Mock Analysis

3,485 views
3,275 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
3,485
On SlideShare
0
From Embeds
0
Number of Embeds
41
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Mock Analysis

  1. 1. MOCK ANALYSIS
  2. 2. Weaknesses <ul><li>Not underlining / highlighting command </li></ul><ul><li>words - so not answering the question </li></ul><ul><li>2. Obvious lack of revision </li></ul><ul><li>Not answering the required number of questions – one pupil answered 1 1/2, another answered 4 …. </li></ul><ul><li>Not making linked statements and thereby not accessing level 2 </li></ul><ul><li>Poor case study knowledge </li></ul>
  3. 3. KEY POINTS <ul><li>Knowledge of case studies </li></ul><ul><li>Q1 – using case studie s in rich and poor parts of the world, compare and describe the immediate responses </li></ul><ul><li>Poor e.g.Sichuan, Haiti, Kashmir </li></ul><ul><li>Rich e.g. Kobe, San Francisco, L Aquila </li></ul><ul><li>Describe – say ‘ what ’ the immediate responses were </li></ul><ul><li>Compare – what was similar , what was different </li></ul>1 2 3 5 4
  4. 4. Mark scheme Q1c <ul><li>Actual content will depend on the case study being used. </li></ul><ul><li>Immediate </li></ul><ul><li>Rich parts – response will be rapid; </li></ul><ul><li>often practice emergency drills - these will be put into effect / Emergency services mobilised, including helicopters, emergency departments of hospitals, fire service etc. </li></ul><ul><li>Contingency plans for ensuring supplies of clean water, medical supplies, </li></ul><ul><li>blankets, shelters. </li></ul><ul><li>Poorer areas – </li></ul><ul><li>There will be reference to the need to rescue people – may be done by relatives and basic equipment or just by hand initially, </li></ul><ul><li>a need to put out fires </li></ul><ul><li> to provide medical help </li></ul><ul><li>to ensure there is clean water (and food). </li></ul><ul><li>All of this may require international aid and teams of sniffer dogs, heavy equipment, medical staff, provision of water purifying tablets, blankets, setting up shelters, tents etc. </li></ul>
  5. 5. Revision guide pg 10 <ul><li>L’Aquila </li></ul><ul><li>Camps set up for homeless people with water food and medical care </li></ul><ul><li>Ambulances, fire engines and the army were sent in to rescue survivors </li></ul><ul><li>Cranes and diggers were used to remove rubble </li></ul><ul><li>International teams with rescue dogs were sent in to look for survivors </li></ul><ul><li>Money was provided by the government to pay rent and gas and electricity bills were suspended </li></ul><ul><li>Kashmir </li></ul><ul><li>Help didn’t reach many areas for days or weeks </li></ul><ul><li>People had to be rescued by hand without any equipment or help from emergency services </li></ul><ul><li>Tents, blankets and medical supplies were distributed within a month but not to all areas affected </li></ul>
  6. 6. <ul><li>Level 1 (Basic) 1–4 marks </li></ul><ul><li>Describes responses to an earthquake in a richer or poorer part of the world. </li></ul><ul><li>Statements are general in a random order. </li></ul><ul><li>Knowledge of basic information </li></ul><ul><li>Simple understanding </li></ul><ul><li>Few links; limited detail; uses a limited range of specialist terms </li></ul><ul><li>Limited evidence of sentence structure. Frequent spelling, punctuationand grammatical errors. </li></ul><ul><li>Level 2 (Clear) 5–6 marks </li></ul><ul><li>Immediate similarities or differences in responses are distinguished or contrasts between rich and poor. </li></ul><ul><li>Statements are linked. </li></ul><ul><li>There is reference to at least one of the case studies named. </li></ul><ul><li>Knowledge of accurate information </li></ul><ul><li>Clear understanding </li></ul><ul><li>Answers have some linkages; occasional detail/exemplar; uses some </li></ul><ul><li>specialist terms where appropriate </li></ul><ul><li>Clear evidence of sentence structure. Some spelling, punctuation and </li></ul><ul><li>grammatical errors . </li></ul><ul><li>Level 