A-level GEOGRAPHY 7037/1

A-level GEOGRAPHY 7037/1 Paper 1 Physical Geography Mark scheme June 2023 Version: 1.0 Final *236A7037/1/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. Section A Question 1 Water and carbon cycles Qu Part Marking guidance Total marks 01 1 Outline the purpose of a flood hydrograph. Point marked Allow 1 mark per valid point with extra mark(s) for developed points (d). For example: Notes for answers • The purpose of the flood hydrograph is to track the progress of a storm in a drainage basin (1). • It allows analysis of the impact of the storm upon river levels by measuring changing discharges, usually in cumecs (1). • By looking at previous hydrographs it is possible to assess the likelihood of flood or dangerous events such as high flow rates (1). • This allows for preventative action to be taken such as raising temporary barriers or declaring the river unsafe to users (such as anglers) (d). • It is also possible to compare different drainage basins to see the impact of different land uses upon flow rates in rivers after significant rainfall events (d). • This can help with planning for developments such as sustainable housing and urban drainage systems (d). The notes for answers are not exhaustive. Credit any valid points. 4 AO1=4 01 2 Analyse the data shown in Figure 1. AO3 – There should be clear analysis of the relationships evident in the resource. Analysis should consider the relationships, types of abstraction, subsequent uses and return data. 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. 6 AO3=6 Notes for answers AO3 • Finland abstracts around 2 billion m3 of water per year from groundwater and surface water. This is for domestic (240 m3), industrial (640 m3) and fish farming (920 m3) uses. Much smaller uses are noted for services and agriculture. It is interesting to note that leaks account for more losses than agriculture accounts for usage. • Some of the surface water appears to become tap water (around 50% of tap water comes from surface water). Around 2/3 of the groundwater becomes tap water and 1/3 becomes self-abstracted fresh water. • Some may calculate that surface water abstraction totals an estimated 1.68 billion m3. Groundwater abstraction accounts for 320 million (or 0.32 billion) m3. • Other calculations may also feature including the estimated total evaporated and / or the estimations of quantities released through different means. • It is interesting to note that all of this water goes back into rivers (surface water) whereas originally only 84% came from surface water. Credit any other valid analysis. 01 3 Using Figure 2 and your own knowledge, assess the challenges associated with carbon sequestration. AO1 – Knowledge and understanding of the concept of carbon sequestration. AO2 – Application of knowledge to show how implementing the ideals of carbon sequestration is a challenge. 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 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 the 6 AO1=2 AO2=4 context provided. Connections and relationships between different aspects of study are basic with limited relevance. Notes for answers AO1 • Factors driving change in the magnitude of carbon stores over time and space, including carbon sequestration in oceans and sediments. • Human interventions in the carbon cycle designed to influence carbon transfers and mitigate the impacts of climate change. AO2 • From 2000 to 2006, carbon sequestration was either not a priority for countries across the world or the technology was not developed enough to allow for major development of this approach to emissions reduction. • Since around 2006 there has clearly been greater ambition to sequester more carbon particularly from industrial processes. • The problem evident across the whole data set is that the ambition is clearly not matched by action. • In fact, from 2006 onwards, the commitment has continued to grow particularly through industrial and power plant sequestration of emissions. However, the actual amount has changed little relative to the ambition. It remains well short. • Some may counter the previous argument and consider scale, noting the estimated tripling of sequestration. This is mainly from gas and industrial emissions. This may be considered as evidence of progress in this area and a commitment by government to tackle the emissions problem. • The challenges to further success (possibly causing the mismatch between ambition and action) are likely to relate to costs of sequestration and availability of suitable sites. Some may suggest that the countries responsible for major emissions may not have the ability to invest in this technology. Even those that do have the means may not have the political will or desire to invest in the additional costs. Sequestration under the sea for example • There may be specific knowledge applied to the context of the question eg costs of sequestration or specific accessibility issues. Credit any other valid assessment. 01 4 Evaluate the potential impact of changes in the carbon budget on a tropical rainforest that you have studied. AO1 – Knowledge and understanding of the carbon budget. Knowledge and understanding of a specific tropical rainforest case study. AO2 – Application of knowledge and understanding to evaluate the effect of a changing carbon budget on the chosen tropical rainforest. Notes for answers AO1 • The carbon budget and the impact of the carbon cycle upon land, ocean and atmosphere, including global climate. • Factors driving change in the magnitude of carbon stores over time and space, including flows and transfers at plant, sere and continental scales. Photosynthesis, respiration, decomposition, combustion. • Case study of a tropical rainforest setting to illustrate and analyse key themes in water and carbon cycles and their relationship to environmental change and human activity. AO2 • Some may define the carbon budget. This is the net difference between carbon storage versus the release. Rainforests can either be carbon sinks where more carbon is stored than released, or carbon producers where more is released than stored. • Expect to see the impact of production of CO2 through burning and farming practices. Both of these human activities can add substantial quantities of both carbon and methane to the atmosphere. • For impact expect to see reference to positive and negative feedback. • Some may consider local implications of positive feedback ie the further increasing temperatures may lead to disruption to the water cycle which may in turn upset the local climate. There may be reference to desertification as local scale impact as well as species and habitat loss. • Some may consider negative feedback and the fact that increased atmospheric carbon may lead to increased availability and uptake by vegetation ie that vegetation growth might be promoted. • Another approach might be to consider to positive impact on the carbon budget of afforestation schemes to produce a net carbon sink and reclaim previously degraded area. • For the chosen case study expect to see reference to the major forested areas such as Amazonia, Borneo, Malaysia or the Congo Basin. Others may consider specific schemes or locations in support of their responses eg recent reforestation schemes in north east Australia. • Whatever the approach there should be a clear evaluation of the impact of changing carbon level on the chosen case study. It is also legitimate to consider global impacts of the changing carbon budget as long as this considers the feedback element of how this then affects the forest. Credit any other valid approach. 20 AO1=10 AO2=10