This document provides a mark scheme for a GCE Geography exam from Edexcel. It outlines the general guidance examiners should follow when marking responses, including looking for what students do correctly rather than faults. It then provides indicative content and descriptors to guide examiners for each question on the exam. The mark scheme emphasizes rewarding students' understanding and use of geographical concepts and terminology.
This document provides information about an exam board and qualifications offered, as well as contact details for subject advisors. It includes a mark scheme for a geography exam that provides guidance to examiners on marking answers. The mark scheme outlines the types of responses expected and how marks should be awarded. It also provides examples of responses that should not receive credit.
The document is a summary of the 2012 summer exam for GCE Geography on global challenges. It provides instructions and guidelines for examiners on how to mark exam responses for different questions. Some key points include:
- The exam contains questions on topics like drought in Australia and its links to El Nino, factors influencing changes in Earth's climate over long time periods, and the economic and food security impacts of climate change.
- Model answers and mark schemes are provided for different questions testing knowledge of these topics. Marks are awarded for specific points or explanations within answers.
- Instructions are given to examiners on what to accept or not accept for marks, and how many marks different parts of a response can receive
Global Challenges Mark Scheme January 2012Sally Longford
The document provides a mark scheme for a geography exam on global challenges. It outlines the general marking guidance instructing examiners to mark candidates positively and use the full range of marks. It also provides specific guidance on marking for individual questions on the exam, identifying what examiners should award marks for in candidate responses.
This document provides information about Edexcel, an examining and awarding body, and details about their GCE qualifications and support services. It outlines Edexcel's network of UK and international offices that provide support to centres, and lists contact details for subject-specific questions about GCE content and exams. The document establishes Edexcel as an examining body and provides their contact information.
(1) Landslides and avalanches are natural hazards found in mountainous areas.
(2) Landslides occur where there are steep slopes and cliffs near the coast or inland, and their risk is increased by earthquakes, heavy rainfall, and human activities like deforestation.
(3) Avalanches are more common in areas with heavy snowfall and glaciers at high elevations. The risk of these hazards affecting people is greater in locations that are inhabited.
This document provides a mark scheme for the January 2012 GCE Geography (6GE02) Paper 01 Geographical Investigations exam. It outlines the general guidance on marking, including looking for qualities to reward rather than faults to penalize. It also provides the specific level descriptors and indicative content for each question on the exam.
Jan 2009 Geog Investigation Mark SchemeHarpal Bains
The student's investigation into deprivation and environmental quality in a city has some limitations:
1. The data collection techniques of questionnaires and surveys are subjective and open to bias.
2. Presenting the data as maps and diagrams does not show correlations or causation between variables.
3. No information is provided about sampling strategies, so the reliability of the results is unclear.
The document provides guidance for examiners marking the GCE Geography exam. It outlines the general principles of marking, including rewarding qualities over faults, and ensuring all candidates receive equal treatment. It also provides specific guidance on using the mark scheme, such as how marks are awarded for each question and acceptable versus unacceptable answers.
This document provides information about an exam board and qualifications offered, as well as contact details for subject advisors. It includes a mark scheme for a geography exam that provides guidance to examiners on marking answers. The mark scheme outlines the types of responses expected and how marks should be awarded. It also provides examples of responses that should not receive credit.
The document is a summary of the 2012 summer exam for GCE Geography on global challenges. It provides instructions and guidelines for examiners on how to mark exam responses for different questions. Some key points include:
- The exam contains questions on topics like drought in Australia and its links to El Nino, factors influencing changes in Earth's climate over long time periods, and the economic and food security impacts of climate change.
- Model answers and mark schemes are provided for different questions testing knowledge of these topics. Marks are awarded for specific points or explanations within answers.
- Instructions are given to examiners on what to accept or not accept for marks, and how many marks different parts of a response can receive
Global Challenges Mark Scheme January 2012Sally Longford
The document provides a mark scheme for a geography exam on global challenges. It outlines the general marking guidance instructing examiners to mark candidates positively and use the full range of marks. It also provides specific guidance on marking for individual questions on the exam, identifying what examiners should award marks for in candidate responses.
This document provides information about Edexcel, an examining and awarding body, and details about their GCE qualifications and support services. It outlines Edexcel's network of UK and international offices that provide support to centres, and lists contact details for subject-specific questions about GCE content and exams. The document establishes Edexcel as an examining body and provides their contact information.
(1) Landslides and avalanches are natural hazards found in mountainous areas.
(2) Landslides occur where there are steep slopes and cliffs near the coast or inland, and their risk is increased by earthquakes, heavy rainfall, and human activities like deforestation.
(3) Avalanches are more common in areas with heavy snowfall and glaciers at high elevations. The risk of these hazards affecting people is greater in locations that are inhabited.
This document provides a mark scheme for the January 2012 GCE Geography (6GE02) Paper 01 Geographical Investigations exam. It outlines the general guidance on marking, including looking for qualities to reward rather than faults to penalize. It also provides the specific level descriptors and indicative content for each question on the exam.
Jan 2009 Geog Investigation Mark SchemeHarpal Bains
The student's investigation into deprivation and environmental quality in a city has some limitations:
1. The data collection techniques of questionnaires and surveys are subjective and open to bias.
2. Presenting the data as maps and diagrams does not show correlations or causation between variables.
3. No information is provided about sampling strategies, so the reliability of the results is unclear.
The document provides guidance for examiners marking the GCE Geography exam. It outlines the general principles of marking, including rewarding qualities over faults, and ensuring all candidates receive equal treatment. It also provides specific guidance on using the mark scheme, such as how marks are awarded for each question and acceptable versus unacceptable answers.
Munisamy Gopinath, Professor, Dept of Agricultural & Resource Economics, Oregon State University
14th March-15th March 2008, International Food Policy Research Institute, Washington D.C.
The group organized a charity drive event to raise money for a Buddhist organization helping flood victims. They sold foods like vegetarian nasi lemak, fried rice, fried noodles, and herbal eggs. Though they did not meet their fundraising target, they still managed to raise RM1675 to donate. In evaluating their results, the group realized they ordered too much food and set prices too high. They would change their product selection and pricing if doing the event again.
This summary provides feedback on a student's performance on an A-Level geography mock exam:
1. The student did poorly and needs a lot of revision. Many questions were answered incorrectly or incompletely.
2. Specific feedback is given for each question - for example, the student got formulae wrong, did not provide sufficient detail or examples, misread data, and did not fully address the requirements of the question.
3. The student is advised to learn key concepts thoroughly such as causes of climate change and different types of hazards. They should also revise important case studies and ensure they carefully read and address all parts of exam questions.
The document summarizes the 2010 Global Hunger Index. It finds that 29 countries have alarming or extremely alarming levels of hunger. Child undernutrition contributes nearly half of the global hunger score. Countries need to accelerate progress in improving child nutrition in order to improve their scores. The window from 9 months before to 24 months after birth is critical, and interventions should target the underlying conditions that cause undernutrition.
The document summarizes the Mark Scheme for the January 2009 GCE Geography exam for Edexcel. It provides information about Edexcel as the examining body, details on how to contact them for subject specific questions, and lists the question topics that will be covered in the exam, including describing characteristics of storms and investigating weather conditions through fieldwork. The document serves to outline the format and expectations of the exam.
