A-level GEOGRAPHY 7037/2 Paper 2 Human Geography Mark scheme June 2022 Version: 1.0 Final

A-level GEOGRAPHY 7037/2 Paper 2 Human 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 Qu Part Marking guidance Total marks 01 1 Outline threats to Antarctica from fishing and whaling. Point marked Allow 1 mark per valid point with extra mark(s) for developed points (d). For example: Notes for answers Allow credit for specific knowledge and understanding of the threats to Antarctica from fishing and whaling. Candidates may also consider the extent to which the threats are mitigated. Candidates can gain maximum marks from covering fishing or whaling, there is no requirement to consider both. • Antarctica marine waters are highly productive due to the Antarctic Convergence where the upwelling and mixing creates waters rich in oxygen and nutrients (1). This makes them highly lucrative for fishing businesses and over-fishing has occurred (1) (d). • Many species of whales have been over-exploited (1). However, the threat is now less due to the establishment of the IWC which banned commercial whaling globally in 1982 (1). However, some nations such as the Japanese still whale under the guise of scientific research (1) (d). • Overfishing of krill removes a major supply of food as it is low down in the food chain (1). It is a popular protein food in SE Asia and commands high prices (1) (d). This demand is making fishing of krill in the Southern Ocean unsustainable (1) (d). • Illegal fishing is of grave concern in the Southern Ocean as it is difficult to control and manage for organisations such as ASOC (1). The long- line fishing of the Patagonian Toothfish (1) has caused a massive depletion of stocks but also resulted in the deaths of sea-birds due to loss of a food source (1) (d). • Fishing ships are also responsible for ocean pollution, often dumping fishing gear and waste into the ocean (1). The cold water temperatures are slow to break down pollutants (1) (d). • Fishing and whaling boats have brought in invasive species on the hull of their ships (1) such as the Mytilus bivalve (1) (d). The notes for answers are not exhaustive. Credit any valid points. 4 AO1 = 4 01 2 Analyse the data shown in Figure 1a and Figure 1b. AO3 – Analysis of the line graph, proportional circles and map of Antarctica to consider the changes in the distribution and volume of ice extent across Antarctica. Mark scheme Level 2 (4–6 marks) AO3 – Clear analysis of the quantitative evidence provided which makes appropriate use of data to support. Clear connections between different aspects of the data. Level 1 (1–3 marks) AO3 – Basic analysis of the quantitative evidence provided which makes limited use of data to support. Basic or limited connections between different aspects of the data. Notes for answers This question requires analysis of the changing ice extent across Antarctica. There should be analysis of the line graph to examine different rates of change and the map to look at the distribution of change. Connections can be made between Figure 1a and 1b and within the data sets, for example by analysing the spatial relationship of the total ice-loss. AO3 • Figure 1a shows that all areas of Antarctica, except East Antarctica, have shown a negative mass change. • As a whole Antarctica has seen a mass change of approximately 2500gt, which has contributed to about 8mm of sea-level rise. The greatest change is seen in West Antarctica with a loss of 2200gt. • East Antarctica has seen very little change with a very slight increase between 2008 and 2014. • The proportional circles support the graph in 1a as they show that the highest concentration of largest circles are found in the West, for example Getz and Pine Island both have melt rates in excess of 100gt/yr, whereas only Amery and Shackleton in the East have around 100gt/yr melt. • The rate is more erratic around the Antarctica Peninsula with some areas such as George V1 having around 100Gt of melt whereas others have very small amounts of melt such as Larsen G having around 1gt/yr. • Figure 1b map of East Antarctica shows that in 2013 many stations were showing ice loss in excess of 10Gt, this doesn’t correlate well with 1a as in 2013 there seems to be a positive mass change and ice mass is above 0. Although after 2013 there does seem to be a slight dip which could reflect the data shown in Figure 1b. Credit any other valid analysis. 6 AO3 = 6 01 3 Using Figure 2, and your own knowledge, assess the role of transport as a factor in globalisation. AO1 – Knowledge and understanding of transport as a factor in globalisation. AO2 – Applies knowledge and understanding to the novel situation to analyse and evaluate the role of transport in globalisation. 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 analysis and evaluation 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 basic analysis and evaluation drawn from the context provided. Connections and relationships between different aspects of study are basic with limited relevance. Notes for answers This question requires knowledge of transport as a factor in globalisation. Students should apply this knowledge to assess the importance of shipping and shipping containers in globalisation. They may also consider other forms of transport as AO1 knowledge and understanding. For Level 2 there must be reference to Figure 2. AO1 • Factors in globalisation: transport • Other factors in globalisation: the development of technologies, systems and relationships, including financial, security, communications, management and information systems and trade agreements • Global features and trends in the volume and pattern of international trade and investment associated with globalisation. AO2 • Evaluation of the role played by transport – without transport developments the scale of globalisation would not be possible. • The shipping containers in Figure 2 are very large, allowing for goods to be transported in huge volumes, increasing profit margins and allowing for mass production of goods. They are also standardised allowing them to be packed efficiently onto ships. 6 AO1 = 2 AO2 = 4 • The containers appear to be from 2 companies – the dominance of large TNCs is also a factor in globalisation as these companies are large enough to be able to afford to export goods all over the world. • Analysis of the role of shipping containers in globalisation – they allowed international trade to happen on a scale never seen previously. Large heavy goods can be exported and imported over large distances between many countries. • Role of shipping containers in transporting cheap goods to countries has also enabled greater integration for consumers across the globe. • Assessment of transport as a tool in globalisation might consider that Iceland is inaccessible but large container ships mean that it makes it more profitable rather than a small ship that wouldn’t be able to transport a large volume • There may be an overall assessment of the role of transport which may consider it relative to other factors. This is a legitimate approach. Credit any other valid approach. 01 4 Assess the impacts of world trade in a food commodity and/or a manufactured product on your life and the lives of people across the globe. AO1 – Knowledge and understanding of world trade in a food commodity and/or manufacturing product. AO2 – Application of knowledge and understanding to analyse and evaluate the impacts of world trade in chosen commodities on the lives of students and people across the globe. Notes for answers The question requires students to assess the consequences of world trade in a commodity and / or product on the lives of themselves and people across the globe. The trade should relate to a commodity or product not a TNC. They can choose more than one trade and impacts could be political, social, economic or environmental. Impacts may be seen as positive and / or negative. AO1 • Knowledge of the pattern of world trade in a food commodity / manufactured product. Likely choices are bananas, palm oil, coffee, apple iPhones. • The nature and role of transnational corporations (TNCs), including their spatial organisation, production, linkages, trading and marketing patterns. • Analysis and assessment of the geographical consequences of global systems to specifically consider how international trade and variable access to markets underly and impacts on students' and other people's lives across the globe. • Issues associated with interdependence - unequal flows of people, money, ideas and technology within global systems can sometimes act to promote stability, growth and development but can also cause inequalities, conflicts and injustices for people and places AO2 • Analysis of the consequences of the world trade of the commodity / product at a global level. For example, the demand for palm oil by developed countries has caused mass deforestation of tropical rainforests, increasing global levels of CO2 and threat of climate change. This may concern students at an individual level. Many people have protested about the use of palm oil. • The link between development and the world trade. Coffee consumption is increasing most rapidly in emerging economies. The richest economies dominate the top 10 users of iPhones. • Evaluation of the consequences of world trade on unequal flows of money for example, banana production in Central America is controlled by US TNCs and 90% of the price paid stays in the US rather than reaching the producers. 20 AO1 = 10 AO2 = 10