This document contains instructions for a geography exam. It provides details on the structure, timing and requirements of the exam. The exam consists of two sections - Section A with multiple choice and short answer questions worth 65 marks total, and Section B requiring an essay response to one of four long answer questions worth 25 marks. Examinees are advised to spend approximately one hour on Section A and 30 minutes on Section B. They are instructed to use the provided resource booklet to answer questions and show working clearly in the spaces provided.
This document contains instructions and questions for a geography exam. It includes 6 multiple choice and short answer questions (Section A) worth 65 marks total and 4 long answer essay questions (Section B) worth 25 marks each, for a total exam mark of 90. The exam covers various topics relating to global challenges such as natural hazards, climate change, urbanization and migration. Students are advised to spend approximately one hour on Section A and 30 minutes on Section B. They must answer all of Section A and choose one question from Section B.
This document contains instructions for a geography exam on global challenges. It provides information such as the time allotted, total marks, and guidance on how to answer questions. Students are advised to spend approximately one hour on Section A, which contains multiple choice and short answer questions requiring references to figures in the resource booklet. Section B contains one long answer question where students will be assessed on the quality of their written communication. The exam covers topics like natural hazards, disasters, and sea level rise in various countries.
This document contains instructions for a geography exam. It provides information such as the exam duration, number of sections, number of questions to answer in each section, and advice on time management. It tells students to write their identifying information in the boxes at the top of the page. Questions will require using the provided resource booklet, and some questions must be answered with a cross in a box to indicate the choice. Marks are provided to guide how long to spend on each question. Special care should be taken on questions marked with an asterisk.
The document is an exam paper for a geography course assessing global challenges. It contains a variety of resource materials and questions. Section A requires answers based on the resource booklet provided, and Section B requires students to answer one long-form question drawing on the resources and their own knowledge. The questions cover topics like drought, climate change impacts, globalization processes, and human migration patterns.
The document is an exam paper for a geography exam. It includes instructions for students on how to complete the exam and 6 exam questions with associated figures and resources. The questions cover topics like natural hazards, climate change, population dynamics, urbanization and globalization. Students are asked to answer multiple choice and longer answer questions requiring explanation and analysis.
This document provides tips for revising for the AS Unit 1 exam, including getting organized, making a revision plan, practicing past exam questions, learning key terminology, and using active revision techniques. It also outlines what to expect in the exam, specifically for the extended writing Section B questions. Students should choose their question carefully, using the stimulus material as a starting point while discussing other examples. They should aim to hit all elements of the mark scheme in their 15-mark answers through structure, depth, examples, range of factors covered, and use of terminology.
This document contains instructions and questions for a geography exam. It includes 6 multiple choice and short answer questions (Section A) worth 65 marks total and 4 long answer essay questions (Section B) worth 25 marks each, for a total exam mark of 90. The exam covers various topics relating to global challenges such as natural hazards, climate change, urbanization and migration. Students are advised to spend approximately one hour on Section A and 30 minutes on Section B. They must answer all of Section A and choose one question from Section B.
This document contains instructions for a geography exam on global challenges. It provides information such as the time allotted, total marks, and guidance on how to answer questions. Students are advised to spend approximately one hour on Section A, which contains multiple choice and short answer questions requiring references to figures in the resource booklet. Section B contains one long answer question where students will be assessed on the quality of their written communication. The exam covers topics like natural hazards, disasters, and sea level rise in various countries.
This document contains instructions for a geography exam. It provides information such as the exam duration, number of sections, number of questions to answer in each section, and advice on time management. It tells students to write their identifying information in the boxes at the top of the page. Questions will require using the provided resource booklet, and some questions must be answered with a cross in a box to indicate the choice. Marks are provided to guide how long to spend on each question. Special care should be taken on questions marked with an asterisk.
The document is an exam paper for a geography course assessing global challenges. It contains a variety of resource materials and questions. Section A requires answers based on the resource booklet provided, and Section B requires students to answer one long-form question drawing on the resources and their own knowledge. The questions cover topics like drought, climate change impacts, globalization processes, and human migration patterns.
