A-level-Geography-7037-1-mark-scheme-v1.1.

Section A 01 1 Allow 1 mark for each valid point with additional marks for developed points (d). AO1 • This process involves natural and/or artificial methods by which carbon is captured and stored in solid or liquid form (1). Max 1 for definition. • The purpose is to remove carbon from the atmosphere, thus reducing human induced contribution to CO2 levels and the possible link to global warming (1 + 1 with development). Max 2 for purpose. • One artificial method involves the capture of CO2 from coal fired power plants. The captured carbon is then piped underground and stored in rock strata porous enough to hold CO2. (1 + 1 with development). Max 2 for artificial methods. • One natural method involves working with natural processes to create natural carbon sinks. The development of peat bogs will stop vegetation decay. By creating new bogs or enhancing existing bogs, carbon sequestration will naturally occur (1 + 1 with development). Max 2 for natural methods. AO1 = 4 4 01 2 AO3 – There should be detailed analysis of the overarching pattern in the climatic water balance but also the extent to which there is variation over the period involved, using the three years’ data. 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 typical pattern (using the 1961–1990) average shows that from January to July (approximately), the area has a surplus balance. That maximum surplus is around 80–90 mm in May. In July this falls to 0 mm. The peak deficit is reached mid-October and this is around 90–95 mm before returning to 0 mm late December. AO3 = 6 6 MARK SCHEME – A-LEVEL GEOGRAPHY – PAPER 1 – ADDITIONAL SPECIMEN 5 • Some may suggest that the 30-year average shows an overall annual balance of 0, ie despite the seasonal peaks and troughs, there is an overall balance between precipitation and evapotranspiration and the area is becoming neither wetter or drier. • When considering annual variation against the 30-year average there is considerable difference between the three years but also variance against the 30-year average. • Two of the years are significantly drier than the 30-year average. These are 2003 and 2008. In 2003, the deficit started 2 months earlier in May and the year ended close to 300 mm in deficit. Analysis may suggest that this was either an extremely dry or hot year. • In 2008, there was a peak balance of around 130 mm in May. This was well above the mean line of approximately 80 mm. However, the deficit still occurred earlier (mid-June) than the mean line. This year ended with an overall deficit of around 95 mm which would almost certainly have been lower had it not been for the peak in May. • The significant anomaly year was 2007. Despite a trough in May, the area experienced a year of surplus climatic water balance with cumulative precipitation exceeding potential evapotranspiration for the entire year. The year ended on a surplus of approximately 140 mm. • Some may go a little further and make the point that this balance is a cyclical phenomenon and a new 30-year average might better indicate any localised climate change phenomena. 01 3 AO1 – The carbon budget and the impact of the carbon cycle upon land, ocean and atmosphere, including global climate. AO2 – Application of knowledge to show an understanding of the challenges associated with climate change including emissions reductions. 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