This document analyzes rising food prices in China and the government's policy responses. It finds that grain prices have risen steadily due to sufficient supply following agricultural stimulus policies from 2004-2008. Corn and vegetable prices are more volatile and linked to production costs. Food prices also reflect increases in the money supply and costs of agricultural inputs like oil. The government has responded by increasing imports, using reserves, contracting vegetable production, and investing in agriculture, research, and social programs. Further research is needed on the impacts of money supply and prices on farmer incomes.
This document summarizes the use of a general equilibrium model to simulate scenarios for the Foresight Future of Food and Farming Project. The model, called Globe, is a multi-country trade model that simulates the global economy and commodity markets under different supply and demand conditions. Several scenarios are examined, including drought in major producing regions, increased agricultural protectionism, rising meat demand in China and India, and the impacts of fossil fuel scarcity and climate change mitigation. The model results indicate that international trade helps alleviate the effects of localized supply shocks. Protectionism tends to amplify stresses on the food system through higher prices. Rising livestock demand has modest effects on crop prices and production with free trade.
1) The document provides guidance for marking a geography exam, including general marking principles and guidance on specific questions.
2) It contains sample answers and mark schemes for questions related to topics like natural hazards, climate change impacts and adaptation, globalization, and population change.
3) The purpose is to ensure examiners apply the marks schemes accurately and consistently across all candidates.
This document provides guidance for examiners marking the January 2010 GCE Geography exam. It outlines general principles for marking, such as rewarding correct application of knowledge rather than penalizing faults. It also provides specific guidance on how to apply the mark scheme for each question, including what type of responses are expected and how marks should be allocated. Examples of responses that should not receive credit are also given. The document aims to help examiners apply the mark scheme accurately and consistently across all exam scripts.
1) The document provides information on the January 2011 Mark Scheme for the Edexcel GCE Geography exam.
2) It outlines the general marking guidance examiners should follow and gives subject-specific contact information for questions.
3) The document provides the mark scheme and answers for each question on the exam, detailing what responses would earn which number of marks.
Revision Powerpoint focussing on World At Risk missstarkie
This document provides revision guidance for an exam on global challenges, highlighting key areas to focus on, such as Section A questions from a past paper and controversy over global warming. It emphasizes revising the specification, avoiding rushing simple questions, and writing to the mark allocation for different question types. The document stresses learning from mistakes and using examples to support explanations. Lastly, it notes last minute cramming sessions scheduled for the upcoming exam.
Mark Scheme (Results) June 2011 GCE Geography 6GE01 Global Challenges
1. This document provides the mark scheme for the June 2011 GCE Geography exam on global challenges, outlining the answers and marks awarded for each question.
2. General guidance is given on marking approaches, such as looking for what candidates get right rather than wrong and awarding marks for extended explanations.
3. For each question, the expected answers and mark allocations are clearly outlined, along with examples of responses that should not receive credit.
The document provides guidance for marking the GCE Geography exam paper. It outlines general marking principles and additional comments specific to the exam. It also provides a mark scheme for Question 1, including indicative content for parts (a) and (b) and level descriptors for scoring candidate responses.
- This document is a mark scheme for a GCE Geography exam assessing global challenges. It provides guidance to examiners on how to apply marks consistently and use the full range of marks.
- The mark scheme then provides answers and marks for multiple choice and longer answer questions on topics like natural hazards, climate change impacts and telecommunications. Sample student responses are given for questions on these topics.
- Examiners are instructed to reward students for what they have shown they can do rather than penalizing omissions, and to mark answers according to the scheme rather than perceptions of grade boundaries.
- The document is a mark scheme that provides guidance to examiners on assessing exam responses for a GCE Geography exam.
- It includes general marking guidance on principles like treating all candidates equally and awarding marks for what is shown rather than penalizing omissions.
- The mark scheme then provides indicative content and mark descriptors to help examiners apply marks for questions related to topics like natural hazards, climate change, migration, and ethical trade.
Revision Powerpoint 2 focussing on World At Riskmissstarkie
The document provides guidance for answering longer questions on the World at Risk exam, including:
- Part A questions should identify patterns, reference the figure directly, use a substantial part of the figure, and demonstrate your own understanding beyond the figure.
- Part B questions do not refer to the figure and should be about 2 pages, focusing on one case study in depth for questions 7 and 8.
- Key topics that may be asked about include global warming causes and impacts, climate change management approaches by governments, and differences between weather and climate.
- Remember to consider different viewpoints on whether global warming is happening and implications of climate change for the future.
This document provides guidance for studying mid-latitude cyclones, including key concepts, notes, and activities. It discusses the characteristics and development of mid-latitude cyclones, explaining that they form at the boundary between warm westerly winds and cold polar easterly winds in the middle latitudes between 30-60 degrees north and south. The document also outlines the stages of mid-latitude cyclone development and provides guidance for mapwork activities to help learners practice identifying features of mid-latitude cyclones.
PHY 103 Final Project Guidelines and RubricOverviewThe final .docxmattjtoni51554
PHY 103: Final Project Guidelines and RubricOverview
The final project for this course is the creation of a preliminary report of environmental findings.
The final project encompasses several Earth science processes that form the foundation of geosciences work—from understanding how human activities change a landscape to mitigating potential natural hazards to addressing the impacts of weather and climate. Students apply geologic science in a practical manner. For example, as a spatial analysis technician uses knowledge of water drainage, underlying geology, soils, and weather components to design and place roads, houses, power lines, and drainage systems in a new neighborhood, you will draw on the knowledge gained in this course to create the final project.
Understanding Earth system processes is critical for projects such as bridge design, soil or water contamination studies, analyzing climate change, and developing policies that safeguard both humans and their environment.
For this assessment, you will apply the Earth systems information learned throughout the course by assuming the role of an intern at an environmental consulting firm. You will be charged with conducting basic background research for an environmental report the company is preparing for a client in relation to the development of a subdivision. The supervisor has asked you to prepare a preliminary report that the firm can eventually incorporate into its report to communicate the findings to the client. The report should cover the basic geomorphology and climate for the area and highlight what these factors suggest for the planned subdivision in broad terms, using the provided documents—the geological cross section, topographical maps, historical data on volcanos and earthquakes, regional weather information, and stream discharge data. (Note that the location in this scenario is fictitious, although the landscape includes elements of the real world, and weather and climate data are representative of the region.)
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission will be in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
· Draw basic connections between the Earth’s spheres for their implications on human activities
· Utilize basic geoscience information and data in determining how environmental settings are shaped by landform processes
· Connect key lithospheric processes to the theory of plate tectonics for determining the potential for natural hazards
· Analyze local weather patterns by summarizing how fundamental atmospheric processes create resultant weather and climate
Prompt
Imagine you are an intern working for an environmental consulting firm. One of the firm’s clients is considering building a subdivision .
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
Mark Scheme Unit 1 Global Challenges May 2009Sally Longford
This document provides a mark scheme for the GCE Geography exam for Edexcel. It outlines the answers and marks for each question on the exam. It provides details on what type of responses would be awarded marks and how many marks each response is worth. The mark scheme serves to ensure consistent and fair marking of the exams by defining the essential information and level of detail required in students' responses to receive marks. It also gives examiners guidance on question interpretation and scope to allow for accurate assessment of student answers.
