Mark Scheme (Results)

Summer 2013

GCE Geography (6GE03) Paper 01

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Summer 2013
Publications Code UA036005
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General Guidance on Marking

All candidates must receive the same treatment.

Examiners should look for qualities to reward rather than faults to penalise.
This does NOT mean giving credit for incorrect or inadequate answers, but it
does mean allowing candidates to be rewarded for answers showing correct
application of principles and knowledge.

Examiners should therefore read carefully and consider every response: even
if it is not what is expected it may be worthy of credit.

Candidates must make their meaning clear to the examiner to gain the mark.
Make sure that the answer makes sense. Do not give credit for correct
words/phrases which are put together in a meaningless manner. Answers
must be in the correct context.

Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.

When examiners are in doubt regarding the application of the mark scheme
to a candidate’s response, the Team Leader must be consulted.

Using the mark scheme

The mark scheme gives:

• an idea of the types of response expected
• how individual marks are to be awarded
• the total mark for each question
• examples of responses that should NOT receive credit.

Quality of Written Communication

Questions which involve the writing of continuous prose will expect

candidates to:

• show clarity of expression

• construct and present coherent arguments
• demonstrate an effective use of grammar, punctuation and spelling.

Full marks will be awarded if the candidate has demonstrated the above
abilities.

Questions where QWC is likely to be particularly important are indicated

“QWC” in the mark scheme BUT this does not preclude others.
Question Using Figure 1, explain why, as countries develop
Number economically, they move through the energy transition. (10)
1a Indicative content
Figure 1 shows how energy sources change as countries develop, and the total
amount of energy used per person also rises – so there are two changes to
explain:
Total energy use Mix of energy sources
• Many people suffer from • Majority of energy comes from
energy poverty (very low biomass and waste (wood, dung) –
overall energy use) cheap / free.
• Lack of industrial • Natural resources are used directly
Pre-industrial

development; electricity (cooking fires)

confined to urban areas • Some fossil fuel use – oil for
• Most people are farmers transport: coal for power stations –
and ‘off-grid’ both are basic technologies and the
fossil fuels are easy to transport
• Rapid increase in energy • Beginnings of mass transport /
use linked to mass car ownership so oil rises
industrialisation and • Shift towards gas as technology
urbanisation e.g. China, develops and eventually the
and as grids are development of nuclear power.
Industrialising /

developed • Green issues low on the agenda

industrialised

• Population growth
• Consumption increases
as household wealth
rises (domestic
appliances)
• High consumption, but • Nuclear & renewables - require
then a decrease per sophisticated technology.
person - could be the • Clean energy sources rise due to
result of loss of heavy environmental concerns; coal
industry, growing declines due to pollution concerns –
Post-industrial

environmental concerns, possibly less cost-sensitive than

increased efficiency of earlier stages.
appliances, lighting. • Growing sustainability agenda;
Kyoto / EU ETS targets.
• Oil remains high – important
transport fuel
Level Mark Descriptor
Level 1 1-4 Descriptive answer which focuses on one or two changes with
limited reasoning. Structure is poor or absent. Geographical
terminology is rarely used with accuracy. There are frequent
grammar, punctuation and spelling errors.
Level 2 5-7 Some range of reasons for the changes, but may be
unbalanced on sources / total; likely to have some support.
Structure is satisfactory. Geographical terminology is used with
some accuracy. There are some grammar, punctuation and
spelling errors. Max 6 if only total or mix.
Level 3 8-10 Range of explanations covering total energy use and changing
sources, with support / amplification. Structure is good.
Explanations are always clear. Geographical terminology is
used with accuracy. Grammar, punctuation and spelling errors
are rare.