3 (Detailed) 7–8 marks </li></ul><ul><li>Immediate similarities and differences in responses are distinguished. </li></ul><ul><li>Contrasts between rich and poor are clear. </li></ul><ul><li>Detailed reference to specific case studies. </li></ul><ul><li>Knowledge of accurate information appropriately contextualised and/or at </li></ul><ul><li>correct scale </li></ul><ul><li>Detailed understanding, supported by relevant evidence and exemplars </li></ul><ul><li>Well organised, demonstrating detailed linkages and the inter-relationships </li></ul><ul><li>between factors </li></ul><ul><li>Range of ideas in a logical form; uses a range of specialist terms where </li></ul><ul><li>appropriate </li></ul><ul><li>Well structured response with effective use of sentences. Few spelling, </li></ul><ul><li>punctuation and grammatical errors. </li></ul><ul><li>Level 3 does not always equate to full marks, a perfect answer is not usually expected, even for full marks. </li></ul>
  7. 7. <ul><li>Q3 Using case studies of hurricanes in rich and poor parts of the world, describe the contrasting economic and social effects </li></ul><ul><li> - Hurricane Katrina </li></ul><ul><li>Cyclone Nargis </li></ul>
  8. 8. Actual content will depend on the case studies being used . <ul><li>Economic effects – </li></ul><ul><li>include loss of earnings </li></ul><ul><li>loss of businesses / livelihood, </li></ul><ul><li>looting of goods </li></ul><ul><li>cost of rescue and rebuilding </li></ul><ul><li>cost of insurance </li></ul><ul><li>Possible increased cost of fuel </li></ul><ul><li>cost to economy in lost crops / production. </li></ul><ul><li>Social effects </li></ul><ul><li>include deaths, injuries </li></ul><ul><li>displacement of people </li></ul><ul><li>loss /damage to homes </li></ul><ul><li>having to be separated from family / friends </li></ul><ul><li>Conditions in places of safety </li></ul><ul><li>increase in crime – looting. </li></ul>
  9. 9. <ul><li>Hurricane Katrina </li></ul><ul><li>Economic: </li></ul><ul><li>$300 billion of damage </li></ul><ul><li>230,000 jobs lost from businesses damaged or destroyed </li></ul><ul><li>30 offshore oil platforms sunk or went missing. This increased the price of fuel </li></ul><ul><li>Shops in New Orleans were looted by residents </li></ul><ul><li>Social </li></ul><ul><li>1800 people killed </li></ul><ul><li>300 000 houses destroyed </li></ul><ul><li>3 million people left without electricity </li></ul><ul><li>Main routes out of New Orleans closed because parts of 1-30 bridge collapsed </li></ul><ul><li>Nargis </li></ul><ul><li>Economic: </li></ul><ul><li>Total of $4billion damage </li></ul><ul><li>millions of people lost their livelihoods </li></ul><ul><li>200 000 farm animals killed, crops were lost </li></ul><ul><li>over 40% food stores destroyed </li></ul><ul><li>Social </li></ul><ul><li>More than 140 000 people killed </li></ul><ul><li>450 000 houses destroyed </li></ul><ul><li>2-3 million people made homeless1700 schools destroyed </li></ul>
  10. 10. <ul><li>Level 1 (Basic) 1–4 marks </li></ul><ul><li>Simple statements, perhaps list like at lower end. </li></ul><ul><li>Separate ideas. </li></ul><ul><li>Social and economic are mixed in account. </li></ul><ul><li>Knowledge of basic information </li></ul><ul><li>Simple understanding </li></ul><ul><li>Few links; limited detail; uses a limited range of specialist terms </li></ul><ul><li>Limited evidence of sentence structure. Frequent spelling, punctuation </li></ul><ul><li>and grammatical errors . </li></ul><ul><li>Level 2 (Clear) 5–6 marks </li></ul><ul><li>Develops statements and makes links. </li></ul><ul><li>Social and economic are distinguished. </li></ul><ul><li>There is some reference to contrasts between areas studied. </li></ul><ul><li>There is clear reference to the case studies. </li></ul><ul><li>Knowledge of accurate information </li></ul><ul><li>Clear understanding </li></ul><ul><li>Answers have some linkages; occasional detail/exemplar; uses some </li></ul><ul><li>specialist terms where appropriate </li></ul><ul><li>Clear evidence of sentence structure. Some spelling, punctuation and grammatical errors . </li></ul>