Munisamy Gopinath, Professor, Dept of Agricultural & Resource Economics, Oregon State University
14th March-15th March 2008, International Food Policy Research Institute, Washington D.C.
The group organized a charity drive event to raise money for a Buddhist organization helping flood victims. They sold foods like vegetarian nasi lemak, fried rice, fried noodles, and herbal eggs. Though they did not meet their fundraising target, they still managed to raise RM1675 to donate. In evaluating their results, the group realized they ordered too much food and set prices too high. They would change their product selection and pricing if doing the event again.
This summary provides feedback on a student's performance on an A-Level geography mock exam:
1. The student did poorly and needs a lot of revision. Many questions were answered incorrectly or incompletely.
2. Specific feedback is given for each question - for example, the student got formulae wrong, did not provide sufficient detail or examples, misread data, and did not fully address the requirements of the question.
3. The student is advised to learn key concepts thoroughly such as causes of climate change and different types of hazards. They should also revise important case studies and ensure they carefully read and address all parts of exam questions.
The document summarizes the 2010 Global Hunger Index. It finds that 29 countries have alarming or extremely alarming levels of hunger. Child undernutrition contributes nearly half of the global hunger score. Countries need to accelerate progress in improving child nutrition in order to improve their scores. The window from 9 months before to 24 months after birth is critical, and interventions should target the underlying conditions that cause undernutrition.
The document summarizes the Mark Scheme for the January 2009 GCE Geography exam for Edexcel. It provides information about Edexcel as the examining body, details on how to contact them for subject specific questions, and lists the question topics that will be covered in the exam, including describing characteristics of storms and investigating weather conditions through fieldwork. The document serves to outline the format and expectations of the exam.
This document analyzes rising food prices in China and the government's policy responses. It finds that grain prices have risen steadily due to sufficient supply following agricultural stimulus policies from 2004-2008. Corn and vegetable prices are more volatile and linked to production costs. Food prices also reflect increases in the money supply and costs of agricultural inputs like oil. The government has responded by increasing imports, using reserves, contracting vegetable production, and investing in agriculture, research, and social programs. Further research is needed on the impacts of money supply and prices on farmer incomes.
This document summarizes the use of a general equilibrium model to simulate scenarios for the Foresight Future of Food and Farming Project. The model, called Globe, is a multi-country trade model that simulates the global economy and commodity markets under different supply and demand conditions. Several scenarios are examined, including drought in major producing regions, increased agricultural protectionism, rising meat demand in China and India, and the impacts of fossil fuel scarcity and climate change mitigation. The model results indicate that international trade helps alleviate the effects of localized supply shocks. Protectionism tends to amplify stresses on the food system through higher prices. Rising livestock demand has modest effects on crop prices and production with free trade.
1) The document provides guidance for marking a geography exam, including general marking principles and guidance on specific questions.
2) It contains sample answers and mark schemes for questions related to topics like natural hazards, climate change impacts and adaptation, globalization, and population change.
3) The purpose is to ensure examiners apply the marks schemes accurately and consistently across all candidates.
This document provides guidance for examiners marking the January 2010 GCE Geography exam. It outlines general principles for marking, such as rewarding correct application of knowledge rather than penalizing faults. It also provides specific guidance on how to apply the mark scheme for each question, including what type of responses are expected and how marks should be allocated. Examples of responses that should not receive credit are also given. The document aims to help examiners apply the mark scheme accurately and consistently across all exam scripts.
1) The document provides information on the January 2011 Mark Scheme for the Edexcel GCE Geography exam.
2) It outlines the general marking guidance examiners should follow and gives subject-specific contact information for questions.
3) The document provides the mark scheme and answers for each question on the exam, detailing what responses would earn which number of marks.
Revision Powerpoint focussing on World At Risk missstarkie
This document provides revision guidance for an exam on global challenges, highlighting key areas to focus on, such as Section A questions from a past paper and controversy over global warming. It emphasizes revising the specification, avoiding rushing simple questions, and writing to the mark allocation for different question types. The document stresses learning from mistakes and using examples to support explanations. Lastly, it notes last minute cramming sessions scheduled for the upcoming exam.
Mark Scheme (Results) June 2011 GCE Geography 6GE01 Global Challenges
1. This document provides the mark scheme for the June 2011 GCE Geography exam on global challenges, outlining the answers and marks awarded for each question.
2. General guidance is given on marking approaches, such as looking for what candidates get right rather than wrong and awarding marks for extended explanations.
3. For each question, the expected answers and mark allocations are clearly outlined, along with examples of responses that should not receive credit.
The document provides guidance for marking the GCE Geography exam paper. It outlines general marking principles and additional comments specific to the exam. It also provides a mark scheme for Question 1, including indicative content for parts (a) and (b) and level descriptors for scoring candidate responses.
- This document is a mark scheme for a GCE Geography exam assessing global challenges. It provides guidance to examiners on how to apply marks consistently and use the full range of marks.
- The mark scheme then provides answers and marks for multiple choice and longer answer questions on topics like natural hazards, climate change impacts and telecommunications. Sample student responses are given for questions on these topics.
- Examiners are instructed to reward students for what they have shown they can do rather than penalizing omissions, and to mark answers according to the scheme rather than perceptions of grade boundaries.
- The document is a mark scheme that provides guidance to examiners on assessing exam responses for a GCE Geography exam.
- It includes general marking guidance on principles like treating all candidates equally and awarding marks for what is shown rather than penalizing omissions.
- The mark scheme then provides indicative content and mark descriptors to help examiners apply marks for questions related to topics like natural hazards, climate change, migration, and ethical trade.
Revision Powerpoint 2 focussing on World At Riskmissstarkie
The document provides guidance for answering longer questions on the World at Risk exam, including:
- Part A questions should identify patterns, reference the figure directly, use a substantial part of the figure, and demonstrate your own understanding beyond the figure.
- Part B questions do not refer to the figure and should be about 2 pages, focusing on one case study in depth for questions 7 and 8.
- Key topics that may be asked about include global warming causes and impacts, climate change management approaches by governments, and differences between weather and climate.
- Remember to consider different viewpoints on whether global warming is happening and implications of climate change for the future.
This document provides guidance for studying mid-latitude cyclones, including key concepts, notes, and activities. It discusses the characteristics and development of mid-latitude cyclones, explaining that they form at the boundary between warm westerly winds and cold polar easterly winds in the middle latitudes between 30-60 degrees north and south. The document also outlines the stages of mid-latitude cyclone development and provides guidance for mapwork activities to help learners practice identifying features of mid-latitude cyclones.
PHY 103 Final Project Guidelines and RubricOverviewThe final .docxmattjtoni51554
PHY 103: Final Project Guidelines and RubricOverview
The final project for this course is the creation of a preliminary report of environmental findings.
The final project encompasses several Earth science processes that form the foundation of geosciences work—from understanding how human activities change a landscape to mitigating potential natural hazards to addressing the impacts of weather and climate. Students apply geologic science in a practical manner. For example, as a spatial analysis technician uses knowledge of water drainage, underlying geology, soils, and weather components to design and place roads, houses, power lines, and drainage systems in a new neighborhood, you will draw on the knowledge gained in this course to create the final project.
Understanding Earth system processes is critical for projects such as bridge design, soil or water contamination studies, analyzing climate change, and developing policies that safeguard both humans and their environment.