The document is an exam paper for a geography exam. It includes instructions for students on how to complete the exam and 6 exam questions with associated figures and resources. The questions cover topics like natural hazards, climate change, population dynamics, urbanization and globalization. Students are asked to answer multiple choice and longer answer questions requiring explanation and analysis.
This document provides tips for revising for the AS Unit 1 exam, including getting organized, making a revision plan, practicing past exam questions, learning key terminology, and using active revision techniques. It also outlines what to expect in the exam, specifically for the extended writing Section B questions. Students should choose their question carefully, using the stimulus material as a starting point while discussing other examples. They should aim to hit all elements of the mark scheme in their 15-mark answers through structure, depth, examples, range of factors covered, and use of terminology.
This document contains instructions and questions for a geography exam. It includes:
- Instructions for candidates on what materials are allowed, how to fill in identifying information, and how long to spend on each section.
- Section A contains 6 multiple choice and short answer questions about topics like natural hazards, climate change, and globalization.
- Section B contains 4 long answer essay questions from which candidates must choose one. The questions relate to figures in an accompanying resource booklet.
The document provides instructions and information for a geography exam. It includes a cover page with the student's information and exam details. The first page provides general instructions for completing the exam, which is divided into two sections. Section A includes 6 multiple choice and short answer questions requiring use of resource materials. Section B requires answering one long answer question from a choice of four, drawing on the resource materials and own knowledge. The resource booklet contains figures and data related to the questions.
This document contains instructions for a geography exam, including information about timing, number of questions to answer, and how responses should be provided. It also provides four figures related to the exam questions covering topics like plate tectonics, sea level rise, climate change projections, and ICT use in different countries. Students are advised to spend approximately one hour on the first section and 30 minutes on the second.
1. ArcelorMittal, the world's largest steelmaker, made a bid to acquire Macarthur Coal in Australia in October 2011. This was likely motivated by the desire to achieve the benefits of backwards vertical integration, as ArcelorMittal uses large quantities of coal in its steel production process.
2. Sally owns a potato farm and aims to maximize profit. As she believes the market price of potatoes will not be affected by her farm's output level, she will produce at the level where marginal cost equals price in the short run to maximize profit.
3. Sally believes her individual output will not impact the overall market price. Therefore, she will produce the quantity where marginal cost equals price to
- Platelets release thromboplastin which catalyses the conversion of prothrombin into thrombin in the presence of calcium ions. This starts the blood clotting process.
This document contains instructions and questions for a geography exam. It provides the exam paper reference and total marks. It instructs students to answer two questions from Section A and all parts of Section B. Section A contains five questions, each with two parts worth a total of 25 marks. The questions refer to figures related to topics like energy security, biodiversity, economic development, and technology. It instructs students on the exam format and provides advice on time management and checking answers.
The document is an exam for a General Certificate of Secondary Education in English/English Language. It contains two sections - Section A involves reading comprehension questions about three sources provided, and Section B involves writing tasks. For Section A, students have one hour to answer questions about the sources, which include an article about a lifesaving program, an article and picture about trapped Chilean miners, and an extract from a non-fiction book. For Section B, students have one hour to write a blog entry about overcoming uncertainty and an newspaper article arguing their view on what makes a good role model. The exam tests both reading comprehension and writing ability.
Edexcel is a leading examining and awarding body that provides qualifications worldwide. It supports centers through a network of UK and international offices to help deliver education programs. Customers with subject questions can contact Edexcel's Customer Services or use the Ask The Expert email service for specialized help. This document outlines the January 2009 mark scheme for Edexcel's GCE Geography exam.
This document provides a mark scheme for a geography exam assessing students' understanding of global challenges. It includes multiple choice and short answer questions on topics like natural hazards, climate change impacts, population dynamics, and globalization. The mark scheme outlines the key points and level of detail required to earn marks for responses to each question. It also provides examples of responses that would or would not meet the marking criteria.
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.