  11. 11. Level 3 (Detailed) 7–8 marks <ul><li>Fully developed statements that are linked. </li></ul><ul><li>Contrasting economic and social effects in the different areas are both </li></ul><ul><li>clear and illustrated. </li></ul><ul><li>Detailed knowledge of the case study. </li></ul><ul><li>Knowledge of accurate information appropriately contextualised and/or at </li></ul><ul><li>correct scale </li></ul><ul><li>Detailed understanding, supported by relevant evidence and exemplars </li></ul><ul><li>Well organised, demonstrating detailed linkages and the inter-relationships </li></ul><ul><li>between factors </li></ul><ul><li>Range of ideas in a logical form; uses a range of specialist terms where </li></ul><ul><li>appropriate </li></ul><ul><li>Well structured response with effective use of sentences. Few spelling, </li></ul><ul><li>punctuation and grammatical errors. </li></ul><ul><li>Level 3 does not always equate to full marks, a perfect answer is not </li></ul><ul><li>usually expected, even for full marks. </li></ul>
  12. 12. Explain the formation of….. Drumlin moraine Levees Ribbon lake Ox bow lake Glacial trough Spit, bar Meander Corries Cave, arch, stack Waterfall Glaciers Coasts Rivers
  13. 13. Explain the formation of …. (1) <ul><li>Always have the starting point … </li></ul><ul><li>Glacial trough – former river valley, v- shape </li></ul><ul><li>Waterfall – alternating layers of hard and soft rock </li></ul><ul><li>Meander – river flow on outer and inside bank </li></ul>
  14. 14. <ul><li>Always include the appropriate processes ….. </li></ul><ul><li>1. Weathering </li></ul><ul><li>2. Erosion – river (abrasion, hydraulic action, solution) </li></ul><ul><li>glacier (plucking, abrasion) </li></ul><ul><li>coasts (abrasion, hydraulic action, solution) </li></ul><ul><li>3. Transportation </li></ul><ul><li>4. deposition </li></ul>Explain the formation of …. (2)
  15. 15. Describe and explain the formation of ox-bow lakes . <ul><li>Reference to river beginning to meander. Fastest flow being towards developing outside bend and slower water on inside bend. Fastest flow on outside bend results in erosion on this side of the channel and slower water on inside bend causes deposition. This causes the meander to shift (migrate) and two outside bends get closer together as processes continue creating a small area of land separating the neck of meander. This is broken through, often in flood. River follows shortest course, leaving an ox bow lake without a water supply. Deposition completes separation over time </li></ul>Tb pg 105
  16. 16. <ul><li>Q6 Using a case study of an area that is covered by snow and ice, explain issues resulting from tourism </li></ul><ul><li>Case Study – Chamonix </li></ul>Textbook pg 135 What are the key words? Plan your answer
  17. 17. Oops…. <ul><li>Explain why the climate of Aberystwyth is different to that of Edinburgh </li></ul>Aberystwyth is located near the south west of Britain and is hit by winds from the Indian Ocean which means there is high precipitation and low temperature. However the winds from the Indian Ocean don’t reach York meaning it has an average temperature and not much rainfall.
  18. 18. Where can I get help? <ul><li>http://tudorgeog-gcse-aqa-a.blogspot.com </li></ul><ul><li>http://tudorgeog2011.blogspot.com </li></ul><ul><li>Your GCSE Geog syllabus - http://web.aqa.org.uk/qual/newgcses/geo_landt/new/geography_a_assessment.php?id =09&prev=09 </li></ul><ul><li>Examples of past papers from old AQA A (which is NOT the same as your AQA A – some things have changed) </li></ul><ul><li>http://web.aqa.org.uk/qual/newgcses/geo_landt/current/geography_a_materials.php?id=09&prev=09 </li></ul><ul><li>Tudor Geog Podcast </li></ul><ul><li>http://tudorgeog.podbean.com/ </li></ul>
  19. 19. <ul><li>For a coastal environment that you have studied, describe the ways in which it is managed to ensure it is conserved, but used sustainably. </li></ul>Easter homework

×