For this assessment, you will apply the Earth systems information learned throughout the course by assuming the role of an intern at an environmental consulting firm. You will be charged with conducting basic background research for an environmental report the company is preparing for a client in relation to the development of a subdivision. The supervisor has asked you to prepare a preliminary report that the firm can eventually incorporate into its report to communicate the findings to the client. The report should cover the basic geomorphology and climate for the area and highlight what these factors suggest for the planned subdivision in broad terms, using the provided documents—the geological cross section, topographical maps, historical data on volcanos and earthquakes, regional weather information, and stream discharge data. (Note that the location in this scenario is fictitious, although the landscape includes elements of the real world, and weather and climate data are representative of the region.)
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Six. The final submission will be in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
· Draw basic connections between the Earth’s spheres for their implications on human activities
· Utilize basic geoscience information and data in determining how environmental settings are shaped by landform processes
· Connect key lithospheric processes to the theory of plate tectonics for determining the potential for natural hazards
· Analyze local weather patterns by summarizing how fundamental atmospheric processes create resultant weather and climate
Prompt
Imagine you are an intern working for an environmental consulting firm. One of the firm’s clients is considering building a subdivision .
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
Mark Scheme Unit 1 Global Challenges May 2009Sally Longford
This document provides a mark scheme for the GCE Geography exam for Edexcel. It outlines the answers and marks for each question on the exam. It provides details on what type of responses would be awarded marks and how many marks each response is worth. The mark scheme serves to ensure consistent and fair marking of the exams by defining the essential information and level of detail required in students' responses to receive marks. It also gives examiners guidance on question interpretation and scope to allow for accurate assessment of student answers.
Global warming is occurring faster than predicted according to observed temperature rise data. The observed temperature rise line is steeper and more variable than the predicted rise line from 1950. Reasons for the faster than expected warming include higher than predicted greenhouse gas emissions and a lack of complete understanding of climate change feedback processes. Natural factors like volcanic eruptions and variations in solar activity or Earth's orbit can also cause short-term temperature changes.
Running Head: WATER BALANCE
1
WATER BALANCE
2
Water Balance
Geo108
Jenie Lopez
Comparison between Berkeley and Terre Haute with respect to Surplus
Surplus primarily refers to the amount of rainfall. Berkeley has relatively low surplus compared to Terre Haute an aspect that can be largely attributed to the geographical locations of the two. The soil holds a maximum capacity of moisture for a bigger percentage of the year in Terre Haute compared to Berkeley. Terre Haute being located in a mid-latitude continental explains it having higher rainfall surplus compared to Berkeley whose geographical location is in a Mediterranean climate, a climate that is characterized by summers that are relatively hot and dry, and more importantly, winters that are to a large extent warm and wet (Domínguez, 2007).
Surplus being relatively higher in Terre Haute compared to Berkeley can be largely attributed to the temperatures in this region, for a large part of the year are relatively low. On the other hand, the temperatures are high to a large extent and this means that the moisture that the soil holds even during a wet season is usually low.
Comparison between Berkeley and Terre Haute with respect to Deficit
Deficit with respect to the concept of water balance refers to a time and a period when the moisture levels in the soil is zero. With respect to Deficit, Berkeley registers and indicates a higher level of deficit compared to Terre Haute. The relatively high temperatures in Berkeley especially in the first five months of the year and in the last two months of the year compounded with the fact that rainfall surplus being low contributes enormously to high deficit in Berkeley. Terre Haute on the other hand registers relatively low deficit because the temperatures’ are mainly low on a large section of the year while the rainfall amounts are high when the temperatures increase (Domínguez, 2007).
Comparison between Berkeley and Terre Haute with respect to Usage
Water usage refers to the utilization and subsequent reduction of water from a given field capacity which with respect to the information provided is 10cm up to and until diminished utilization of the water. With respect to the information provided, water usage in Berkeley is higher compared to water usage in Terre Haute. This is evident in the figures provided in the table and long periods of deficit in Berkeley compared to Terre Haute. Usage is higher in Berkeley due to the little access to moisture in the region as well as the relatively high prevailing winds in the region. On the other hand, usage is lower in Terre Haute because of the low temperatures as well as higher access to moisture with respect to the climatic conditions and geographical region where it is located (Domínguez, 2007).
Comparison between Berkeley and Terre Haute with respect to Recharge
Recharge with respect to water usage is used in reference to increase in the amount of water that is stored wi.
1) Integrated modeling of surface water and groundwater systems poses numerous technical and non-technical challenges. The shallow subsurface where integration occurs is highly complex and transient.
2) A general strategy for integrated model development involves identifying areas of strong interaction, integrating data and tools, conceptualizing the shallow system, developing sub-models, conducting initial and refined simulations, and achieving a final integrated calibration.
3) Key technical issues include compensating errors between models, limitations in conceptual models, and the need to consider dynamic feedback between surface water and groundwater. Non-technical issues include knowledge limitations between disciplines and effective project management.
This document provides an overview and guide for studying geomorphology concepts for an exam. It includes sections on exam structure and tips, key concepts related to drainage basins, types of rivers, drainage patterns, and other topics. The guide provides definitions, explanations, diagrams, and sample exam questions to help learners review and practice applying the material. It is designed to help close content gaps and strengthen mastery of subject knowledge needed for the Grade 12 exam.
The document is a mark scheme for AQA's GCSE Geography exam. It provides guidance for examiners on how to mark students' responses. The mark scheme includes sample answers for questions and identifies the assessment objectives (AOs) that each part of an answer fulfills. It also provides general guidance on annotation, applying levels-based marking, and transferring marks. The purpose is to help ensure examiners apply the marks correctly and consistently.
This workshop provides guidance to some on-the-ground climate-smart restoration projects that range in scale – from the community scale to the landscape Great Lakes Restoration Initiative (GLRI) scale. At the landscape scale, we intend to show results of Habitat Restoration in the Maumee Area of Concern (515 acre project). At the community level, we will highlight an example from projects directed at reducing flooding in a neighborhood in Detroit, MI. As applied in these projects, workshop participants will learn to use free internet tools as well as hands-on Great Lakes Climate Adaptation Toolkit materials. You will leave the workshop having learned about examples, applied specific tools to those examples, and received free materials you can immediate utilize to make your project climate ready.
This document provides feedback on essays and guidance for improvement. Key points include:
1) Students must thoroughly review comments and grading rubrics to understand where marks were lost.
2) Essays should be several pages long and include a variety of recent, global case studies from different sources to earn high marks.
3) Introductions need to clearly establish the purpose and include relevant context. Conclusions should thoroughly summarize case studies.
4) Analysis must discuss both positive and negative impacts on people and consider a range of perspectives, rather than simplistic statements.
This document contains data analysis from sampling points in the Lace Market/Creative Quarter area. It includes bipolar raw and mean data from 20 points, as well as counts of pedestrians, cycles, cars, and other vehicles at each point. Additional data sections provide information on graffiti, vegetation, activity surveys, and a pie chart showing land use percentages.
This document contains resource materials for an exam on global challenges, including figures and data related to topics like natural disasters, climate change, globalization, migration, population change, and technological innovation. Specifically:
- Figure 1 shows the increasing number of reported natural disasters per year from 1900 to 2000.
