2014 AQA Geography paper3 mark scheme

AQA C ERTIFICATEG EOGRAPHY8031/3 – Application of Geographical Skills and Decision Making Mark scheme8031June 2014Version/Stage: 1.0 FinalMark 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 Assessment Writer.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 © 2014 AQA and its licensors. All rights reserved.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.GENERAL GUIDANCE FOR GEOGRAPHY EXAMINERSQuality of Written CommunicationWhere candidates are required to produce extended written material in English, they will be assessed on the quality of written communication.Candidates will be required to:•present relevant information in a form and style that suits its purpose;•ensure that text is legible and that spelling, punctuation and grammar are accurate;•use specialist vocabulary where appropriate.Levels Marking - General CriteriaWhere answers are assessed using a level of response marking system the following general criteria should be used.Level 1: BasicKnowledge of basic informationSimple understandingLittle organisation; few links; little or no detail; uses a limited range of specialist termsReasonable accuracy in the use of spelling, punctuation and grammarText is legibleLevel 2: ClearKnowledge of accurate informationClear understandingOrganised answers, with some linkages; occasional detail/exemplar; uses a good range of specialist terms where appropriateConsiderable accuracy in spelling, punctuation and grammarText is legibleLevel 3: DetailedKnowledge of accurate information appropriately contextualised and/or at correct scaleDetailed understanding, supported by relevant evidence and exemplarsWell organised, demonstrating detailed linkages and the inter-relationships between factors Clear and fluent expression of ideas in a logical form; uses a wide range of specialist terms where appropriateAccurate use of spelling, punctuation and grammarText is legibleLevel 3 does not always equate to full marks, a perfect answer is not usually expected,even for full marksAnnotation of ScriptsOne tick equals 1 mark, except where answers are levels marked (where no ticks should be used). Each tick should be positioned in the part of the answer which is thought to be creditworthy.Where an answer is levels marked the examiner should provide evidence of the level achieved by means of annotating ‘L1’, ‘L2’ or ‘L3’ in the left hand margin.The consequent mark within this level should appear in the right-hand margin.Ticks must not be used where an answer is levels marked.Examiners should add their own brief justification for the mark awarded e.g. Just L3, detail and balance here.Where an answer fails to achieve Level 1, 0 (zero) marks should be given.General AdviceIt is important to recognise that many of the answers shown within this mark scheme are only exemplars. Where possible, the range of accepted responses is indicated, but because many questions are open-ended in their nature, alternative answers may be equally creditworthy.The degree of acceptability is clarified through the standardisation process and subsequently by telephone with the team leader as necessary.Diagrams are legitimate responses to many questions and should be credited as appropriate. However, contents which duplicate written material or vice versa should not be credited.Quality of Written Communication (QWC) is part of the award of marks in levels marked answers only. In levels marked answers the quality of the geography is assessed and a level and mark awarded according to the geography. As is sometimes the case, the geography may be sound at a particular level but the examiner may not be sure as to whether there is quite enough to raise the mark within that level. In this case the examiner should consider the QWC of the answer. QWC that fulfils the criteria for the level should lead to the rise in the mark but where the QWC does not fulfil the criteria, the answer should remain at the mark first thought appropriate. In cases where QWC has been used in the award of marks, the examiner should indicate this with QWC and arrows that indicate either an upward or downward trend according to its impact on the final award of the mark.Section A – Application of Geographical Skills1(a) The two correct statements are:1. Next to a main road2. Overlooking a nature reserveAccept any mark in the correct boxes(2 x 1) (2 marks) AO2 – 1 AO3 – 11(b) shingle beach 9946marsh or salting 9644river valley 0442(3 x 1) (3 marks) AO3 – 31(c) A149 - all in top half of square, but not touching 44northing- distinct curve towards the south in right handsquare-0243 (not a straight line) (3 marks) AO3 – 3B1156 - joins A149- intersection approximately midway acrosssquare- leaves square nearer 01 than 02The camp site - touches 02 line- in top half of 02 line(3 x 1)Maximum – 2 marks if features are accurately plotted but roads arenot labelled.1(d)(i) north-west / NW (1 mark)AO3 – 11(d)(ii) 2 (km not required) (1 mark)AO3 – 11(d)(iii) 36m (1 mark)AO3 – 11(e) Level 1 (Basic) 1-2 marksIdentification of methods used to protect the environment with noreal development/explanation (two methods = 2 marks)OR simpleidea of management (‘nature reserves protect wildlife’/‘car parksspread vehicles across area’)Examples include:- National Trust (maximum 1 mark)- Nature reserve- Visitor centreNo credit for just stating footpathsLevel 2 (Clear) 3-4 marksIdentifies methods used to protect the environment and eitherdevelops the idea by using the map extract (area of land protected/types of land that are protected, etc.) or offers suggestions abouthow the methods actually protect the area.Accept reference to footpaths if qualified in relation to conservationAccept reference to car parks if clearly related to managing visitorpressure(Visitor centre – educating people to look after the area/naturereserves – stop people disturbing the wildlife/National Trust –restricts building.)