- 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.
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 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 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
This document lists past topics, regions, and questions from Section B of the Contested Planet exam over multiple years. It examines whether there are any patterns in the types of questions asked. For each year/topic, it provides 3 sub-questions that were asked relating to explaining factors, evaluating arguments/importance, and assessing contributions to sustainability/future outcomes. The questions cover a range of environmental, economic, social, and political issues facing different regions of the world.
1. The document provides guidance on preparing for the synoptic section of the Unit 3 exam on superpower geographies in East Asia. It outlines 13 preparation tasks focused on understanding the resources, region, issues, and potential essay questions.
2. Students are advised to demonstrate synopticity by linking different topics within the unit and between units, using themes of players, actions, and futures, and comparing situations. They should also consider global themes, models/theories, and parallel examples.
3. Potential essay titles centered around three enquiry areas: superpower geographies; the role of superpowers; and superpower futures. Students are advised on essay structure, synopticity, and responding to assess/
The document discusses flooding in Bangladesh. It describes how Bangladesh experiences regular flooding due to its location at the confluence of three major rivers and its low-lying delta. Flooding causes widespread damage but also replenishes soils. Proposed solutions like embankments have had limited success due to high costs and environmental impacts. A mixture of strategies like forecasting, shelters, and eco-friendly projects may better help Bangladesh adapt.
This document discusses several aspects of cultural globalization:
1. It presents three different views on the impact of globalization on cultural diversity - that it has increased cultural awareness but also eroded some local cultures.
2. It explores the role of global media, especially American media, in spreading culture worldwide and some criticisms of this.
3. It gives examples of localized cultures that have emerged in the modern world, such as Bollywood and how music has spread between countries.
4. It addresses different views on the impact of consumerism and uses China as a case study. The document instructs the reader to research these topics and issues in more depth.
This document discusses several strategies for managing health risks like aging populations, depression, obesity, diabetes, malaria, and HIV/AIDS. It examines how differing management approaches have led to varying outcomes. Effective management of these issues requires awareness of why some risks are harder to address, like those indirectly caused by modern lifestyles. Both short-term and long-term strategies across multiple levels are needed to control risks and their impacts on public health.
The document discusses the social, economic, and environmental impacts of health risks and diseases. It examines the short-term and long-term impacts on individuals, families, communities, and countries. The short-term impacts include disruption of education, reduction in household wages, and lost productivity. The long-term impacts include reduced workforce skills and qualifications, rising costs of long-term care for disabilities and older populations, and decreased national savings and investment. Health risks disproportionately affect those with lower incomes and can contribute to divides both within and between countries.
The document outlines tasks for understanding how health risks can be managed. It involves:
1) Identifying the socioeconomic and environmental impacts of different health risks at various scales.
2) Researching management strategies used by international agencies and who implements them.
3) Exploring how different organizations manage health risks at local to global levels, including governments, NGOs, corporations and the roles of groups like the WHO and pharmaceutical companies.
4) Completing tasks on a health management blog to help answer the inquiry question.
The document discusses managing health risks and sustainability of health programs. It notes that both short-term emergency response and long-term sustainable planning are important for effective health management. While some health issues like smallpox eradication have been successfully managed through coordinated global efforts, addressing other issues like HIV/AIDS has proven more difficult to sustain over the long term due to challenges in securing reliable funding. The document also examines debates around vertical versus horizontal health programming approaches.
This document contains instructions and questions for a geography exam. It includes:
- Instructions for candidates on what materials are allowed, how to fill in identifying information, and how long to spend on each section.
- Section A contains 6 multiple choice and short answer questions about topics like natural hazards, climate change, and globalization.
- Section B contains 4 long answer essay questions from which candidates must choose one. The questions relate to figures in an accompanying resource booklet.
The document provides instructions and information for a geography exam. It includes a cover page with the student's information and exam details. The first page provides general instructions for completing the exam, which is divided into two sections. Section A includes 6 multiple choice and short answer questions requiring use of resource materials. Section B requires answering one long answer question from a choice of four, drawing on the resource materials and own knowledge. The resource booklet contains figures and data related to the questions.
