GEEKA
A-level
GEOGRAPHY
7037/1
Paper 1 Physical Geography
Mark scheme
June 2020
Version: 1.0 Final Mark Scheme
*206A7037/1/MS*
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2020
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevantquestions,
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 inthis 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. Alternativeanswers 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 arerequired 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 examinationpaper.
Further copies of this mark scheme are available from aqa.org.uk
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. Thedescriptor for
the level shows the typical performance for the level. There are marks in each level.
2
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2020
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (asinstructed)
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 inrelation 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 thedescriptor for
that level. The descriptor for the level indicates the different qualities that might be seen inthe 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 withinthe 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 ananswer 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 thenuse 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 andassure
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 beexhaustive 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.
3
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2020
Section A
Question 1 Water and carbon cycles
Total
Qu Part Marking guidance
marks
01 1 Outline the process of decomposition in the carbon cycle. 4
AO1=4
Point marked
Allow 1 mark per valid point with extra mark(s) for developed points (d).For
example:
Notes for answers
Decomposition refers to the breakdown / decay of organic matter by
bacteria or fungi (1).
Animals (such as worms), bacteria and fungi are collectively termed
decomposers (1)(d).
During decomposition carbon dioxide is released (1).
Most of the carbon released into the atmosphere is as a result of
decomposition (1)(d).
Decomposition is heavily temperature dependent (1). Warmer temperatures
are characterised by much higher rates of decompositionas there is more
microbial activity (1)(d). However the presence of water is an equally key
component in the rate of decomposition and the release of carbon (1)(d).
The Notes for answers are not exhaustive. Credit any valid points.
01 2 Analyse the data shown in Figure 1. 6
AO3=6
AO3 – There should be clear analysis of the relationships between rainfall at
the two observatories and how this varies over time. Analysisshould consider
the annual data and the moving average. There shouldalso 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 differentaspects
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
4
A-level
GEOGRAPHY
7037/1
Paper 1 Physical Geography
Mark scheme
June 2020
Version: 1.0 Final Mark Scheme
*206A7037/1/MS*
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2020
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevantquestions,
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 inthis 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. Alternativeanswers 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 arerequired 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 examinationpaper.
Further copies of this mark scheme are available from aqa.org.uk
Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. Thedescriptor for
the level shows the typical performance for the level. There are marks in each level.
2
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2020
Before you apply the mark scheme to a student’s answer read through the answer and annotate it (asinstructed)
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 inrelation 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 thedescriptor for
that level. The descriptor for the level indicates the different qualities that might be seen inthe 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 withinthe 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 ananswer 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 thenuse 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 andassure
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 beexhaustive 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.
3
, MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/1 – JUNE 2020
Section A
Question 1 Water and carbon cycles
Total
Qu Part Marking guidance
marks
01 1 Outline the process of decomposition in the carbon cycle. 4
AO1=4
Point marked
Allow 1 mark per valid point with extra mark(s) for developed points (d).For
example:
Notes for answers
Decomposition refers to the breakdown / decay of organic matter by
bacteria or fungi (1).
Animals (such as worms), bacteria and fungi are collectively termed
decomposers (1)(d).
During decomposition carbon dioxide is released (1).
Most of the carbon released into the atmosphere is as a result of
decomposition (1)(d).
Decomposition is heavily temperature dependent (1). Warmer temperatures
are characterised by much higher rates of decompositionas there is more
microbial activity (1)(d). However the presence of water is an equally key
component in the rate of decomposition and the release of carbon (1)(d).
The Notes for answers are not exhaustive. Credit any valid points.
01 2 Analyse the data shown in Figure 1. 6
AO3=6
AO3 – There should be clear analysis of the relationships between rainfall at
the two observatories and how this varies over time. Analysisshould consider
the annual data and the moving average. There shouldalso 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 differentaspects
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
4
