A-level GEOGRAPHY 7037/1 Paper 1 Physical Geography Mark scheme June 2022 Version: 1.0 Final

AQA A-level GEOGRAPHY 7037/1 Paper 1 Physical Geography Mark scheme June 2022 Version: 1.0 Final 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 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. Section A Question 1 Water and carbon cycles Qu Part Marking guidance Total marks 01 1 Explain the concept of negative feedback within the carbon cycle. Point marked Allow 1 mark per valid point with extra mark(s) for developed points (d). For example: Notes for answers • Feedback is an important aspect of systems and their tendency towards dynamic equilibrium (1). • Negative feedback nullifies / returns a system towards equilibrium (1) and counteracts the impact of earlier changes in the system (1) (d) • For example, increased atmospheric CO2 leads to both warmer temperatures and availability of CO2 for uptake by plants (1). This promotes increased photosynthesis rates and carbon capture/storage by plants (1) (d), reducing the carbon levels back to state of balance (1) (d). The notes for answers are not exhaustive. Credit any valid points. 4 AO1=4 01 2 Analyse the changes in the terrestrial water system shown in Figure 1. AO3 – There should be clear analysis of the relationships evident in the resource. Analysis should consider the change in terrestrial water as a result of human activity and climate change. 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. Notes for answers AO3 • The changes between are very mixed. Some places experienced a net loss of terrestrial water while other places 6 AO3=6 experienced gain. Very few places experienced no change. Ice sheets for example in Greenland and Antarctica both experienced substantial loss (2cm/yr) due to probable climate change. Some may note the anomaly that within and around both areas there are also increases in terrestrial water eg at the centre of the Greenland ice sheet. • Some may note that existing desert areas have largely lost terrestrial water eg in the Sahara / Middle East. • The pattern in south-east Asia is also very mixed with India and eastern China experiencing increasing terrestrial water. The causes are almost all related to probable or possible human impact with just one example of natural variation in central China. • The changes experienced in Canada are almost all related to probable or possible climate change. • Similarly the changes in central and southern parts of Africa are almost all related to natural variation with many places set to experience increased terrestrial water over the period of up to 2cm/yr. • Another anomaly appears in Siberia. It is the only region which experienced increase in terrestrial water due to possible climate change impact. Credit any other valid analysis. 01 3 Using Figure 2 and your own knowledge, assess the challenges arising out of the changing forest cover. AO1 – Knowledge and understanding of changes to the global carbon budget as a result of human activity. Awareness of deforestation, its causes and impacts. AO2 – Application of knowledge to show how changes to global forest cover present major local, regional and international issues. 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. AO2 – Applies limited knowledge and understanding to the novel situation offering only basic evaluation and analysis drawn from the 6 AO1=2 AO2=4 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. • The carbon budget and the impact of the carbon cycle upon land, ocean and atmosphere, including global climate. AO2 • There are a variety of potential challenges associated with this information. Most are likely to consider the challenges associated with deforestation e.g. impacts on soils, drainage basins, convection rainfall or risk of flooding and / or desertification. There are extensive areas of forest loss in Central and South America, and Easter and Southern Africa, South East Asia. Some may support this with data, though is not essential. Others may note anomalies such as Northern Africa which lost a lot of forest between 1990 and 2000 and not much since. Some are likely to consider the impact on CO2 levels and the associated climate implications. • Others may consider the challenges associated with afforestation. East Asia, Western and Central Asia, Europe and the Caribbean have all experienced gain. Afforestation schemes are only possible where the land-use has not already been taken up by other human activity such as settlement transport or agriculture. These areas experiencing afforestation are likely to be sparsely populated. The much greater challenge is afforesting areas closer to human activity centres, hence the relatively small increases in Europe • Interestingly the Great Green Wall in Africa is not evident as an area of afforestation, but some may refer to this. Some may suggest the challenge here was in establishing a co-operative approach across many African countries, with the shared goal of limiting the process of desertification. • Others may consider in more generic terms the issues of competing demands on scarce resources. The encroachment into Amazonia may feature here for example. Political issues may also feature, such as the apparent change in policy by the Brazilian government, and the increasing evidence of rainforest exploitation, clearly evident in the resource. Credit any other valid assessment. 01 4 ‘Human activity needs to focus more on adapting to the expected negative impacts of climate change than on taking measures to restore atmospheric carbon to pre-industrial levels.’ How far do you agree with this view? AO1 – Knowledge and understanding of impact of climate change, particularly regarding implications for life on earth. Knowledge and understanding of measures to mitigate the impact of climate change. AO2 – Application of knowledge and understanding assess the extent to which mitigation is more important than adaptation in the context of climate change. Notes for answers AO1 • The key role of the carbon and water stores and cycles in supporting life on Earth with particular reference to climate. The relationship between the water cycle and carbon cycle in the atmosphere. • The role of feedbacks within and between cycles and their link to climate change and implications for life on Earth. • Human interventions in the carbon cycle designed to influence carbon transfers and mitigate the impacts of climate change. • 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). AO2 • Responses are expected to offer a discussion around measures to mitigate against the impact of climate change as well as measures to reduce the production of CO2 and reverse the amount of atmospheric carbon. • In terms of mitigation, expect to see reference to measures designed to restore carbon levels to pre-industrial levels. Global agreements such as the Paris Accord may feature. Investment in carbon capture and storage, sequestration technology (for example using depleted oil and gas fields as storage for CO2) as well as fossil fuel reduction measures. Alternative energy and electric cars may also feature. Some may also consider the aviation industry and measures being taken there to reduce CO2 emissions. There should be an awareness of the challenges associated with reducing atmospheric carbon levels, but also opportunities to use technology to solve these major challenges. • Others may consider afforestation schemes such as the Shandong ecological afforestation scheme. The purpose of this scheme is primarily to reduce the impact of desertification but also will provide the secondary benefit of acting as a carbon store, absorbing atmospheric carbon. • Adaptation is more concerned with an acceptance that climate is changing and human activity being geared towards minimising the potentially negative consequences. Examples include changes to 20 AO1=10 AO2=10 farming practices to cope with climate change. This may also present opportunities to open up new areas to agriculture which were previously too cold to exploit. Others may consider switching to crops which may absorb more carbon, thus combining adaptation and mitigation. • In more general terms, responses may consider approaches which seek to cope with a changing climate. Candidates may bring in other aspects of study including coastal defence or even changes to alpine tourism as measures to cope with the reduced snowfall in these locations. This is a legitimate approach. • Responses are free to argue either way, though the position should be based upon preceding content. 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). • Detailed, highly relevant and appropriate knowledge and understanding of place(s) and environments used throughout (AO1). • Full and accurate knowledge and understanding of key concepts, processes and interactions and change throughout (AO1). • Detailed awareness of scale and temporal change which is well integrated where appropriate (AO1). Level 3 (11–15 marks) • Clear evaluative conclusion that is based on knowledge and understanding which is applied to the context of the question. Interpretations are generally clear and support the response in most aspects (AO2). • Generally clear, coherent and relevant analysis and evaluation in the application of knowledge and understanding (AO2). • Generally clear evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Generally clear and relevant knowledge and understanding of place(s) and environments (AO1). • Generally clear and accurate knowledge and understanding of key concepts, processes and interactions and change (AO1). • Generally clear awareness of scale and temporal change which is integrated where appropriate (AO1). Level 2 (6–10 marks) • Some sense of an evaluative conclusion partially based upon knowledge and understanding which is applied to the context of the question (AO2). Interpretations are partial but do support the response in places. • Some partially relevant analysis and evaluation in the application of knowledge and understanding (AO2). • Some evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Some relevant knowledge and understanding of place(s) and environments which is partially relevant (AO1). • Some knowledge and understanding of key concepts, processes and interactions and change. There may be a few inaccuracies (AO1). • Some awareness of scale and temporal change which is sometimes integrated where appropriate. There may be a few inaccuracies (AO1). Level 1 (1–5 marks) • Very limited and/or unsupported evaluative conclusion that is loosely based upon knowledge and understanding which is applied to the context of the question. Interpretation is basic (AO2). • Very limited analysis and evaluation in the application of knowledge and understanding. This lacks clarity and coherence (AO2). • Very limited and rarely logical evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Very limited relevant knowledge and understanding of place(s) and environments (AO1). • Isolated knowledge and understanding of key concepts, processes and interactions and change. There may be a number of inaccuracies. (AO1). • Very limited awareness of scale and temporal change which is rarely integrated where appropriate. There may be a number of inaccuracies (AO1). Level 0 (0 marks) • Nothing worthy of credit. Section B Question 2 Hot desert systems and landscapes Qu Part Marking guidance Total marks 02 1 Outline the sources of water in deserts. Point marked Allow 1 mark per valid point with extra mark(s) for developed points (d). For example: Notes for answers • Precipitation in the form of rainfall, fog dew, frost etc (1) Episodic event can occur due to convectional rainfall (1)(d) Credit measures to capture atmospheric moisture e.g. fog nets (1) • Exogenous rivers originate outside of the desert area (1). They carry sufficiently large quantities of water, that they continue through the desert area without drying up (1) (d) An example is the River Nile (1) (d). • Endoreic rivers flow into deserts but terminate in a lake or inland sea (1). An example is the River Jordan (1) (d). • Ephemeral rivers come to life following a storm or after snowmelt in spring (1). These are temporary rivers which dry up once the source of water disappears (1) (d). • Some may also consider underground aquifers as sources of water (1). These can sometimes reach the surface as springs or the water can be abstracted by digging a well (1) (d). A spring may form into an oasis (1) Must offer more than one source for full marks. Max 1 for listing. The notes for answers are not exhaustive. Credit any valid points. 4 AO1=4