This document contains instructions for a geography exam, including information about timing, number of questions to answer, and how responses should be provided. It also provides four figures related to the exam questions covering topics like plate tectonics, sea level rise, climate change projections, and ICT use in different countries. Students are advised to spend approximately one hour on the first section and 30 minutes on the second.
1. ArcelorMittal, the world's largest steelmaker, made a bid to acquire Macarthur Coal in Australia in October 2011. This was likely motivated by the desire to achieve the benefits of backwards vertical integration, as ArcelorMittal uses large quantities of coal in its steel production process.
2. Sally owns a potato farm and aims to maximize profit. As she believes the market price of potatoes will not be affected by her farm's output level, she will produce at the level where marginal cost equals price in the short run to maximize profit.
3. Sally believes her individual output will not impact the overall market price. Therefore, she will produce the quantity where marginal cost equals price to
- Platelets release thromboplastin which catalyses the conversion of prothrombin into thrombin in the presence of calcium ions. This starts the blood clotting process.
This document contains instructions and questions for a geography exam. It provides the exam paper reference and total marks. It instructs students to answer two questions from Section A and all parts of Section B. Section A contains five questions, each with two parts worth a total of 25 marks. The questions refer to figures related to topics like energy security, biodiversity, economic development, and technology. It instructs students on the exam format and provides advice on time management and checking answers.
The document is an exam for a General Certificate of Secondary Education in English/English Language. It contains two sections - Section A involves reading comprehension questions about three sources provided, and Section B involves writing tasks. For Section A, students have one hour to answer questions about the sources, which include an article about a lifesaving program, an article and picture about trapped Chilean miners, and an extract from a non-fiction book. For Section B, students have one hour to write a blog entry about overcoming uncertainty and an newspaper article arguing their view on what makes a good role model. The exam tests both reading comprehension and writing ability.
Edexcel is a leading examining and awarding body that provides qualifications worldwide. It supports centers through a network of UK and international offices to help deliver education programs. Customers with subject questions can contact Edexcel's Customer Services or use the Ask The Expert email service for specialized help. This document outlines the January 2009 mark scheme for Edexcel's GCE Geography exam.
This document provides a mark scheme for a geography exam assessing students' understanding of global challenges. It includes multiple choice and short answer questions on topics like natural hazards, climate change impacts, population dynamics, and globalization. The mark scheme outlines the key points and level of detail required to earn marks for responses to each question. It also provides examples of responses that would or would not meet the marking criteria.
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.
- 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.
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 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 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
This document lists past topics, regions, and questions from Section B of the Contested Planet exam over multiple years. It examines whether there are any patterns in the types of questions asked. For each year/topic, it provides 3 sub-questions that were asked relating to explaining factors, evaluating arguments/importance, and assessing contributions to sustainability/future outcomes. The questions cover a range of environmental, economic, social, and political issues facing different regions of the world.
1. The document provides guidance on preparing for the synoptic section of the Unit 3 exam on superpower geographies in East Asia. It outlines 13 preparation tasks focused on understanding the resources, region, issues, and potential essay questions.
2. Students are advised to demonstrate synopticity by linking different topics within the unit and between units, using themes of players, actions, and futures, and comparing situations. They should also consider global themes, models/theories, and parallel examples.
3. Potential essay titles centered around three enquiry areas: superpower geographies; the role of superpowers; and superpower futures. Students are advised on essay structure, synopticity, and responding to assess/
The document discusses flooding in Bangladesh. It describes how Bangladesh experiences regular flooding due to its location at the confluence of three major rivers and its low-lying delta. Flooding causes widespread damage but also replenishes soils. Proposed solutions like embankments have had limited success due to high costs and environmental impacts. A mixture of strategies like forecasting, shelters, and eco-friendly projects may better help Bangladesh adapt.
This document discusses several aspects of cultural globalization:
1. It presents three different views on the impact of globalization on cultural diversity - that it has increased cultural awareness but also eroded some local cultures.
