GEOGRAPHY 7036/1 Paper 1 Physical geography and people and the environment

GEOGRAPHY 7036/1 Paper 1 Physical geography and people and the environment Mark scheme June 2023 Version: 1.0 Final *236A7036/1/MS* 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 © 2023 AQA and its licensors. All rights reserved. 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. Qu Part Marking guidance Total marks Section A 01 1 Which of the following describes the groundwater store? C Water stored in the ground below the water table. 1 AO1 = 1 01 2 Which of the following are all natural drivers of change in the water cycle? A Causes of precipitation, cloud formation, seasonal changes 1 AO1 = 1 01 3 Outline the distribution of major stores of water. Point marked Award one mark for each valid point with additional mark(s) for developed points (d). For example: Notes for answers • Major stores of water include the lithosphere, hydrosphere, cryosphere and atmosphere (1) for identifying two or more of these stores. • The lithosphere store includes all liquid water in the rocks and soil as groundwater and soil moisture (1) this accounts for about a 1/3 of fresh water on earth (1d). • The hydrosphere includes all liquid water in and on the Earth’s surface, including rivers, lakes, seas and oceans (1). Oceans account for almost 97% of all water on Earth (1d). • The cryosphere store includes all water stored as ice in glaciers, ice caps, ice sheets and as sea ice (1). Ice accounts for about 2/3 of all fresh water on Earth (1d). • The atmosphere store includes water stored as water vapour and as clouds (1). By volume the atmosphere is the smallest of the major stores of water (1d). • The biosphere store includes water stored in living organisms (plants and animals) (1). • If only 1 store is covered maximum of 2 marks. The notes for answers are not exhaustive. Credit any valid points. 3 AO1 = 3 01 4 Figure 1 shows information about the cumulative emissions of carbon dioxide (CO2) produced from burning fossil fuels and manufacture of cement between 2000 and 2017 for selected countries. Analyse the information shown in Figure 1. AO3 – There should be clear analysis of the changes to the emissions of the carbon dioxide over time. There should be some analysis of differences in the data for the different countries. There should also be data manipulation to support the analysis. 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 • All countries have increased the total amount of CO2 they have emitted. Basic responses may support such a statement with evidence from the graph without engaging with the logarithmic scale. • The total increase and rate of increase in emissions is lowest in the UK then Germany. The UK’s total CO2 emissions have increased by just over 10% and Germany’s by around 15%. • China and India have seen the most rapid increase in total emissions. The total amount of CO2 emitted by India has more than doubled over the time period, adding almost 30 billion tonnes to their total. Although visually China’s line has a similar steepness to India’s the logarithmic scale shows that the magnitude of increase in China’s emissions is significantly larger. China almost triples the amount of CO2 it has emitted, adding almost 130 billion tonnes to its total. • China is now responsible for more CO2 emitted into the atmosphere than India, Japan and the UK added together. • The total amount of CO2 emitted by the USA is significantly larger than all other countries at all times shown. At the start of the period USA had emitted about 20 billion more tonnes of CO2 than all the other countries added together. • Even though the USA had increased its total emissions by about 30% (or about a third), to almost 400 billion tonnes, China had narrowed the gap significantly. In 2000 China had emitted about a ¼ of the CO2 of that emitted by the USA, but in just 17 years it had added around 130 billion tonnes of CO2, meaning it had now emitted just over ½ what America had. Credit any other valid analysis. 6 AO3=6 01 5 Evaluate how future human intervention in the carbon cycle could affect the size of different major stores of carbon. AO1 – Knowledge and understanding of possible human intervention in the carbon cycle in the future. Knowledge and understanding of the nature of different major stores of carbon. AO2 – Application of knowledge and understanding in evaluating how people will seek to change the size of different stores of carbon in the future. Level 3 (7–9 marks) AO1 – Demonstrates detailed knowledge and understanding of concepts, processes, interactions and change. These underpin the response throughout. AO2 – Applies knowledge and understanding appropriately with detail. Connections and relationships between different aspects of study are fully developed with complete relevance. Evaluation is detailed and well- supported with appropriate evidence. Level 2 (4–6 marks) AO1 – Demonstrates clear knowledge and understanding of concepts, processes, interactions and change. These are mostly relevant, though there may be some minor inaccuracy. AO2 – Applies clear knowledge and understanding appropriately. Connections and relationships between different aspects of study are evident with some relevance. Evaluation is evident and supported with clear and appropriate evidence. Level 1 (1–3 marks) AO1 – Demonstrates basic knowledge and understanding of concepts, processes, interactions and change. This offers limited relevance with inaccuracy. AO2 – Applies limited knowledge and understanding. Connections and relationships between different aspects of study are basic with limited relevance. Evaluation is basic and supported with limited appropriate evidence. Notes for answers AO1 • Global distribution, and size of major stores of carbon – lithosphere, hydrosphere, cryosphere biosphere, atmosphere. • Changes in the carbon cycle over time, to include natural variation (including wildfires, volcanic activity) and human impact (including hydrocarbon fuel extraction and burning, farming practices, deforestation, land use changes). • 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. 