Question To what extent are domestic energy resources important in

number 1b determining the energy security of countries? (15)
Indicative content
Expect a discussion of domestic resources, with reference to specific countries plus a
discussion of other factors that might be important. Many candidates will discuss both
renewable and non-renewable resources.
Fossil fuel resources
• Large resources do lead to security e.g. Russian gas, Middle-eastern oil. Reliance on
imports (UK / European countries in terms of gas) leads to potential insecurity. Rapid
development of US shale gas / ANWR debate shows the value of domestic supply.
Growth of biofuels (Brazil, USA) can be seen as an attempt to increase domestic
security.
• China and India both rely heavily on coal because they have their own large reserves.
• On the other hand some countries choose not to exploit their domestic energy
resources e.g. UK coal, because cheaper sources can be accessed via trade.
Renewable resources / potential
• The UK has large renewable potential, but it is costly to develop and not always
reliable e.g. wind; there can be arguments about how appropriate it is to develop e.g.
Severn Barrage, where cost and environmental reasons out-weigh security concerns.
• Many countries are developing renewable for a combination of security and
environmental reasons.
Trade and imports
• Generally trade in energy sources works, but is can be interrupted (e.g. 2006 & 2009
Russia / Ukraine gas disputes) and prices can be high (hence the need to develop
domestic sources) – very heavy reliance on foreign imports does raise insecurity.
OPEC could be mentioned.
• Trade in uranium might be mentioned: France and Japan rely on nuclear energy and
the trade in uranium.
Demand
• Supply is one side of the equation, but demand is the other – the BRICs with rapidly
increasing demand risk rising insecurity unless they can secure foreign supplies
(China in Africa) or develop their own domestic supply.
Politics / decisions
• Some might mention decisions, e.g. German phase out of nuclear power, as putting
other concerns ahead of energy security.
To what extent:
The answer could consider other factors beyond domestic energy resources, or the
increasing importance of domestic sources in a world of rising demand. Do environmental
concerns ‘trump’ energy security concerns? Does the global energy market mean the
importance of domestic sources is changing or over-stated? Can renewable energy / new
technologies reduce the importance of domestic fossil fuels?
Level Mark Descriptor
Level 1-4 One-or-two general comments on energy security, lacks a focus
1 on domestic supply; may focus on one issue e.g. Russian gas.
Structure is poor or absent. Explanations over simplified and lack
clarity. Geographical terminology rarely used with accuracy.
Frequent grammar, punctuation and spelling errors.
Level 5-8 Descriptive reference to examples of domestic supply and some
2 of ideas on energy security. Structure is satisfactory.
Explanations are clear, but there are areas of less clarity.
Geographical terminology is used with some accuracy. There are
some grammar, punctuation and spelling errors.
Level 9-12 Range of comments on the importance of domestic supply and
3 begins to link this to energy security with some implied
assessment. Structure is good. Explanations are always clear.
Geographical terminology is used with accuracy. Grammar,
punctuation and spelling errors are rare.
Level 13- Detailed assessment of the role of domestic supply within a
4 15 discussion of how far it influences energy security. Carefully
structured. Explanations are always clear. Geographical
terminology is used with accuracy. Grammar, punctuation and
spelling errors are very rare.
Question Using Figure 2 and your own knowledge, suggest the
Number physical and human factors that might help explain the
2a global pattern of water stress. (10)
Indicative content
Figure 2 shows the pattern of water stress for 2011:
Extreme stress - the Middle East and High stress - southern Africa,
North Africa (latitude 20-30°N) Australia, India, Spain and others
(close to the Tropics)
Medium stress – southern Europe, Low stress – equatorial areas, plus
eastern Asia, USA / Mexico, western mid- to high latitudes.
South America

Answers may use the ‘stress levels’ as a structure. Answers will need to consider
both human and physical factors.
Physical factors
• Latitude – areas of low stress are along the equator (Brazil, DRC,
Indonesia) – influence of the ITCZ whereas extreme / high stress areas are
in the seasonal tropics – influence of the high pressure belts.
• Transboundary sources – some high stress areas in Middle East share
aquifers and rivers.
• Climate change – which may be making the water situation worse in some
cases e.g. North Africa.
• Geology – whether a country has aquifers that water is stored in for later
use
• Long term drought e.g. Australia; extreme seasonality of rainfall or river
regimes i.e. monsoons
Human factors
• Pollution of water supplies in industrialising countries e.g. China, India,
Mexico.
• Unsustainable use of water supplies, especially aquifers – salt water
incursion at coasts due to over-abstraction. Middle East; possibly Spain i.e.
excessive demand for tourism and urbanisation in the south.
• Population pressure leading to a mismatch of supply and demand e.g. in
India and Bangladesh.
• Political risk and tensions where no agreement on water supply sharing has
been reached e.g. Israel, Jordan, Palestine.
• Virtual water use.
• Wasteful practices e.g. excessive irrigation in Egypt.
• Deforestation interfering with the hydrological cycle.
NB: poverty/economic water scarcity is not a very good explanation for this map,
as very poor areas in Africa appear in all 4 categories; many are ‘low’ as are
many developed countries.
Level Mark Descriptor
Level 1 1-4 One or two reasons, unbalanced probably relating to one area
e.g. climate. Structure is poor or absent. Geographical
terminology is rarely used with accuracy. There are frequent
grammar, punctuation and spelling errors.
Level 2 5-7 Range of reasons, both human and physical but unbalanced /
unclear; some support and some reference to places and
differences in water stress levels. Structure is satisfactory.
Geographical terminology is used with some accuracy. There
are some grammar, punctuation and spelling errors.
Level 3 8-10 Balanced range of physical and human factors and explanations
for a range of stress levels, with good support. Structure is
good. Explanations are always clear. Geographical terminology
is used with accuracy. Grammar, punctuation and spelling
errors are rare
Question Using named examples, assess the advantages and
Number disadvantages of contrasting technologies to secure water
2b supplies in developing countries. (15)
Indicative content
Answers must focus on the developing world and water supply. This includes
NICs /MICs but not MEDC /OECD nations.
The focus is on contrasting types of technology e.g. hi-tech versus intermediate,
small community schemes versus large scale dams or transfers, or top-down
versus bottom up. There could be funding contrasts also e.g. NGO –v-
government.
A wide range of examples might be used, which should focus on water supply,
including:
Advantages Disadvantages
Wells / Community scale and Depletion of groundwater
tubewells skills; NGO funded often; supplies / saltwater incursion or
vary from basic to quite unforeseen contamination e.g.
hi-tech arsenic in Bangladesh; limited
population impact
Dams Often multi-purpose so High cost, displacement of
additional benefits; store people; siltation over time; water
water during dry periods may actually end up in cities /
industry
Transfers Balancing supply and Expensive and controversial;
demand; long term may deprive others of water they
solution once had. Might lead to conflict.
Desalinisation Immediate benefit in Expensive to build and run;
terms of supply; can be coastal locations only; energy
used in areas where intensive and polluting – water
there is essentially no cost may be high
supply
Low / E.g. Lifestraw, pumpkin Small scale; needs dramatic up-
intermediate tanks, treadle pumps. scaling to help significant
tech Relatively cheap. numbers of people.
Assessment:
In addition to advantages and disadvantages leading to judgments about
individual technologies, there could be an overall judgment about which
technologies are best for the developing world.
NB: do not credit developed world examples / discussion. Watch for developing
world answer that drifts into a developed world focus.
Level Mark Descriptor
Level 1 1-4 Descriptive of one or two schemes with unbalanced positives and
negatives. Structure is poor or absent. Explanations are over-
simplified and lack clarity. Geographical terminology is rarely used
with accuracy. There are frequent grammar, punctuation and
spelling errors.
Level 2 5-8 Uses several examples but contrast may not be clear. Some
advantages and disadvantages but unbalanced, may lack focus on
water supply. Structure is satisfactory. Explanations are clear, but
there are areas of less clarity. Geographical terminology is used
with some accuracy. There are some grammar, punctuation and
spelling errors.
Level 3 9-12 Range of advantages and disadvantages, begins to assess and
focuses on securing water supply, appropriate examples with
some details and implied contrast. Structure is good. Explanations
are always clear. Geographical terminology is used with accuracy.
Grammar, punctuation and spelling errors are rare.
Level 4 13- Genuine assessment with a focus on securing water supplies,
15 balance of advantages and disadvantages and contrasting range
of technologies. Carefully structured. Explanations are always
clear. Geographical terminology is used with accuracy. Grammar,
punctuation and spelling errors are very rare.
Question Using Figure 3, explain how the three threats shown can
Number affect physical processes within ecosystems. (10)
3a Indicative content
Responses should use Figure 3, but also bring in own knowledge in the form of
examples e.g. the impacts of alien species in named locations or examples of
resource exploitation such as deforestation in the Amazon. Figure 3 is terrestrial +
aquatic but marine examples are just as acceptable.

Resource exploitation
• Nutrient cycling is directly affected by deforestation by removal of the
biomass (main nutrient store in forests), which mean less litter and
eventually lower soil nutrients (infertile soils) e.g. could be ‘slash and burn’
in tropical forests. (burning provides a temporary boost to soil nutrients)
• Further impacts due to exposed soil, leading to erosion and eventual loss of
soil cover.
• In grasslands the litter and soil are larger stores; farming gradually depletes
these.
• Removal of vegetation cover disrupts energy flow by removing primary
producers, so depleting primary and secondary consumers – simplified food
webs.
• In marine ecosystems secondary consumers (fish, shrimps etc) are
generally exploited, which disrupts the food web.
Invasive alien species
• Generally has a greater impact on energy flow than nutrient cycles.
• Upsets the grazing chain if the invasive species out-competes native
organisms, eventually changes food web and can cause extinction of some
species.
Nutrient levels
• Main impact is eutrophication through excess of nitrates and phosphates
from farm run-off and sewage.
• Excessive growth of primary producers in ponds, rivers and shallow seas
leading to increased numbers of primary consumers, temporarily, followed
by falling oxygen levels and eventual collapse of the food web.
Level Mark Descriptor
Level 1 1-4 Limited physical process understanding; descriptive of a few
general threats. Structure is poor or absent. Geographical
terminology is rarely used with accuracy. There are frequent
grammar, punctuation and spelling errors.
Level 2 5-7 Some physical process understanding and terminology with
some explanations. Some balance between threats with some
support. Structure is satisfactory. Geographical terminology is
used with some accuracy. There are some grammar,
punctuation and spelling errors.
Max 7 if 2 only
Level 3 8-10 Good physical process understanding and accurate use of
terminology. Range of explanations for all three threats; uses
own knowledge to support explanations. Structure is good.
Explanations are always clear. Geographical terminology is used
with accuracy. Grammar, punctuation and spelling errors are
rare
Question To what extent are local, small scale conservation
Number schemes likely to protect biodiversity more successfully
3b than global initiatives? (15)
Indicative content
The question is focussed on local versus global conservation. Better answer will
have examples of schemes and both scales and weigh-up the success of both.
Examples at a small / local scale are numerous and include:
• The St Lucia SMMA, Galapagos World Heritage Site, Australia’s Great Barrier
Reef and Daintree, Komodo NP, Campfire, Korup / Kilim, Udzwunga NP –
there are many others
Global initiatives could include:
• CITES, the IWC, the Millennium Ecosystem Assessment, Biodiversity
Hotspots, frameworks such as World Heritage, Ramsar, Convention on
Biological Diversity (CBD)– the question only say ‘initiatives’ so these could
be awareness-raising as well as active / hands on conservation
management.
• Do not accept Kyoto or similar schemes where the primary focus is not
conservation / biodiversity.
Small scale
• Generally hands-on with clear aims, may balance the needs of people with
those of conservation e.g. SMMA, but possibly not meet the needs of all
players; small enough to be managed / monitored.
• May suffer from lack of funding for policing; tend to protect a small ‘pocket’
and may be vulnerable to wider changes such as global warming; often
expensive if policies like invasive species eradication need to be carried out.
Global
• Bring the issues to a global audience; some are well-known and valued e.g.
World Heritage
• Often indirect and therefore easy to circumvent e.g. CITES, or not everyone
agrees so hard to police e.g. the International Whaling Commission; may
focus on cute and cuddly rather than keystones species or arguably greater
importance e.g. the WWF Amur Leopard campaign. Rarely play a direct role
in protection but rely on national and local government to actually conserve
within a framework e.g. Ramsar or the CBD requiring national Biodiversity
Action Plans.
To what extent:
Better answers will make a judgement e.g. small scale is better and provide
reasons, or argue that some global initiatives are necessary to tackle biodiversity
loss or protect species from globalised trade.
Level Mark Descriptor
Level 1 1-4 One or two ideas, perhaps on named schemes, but scale not
clear. Limited link to biodiversity. Structure is poor or absent.
Explanations are over-simplified and lack clarity. Geographical
terminology is rarely used with accuracy. There are frequent
grammar, punctuation and spelling errors.
Level 2 5-8 Some range of examples and some details but descriptive rather
than assessing. Structure is satisfactory. Explanations are clear,
but there are areas of less clarity. Geographical terminology is
used with some accuracy. There are some grammar, punctuation
and spelling errors.
Level 3 9-12 Range of examples with some details, including some
advantages and disadvantages; begins to assess local versus
global. Structure is good. Explanations are always clear.
Geographical terminology is used with accuracy. Grammar,
punctuation and spelling errors are rare.
Level 4 13-15 Genuine assessment; uses detailed example (s) of global and
local and weighs up their advantages and disadvantages; likely
to include a judgment. Carefully structured. Explanations are
always clear. Geographical terminology is used with accuracy.
Grammar, punctuation and spelling errors are very rare.
Question Using Figure 4 and your own knowledge, explain how
Number trade patterns influence the global development gap.
4a (10)
Indicative content
Figure 4 focuses on trade in one commodity, cocoa, which is grown in narrow belt
in the equatorial region by a small number of countries – Ghana, Ivory Coast and
Indonesia account for 70% of world cocoa production.
Producers and consumers map
• Might be seen as illustrative of the north-south divide i.e. developed world
consumers versus developing world producers – trade flows of raw materials
/ commodities from south to north.
• The top 15 chocolate consuming countries are MEDCs, many of them the
richest in the world (G8, EU) whereas the cocoa producers are LEDCs, some
among the poorest in the world.
• Chocolate forms part of the diet in consumer countries but not producer
countries.
• Ideas of commodity dependency (perhaps from colonial times) and
explanations of poor terms of trade (low value exports versus high value
imports)
• Fairtrade might be viewed by some as helping over common the ‘unfairness’
Confectionery TNCs
• These are all based in MEDCs – the USA, Italy and Switzerland; they turn a
relatively low value commodity into a high value (some might say luxury)
product.
• Profits from sales stay in the MEDC countries where chocolate is made.
• Cocoa producer farmers likely to get paid low wages whereas those who
work for TNCs will be better off.
Cocoa prices
• The graph shows that prices have varied considerably since 1995, from
below $1 per kg to touching $3; prices have been high recently but have
also had long periods at low levels for instance 1999-2001.
• Variable prices, spikes and price crashes mean earnings from cocoa rise and
fall, resulting in uncertain incomes; difficult for producers to plan ahead
/know what they might earn.
Overall, some might comment on the unfairness evident in the data; credit the
idea that the data is narrow i.e. one commodity / only some countries and that
there are other aspects to the cocoa trade e.g. Fair Trade, that might paint a
different picture.
Level Mark Descriptor
Level 1 1-4 Descriptive answer which comments on a few aspects of Fig 4 in
general terms such as ‘unfairness’. Structure is poor or absent.
Geographical terminology is rarely used with accuracy. There
are frequent grammar, punctuation and spelling errors.
Level 2 5-7 Some range of explanations using Figure 4, with some linkage to
the global development gap. May lack balance. Structure is
satisfactory. Geographical terminology is used with some
accuracy. There are some grammar, punctuation and spelling
errors.
Level 3 8-10 Range of explanations, making use of Figure 4 and own
knowledge; links to the global development gap. Structure is
good. Explanations are always clear. Geographical terminology is
used with accuracy. Grammar, punctuation and spelling errors
are rare
Question Using named examples, evaluate the view that migration
Number to megacities is the best solution to rural poverty in the
4b developing world. (15)
Indicative content
This question focuses on the idea that migration to urban areas reduces poverty
better than other ways; some might read into the question that it is the best
option for people in rural areas and should discuss whether this is actually the
case.
Benefits of migration to Problems of migration to megacities
megacities
• Better jobs prospects e.g. in • Slum housing, which is widespread,
coastal Chinese cities / Pearl unhealthy, expensive – Dharavi and
River Delta, or inland in cities Kibera might feature as examples.
such as Chongqing. • Informal employment, low incomes and
• Many of the jobs are in under-employment are major issues;
manufacturing and reasonably the cost of food and water in urban
well paid, but conditions are areas is very high.
poor. • Some might recognise that
• Opportunities in the informal opportunities and conditions in
sector Bangalore or Shanghai are likely to be
• Better services such as very different to those in Lagos or
education and healthcare in Nairobi.
urban areas. • Wider environmental and social issues
• Can send remittances home i.e. of urban poverty and whether it really
to rural area is ‘development’
• Some rural areas have severe • Sharply rising inequality
problems and low potential - • Leaves behind an even more
poverty, drought, deforestation, vulnerable, impoverished rural
desertification, conflict – all population (old, young, infirm)
could be stated as strong
reasons to move.
Rural development to overcome poverty can also be considered :
• People may be better of staying put – help from NGOs, ability to produce
their own food.
• Some forms or development such as ecotourism, farming are possible in
rural areas.
Expect some use of examples of megacities (Nairobi, Bangkok are named in the
specification but any developing world megacity / large urban area is acceptable)
Evaluate:
As the question says ‘best’ other development options such as Fair Trade (which is
often rural), aid and debt reduction could legitimately be discussed as part of an
answer. Better answers will come to a clear judgment.
Level Mark Descriptor
Level 1 1-4 Descriptive of the rural-urban migration process; lacks focus on
development. Structure is poor or absent. Explanations are
over-simplified and lack clarity. Geographical terminology is
rarely used with accuracy. There are frequent grammar,
punctuation and spelling errors.
Level 2 5-8 One-sided answer; may focus on megacity benefits or costs;
generalised with less support. Structure is satisfactory.
Explanations are clear, but there are areas of less clarity.
Geographical terminology is used with some accuracy. There are
some grammar, punctuation and spelling errors.
Level 3 9-12 Range of ideas with some support on the benefits and problems
of megacities for development; begins to evaluate megacity
migration / rural development. Structure is good. Explanations
are always clear. Geographical terminology is used with
accuracy. Grammar, punctuation and spelling errors are rare.
Level 4 13-15 Balanced evaluation including the costs and benefits of migration
as well as comments on rural development. Carefully structured.
Explanations are always clear. Geographical terminology is used
with accuracy. Grammar, punctuation and spelling errors are
very rare.
Question Using Figure 5, explain the advantages and
Number disadvantages to people and the environment of the
5a different types of cooking technology shown. (10)
Indicative content
Answers should be written in the context of the ‘problem’ shown on Figure 5 i.e.
unreliable biomass supplies and health problems from indoor smoke. The focus
should be on the developing world.
Advantages and disadvantages should be in terms of people (social, including
health, incomes etc) or environmental; they should be focussed on the ‘problem’
but some wider issues may be relevant also e.g. all 3 technologies reduce the
need for fuel-wood so might help reduce deforestation.

Advantages Disadvantages
Upesi • Jobs for local people making the • Still fairly basic technology
stoves stoves. which does not eliminate
• Local resources used, no health risks or use a ‘better’
imports, cheap to make and buy fuel.
(accessible to many)
• Reduces fuel use, so cost saving
and time saving (fuel collection)
• Some health improvements
Gas • No need to collect fuel – saving • Cost to buy stove probably
stoves time. high, plus need to buy gas
• Harmful emissions eliminated – (regularly) – too high for
health benefit. many.
• Can be used anywhere; portable • Might be seen as developed
world techno fix, not
appropriate.
Solar • Uses ‘free’ energy • Cost to buy could be high
stoves • Simple technology; nothing to (could be built locally)
break. • Potentially unreliable –
• No emissions and no need to cloudy day? Cannot be used
collect fuel. everywhere – climate
• Does not need to be watched, dependent.
so time saving. • Questions over thoroughness
of food cooking i.e. health
risks?
Level Mark Descriptor
Level 1 1-4 One or two ideas, states some advantages and disadvantages in
a generalised account; relies on lift-offs. Structure is poor or
absent. Geographical terminology is rarely used with accuracy.
There are frequent grammar, punctuation and spelling errors.
Level 2 5-7 Some range of advantages and disadvantages, and some
reference to people and environment. Explanations link to the
problem shown. Structure is satisfactory. Geographical
terminology is used with some accuracy. There are some
grammar, punctuation and spelling errors.
Max 7 for 2 only
Level 3 8-10 Range of advantages and disadvantages explained for both
people and environment, linked to the problem shown; wider
issues developed from the Figure; balanced across Figure 5.
Structure is good. Explanations are always clear. Geographical
terminology is used with accuracy. Grammar, punctuation and
spelling errors are rare
Question Using named examples, assess the extent to which
Number technological innovation may have unforeseen social,
5b environmental and economic costs. (15)
Indicative content
A very wide range of technologies and innovations could be used to support and
answer, and these can come from areas such as water, energy, farming. Better
answers will need to be clear about social, economic and environmental costs
specifically.
Some likely examples are:
• GR / GM crop technology – often cited as have environmental drawbacks in
terms of farm chemicals, ecosystem degradation – as well as social costs such
as polarisation; some might argue the benefits of increased food production /
food security are worth it.
• Renewable energy – might be argued as being, in some cases, relatively
cost free i.e. solution to global warming, lowish cost, keeps the lights on –
often raises NIMBY issues e.g. wind but these are fairly minor.
• Medicines – often have a high economic cost e.g. ARVs, some vaccinations,
but really only social benefits and no discernable impact on the environment.
• Transport – may be seen as environmentally negative i.e. global warming
from cars, trucks, air travel; social benefits in the main but are these large
enough to outweigh the heavy environmental price?
• Water technology – lots of examples where there is social good due to clean
water supply but environmental downsides, and possibly ‘losers’ in terms of
water supply.
• Robotisation – jobs losses as machines replace people.
• Chemicals – well know examples of DDT and CFCs with environmental
impacts on food chains and the atmosphere respectively.
• Mobiles phones / internet – leapfrogging; use of resources and disposal,
social / privacy issues.
Do not credit benefits on their own.
Assessment might raise points such as:
• Most technologies have some environmental costs related to resource use,
although some are designed specifically to solve environmental problems.
• Technologies have unforeseen social costs and benefits e.g. mobile phone texting
(originally designed for the deaf)
• In some cases the benefits may heavily outweigh the costs, so are acceptable e.g.
the benefits of mobile phones in the developing world.
Level Mark Descriptor
Level 1-4 Some examples of technology, and some general costs / problems
1 but brief and inaccurate. Structure is poor or absent. Explanations are
over simplified and lack clarity. Geographical terminology is rarely
used with accuracy. There are frequent grammar, punctuation and
spelling errors.
Level 5-8 Some range of examples and some variable detail. States a number
2 costs but likely to be generalised or focus on one aspect. Structure is
satisfactory. Explanations are clear, but there are areas of less clarity.
Geographical terminology is used with some accuracy. There are
some grammar, punctuation and spelling errors.
Level 9-12 Range of examples with some detail; outlines a range of costs (social,
3 economic, environmental) with some balance and begins to recognise
that some technologies may have unforeseen costs. Structure is
good. Explanations are always clear. Geographical terminology is
used with accuracy. Grammar, punctuation and spelling errors are
rare.
Level 13- Range of detailed examples, and accurate economic, social and
4 15 environmental costs; genuine assessment which weighs up whether
costs are unforeseen in nature. Carefully structured. Explanations are
always clear. Geographical terminology is used with accuracy.
Grammar, punctuation and spelling errors are very rare.
Question Question
Number
6a Explain why there are, and have been, tensions between
superpowers and other countries in East Asia. (14)
Indicative content
Answers need to cover both past tensions and current ones, although there is likely to be
more to say about current ones. There should also some focus on superpowers i.e. the USA
today and the USSR in the past could be mentioned – China and Russia are both BRICS in
the emerging power category. Note that some tensions are both past and current.
Past:
• Japan’s invasion of Manchuria in 1931 and subsequent occupation soured Sino-Japanese
relations
• The region was a key theatre of operations during WWII, fought over by the Great Powers
of the time (USSR, UK, USA and Japan) – this has left resentment and simmering disputes
over whose version of history is right.
• The Korean War (Russia / Chin / NK –v- SK / USA / UN) ended in stalemate – no peace
treaty was ever signed; Taiwan is an ongoing source of tension between the USA
(supporting nationalist China) and the mainland People’s Republic of China.
• The area was pivotal during the Cold War - the USA, Taiwan, Japan, South Korea as the
capitalist bloc versus USSR, China and North Korea in the communist side – this continues
to this day, albeit in a revised form.
Current (NB accept the Heads of State in Fig 2, or more recent ones)
• Countries in the region follow different ideologies – Chinese communism on the one hand,
versus capitalism (led by the USA) on the other.
• The USA sees the region as within its sphere of influence, and maintains a large military
presence – this conflicts with China’s expansionist plans (Figure 4) and blue water navy
development. View 3.
• In general the region is heavily militarised and China, North Korea, Russia and the USA
(submarines) have nuclear weapons in the region. North Korea’s nuclear ambitions are an
on-going source of tension.
• There are numerous disputed territories in the area (View 4) including the border zone in
North Korea – and occasional skirmishes and sabre-rattling via military exercises around
Korea and Taiwan in particular. Expect some of these to have been researched (Figure 3)
and others may be mentioned e.g. the Spratly islands which are thought to have oil /gas.
• Credit reference to relationships between East Asian countries and superpowers e.g. EU /
China trade disputes; arguments of international agreement and trade.
Synoptic linkages
• Research on territorial disputes. Further details on recent events and conflicts; especially
instability in 2012 / 13 caused by new leadership in all 4 countries and older issues. Unit 3
energy security e.g. oil and gas reserves in disputed waters.
Level Mark Descriptor
Level 1-4 One or two generalised comments on tensions, lacking accuracy.
1 Structure is poor or absent. Mostly lift-offs. Explanations are over
simplified and lack clarity. Geographical terminology is rarely used
with accuracy. There are frequent grammar, punctuation and spelling
errors.
Level 5-7 Some tensions using the RB but narrow range; unclear on past and
2 current; limited detail. Structure is satisfactory. Explanations are
clear, but there are areas of less clarity. Geographical terminology is
used with some accuracy. There are some grammar, punctuation and
spelling errors.
Level 8-11 Some range of tensions using the RB effectively and some clarity on
3 past and current; explanations with some detail / accuracy. Structure
is satisfactory. Some reference to wider links. Explanations are clear,
but there are areas of less clarity. Geographical terminology is used
with some accuracy. There are some grammar, punctuation and
spelling errors.
Level 12- Range of current and past tensions explained in detail, might
4 14 recognise some are more significant than others. Accurate detail
linked to superpowers and other countries. Structure is good.
Explanations are always clear. Synoptic. Geographical terminology is
used with accuracy. Grammar, punctuation and spelling errors are
very rare.
Question Question
Number
6b Assess the extent to which each of the four East Asian countries
named in Figure 2 have the characteristics of superpowers. (14)
Indicative content
Expect all 4 countries to be discussed, but there is likely to be more detail on some
(China) and less on others (North Korea). Some might use a structure such as
soc/eco/pol or the ‘pillars’ of superpower status, or hard versus soft power.
North Korea – very large military relative South Korea – wealth levels equal to an
to population, but technically not MEDC, a highly developed, urban,
advanced; low development levels (but educated country. Has some world-beating
also data hard to get); lacks any global TNCs and global brands and is nearly as
influence in terms of TNCs, Universities, globalised as Japan; some might argue
patents (Fig 9), IGOs (Fig 10) and is one of that it has relied heavily on USA support
the least globalised countries in the world and lacks global influence, although this
(Fig 8); difficult country to classify in many has grown with G20 membership. An NIC
ways. View 1. not yet in the OECD club.
Japan – highly developed nation (most China –Country of two halves. View 2
developed in the region) with high levels of contrasts with Figure 16 showing a global
human and economic development; hub (rural –v- urban) and Figure 6
globalised (but still only 44th in the world) suggests average levels of development
with a large number of global brands, (HDI, urban population, importance of
TNCs, quality universities and a huge agriculture). Militarily the country is
patent output. Could be viewed as an moving towards having global reach, and
economic superpower but not true its importance internationally is growing
superpower in terms of political, cultural (Fig 10) i.e. membership of global IGOs
and military influence; its economy has and the G2. It has a way to go to compete
also been stalled for the last 2 decades. with the best in terms of education (Fig 8),
patents (Fig 9) and globalisation; Chinese
TNCs have fewer global brands.
Assessment:
In terms of overall assessment, some might argue North Korea is a rogue or failed
state which may have nuclear weapons but has few other strengths. South Korea is
economically strong but lacks global influence. Japan might be viewed as the ‘almost’
superpower that failed to make it. China has many strengths and might be seen as
virtually a superpower economically but with some way to go militarily / culturally.
Synoptic linkages
Unit 1 Globalisation, TNCs, country classifications; Unit 3 Development indicators.

Level Mark Descriptor

Level 1 1-4 Very partial coverage; one or two ideas on a narrow theme;
descriptive. Structure is poor or absent. Explanations are over
simplified and lack clarity. Geographical terminology is rarely used
with accuracy. There are frequent grammar, punctuation and
spelling errors.
Level 2 5-7 Considers some countries using data from the RB with some
details; lacks structure; limited link to superpower status.
Explanations are clear, but there are areas of less clarity.
Geographical terminology is used with some accuracy. There are
some grammar, punctuation and spelling errors.
Level 3 8-11 Uses a range of data to consider countries in detail; begins to
assess in relation to superpower status. Structure is good. Some
reference to wider links. Explanations are always clear.
Geographical terminology is used with accuracy. Grammar,
punctuation and spelling errors are rare.
Level 4 12-14 Detailed assessment which judges the superpower status of all 4
countries. Carefully structured. Strong synoptic links. Explanations
are always clear. Geographical terminology is used with accuracy.
Grammar, punctuation and spelling errors are very rare.

Question Question
Number
6c To what extent are trends in population and resource
consumption in China and Japan sustainable? (12)
Indicative content
The question has two sides to it, population and resource consumption. There
should be some balance between the two. Candidates may define sustainability
e.g. the Brundtland definition and / or use the sustainability stool or quadrant as a
structure for their answer.

Population
• China’s population bulges in the 15-50 age range, meaning a large workforce
now but the number of young people is low – meaning an ageing population in
the future – health care costs, pensions. Population growing slowly (Fig 13);
the slacking of the one-child policy may counter-act this a little.
• Japan’s faces a negative population dividend as its population is old, ageing
fast and there are issues of economic sustainability; Japan’s lack of economic
progress since 1990 (Fig 11)may mean it faces a future of declining incomes
and spiralling social care costs. Japan’s lack of immigration means a ‘quick fix’
to improve workforce sustainability is unlikely.
Resource consumption
• China, as View 5 suggests, is on a trajectory to increase resource consumption
considerably with global implications – largely due to increasing wealth rather
than rising population; Fig 12 shows that renewable water levels are projected
to fall while calorie and protein intake have been rising (nutrition transition);
China’s oil imports are large and its eco-footprint is rising – some might discuss
the wider environmental consequences of these trends.
• Japan is relatively sustainable in terms of resources. It has ample water supply
(Fig 13) now and even more in the future, and food consumption falling due to
ageing – but 60% of food is imported. Overall eco-footprints are falling (partly
due to less heavy industry) in Japan and are not high for an MEDC. Some might
argue that although this is environmentally positive it points to long-term social
and economic sustainability issues. Japan is highly energy insecure and relies
on imports – made worse by the post-tsunami shut down of its nuclear plants.
Assessment
Japan faces a major social challenge with ageing, and this undermines its long
term economic prosperity when combined with its reliance on energy and food
imports; environmentally the country is more sustainable than most MEDCs. China
has population issues too, but they are further off; its current trajectory in terms
of resources consumption and environmental consequences does not look
sustainable, although poverty levels will reduce further.
Synoptic linkages
• Sustainability – synoptic theme in Unit 3, Unit 1 population, Unit 3 Energy,
Water.

Level Mark Descriptor

Level 1 1-4 One or two general ideas about either resources or population,
inaccurate and partial. Lacks sustainability. Structure is poor or
absent. Explanations are over-simplified and lack clarity.
Geographical terminology is rarely used with accuracy. There are
frequent grammar, punctuation and spelling errors.
Level 2 5-8 Uses the RB data with some details; unbalanced on population /
resources but with some links to sustainability and begins to
assess. Structure is satisfactory. Some reference to wider links.
Explanations are clear, but there are areas of less clarity.
Geographical terminology is used with some accuracy. There are
some grammar, punctuation and spelling errors. Max 7 if
population / resources only or China /Japan only.
Level 3 9-12 Detailed balanced assessment of population and resource trends
linked to sustainability for both countries; likely to make a
judgment. Structure is good. Explanations are always clear.
Synoptic. Geographical terminology is used with accuracy.
Grammar, punctuation and spelling errors are very rare.
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