2. It explores the role of global media, especially American media, in spreading culture worldwide and some criticisms of this.
3. It gives examples of localized cultures that have emerged in the modern world, such as Bollywood and how music has spread between countries.
4. It addresses different views on the impact of consumerism and uses China as a case study. The document instructs the reader to research these topics and issues in more depth.
This document discusses several strategies for managing health risks like aging populations, depression, obesity, diabetes, malaria, and HIV/AIDS. It examines how differing management approaches have led to varying outcomes. Effective management of these issues requires awareness of why some risks are harder to address, like those indirectly caused by modern lifestyles. Both short-term and long-term strategies across multiple levels are needed to control risks and their impacts on public health.
The document discusses the social, economic, and environmental impacts of health risks and diseases. It examines the short-term and long-term impacts on individuals, families, communities, and countries. The short-term impacts include disruption of education, reduction in household wages, and lost productivity. The long-term impacts include reduced workforce skills and qualifications, rising costs of long-term care for disabilities and older populations, and decreased national savings and investment. Health risks disproportionately affect those with lower incomes and can contribute to divides both within and between countries.
The document outlines tasks for understanding how health risks can be managed. It involves:
1) Identifying the socioeconomic and environmental impacts of different health risks at various scales.
2) Researching management strategies used by international agencies and who implements them.
3) Exploring how different organizations manage health risks at local to global levels, including governments, NGOs, corporations and the roles of groups like the WHO and pharmaceutical companies.
4) Completing tasks on a health management blog to help answer the inquiry question.
The document discusses managing health risks and sustainability of health programs. It notes that both short-term emergency response and long-term sustainable planning are important for effective health management. While some health issues like smallpox eradication have been successfully managed through coordinated global efforts, addressing other issues like HIV/AIDS has proven more difficult to sustain over the long term due to challenges in securing reliable funding. The document also examines debates around vertical versus horizontal health programming approaches.
Robert Johnson argues that new ice sheet growth depends more on heavy snowfall and strong moisture in the northern hemisphere rather than cold temperatures alone. The distribution of ice is influenced by factors like land and sea differences in absorbing and transferring heat, with seas being able to absorb heat deeper and transfer it farther through circulation. Places at the same latitude can experience very different temperatures and climates due to factors like being over land or sea, affecting glacier growth.
Cold environments can be defined as areas that experience ice ages and have glacial landforms. The document discusses four key areas: defining and locating current cold environments like glacial areas; the climatic processes that cause ice ages; distinctive landforms created by glaciers; and the challenges and opportunities in cold environments. It provides details on the location and types of cold environments today, the number of past ice ages over geological eras, how glaciers form through snow accumulation and stages of development, and their movement patterns across the landscape.
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2. 2
*M35965A0220*
SECTION A
Answer ALL questions.
You must use the Resource Booklet.
You are advised to spend approximately one hour on Section A.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .
1 Study Figure 1.
(a) Which region has experienced the greatest number of category 5 tropical
cyclones? Put a cross in the correct box.
(1)
South Pacific
South Atlantic
East Pacific
West Pacific
North Atlantic
(b) Describe the global distribution of tropical cyclones.
(3)
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3. 3
*M35965A0320* Turn over
(c) Give reasons for the distribution of tropical cyclones.
(3)
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(d) Explain how tropical cyclones contribute to the risk of living in the Philippines
disaster hotspot.
(4)
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(Total for Question 1 = 11 marks)
4. 4
*M35965A0420*
2 Study Figure 2.
(a) Describe
(2)
1. the long term variations in CO2
level,
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2. the recent trend.
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(b) Name one source of evidence for the long term CO2
data.
(1)
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(c) Describe two recent environmental changes that provide evidence for global
warming.
(4)
1 ............................................................................................................................................................................................................................................................................
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5. 5
*M35965A0520* Turn over
(d) Explain why the majority of scientists believe humans are responsible for today’s
high level of CO2
.