‘A lot of the land is National Trust and nature reserves. There arevisitor centres as well. The nature reserves will have wardens tostop people disturbing the wildlife and there may be restrictions onaccess. The visitor centres may educate people about lookingafter the environment.’ (4 marks) AO2 – 3 AO3 – 11(f) Any two appropriate reasons (2 x 1) which might include:- damage to environment/natural beauty/habitats- footpath erosion- issues related to increasing litter (not just litter)- harm wildlife- increases in traffic/overcrowding- change to character of the area- conflict with local people- increase to local prices in shops- increase in proportion of holiday homes/people cannot buyhomes- air/water/visual/noise pollution (qualified – not just ‘pollution’)(2 x 1) (2 marks) AO2 – 22 (a) 1 mark – mention of increase+ 1 mark – use of data (quoted data + dates)- implied use of data (every ten years consistent increase;increased by about x 3 over 60 years)Allow increase of 5793 over 60 years (2 marks) AO3 – 22 (b) Car ownership – line graph (B)How people travelled – pie graph (A)Accept use of letters(2 x 1) (2 marks) AO2 – 23 (a) 1 mark for each country correctly shaded.Paraguay solid shading ( accept grey shading)Venezuela accept any horizontal lines(2 x 1) (2 marks) AO3 – 23 (b) Guyana or Uruguay (1 mark)AO3 – 1 3 (c) Choropleth (map). Accept chloropleth/coropleth (1 mark)AO2 – 14 (a) Line must be complete and always go between the 9 and 11 line.Should not touch dots for 9 and 11. Must be one line (1 mark) AO3 – 14 (b) Isoline map (1 mark)AO2 – 14 (c) Level 1 (Basic) 1-2 marksGeneral observation about higher in centre/lower on outskirts (1),use of data (1).‘It is highest in central London at over 16°C and lower on theoutskirts, about 8°C’.Level 2 (Clear) 3-4 marksBrings in additional descriptive observations about the pattern(referencing change over distance) and/or anomalies from thegeneral pattern (affect of river/forest etc)‘It is higher in the centre (over 16°C) and gets lower as you moveaway from the centre. However, the pattern is not consistent.In the north it is 8°C, about 25km away from the centre, while to theeast it is 8°C only, about 15km away from the centre near theRiver Thames.’ (4 marks) AO2 – 3 AO3 – 15 - stronger tremors (1) + use of data (1) – (No units = No data)- longer time period or some reference to time period (1) + use of (4 marks) AO2 – 1data (1)Must indicate which earthquake is being described.Max 2 if no obvious comparisonAO3 – 3 Section B – Geographical Decision Making6 (a)(i) Any two points referenced from Figure 6 or reasonablesuggestions.Credit 2 marks if 2 ideas expressed on the same lineExamples might include: ‘Peak District’;- has easier access/more roads- is nearer cities/populations- is larger- is easier for day trips- more opportunities for outdoor activities- more facilities for visitors- more accommodation- more ancient monuments- more conservation areas(2 x 1) (2 marks) AO3 – 26 (a)(ii) Level 1 (Basic) 1-2 marksDescription which identifies increase and uses data ORDescription of increase with a basic reason (for change)The number of visitors has gone up (1) because there are moreroads(1)Level 2 (Clear) 3-4 marksDescribes increase ( may use data) and offers more than onereason for the increase.‘The number of people visiting National Parks has increasedconsiderably over the last 70 years from 2 million to 16 million,a significant increase of 14 million. In more recent years theincrease has been more rapid. There may be many reasons forthis. People have more holiday time and more people own carswhich make it easier to reach the National Parks. Also, increasingnumbers of people want to do outdoor activities, many of whichcan be done in National Parks.’Ideas about the quality of the landscape, etc are not acceptable –focus must be on reasons for change.Max 3 marks if clear reasons but no increase mentioned (impliedor actual) (4 marks) AO1 – 2 AO3 – 26 (b)(i) Level 1 (Basic) 1-4 marksUses Figure 7 to describe the characteristics of the human andphysical environment which attract visitors.Max 3 if only physical or human environment considered.Identifies a physical characteristic (1) with some reasoning(1)Identifies a human characteristic (1) with some reasoning (1)‘Mountains are good for rock climbing’‘The pretty villages will attract people for a day out.’Level 2 (Clear) 5-6 marksUses Figure 7 to identify how both the human and physicalenvironment offers a range of opportunities for visitors with clearexplanation.May be imbalanced but both aspects must be included (physicaland human)‘There are many footpaths in the area which pass throughspectacular landscapes. This would attract serious hikers as wellas people who enjoy the countryside or want to observe thewildlife. There are also lots of attractive villages where visitors canstay or stop for lunch.’ (6 marks) AO1 – 1 AO2 – 3 AO3 – 26 (b)(ii) Level 1 (Basic) 1-2 marksDescribes some of the activities shown in Figure 7 and offers basicideas about environmental pressures.Ideas might include: footpath erosion, litter problems, pollution(qualified).‘Use of footpaths by hikers and cyclists can cause footpatherosion.’Level 2 (Clear) 3-4 marksClear cause-effect links developed which explain how use candamage natural environments.‘When lots of people use footpaths for walking and cycling they canbecome wider and damage the vegetation. When it rains this cancause erosion, leaving areas badly damaged.’ (4 marks) AO2 – 46 (c) Level 1 (Basic) 1-2 marksLimited appreciation of the way that the aims of National Parks arenot easily compatible with each other. Tends to consider theindividual aims OR offers basic point about the challenge ofconflicting demands. Max L1 if lifted from Figure 8 with minimaldevelopment‘It is not easy to have lots of people visiting and still make sure thearea is not damaged.’Level 2 (Clear) 3-4 marksUses Figure 8 effectively to express the idea that the aims ofNational Parks are not easily compatible with each other ORconsiders that the different aims can be conflicting.‘It is difficult to achieve all the aims because they conflict with eachother. On the one hand the aim is to encourage more people tovisit and enjoy National Parks, and yet if the number of peoplevisiting increases it may harm the environment and make lifedifficult for local communities. And since another of the aims is tolook after the environment and local communities, these two aimsmight conflict with each other.’ (4 marks) AO2 – 2 AO3 – 26 (d) Level 1 (Basic) 1-4 marksMakes a judgement or begins a debate by selecting someinformation from the sources with limited development.Maximum 2 marks if points copied from Figure 9 with nodevelopment.‘Tourism is worthwhile because it brings in lots of money andcreates lots of jobs. This helps to keep the areas going all yearround and gives young people opportunities when they leaveschool and means that families can stay together.’Level 2 (Clear) 5-7 marksMakes a judgement or has a debate which uses a range of pointsfrom the sources booklet as a clear support. Some cleardevelopment of the ideas expressed in Figure 9 with anexplanation of why they support the chosen decision.‘Tourism is worthwhile because it creates lots of jobs, directlydealing with visitors in hotels and also indirectly, in local shops. Italso brings in money to people and to the area. This can be spenton improving local services. Tourism also means that shops earnenough to stay open all year round. Without this a lot of localshops and services would close, meaning that local people wouldhave to travel much further to do their shopping.’Level 3 (Detailed) 8-9 marksUses points from sources booklet to have a detailed discussion insupport of a decision or reaches a decision by having a balanceddebate. Shows awareness of the relative importance of differentideas expressed and an appreciation of the complex nature of theissue.‘On balance, tourism is worth the trouble although it can causeproblems of overcrowding and create tensions with local people,and also put pressure on the environment. It is worthwhilebecause it helps to keep communities together and can be used tomake areas sustainable. This is because it creates lots of directand indirect jobs and brings in lots of money. This means thatlocal services can stay open and families don’t have to move tolook for work. This means that schools can remain open and otherservices are viable. Money can also be spent on looking after theenvironment so that the impact of visitors is reduced. As long asdevelopment is done carefully, tourism is worthwhile because itmakes the areas economically, socially and environmentallysustainable.’ (9 marks) AO1 – 2 AO2 – 5 AO3 – 26 (e) Level 1 (Basic) 1-2 marksUses ideas expressed in Figure 10 to suggest how the measuresoutlined might reduce the pressures in National Parks. No credit fordirect lifts‘If they make people leave cars behind there will be less trafficcongestion and pollution. If visitors buy local food it will be goodfor local farmers.’Level 2 (Clear) 3-4 marksUses ideas expressed in Figure 10 to suggest how the measuresoutlined might be effective in managing socio-economic andenvironmental demands.‘Encouraging more people to use bikes and not bring cars will easecongestion problems and also may increase business for local buscompanies. Fewer cars will mean less congestion and parkingproblems. Grass verges will also not get so damaged. Askinglocal communities for their views will reduce the possible conflictbetween locals who may have different views and also identify anypossible problems before they happen.’Level 3 (Detailed) 5-6 marksUses ideas expressed in Figure 10 to suggest how the measuresoutlined will be effective in preserving both socio-economic andenvironmental needs to ensure the long term sustainability of thearea. (The idea of sustainability can be explicit or implicit.)‘If an area is going to be sustainable, both the local community andthe environment have to be considered and looked after. Some ofthe ideas in Figure 10 will do this. For example, supportingactivities that don’t harm the environment will help to look after theenvironment but will also mean that people still visit so it will begood for business. Avoiding too much building will mean that thecharacter of the area is preserved which will mean that it willremain attractive for both local people and visitors.’ (6 marks) AO1 – 2 AO2 – 4。