- Figure 2 outlines the differences between climate change mitigation (reducing causes) and adaptation (preparing for consequences).
- Figure 5 presents UK immigration and emigration statistics from 1998 to 2008 that show immigration increasing while emigration decreases.
- Figures 7 and 10 illustrate the growth and changing distribution of world megacities, showing their increasing numbers, sizes, and locations over time.
This document contains notes from progress tests on various topics:
1. The grade boundaries for the progress test, ranging from A to E. Most students were expected to score between A-C.
2. Key points about average income and variations between countries. Developing countries rely on manufacturing or trade, while quality of life is improving. Oil wealth contributes significantly to variations between some countries.
3. Factors affecting internet connectivity between Europe and Africa. Physical barriers like mountains and deserts impact Africa more, while certain coastal areas and countries have better connectivity.
That's a high-level summary of the key information provided in the document in 3 sentences. Let me know if you need any clarification
Ethiopia belongs to the LDCs or Less Developed Countries. An example of an NIC is South Korea. NICs are middle-income industrializing nations like South Korea, Taiwan, and Brazil. Figure 4 shows evidence of a two speed world with wide differences in GDP per capita between advanced economies like the OECD nations and developing nations like the LDCs and NICs.
Contested planet resource booklet june 2010Sally Longford
The document provides information about the challenges facing biodiversity in Pacific small island developing states (SIDS). Key points include:
- Pacific SIDS have high levels of biodiversity but it is threatened, with up to 50% of species at risk. Threats include habitat loss, invasive species, pollution, and climate change.
- Coral reefs, forests, and marine life are ecologically and economically important but vulnerable to threats like overfishing, logging, and natural disasters exacerbated by climate change.
- Climate change poses severe risks like sea level rise, which could make some low-lying Pacific islands uninhabitable.
This document provides feedback on a mock exam. It includes:
- Grade boundaries for the exam of A=50, B=46, C=43, D=40, E=37.
- Feedback on student responses to different exam questions about rebranding an area, providing evidence from photos and discussing players involved.
- Tips for improving responses, such as being precise about sources and locations, and mentioning results from fieldwork and research.
Assessing the 4 options against the criteria in figure 10Sally Longford
The document assesses 4 energy options - nuclear power, shale gas, bioethanol, and concentrated solar power (CSP) - based on environmental impacts, cost, security of supply, and reliability. Nuclear power scores well on reliability but poorly on environmental impacts and cost. Shale gas has low costs in some areas but environmental and supply security concerns. Bioethanol could increase food prices and rely on harvests. CSP is expensive initially but long-lasting and reliable, relying on solar resources in stable regions.
This document provides an overview of key themes and considerations for choosing energy solutions in Europe:
1. Climate change is driving the need to reduce greenhouse gas emissions to mitigate global warming, as required by the Kyoto Protocol.
2. European countries want energy solutions that support economic growth while keeping costs low.
3. Solutions must achieve sustainable development by meeting current needs without compromising future generations' ability to meet their own needs.
Cutting energy demand through measures like insulation, efficiency improvements, and renewable energy adoption can also help address these issues. No single solution can resolve the challenges, and all options have pros and cons.
The Lace Market area in Nottingham has undergone various regeneration projects since the 1970s with some successes in attracting new developments like the National Ice Centre and Nottingham Contemporary arts center to boost the local economy, but full regeneration is still a work in progress as evidenced by mixed evidence found on street views of the area and businesses reporting increased foot traffic but galleries saying increased awareness will take more time.
The summary provides feedback on a student's mock AS exam, identifying several areas in need of improvement:
1) The student performed poorly and needs significant revision, as an A Level requires advanced understanding beyond GCSE.
2) Common mistakes included not knowing key topics, lacking examples, misreading questions, and weaknesses in understanding concepts like El Nino, volcanic eruptions, food insecurity and migration push/pull factors.
3) To improve, the student must thoroughly review mistakes, learn definitions, basics of topics like climate change and hazards, and study required case studies in detail.
The document provides instructions for a webquest to visualize and understand differences in development levels between countries over time using the Gapminder website. It guides the user to select countries and view graphs of changes in life expectancy and GDP per capita historically, and to capture screenshots of the graphs to paste into a Word document. It also directs the user to access maps and data on the Human Development Index (HDI), Gender Inequality Index (GII), and Inequality-Adjusted HDI on the UNDP website to further understand development gaps between nations.
This document summarizes information about the concentration of global economic power. It finds that power is concentrated in transnational corporations based mostly in North America and Europe. It also finds that the world's richest people and most influential global cities are predominantly located in these regions as well, suggesting economic power remains unevenly distributed globally, concentrated in Western nations.
Nottingham has undertaken several urban rebranding efforts to change its image and regenerate parts of the city. These include rebranding the Lace Market area near the new tram stop through environmental improvements and attracting new commercial and residential developments. Another project, The Hub, aimed to rebrand the run-down railway station area through a £60 million investment that included refurbishing the station, improving retail, and regenerating surrounding land. A third rebranding involved transforming the old canal district through landscaping and developments like the contemporary art gallery that boosted local business and tourism.
This document discusses various case studies of rural rebranding efforts:
1) National Forest in Great Britain was rebranded by planting millions of trees to attract tourism and make the area more sustainable.
2) Newstead Village was struggling after coal mine closure but won funds to build attractions like fishing lakes to employ youth and reduce crime.
3) Wirksworth in England rebranded through cultural festivals and events to attract artists and professionals and boost the local economy.
The document summarizes water issues and conflicts in South and East Asia, focusing on the Himalayan region. It discusses how the Himalayas are a key water source for major rivers through glacial melt and seasonal monsoon rains. Billions depend on this water but population growth and urbanization are increasing demand while climate change is reducing supply by causing glacial retreat. This creates tensions, as seen in territorial disputes and conflicts over dam construction between countries that share these cross-border rivers. Future food and water security could be threatened for over 3 billion people in the region unless these issues are effectively addressed.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
1. Mark Scheme (Results)
January 2011
GCE
GCE Geography (6GE02) Paper 1
Edexcel Limited. Registered in England and Wales No. 4496750
Registered Office: One90 High Holborn, London WC1V 7BH
3. General Guidance on Marking
All candidates must receive the same treatment.
Examiners should look for qualities to reward rather than faults to penalise. This does NOT mean giving
credit for incorrect or inadequate answers, but it does mean allowing candidates to be rewarded for
answers showing correct application of principles and knowledge.
Examiners should therefore read carefully and consider every response: even if it is not what is expected it
may be worthy of credit.
Candidates must make their meaning clear to the examiner to gain the mark. Make sure that the answer
makes sense. Do not give credit for correct words/phrases which are put together in a meaningless
manner. Answers must be in the correct context.
Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response.
When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the
Team Leader must be consulted.
Using the mark scheme
The mark scheme gives:
• an idea of the types of response expected
• how individual marks are to be awarded
• the total mark for each question
• examples of responses that should NOT receive credit.
1 / means that the responses are alternatives and either answer should receive full credit.
2 ( ) means that a phrase/word is not essential for the award of the mark, but helps the examiner to
get the sense of the expected answer.
3 [ ] words inside square brackets are instructions or guidance for examiners.
4 Phrases/words in bold indicate that the meaning of the phrase or the actual word is essential to
the answer.
