y 12 2015 Summer

define N 11 2014 winter

Explain 11 2014 Winter

Explain 11 2014 Winter

Explain 11 2014 Winter

Explain 11 2014 Winter

Define 11 2014 Winter

label Y

Explain Y 11 2014 Winter

Define Y 11 2014 Winter

describe 11 2014 winter

Identify Y 12 2013 Winter

Compare Y 12 2013 Winter

Suggest 12 2013 Winter

Explain 12 2013 Winter

Describe Y 12 2013 Winter

Describe 12 2013 Winter

Define 13 2013 Winter

State Y 13 2013 Winter

Explain 13 2013 Winter

describe Y 13 2013 Winter

Define 12 2012 Winter

Describe Y 12 2012 Winter

Describe 12 2012 Winter

Explain Y 12 2012 Winter

describe 12 2012 winter

Explain 12 2012 Winter

Explain 12 2012 Winter

Define 11 2011 Winter

Identify Y 11 2011 Winter

describe 11 2011 Winter

Explain 11 2011 Winter

Explain Y 11 2011 Winter

Suggest reasons Y 11 2011 Winter

describe 11 2011 Winter

State Y 13 2010 Winter

State Y Y 13 2010 Winter

describe Y 13 2010 Winter

Suggest reasons 13 2010 Winter

describe Y 13 2010 Winter

Explain Y 13 2010 Winter

State Y 11 2009 winter

suggest why Y 11 2009 Winter

Explain 11 2009 Winter

describe Y 11 2009 Winter

Explain 11 2009 Winter

Describe 11 2009 Winter

Define 12 2009 Winter

State 12 2009 Winter

Compare Y 12 2009 Winter

Suggest reasons 12 2009 Winter

State Y Y 12 2009 Winter

State Y Y 12 2009 Winter

Compare Y Y 12 2009 Winter

Explain 12 2009 Winter

State Y 12 2009 Winter

Explain 12 2009 Winter

describe 12 2009 Winter

State Y Y 12 2009 Winter

State Y Y 12 2009 Winter

Explain 12 2009 Winter

Identify Y 12 2009 winter

Suggest how 12 2009 winter