9 AO1 = 4 AO2 = 5 • Human interventions in the carbon cycle designed to influence carbon transfers and mitigate the impacts of climate change. AO2 (evaluation) • The main issue that future human intervention will be seeking to address is the human induced enhanced greenhouse effect and climate change. • Responses will be influenced by the human interventions used as exemplification. • Value judgements on how interventions will attempt to reduce the volume and rate of transfer of carbon from other stores into the atmosphere store. • Judgements on how mitigation will seek to reduce the size of the atmospheric store of carbon by increasing the size of other major stores, for example by afforestation, carbon capture and storage/sequestration. • Judgements may be made on the scale of any future interventions in terms of the amount of change required in different major stores to address the climate change issue. • Others may provide judgements on the extent to which they feel any future interventions will be successful in changing the size of major stores of carbon. • Whilst the specification asserts that human intervention in the carbon cycle relates to activities that seek to address changes in the carbon cycle to mitigate the impacts of climate change. Some candidates may give a judgement that some human interventions (or actions) may be viewed as having a positive or negative impact on the carbon cycle. This can be credit worthy as long as the response seeks evaluate the impact of this intervention (action) on stores of carbon. Credit any other valid evaluation as long as the argument is coherent and feasible. 01 6 ‘Climate change will significantly affect flooding and/or the potential for sustainable water supply.’ With reference to a local scale river catchment you have studied, how far do you agree with this statement? AO1 – Future impacts of climate change on the water cycle. The potential impact of this on flooding and/or the potential for sustainable water supply in a local scale drainage basin. AO2 – Application of knowledge and understanding to assess how much impact future climate change will have in the local scale drainage basin. Notes for answers AO1 • Drainage basins as open systems – inputs and outputs, to include precipitation, evapotranspiration 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. • 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. • 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 sustainable water supply and/or flooding. AO2 • The direction taken will depend upon the chosen local scale river catchment. • It is likely (but not inevitable) that the chosen case study will be located within the UK and that here climate change is likely to increase rainfall and make extreme climate events, like storms, more common and more severe. For some case studies the predicted increase in sea levels and coastal storms may also be relevant. • Judgements that future climate change may lead to more intense and more regular flooding in the catchment. Further assessment may relate to the extent that current, or possible future flood management strategies, will be able to deal with the increased flood risk. These may be illustrated with information relating to the level of impact from a recent flood event in that catchment. • Some catchments may be experiencing a decrease in flood risk as increased temperatures and changing weather patterns may increase 20 AO1 = 10 AO2 = 10 drought conditions at certain times of the year for the chosen catchment. • Some catchments may play an important role in the local water supply at present. The responses could conclude that a future increase in flooding due to climate change could disrupt such supply. Increased rainfall levels may pose a significant risk for catchments where rivers are dammed to create reservoirs as part of the water supply infrastructure. Such dams may become unsustainable should rainfall increases significantly. • Whilst the focus of the question is an assessment of the impact of climate change, some responses may come to the view that other factors are more or less significant in affecting flooding or water supply. This is acceptable, but there should be some assessment of the significance of climate change. Any conclusion is acceptable, as long as it is supported by the preceding content. Marking grid for Question 01.6 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 (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 and processes 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 (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 and processes (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). • 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 (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 (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 and processes. • 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. Qu Part Marking guidance Total marks 02 1 Which of the following describes a process of sub-aerial weathering in coastal environments? A The breakdown of rock on an exposed cliff face due to the action of repeated changes in temperature. 