5 ecf/TE/cq (error carried forward) means that a wrong answer given in an earlier part of a question
is used correctly in answer to a later part of the same question.
Quality of Written Communication
Questions which involve the writing of continuous prose will expect candidates to:
• Show clarity of expression
• Construct and present coherent arguments
• Demonstrate an effective use of grammar, punctuation and spelling.
Full marks will be awarded if the candidate has demonstrated the above abilities.
Questions where QWC is likely to be particularly important are indicated “QWC” in the mark scheme BUT
this does not preclude others.
3
4. Additional Comments specific to 6GE02
• Always credit bullet points and similar lists, but remember if the list is the only response, then this is
unlikely to be able to get into the top-band (L3 or L4) based on QWC shortcomings. However,
bullets and lists as part of a response should permit access to the top band.
• Credit reference to the full investigative fieldwork and research process when referred to in any
sections of the paper.
• Remember to use the full range of marks for all questions.
• Credit reference to GIS as a fieldwork and research tool in all questions.
• Credit reference to candidates own fieldwork and research across ALL questions.
• Credit use of case studies and exemplar material where relevant.
4
5. Question Number Question
1(a)
QWC (i, ii, iii)
Series Indicative content
There may be a number of factors causing change from year to year:
E.g.
• El Nino, La Nina
• Changes in land use ie. Urbanisation, deforestation
• Shifting jet-stream/polar front
• Natural variations in frequency of events
• Pressure systems
• Global warming/climate change
Also credit candidates who comment on variability, reliability or subjectivity
of data and patterns in data, e.g. Increasing incidence. Credit sensible use of
examples.
Note: Question requires two events to be discussed
Level Mark Descriptor
Level 1 1-4 Basic response using one or two lift-offs only. No real understanding of
information in table, likely to be limited to one reason. Considerable errors in
language.
Level 2 5-7 May use data in table to develop own ideas/reasons. Uses at least one column.
Some structure and some written language errors. Some use of terminology.
Level 3 8-10 A clear response with use of data in table, with a range/detail of ideas/
reasons. Comments on 2 events / columns of data, and over time. Well
structured response. Written language errors are rare.
5
6GE02_01
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6. Question Question
Number
1(b)
QWC (i, ii,
iii)
Series Indicative content
Remember to credit development (causes and processes) rather than impacts.
In the context of river flooding, credit development of flood linked to precipitation,
hydrology, land-use etc, not the subsequent impacts (i.e. a case study approach).
Extreme weather events could include hurricanes, extra tropical and temperate storms,
snow and ice and droughts. Extreme can be interpreted as a freak, severe or unusual –
i.e. bucking the normal trend.
Event Development conditions / factors
Tropical Storm Warm (tropical) seas >26.5C, rising moist air from the sea,
(Hurricane) influence of ITCZ etc. Upper winds mustn’t be too strong. Grow
from low pressure centres. Coriolis force.
Storms Deep depression – associated cold fronts etc. Get energy from
horizontal temp gradients in atmosphere; develop under jet
streams along polar front. Junction of cold and warmer air.
Snow and ice Cold, precipitation, antecedent conditions. Associated with low
pressure. Temperature and moisture gradients must be just right
to produce snow. Also allow ideas about development of sleet,
freezing rain, hail etc.
Drought • Meteorological: prolonged period with less than average
precipitation
• Agricultural: insufficient moisture for crop production (may
be influenced by poor land / soil management)
• Hydrological: water reserves in aquifers, lakes, reservoirs etc
fall below average.
Causes: lack of precipitation caused by changes in track of mid
latitude depressions, El Nino and impact on atmospheric
circulation, movement of ITCZ.
Also accept other extreme weather events e.g. tornadoes. El Nino/La Nina should be
treated as causes of an extreme weather event, rather than an extreme weather event on
its own.
Candidates should only choose one type of event, but credit multiple examples of the
same event in different locations and / or at different times.
Level Mark Descriptor
Level 1-4 Basic and generalised with one or two ideas only relating to chosen extreme weather.
1 May focus on impacts rather than development. Lacks structure and very limited use of
geographical terminology. Considerable errors in language.
Level 5-7 Some ideas examined, but likely in be restricted either in range and or depth. Some links
2 to how it develops is present but is not comprehensive. Some structure and some written
language errors.
6
6GE02_01
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7. Level 8-10 A response where some range of factors are discussed providing or depth and / or detail.
3 Development is clearly incorporated. Well structured and balanced response. Written
language errors are rare.
7
6GE02_01
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8. Question Question
Number
1(c)
QWC (i, ii,
iii)
Series Indicative content
Candidates can choose a range of extreme weather events including:
river flooding, hurricanes, tornadoes, heat wave and drought. Expect floods since it is
more realistic to do fieldwork on, although some candidates may have done others so
credit.
The specification indicates the range of impacts may be social, environmental or
economic. In the context of fieldwork and research it may be difficult to investigate all of
these in any depth, although large events may have measurable / reported economic
impact. Other impacts on health, infrastructure etc could also be suggested. Evidence of
research into these should be well credited.
Types of fieldwork and research chosen will vary according to the event, so the
information below should just be taken as a guide. Fieldwork approaches can be linked to
increasing risks and there is overlap.
Fieldwork Evidence can come from qualitative sources, e.g. historic / eye
(primary): witness accounts. Use of interviews / focus groups. Evidence
of levels may be anecdotal, e.g. previous signs of damage. Risk
maps. May also be based on some quantification e.g. bankfull
levels etc; use of hardware models, e.g. storm simulation. Also
credit work which looks at perception of risk / impact, e.g. via
interviews. Questionnaires may also feature. Also use of
weather diaries/local monitoring of weather.
Research Use of various sources to get a picture of impacts of extreme
(secondary): event e.g. GIS Environment Agency maps; flood risk maps for
insurance companies, historic newspaper cuttings / reports and
other documentary evidence e.g. newscasts etc
The best responses will provide detailed evidence of specific
sources, e.g. specialist weather websites etc, National Rivers
Flow Archive (NRFA), NOAA, MET Office rather than ‘the
internet’.
Level Mark Descriptor
Level 1-4 Very limited range of fieldwork / research described. Fieldwork may not be appropriate /
1 linked to a weather / flood event. Lacks structure. Considerable errors in language.
Level 5-8 Descriptive style but with some statements about either fieldwork or research approaches
2 linked to a weather / flood event. Impacts may be implied. May be a description that
lacks focus on the question / less relevant techniques. Likely to be unbalanced and lacking
detail. Expect limited use of geographical terminology. There are some written language
errors.
Level 9-12 Describes a range of fieldwork and/or research approaches linked to a weather / flood
3 event impacts, but may lack balance. Some use of geographical terminology. Response
shows some structure, limited written language errors.
Max 10 if only fieldwork or research.
Level 13- Structured account which describes a balanced range of personal weather / flood
4 15 fieldwork and research techniques in detail linked to impacts; shows good use of own /
group fieldwork, with good use of terminology. Written language errors are rare.
8
6GE02_01
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9. Question Number Question
2(a)
QWC (i, ii, iii)
Series Indicative content
The map shows two obvious clues as to the changes that have taken place
along this stretch of the coast:
• Retreat of the coast from the original 2000 year ago dotted line
indicated on the map. Degree of loss looks like an average of 3-5km
from the scale.
