A-level GEOGRAPHY 7037/1 Paper 1 Physical Geography

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2021 AQA and its licensors. All rights reserved. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2021 3 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the typical performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. The notes for answers provide indicative content. Students’ responses may take a different approach in relation to that which is typical or expected. It is important to stress that examiners must consider all a student’s work and the extent to which this answered the question, irrespective of whether a response follows an expected structure. If in doubt the examiner should contact their team leader for advice and guidance. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2021 4 Section A Question 1 Water and carbon cycles Qu Part Marking guidance Total marks 01 1 Outline the relationship between the water cycle and the carbon cycle in the atmosphere. Point marked Allow 1 mark per valid point with extra mark(s) for developed points (d). For example: Notes for answers • Increasing concentrations of carbon (and Methane) in the atmosphere has a warming effect on the planet and leads to increased evaporation (1). This can increase rates of precipitation or equally higher rates of evaporation can further exacerbate aridity (1) (d). • Volcanic eruptions release both carbon dioxide and water vapour into the atmosphere (1). • Photosynthesis requires both precipitation and carbon dioxide (1). • Decomposition releases carbon dioxide and requires the presence of water (1). Some may link this to the melting of permafrost, which is a significant contributor to CO2 release (1) (d). • Some may consider the acid rain as an outcome of the relationship between water and carbon on the atmosphere (1). This may be further linked to ocean acidification (1) (d). The notes for answers are not exhaustive. Credit any valid points. 4 AO1=4 01 2 Analyse the data shown in Figure 1. AO3 – There should be clear analysis of the relationships evident in the resource. Analysis should consider the relationship between forest cover, land surface temperature and latitude. Mark scheme Level 2 (4–6 marks) AO3 – Clear analysis of the quantitative evidence provided, which makes appropriate use of data in support. Clear connection(s) between different aspects of the data and evidence. Level 1 (1–3 marks) AO3 – Basic analysis of the quantitative evidence provided, which makes limited use of data and evidence in support. Basic connection(s) between different aspects of the data and evidence. 6 AO3=6 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2021 5 Notes for answers AO3 • Afforestation is more likely to lead to a reduction in land surface temperature. The most extreme temperature decreases can be seen where temperatures fall by up to 1.7oC at latitudes -25oS and a reduction in 50–70% surface cover. • Some obvious anomalies exist eg at 5oS, 10%–30% afforestation appears to lead to a small temperature increase. Similarly at around 40os, up to 50% afforestation leads to temperature decrease but at 60% afforestation, temperatures appear to increase. The highest latitudes also tend to see temperature increases with afforestation, more so in the northern hemisphere, though here data extends to 75oN, compared to only 55oS. • The pattern is arguably less predictable for deforestation. As a generalisation increasing deforestation leads to higher land surface temperatures with figures up to 1.7oC noted between 15oN and 15oS. • Between 55 and 75oN, almost any deforestation leads to temperature decrease and at around 45oN, with 70% decrease in forest, there is a significant drop in land surface temperature. • Some may note the lack of data particularly between 25oN and 15oS. This does make it more difficult to identify patterns within the data at these latitudes and also makes it more difficult to compare latitudes. • Some may consider deforestation in isolation and look for variation in patterns here. This is creditworthy at Level 1. Credit any other valid analysis. 01 3 Using Figure 2 and your own knowledge, assess the implications of the data for attempts to manage carbon transfers. AO1 – Knowledge and understanding of the carbon cycle. AO2 – Application of knowledge to show how effective understanding and managing carbon transfers can impact upon carbon storage. Mark scheme Level 2 (4–6 marks) AO1 – Demonstrates clear knowledge and understanding of concepts, processes, interactions and change. AO2 – Applies knowledge and understanding to the novel situation offering clear evaluation and analysis drawn appropriately from the context provided. Connections and relationships between different aspects of study are evident with clear relevance. Level 1 (1–3 marks) AO1 – Demonstrates basic knowledge and understanding of concepts, processes, interactions, change. 6 AO1=2 AO2=4 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2021 6 AO2 – Applies limited knowledge and understanding to the novel situation offering only basic evaluation and analysis drawn from the context provided. Connections and relationships between different aspects of study are basic with limited relevance. Notes for answers AO1 • Global distribution, and size of major stores of carbon – lithosphere, hydrosphere, cryosphere, biosphere, atmosphere. • Factors driving change in the magnitude of these stores over time and space, including flows and transfers at plant, sere and continental scales. Photosynthesis, respiration, decomposition, combustion, carbon sequestration in oceans and sediments, weathering. Changes in the carbon cycle over time, to include natural variation (including wild fires, volcanic activity) and human impact (including hydrocarbon fuel extraction and burning, farming practices, deforestation, land use changes). • The carbon budget and the impact of the carbon cycle upon land, ocean and atmosphere, including global climate. • Human interventions in the carbon cycle designed to influence carbon transfers and mitigate the impacts of climate change. AO2 • Responses should note that any management should seek to control the release of carbon from forests into the atmosphere as well as increase the uptake of carbon by expanding forests and increasing rates of photosynthesis. • The data suggests that European forests absorb more carbon than is released. It also suggests that more could be done to help with the absorption of carbon especially considering the amount that is