1 AO1 = 1 02 2 Which of the following are all landforms associated with coastal erosion? D Cliffs, stacks, wave cut platforms 1 AO1 = 1 02 3 Outline the process of coastal deposition. Point marked Allow 1 mark for each valid point with additional mark(s) for developed points. Notes for answers • Coastal deposition occurs when the water that is transporting the material loses energy (1). • Causes of this loss of energy include: o An alteration in the source of the energy (1) eg weakening current (1d) or drop in wind speed (1d) or the point at which a tide changes (1d). o If the flow of water discontinues (1) eg where opposing currents meet, like at the end of a spit (1d) causing turbulence and a slowing of the flow (1d). o An increase in friction/drag between the water and the seabed (1d) more energy is needed to overcome the friction so less material can be transported and so larger particles are deposited (1d). o A sudden increase in load (1d), for example from a river or landslide (1d), the energy of the water is not strong enough to transport the additional sediment, so material is deposited (1d). • Coastal deposition occurs when there is an increase in the size and/or quantity of load (1). • Constructive waves deposit sediment on beaches (1). This is because the swash (wave) has enough energy to carry the sediment onto the beach, but the backwash does not have enough energy to bring it back down, so the material is deposited (1d). The notes for Answers are not exhaustive. Credit any valid points. 3 AO1 = 3 02 4 Figure 2 shows information about average annual sea surface temperatures for 1980 to 2014 compared to the average global sea surface temperature between 1993 and 2012. Analyse the information shown in Figure 2. 6 AO3 = 6 AO3 – There should be clear analysis of the changes in SST over time. Expect to see analysis of patterns and trends. There should be some analysis of differences in the data for the different sea areas. There should also be data manipulation to support the analysis. 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 • Between 1980 and 2014 the surface temperatures of all the seas have gone from being below the global average to being above the global average. Suggesting that all these sea areas have warmed (or the global average has lowered), with some fluctuation. • Whilst all sea areas begin below the global average and all finish above it (except the North Sea that is the same temperature as the average) there is significant variation in the amount of change relative to the average for the different sea areas. • The Mediterranean Sea has the most significant temperature change relative to the global average. In 1980 the Mediterranean is almost 0.8 oC cooler than the average but is almost 0.4 oC warmer than average by 2014, with a range of about 1.2 oC around the average. • The North Atlantic shows the least variation relative to the average throughout the period. Of the 5 sea areas the North Atlantic is over 0.1 oC closer to the average, than the others in 1980, and by 2014 the North Atlantic is only about 0.05 oC warmer than the average. • The North Sea, Baltic Sea and North Atlantic all become warmer than the average during 2001–2002, whilst the Black Sea and Mediterranean Sea, that both end up between 0.3 and 0.4 Co warmer than average, do not become warmer than average until 1 to 2 years later than the other sea areas. • Since 2010–2011, the three sea areas that became warmer than the average first, all became less warm relative to the mean by 2014. In 2010 all were at least 0.06 Co warmer than the average but were almost exactly the same temperature as the average by 2014. Credit any other valid analysis. 02 5 Assess the possible impacts of sea level change on estuarine saltmarsh environments. AO1 – Predictions of possible future sea level rise. Estuarine saltmarsh environments. AO2 – Application of knowledge and understanding to assess the impacts of any future sea level change on estuarine saltmarsh environments. Level 3 (7–9 marks) AO1 – Demonstrates detailed knowledge and understanding of concepts, processes, interactions and change. These underpin the response throughout. AO2 – Applies knowledge and understanding appropriately with detail. Connections and relationships between different aspects of study are fully developed with complete relevance. Assessment is detailed and well- supported with appropriate evidence. Level 2 (4–6 marks) AO1 – Demonstrates clear knowledge and understanding of concepts, processes, interactions and change. These are mostly relevant, though there may be some minor inaccuracy. AO2 – Applies clear knowledge and understanding appropriately. Connections and relationships between different aspects of study are evident with some relevance. Assessment is evident