• Loss of villages between Bridlington and Sunthorpe (>30 lost).
• Geology is a controlling factor, looks like most rapid with softer
boulder clay compared to chalk (headland).
These are evidence of coastal erosion.
An alternative route through the question will be to draw on other sources of
evidence for coastal erosion. These may include documentary sources such as
old maps and photographs, historic documents, oral histories etc… Credit own
fieldwork and research.
Candidates may also mention the importance of LSD on this part of the coast,
evidenced from the build-up of material near Sunthorpe at the mouth of the
Humber Estuary (this is therefore an area of the coast which has not suffered
rapid coastal erosion).
Level Mark Descriptor
Level 1 1-4 Basic response only with very limited range / depth of detail. Restricted to
simple lift-offs from the map resource or very limited other evidence.
Considerable errors in language.
Level 2 5-7 Uses resource as a stimulus to develop own ideas, possibly including other
evidence. May also focus on factors affecting coastal erosion. Expect some
written language errors, but generally satisfactory structure.
Level 3 8-10 A clear response with effective use of map linked to question. Some detail in
either depth or range; focuses on evidence. Tries to deal with rapid for top of
band. Well structured good use of correct terminology. Written language
errors are rare.
9
6GE02_01
1101
10. Question Number Question
2(b)
QWC (i, ii, iii)
Series Indicative content
Hard defences: breakwaters, gabions, embankments, rip-rap, sea walls, cliff
re-grading etc) to soft engineering and management: beach nourishment,
beach profiling, dune stabilisation / regeneration, offshore reefs etc. These
are more sustainable approaches.
Hard engineering is often designed to protect high value coastal locations, e.g.
towns and energy installations, but suffer from problems of high expense, loss
of amenity, and problems of failure especially with sea levels rise.
Sustainable coastal defence / management attempts to accommodate copy or
work alongside natural systems and processes, with ecosystems often playing a
key role. Typically such approaches are small scale, localised and bottom-up
or community driven. They have the advantages of being environmentally
friendly, sometimes cheaper and longer-lasting.
Managed retreat is where the sea is allowed to flood parts of the intertidal
zone – thus creating mudflats and valuable salt marsh habitat.
Coastal realignment may be more controversial since it involves ‘retreating
the line’, e.g. Kent, N. Norfolk and Essex. Many examples overseas where
credit should be given.
There may be reference to integrated coastal management, which sustainable
/ soft options vs hard defences may be discussed. Large coastal cells are
broken down into smaller units and then action is taken via SMP (Shoreline
Management Plans).
NB. Accept a broad interpretation of “success” to include engineering
success as well as broader environmental or socio-economic/CBA.
Level Mark Descriptor
Level 1 1-4 Basic and generalised with few ideas on coastal management. Lacks structure
and very limited use of geographical terminology. Very limited or no
reference to an example. Considerable errors in language.
Level 2 5-7 Is exemplified to support response. Some structure. Likely to be lacking in
depth, but shows / implies some understanding of range of ideas. There are
some written language errors. May mention success on occasion.
Level 3 8-10 A clear response which shows understanding of different approaches. Deals
with idea of success. Well structured and balanced response which uses
named location effectively and in depth. Written language errors are rare.
10
6GE02_01
1101
11. Question Number Question
2(c)
QWC (i, ii, iii)
Series Indicative content
There are a range of fieldwork opportunities – expect these to include:
Fieldwork Create land use map and compare to historic plans;
(primary): speaking to residents and visitors (questionnaires /
structured interviews), oral histories, footfalls, parking
etc. Use of video or transcripts to record ideas (could be
group approach).
Research Historic maps to illustrate change, e.g. www.old-
(secondary): maps.co.uk ; also local newspapers, blogs / forums etc.
Old photographs and post cards may be a useful source
(again could be internet sourced). Possible use of GIS /
electronic maps to illustrate change, e.g.
‘Wheresthepath’
The best responses will provide detailed evidence of
specific sources, e.g. specialist local historical websites
etc, rather than ‘the internet’ .
Provide credit for possible reference to sampling strategies, e.g. systematic
and stratified, no of people etc; also some candidates may have used a pilot
survey, e.g. to format questionnaires.
Also credit more detailed description of land use map categories and
justification for this.
Allow liberal interpretation of ‘over time’, i.e. 150 years to 5 years (e.g. for a
recent regeneration strategy at coastal town).
Credit any work which shows innovation.
Level Mark Descriptor
Level 1 1-4 Very limited range of fieldwork / research described. Fieldwork may not be
appropriate / linked to land use and / or time. Lacks structure. Considerable
errors in language.
Level 2 5-8 Some statements about either fieldwork or research approaches linked to
change. May be a description that lacks focus on the question / less relevant
techniques. Likely to be unbalanced and lacking detail. Expect limited use of
geographical terminology. There are some written language errors.
Level 3 9-12 Describes a range of fieldwork and/or research approaches linked to coastal
land use / development, but may lack depth and detail. Some use of
geographical terminology. Response shows some structure, limited written
language errors.
Max 10 if only fieldwork or research.
Level 4 13-15 Structured account which describes a balanced range of ideas and approaches
linked to development and idea of ‘time’ fieldwork and research techniques in
detail; shows good use of own / group fieldwork, with good use of
terminology. Written language errors are rare.
11
6GE02_01
1101
12. Question Number Question
3(a)
QWC (i, ii, iii)
Series Indicative content
The bipolar / generic quality sheet could be improved (I) + extended (E) in a
number of ways:
• Use of adjectival descriptors for each evaluation, e.g. +1 – (-)1 (I)
• Larger range of bi-polar scores (E)
• Addition of centre ‘0’ (E/I)
• Quantitative amounts, e.g. for litter (I)
• Greater range of categories; more focused on inequality (too general at
present) (E)
• Some of the descriptors are not clear or polar opposites, so some
ambiguity should be removed (I)
• Using photos to accompany the sheet (I)
Give credit for any other reasonable ideas as there will be an alternative
approach. Candidates may:
i) Examine the wider concept of inequality and suggest extensions to Figure 3
ii) Comment on the scoring categories and language on Figure 3 (or a
combination of both).
Level Mark Descriptor
Level 1 1-4 One or two basic items of data described from the resource, but not real
improvements / extensions; limited to simple lift-offs. Lacks structure and
considerable errors in language.
Level 2 5-7 A range of descriptive comments linked to resource including one or two ideas
regarding possible improvements and / or extensions. Some structure; there
are some written language errors.
Level 3 8-10 A clear response with good use of resource to suggest both valid improvements
+ extensions to the environmental quality sheet. Well structured and expect
use of specific use of data. Ideas are sensible. Written language errors are
rare.
12
6GE02_01
1101
13. Question Number Question
3(b)
QWC (i, ii, iii)
Series Indicative content
Inequality and problems in urban areas may manifest themselves in a number
of forms:
Economic Uneven distribution of wealth in a society. Things money
can buy: housing, basic services such as electricity,
sanitation, healthcare, education, career prospects etc
Bus / train / rail / port infrastructure proximity and
frequency.
Social Lack of access to opportunities such as affordable
housing, good schools, jobs, health. Employment and
status important here.
Institutionalised Inequality built into social and political structures, e.g.
unfair legislation.
