AS GEOGRAPHY 7036/1

AS 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