and supported with clear and appropriate evidence. Level 1 (1–3 marks) AO1 – Demonstrates basic knowledge and understanding of concepts, processes, interactions and change. This offers limited relevance with inaccuracy. AO2 – Applies limited knowledge and understanding. Connections and relationships between different aspects of study are basic with limited relevance. Evaluation is basic and supported with limited appropriate evidence. Notes for answers AO1 • Systems in physical geography: systems concepts and their application to the development of coastal landscapes – inputs, outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium. The concepts of landform and landscape and how related landforms combine to form characteristic landscapes. • Estuarine mudflat/saltmarsh environments and associated landscapes; factors and processes in their development. • Recent and predicted climatic change and potential impact on coasts. • Geomorphological processes: weathering, mass movement, erosion, transportation and deposition. • The relationship between process, time, landforms and landscapes in coastal settings. 9 AO1 = 4 AO2 = 5 AO2 (Assessment): • Estuarine saltmarshes defined or outline of their features to establish an understanding of the focus of the question. • Judgements on the possible extent of future sea level change. It is commonly stated that global sea levels have risen by about 15 cm in the 20th Century and could rise between 30 to 110 cm by 2100 depending on greenhouse gas emissions. Sources suggest that a 200 cm rise is not impossible. • Value judgements on the likely impact of the possible sea level rise. • Judgement that as sea level rises the intertidal zone, where the saltmarshes are currently found, will move further landward, and that at least initially, the extent of existing saltmarsh may shrink. • Judgement that many current saltmarshes could become permanently submerged and so cease to exist. • Another view is that as sea levels rise the tidal extent of the river may retreat further inland, and so the zone where the fresh river water and salty sea water interact also moves further inland than at present and new salt marshes may begin to form in this area. • Some may judge that the processes of deposition will move further inland and that currents and tides may transport sediment from the newly submerged saltmarshes to be deposited further landward than their current position. Credit any other valid assessment as long as the argument is coherent and feasible. 02 6 ‘Sustainable approaches to coastal flood and erosion risk are the only way forward in managing coasts.’ With reference to a local scale coastal environment you have studied, how far do you agree with this statement? AO1 –Sustainable and traditional approaches to managing coastal flood and erosion risk. A local scale coastal environment. AO2 – Application of knowledge and understanding to assess the extent to which there are different viable approaches to managing future coastal flood and erosion risk in the named local environment. Notes for answers AO1 • Recent and predicted climatic change and potential impact on coasts. • Human intervention in coastal landscapes. Traditional approaches to coastal flood and erosion risk: hard and soft engineering. Sustainable approaches to coastal flood risk and coastal erosion management: shoreline management/integrated coastal zone management. • Case study(ies) of coastal environment(s) at a local scale to illustrate and analyse fundamental coastal processes, their landscape outcomes as set out above and engage with field data and challenges represented in their sustainable management. 20 AO1 = 10 AO2 = 10 AO2 • The direction taken will depend upon the chosen local scale coastal environment. • Application of knowledge and understanding of sustainable approaches to coastal flood and erosion risk. The specification states that these include integrated shoreline management plans (ISMP) and shoreline management. However, in respect to the chosen case study it may be that the management approaches are more traditional and coverage of this is valid as long as the AO2 content of the answer focuses on the extent to which these will be sustainable into the future. • Response may attempt to define what is meant by sustainable in the context of coastal management. • The question invites candidates to engage in a debate and suggests that the case for sustainable approaches is not an open and closed case. An exploration of situations where the statement may not be true is valid. • Exploration of any aspect of sustainability as long as it is relevant in the context of the case study is valid. A case may be given for the economic, environmental or social sustainability of approaches to future coastal management. • Depending upon the chosen coast, future management strategies will include an assessment of approaches that either: hold the line; advance the line; managed retreat; or do nothing. • Responses may conclude that following cost benefit analysis, coastal managers may decide that some stretches of coastline are so important that traditional hard engineering strategies will still need to be deployed, and although socially and economically sustainable it may not be environmentally sustainable. Any conclusion is acceptable, as long as it is supported by the preceding content.