Technological Access to computers (affordability?) , mobile phone
reception, wi-fi, high speed broadband, mobile broadband
etc
Many other types – provide credit.
In LEDCs and MEDCs urban inequality may be driven by physical barriers (e.g.
mountains / hills), remoteness or the economics of delivery of a particular
service. Other factors will also be at play.
Note must be named urban area.
Level Mark Descriptor
Level 1 1-4 Basic and generalised with few ideas on urban inequality. Lacks structure and
very limited use of geographical terminology. Very limited or no reference to
a named urban example. Considerable errors in language.
Level 2 5-7 Uses an urban example to support response. Some structure. Likely to be
lacking in either range or depth, but shows / implies some understanding of
problems of urban poverty/inequality. There are some written language
errors.
Level 3 8-10 A clear response which shows understanding of urban inequality. Well
structured response which uses the example effectively to illustrate the
problems. Written language errors are rare.
13
6GE02_01
1101
14. Question Number Question
3(c)
QWC (i, ii, iii)
Series Indicative content
There are a range of possibilities here – they may include:
Results & Expect references to specific places and data e.g.
Conclusions: improvements seen through a range of surveys, the results
from a questionnaire/interviews. Patterns of economic and
environmental change e.g. land-use, job creation,
improvements in infrastructure, education.
Conclusions could involve summaries as well as discussions of
patterns and trends.
May include evaluation + comments on reliability
Credit presentation if it can form part of the results, e.g. scatter graphs etc.
Expect a wide variety of ideas discussed, but limit credit to results and
conclusions and not how it was done.
Level Mark Descriptor
Level 1 1-4 Very limited / no results or conclusions described. Outcomes may not be
appropriate / linked to inequality. Maybe just a description of the fieldwork /
research. Lacks structure. Considerable errors in language.
Level 2 5-8 Descriptive style but with one or two statements about results and/or
conclusions. May be mostly a description of the fieldwork approach. Expect
limited use of geographical terminology. There are some written language
errors.
Level 3 9-12 Describes some results and/or conclusions partly linked to inequality within a
named place. May describe schemes and strategies, including some limited
evaluation. Some use of geographical terminology. Response shows some
structure, limited written language errors.
Level 4 13-15 Structured account which describes a range of results and conclusions; shows
good use of own / group fieldwork, with good use of terminology and linked to
inequality. Clear linkage to idea of ‘schemes’ and success. Evaluative in some
instances. Written language errors are rare.
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15. Question Number Question
4(a)
QWC (i, ii, iii)
Series Indicative content
Photos may show a variety of evidence:
4a Belfast B&W photo, showing people in old dress etc. 20C industrial
1911 scene, workers (manual / skilled) cranes etc feature in the
landscape. Large Titanic gantry can be seen in the distance.
4b Belfast Tour bus prominent to ‘see the new sights’. Links to historic
2009 past and association of ship building. New architect-deigned
building (CITI group) in the background – change of use + links
to finance (typical of rebranding).
Therefore evidence of rebranding might come in the form of:
• Change of land-use (industry to commerce + tourism)
• New buildings / conversion of industrial warehousing
• Change of ‘image’
• Use of history / heritage tourism (link with popular Titanic story) to
attract visitors
Some may argue that the images alone may not be sufficient evidence of
Belfast experiencing rebranding – need additional evidence.
Credit any reference to own fieldwork or case study material which supports
response.
Level Mark Descriptor
Level 1 1-4 One or two basic lift-offs described only. Lacks structure and very limited use
of geographical terminology. Considerable errors in language.
Level 2 5-7 Some range of ideas linked to Q, but may lack either breadth or depth.
May use one image more than the other. Some structure and use of
terminology. There are some written language errors.
Level 3 8-10 A clear response with good use of number of evidence from both images to
support ideas / comments. Well structured good use of geographical
terminology. May try to consider ‘evidence’. Written language errors are
rare.
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16. Question Number Question
4(b)
QWC (i, ii, iii)
Series Indicative content
Players are really stakeholders, i.e. are individuals, groups or organisations
who have an interest in the development or outcomes of a particular project.
Their role is as interested parties as they may be involved financially or
emotionally as the development is within a neighbourhood close to where they
live.
Depending on projects / examples chosen there could be a number of
stakeholders – ‘bigger players’ examples can include:
Urban Rural
The Arts Council offers various European Union , e.g. Objective 1
funding opportunities for arts linked programme and LEADER programme
projects.
English Partnerships - principle aim Action with Communities in Rural
is to 'deliver high quality sustainable England, or ACRE promotes local
growth in England’. rural initiatives
Advantage West Midlands – Natural England – grants to farmers
Development Agency for various agri-environmental
schemes.
Also Regional Development Agencies (can be both urban and rural); Heritage
Lottery Fund (HLF), Big Lottery Fund.
Could also be local small-scale / bottom-up / community groups acting as
stakeholders. Huge range of possibilities here, including more unusual
overseas agencies and organisations.
May also have mention of the important of ‘partnership’ working.
Level Mark Descriptor
Level 1 1-4 Identifies one or two players only. No reference to any examples. Little
structure and very limited use of geographical terminology. Considerable
errors in language.
Level 2 5-7 Identifies some players in using either reasonable range / detail. Uses at least
one example to support response. Some structure. Likely to be unbalanced.
There are some written language errors.
Level 3 8-10 A structured account which considers role of players using good range / detail.
Well structured and balanced response which uses example(s) effectively (at
least one in depth). Written language errors are rare.
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17. Question Number Question
4(c)
QWC (i, ii, iii)
Series Indicative content
There are a range of possibilities here – they may include:
Results & Expect references to specific places and data e.g.
Conclusions: improvements seen through a range of surveys, the results
from a questionnaire/interviews. Patterns of economic and
environmental change e.g. land-use, job creation,
improvements in infrastructure, education.
Conclusions could involve summaries as well as discussions of
patterns and trends.
May include evaluation + comments on reliability
Credit presentation if it can form part of the results, e.g. scatter graphs etc.
Expect a wide variety of ideas discussed, but limit credit to results and
conclusions and not how it was done.
Level Mark Descriptor
Level 1 1-4 Very limited / no results or conclusions described. Outcomes may not be
appropriate / linked to rebranding. Maybe just a description of the fieldwork /
research. Lacks structure. Considerable errors in language.
Level 2 5-8 Descriptive style but with one or two statements about results and/or
conclusion. May be mostly a description of the fieldwork approach. Expect
limited use of geographical terminology. There are some written language
errors.
Level 3 9-12 Describes some results and/or conclusions linked to rebranding within a named
place. May describe schemes and strategies, including some limited
evaluation. Some use of geographical terminology. Response shows some
structure, limited written language errors.
Level 4 13-15 Structured account which describes a range of results and conclusions; shows
good use of own / group fieldwork, with good use of terminology. Clear
linkage to idea of schemes and success of rebranding. Evaluative in some
instances. Written language errors are rare.
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18. Further copies of this publication are available from
Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN
Telephone 01623 467467
Fax 01623 450481
Email publications@linneydirect.com
Publications code US026348
January 2011
For more information on Edexcel qualifications, please visit www.edexcel.com/quals
Edexcel Limited. Registered in England and Wales no.4496750
Registered Office: One90 High Holborn, London, WC1V 7BH
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