Edexcel A Level Geography (9GE0) Paper 03 Marking Scheme 2022

Edexcel A Level Geography (9GE0) Paper 03 Marking Scheme 2022. Award 1 mark for providing an accurate definition of a hazard or a disaster (1) and a second mark for making a clear distinction between the two (1) For example Hazards are those things that pose a threat to life and/or property (1) whereas disasters are events that have (disastrous) consequences for a population (1) Further marks are available by extending this distinction Some definitions of disasters offer thresholds as in 10 deaths, 100 injuries etc. (1) vulnerability is a function of population size, location, preparedness etc. (1) capacity to cope is important in limiting the impact of hazards e.g. by adaptation (1). Do not award a mark for either ‘vulnerability’ or ‘capacity to cope’ unless it is developed by example. Accept any other appropriate response. (4) (1 +1 +1+1) Question number Mark 2 (a) (i) 40-34.4 = 5.6 5.6 2 = 31.36 31.36/34.4 = 0.9 One mark for correct method (1) One for correct result (1) (2) 1 + 1 Question number Mark 2 (a) (ii) Completing the table to give the correct answer can be done in two ways 1. 3.8+0.5+0.8+0.9+0.3 = 6.3 25.3+6.3 = 31.6 = X 2 Or 2. 0.9 + 3.6 = 4.5 19.1+2.3+4.2+4.5+1.5 = 31.6 = X 2 One mark for the method One mark for the correct result. Please note the item to mark includes the previous question, 2(a) (i) – this is to avoid double penalizing students who make an error on 2 (a) (i) and carry that wrong answer over so get the wrong result in 2 (a) (ii). Please credit those answers that use the method correctly (1) and using their data reach a mathematically correct result (1) (2) 1 + 1 Question number Indicative content Mark 2(b) AO3 (4 marks)  The 99% confidence level for the alternative hypothesis suggests a very strong link here e.g. ‘only a 1% probability that they are not associated/correlated’ (1)  Strictly speaking it means that there is statistical relationship and/or correlation is not causation (1)  An investigation into what makes the SIDS more vulnerable than other countries (1)  An investigation into one or more environmental/economic/social or political variable that might be researched further e.g. sea-level rise (1)  Research into how Governments, IGOs and other stakeholders might react e.g. mitigation and adaptation policies (1)  Another statistical test could be done comparing the SIDS with, for example, other LDCs or LICs rather than all countries (1)  Table 1 suggests that most of the variance comes in the extremely vulnerable category which suggests need for further research into these 17 SIDS (1) Do not credit material simply taken from the question e.g. ‘the result is significant at the 99% confidence level’ unless this qualified or developed. Accept any other appropriate response. (4) (1+1 + 1+1) Question number Indicative content 3 AO1 (4 marks)/AO3 (4 marks) Marking instructions Markers must apply the descriptors in line with the general marking guidance and the qualities outlined in the levels-based mark scheme below. Indicative content guidance The indicative content below is not prescriptive, and candidates are not required to include all of it. Other relevant material not suggested below must also be credited. AO1- preamable The candidates ‘knowledge and understanding of places, environments, concepts, processes, interaction and change at a variety of scales’ will be drawn from across the whole specification including the non-optional Topics 1, 3, 6 and 7. It might also include material drawn from either Topic 4A or 4B and either Topic 8A or Topic 8B; the optional topics on this specification. On this paper they might also find relevant material in their Topic 1 or Topic 2B material. Relevant points may include: AO1  Many of these ‘countries’ were part of Empires and acquired for military and commercial reasons – their small size was of no relevance in that colonial phase but may be a significant issue today  The colonial experience was often a function of their locations in the tropics and thus the development of specialist crops e.g. Jamaica’s sugar plantations  Larger countries inevitably have more variation in their populations and economies  Cultural and political cohesion is likely to vary greatly depending on both remoteness and dispersion  There is (probably) considerable variety within some of these countries although less so with the very smallest places  Remoteness is not just controlled by distance but also by available connections on air and shipping corridors  Remoteness of locations is also impacted by lack of internet connectivity  Very many ex-colonial countries have societies reflecting that legacy with many dominated by elites  A clear similarity is that these countries are not powerful enough to have much global influence making their populations more vulnerable to foreign influences, many of which might be negative  Small land areas and small populations will have ‘small’ economies  Many are too small to support their own industries making the populations far too dependent on stronger neighbours  Some SIDS will be more exposed to natural hazards according to the proximity of plate boundaries and tropical cyclone pathways  Population size and distribution might be affected by the tectonic and hydrometeorological hazards  Emigration and the importance of remittances are probably distinctive characteristics of most LICs, not just the SIDS AO3 -preamble This AO is built around ‘a variety of relevant quantitative, qualitative and fieldwork skills to:  Investigate geographical questions and issues  Interpret, analyse and evaluate data and evidence Clearly the fieldwork skills are not relevant here but the others are. Relevant points may include: AO3  Figure 1 shows that there are some obvious similarities e.g. islands but even this is not completely true e.g. Guyana  This is confirmed by Figure 2 (text)  Figure 1 also shows that there are very considerable differences in distances from neighbours – the Caribbean SIDS are much less dispersed than the Pacific group or the AIMS group  This is confirmed by data from Figure 2 on ‘remoteness index’ with Pacific islands  There are also very considerable differences in size – Figure 1 sizes range from Nauru to Fiji.  So mostly quite small in land area but substantial differences here too – Nauru and Jamaica (Figure 2) and Papua New Guinea (Figure 1)  Some states are very dispersed (Kiribati example) whereas others are not (Jamaica)  Not all appear to be ‘developing’ countries with Singapore a notable exception, Bahrain another high-income country, so likely to be considerable differences in their population densities.  As a result, many are losing population to out-migration (text in Figure 2) but that loss might vary according to levels of isolation.  Significant contrasts in population size and density  Significant variations in the size of their economies  Many are short of agricultural land but, again, not all – presumably not PNG  Please accept names of states however they are spelt Accept any other appropriate responses. Level Mark Descriptor 0 No rewardable material. Level 1 1–3  Demonstrates isolated elements of geographical knowledge and understanding, some of which may be inaccurate or irrelevant. (AO1)  Investigates the question/issue to produce a limited analysis of data/evidence, making few connections to geographical ideas. (AO3) Level 2 4–6  Demonstrates geographical knowledge and understanding, which is mostly relevant but may include some inaccuracies. (AO1)  Critically investigates the question/issue to produce an analysis of data/evidence, making some logical connections to geographical ideas, which are mostly relevant. (AO3) Level 3 7–8  Demonstrates accurate and relevant geographical knowledge and understanding throughout. (AO1)  Critically investigates the question/issue to produce a coherent analysis of data/evidence, making logical connections to relevant geographical ideas. (AO3)