released through burning fossil fuels. Fires release 7 TgC. A strategy to reduce wildfire could help reduce the amount released by uncontrolled burning or wildfire. • Similarly better use of waste from wood products could reduce decomposition and the burning of this could reduce fossil fuel use. In this sense some may argue that burning wood as a fuel source is carbon neutral as only a small amount is stored following decomposition. The wood burning for fuel could reduce emissions from burning fossil fuels ie an indirect benefit. • Some may suggest that afforestation schemes may reduce the rainsplash impact and soil erosion. This could reduce the 15 TgC lost in river carbon flow. • Making better use of wood in construction could reduce the reliance on energy intensive products. In this sense the forest could reduce carbon emissions more indirectly. • Some may consider sequestration as method to control the carbon released through decomposition. Credit any other valid assessment. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2021 7 01 4 With reference to a river catchment that you have studied, assess the potential factors which can impact upon the flood hydrograph. AO1 – Knowledge and understanding of the flood hydrograph and factors affecting the shape of it. K/U of a chosen case study of a river catchment. AO2 – Application of knowledge and understanding assess the impact of environmental factors, development and / or conservation on the hydrograph. Notes for answers AO1 • Drainage basins as open systems – inputs and outputs, to include precipitation, evapo-transpiration and runoff; stores and flows, to include interception, surface, soil water, groundwater and channel storage; stemflow, infiltration overland flow, and channel flow. Concept of water balance. • Runoff variation and the flood hydrograph. • Changes in the water cycle over time to include natural variation including storm events, seasonal changes and human impact including farming practices, land use change and water abstraction. • Case study of a river catchment(s) at a local scale to illustrate and analyse the key themes above, engage with field data and consider the impact of precipitation upon drainage basin stores and transfers and implications for flooding. AO2 • Responses are expected apply their knowledge of factors affecting the flood hydrograph to their chose case study of a river catchment. • Land use and other human activities influence the peak discharge of floods by modifying how rainfall is stored on and run off the land surface into streams. In undeveloped areas such as forests and grasslands, rainfall and snowmelt collect and are stored on vegetation, in the soil, or in surface depressions. When this storage capacity is filled, runoff flows slowly through soil, this reducing the flashiness of the hydrograph. • In contrast, urban areas, where much of the land surface is covered by roads and buildings, have less capacity to store rainfall and snowmelt. Construction of roads and buildings often involves removing vegetation, soil, and depressions from the land surface. The permeable soil is replaced by impermeable surfaces such as roads, roofs, concrete and tarmac surfaces, store little water, reduce infiltration of water into the ground, and accelerate runoff to ditches and streams. Even in suburban areas, where lawns and other permeable landscaping may be common, rainfall and snowmelt can saturate thin soils and produce overland flow, which runs off quickly. Once water enters a drainage network, it flows faster than either overland or subsurface flow. • Expect to see reference to specific case study detail eg Streamflow in Mercer Creek, an urban stream in western Washington, increases 20 AO1=10 AO2=10 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2021 8 more quickly, reaches a higher peak discharge, and has a larger volume during a one-day storm on 1 February 2000, than streamflow in Newaukum Creek, a nearby rural stream. Streamflow during the following week, however, was greater in Newaukum Creek. Lag time was shorter and the peak was significantly higher Mercer Creak. The return to normal base flow was longer on Newaukum Creek. With less storage capacity for water in urban basins and more rapid runoff, urban streams rise more quickly during storms and have higher peak discharge rates than do rural streams. In addition, the total volume of water discharged during a flood tends to be larger for urban streams than for rural streams. For example, streamflow in Mercer Creek, an urban stream in western Washington, increases earlier and more rapidly, has a higher peak discharge and volume during the storm on 1 February 2000, and decreases more rapidly than in Newaukum Creek, a nearby rural stream. • As with any comparison between streams, the differences in streamflow cannot be attributed solely to land use, but may also reflect differences in geology, topography, basin size and shape, and storm patterns. Expect to see responses consider natural factors such as these when considering impacts on the storm hydrograph. • Other responses may consider the impact of conservation on the storm hydrograph. In simple terms, expect to see the opposite impact ie that conservation flattens the peak and lengthens the lag to peak discharge. In other words the one of the key benefits of afforestation on the drainage basin is that it can dramatically reduce the likelihood of flooding downstream. • For example, the Pickering Project in North Yorkshire was one of three natural flood management trials set up after the severe floods of 2007. Another was at Holnicote in Somerset and a report by the Moors for the Future Partnership for the Environment Agency in February estimated this could reduce peak river flow by 25%. The third project, in Derbyshire, was estimated to be able to reduce peak flows by 4% • Tree planting can make a big contribution to reducing flood risk and should be part of a wider flood risk management approach, including conventional flood defences. Credit any other valid approach. Marking grid for Question 01.4 Level/ Mark Range Criteria/Descriptor Level 4 (16–20 marks) • Detailed evaluative conclusion that is rational and firmly based on knowledge and understanding which is applied to the context of the question. Interpretations are comprehensive, sound and coherent (AO2). • Detailed, coherent and relevant analysis and evaluation in the application of knowledge and understanding throughout (AO2). • Full evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2).