Geog Help Guide

Edexcel
AS
Geography
CD-ROM for students
Advice for students, questions
and answers
Cameron Dunn, David Holmes, Simon Oakes and Sue Warn
Contents
Advice for students
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The AS exams in brief
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Exam technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
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Command words
Key words
Dissecting exam questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Using the exam resources
Answer style
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Locational knowledge
Timing
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10
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10
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12
Key geographical terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

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13
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15
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15
Revision: the final piece of the jigsaw

Questions and answers
Introduction
Unit 1 Global challenges
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18
World at risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Going global . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
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40
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40
Crowded coasts
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43
Unequal spaces
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46
Unit 2 Geographical investigations

Extreme weather
Rebranding places . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
978-0-340-94931-3 Edexcel AS Geography Student Unit Guide: Unit 1

978-0-340-97109-3 Edexcel AS Geography Student Unit Guide: Unit 2 Geographical Investigations
Edexcel AS Geography
Philip Allan Updates
P01178
For further questions and answers with examiner comments, and specific content guidance on
each unit, see our Student Unit Guides for Edexcel AS geography (available from autumn 2008).
For more information and to order copies online, visit www.philipallan.co.uk , or contact
Bookpoint on 01235 827720.
Advice for students

The AS exams in brief
The Edexcel geography specification has two exams at AS. The format of the exams is shown in
Table 1.
Table 1 AS exam formats
Unit 1
Unit 2
Unit title
Global challenges
Geographical investigations
Topics
World at risk
Going global
Either Crowded coasts or Extreme

weather (Section A in the exam)
and
Either Unequal spaces or Rebranding
places (Section B in the exam)
Exam length
1 hour 30 minutes
1 hour
Percentage
of AS marks
60%
40%
Exam
demands
Students answer all questions in

Section A. These questions assess the
breadth of knowledge and understanding. They are short questions with data
response resources.
Students answer one question on each

of their two chosen options. This means
one question from Section A and one
from Section B.
Students choose one question from

Section B. This section assesses depth of
knowledge and understanding. The
questions are longer, with data stimulus
resources.
The questions require longer responses.

There are data response resources.
It is important to use information from
fieldwork, virtual fieldwork and
research in your answers.
Exam technique
Good exam technique is vital at AS. You should not be short of time in the exams, as the exam
papers have been designed to fit the allocated time. However, you should still be careful not to
waste precious minutes. Use revision and exam practice to develop your exam skills, so that you
spend all the available time in the exam producing quality answers to the questions set.
Good exam technique is rather like a jigsaw of skills, as shown in Figure 1. Each skill needs to be
developed so that they all fit together perfectly in the exam itself.
Command
words
Key
words
Timing
Locational
knowledge
Key
geographical
terms
Edexcel AS Geography Advice for students
Use of
resources
Figure 1
The exam skills
jigsaw
Command words
Command words are instructions that tell you how to answer a question. Examples are describe
and explain. A common cause of under-performance in exams is misinterpreting a command
word. One of the most frequent errors is explaining something when the question has asked you
to describe it in other words, saying why, when you should have been saying what. This also
happens in reverse i.e. describing when you should have been explaining.
Command words that are used at AS are defined in Table 2.
Table 2 Command words
Command word
Meaning
Annotate
Label a diagram, image or graphic. The labels should explain features, rather
than just identify them.
Compare
Identify similarities and differences between items.
Consider
Describe, and give your views on a subject.
Contrast
Point out the differences only between two or more items.
Define
State the precise meaning of a concept.
Describe
Say what something is like, and how it works.
Discuss
Give both sides of an argument (for and against), and come to a conclusion.
Examine
Investigate in detail, offering evidence for and against.
Explain
Provide a detailed set of reasons for something.
Identify/what/name
Find key relevant points and say what they are, briefly and clearly.
Illustrate
Use an example to show how a concept or process works, or to prove the

subject of the question.
Justify
Give reasons why something should be done, and why other options
should not.
Suggest reasons
Provide an explanation; say why.
Summarise/
outline/state
Provide a brief overview of all the relevant information.
Key words
Key words are instructions that tell you what to write your answer about. They provide you with
the focus of the question. They are often common words, but it can be difficult to explain their
meaning. Some key words that are used at AS are defined in Table 3.
Table 3 Key words
Key word
Meaning
Anomaly
A significant departure from an overall trend or pattern.
Appropriate
Solutions that are fit for purpose and realistic.
Benefits
The advantages/positive impacts of something (social, economic,

environmental).
Causes
The reasons why something happens.
Challenges
Difficult, large-scale problems that require solutions.
Changes
Transformations that take place over time.
Characteristics
The key features of something.
Concerns
Aspects of an issue or problem that are worrying.
Conflicts
Issues over which two or more groups disagree.
Consequences
The results of a change or process; they can be positive or negative.
Costs
The disadvantages/negative impacts of something (social, economic,

environmental).
Distribution
The geographical pattern, most often on a map.
Effects
The results of a process (come after causes).
Factors
The underlying causes of a problem or process.
Impacts
The results of a process or change on people and the environment. They

can be positive or negative.
Interrelationships
Links between two or more features, such that changing one feature leads
to changes in the others.
Issues
Concerns; problems that are worrying.
Management
Using policies and strategies to minimise or reduce problems.
Pattern(s)
The distribution of something; where things are most often on a map.
Problems
Issues that worry people; the negative results of a process or change.
Process
A sequence of events that causes a change to take place.
Relationships
Usually used to mean the link between a cause and its effects.
Scale(s)
The size of a feature local, regional, national, global.
Spatial
Variation in space (across an area).
Strategy
A method used to manage a problem.
Structure
How parts of something are arranged in relation to each other, and the
links between the parts.
Temporal
Over time usually referring to change over time.
Trend(s)
The general direction of a change rising, falling, fluctuating.
Variation
How far something differs from the norm or the average.
Some of these key words may seem rather broadly defined and do not give much away in terms
of what you should be writing about. One tip is to remember that results words, such as consequences and impacts, can be both positive and negative. Another is always to have a structure in
mind when you are reading a question. For most geography topics, this will be based on the
aspects shown in Table 4.
Table 4 Aspects of geography topics
Social
To do with people, their quality of life, health, education and prosperity.
Economic
To do with money, work, industry, jobs and prospects.
Environmental
To do with plants, animals, water, air and resources.
Many topics, when linked to key words such as problems, challenges, consequences, impacts,
effects and issues, have social, economic and environmental aspects.
A further way to help you understand key words is to examine the geographical process.
Many of the topics you study fit into a sequence. This is explained in Figure 2.
Geographical
issues begin
with causes.
Processes
then occur
which lead
to
changes taking
place. These can
be changes to
natural or human
systems. The
changes often
have
consequences;
these can be
positive or
negative
(problems) for
people and/or the
environment
the problems
and issues
require
management
to find solutions
and minimise
conflict
Figure 2 The geographical process
In the exam, it is important to recognise which part of the process the question is asking you
about. In general, the sequence of questions in an exam is logical. You may be asked to explain
causes, then to describe changes, next to identify problems, and finally to suggest solutions.
Dissecting exam questions

When you first read an exam question, you should dissect it in other words, cut it up into its
component parts and try to understand each one.
It is a good idea to take highlighter pens into the exam. Highlight the command words in one
colour and the key words in another colour. This will focus your mind, first on spotting these
words, and second on thinking about them.
As an example, consider the question in Figure 3.
Command word. It tells you to
investigate in detail, and offer
evidence for and against.
Key words. These give you the

topic (global warming) and the
location you must discuss.
Examine some of the impacts of global warming in the Arctic.

Key word. Remember that impacts can be
both positive and negative, and could be
social, economic and environmental.
Figure 3 How to dissect an exam question
The example shows how dissecting the question, and then thinking about the command and
key words, can help provide you with a structure for your answer. Knowing what impacts means
should help you to identify a range of possible impacts (perhaps one each from social, economic
and environmental) and to write a balanced answer (i.e. including some positive and some
negative impacts).
To clarify the meaning of some exam questions, it can be helpful to try to replace a command
word with another similar word. If you do this and the question does not make sense with the
new word, you should think again.
Consider this question:
Explain why earthquakes and volcanoes frequently occur in the same areas.
If we reword the question as:
Suggest why earthquakes and volcanoes frequently occur in the same areas.
or:
Why do earthquakes and volcanoes frequently occur in the same areas?
the question still makes sense. However, if we reword the question as:
Describe why earthquakes and volcanoes frequently occur in the same areas.
it now does not make sense, because describe why combines what and why. If examiners want
you to include what and why, they usually word the question in this way:
Describe and explain the distribution of earthquakes.
A correct answer to this question would first say what the distribution of earthquakes is: most
occur at tectonic plate boundaries, with a greater number at destructive boundaries compared
to constructive ones; mid-plate earthquakes are uncommon. It would then go on to say why
they occur in these places: friction is caused by the descending plate at a destructive plate
boundary, and by the movement of magma and faulting at a constructive boundary.
Students often miss a command word when there are two in the question, as in the describe and
explain example above.
Using the exam resources

You must take a structured and careful approach when using the resources you are asked to
study in the exam. They contain key information that you will need to use to answer fully the
questions linked to them.
Resources are used in two main ways as data response resources or as data stimulus
resources:
Data response resources should be used directly in your answer. Usually, this means taking
information from the resource and incorporating it into your answer. Short questions are
often data response questions. Data response command words include describe, state and
summarise.
Data stimulus resources can be used more indirectly. You might use the resource to get some
ideas, or to provide a structure for your answer. Data stimulus command words are more
open, for example examine or discuss.
The range of resources you could be asked to interpret and use is large.
Photographs
Photographs are not just included on exam papers because they look good. The successful use
of photographs involves examining them carefully, and either mentally, or better still, physically,
noting all their key features. In Figure 4, the complex photograph has been broken down into its
key parts.
Historic
buildings
Flagship store
(NEXT)
Trees
Street caf
Pedestrianised area
Figure 4 Interpreting photographs
With any photograph, or pair of photographs, you should ask yourself:why have I been given
this? Photographs are commonly used to illustrate a process or a change. They may also be
included to allow you to contrast or compare something. Examples would be a pair of
photographs showing hurricane damage in the developed world versus the developing world,
or a glacier in 1900 versus 2000 to show how global warming has led to glacial retreat.
Maps
Ordnance Survey maps sometimes appear on exam papers, so it is important to brush up your
map skills, including using grid references. All maps require a structured approach. You should
look carefully at the:
scale
orientation
key
annotations on the map
date(s)
Occasionally, world maps are used on exam papers. These demand a slightly different approach
because they usually accompany questions on patterns and distributions. Figure 5 is an example
of this type of map. It shows GNP per capita in 2006.
GNP per capita

10,00190,000
2,50110,000
5012,500
0500
No data
Figure 5 World map showing GNP per capita, 2006
When studying Figure 5, it is important to consider overall patterns (e.g. the southern
hemisphere has lower incomes than the northern hemisphere), but also to look in more detail
for less obvious patterns. For instance:
Most countries in South America have moderate GNPs per capita.
In Africa, there is much variation: many countries have low GNP per capita, but some have
higher GNP.
There is also variation in Asia, with south and west Asia being significantly poorer than east
Asia.
Some middle eastern countries have high GNPs per capita and are therefore anomalies
within the developing world.
Accumulated cyclone energy (index)
Graphs and tables

Of all resources, graphs and tables generate the most errors of interpretation. This is partly
because they contain a lot of information and can look dull. Equally, they often demand
numeracy skills, and mistakes in this area are common.
300
Above normal
Near normal
250
Below normal
200
150
100
50
0
1980
1985
1990
1995
2000
Year
Figure 6 Trends in tropical cyclone (hurricane) energy in the Atlantic, 19792004
Figure 6 shows the annual total energy released (accumulated cyclone energy) by tropical
cyclones (hurricanes) in the Atlantic between 1979 and 2004. If you are asked to study a graph
like this, you should:
Examine both axes, to note the units of measurement that are used.
Look for variation and range. In this example, the lowest year was 1983, with an accumulated
cyclone energy of only 20. The highest year was 2004, with an accumulated cyclone energy of
around 280. The range is therefore about 260.
Look for a trend and any anomalies. In this example, the trend appears to be upward, but is
variable. The year 1994 might be considered an anomaly, as might 1996.
Compared to normal conditions, the left half of the graph shows activity that is mostly below
normal, whereas the right half shows activity that is usually above normal.
Table 5 shows the changing population size of the worlds megacities. To analyse a table such as
this, you could use a highlighter pen to pick out trends, patterns and anomalies.
A starting point might be to highlight developed world cities (i.e. Tokyo, New York, Los
Angeles, Osaka, Moscow).
Note that these cities have populations that are growing only slowly, or are projected to be
stable by 2015.
Cities in developing Asia (e.g. Mumbai, Delhi, Shanghai, Kolkata, Dhaka) are projected to grow
rapidly.
There are only two African cities in the list Cairo and Lagos. Lagos has the most rapid
growth of any city listed.
Table 5 Population change in the worlds 20 largest cities, 19752015
Ranking Megacity
1975
Population (millions)
2000
2005
2015
Tokyo
26.6
34.4
35.2
35.5
Mexico City
10.7
18.1
19.4
21.6
New York
15.9
17.8
18.7
19.9
So Paulo
9.6
17.1
18.3
20.5
Mumbai
7.1
16.1
18.2
21.9
Delhi
4.4
12.4
15.0
18.6
Shanghai
7.3
13.2
14.5
17.2
Kolkata
7.9
13.1
14.3
17.0
Jakarta
4.8
11.1
13.2
16.8
10
Buenos Aires
8.7
11.8
12.6
13.4
11
Dhaka
2.2
10.2
12.4
16.8
12
Los Angeles
8.9
11.8
12.3
13.1
13
Karachi
4.0
10.0
11.6
15.2
14
Rio de Janeiro
7.6
10.8
11.5
12.8
15
Osaka
9.8
11.2
11.3
11.3
16
Cairo
6.4
10.4
11.1
13.1
17
Lagos
1.9
8.4
10.9
16.1
18
Beijing
6.0
9.8
10.7
12.9
19
Manila
5.0
10.0
10.7
12.9
20
Moscow
7.6
10.1
10.7
11.0
Tables like Table 5 can be daunting. You should try to break them down into more manageable
chunks.
Remember, with tables and graphs, it is always good practice to quote data (i.e. facts and figures)
from the resource in your answer.
Diagrams
Diagrams can be confusing, and you should take your time when examining them. Look for:
Perspective. Is the diagram a section (i.e. from the side) or a plan (i.e. from above)?
Scale. Are there any features that can be used to work out the scale?
Key terms. Many diagrams are labelled with key terms and words. These often give clues to
help you understand the diagram.
Occasionally, you might be asked to annotate a diagram. This is a good skill to practise before the
exams, using past papers. You need to make your annotations explanatory, rather than just
descriptive.
Cartoons
Cartoons are sometimes used on exam papers. The cartoon is often linked to a question along
the lines of state the message of the cartoon. This is asking you to state in words what the
cartoon is saying visually.
Answer style
Exam questions should be written in a formal, precise style. You should write in continuous prose
and use technical geographical terms as much as possible. Avoid informal words, slang and
colloquialisms. This is especially important for longer answers to questions worth 5 or more
marks. Bullet points and numbered points are acceptable in shorter answers. If you are asked to
describe the key features of a map or graph for 3 marks, bullets can be a useful way of making
sure you write three distinct points. However, in longer answers you should only use a list of
bullet points like this if you run short of time. To produce a top-level answer you need to link
ideas, and lists of points work against this.
Locational knowledge
It is important that you approach the exams as a geographer, i.e. an expert on places. Exam
questions often ask for what can be termed locational knowledge. This could be about scale:
global (world, worldwide)
national (country or countries)
local (small area)
It could be about levels of development:
developed world (FCCs, MEDCs, G8 countries)
developing world (LDCs, LEDCs, RICs, NICs)
It could also be about type of place:
urban area, e.g. world city
rural area, e.g. remote rural locations
On this specification there are some compulsory case studies, so you should expect exam
questions specifically about these. They include:
disaster hotspots: the Californian coast and the Philippines
climate impacts: the Arctic and Africa
EU migration from eastern Europe
EU migration to Mediterranean locations
Drawing maps and diagrams in your answers

You will be given credit for including maps and diagrams in your answers. These do not have to
be of artist quality but they do need to be clear. Ask yourself the following questions before
deciding to include a map or diagram:
Will it provide better geography than using words?
Can I draw it more quickly than writing it?
10

Can I remember enough detail to make it worthwhile?

Will I refer to the map or diagram in my written answer?
If the answer is yes to all these questions a diagram or map may be useful as part of your answer.
You should stick to a few basic rules:
Keep maps and diagrams simple.
Your diagram should take at most 1 or 2 minutes to draw.
Maps without scales and orientation arrows are next to useless.
Use the three-lines rule: your map or diagram should be given its basic structure by three
quickly drawn lines.
Do not use colour but a black or blue pen.
Make sure you include a sentence in your answer that says something like,the map below
shows to link your drawing to the rest of the answer. Figures 7 and 8 show a simple map
and diagram, suitable for exam conditions.
Figure 7 Map showing the California multiple hazard zone
Figure 8 Graph showing internet use in the developed and developing worlds
Examples and case studies

You should take every opportunity to mention specific places in your answers. You could achieve
this by using examples (which are relatively brief, perhaps a few lines) and case studies (which
are longer and more detailed) to illustrate and support your understanding of processes.
It is important that you do not wait to be asked to use examples. You should get into the habit of
using them as a matter of course. For example, you could be asked a question such as:
Define the term megacity.
(2 marks)
11
You might answer,A megacity is a city with a population of over 10 million, but you could also
add,New York is an example, with a population of 18.7 million in 2005. By using an example, you
are ensuring that you get the full 2 marks.
Another question could be:
Explain how Arctic warming will have consequences for the wider world.
(4 marks)
A good answer might suggest that sea levels could rise as ice shelves and ice sheets melt, or that
habitats for key species might be lost. Using examples of threatened low-lying areas such as
Bangladesh or Florida, and naming endangered species such as polar bears and Arctic foxes
provides additional geographical detail that will make your answer stand out.
In the more extended writing sections of the exams (Section B on the Unit 1 exam, and across
the Unit 2 exam), you will need to use detailed locational evidence to access the top bands in the
mark scheme. This is where your case studies can be used to full effect.
When using case studies, you need to:
State the basic facts where, when and what happened?
Establish the context of the case study is it in a developing or developed country, is it
unusual, did it lead to changes in how the issue was dealt with later?
Use data and statistics to add weight to your case study.
Identify clearly the key points the case study illustrates.
Always be precise. You will need to learn key facts and figures, causal factors and short- and
long-term impacts and changes.
Diagrams
You can also use your own diagrams in your answers. These are especially useful in the more
extended writing questions, which are worth 10 or more marks. Try to design your diagrams to fit
the question, and keep them simple. They should be quick to draw and add something to your
answer, not just repeat what you have already written.
Timing
You should have enough time in the exams, but you can get into difficulties and be forced to
rush if you do not follow some guidelines:
Use past papers to practise timed exams. It is vital you understand fully the exam format and
have some experience of working under exam conditions.
If there is a choice of questions (as there is in Unit 1, Section B), read all the questions before
you choose which one to answer.
Be guided by the number of marks available for each question and the number of lines you
have to write on. Do not spend 10 minutes on a question worth 3 marks, or 3 minutes on a
question worth 10 marks.
As a guide, in Unit 1 there are 90 marks available, and you have 90 minutes in the exam. This
translates as 1 minute per mark. In Unit 2 there are 70 marks available and 60 minutes in the
exam a little less than 1 minute per mark.
Key geographical terms

Key geographical terms are defined for you in the textbook. You should learn these and be
prepared to use them. Key terms are important for two reasons:
(1) If your geographical vocabulary is poor, there is a danger that you will not understand some
questions.
(2) If you do not use geographical terminology, your answers may be imprecise and poorly
expressed. You must avoid using words such as bad, nice and a lot, as these are vague and
non-geographical.
12
Revision: the final piece of the jigsaw

Few students enjoy revision. However, it is vital that you review your work, learn it, and test your
understanding.
Every student has to decide his or her own revision strategy. However, there are a few rules that
work for most students:
(1) Revise in short bursts. For most students 1530 minutes is enough. Beyond this time, you
cease to take much in.
(2) Try to do something active between revision sessions. Move into another room, take the dog
for a walk, make a cup of tea, have a dance! The more you can take your mind off revision, the
fresher you will be when you go back to it.
(3) Just reading your class notes does not work.
(4) Try to revise using as many of your senses as possible. Reading only uses one sense sight. If
you read and write, for instance making revision notes from your file, you are using sight and
touch. If you revise with a friend from your class and occasionally test each other or read out
your notes, you are also using hearing. You might think this is silly, but driving is a complex
skill that most students of A-level age can master quickly partly because it uses most of
your senses, and your powerful brain quickly learns to assess all these signals, which helps
you to learn.
(5) Revision involves taking the large volume of material from your course and condensing it
into a form you can more easily learn and recall in the exam. Your job is to identify strategies
that will allow you to do this in the least painful way.
Some suggested revision strategies

(1) Start by getting organised. Make sure your class notes are clearly sorted. This is a long-term
strategy, of course. If your file is poorly organised, and the exams are fast approaching, then
get help borrow a friends file or ask your teacher for help.
(2) Plan your revision. Set aside days and times for all subjects that you need to study, and stick
to your timetable. This will allow you to continue to do all the other things you enjoy, and fit
in revision as well.
(3) Set yourself clear goals. For instance, you might allocate one revision session to revising the
causes of climate change. Do not just open your file anywhere and start revising make
your revision structured and logical.
(4) Make notes on your notes:

Use an exercise book or note pad this will help keep things organised.
Break down your notes into bite-size chunks, using subheadings. This makes reviewing your
notes easier.
Use numbered or bullet points. Try to pare down the information in your file to key points
and important facts and figures.
Use several different coloured pens to identify patterns and links.
Pick out key words and process terms, and write down their definitions.
Redraw key diagrams in a simplified way. You may be able to use these in the exam.
(5) Make mind maps and spider diagrams:

Take a topic such as the impacts of climate change and make it the centre of a spider
diagram or mind map.
Use A3 paper to give you plenty of space with which to work.
Break impacts down into a structure, such as social, environmental and economic, or
developed world and developing world.
Next, use your file to add specific impacts to the structure, including examples, key facts
and figures.
13
Spider diagrams can be a useful way to organise a mass of notes into something more
coherent from which it is easy to revise. You can use them as posters and put them up on the
wall. Glancing at them repeatedly will help the visual picture stick in your mind, and recalling
it in the exam will be easier.
(6) Make your own flash cards:

You can use large Post-it notes or postcard-sized pieces of card.

Flash cards are ideal for key case studies, key processes, key terms and definitions, and
important diagrams.
Making flash cards forces you to include only key information, as you have limited space.
You will find you can condense your notes into something much easier to review.
(7) Use your teacher:

Teachers like nothing better than being asked questions. Make a note of any problem areas
as you revise, and ask your teacher to go over these in class.
Ask to do practice exam questions. You may not like these, but they are one of the best
ways to revise and practise your exam skills. Try to look at exam mark schemes so you can
understand how marks are awarded.
Ask to have regular key terms tests at the start and end of lessons. This will make you much
more confident in using the technical language of geography. These can be done using
Post-it notes for instance, matching key words to their definitions.
(8) Use your friends and family. Some students find they can revise with a friend, although this
does not work for everyone. Revising with someone else has some advantages:
If you get stuck your friend may be able to help.
You can ask each other questions and test each other. This uses more senses, which helps
you learn.
Forcing yourself to explain a process or case study to a friend is a good way to learn
yourself, and to highlight areas on which you need to work.
Working with someone else can be more motivating, and less lonely, than sitting on your
own trying to revise.
You can also ask your family to give you quick quizzes on key terms.
14
Questions and answers
Introduction
In this section of the CD-ROM there are sample questions for you to work on. They are similar in
style to those that will appear on the exam papers. The questions are based on the content in
the specification and your textbook.
The tables below show the questions, the time you should spend on each question, and the
mark allocation.

The total number of marks available for this unit is 90.
Section A
In the exam you will be required to answer all six questions in Section A. This section tests the
breadth of your knowledge and understanding. Each question is likely to be worth 16 marks.
The total number of marks available for this section is 65.
Question 1
13 marks
13 minutes
World at risk
Question 2
10 marks
10 minutes
World at risk
Question 3
10 marks
10 minutes
World at risk
Question 4
10 marks
10 minutes
Going global
Question 5
10 marks
10 minutes
Going global
Question 6
12 marks
12 minutes
Going global
Section B
In the exam you will be required to answer one question from Section B. This section tests the
depth of your knowledge and understanding, and your ability to produce structured, reasoned,
longer responses.
Question 7
25 marks
25 minutes
Going global
Question 8
25 marks
25 minutes
Going global
Question 9
25 marks
25 minutes
World at risk
Question 10
25 marks
25 minutes
World at risk

In the Unit 2 exam you must answer two questions: one from Section A and one from Section B.
The questions will generally require longer answers, and will be worth 10 or 15 marks.
The total number of marks available for this unit is 70.
Edexcel AS Geography Questions and answers
15
Section A: either Extreme weather or Crowded coasts

Question 1
35 marks
30 minutes
Extreme weather
Question 2
35 marks
30 minutes
Crowded coasts
Section B: either Unequal spaces or Rebranding places

Question 3
35 marks
30 minutes
Unequal spaces
Question 4
35 marks
30 minutes
Rebranding places
About this section of the CD-ROM

The structure of this question and answer section of the CD-ROM is as follows:
The resource for the question.
The question itself.
The answers. For short answer questions, you will be shown how to achieve maximum marks.
For long answer questions, there are notes on each question, plus a detailed outline of what
examiners might expect for each level of the mark scheme. These notes are not intended to
be model answers but to help you understand what would constitute a weak or strong
answer.
Examiners comments
The answers are followed by examiners comments. These are indicated by the icon e. The
comments highlight problem areas and common mistakes, as well as giving tips on exam
technique and understanding resources.
Mark scheme
Examiners use a detailed mark scheme that has been agreed by senior examiners. This ensures
that all examiners mark to the same standard. Note that responses which are correct but
unusual, and therefore do not appear in the mark scheme, are still awarded marks.
Short answer questions, which are usually worth up to 4 or 5 marks, are point marked. This
means that examiners give you a mark for each correct point you make. You must bear this in
mind when you are writing your answer, and you should try to make the same number of
different points as there are marks available. Marks are often awarded for using an example, or
for writing a more extended point. If you make a relatively short, simple point, you should try to
add an example or go into more depth.
Long answer questions, which are generally worth 5 marks or more, are marked using levels.
These take into account the quality of your written communication skills your spelling,
punctuation, grammar, style, clarity, organisation and correct use of geographical terms.
Examiners read your answer and decide which level it is in, then decide on the exact mark within
that level. Typical levels are shown below:
Level 1 Answers generally contain simple material. The points are stated, but not developed.
The examples used are vague and generalised, such as in the Philippines. Explanations are
weak and often unclear. Geographical terms are used rarely, and there are frequent written
language errors. The response may not be logical or structured.
16
Level 2 Answers contain more detail and have some structure and logic. The examples show
some depth, but could be developed further. There is more detailed explanation, with some
clear reasoning. The answer may be unbalanced, addressing some parts of the question well,
but other parts less effectively. Some geographical terms are used and there are a few written
language errors.
Level 3 Answers are detailed and supported by real world case studies and examples. There
is depth of knowledge and understanding, but also breadth, which is shown through a range
of points and examples. The answer is likely to provide an overview and to link different
aspects of the question. It is logical and structured. Geographical terms are used with
accuracy and confidence, and written language errors are rare.
Note that for longer questions worth 15 or 20 marks, there may be four levels in the mark
scheme.
17
World at risk
Question 1
Study Figure 1, which shows climate change impacts on the continent of Africa.
North Africa
West Africa
N
Central Africa
0
East Africa
km 1000
Indian
Ocean
islands
Deforestation and loss of forest quality

Sea-level rise
Coral bleaching
Desertification
Spread of malaria
Southern Africa
Figure 1 Climate change impacts on the continent of Africa
a Describe the pattern of climate change impacts shown in Figure 1.

b Match the three measures of change to the most appropriate climate change
impact, by putting the letters into the table provided.
(3 marks)
(2 marks)
Table 1 Measures of climate change
(1) Coastal erosion rates

(2) Marine biodiversity losses
(3) Reduced average life expectancy
(x) Coral bleaching
(y) Sea-level rise
(z) Spread of malaria
c Explain how the impacts of climate change shown in Figure 1 could lead to a
lower quality of life for vulnerable people in Africa.
(4 marks)
d Explain how local sustainable strategies might reduce the negative impacts of
climate change.
(4 marks)
(Total: 13 marks)
18
World at risk
Answers to Question 1
a

Desertification in a belt from west to east Africa (the Sahel)

Deforestation in a central belt from coast to coast
Coral bleaching along the eastern coastline
Malaria spread concentrated in southern Africa
Sea-level rise lacks a pattern
There is 1 mark available for each point, up to a maximum of 3 marks. Try to be precise
about location, rather than stating in the middle or towards the top.
(1) Coastal erosion rates
(y) sea-level rise
(2) Marine biodiversity losses
(x) coral bleaching
(3) Reduced average life expectancy
(z) spread of malaria
There are only 2 marks available here, rather than 3. This is because the task is relatively
straightforward.You can get either 1 out of 3 correct, or all 3 correct.
Food supply may be reduced, e.g. by extending deserts, destruction of fishing

grounds (coral bleaching), and direct loss of farmland through coastal erosion. This
can affect nutrition as well as income.
Peoples health can be affected, e.g. as malaria spreads, and food supply runs short.
Reduced fresh water supplies could cause disease to spread and affect peoples
ability to grow crops.
Incomes could be reduced, e.g. due to deforested land, loss of resources and
degraded farmland.
There are also wider implications, such as conflict over resources and migration,
which causes further pressure on resources.

To answer this question, you could either make four distinct points or examine two points
in depth, using examples and looking for a sequence of events that could lead to a lower
quality of life for vulnerable people in Africa.
Afforestation/forest management would help to maintain a key resource; replanting

and soil conservation would manage desertification.
Farming practices could be altered, such as planting drought-resistant crops, and
harvesting and storing water.
Increasing healthcare would help to deal with the malaria threat.
Small-scale energy developments (e.g. micro-hydro/biogas) would provide alternative
fuel sources to wood
NGOs could provide aid/technical help in low income areas.

Again, basic points will gain 1 mark, and more extended points and examples will gain
2 marks.You should make the focus of your answer Africa, but you could use ideas from
the rest of the developing world. Named examples would be particularly useful.
19
World at risk
Question 2
50
43.7 bn
tonnes
40
2006:
27.3 bn
tonnes
30
Renewable energy 5.1 bn

Building cuts 4.4 bn
Agriculture savings 3.3 bn
Transport cuts 3.2 bn
20
Forestry savings 2.7 bn

Waste savings 2.7 bn
18.1 bn
tonnes
Savings by economic sector
ct
io
Industry savings 6.5 bn
Pr
ed
i
Carbon dioxide (bn tonnes)
Study Figure 2, which shows how carbon dioxide emissions savings stack up.
Total savings
26.4 bn tonnes
10
0
1980
1990
2000
2010
2020
2030
Year
Figure 2 Reducing carbon dioxide emissions
a In which sector of the economy can the greatest savings of carbon dioxide be
achieved?
(1 mark)
b From the list below, select the two gases that contribute to the enhanced
greenhouse effect:
oxygen
methane
nitrogen oxide
sulphur dioxide
argon
c Using a named example of a renewable energy source, suggest why its
development is economically and environmentally controversial.
d Choose two economic sectors other than renewable energy from Figure 2.
For each, explain how carbon dioxide emissions could be reduced.
(1 mark)
(4 marks)
(4 marks)
(Total: 10 marks)
a Industry.
e
Remember to look carefully at graphs like Figure 2, as it is easy to make a simple mistake.
20
World at risk
b Methane and nitrogen oxide.

c Choices could include wind, solar, biogas, hydroelectric, wave power.
A key issue is economic viability, as fossil fuels are still relatively cheap and the
technology used to generate power with them is simple. Some renewable energy
sources (e.g. solar) are expensive compared to other sources, and some do not have
a constant supply (e.g. wind, solar). Some sources are relatively untested (e.g. wave)
and others are currently small-scale (e.g. biogas). Land may be lost to some energy
developments (e.g. hydroelectric, wind), and there are aesthetic objections to others
(e.g. wind). Some people fear biodiversity could be harmed by wind turbines or
flooding to create reservoirs.
e
You will gain 1 mark for a basic point, and 2 marks for a more extended point. Note that
the question contains two parts (economic and environmental controversies); you must
cover both equally to gain full marks.
Agriculture: cut methane emissions by farming fewer cattle or finding alternatives to

paddy-field rice; make more efficient use of machinery; farm organically because it
has lower energy inputs, i.e. uses fewer chemical fertilisers and pesticides.
Transport: use clean energy technologies, such as hybrid or electric cars; make
greater use of public transport; increase taxation on flights to discourage airline use.
Waste: use methane produced from landfill sites as a fuel source; reduce waste by
cutting down on packaging; reuse and recycle products.
Forestry: reduce deforestation; practise afforestation and sustainable management of
forests; recycle paper and cardboard to reduce demand for wood.
Building: create energy-saving buildings and utilities (e.g. more efficient toilets, water
recycled within buildings, energy-saving bulbs and grade A efficiency appliances);
use recycled materials in construction.
Industry: cut down on the use of fossil fuels; switch to alternative energy sources; fit
scrubbers on power stations.

You will gain 1 mark for a basic point, and 2 marks for a more extended explanation/use
of examples. You should consider all of the economic sectors before choosing two of
them. Give some thought to which you know most about, and whether you could use
examples for them.
21
World at risk
Question 3
Major disasters (recorded number)
Study Figure 3, which shows global trends in reported natural disasters, 19802000.
200
Floods
150
100
Cyclones
50
Earthquakes
0
1980
1985
1990
1995
2000
Year
Figure 3 Global trends in reported natural disasters, 19802000
a Which of the three types of natural disaster shown has the strongest upward trend
between 1980 and 2000?
b Match the three hazards shown in Figure 3 to the most appropriate at-risk area.
(1 mark)
(2 marks)
Table 3 Hazards and at-risk areas
At-risk area
Hazard
Low-lying coastal land in the tropics

Urban areas with high building and road density
Mountainous areas close to plate margins
c Explain how improved data-collection and recording could affect hazard

trends, such as those shown in Figure 3.
d Explain the contrasting impacts of cyclones in the developed and developing
worlds.
(3 marks)
(5 marks)
(Total: 11 marks)
a Floods.
e
The trend for cyclones is upwards, but it is more variable than that for floods.
Earthquakes show no clear trend.
22
World at risk
At-risk area
Hazard
Low-lying coastal land in the tropics
Cyclones
Urban areas with high building and road density
Flooding
Mountainous areas close to plate margins
Earthquakes
Identifying three correct hazards will gain 2 marks, and identifying one correct hazard will
gain 1 mark. Note that the question asks for the most appropriate hazard while
cyclones can occur over urban areas, low-lying tropical areas are more at risk from them;
flood risk is heightened in urban areas.
Technology such as satellites and remote sensing equipment may mean that more
events are detected.
Improved databases, such as CRED, mean that more events are recorded so that the
quality of hazard data improves.
As communication improves (e.g. the internet), collecting data from around the
world is now easier than it was in 1980.

There is 1 mark available for each basic point, and an additional mark for the use of
examples (such as types of technology or communication). Stating that the trends could
be caused by a combination of natural variation, human influence and improved
recording of events would show your understanding.
Cyclones in the developing world, in countries such as Bangladesh or Honduras, tend

to have high human impacts (injuries and deaths).
The recovery time in the developing world can be long, for instance if farmland has
been flooded. Food production and the basic subsistence economy suffer. Disease is
frequently an issue too.
In the developed world, economic damage exceeds human impacts because people
own more property. Insurance claims will be high. Better preparation and evacuation
procedures further reduce direct human impacts.

This question is a perfect opportunity to use examples of named hurricanes/cyclones

(e.g. Bhola, Mitch, Andrew, Katrina) to illustrate your points. Note that the question asks
for contrasting impacts, so you should try to use words such as but, however and in
contrast in your answer.
Level
Marks Descriptor
A range of clear economic and human contrasts explained, with examples.
34
Human and economic impacts clearly stated; some examples given.
12
A few impacts stated.
23
World at risk
Question 4
Study Figure 4, which shows global risk of mortality and economic loss for all natural hazards.
(a) Risk of mortality
Risk
High
Moderate
Low
(b) Risk of economic loss
Figure 4 (a) Global risk of mortality and (b) of economic loss owing to natural hazards
a Compare and contrast the global distribution of mortality risk (i.e. risk of death) and
economic loss risk from all natural hazards.
(10 marks)
b With reference to either the Philippines or California, explain why they are considered
to be hazard hotspots.
(15 marks)
24
World at risk
a
There are some areas where risk of mortality is low but risk of economic loss is high
(e.g. USA, EU countries). These are areas where hazard management systems
prevent high mortality rates, but cannot prevent loss of property, e.g. from hurricanes
or tornadoes.
In other regions, the reverse is true the risk of economic loss is low, but the risk
of mortality is high (e.g. sub-Saharan Africa). Here, the hazard management systems
and safety nets are virtually nonexistent, so the risk of death is high. Reliance on
subsistence crops makes people extremely vulnerable to drought and famine. Poverty
means that there is little in the way of economic damage.
In areas where either or both risks are high, hazards are likely to be frequent and
potentially of high magnitude (e.g. earthquakes in Indonesia, hurricanes on the USAs
east coast, floods in India).
Areas where both risks are high (e.g. China, parts of India and the Brazilian coast)
are developing countries that have economic wealth to lose but do not have welldeveloped hazard protection systems.
In some areas, the risk for both mortality and economic loss is low. This may be due
to low hazard frequency and magnitude.
Level
Marks Descriptor
810
An accurate comparison across the whole map. Identifies located similarities and
differences, and comments effectively on these. Uses named examples of hazards to
illustrate. Geographical terminology used with accuracy; written language errors are
rare.
57
Some comparison of areas on the map, but not in full. Some similarities and
differences are identified; commentary is more descriptive. Some geographical
terminology is used with some accuracy; there are some written language errors.
14
Largely random in nature; identifies a few contrasts of a descriptive nature with little
further comment. May lack clarity on terminology such as demography. There are
frequent written language errors.
The resource for this question is challenging, as you have to compare the maps. Start in
one place (e.g. Europe) and work clockwise around the maps to look for patterns and
contrasts. Use a pen or highlighter to make notes on the map as you do so.This will help
you to structure your final answer.You will not be able to make an accurate comparison
of the maps simply by glancing at them.
b Both locations are hotspots owing to the combination of natural hazards that might
occur there, although the risks are different in each location.
Philippines
Hazards are common. Since the Philippines is on a destructive plate margin, there is
volcanic activity, e.g. the eruption of Mt Pinatubo in 1991. This is damaging, because
volcanic eruptions generate explosive activity, pyroclastic flows and lahars.
The Philippines is in a tropical cyclone track; lahars can be mobilised by cyclones
and tropical storms. The young volcanic rock is prone to landslides, which can also
be mobilised by heavy rain, and perhaps triggered by the frequent earthquakes.
Peoples vulnerability to hazards is high (because of poverty) and the countrys
capacity to deal with hazards is typical of the developing world. The Philippines
numerous small islands make dealing with hazards problematic.
25
World at risk
California
Since California is on a conservative plate margin, volcanic activity does not occur.
However, frequent, unpredictable earthquakes are common (the most severe ones
being in 1906 and 1989) and potentially destructive in economic terms. Planning and
construction methods reduce risk, but disaster can still strike and cause many
deaths. Liquefaction is a major problem on the coast.
The coastline is in the path of tsunamis generated elsewhere in the Pacific.
The arid climate and steep coastal slopes, combined with seasonal rainfall, make the
area prone to flash floods, landslides and fires. This is particularly the case in an
El Nio year, when climate norms are reversed.
Level
Marks Descriptor
1315
Wide-ranging explanation which refers to a range of hazards, using examples. Links

made between hazards and risk explained for the chosen location. Geographical
terminology used with accuracy; written language errors are rare.
912
Some examples used to illustrate hazards in the chosen locations; explanations are
clear but links are less common. Some geographical terminology is used with some
accuracy; there are some written language errors of a minor nature.
58
A general account, unbalanced and focusing on a particular hazard type, using

descriptive examples. Geographical terminology is used infrequently and sometimes
in error; there are some written language errors.
14
Basic description of one or two hazard events, without reference to the hotspot
concept.There are frequent written language errors.
This question is on a compulsory case study. You need to learn these case studies
thoroughly, as you will be expected to show detailed knowledge and understanding when
answering questions about them.
26
World at risk
Question 5
Study Figure 5, which shows a typical UK house and garden in the year 2087.
Solar panels
Green roof planted with
moss and grasses
Balcony
facing
south
Wall made from

compacted soil
excavated from
pond
Small wind turbine
Walls made from

50% recycled
rubble
Triple-glazed
windows
Compost bin
Mediterranean
trees and shrubs
Patio decking made
from recycled materials
Underground tanks:
collect rainwater and
house waste water for
recycling
Figure 5 The 2087 house and garden
a Explain how the house and garden address the challenges of climate change.
b With reference to examples, explain how climate change poses different
challenges for different countries.
(10 marks)
(15 marks)
a

The 2087 house and garden have been built under the assumption that the future
climate will be warmer and drier.
Various adaptations have been made to suit the new climate; these include the types
of trees and shrubs planted, the water recycling systems and the south-facing
balcony.
The house utilises a range of technologies to reduce energy use (e.g. the insulating
green roof and triple glazing) and to exploit renewable energy (solar and wind
power). The house and garden contain recycled rubber, soil and other materials;
water is also recycled. All of these help to reduce carbon dioxide output.
The house reflects the new climate and the need to conserve energy and resources,
and to minimise waste.
Level
Marks Descriptor
810
Uses the resource in full, with a structured range of detailed explanations related to
climate change futures. Geographical terminology used with accuracy; written
language errors are rare.
57
Uses the resource effectively, but not in full.Variable detail and less structure, and the
answer is more of a list at the lower end of the mark band. Some geographical
14
A few general points related to some aspects of the figure. Lacks any structure. May
lack clarity on terminology.There are frequent written language errors.
27
World at risk
The resource for this question contains a good deal of text, so make sure you read it
carefully. You need to avoid simply listing each caption from the figure and then
explaining it. Look for links between the captions, and structure your answer around
overall themes.
The challenges of climate change are related to the physical nature of countries, their
level of development, the availability of technologies, and the types of expected
impacts.
Coastal low-lying countries (e.g. Bangladesh, the Netherlands and the Maldives) will
face a direct threat from rising sea levels. Both cities and farmland will be affected.
Mountainous countries (e.g. India, Chile and Peru) may face reduced water supply as
glaciers retreat. This could also affect tourism (e.g. skiing).
Developing countries may face direct threats to farming as climate belts shift. If
these countries lack the capital to invest in new technologies, climate change could
pose a threat to human life. Developed countries are more able to adapt (they have
the wealth and technology to do so), but the costs could be high and hard choices
will have to be made for instance, whether to spend a greater proportion of
national budgets on water supply and flood defences.
The UK may face a more extreme climate, with more frequent gales and flooding, and
drier summers. All of these present challenges to insurers, builders, councils and
individuals. Australia is an example of a country that may be facing a drier climate in
the future, which presents significant challenges for its water supply.

Level
Marks Descriptor
1315
A structured response using a range of detailed, contrasting exemplar countries.

A number of different challenges are considered; good awareness of the range of
climate futures. Geographical terminology used with accuracy; written language
errors are rare.
912
Some structure and some examples used. More variable detail, but some contrasts are
made. Some geographical terminology is used with some accuracy; there are some
minor written language errors.
58
Response lacks structure. Examples are used but in isolation. Contrasts and
differences are only implied. Geographical terminology is used infrequently and
sometimes in error; there are some written language errors.
14
Outlines climate impacts for one or two places only.There are frequent written
language errors.
Your use of examples in this question is crucial. The question instructs you to use
examples, so you must use a range three would be ideal.Try to make these contrasting
in terms of their level of development, physical geography and climate change impacts.
28
Going global
Question 6
Toronto Montreal
Boston
ldo
Ba
Zu
ric
h
nic
h
Bangkok
Budapest
me
Madrid
Caracas
Hong Kong
Prague
Mu
Geneva
Frankfurt
Osaka
Shanghai
sse
Du
Paris
Seoul Tokyo
Beijing
Warsaw
Ro
Mexico City
Brussels
na
Mi
lan
San
Chicago New York
Francisco
Washington
Los
Atlanta
Angeles Dallas
Miami
Houston
Moscow
London
rce
lo
Minneapolis
Am
ste
rda
rf H
m
am
bu
r
g
St
Be
rlin ockh
o
Co lm
pe
nh
ag
en
Study Figure 6, which shows the distribution of three types of city.
Istanbul
Taipei
Manila
Kuala Lumpur
Jakarta
Singapore
So Paulo
Sydney
Buenos
Aires
Johannesburg
World cities
Secondary world cities
Santiago
Melbourne
Other important cities
Figure 6 The distribution of world cities, secondary world cities and other important cities, 2005
a Define the term world city.

b Using Figure 6, identify the cities in Table 6.
(1 mark)
(2 marks)
Table 6 Identifying world cities
Description
City
The only African city

A developed world city in Asia, classed as a world city
A secondary world city in the developing world
c Outline the ways in which the world cities in Figure 6 are connected into a global network
of cities.
(4 marks)
d Explain why urbanisation in many areas of the developing world is occurring so rapidly.
(3 marks)
(Total: 10 marks)
a A world city is a city whose influence (economic, cultural and political) is global.
e
Definitions questions are common. You should build up a glossary of key terms to help
you in the exam.
29
Going global
Description
City
The only African city
Johannesburg
A developed world city in Asia, classed as a world city
Tokyo or Singapore
A secondary world city in the developing world
Mexico City or So Paulo
There is 1 mark for each correct answer. The resource for this question is a simple map,
with one colour for the developing world and one for the developed world. You might
not have spotted this at first glance. Remember to look at resources carefully, and, if
necessary, several times.
World cities are connected by financial markets, such as the stock exchanges in
London, New York and Tokyo, whose opening times overlap.
Transnational company headquarters are often located in world cities, with key
regional offices located in other world cities. Key workers move between the cities
frequently.
The cities all have major airport hubs, and are connected directly to many other
world cities by non-stop flights.
Internet and satellite connections ensure cheap, rapid communication between
cities.

You will gain 1 mark for a basic point, and 2 marks for an extended point or example.This
type of question cries out for the use of examples, so try to name cities, stock exchanges,
airlines and transnational companies to add weight to your answer.
d The urbanisation process is made up of two growth elements:

Ruralurban migration has a significant impact, and is often said to account for about
40% of growth. People are pushed from rural areas and pulled towards urban areas.
Many of the reasons for this are economic.
Within cities, internal growth occurs as a result of high birth rates, which are fuelled
by a young immigrant population.
There is 1 mark for a basic point, and 2 marks for an extended point (such as the
percentages) or example (for instance naming a developing world city). Both reasons
migration and internal growth are required to gain maximum marks.
30
Going global
Question 7
Study Figure 7, which shows the location of the highest concentration of post-accession east
European migrants in the UK, 2006.
Areas of highest
concentration of east
European migrants as
percentage of
population
Edinburgh
Glasgow
Newcastle
Manchester
Hull
Liverpool
Norwich
Birmingham
Cardiff
London
Source: ONS population trends, No. 129
Figure 7 The location of the highest concentration of post-accession east European migrants in
the UK, 2006
a Give an example of a likely source country for these migrants.

b Which one of the following types of migration does Figure 7 show?
(1 mark)
(1 mark)
retirement migration
environmental refugees
economic migration
asylum seekers
c Briefly describe the location pattern of the highest concentration of migrants.
d Explain why many of the eastern European migrants are located in rural areas
(4 marks)
(4 marks)
(Total: 10 marks)
31
Going global
a Any one of: Latvia, Lithuania, Estonia, Poland, Czech Republic, Slovakia, Hungary and
Slovenia.
e
You will gain 1 mark from naming any one of the east European countries that joined the
EU in 2004; Bulgaria and Romania cannot be accepted.
b Economic migration.
c

Migrants can be found throughout the UK. They are not concentrated in one
particular location or region.
Some of the areas with the highest number of migrants are cities, e.g. London, Cardiff
and Birmingham.
The northern parts of Scotland have high numbers of migrants, as do some other
rural areas, such as the Wash in East Anglia and the Midlands (Hereford and
Worcester).
There are some isolated pockets containing high numbers of migrants, such as the
extreme west of Cornwall and west Wales.
You will gain 1 mark for each accurate location given, plus 1 mark for the overall pattern
described. Note that you are only asked to describe, not to explain, so take care not to
drift into giving reasons.You will not gain any marks for doing so.
As these are economic migrants, they move to where jobs are available:
Many work in low-paid jobs linked to the farming industry, e.g. fruit and vegetable
picking or food processing. In the Highlands of Scotland many work as fish
processors. The work is relatively low skilled and does not require language skills.
The jobs in rural areas may be familiar; migrants might have done similar work in
their home countries.
These jobs are generally available because the host population does not want to do
them.
As the migrants are white Europeans, they may feel more comfortable in rural areas
than other migrant ethnic groups.

You will gain 1 mark for each valid explanation and 2 marks for a more extended
explanation which could use an example or explain a point in more depth. With shorter
questions which are point-marked, rather then level-marked, it is usual to be able to gain
2 marks in this way.When answering a question like this, it is important that you read your
answer quickly to check that you have made four points, or at least two extended points.
32
Going global
Question 8
Study Figure 8, which shows Toyotas global manufacturing operation.
50 plants in 26 countries
264,000 employees
Sells in 140 countries
7 million vehicles per year
Figure 8 Toyotas global manufacturing operation
a Toyota is a car manufacturing transnational company (TNC). Give two characteristics

of a TNC.
(2 marks)
(1 mark)
b In which continent does Toyota have the lowest presence?
c Explain briefly the role of technology in helping to connect Toyotas global manufacturing
network.
(3 marks)
d Outline the possible costs and benefits to developing countries when TNCs locate
factories there.
(6 marks)
(Total: 12 marks)
a Two from:
company has global network/reach

large in terms of number of staff and turnover
present in many markets a global brand
often involved in many market sectors
You will gain 1 mark for each valid characteristic.

b Africa.
c

Communications technology (e.g. internet, satellites) allows Toyotas head office to

communicate with suppliers and branch plants, as well as customers.
The global airline network allows people and small parts to be moved rapidly
between locations.
Shipping and ports (containers) are crucial for moving parts and final products to
factories and markets.
The media, which are also global, help to maintain the companys presence and
brand around the world.
33
Going global
e
You will gain 1 mark for each valid point linked to a technology (of any type), and 2 marks
for an extended point/use of an example. Most candidates would probably give the
internet as their answer; you need to go beyond this and think about other technologies
in transport and communication to get 3 marks.
d Benefits and costs can be social, economic and environmental, as follows.
Benefits
Costs
Social
As incomes grow, wealth can

bring benefits in terms of
housing, health and education.
Jobs may involve long working

hours and hard work.
Traditional working patterns
and family structures can be
lost.
Economic
Factories provide jobs; they

may also have spin-offs such as
local parts suppliers.
Jobs may be low paid.

Parts could be shipped in from
other countries, so spin-off
links are limited.
The company may move as
costs rise.
Environmental
Redevelopment of areas may

occur to attract foreign
businesses.
Factories may be set up with

little regard for the environment,
and may increase local pollution
levels.
Marks would be awarded as follows:

Level
Marks Descriptor
56
A balance of costs and benefits, plus a range of impacts rather than a narrow focus;
many examples used.
34
Less balance; may focus on one or two areas only, but there is some range of valid
points.
12
Unbalanced; one or two (probably very negative) points only.
34
Going global
Question 9
Study Figure 9, which shows the global pattern of internet users.
19.1
5.4
17.9
9.0
5.2
11.6
15.2
135.7
6.6
26.9
15.8
14.8
6.5
10.6
8.1
Top 15 nations (numbers show millions of users)
Internet use growing
Internet use rare
Figure 9 Global distribution of internet users, 2007

(10 marks)
a Give reasons for the global pattern of internet users shown.
b Explain some of the possible effects of globalisation on the lives of people living in poorer
countries.
(15 marks)
a

Internet use is shown as the number of people using the internet in each country. It is
therefore related to population.
The highest numbers of users are in the USA (135 million) and the EU countries;
these are the wealthiest nations, where computers are common and internet
connection is relatively cheap.
These developed nations have access to technology and an extensive telecommunications infrastructure. Consumers increasingly use the internet.
Trade and business is dominated by the developed world; many internet users are
likely to be businesses and transnational companies.
Internet use is relatively high in the rapidly developing newly industrialising
countries (e.g. China, India and Brazil), as their economies are growing. Globalisation
is strongly linked to internet use.
In most of Africa, poverty and lack of infrastructure, as well as possibly a lack of
education, prevent widespread internet use. The continent is largely switched off.
Some countries, such as China, Burma and North Korea, may deliberately discourage
internet use for political reasons.
35
Going global
Level

Marks Descriptor
810
A wide range of reasons linked to technology, wealth and globalisation.The response

is structured, and ranges across the whole map. It uses examples and appropriate
geographical terminology to show understanding. Minimal written language errors.
57
Some structure.A narrower range of reasons, perhaps focused on wealth more than
other factors.Covers different parts of the map but not in full.Becomes descriptive at the
lower end but with some geographical terminology used.Some written language errors.
14
Little structure. Describes some uses of the internet without any real reference to
geographical context or use of terminology. Frequent written language errors.
World maps are common resources in exams. It is important to note whether you are
being asked to describe the pattern, explain it, or both. In this example you have to
explain the pattern, but to do so successfully some description is inevitable. The best
answers will quote data from the map.They will also use examples from the whole map,
not just one part of it.
b The effects could be economic, social, environmental, cultural or political:

Positive effects of globalisation could be people having stable jobs and regular wages
while working for transnational companies, and the general benefits of urban living
(education and healthcare). Many globalising countries have moved towards having a
democratic government.
Negative effects of globalisation are that it can lead to poor conditions in urban
centres and exploitation of workers (e.g. long hours, lack of unions), environmental
problems such as poor urban air quality in rapidly industrialising cities, and industrial
disasters such as Bhopal and Harbin. Major cultural changes can occur, for instance
the loss of traditions and the change to a more Western lifestyle and diet.
The phrase lives of people invites a consideration of who these people are so this
question encourages critical thinking. Are the lives of ruralurban migrants in poor
countries improved as a result of working for globalising TNCs, as opposed to a life of
subsistence agriculture? Expect some consideration of these points at Levels 3 and 4.
Level
Marks Descriptor
1315
Structured, detailed account of a range of ways in which societies or social groups are
changed by globalisation over time. Uses appropriate terms and examples to show
understanding. Likely to be evaluative in style.Written language errors are rare.
912
Structured analysis of the positive and negative effects of globalisation, but with less
balance. Answer has variety (it either gives a range of effects or looks at different
groups of people) and uses some examples with appropriate geographical
terminology to show understanding. Minimal written language errors.
58
Some structure. Makes the case that globalisation has largely positive or negative
effects. Likely to lack range. May focus on urban effects of economic development or
quality of life working for TNCs. Descriptive, but with some geographical terminology
used. Some written language errors evident.
14
Little structure.Describes one or two real or imagined changes without any real reference
to geographical context or use of terminology.Frequent written language errors.
This question contains a potential trap, as it uses the key word effect. Effects can be
positive or negative.This is also true of impacts. In the pressure of the exam, impacts and
effects are often seen as only negative, and this leads to unbalanced answers. Beware
of making this mistake. With a longer question such as this, you have the opportunity
to be evaluative you could provide an overview at the end of your answer that briefly
considers whether the positives outweigh the negatives.
36
Going global
Question 10
Study Figure 10, which shows the results of a global survey by Zurich Insurance, 2007.
One thousand people around the world were asked to state the population concern they
thought would most affect our lives in the future.
% 35
30
32%
28%
25
23%
20
17%
15
10
0
Ageing
population
Migration
Healthcare
Birth rates
Figure 10 Results of a global survey on population concerns, 2007
a Suggest reasons for the order of concerns in the survey results.

(10 marks)
b Using examples, examine some of the economic and social consequences of recent
migrations within Europe.
(15 marks)
a
The survey results highlight an ageing population as the main concern, with
migration a close second. Birth rates rank as the lowest concern; healthcare is a
moderate concern and might be linked to the issue of an ageing population.
An ageing population is a concern because it leads to increased dependency levels,
which leads to high healthcare/residential-care demands and costs (e.g. in the NHS).
There is the possibility of skills shortages as the younger workforce shrinks, and
increases in the tax burden for the working population to pay for pensions
and care.
Changing services bring opportunities but also problems. People could be
concerned that their pensions will be too small. Strong candidates may link ageing to
healthcare.
37
Going global
Migration is second in the order of concerns because of the high costs of managing it
(e.g. border controls) and fears of culture clashes due to lack of integration. Other
possibilities include cheap migrant labour taking the host populations jobs and the
high costs of providing services (e.g. because of a high birth rate among immigrants).
The position of migration as a lesser concern than an ageing population might be
explained by the perceived benefits it brings.
Birth rates is a low concern; a low birth rate may be perceived in a positive way as it
slows population growth, thus relieving pressure on resources. Some candidates
might question the results of the survey, as a higher birth rate might reduce the
problem of an ageing population. Answers may focus on high birth rates being a
problem in the developing world.
Level
Marks Descriptor
810
Structured, detailed account across the range of data, which is likely to be quoted but
not described. Range of reasons, including why birth rates is a lesser concern, and
these are exemplified. Better candidates will link ageing to healthcare concerns.
Addresses the idea of order of concerns. Geographical terminology used with
accuracy; written language errors are rare.
57
Some structure. Some description but the answer does suggest reasons. Likely to
focus on ageing concerns and migration; somewhat unbalanced and may drift into a
migration rant at the lower end. Some geographical terminology is used with some
accuracy; there are some written language errors.
14
No real structure; likely to describe the survey results and point out differences.
Reasons, if present, are unclear. May lack clarity on terminology such as demography.
There are frequent written language errors.
This question contains the idea of order of concerns. To achieve Level 3, you need to
explain why some concerns are higher priorities for some people compared to others.
Answers should focus on movements within Europe, not migration into Europe.
Examples include Poles and Czechs moving to the UK.
For the host country, migrants fill a skills gap (e.g. plumbers) but also take low paid,
unsociable jobs that are shunned by the host population (e.g. in the hotel industry
and farming). Fears might be expressed that this depresses wages and puts others
out of work. The grey economy might lead to exploitation of migrants. Some areas
have large concentrations of new migrants and little infrastructure to cope with this
(e.g. Norfolk, western Scotland), so cultural tensions may emerge.
For source countries, the negatives are a loss of skilled workers usually young
people which could alter dependency ratios and lead to an ageing population. The
positives include remittances and reduced unemployment. Migrants skills could be
developed abroad and taken back home, thus benefiting the source country in the
long run.
Migration of retired people to Mediterranean countries could be seen as economically
positive for source countries (e.g. in the UK, care costs are lower and housing is freed
up), or as economically negative (e.g. income is spent abroad). Social consequences
include a loss of family structure and the experience of older people.
Host countries might worry about the migration of retired people overheating the
housing market, leading to a lack of affordable housing for local people. Concerns
have also been expressed about sprawling ex-pat enclaves containing people who fail
to integrate with the local community. The costs of care and social infrastructure for
these people may be passed on to the host country.

38
Going global
Level

Marks Descriptor
1315
Structured, detailed examination with balance between economic and social factors.
Has both positives and negatives for host and source countries, and illustrates each
with examples. Geographical terminology used with accuracy; written language
errors are rare
912
Some structure, in an account with some detail; there is a balance between economic
and social consequences and some recognition of both positives and negatives;
illustrated with examples. Some geographical terminology is used with some
accuracy; there are some written language errors of a minor nature.
58
Some examples given in an account with limited structure. Answer unbalanced and
may see the negative side only, but has some consequences. Recognises several types
of migration but descriptive. One example done well can be awarded a maximum
8 marks. Geographical terminology is used infrequently and sometimes in error; there
are some written language errors.
14
Descriptive account of migrations with no structure and one or two impacts. May lack
clarity on terminology such as social and economic. There are frequent written
language errors.
Remember that consequences, like impacts and effects, can be both positive and
negative. This question has a clear structure, which you could sketch out in your plan to
ensure that you cover all parts:
positive consequences for source countries
negative consequences for source countries
positive consequences for host countries
negative consequences for host countries
39
Extreme weather
Question 11
Study Figure 11, which is a concept diagram illustrating extreme weather.
Above average
Very extreme disastrous
Extreme hazardous
Noteworthy potentially hazardous
Below average
Range of normal variation
Not hazardous
Noteworthy potentially hazardous
Extreme hazardous
Very extreme disastrous
Time
Figure 11 Local weather in the UK
(10 marks)
a Why is the concept of extreme weather difficult to define?
b Describe and explain the fieldwork and research you have used when completing your
personal weather diary.

(15 marks)
c With reference to examples, examine the causes of risks presented by river flooding in
the UK.
(10 marks)
40
Extreme weather
a

Figure 11 illustrates the variability of weather and shows that it only becomes
extreme when it enters the hazardous zone.
Weather is classed as extreme once it strays outside the expected range of normal
variation. This is difficult to assess as normal variation changes over time for
instance, as a result of climate change.
It is accepted by most of the scientific community that climate change is making
weather more extreme, although the evidence for this is possibly controversial.
The definition/interpretation of extreme weather may also vary by place, e.g.
hurricanes are extreme, but can be interpreted differently by different people
because of their experience of risk.
Some candidates may refer to a range of interesting weather events (e.g. floods in
Gloucestershire in July 2007, drought in Australia in 2007, tornadoes in Shropshire
in 2007), although this is not implicit in the question.
Level
Marks Descriptor
810
A structured response with effective use of the resource. May recognise that Figure 11
is only one interpretation of extreme weather. May give some named examples of
extreme weather. Geographical terms are used with accuracy; written language errors
are rare.
57
Implied understanding of the resource and explains some of the difficulties referring
to natural variability. May use examples to support response. Some structure.
Geographical terminology is used with some accuracy; there are some written
language errors.
14
Basic use of figure only.Very limited attempt to define concept of extreme weather
takes it to mean bad or unusual weather. Lacks structure. Geographical terminology
is rarely used; there are frequent written language errors.
Figure 11 gives many clues, and it contains some important text. The text on graphs is
often ignored make sure you read it carefully.
b The personal weather diary can take a variety of forms and can be conducted over
different periods of time, e.g. over a few days to look at changes associated with a
depression, or over a term or even a year to study longer-term effects. The diary could
be a web page, written notes, or video/pictures. Candidates could use it to record
changes in air masses, weather systems, anticyclones etc.
Fieldwork (primary)
This could make use of various local weather instruments, e.g. anemometer,
thermometer, whirling hygrometer, rain gauges. It could also include more qualitative
observations, e.g. changes in cloud cover, what the weather feels like, whether the
house requires heating, whether stars are visible at night.
Research (secondary)
This could make use of various sources to get a picture of weather, e.g. websites,
newspapers, blogs and forums. The best responses will provide detailed evidence
of specific sources, e.g. specialist weather websites, rather than simply saying
the internet.
Some candidates may recognise that the most reliable records involve a range of
techniques and research opportunities. Data could also be pooled as a group.
41
Extreme weather
Level

Marks Descriptor
1315
Structured account that uses a balanced and wide range of fieldwork and research
techniques. Likely to appreciate that the diary can take a variety of forms and is
essentially a personalised record completed over time. Shows good use of own
fieldwork. Geographical terms are used with accuracy; written language errors are
rare.
912
Explains a range of fieldwork and research approaches, but may lack balance.
Response shows some structure. Makes reference to own fieldwork. Geographical
58
Somewhat descriptive style, but with some clear statements as to either fieldwork or
research approaches. Likely to be lacking balance. Expect limited use of terminology.
language errors.
14
Very descriptive we did this approach, with little or no acknowledgement of a

personal approach. Very limited range of fieldwork and research described. Lacks
structure. Geographical terminology is rarely used; there are frequent written
language errors.
Questions on your own fieldwork give you the opportunity to shine by using your own
examples. Make sure you do not neglect your fieldwork notes, packs and books when
revising. