8215 9215 GCE Geography Rep 20080807 UA020196

Examiners’ Report Summer 2008
GCE
GCE Geography B (8215/9215)
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Summer 2008
Publications Code UA020196
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Contents
1. Unit 1 Paper 1 5
2. Unit 2 Paper 1 13
3. Unit 3 Paper 1 (coursework) 17
8. Statistics 57
8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 4
Unit 6471 Paper 1 Changing Landforms and their Management
General Comments
This paper was quite straightforward but the mean performance was relatively low.
Sections a and b were completed with considerably more success than the short
essays in the c sections where responses were disappointing overall. Questions varied
in terms of popularity with 1, 3 and 4 being the most popular and question 2 the least
popular.
There were signs of improvements in knowledge and understanding of some areas of

the syllabus, particularly wetlands, river regimes, causes of long-term sea level
changes and management issues relating to coastal protection, wetlands and flooding.
However, there were also some worrying errors in basic knowledge of terminology
such as ‘sediment’ which was frequently confused with discharge, and ‘sustainable
management’, which was often understood as being hard engineering “because it lasts
a long time”. There were also very weak responses to the questions on wave
refraction and river/valley profiles indicating fundamental errors in understanding and
lack of knowledge of traditional physical geography.
Areas for centres to work on in order to improve candidate performance:
• Interpretation of resources such as photographs, cartoons and diagrams: at the

moment interpretation is inconsistent and whilst candidates may understand
the general gist of the resource, they frequently lack the ability to interpret
the resource thoroughly or to explain their ideas on paper, thus missing out on
maximum marks. Figure 4b was misinterpreted by many candidates despite the
fact that the bay and the headlands were labelled and the land was shaded to
aid interpretation.
• Additionally it was quite clear that many candidates did not have a mental
image of the place they were describing; performance can be enhanced by
using photographs and maps as frequently as possible when teaching case
studies.
• Keep working on terminology - sediment, discharge, permeable, impermeable,

long profile, cross profile, refraction…just some of the words that were used
incorrectly, costing valuable marks.
• Improve examination technique by using the marks and available space as a

guide as to how much to write. As a rule questions with 5 marks and over are
level marked whereas questions with 4 marks are point marked and 2 or 3 of
these marks may be gained by extending one point. Candidates who used extra
sheets of paper to extend their answers do not often achieve more marks by
doing so. Working with mark schemes and undertaking peer marking are often
effective remedies to poor technique.

Question Specific Comments
Question 1 (a)(ii) was quite well understood by candidates though a few insisted on
writing about other factors as well as land use. The likely impact of
afforestation/deforestation and urbanisation on the river was well understood by the
majority although there was some confusion over runoff from urban areas – some
thought that increased runoff from urban areas would increase sediment inputs.
Knowledge of the likely impact of farming and irrigation was normally less accurate.
There were problems when candidates restricted themselves to sediment in rather
than reaching rivers. In part (iii), some candidates returned to land use e.g.
deforestation or urbanisation, when geology, climate and dams were the real targets.
Marks were therefore polarised. Part (iv) was done well with mostly 3s and 4s scored
and candidates could clearly draw on their knowledge of sediment problems behind
dams or navigational problems. However the question asked for an identification of
problems and not the reasons for or solutions to them and some candidates wasted
valuable time by doing more than the question asked.
Figure 1(b) was understood by most. Again some candidates gave reasons for the
differences without actually stating the differences themselves. A good range of ideas
were put forward for (b)(ii), including rock type and permeability but only the better
candidates developed their responses to include climate, vegetation and land use
differences. Many candidates ignored or misunderstood the geology part of the
question; a few did the opposite and only discussed the geology, hence limiting their
mark to a maximum of 3.
Part (c) should have been a relatively straightforward question about sustainable
approaches to river management but there were mixed responses. Some candidates
gave well-prepared case studies of the Jubilee River, River Cole or Kissimmee
although the latter was not always related to restoration. Others however produced a
hard engineering account and ignored sustainability almost entirely or explained in
great detail why dams and channelisation were not sustainable without actually
answering the question. Many candidates failed to acknowledge the significance of
the word ‘sustainable’ in their responses. This is a particularly worrying issue given
the amount of teaching and learning on sustainability which should be a key element
of the geography curriculum at Key Stages 3 and 4.

A high scoring response:
“Managing a river sustainably involves methods which allow the river to continue on
its natural course whilst protecting urbanised areas. The Jubilee River Scheme is an
example of this type of management. It uses soft engineering methods to manage the
river Thames and protect areas such as the M4 and Maidenhead. Methods include the
nourishment of banks so that when water levels rise during high rainfall there is a
larger bankfull capacity. Trees have been planted along the river in the riparian zone
and wetland conditions recreated which enhances the natural appearance but also
provides interception and stabilises the banks. Vegetation and specially designed
banks encourages birds such as sand martins, terns and dabbling ducks to colonise the
area. Local people were consulted before the scheme was implemented.
Good sustainable management involves analysing the causes of flooding and treating
them at source as well as managing the entire catchment and not just the part of the
river with a problem. This has been done on the River Devon where the upper
catchment has been managed to prevent flooding downstream. Floodplains can be
restored or areas set aside to hold floodwater to protect more significant areas.
Sustainable management therefore involves lots of different approaches. It involves
management of both people and the environment to ensure that there are long term
benefits for the river and the local economy.”
Question 2(a)(i) was generally well answered and many candidates showed good
recognition of channel and valley features, scoring 3 or 4 marks, though few described
them in detail. In part (ii) many wrote about channel when the question was really
targeted at an individual feature. Meanders and braids were popular and the
processes were well known by most. A poor choice of feature such as a v-shaped
valley or channel prevented some from getting full marks. In (iii) candidates’
technical vocabulary was often weak but the changes due to flood were described
well. The ‘after’ effects were not well explained and inevitably oxbow lakes were
mentioned as an outcome of a flood which given the condition of the meander in the
photograph was extremely unlikely after a flood event.
In 2(b) the cartoon triggered a range of ideas. Most answers focused on the results of
an increased number of floods with some of the stronger candidates discussing how
building on floodplains could increase the magnitude and frequency of flooding. Most
answers seemed to focus on this as an MEDC issue – possibly as a result of the situation
in the UK in 2007. Flood issues were clearly well rehearsed in the effects of building
on floodplains. There were many well developed responses scoring 4 or 5 marks.
Some candidates failed to go beyond the destruction of buildings and possessions and
achieved 1 or 2 marks.
Part (c) was very disappointing with profiles often misinterpreted as changing
discharge, regimes, even sediment changes. River long profiles were better
understood with geology and dams the common factors mentioned. Isostatic/eustatic
change and rejuvenation patterns were rarely identified. Others had some idea but
wrote about long and cross profiles, virtually halving their chance of success. The
valley cross section option was taken to mean channel cross section. There was also a
very poor understanding of the causes of changes in a river long profile, many weak
candidates misread the question and solely discussed changes to discharge along the
rivers length. Examples beyond a named river and waterfall were rare. A few
excellent Tees and Afon Glaslyn were seen. The Mississippi and Nile were not well
suited to the question. There are plenty of good resources available to assist with
teaching this topic including a recent Geo Factsheet published by Curriculum Press.

This succinct answer identifies factors that affect cross profiles but only reached the
middle of L2. How can it be improved to achieve 10?
“An increase in river velocity can lead to more vertical erosion and a deeper valley.
This is seen in the Colorado. The geology of a valley has a great effect on the shape.
Granite or a similar hard rock will erode with a jagged and steep edge unlike one
made from clay. This effect is seen in many rivers. Human activity such as terracing
can affect the cross profile. This is seen in the Rhine valley. Vegetation cover
influences how much erosion and mass movement takes place and this affects the
valley shape.”
Question 3 was the most successful question and yielded the best geography on the
paper as well as the best use of the resources. (a)(i) enabled candidates to identify
some natural changes, as well as those caused by human management of the rivers
and the best answers included reference to the effects of dams, tributaries, wetlands
and channelisation on discharge. There were some references to the Bradshaw model.
In part (ii) the ‘international cooperation’ question drew some good ideas relating to
the shared use of the river. Extraction and aridity were discussed in the strongest
answers, although dams and barrages were frequently mentioned and candidates
could transfer case study knowledge from rivers such as the Colorado and Nile and
apply it to this region.
A succinct answer scoring maximum marks:
“The rivers flow through five countries and there will be conflict if one country uses
more than its fair share of the rivers resources. Dredging the river or damming it in
Turkey or Syria can result in decreased amounts of sediment downstream, causing
more erosion and damage to fish stocks which in time may affect the economy. The
region’s population depends on the river for improving quality of life so cooperation is
vital.”
Figure 3 (b) (i) and (ii) were tackled well on a ‘spot the difference’ basis with
effective use being made of the key on Fig 3(b) and explanations for the changes
were sensible if not fully focused. Most discussed population pressures and the
resultant increased demand for land and water in their answers. Many raised the issue
of climate change and less reliable rainfall. For part (iii) some centres had obviously
prepared candidates well concerning the importance of wetlands and this brought
sound answers with reference to flood management, breeding grounds, and pollution
control.
Part (c) related to the need to manage coastal ecosystems and was generally done
well by candidates. The secret was of course a well-learned case study such as
Studland Bay, Morfa Harlech, Ainsdale or Braunton Burrows. Others followed the
‘coral’ route with a variety of locations used including Ban Don Bay and the Maldives.
The question required an examination of issues such as global warming, vegetation
succession or fire but it was common to see the usual litter and trampling. Coral reefs
were done better than dunes or marshes in general because students have been
taught specific threats. Better answers focused on the ecosystem and were able to
name specific plants, fish or animals that were affected. Weaker responses tended to
examine ecosystems per se or focus on managing coastal erosion rather than a coastal
ecosystem.

This answer achieves a good score but could be improved by a better structure and
specific reference to species and specialist terminology:
“The Great Barrier Reef in Australia is the largest reef in the world with thousands of
different species specific to the coral ecosystem. It generates a significant income
for local people in terms of tourism and fishing and without it the local area would be
severely affected since many jobs are created, both directly and indirectly. Without
management of recreational activities the reef will be damaged and the coral will die.
The coral reef is beautiful and useful in its own right so unless it is managed correctly
we are going to lose this ecosystem with irreversible effects. Many different things
threaten this ecosystem. Farming and poor fishing techniques wreck the coral.
Pesticides destroy coral reefs by starving the water of oxygen so farmers need
managing in order to make sure that the coral survives. Global warming is causing
deeper water and this needs to be tackled so that the coral can get enough sunlight
Tourism should be eco friendly and visitors should not be allowed to touch the reef
since this kills the coral.”
Question 4 was probably the least well answered overall. In part (a)(i) two
straightforward marks were available for the recognition that the sea level fell and
then rose again. In (a)(ii) the idea of melting and freezing affecting sea levels was
broadly understood, though the relevant terminology was often missing or wrongly
applied. The 3 mark answers had a good understanding of eustatic or isostatic change.
However, many candidates blamed the ice sheet for pressing down on the sea. In (iii)
most were able to explain present day processes, but only a few linked this to the
chalk rocks in the diagram and weaker candidates tended to list the processes rather
than give any detail. Part (iv) was clearly an unexpected question for candidates, with
some wanting to write about effects on coastal flooding rather than erosion. Many
candidates had a good range of ideas of how global warming may increase erosion
rates in the future. There was some confusion between waves and tides (“global
warming will cause stronger tides”). Storms, hurricanes and wave energy were
common answers and some more able candidates discussed how current coastal
defences may become obsolete/ineffective and thus causing an increased rate of
erosion.
Part (b) was a challenging topic but one that should have been understood. Whilst
many worked out what ‘wave refraction’ was, in part (ii) its application to the
diagram was not understood with some reversing the diagram so that the shaded area
was the sea, headlands are formed from deposition after the bays are eroded
etc. Many simply reverted to the idea of differential erosion of headlands and bays.
Marks were generally low. There were ‘stabs in the dark’ about rising sea levels but
little to convince examiners and the opportunity to annotate the diagram was wasted
by most.

An answer that showed good understanding:
“Waves with larger amplitude and smaller wave length will be destructive. They will
converge and hit the headlands and erode them with full force before being bent
around them towards the bays. The waves will now be slower with smaller amplitude
and will be constructive so they carry the eroded material form the headlands and
deposit it in the bay.”
Part (c) was not really the question that some candidates wanted. They really wanted
coastal erosion (e.g. Holderness) and so wrote about it anyway. For example, many
started by saying that deposition behind a groyne somewhere led to coastal erosion
elsewhere and then wrote an essay on erosion. The positive effects of deposition
producing beaches and spits leading to tourism or negative impacts on navigation
were much less common although there were some pleasing responses on the Barrier
Islands and Chesil Beach. There were some very good answers on coastal flooding
impacts where case studies such as Towyn, the Asian tsunami, the recent cyclone in
Burma and the 1953 east coast floods were used well. Some able candidates did solid
work on the flooding event itself but omitted the impact on people’s lives. A sizeable
minority chose to examine riverine flooding (Boscastle, Lynmouth and Mississippi all
scored zero) rather than coastal, and references to Bangladesh were only acceptable
if flooding was clearly coastal in origin so Himalayan snowmelt did not gain credit
unlike references to storm surge damage. Flooding was often muddled with severe
erosion and properties falling into the sea.
This answer demonstrates appropriate use of case studies but lacks examination of
the impacts on people for L3:
“Towyn experienced severe flooding in February 1990. It was caused by a depression

over the Irish Sea leading to strong onshore winds and storm surge. The sea wall was
breached and low lying coastal plain was flooded up to 4km inland. Thousands had to
leave their homes and many were admitted to hospital because of injuries or shock.
Many of the residents were elderly and houses were bungalows. The electric pump at
the sewage works failed so the floodwaters became contaminated with sewage and
the drainage pumps failed which slowed down the removal of floodwaters from the
land.
Many buildings were damaged and 40% of the residents did not have adequate flood
insurance or home contents insurance. Communications were affected with the
coastal road flooded and railway closed. Farmland was covered in salt water. It was
estimated that £32 million would have to be spent on flood defences. Storm surges in
Bangladesh affect the millions of people living on the delta. For example in 1998,
1000 people were killed and millions made homeless; additionally a lack of clean
water and limited access to food led to disease.”
Question 5 yielded some solid synoptic geography though the resource in (a) was not
well used. The storm beach was not recognised by at least half of the candidates and
it was commonly mistaken for a dune. Part (ii) should have been a straightforward
question but candidates could not distinguish between the normal process of swash
and backwash and the conditions under which storm beach is formed. Part (iii) was
well understood though candidates’ use of terminology was often weak and their
answers lacked focus with fewer able to correctly identify how the various elements
would fit into this idea. Many identified a beach as an open system.

This answer scored full marks because the four elements of the beach system are
clearly identified.
“A beach is an open system with inputs, outputs and stores. Sediment is inputted from
the erosion of the cliffs, the beach itself is a sink or store for this sediment. As the
sediment is moved by wave action it is transported off the beach (output) and into
another system, either the beach or the sea.”
Figure 5(b) was well received and there were some excellent answers in (ii) as
candidates linked land use to management strategies with the best candidates taking
a holistic view of the coastline and recognising the cost benefit implications in
different locations. In part (iii), simple responses discussed the longevity of some
defences – “groynes might need replacing” whereas the stronger candidates
introduced the need for an SMP in the future to consider impact downdrift, and also
more defences for the areas currently undefended. Some candidates raised the issue
of climate change and how that may affect future decisions.
Part (c) was very accessible and was the highest scoring of the (c) sections on the
paper. However even though the idea of a beach as a system had been introduced in
5(a)(iii), few candidates were able to incorporate those terms in this answer. Many
scored a good mark by evaluating examples of coastal management schemes which
had implied evidence of littoral cells, SMPs or longshore processes. Case studies
tended to be British, though there were good examples used from the USA and West
Africa. Many candidates turned the question on its head to cite examples of how not
looking at the coast as a system had lead to failure. Descriptive accounts of coastal
management were depressingly common.
This answer shows understanding of the coastal system in a named location. Place
names and place specific detail make the answer convincing. There is specific
reference to systems terminology.
“Start Bay in Devon is part of a sub sediment cell which is swash aligned due to the
south west prevailing wind. The area is relatively rural and unpopulated but the
variation in areas along the coast has led to a variety of strategies being adopted. In
the late 1800s 650 000 tonnes of shingle was taken from the beach and the Skerries
Bank at Hallsands for construction work at Plymouth dockyards. This was thought to
have no detrimental effect but the reduced beach began to recede and Hallsands was
washed away in 1917. The developers had no understanding of the sediment cell and
did not understand that there were no natural inputs and outputs. In another area of
Start Bay in front of the hydrosere at Slapton Ley is an important road that is the
only access route along this coastline. After undermining and flooding in 2005 during
a storm a management strategy was planned which includes beach nourishment. This
uses the littoral cell concept to protect the road. Sediment in front of a low land
value area up coast is taken and put in front of the road at Slapton. After a month
when the longshore drift has moved the sediment back to its original location, it is
picked up again and replaced in front of the road. This demonstrates understanding
of the coastal system in Start Bay.”

Unit 6472 Paper 1 Managing Change in Human Environments
General Comments
Overall candidates performed well on the paper, but their performance was both
uneven by question and across centres.
Certain questions were particularly well done. These included the questions on
Bilanga–Yanka 2(a) and 2(b), and also the questions on eco footprints and sustainable
cities, as well as all (c) parts except 2(c) where candidates often wrote two sides of
really well learnt material.
Other questions were almost universally weak. These included 1(b) where candidates
did not understand what physical and locational factors were and 2(c) in which
candidates found difficulty in selecting appropriate examples in rural areas in LEDCs.
Exam technique was also an issue. In addition to the usual rubric problems of
rural/urban and MEDC/LEDC, and infrequent timing issues, many candidates lost
marks by failing to always read the stem of the question. For example in question
4a(iii) many good candidates lost 2 marks by failing to include examples.
Question 1
1(a)(i) Most candidates correctly identified key features.
1(a)(ii) Most candidates answered this question correctly.
1(a)(iii)(iv) The only problem with these two questions was that candidates failed to
concentrate on agriculture and described all sorts of settlement features.
Overall the photograph description was well done with many recognising key
contrasts of farming type, intensity of use and organisation.
1(b) As many candidates failed to understand what exactly was requested the answer
was marked ‘globally’ by factor as opposed to strictly physical or locational. Most
candidates identified differences of relief, coastal (maritime climate) and
accessibility so average marks of 5/6 were achieved by many. In depth photographic
observation and interpretation is clearly a skill which needs development.
1(c) Whilst most of the answers showed very good understanding of the advantages
and disadvantages of rural living, a common fault was to select a larger area such as
Cornwall or the Lake District and to write in very general terms. Good answers
included specific facts. For example on Objective 1 funding, or named tourist
developments in Cornwall or named locations of second home concentration such as
Chapel Stile in the Lake District. Another issue was the failure to achieve a balance
of advantages and disadvantages. Some of the best answers looked at the varied
perspectives of the professional teleworker, young person, or retired person. Other
good case studies included the Massif Central, various Scottish Islands, or Brittany.
Some students opted for individual villages – with Ashwell, Urchfont and Clapham
Austwick all being popular but in need of updating. Some of the best case studies
were based on fieldwork for example in South Pembrokeshire or West Somerset.

Question 2
2(a)(i) Most candidates correctly identified three characteristics from the map which
suggested an LEDC location. However some choices such as ‘a school only taking 110
children’ were not sufficiently diagnostic, and other answers were not sufficiently
detailed – such as ‘no roads’ or ‘higgledy piggledy layout’.
2(a)(ii) Was again usually well done, with most candidates scoring 5, 6 or even 7.
Common mistakes were low level statements such as do damage, or cost repeated in
several boxes, or a failure to think of advantages/disadvantages for people and the
environment.
In 2(b) students who had been trained to develop data, rather than just lift off data,
usually did very well; for example thinking about exactly what clean water and
electricity could do to improve the lives of the people.
2(c) A number of problems occurred with this question. Many candidates selected
rural areas in MEDCs such as Northern Portugal, or alternatively whole countries such
as Kenya or China, or even wrote about urban areas such as Sao Paulo. Key issues to
select included rural to urban migration, areas of economic expansion for tourism or
cash cropping or resource extraction, and of course the impacts of HIV-AIDS or wars
and natural disasters. It was also important that candidates wrote about structure
and numbers changes. Sketch pyramids were very useful to help with explanation.
Question 3
3(a)(i) Whilst most candidates answered 1 and 2 correctly only a tiny minority
achieved a mark for 3, as this involved use of proportional graph to guestimate which
continent had the highest proportion of slum dwellers for all urban dwellers.
Both 3(a)(ii) and 3(a)(iii) were generally well understood as the urban transition
model was well understood.
Most candidates achieved a mark for 3(b)(i) and 3(b)(ii). Again a minority were
careless and failed to read the stem before attempting the question, thus giving the
answers Tokyo and Delhi.
3(b)(iii) Many candidates failed to achieve top band marks in this relatively
straightforward question. There were three problems: (1) writing in generalities such
as no jobs, no services, and then achieving a mirror image answer for urban pull such
as lots of jobs, and lots of services at a general level with no examples. (2) A second
group of students wrote out of context talking about Cornwall and then Plymouth as
a mega city. (3) Yet another group of students became highly confused with rural
push and mega city pull and got it the wrong way around.
In 3(c) there were some excellent answers which looked at a balance between
impacts on the countryside and urban areas, with some contrasting impact in MEDCs
and LEDCs. Answers went wrong where students strayed off the focus of urban sprawl
and wrote about general city problems. Good examples of greenbelt creep included
the Newcastle Great Park area, areas on South Manchester and Harefield near
Uxbridge, as well as Orange County Los Angeles or sprawling suburbs of Sao Paulo, or
Barra (Rio).

Question 4
Whilst the pizza model was a new resource to many – developed by J Speake from
Liverpool Hope University - almost all students got the hang of it as they worked
through the question.
4(a)(i) was almost universally correct but 4(a)(ii) was often disappointing. For
example, planning laws for the provision of greener spaces, or the historic use of
canals as part of the Industrial Revolution were rarely cited.
In 4(a)(iii) the knowledge was generally very sound but nearly 80% of candidates lost
2 marks by failing to use examples.
In 4(b) factors influencing land use in city centres (see stem) were well understood,
but so many failed to read the stem and merely wrote about general accessibility or
costs (eg how motorway access was vital for the Trafford Centre) which was of
course irrelevant.
Question 4(c) was well known and well learnt territory with many extremely
competent top level 2 answers.
In order to achieve maximum marks candidates did need to consider both

regeneration and reimaging well linked to the declining city centre. The other issue
was that although the answers were usually extremely well learnt with a good
knowledge, many were very descriptive. Often London’s Docklands was poorly done
with no clear idea of the vision of the UDC.
Question 5
5(a)(i) and 5(a)(ii) were usually correctly answered provided candidates read the
resource correctly and understood the idea of a city system.
In 5(a)(iii) and 5(a)(iv) there were many outstanding answers on unsustainable cities,
and also reasons for varying city footprint size, showing excellent understanding of
this topical area of the specification.
In 5(b) the Chinese eco city Dongtan resource was very well understood. The
outstanding answers interpreted the map, rather than merely lifting off information.
On the whole environmental sustainability was better understood than socio-
economic. Centres may like to develop this subject area by exploring the UK concept
of eco towns of which 10 are planned.
In 5(c) answers on the Brown Agenda (defined so that confusion with brownfield sites
was avoided) had improved significantly from two years ago when it was last set.
Many candidates saw it as an opportunity to write about Curitiba which they did very
knowledgeably. For maximum marks a range of example was required well targeted
towards the Brown Agenda as opposed to general improvement particularly of
housing quality.
In conclusion over the last 5 years there is no doubt that knowledge of the range
across the specification has improved, and that many teachers are to be
congratulated in keeping up-to-date and developing and updating changing rural and
urban environments.

Unit 6473 Paper 1 Environmental Investigation
General Comments
This will be the last report for a full cohort since January and June 2009 will be
available for resit candidates only. The Environmental Investigation has maintained
the tradition of the Schools Council 16-19 enquiry approach although in modified
form. It will be a pity to see coursework disappear from advanced specifications but
change is not something that most geographers fear. The new specification has
fieldwork as part of the examination and in the course of time maybe coursework will
reappear.
Comments from Moderators
Mark creep is a continuing issue above 75 and too many centres now have averages of
71 to 75, a situation that has developed over the last six years in a slow but
continuous fashion. Some teachers are awarding marks that candidates should
achieve rather than what they have actually earned and could be part of the reason
for the demise of coursework. A few centres do not use the correct GB2 forms, keep
to deadlines or mark OPTEMS properly; they cause a lot of time to be wasted because
moderators have to follow-up these issues.
Moderators have reported major improvements in ICT skills and presented work is
much improved since six years ago. Topic range has not widened; most centres
choose investigations on rural villages, river models, coastlines, sand dunes or urban
CBD or quality of life. Some field study centre work can be too teacher-led and can
result in almost identical investigations with little imagination.
Administrative Problems
• Not using correct GB2 forms

• Not signing the authentication by both teacher & candidate
• Addition errors & discrepancies between Assessment Criteria sheets & OPTEMS
• Numerous crossings-out and alterations of marks making it almost impossible to
read
• No cover sheet or no treasury tag to secure work
• Heavy weight files
• Resit candidates fail to identify new work & often the increase in marks is hard to
justify by the work seen by the moderator.
Most centres instruct candidates to follow the mark scheme and this leads to well
organised work. Virtually all now use section header pages.
Purpose of Investigation
This is an area where the structured approach pays dividends and where staff can
successfully improve candidate marks. Most perform this section well by meeting the
assessment criteria mark scheme. There is a need for a clear focus with four or five
key questions leading directly to the conclusion. Imaginative candidates use scanned
photos and background detail to add to these mapped presentations which are
particularly valuable for scene setting. It is a pity that some location maps are too
dependent on Multimap/OS online maps and often hidden in the body of the report
rather than at the start. Material other than the aim, key questions and location

maps needs to be evaluated – some contextual background is relevant but local
history and legends are not required. Models can be introduced but must be relevant
to the investigation. Some candidates complicate the introduction with three or four
models which, although they might be relevant, often serve only to confuse and
weaken their eventual conclusions. Some introductions are too brief for 8-10 marks
and some centres need to take account of this in future marking. Some teachers do
not match the level of work to the candidate’s ability or leave them with unfocussed
topics that can go nowhere. The aim and key questions must fit together to avoid
confusion.
Methodology
This section continues to be over-marked for quite poor work. Most now go beyond
the obligatory table/matrix but there is still a tendency to describe what was done
rather than how and why it was done. Appropriate techniques are important here and
sampling strategies and maps of data collection sites are used in the better-prepared
centres with some using pilot studies. Tables comparing sampling methods and
evaluating their use and then explaining choice and location of fieldwork sites are to
be encouraged. Many candidates are paying lip service to sampling rather than
explaining how it was used in their enquiry. Some need to extend their data
collection programme, in some river enquiries too few sites are used and in many
urban investigations very limited data collection programmes are employed. Over-
relying on questionnaire data is a major problem that some teachers fail to grasp as a
fundamental weakness. Too much secondary data weakens rather than supports the
resulting analysis.
Representation of Data
The better investigations show a range of well-chosen and well-executed techniques

whilst the weaker investigations often consist of very disappointing bar & pie charts,
poor photograph selection and questionnaire analysis. Mapping techniques are under
used – isopleth, chloropleth, located graphs and distribution maps should be used
more. Teacher over marking of this section is a major problem.
Analysis
There is still too much description with explanation and interpretation suffering as a
result. This could be helped by annotation of presented data and a better focus on
evidence. More integrated analysis could be encouraged with some still separating
maps and diagrams from the explanatory text. Use of boxes, chart and annotations
can give detail and look good on a page. High mark analysis means more than just
explaining results; it involves argument and logical use of evidence. Centres tend to
over-mark this section for merely descriptive narrative with little reference to
geographical processes, models or theories. Techniques such as impact analysis, cost
benefits, conflict matrices, statistics, scatter graphs can be used. Teachers seem
locked into Spearman Rank and reward long-winded prose which results in the word
count being exceeded.
Conclusion and Evaluation
Some improvements have been made here with better candidates doing more than
just summarising their analysis or repeating their key questions. Candidates who have
good key questions can use the final one to make the main findings for the
conclusion. For example ‘How can management be improved?’ can be used both to

evaluate current management and then to suggest ways it can be improved which
can be shown on an annotated map, giving the candidate a chance to use their
imagination and knowledge of the situation. This gives the investigation a natural
focus and sound ending. An extension activity can be to look to the future and
further improvements that could be made to management. The more able see the
wider picture of validity of conclusions and accuracy of the results. Centres also tend
to over-mark this section – simple SWOT analysis does not make a good conclusion.
Quality of Written Communication
Over-long investigations are becoming fewer as are hand-written versions, but “word
creep” is still an issue and teachers should penalise candidates who grossly exceed
the word limit of 2500. Referencing and use of bibliography is improving slowly.
There is improved use of ICT from the better candidates but some still lack basics
such as title page, contents page, pagination, sections and bibliographies.
Resit Candidates
Resit candidates continue to cause concern for moderators. Previous marks are often
not given and the candidates are not following instructions i.e. highlighting and
listing new work. Centres should instruct resit candidates that work will not be
marked unless they follow the above – this could end this problem and avoid taking
up moderator’s time.
Investigations with the following features attracted high scores
• Highly defined aims and a small number of carefully targeted key questions
• Focused annotated maps to identify the small area to be investigated
• Careful selection and sufficient number of sites that give scope for varied analysis
• Detailed and informative data collection tables incorporating choice of sampling

methods and how it was carried out
• Innovative use of ICT and data representation techniques
• Careful selection of suitable techniques including statistical analysis
• Detailed and logical analysis, going much further than simply explaining results
• Development of candidate management plans; solutions or future outcomes to

issues
• Reference to relevant theory showing overall understanding of trends and

patterns
• Detailed and balanced conclusions returning to key questions with evaluative

comments
• Contents page with pagination, section headings and bibliography

Areas for improvement included
• No clear purpose or clearly stated key questions
• No clear detailed site maps
• No discussion of sampling strategies, questionnaire questions or pilot surveys
• Insufficient data collection programme or not all data used in analysis
• Repetitive or inappropriate use of basic techniques and/or very descriptive

analysis
• Inappropriate use of statistical techniques showing lack of understanding
• Lack of variety and use of mapping techniques
• Over use of boxed text which is not integrated into the account
• Candidates who declare their investigation over-length should be automatically

penalised by the centre
• Inappropriate presentation of the coursework folder in heavy A4 binders or not

securing the work together adequately or not using cover sheets with candidates
name, number and centre details

Unit 6474 Paper 1 Global Challenge
General Comments
The nine questions of Unit 4 were all answered in good measure, with as usual, some
more popular than others as shown below:
It was pleasing to see that many students attempted the migration question and that
all cross unit questions in Section C were taken on by significant numbers of
candidates.
Overall performance was good, with many students producing excellent answers
which showed good knowledge of recent geographical events and trends. It is always
useful to draw in contemporary issues as this unit is taught and researched and this is
particularly the case with the cross unit questions.
Weaker candidates tend to have some, or all, of the following characteristics. These
are areas centres may wish to focus on in terms of improving performance for 2009:
• Timing issues - most commonly in the form of missing out one section e.g.
8(b). As all parts of all questions carry significant marks, in the 12-15 range,
this is bound to reduce the chances of a high grade.
• Lack of balance – this is often the case in a part (a) question where
candidates need to use the resource provided. For instance only discussing
depressions from Figure 1 (Jan’s situation), or focussing very heavily on the
migration graph in Figure 4.
• Simplistic world view – seeing the world as very much North versus South,
without recognising the existence of a development continuum. This can
impact on Section C responses in particular.
• Key words – certain very commonly used words such as ‘processes’,
‘implications’ and ‘consequences’ are still poorly understood and this
prevents some candidates unlocking the question.
This exam always demands that candidates assess and evaluate, and requires them
to use examples and case studies to back up their assertions and arguments.
Comments on individual questions
SECTION A
Question 1
(a) In general there was good comprehension of the synoptic chart. A minority of
candidates reversed the depression and anticyclone in their explanations which led
to confused responses. Some candidates only described the conditions but these were
a very small number. Most could explain John’s and Jan’s experience with reference
to air masses, stability and instability and changing conditions (in Jan’s case). There
was often less certainty about Mike’s situation, positioned between areas of high and
low pressure. However many students made satisfactory reference to the possible
influence of the occluded front, maritime air streams and high latitude
temperatures. Very well balanced answers were rare, but sound coverage of all 3
‘postcards’ was common.
(b) This question demanded that students examine depressions. A few students chose
to examine anticyclones, usually at great expense. Discussion of hurricanes was
surprisingly common. Some credit was given to hurricanes and tropical cyclones but
centres should be aware that whilst depressions and cyclones are both low pressure
systems with some hazards in common, they are quite different weather systems in
terms of formation processes. It is difficult to make a case for classifying the 1990
Burns Night Storm as a tropical cyclone and equally hard to classify the 1970 Bhola
cyclone as a depression!
As in the past many students used the 1987, 1990 and Boscastle events to good
effect, and there was pleasing reference from many to the events of summer 2007.
In many cases impacts were described with accuracy, but there was less focus on the
management problems per se i.e. forecasting and warning difficulties, the challenge
of widespread wind damage and flooding, plus disruption to the work of emergency
services.
Question 2
(a) This question produced some excellent responses which showed good
understanding of climate change on a range of timescales. Weaker candidates tended
to focus wholly on global warming and referred to ‘natural cycles’ rather than being
able to pin down possible natural causes specifically (see table below).
Candidates do need to remember to refer to the Figure provided in detail. This is
especially the case with a graph such as Figure 2, and is equally true of Figure 4 and
Figure 5 on this paper. Specifically to this question it is important to be aware of
timescales especially in terms of possible global warming.
Many candidates are unclear when industrialisation occurred both in the UK and
globally and therefore when significant (measurable) anthropogenic influence on
atmospheric composition began.
There is also some confusion surrounding ozone depletion with some students
referring to ‘carbon dioxide, which causes the ozone hole’. Equally a number of
students felt that increased volcanic activity causes an enhanced greenhouse effect.
Whilst the science is not easy, it is important to get it right.

Natural and Human causes of climate change
Timescale explained Evidence Possible mechanisms of

climate change
Long • Geological From ice cores in Natural Milankovitch cycles,
term timescales, Greenland and resulting from variations in
measured on Antarctica, and the earths orbit around the
scales of 10000 – ocean sediment sun (orbital eccentricity,
100,000 years. cores. axial tilt and axial wobble)
• The glacial and
interglacial cycles
of the Quaternary
Medium • Historical Historical ‘proxy’ Natural variations in sun
term timescales records and some spot activity, such as the
measured in 100s early direct Maunder Minimum.
of years. observations and Natural volcanic activity
• The Medieval measurements. may play a role (cooling if it
Climate Optimum increases)
and Little Ice
Age.
Short • Modern climate Modern measuring The human enhanced
term change, and recording greenhouse effect, causing
especially in the systems, including global warming.
last 30-40 years satellites and Anthropogenic pollution is
when a continual ocean sensors. the most likely cause.
warming trend Variations occur due to ENSO
has been and AMO cycles and other
measured. natural phenomenon such as
the 11 year sun spot cycle.
(b) In general candidates were able to identify both national and local strategies.
There was often some sound understanding of Kyoto and what it might mean for the
UK. Good candidates were able to link this to renewable energy targets, the ETS and
variable VED amongst other schemes. Those who used local knowledge carefully,
such as transport initiative and recycling schemes, generally scored highly. There is a
danger with this type of question that students provide extended lists, rather than
linking their chosen examples to the question of ‘lessening the impact of future
climate change’. Mitigation strategies were used as examples more commonly than
adaptation strategies (see below). Good candidates provided ongoing evaluation even
though the question did not specifically ask for this. This style of writing always
scores highly on this paper.
Question 3
(a) Figure 3 provided students with a structure for their answer although in many
cases the Figure was overused and slavishly copied out with only a few additional
comments. Whilst many answers were sound, processes were often not explained and
many answers were couched in very general terms, focussing on a range of general
development threats. Interestingly there was often very good understanding of the
processes in polar regions – such as loss of Arctic sea ice reducing the range of polar
bears. Examples, where they were used, tended to be those from the resources (and
were therefore more ‘named places’) rather than those from the candidates own
arsenal. The language of ecosystems was perhaps a little disappointing with terms
such as fragility and endemism rarely used.

(b) Most candidates were able to discuss several named organisation, and popular
choices were Greenpeace, WWF and groups directly involved in the management of
nature reserves and marine parks. In some cases, the focus was on an area (e.g. St
Lucia or Korup) rather than named organisations. In these cases the mention of
named groups was somewhat more hit and miss, and role tended to be interpreted as
‘management methods’. Many of this type of response scored L2 but not L3. Overall,
students did seem to have a good idea of how different groups operated and the
question was in general answered well.
There is perhaps an issue that some centres focus their ecosystems work wholly on
their choice of biome(s), whereas it is clear from the specification that an overview
of global biomes is also required, in addition to specifics about named chosen
biomes.
SECTION B
Question 4
(a) Figure 4 is effectively a population system diagram (see below) in graph form. It
proved successful as a resource in that it differentiated relatively well:
• Most candidates were able to explain some of the trends and projections,
often with variable depth.
• Some candidates could link these to total population projections.
• The best did address specifically the issues of ‘gradual but uncertain’
• A very small minority saw Figure 4 as a system
There was good understanding of the role of migration, and of its uncertainty in
relation to the ‘pull’ of the UK and issues of policy. In general birth rate, death rate
and fertility were understood well. The best candidates began to refer to the 10 year
gap between censuses as an issue, and the potential inaccuracy of a census. There
was a marked divide between those candidates who discussed each variable in
isolation and those who attempted to provide an overview linked to total
population.
On balance UK population is set to rise as a result of immigration (as net migration is

positive, even though it may be lower than in the recent past) and slightly rising
fertility. Good candidates recognised that immigration actually has a positive impact
on fertility and birth rates so both total numbers and growth rates rise.

(b) Many candidates took time to define optimum population, usually quite well. This
is good practice as it does help focus students on the question in front of them (had
they done this for ‘global shift’ in 6(b), many answers would have been improved
significantly). The majority of answers focussed in anti- and pro-natal policies
although a resources approach was occasionally seen. The role of migration also
featured. The usual suspects of China, France, Kerala, Singapore and Mauritius were
used very regularly. These case studies work well, but only if they are linked to the
question and students are aware that the question ‘describe everything you know
about the one child policy’ rarely crops up on this paper! A good number did assess
i.e. weighed up the chances, sometimes with reference to Malthus and Boserup.
These latter two theories are useful, but candidates easily get mired in torturous
descriptions of each.
Question 5
(a) As in 4(b), many students took the trouble to define economic migrant and
refugee and this provided a focus for the rest of their response. There was much to
discuss from the two graphs, and in fact no need to address every part of both
graphs. Most realised this and focussed on a range of salient contrasts and trends.
Explanations were generally good with many students able to contrast the likely long
distance economic migration with the short hops of refugees. Examples of recent
migrations were often used and in general contemporary knowledge and
understanding were much in evidence.
(b) This question was answered well. Centres are to be congratulated for the work
they have done on migration, which has gradually improved performance on this
important topic. We are now seeing:
• More up to date case studies, such as the A8 migration from Eastern Europe.
Data was often quotes as being from ‘2007’ which is excellent
• Less reliance on internal migration case studies, which often do not fit the
questions set
• Very few sensationalist responses
• A greater range of examples and case studies, form all parts of the world.
This improvement really only comes from better teaching and teachers taking the
opportunity to update resources.
The concept of ‘value’, which has the potential to lead to a diatribe about
immigration, was in the main treated very sensibly.
Centres which have focussed on the Poles and other eastern European migrants
should continue to do so, as this particular migration is likely to continue to evolve in
interesting ways.

Question 6
(a) TNCs and NGOs were the most common choices here, although many had a good
deal to say about Government, and there were some excellent responses on IGOs
linked to the WTO and IMPF/WB (and their role in SAPs/HIPC). Often the role of the
selected group was outlined in detail, although there was a less clear link to
economic prosperity, such that answers tended to be descriptive. In general
examples were used and there was some good commentary from some, on the
possible positive and negative aspects of TNCs especially.
(b) Of all the question on this paper, 6(b) was the one which caused the most
problems for candidates. The question itself is not complicated, and there were some
very good responses to it. However many candidates made a poor choice in terms of
example and this will had an impact of their mark. Candidates were asked to choose
a ‘named manufacturing or service industry’. There are many others of course but
acceptable examples would include:
• the car industry, or steel industry.
• banking, call centres or IT and software.
Choosing to write about:

• A named TNC
• A named country or region
• A named NIC
...led to all manner of difficulties and in general the response did not fit the
question. Very few actually defined the global shift, and then related this to a
named industry. The specification does ask students to study a named NIC, industry
and TNC. These are not interchangeable.
In addition many students persist in believing that global shift, outsourcing and
offshoring takes places towards LEDCs. This is not the case, the movement is to NICs
and RICs in the main, with little FDI occurring in LEDCs for reasons of lack of
infrastructure, skills, supporting industries etc. There are some notable exceptions
such as Bangladesh, Kenya and Vietnam. However the numbers are small e.g. around
$4 billion of FDI into Bangladesh (population = 150 million) in 2006 compared to $75
billion to Malaysia (population = 27 million). For instance, of Nike’s 700 supplier
factories in 2008, only 14 are in Africa (Egypt and Morocco 3 each, RSA and Tunisia 4
each) (http://www.nikebiz.com/responsibility/cr_governance.html).
There also seem to be confusion over the global shift i.e. the movement of industries
to new production bases abroad, and the sectoral shift in one country, as outlined in
the Clark-Fisher model. These two shifts, although related, are not the same. It was
also a little disappointing to see that the word impacts was generally not used to
structure responses, as shown in the outline table below: It might help students to
view the global shift of industry and its impacts in a similar way to migration and its
impacts. There were many ‘stories’ of the shift without detailed reference to
impacts.
Social Economic Environmental

impacts impacts impacts
Source
+/- +/- +/-
(old location)
Host
+/- +/- +/-
(new location)
A significant tightening of question interpretation and case study choice is needed to

ensure students gain the marks they are aiming for.

SECTION C
Question 7
(a) It is possible that the map, Figure 7 (see www.worldmapper.org for more
examples) tended to put off some candidates. However those that tackled it
generally did well and were able to outline a range of implications. Most might have
had a little more balance between economic and environmental. The other issue is
the very ‘North versus South’ nature of some answers. The map partly supports this
view, however it is very clear that many NICs have grown in wealth terms and so a
more complex pattern emerges.
b) Most responses to this question were sound, with the majority able to choose two
examples which in most cases were contrasting. In some cases there was a lack of
focus on the world’s poorest countries although the examples chosen were broadly
acceptable. One issue which has emerged, perhaps surprisingly, is that many
candidates are confused over what actually constitutes free trade and fair trade.
Many use the terms interchangeably and are not fully aware of the key differences
between these two approaches to trade (see table below). That said there is a small
number of candidates whose detailed knowledge of trading regimes would shame
some at the IMF and WB! Many candidates used detailed examples of aid, often
specifying the type of aid (bilateral, tied, NGO), and many wrote in a comparative,
evaluative way and came to clear conclusions.
FAIR TRADE
FREE TRADE
Free Trade A socio-economic movement
The unrestricted flow of goods and
versus Fair promoting poverty reduction and
services, where price is governed
Trade sustainability, where prices are
by supply and demand.
set at a ‘fair’ level.
Businesses and TNCs which buy and NGOs and not-for profit
sell goods and services, international organisations such as Oxfam, the
markets which determine prices, the Fairtrade Foundation, small scale
World Trade Organisation (WTO) producers in the developing world,
PLAYERS
which attempts to remove subsidies, and ethical consumers.
quotas and trade taxes to make Increasingly MEDC TNCs and
trade as ‘free’ as possible. supermarkets are ‘jumping on the
bandwagon’
All conceivable types of goods and WHAT IS Mainly handicrafts and agricultural
services. TRADED produce.
The price is set by the demand for a Developing world producers are
product versus its supply; if demand paid a ‘fair’, stable price for their
HOW IT WORKS
increases, or supply drops, prices produce which is above the
will rise. ‘market’ price.
In theory, the consumer, as goods Local communities in the
and services would be produced in developing world. The extra
the most efficient (cheapest) WHO BENEFITS income is usually invested in
location bringing prices down, but community schemes, such as
still profiting businesses. education and health.
Most of the worlds $ 11,800 billion in $3.6 billion in 2007
GLOBAL
trade in goods is to some extent
SIGNIFICANCE
‘free’.
Free trade is not ‘free’ because Depends on consumers being
governments ‘rig’ the market using prepared to pay a higher price for
subsidies, quotas and trade taxes. goods.
CRITICISMS
TNCs ‘fix’ prices. It benefits only a few communities.
Could be seen as simply another
type of western charity.

Question 8
(a) Many candidates seemed to enjoy this question, with a large number ‘having a go’
at the suggested order of priorities. Many candidates realised that the problems were
linked, and that this made re-ordering challenging – this was often explained and
illustrated. Points relating to the views of economists versus environmentalists were
common, and some key issues such as climate change and Aids/ HIV were examined
in depth. Some responses did simply agree with the order, and these tended to be
less well argued. It was good to see so many candidates prepared to argue difficult
positions, such as removing Aids/HIV from the top of the list, or elevating climate
change.
(b) Most candidates chose Climate change, with Aids/HIV also popular. It was
disappointing that few chose farm technology although they may well not have linked
this to GM / GR crops. Free trade threw up some of the issues covered in 7(b) above.
A very small number of candidates did refer to two boxes, rather than two concerns,
although the mark scheme allowed for this without penalty. Some candidates
described solutions, but most were then able to go further and talk about the
difficulties. There were well supported answers, with recent facts and figures. Many
presented Global Warming as a theory with both sides of the argument. One issue
with Global Warming is the difficult nature of the choices that might need to be
made, these are generally categorised as either mitigation or adaptation:
GLOBAL WARMING: MITIGATION versus ADAPTATION

Mitigation and adaptation are different, but complimentary, strategies for coping
with global warming.
Mitigation means reducing the output of greenhouse gases, and/or increasing the
size of greenhouse gas sinks. This directly reduces the threat, as levels of greenhouse
gases in the atmosphere fall, or at least the rate of increase slows.
Examples of mitigation include:
• Setting targets to reduce CO2 emissions (Kyoto Protocol)
• Switching to renewable energy sources, such as wind power
• ‘Capturing’ carbon emissions from power stations and storing these, for instance
in spent oil wells.
Adaptation means changing our lifestyles to cope with a new climate. This option
accepts climate change, and adapts to it.
Examples of adaptation include:
• Managed retreat of coastlines vulnerable to sea level rise
• Developing drought resistant crops
• Enlarging existing conservation zones to take account of shifting habitat zones.
Some scientists argue that climate change will occur even if humans stopped
polluting the atmosphere now, so 100% mitigation would still require some
adaptation.

Question 9
(a) In general there was clear understanding of the implications of resource
consumption. Most candidates were able to link increased consumption to
environmental problems. In some cases the resource was heavily used with less
support in relation to the question but many candidates were able to present some
examples and supporting evidence. This was particularly the case with:
• Fish consumption – often linked to the North Sea or named coral reefs
• Oil consumption – frequently related to global warming and named areas
feeling the early impacts
• Wood consumption – often linked to named areas of forest, and detailed
‘destruction’ examples.
Less convincing were:
• Meat consumption – this causes confusion, with many feeling that cows etc.
were wild and ‘would become extinct’. Methane, of course, was often the
central theme!
• Water consumption – this was often linked in vague terms to drought without
any real consideration of what over-consumption might result in.
(b) Many answers to this question were satisfactory but fewer were very good. There
was perhaps less reference to sustainability than in the past and use of models was
rare. Strategies were identified although these tended to have some details, but not
real depth. Range was often lacking, with perhaps two strategies being examined but
no more. There was also a lack of evaluation from many, save for a very brief
concluding paragraph.

Unit 6475 Paper 1 Researching Global Futures
General Comments
Choice of Question/restriction in content
• The titles within each option are designed to test different aspects of the syllabus,
although obviously there will be an overlap given that it’s the same generalisation.
Getting clues from the ‘other’ essay title may be a dangerous strategy, since focus
on the question in hand is the priority. There was evidence of candidates not really
making up their minds which question to answer.
• Some questions restricted research content to just energy, or just tectonic/
climatic hazard or point/diffuse pollution, for example.
• Although it was pleasing to see increased ‘global warming salience’, often very
generalised knowledge about this global challenge led a significant number of
students to unsuccessfully attempt Q1 on the energy crisis. This question was really
about energy supply and demand ratios rather than just global warming.
Essay structure - study skills and style

• The importance of good planning should be prioritised with students, since those
who produced plans and a clear framework usually produced good essays. However,
a few did do 2 or even 3 sides of detailed planning, which meant unfinished essays.
• Introductions this year were weaker than in previous series, with few candidates
gaining marks in the top band for this section. This is something that centres could
address – as students can be trained to discuss the title, define their key terms,
and justify their choice of case studies rather not just listing them. See past online
PE Reports for guidance, especially Jan 08 and June 07.
• Maps and diagrams must be used for a purpose - simple sketches of location are
unnecessary.
• Candidates need practice in breaking out of the case study by case study approach,
and tackle systematically themes/concepts with examples and longer case studies
interwoven.

Q Conceptual framework possibilities
1. MEDC capitalist-consumerist culture and dependency on fossil fuels
LEDC fuelwood crisis
2. Think global, act local framework
3. A range of developmental aspects – for example, lack of political
development (illustrated by Burma) or economic/social inequality
(arguably illustrated by New Orleans, Californian Bush fires, even Kobe and
wider ‘classquake’ concepts which suggest that it is not overall economic
status that matters when understanding the impacts of hazards, but the
inequalities within a society.)
4. Local factors (population density, local economic disparities, lack of
planning restrictions/ building controls, geological features) versus wider
scale factors (eg overall economic development, position on plate
boundary/cyclone track)
5. Diffuse: successful (eg water quality UK - and less successful managed
pollution (eg global warming)
Point: successful (eg Prestige oil spill) versus unsuccessful (Bhopal)
6. Strategy based, eg interventionist precautionary principle (global warming,
CFCs) or end of pipe polluter pays (oil spills, even plastic bags)
7. Reasons for conflicts - eg tourism versus mining or areas where management
is successful versus areas where it is less successful
8. By managers: global eg UN Biosphere Reserves or Antarctic Treaty, or local
eg within Korup or Kakadu or type of conflicting demand or areas where
there are difficulties (eg Wolong) and those where there are less (eg
Antarctica) or pressure groups (global-local).
Rubric and whites

• Far fewer candidates attempted two questions than in past examinations
• There was a record low number of exception scripts ie papers that were
unscannable on ePEN because candidates were using a separate planning page.
The longer booklet helped, and many candidates used the first or last page to
write a plan. Future exam booklets may even have a page marked for
planning, both to dissuade extra paper being used and to encourage planning
to aid overall success in this essay exam. Centres’ statistical feedback from
Results Plus depends on ePEN so exception scripts resulting from extra
planning pages are to be discouraged.
Content
• Selection of case studies and examples were not always relevant. If students
have a bank of examples and mini case studies they may be able to choose
more appropriate examples for the title that they have chosen in the exam.
• Some candidates are still determined to write a pre practiced essay so
empowering students with the confidence to have a flexible approach is
essential.
• There was good use of recent/topical case studies in China and Burma as well
as extensive use of more classic hazard case studies such as Kobe and Mt St
Helens.
• There were many inaccurate facts about a large range of case studies - dates,
locations, types - rote learning of ‘factfiles’ pre exam is essential.
• More reference to the future is appearing in the Conclusion, which is to be
encouraged.

Q ePEN
Rubric 32 The vast majority did not mark which question they had
answered, so ended up in this category
1 74 Over 40% of candidates in Question 1 were ‘refugees’ from
2 25 pollution or wilderness, or even hazards.
3 3638
4 1470
5 201
6 98
7 424
8 110
Values and attitudes

Subsumed in the Understanding part of the mark scheme is reference to the values
and attitudes of the varying gatekeepers and stake holders involved in any option
chosen. There was some evidence this series of some rather narrow anglo-centric
viewpoints e.g. failing to see LEDC populations as capable of responsibility or of
making cogent and effective choices. This was shown in Q1, 3 and 4. In wilderness
questions, although the wish of aboriginal populations to retain their culture was
generally understood and supported, there was a failure to see that conservation can
be considered as neo-imperialism, and that some populations would rather ‘eat today’
than enjoy their environment tomorrow. In some cases, there were forays into 'we are
all guilty' global warming issues, especially in relation to Antarctica. This occurred
particularly in Q1, 7 and 8.

Environments and Resources
Question 1
‘The current use of energy resources may be seen as a global crisis.’ Assess this
statement.
Only a small proportion of the total number of candidates seemingly had actually
prepared for this option, and they stood out for their more accurate and wider
interpretation of the question.
The majority of candidates focused on the crises associated with the pollution effects
of global warming which, although expected as part of the question, is not the true
interpretation of the energy crisis. The topical tanker driver strike in the UK and
rocketing fuel prices was a popular tangent for many as well. It is obvious to see why
such answers would not fair well for Research or Understanding, although often
Conclusions were evaluative related to information given, and middle band of QWC
was achieved by many. Only those who had studied the option were familiar with
technical terminology such as finite and stock resources, although many introduced
recyclable resources, as exemplified by waste and recyclable energy sources (eg
nuclear energy) and renewable energy resources. Few discussed the 4Rs (Recycle,
Repair, Re-use and product Redesign). Many candidates made use of the increasing
demands of BRIC (Brazil, Russia, China, India) on resources and several used
sustainability quadrant, carrying capacity and adapted Kuznet models effectively.
Many spent too long on often misquoted Malthusian and Boserupian theories, although
the concept of MEDCs with a greater command of technology may mean adaptation to
the energy crisis may occur (e.g. UK back to nuclear, USA on biofuels). The better
introductions set up clearly what the crisis is and then how different authorities/
areas are tackling it. If the crisis was stated as having an environmental context then
credit was given. A few were very confused over the distinction between global
warming and ozone depletion.
Question 2
To what extent can sustainable resource management at a local level help reduce
global demands for resources?
This question required a broader coverage of the option: energy and mineral resource
references, related to the generalisation of management and sustainability. Most
candidates attempting this question had studied the role of the Earth Summit and
Local Agenda 21. Many answers simply agreed that local efforts were enough, but
highly rewarded answers took a more sophisticated view, and debated the role of
governments in helping reduce resource demands as well as local recycling and
conservation strategies. Examples ranged from Canberra to Sheffield, China to
Curitiba. The waste hierarchy was effectively used by some, plus the Club of Rome
theories. However, a significant minority thought deforestation without the link to an
energy source, agriculture and even whales were relevant here. Weaker answers were
very general, e.g. reference to unnamed wind farms in the UK, drifting to carbon
footprints and even population control.

Living with hazardous environments
Question 3
‘Economic status is overemphasised as the main reason for variations in the
severity of natural hazard impacts.’ What evidence is there to support this view?
D Better candidates used a plan and went on to fulfil most criteria – discussion of
the question meant inevitably their argument throughout the essay was more focused
and cogent. A significant number still failed to use a distinct introduction and given
the emphasis of the question on ‘economic status’ it was surprising to note how few
candidates actually discussed this complex idea, with most just making passing
reference to the MEDC/LEDC divide in their introductions. Some interpreted the
question as economic cost of a hazard rather than the economic status of where the
event occurred. Many, whilst listing case studies that would be used, failed to justify
why they were selected.
R There was evidence of some very sound research, although not always applied
to the question set. Candidates need more help with selecting those elements of their
case studies which will help answer a specific question. It was impressive to note the
number of candidates referring to very recent examples of not simply China and
Burma but cyclone Nargis and Sichuan, and the political attitudes of the Burmese and
Chinese governments was commented on. Many candidates wrote about paired case
studies – same disaster type but one in a MEDC and one in a LEDC, or a comparison of
the varying impacts and factors in the different countries affected by the 2004
Tsunami; this proved very effective. There were two main ways of approaching the
question – cases study by case study or factor by factor with economic status being
one of the factors. Both approaches could work equally well but the former approach
sometimes meant that the report became simplistic. Some of the more sophisticated
responses made the important distinction between human and economic costs and
used models such as Parks’ to highlight response and recovery times.
U Most candidates looked at different factors involved in the impacts, although
the links between factors and impacts were not always clearly expressed. For the
majority – it was a basic LEDC/MEDC basic dichotomy. Too many saw Bangladesh as an
LEDC with no cyclone readiness in spite of the disaster shelters, early warning systems
and evacuations of Cyclone Sidr. Some successfully argued that secondary hazards
(fire, disease) were important. It was good to note the use of Parks’ model in many
essays although it wasn’t always used to best effect. There was also some misuse of
case studies, particularly Mt St Helens and Kobe. Candidates usually did not fully
assess ‘overemphasised’ which led to some descriptive responses. Few also
differentiated between absolute and relative costs, ie although the absolute or
calculated economic impact of a hazard in a LEDC may be lower, relatively this may
be much more significant with reduced scope for reinstatement and recovery than in
a MEDC/NIC. Only the more sophisticated answers understood that physical controls
and magnitude lead to high impacts (in the short term anyway) irrespective of
economic status.
C Timing did not seem so much of a problem this series with most candidates
managing to finish, though they did tend to be weaker in summarising in a coherent
and concise manner and rarely returned to their specific case studies. On-going
evaluation was a feature however, and helped many score 6 or even 7 out of 10 even
with a weaker conclusion.
Q As always, there was a mixture of quality of written communication. There
could be better use of geographical terminology, with terms like intra plate, salience
or Mercalli scale featuring infrequently in this exam series.

Question 4:
How far is it true to say that the impact of either climatic or tectonic hazards is
determined by local factors?
The need to restrict response to either climatic or tectonic hazards would appear to
be the main reason for the lack of popularity here with the majority of candidates
opting for the latter.
D Many had difficulty pinning down a clear definition of local. Most produced a
range of the factors from the mark scheme with a slight bias towards physical. More
able candidates used a plan, and incorporated models. A significant minority are still
missing the opportunity to access the mark scheme because they are not completing a
proper introduction.
Planning where students identified local and other factors helped, as in the example
below for tectonic hazards .
possible
local factor other factors
categories
Economic i.e. poor areas of a city , Overall economic status of country-
concept of classquakes- e.g. MEDC/NIC/LDC … dictating perception,
Kobe, San Francisco mitigation, prediction, management,
funding , technology. Aid from abroad
e.g. tsunami 2004
Social e.g. politics of local mayor larger scale politics e.g. Chinese army
e.g. Montserrat, US base at mobilisation in Sichuan
Pinatubo planning restrictions/
building controls
Physical e.g. liquefaction, low lying plate boundaries, intraplate
coastlines-tsunami damage magnitute, frequency
R A significant number tried to include both climatic and tectonic case studies, a
rubric offence. The range of case studies was limited in some instances to two
earthquakes, for example. However, there was some evidence of good research with
good use of recent case studies. Some candidates forgot their original choice of
hazard and wrote on both tectonic and climatic.
It was very comforting to see that a majority of candidates referred to the recent
case studies of the earthquake in Szechuan and Hurricane Nargis and used these to
very good effect, having taken on board the local factors such as isolation,
combination of hazards and political situations. Centres are working well to alert their
candidates to such events.
U The main problem here was what constituted ‘local’, with weaker candidates
taking it to mean the general level of economic development. Too few candidates
took this question beyond the basic discussion and failed to see the complexity of
response to natural hazards. More able candidates realised that it was not a
straightforward LEDC/MEDC question and elaborated on local responses such as those
seen during Cyclone Sidr.
C This was varied in quality. Most candidates did not refer specifically to local as
opposed to national/international factors. In a significant number of cases the term
‘local’ did not feature at all. Many came to the conclusion that the economic status of
the country was the main factor accounting for variation in impacts. Often economic
status was interpreted to be a local factor.
Q The more able candidates showed a good essay structure and referred to the
question on a regular basis, demonstrating understanding throughout.

The Pollution of natural environments
The foundation part of the syllabus is designed to be covered whatever generalisation
is set in the final examination. Here there is clear reference to point, diffuse, source
and sink - and such terminology should underlie all pollution work. However, many
students were confused by the terms. They were also less aware of the focus in this
generalisation on management of the ranges possible - by scale (temporal and spatial)
and effectiveness
Question 5:
The management of point source pollution has had much more success than that
of diffuse pollution. What evidence is there to support this view?
This question invited varying responses from candidates. Many did not properly define
point and diffuse pollution, which often meant they did not distinguish adequately
between the two. Weaker responses wrote in general about pollution incidents without
indicating whether they were point or diffuse. Stronger responses used a good range of
case studies; both ‘classic’ examples like Chernobyl and Bhopal, and more
contemporary incidents like Buncefield. Candidates referred to all types of pollution;
water, air, noise, and terrestrial. There were some references to international protocols,
Kyoto, Montreal and the Bali road map and even a reference or two to the forthcoming
(to the exam) G8 Hokkaido summit focus on climate change.
Some good local case studies were used by some centres (e.g. Nottingham carbon
management, Hampshire waste disposal, Sheffield congestion management).
The more able candidates, however, used an evaluative approach to discuss the
various management issues on hand and earned good marks. The less able candidates
resorted to writing about pollution in general terms without using concrete case studies
or mini examples. Best answers centred around plans involving a continuum:
type very successful, Å----------------------------------Æ unsuccessful, still problems

especially long term
CO2 , Mediterranean Sea, plastic in South
diffuse ozone depletion, water quality UK
Pacific, ‘tragedy of the commons’…
point refuse, recycling, local area Chernobyl, Bhopal

Question 6:
What factors influence the choice of strategies used to manage pollution at both
source and sink?
This question proved to be more challenging than Q5, with many answers not
assessing sink or source. Stronger candidates not only selected relevant case studies
but also identified the factors that influenced the choice of strategies pertaining to a
particular pollution incident, noting its strengths and weaknesses. Weaker candidates
simply provided descriptive accounts of pollution incidents without making an effort
to really answer the question as required. Strategies ranging from ‘business as usual’
to the precautionary principle were identified by some candidates as well as a range
of factors (cost-benefit/ timescale/ magnitude/ scale/ location/ economic status/
motives/ politics etc). Some good candidates were able to apply sink/source to case
studies and show how pollution incidents changed over time and how strategies were
implemented at sink then source. Conclusions were strong where candidates were
able to summarise factors influencing choice of strategy.
An example of a plan for the case studies to be chosen, which allowed a successful
answer was based on a spider diagram of all the factors (split into social, including
role pressure groups/ political/ economic/ technological/ environmental importance)
and a simple table which dissects the question title:
where type of strategy

pollution Business as usual – i.e. do little! Precautionary principle, intervention
managed Or Polluter Pays – traditional at source – increasing in 21st Century
LAND/AIR/WATER – Chernobyl, EU AIR=
funding, sarcophagus… --- localised - diffuse: MEDC London
fog + clean air acts, new park and
rides, congestion charges
NIC Mexico City photochemical smogs
source
--- scale of problem so big
international action needed: Kyoto,
Bali, Montreal protocol CFCs 1987
WATER = diffuse - North Sea –
Conferences, latest = 2008 March
WATER: Oil spill – Amoco Cadiz Phase out single hulls deadline by
1979 + Nigeria 2008 2015
sink
Acid rain liming Sweden

Wilderness Environments
Question 7
How and why does economic development continue to conflict with protection in
wilderness areas?
D Candidates in both Wilderness essays often failed to discuss the title and make
it clear in which direction their argument was to go. This resulted in many largely
unfocused essays. Writing well, with excellent case study material, but without a
focus on the question asked, will not get the highest marks. Introductions usually had
some valid definitions of wilderness, and good attempts to explain conflicts and
economic development. A number of students introduced the wilderness continuum,
but with no explanation of its relevance or the concept itself.
R More able candidates also supplied a good range of examples with an
explanation of their relevance to the question. There were some very marginal, and
even odd, examples of Wilderness such as candidates’ gardens, the Dorset Coast, the
South Downs, Essex Marshes, various UK National Parks, all of the Pacific islands, the
island of Fiji, none of which are truly considered Wilderness today. Some did not
really consider their relevance to this question e.g. using South Pacific and nuclear
testing with no explanation as to how this was linked to economic development.
Probably the least rewarding examples used were in relation to Amazonia. This case
study often lacked any specific detailed knowledge and instead had vague references
to logging and ranching in an area which is, after all, almost the size of the USA.
There was, however, some very good knowledge about Alaska and the ANWR and
Kakadu. Antarctica was well used, but many were unaware that despite growing
numbers of visitors, the treaties are quite effective here.
U Some candidates wrote very simplistic essays stating that all economic
development was bad and that humans should be kept out of the way completely –
totally ignoring the indigenous peoples of those areas, and not seeing the complexity
of the question. Only the more able candidates really discussed the possibilities of
management of these conflicts without harm to the environment overall. Not many
included management strategies of of core and buffer conservation. The most able
candidates discussed futurity and how situations might change in the next 100 years -
indeed the question says ‘continue to conflict’, so a historical view is pertinent.
C More able candidates consistently referred their case studies back to the
question, and weaker students tended to give descriptive accounts of what they had
learned about the case studies and failed to relate specific case studies back to the
title.

Question 8
‘Managers find it difficult to reconcile the conflicting demands made on wilderness
areas’ Assess this statement.
The focus here were the managers and decision makers involved in wilderness areas.
Many answers showed a good understanding of the concept of managing wilderness
areas, why it is needed and the types of threats that exist. Some also showed a good
appreciation of the threats to indigenous populations as well as environmental
concerns, whilst keeping the focus on the generalisation: managing conflict.
Most students had knowledge of a wide and relevant range of case studies, including
Antarctica, Kakadu and Alaska.
However, although basic case study knowledge was good, many had a poor
understanding of who the managers were and what management might mean in terms
of type and action. Mention was made of the Antarctic Treaties but other than that
there was little detail on management overall. Some discussed the recent oil crisis
and the pressures that were being increased on Alaska’s ANWR, but there was a
general lack of detail on management, and candidates seemed unsure as to what
would come under that heading.
While understanding the threats to wilderness areas and the management strategies
used in response, students were often not clear on the effectiveness of those
strategies, often having no particular criteria to judge them by. Where clear evidence
did not exist to assess reconciliation (i.e. effectiveness), it would have been useful to
see students voice their own opinions. Given the rise of the new superpower NICs of
India and China, who potentially could learn from the experiences of older established
protected wildernesses, it would have been gratifying to have seen some more topical
research into, for example, Wolong or the Sunderbanns

Web References
Guardian short videos on huge range of geographical
topics, including China’s earthquake 2008 http://www.guardian.co.uk/world/china
Note that Youtube has many too e.g. on strip mining and http://uk.youtube.com/watch?v=62_vUAaa-wA
energy issues
RESOURCES
Earth Policy Institute 2005 Report on resouce http://www.earth-

consumption Western versus Chinese model policy.org/Updates/2005/Update46.htm
HAZARDS
Professor Chris Park Lancaster University overview http://www.lancs.ac.uk/staff/gyaccp/hazards/defaul

natural hazards t.htm
Benfield research UCL powerpoint on volcanoes for http://www.benfieldhrc.org/resources/C471_lectures

independent learning COPY AND PUT ADDRESS INTO /2006/GEOL3026.3.ppt#382,47,Lakagigar (Iceland)
VIEWER FOR POWERPOINT TO OPEN 1783
UN: APELL (Awareness and Preparedness for

Emergencies at the Local Level) creating public http://www.uneptie.org/pc/apell/disasters/lists/nat_
awareness of hazards and to ensure that communities disaster.htm
and emergency services are adequately trained and
prepared to respond.
NOAA on weather events, eg hurricanes http://www.aoml.noaa.gov/general/nclim.html
Processes causing earthquakes – good, interactive http://www.nationalgeographic.com/forcesofnature/i

images from National Geographic nteractive/index.html?section=e
http://news.bbc.co.uk/1/hi/world/asia-
Comparison of Burma and China disasters from the BBC
pacific/7399004.stm
http://earthquake.usgs.gov/eqcenter/eqarchives/post
US GS summary of China earthquake on a poster pdf
er/2008/20080512_image.php
POLLUTION
2008 oil spill Nigeria from IRIN http://www.irinnews.org/Report.aspx?ReportID=76635
http://www.panda.org/news_facts/newsroom/crisis/s
Phasing out of single hulled ships from WWF 2002
pain_oil_spill/single_hull_tankers/index.cfm
http://chinadigitaltimes.net/cat/focus/environmental
Topical - China’s pollution in 2008
-crisis//
Rise in HKONG pressure group to reduce air pollution http://news.bbc.co.uk/1/hi/world/asia-
FROM THE BBC 2006 pacific/6172826.stm
2006 China investment in cutting pollution and helping http://news.bbc.co.uk/1/hi/world/asia-
environmental protection FROM THE BBC pacific/5192376.stm
Rise in cyber activism on pollution in China FROM ABC http://abcnews.go.com/Technology/story?id=4018827
NEWS &page=1
Acid rain Sweden NGO, good overviews on air pollution, http://www.acidrain.org/pages/publications/acidnew
time line… s/2007/AN4-07sp.asp
MDGS, GEF and pollution – chemical Pollution in marine http://www.undp.org/chemicals/IWchemicalpollution
areas by UNDP .htm

WILDERNESS
Wilderness Conservation International's http://www.press.uchicago.edu/Misc/Chicago/968639

Wilderness: Earth's Last Wild Places LOVELY MAP 7698.html
http://en.wikipedia.org/wiki/Private_protected_areas
Private wilderness areas in India
_of_India
http://www.wildlife-tour-india.com/wildlife-tours-
Tourism marketing wilderness areas in India
india/wilderness-in-india.html
Summary of many protected wildernesses including

http://www.unep-
Sunderbanns India, Cabo Blanco Costa Rica , Bolshoi
wcmc.org/protected_areas/categories/eng/ex-i.pdf
Arkticheskiy (Great Arctic) of Russia
The Karahnukar Power Plant affecting 3% of Iceland and

wilderness conflicts project. http://www.inca.is/articlesiv2.asp?ID=9
Iceland nature conservation association
Coalition of 112 environmental organisations against http://www.panda.org/news_facts/newsroom/news/i
Karahnukar Power Plant ndex.cfm?uNewsID=6481
The Wilderness Foundation UK 2007 on BBC radio http://wildernessfoundationuk.blogspot.com/2007/05
programme /wfuk-on-bbc-radio-4-programme-excess.html
http://www.timesonline.co.uk/tol/comment/leading_
Northeast Greenland National Park is the largest NP
article/article3882868.ece
globally. Greenland wilderness becoming oil superpower
http://en.wikipedia.org/wiki/Northeast_Greenland_N
2008 Times online and Wikipedia
ational_Park
http://arcticcircle.uconn.edu/HistoryCulture/wildern
Arctic institute of N America 1994
ess.html

Student section: Feedback and Tips
(from the Principal Examiner)
⇒ Choosing a Question: think Option then Question- only answer ONE.

Answer the option you have studied at school/college – don’t be tempted by other
questions you may know about from a another subject or general knowledge – you are
setting yourself up to fail the exam. Some questions may ask you to restrict yourself
to research on for example one type of resource, hazard, pollution type or wilderness
area, so be careful you stay focused on this and not get sidetracked into other case
studies and examples just because you know them well! Basically think before you
leap.
⇒ Structure of essay: think Plan – Introduction – Discussion - Conclusion

Plan your answer for a few minutes inside the exam booklet. Max 1 page for plan! Be
brave - instead of plodding through case study after case study, are there themes/
concepts you could take which pick and dip from the fact files you created on your
case studies? For example: social-economic-environmental or local-regional national-
international-global or effective - not effective.
In your introduction, which should be a page or so of writing, think of DDJ:
• Discuss—tear apart the title, show you have interpreted it and understand it.
Perhaps you need to set up some criteria/ways of measuring the topic under
consideration, e.g. strategy, impact, conflict, and then test your case
studies/examples by these in the main part of the essay.
• Define: the key terms like resource, hazard, pollution, wilderness
• Justify: don’t just list your case studies, say why you have chosen them
Remember, don’t conclude in the introduction - keep an open mind and then bring to
a conclusion at the end.
Also remember you get marks for evaluating throughout the essay, so after each main
section have a link back to the title.
You may find drawing a diagram will help plan your answer - not just a spider but
something like this:
A table with cross references/comparisons A spectrum/continuum diagram

lots of different options to enter into it …. lots of different options to enter into it ….
yes no
large small yes Å-----------------------------------Æ no
successful unsuccessful large scale Å----------------Æ small scale
supports shows successful Å---------------Æ unsuccessful
argument complexity of eg eg
argument eg eg
/anomalies eg eg
MEDC eg eg
NIC/RIC eg eg
LEDC/LDC eg eg

⇒ Content:
• Think flexibly: examples and case studies should be related to the title - not all
you know about them! Do you really need a model? Do you really need a map showing
where Alaska is? Or a diagram showing the formation of a volcano in a title on
management?
• Real life geography: watch you do not repeat information, or use too similar
examples. Are the comparisons between case studies wise, e.g. can you really
compare an oil spill with global warming in terms of effects? Or Hurricane Katrina
with Boscastle flooding?
• Be topical if you can but well researched older case studies are fine so long as they
are brought up to date - for example what is happening now in Denali? Antarctica?
Kobe? Bam? Chernobyl? Bhopal? The Ruhr?
• If relevant to your question, try to show the complex range of economic
development which now exists globally - the simplistic North versus South split/
Brandt line is effectively outdated and should be used with great care. See the World
Bank website for resources on upper/middle/lower income countries - it does more
justice to the rising superpowers of India, China and older NICs like Brazil and
Malaysia.
• Try to use specialist Geographical vocabulary, especially when spelt correctly.
Resources stock, flow, finite, recycling…
Hazards salience, vulnerability, techno-centric, intra-plate, Mercalli scale…

trans- boundary, diffuse, point, sink, precautionary principle, ‘tragedy
Pollution
of the commons’…
wilderness continuum, core-buffer zoning, Biosphere reserve,
Wilderness
resilience, carrying capacity…
⇒ Values and Attitudes

You need to show that you are aware of the differing values and attitudes of people
involved whichever option you have studied - remember your viewpoint may not
reflect that of somewhere in Asia or Africa. Do not over simplify complex situations.
⇒ Style, Quality of Written Expression

• Use proper paragraphs
• Try to use A-Level vocabulary and style
• Facts - create factfiles on each of your case studies - dates, locations, types – the
accurate learning of factfiles pre exam is as essential as essay writing practice
• Conclusion - after referring back to the title and your specific case studies (try not
to introduce new ones here), you might want to make reference to the future, the
module is called ‘global futures’ after all

Unit 6475 Paper 2 Researching Global Futures
The standards achieved were similar to those in January. There was a wide range in
terms of quality with excellent work submitted by some candidates.
Most centres continue to offer very effective guidance and support during the report
writing process. There are still some cases though where monitoring and intervention
at an early stage would prevent misunderstanding and the misinterpretation of titles.
Many issues that have been mentioned in previous reports are still current, although
their relative importance changes. Methodology sections are still numerous but self
evaluation sections seem to be on the decline. There is no credit for either of them
in the mark scheme. A persistent problem, and one that varies by centre rather than
by candidate, is the production of reports that are far longer than the declared
number of words. This sometimes results in candidates receiving a lower grade than
they otherwise would.
Whole pages of writing in a text box are not regarded as ‘figures’ and should be
included in the word count. Research and quality of written communication are the
criteria that are affected when reports are too long.
Here is some advice that may be helpful to candidates.
Choose the title with care – brainstorm the titles and make sure you understand what
they mean.
Candidates who know the mark scheme write better reports.
Read the Examiner’s Reports for each of the summer sessions. They have some useful
advice and the indicative content sections in the mark schemes can be helpful too.
Keep a note of all your sources and include them in a bibliography.
Having an abstract encourages a clear statement of the issues at the start.
A map locating and justifying your choice of case studies is a good idea.
Consider a range of values in your report – don’t be biased.
Maps and diagrams save on the word count. Words in boxes don’t.
Self assessment isn’t credited in the mark scheme, but ongoing evaluation of
arguments is.
There is a check list to help candidates in the production of their reports in the June
2005 Examiner’s Report and a diagram in the January 2007 report.
Guidance on setting out a bibliography is given in the June 2005 report.
The June 2008 report contains a list of ‘do’s and don’ts’.

Administration
If candidates who entered in January wish to resit 6475 they will of course have to sit
the timed essay (6475 01) again. However, they can arrange for the marks for their
research reports to be transferred. The entry code for this is 6475/02T.
Reports that have not been changed or improved should not be submitted for marking
again in June because the mark was already awarded in January. The 6475/02T
option is more cost effective. In the case of resit candidates it is only reports that
have been improved that should be submitted for marking in June.
It is in the best interests of centres and candidates to use the current version of form
GB3, available on the Edexcel website. This version of the form has space for
examiners to write their comments. In the event of an enquiry about results a copy
of the GB3 is returned and centres can then see the examiners comments. This is not
the case with earlier versions of the GB3.
Some centres are using plastic wallets for each sheet and others sending work as
loose sheets that are not fixed together in any way. The specification describes the
way in which work is to be presented. Having to take every sheet out of a plastic
wallet so that it can be marked is very time consuming and should be avoided. A
staple is enough to keep all the pages together. If it won’t penetrate the report the
work could well be over the word limit.

Comments Specific to the Titles
The comments below give an overview of responses for each of the titles. Indicative
content is available as part of the mark scheme, which is published separately.
Development And Disparity
1 ‘The size of the development gap depends on the criteria used to measure
it.’ Evaluate this statement at the global scale.
Many reports began with a definition of the development gap. The most
frequently chosen measures of development were GNP and HDI.
In the best reports case studies were well chosen to show that some countries
had high GNP but poor HDI. Cuba was often well used as a case study. These
reports were generally well researched.
2 To what extent is variation in the physical environment responsible for global

disparities?
Most candidates began with a description of the pattern of disparity. Better ones
included maps. There was good use of Worldmapper in many reports. A certain
amount of physical determinism was evident in the less convincing reports, but
better ones argued a case well and included the significance of human factors
whilst maintaining physical as the core material.
3 Examine the environmental consequences arising from disparity at the

regional or small scale.
This was not a particularly common choice. It tended to cause problems for some
candidates who wanted to write about environmental causes of disparity. These
reports had the wrong focus.
4 ‘Structural adjustment plans have been a disaster for poor nations.’ Evaluate
this statement.
These reports sometimes lacked diagrams and maps but there was some well
balanced evaluation of SAPs in poor countries. A lack of balance was the main
problem in more modest reports which tended to agree with the title.
5 To what extent can global strategies decrease poverty?

Not all candidates chose global strategies. Simply because the same types of
project happen in different countries does not necessarily mean they are part of
a global strategy.

Feeding The World’s People
6 ‘More food and yet more hunger.’ Examine this statement with reference to
contrasting countries.
This was popular. Most reports referred to world population growth and rising
affluence in China. Better ones knew that more land is being devoted to the
production of bio fuels (recent issues covered in the press, especially the
Guardian) and said that perhaps there is not more food at the moment.
Descriptions of obesity in the USA were often not made relevant to the title,
which was about hunger.
7 ‘An effort to improve agricultural productivity must go hand in hand with

measures that address food security.’ Discuss.
Not a very popular title but it did produce some examples of good work.
8 Are GM developments living up to expectations?

There was a wide range of research that included animals as well as crop plants.
The main pitfall was that some candidates wrote about advantages and
disadvantages of GM crops rather than stating the expectations placed upon
them and then commenting on how far they had progressed in meeting these
expectations.
9 ‘Intensive farming is damaging to fragile environments.’ Assess the success of

strategies adopted to minimise this damage.
There was sometimes a misinterpretation of intensive farming with some
extensive farming appearing in several reports. Fragile environments were
sometimes not defined and in the more modest reports there was a lack of
strategies. This title produced a wide range in quality.
10 To what extent can the oceans play an increasingly important part in feeding
the world’s people?
A popular title that resulted in some excellent research. Average reports often
neglected a consideration of the extent to which the oceans could play an
increasingly important part and did a rather ‘black and white’ review of whether
or not the world can live on fish.

Health And Welfare
11 ‘Just as we conquer one disease, a new one rises up to cause problems for
societies.’ DISCUSS.
There was no shortage of ‘new’ diseases with HIV/AIDS figuring prominently.
Sometimes the ‘conquered’ diseases were less well covered and occasionally
ignored.
12 Why are some illnesses and infections best managed at a global scale?
TB and malaria case studies featured widely as did HIV/AIDS, SARS and some
animal diseases including foot and mouth and avian flu as one affecting bird
and human populations. There were several successful reports.
13 With reference to ONE named disease, explain the impacts it has on

society and the economy in countries at different states of development.
By far the most popular title. Diseases that have no real effect in MEDC
countries were not the best ones to choose. If the disease had little or no
impact in more developed countries it limited the candidate’s ability to
demonstrate good research because there was nothing for them to find.
HIV/AIDS was again the most frequently selected. There were some excellent
reports that explained a wide range of impact and made first class use of
illustrative material.
14 With reference to a range of countries, evaluate alternative ways of

providing efficient health care OR welfare provision.
The healthcare option was the one that was almost always selected. Cuba was
often used to contrast with the USA and the UK with other countries chosen
including China France and Thailand. Many of the reports were genuinely
evaluative with well selected details.
15 ‘Effectively tackling HIV/AIDS is the world’s most urgent public health

challenge.’ Assess the evidence for this statement.
A popular title, which resulted in some very good reports. A difficulty with
some reports was that there was too little focus on HIV/AIDS in desire to
prove that others were more of a challenge. Many reports did not state what
was meant by ‘public health challenge’.

Geography of Sport and Leisure
16 Explain the geographical distribution of sport and leisure facilities in a large

named urban area.
This title was about the distributions, rather than selected locations of chosen
facilities. The best reports covered the distribution of sport and leisure
facilities and explained them very well. At the other end of the quality range
some reports were based on the locations of a few football clubs. A medium
size UK city was about the right size. London was too big for the distribution to
be successfully shown in a report of this scale. Some urban areas were too
large so that candidates had to pick the locations of a few facilities rather than
covering the distribution of sports and leisure facilities.
17 Some sports activities enjoy far greater popularity in some countries than in
others.’ Discuss.
A wide range of quality here. There were some descriptive reports but also
some that were genuinely comparative. Popularity was hard to research and a
wide range of surrogate measures was offered and accepted.
18 ‘Golf courses are costing the Earth and playing around with nature.’ Explain
why this has become a global issue.
Many well chosen global case studies and sound arguments. This was a fairly
popular title that appeared to have caught the imagination of both golfers and
environmentalists.
19 Examine the effects of long-term international flows of people and

investment in the sport and leisure industry.
There were very few of these. It would be difficult to make any meaningful
general comments.
20 How might an increasingly ageing population in MEDCs affect both the

provision of and participation in sport and leisure?
Again, not many chose this title but it did produce some high quality reports
with wide ranging research. Good reports considered variations within the
ageing population.

Unit 6476 Paper 1 Synoptic Unit
General Comments
Overall candidates found this an accessible paper and the topic of western Cumbria
obviously engaged them. There were few really weak answers this year and it was
evident that many centres had encouraged their candidates to thoroughly familiarise
themselves with the Advanced Information. This showed in the range of resource
information used as evidence to support answers with many candidates able to write
about a wide range of pertinent issues both at a local and regional level. There was a
sense that most candidates had an understanding of impacts, management and energy
futures. Consequently few scripts scored lower than mid 30s. However, synopticity
was variable, with the best use in question 3. Examples included comparisons to the
Eden Project and Cornwall, South Wales and (less relevant) Birmingham. References
to global patterns of economic development, the Clarke-Fisher model, sustainability
and ‘multiplier effects’ were also included. A considerable minority still seemed to
flag up particular resources (e.g. Figure 3) but then did not say what the evidence
was.
Almost all candidates completed answers to the three questions in the time allocated,
and usually in order, although a significant minority obviously completed question 3
following on from question 1, and then returned to question 2. Generally there was an
accurate interpretation of command words. A small minority of candidates let
techniques dominate at the expense of considered written answers, but this problem
is significantly less than several years ago. Sections were generally evenly matched,
with most candidates scoring similar marks in each section. The major shortcomings in
answers being in grasp of scale and failure to appreciate the nature of the human and
physical geography of the region.
Question Specific Comments

Question 1
Most candidates were able to produce a range of ideas for this question. Many
candidates also included good detail from the resources to support their answers,
especially from Figures 2(b), 3, 4 and 7. However, there was a lack of balance in
some answers, focusing mainly on the ‘for’ arguments. Some answers also lacked
structure and listed points without attributing them to either ‘for’ or ‘against’ the
designation. Top level answers looked at a full range of issues and often showed
some evidence of synopticity with typical references to the Scottish Borders or
Cornwall. Inevitably, the weaker candidates simply repeated the resource with little
development or analysis. Many dwelt on the problems of West Cumbria without really
applying it to why it should or should not be a Special Economic Development Area
(SEDA). Under half realised that the question was really on how much of Cumbria
should be a SEDA and therefore failed to put the case against effectively. The main
issue facing the area, that of poor transport links leading to isolation, was not well
picked up and there was a tendancy to overemphasise distance from a primary school
as an indicator either of poor educational standards or of rural deprivation. There
was also some misapprehension that the main west coast railway line passed through
West Cumbria, rather than the six trains a day Cumbria Coast Line.

Overall, the differentiation in answers seemed to show in a range of aspects. Firstly,
there was the difference between candidates who looked at what a SEDA could do for
the area rather than what the area was like at the current time. Secondly whether
candidates used the evidence either at all or effectively, and finally, the very good
candidates also argued well about ‘why not’.
The following provides an example of a detailed answer to this question:
“Western Cumbria is a remote peripheral region on the north west coast of England.
The mountains of the Lake District act as a physical barrier increasing the isolation
of the region by increasing journey times and reducing accessibility. Unlike the
districts of Carlisle, Eden and South Lakeland which are accessed by the M6
motorway, and the west coast mainline railway, the access to western Cumbria is
limited to A road and small country roads (as shown in fig 9b). This lack of
infrastructure reduces the attractiveness of the area to large businesses that need
good access for transportation of goods.
The whole of Cumbria is highlighted by the EU as a country of economic decline due
to the reduction in primary and secondary industries such as agriculture and
manufacturing which is occurring across the whole country. However, the situation
in western Cumbria is even worse and is in absolute decline due to
deindustrialisation and disparity. Loss of jobs due to global shifts of industry, such
as when the packaging company Alcan of Canada relocated two plants from
Workington to France, is adding to a cycle of poverty evident in the area. The loss of
jobs results in a loss of income which results in housing and the area becoming
degenerated, all of which provides little incentive to new businesses to relocate to
the area. Thus the economy is affected and decline continues. This
deindustrialisation is evident in Barrow where a strong maritime and shipbuilding
industry has lost out to cheaper competition in the Phillipines. In Copeland, the
nuclear industry is undergoing decommissioning and in Allerdale globalisation has
lead to the shift of steel, manufacturing and mining to more economical viable
areas such as China. Consequently, Allerdale, Barrow and Copeland have higher
unemployment rates than the rest of Cumbria due to deindustrialisation. Copeland
and Barrow have the lowest number of self employed due to the domination of large
businesses (BNFL at Sellafield and BAE Systems at Barrow) as they provide strong
competition to new business start ups (shown in fig 5b).
The populations of the three districts has fluctuated too. The whole of the UK and
many developed countries are experiencing population decline and the strains of an
aging population. However, Barrow, Allerdale and Copeland have seen greater
negative growth than the rest of Cumbria. Poor perceptions of opportunities, due to
the loss of industry, has seen an outmigration of young people (fig 4). This has also
lead to the low skills base of the area, with Allerdale having a higher percentage of
people aged 17-74 with no qualifications than the rest of Cumbrian and England and
Wales. A low skills base does not encourage investment and, as it requires economic
input to train the workforce, acts as a disincentive for investment.
Western Cumbria is only 10km west of the Lake District at its furthest and even
contains parts of the national park in the southern regions of Copeland, as shown in
fig 1a. However, it has not benefited from an injection of wealthy retired that areas
of Eden and Lakeland have. Due to a lack of marketing and the decline and disparity
of the area, western Cumbria is bypassed for the popular honeypots of Windermere
and Grasmere in the central Lake District. This difference and the poor condition of
much of the housing are reflected in the affordability of housing, with prices in
Kendal and Keswick increasing by more than double from 2000 to 2006, whereas
although western Cumbria has seen an increase in house prices it is still far behind
the national average.

All of the above act as constraints to economic growth in western Cumbria as they
reduce attractiveness and prevent investment. Without improvement the economy
will continue to decline as the cycle of deprivation continues causing a de-multiplier
effect. The deindustrialisation of western Cumbria is similar to that of South Wales
where globalisation and shift saw a decline in mining and a depression in the
economy resulting in disparity and deprivation. Allocation of a special economic
development area allowed regeneration of the area funded by the government and
the EU Structural Fund. This regeneration is needed in western Cumbria to break the
cycle of deprivation and encourage investment, and so should be designated as a
special economic area.
However, western Cumbria does not include the district of Carlisle which has seen
an equal period of deindustrialisation and loss of manufacturing resulting in high
unemployment rates. With no parishes in the Lake District it gains no direct income
from tourism and has few opportunities for development. The pattern of rural
inequality is also not clear cut. Some may also argue that Barrow and Copeland have
the opportunity to build on their existing industry and close proximity to the Lake
District without further funding. The west Lakes Science Park in Copeland is already
a catalyst for investment and plans to increase the reprocessing site at Sellafield
and a new contract for nuclear, plus submarines at Barrow provide a base for
economic growth in their own right. Therefore, to address the issue of economic
decline perhaps the area has to be reviewed as a whole in order to bring about
major changes.”
Question 2
Candidates perhaps found this somewhat more challenging than question 1, though
preparation appeared to be good on the less familiar, but topical, energy theme.
Many candidates obtained a fair grasp of the changing UK picture of energy supply
and demand. Resources were well used and many candidates were able to write
about a wide range of relevant issues, across a variety of positive and negative
impacts. The changes in the nuclear industry (decommissioning and/or as a potential
area for new developments), the reprocessing expansion at Drigg, and the possible
developments of gas imports (at Barrow) were popular inclusions. In terms of
renewable energy developments wind was by far the most mentioned, highlighting
the potential of the large stretch of “energy” coastline, ideal for the use of
alternative energy. A few candidates mentioned that the coastline is also suited to
advances in tidal and wave power if needed, and that there was less likely to be
opposition from locals given the legacy of Sellafield. Problems with the development
of wind energy were given as cost and the possible impact on migrating birds and on
the aesthetics of the area which could damage tourism in the area and in the Lake
District National Park.
Nuclear and wind were generally well done, although disappointingly few ventured
far beyond the resources provided. Many candidates also managed a reasonable
balance between the national energy picture and the local picture, as required by
the question. Some candidates used grids and tables and this was quite acceptable
and could score highly provided that they were accompanied by analysis. There was
some synopticity included with references to wind farms in other locations, the Stern
Review and more recent news items on nuclear power in the UK. Some ideas, such as
ploughing up the Lake District National Park for biofuels were a little farfetched.

Question 3
This question was approached in one of two ways. Probably the majority ploughed
faithfully through the schemes one at a time with a brief, generally positive
evaluation of each. A smaller number looked at the schemes as a whole with possibly
only brief references to three or four of them. Responses generally showed an
understanding of the notion and nature of development schemes (often referring to
other examples for the UK and beyond) but often focused on the positive alone rather
than the negative and wider implications of impacts on the National Park, Cumbria as
a whole or the AONB were generally missing. However, the best answers were able to
place the improvement plans in a wider context. The higher level responses showed a
mature appreciation of the management challenges and advocated a range of
perceptive, relevant and concisely argued practices. Common issues highlighted were
cost, sustainability and social equity with concerns of housing, seasonal employment
etc. Only a minority picked up the fact that these schemes failed to address the
problems of isolation or the massive potential redundancies at Sellafield. There was
good use of synopticity here, especially with the example of the Eden project being
used to regenerate a former mining area through tourism. Many compared other issues
in Cumbria to similar ones in Cornwall. References to Birmingham Bull Ring and
Meadowhall were less relevant to regenerating Workington and some candidates had
some curious ideas about Workington and its attractions for cruise ship passengers.
An example follows of an effective answer highlighting the positives and negatives of

the proposed improvement plan:
“Any development of western Cumbria and primarily Allerdale needs to be

sustainable in order to counteract the changes due to deindustrialisation for future
generations. The opportunity of the area to attract tourism is high due to its close
proximity to the national park. The Market Towns Initiative operating in North
Allerdale, Cockermouth and Keswick provides vital regeneration of the towns and
diversification of the economy. By diversifying the economy there is less
vulnerability to changes in the global markets, providing less chance of sudden
unemployment and severe decline seen from previous periods of deindustrialization.
The £70 million redevelopment scheme in Workington town centre opens up new
retail offers and increases the quality of life by increasing the access to services in
the area. This redevelopment is similar to the development of West Quay Shopping
Centre in Southampton which rebranded the area as one of the south coast’s major
retail areas and provided a catalyst for further investment in the area, which was
subject to decline due to deindustrialisation of the port.
The provision of leisure facilities on brownfield land provides regeneration of the
area increasing attractiveness to new people and business and provides an incentive
for investment. Invest Cumbria indicates that increased inward investment is the
key aspect for regeneration of the area. Use of brownfield sites reduces the impact
of development on the environment and economic development is a determining
factor of sustainability.
Support and networking is a background factor of many of the schemes, increasing
the assistance to business through the use of development agencies such as West
Lakes Renaissance and the North West Development Agency. These provide a
bottom-up approach as well as providing an incentive for new business start ups, the
percentage of which is currently low in Allerdale compared to Carlisle, Eden and
South Lakeland.
The use of, and regeneration of, the old steel works at Workington will help improve
the aesthetic appeal of the area attracting tourism and business. This regeneration

of brownfield sites has occurred successfully in the London Docklands which is now a
key business core.
All the plans act as an incentive for investment which provides a multiplier effect
for the region; continued investment provides for improvements to infrastructure
and access which are currently poor.
The plans, however, improve key urban areas of Allerdale and although regeneration
of the towns is much needed marginal rural areas and other aspects of decline are
not addressed. Access is still a major issue and the provision of healthcare and other
basic services are still poor. Although Maryport’s town and harbour have seen
economic and environmental improvements, the housing stock is still poor with most
residents unable to fund improvements.
Reliance on tourism is key to the success of plans such as the Solway Coast Discovery
Centre. However, tourism is seasonal employment as seen in the Lake District in
areas such as Windermere. Also, without sufficient marketing the areas will not
benefit as many people will head to high profile attractions such as Lake
Windermere (1.3 million visitors a year) instead. The plans do not address the
problems of a low skills base either. In some areas this may increase it due to the
perception that the tourist industry does not require skills. The plans also rely
strongly on aid from the government and EU which is not substantial. Even with
these problems the plan does alleviate the cycle of deprivation by improving and
rebranding areas of decline.”
Quality of Written Communication (QWC)
Candidates had relatively few timing and rubric problems. Most responses had a
reasonable grasp of expression; some wrote quite detailed and well-structured
reports. Marks for Quality of Written Communication were often 7-9. However,
syntax was still a weakness in a significant minority of scripts. The use of
geographical terminology and technical vocabulary was poor in a sizable minority of
candidates. There was also weak place-specific knowledge in some cases and poor
grasp of scale.

Statistics
Mark Ranges and Award of Grades
Unit 6471 – Changing Landforms and their Management
Max. Mark A B C D E
Raw boundary mark 90 60 54 48 42 37
Uniform boundary mark 100 80 70 60 50 40
Unit 6472 – Managing Change in Human Environments
Max. Mark A B C D E
Unit 6473 – Environmental Investigation
Max. Mark A B C D E
Unit 6474 – Global Challenge
Max. Mark A B C D E
Unit 6475 – Researching Global Futures
Max. Mark A B C D E
Unit 6476 – Synoptic Unit
Max. Mark A B C D E
Notes
Maximum Mark (Raw): the mark corresponding to the sum total of the marks shown
on the mark scheme.
Boundary mark: the minimum mark required by a candidate to qualify for a given
grade.

Further copies of this publication are available from
Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN
Telephone 01623 467467
Fax 01623 450481
Email publications@linneydirect.com
Order Code UA020196 Summer 2008
For more information on Edexcel qualifications, please visit www.edexcel.org.uk/qualifications
Edexcel Limited. Registered in England and Wales no.4496750

Registered Office: One90 High Holborn, London, WC1V 7BH

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Examiners’ Report Summer 2008

GCE Geography B (8215/9215)

Edexcel Limited. Registered in England and Wales No. 4496750

3. Unit 3 Paper 1 (coursework) 17

There were signs of improvements in knowledge and understanding of some areas of

Areas for centres to work on in order to improve candidate performance:

• Interpretation of resources such as photographs, cartoons and diagrams: at the

• Keep working on terminology - sediment, discharge, permeable, impermeable,

• Improve examination technique by using the marks and available space as a

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 5

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 6

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 7

A succinct answer scoring maximum marks:

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 8

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 9

“Towyn experienced severe flooding in February 1990. It was caused by a depression

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 10

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 11

1(a)(i) Most candidates correctly identified key features.

1(a)(ii) Most candidates answered this question correctly.

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 13

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 14

In order to achieve maximum marks candidates did need to consider both

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 15

Comments from Moderators

• Not using correct GB2 forms

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 17

The better investigations show a range of well-chosen and well-executed techniques

Conclusion and Evaluation

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 18

Quality of Written Communication

Investigations with the following features attracted high scores

• Focused annotated maps to identify the small area to be investigated

• Detailed and informative data collection tables incorporating choice of sampling

• Innovative use of ICT and data representation techniques

• Careful selection of suitable techniques including statistical analysis

• Development of candidate management plans; solutions or future outcomes to

• Reference to relevant theory showing overall understanding of trends and

• Detailed and balanced conclusions returning to key questions with evaluative

• Contents page with pagination, section headings and bibliography

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 19

• No clear purpose or clearly stated key questions

• No clear detailed site maps

• No discussion of sampling strategies, questionnaire questions or pilot surveys

• Insufficient data collection programme or not all data used in analysis

• Repetitive or inappropriate use of basic techniques and/or very descriptive

• Inappropriate use of statistical techniques showing lack of understanding

• Lack of variety and use of mapping techniques

• Candidates who declare their investigation over-length should be automatically

• Inappropriate presentation of the coursework folder in heavy A4 binders or not

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 20

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 22

Timescale explained Evidence Possible mechanisms of

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 23

On balance UK population is set to rise as a result of immigration (as net migration is

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 24

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 25

Choosing to write about:

Social Economic Environmental

A significant tightening of question interpretation and case study choice is needed to

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 26

8215/ 9215 GCE Geography B Examiners’ Report Summer 2008 27