(4)
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(Total for Question 2 = 11 marks)
6. 6
*M35965A0620*
3 Study Figure 3.
(a) Which one of the following five statements is correct? Put a cross in the correct
box.
(1)
Belgium has the highest target to meet by 2020
France has made most progress to meet its target
The UK has made most progress to meet its target
Ireland has made least progress to meet its target
Ireland has the lowest target to meet by 2020
(b) Suggest how the use of renewable energy sources can help tackle climate change.
(2)
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(c) Suggest why progress towards meeting renewable energy targets is so slow.
(3)
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7. 7
*M35965A0720* Turn over
(d) Using examples, explain how adaptation strategies can help people cope with
the impacts of climate change.
(5)
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(Total for Question 3 = 11 marks)
8. 8
*M35965A0820*
4 Study Figure 4.
(a) What global grouping does Ethiopia belong to? Put a cross in the correct box.
(1)
OECD nations
The NICs
The LDCs
OPEC states
NAFTA
(b) State the evidence, in Figure 4, of a two speed world.
(2)
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(c) What are newly industrialised countries (NICs)?
(3)
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9. 9
*M35965A0920* Turn over
(d) Explain why the OPEC nations have become a wealthy and powerful global
grouping.
(4)
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(Total for Question 4 = 10 marks)
10. 10
*M35965A01020*
5 Study Figure 5.
(a) (i) State which age group is found in unusually high numbers along the south
coast.
(1)
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(ii) Suggest reasons why this age group is found in unusually high numbers
along the south coast.
(2)
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(b) Many large urban areas have unusually high numbers of young people (under 25).
Suggest reasons for this.
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11. 11
*M35965A01120* Turn over
(c) Explain how 20th Century improvements in health and hygiene have brought
increased life expectancy to the UK.
(4)
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(Total for Question 5 = 10 marks)
12. 12
*M35965A01220*
6 Study Figure 6.
(a) What is a megacity? Put a cross in the correct box.
(1)
A city with more than one million residents
The capital city of a G8 nation
A city with a major stock exchange
A country’s capital city
A city or urban region with more than ten million residents
(b) Using the photographs and your own knowledge, complete the table to contrast
the characteristics of the two megacities shown in Figure 6.
(6)
A - Lagos
Developing world megacity
B - New York
Developed world megacity
Average
building
height
Quality of
housing
Economic
functions
13. 13
*M35965A01320* Turn over
(c) Explain how the growth of megacities threatens the sustainability of the urban
environment.
(5)
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(Total for Question 6 = 12 marks)
TOTAL FOR SECTION A = 65 MARKS
14. 14
*M35965A01420*
SECTION B
Answer ONE question in this section.
Use the evidence provided in the Resource Booklet and your own ideas and examples.
You are advised to spend approximately 30 minutes on Section B.
*7 Study Figure 7.
(a) Suggest why many megacities could face increased vulnerability to natural
disasters.
(10)
(b) Explain how global warming and El Niño events may lead to increasing natural
hazards.
(15)
(Total for Question 7 = 25 marks)
*8 Study Figure 8.
(a) Suggest ways in which climate change might affect Africa’s physical environment.
(10)
(b) Examine the possible economic impacts of projected climate change for the
African continent.
(15)
(Total for Question 8 = 25 marks)
*9 Study Figure 9.
(a) Suggest reasons why the membership of trade blocs, such as the EU, has changed
over time.
(10)
(b) Explain how transport improvements have helped build a more interconnected
world.
(15)
(Total for Question 9 = 25 marks)
*10 Study Figure 10.
(a) Suggest why the UK government welcomes some migrants but not others.
(10)
(b) Examine the impact of UK retirement migration to the Mediterranean on source
and host regions.
(15)
(Total for Question 10 = 25 marks)
15. 15
*M35965A01520* Turn over
Indicate which question you are answering by marking a cross in the box . If you change your
mind, put a line through the box and then indicate your new question with a cross .
Chosen Question Number:
Question 7 Question 8
Question 9 Question 10
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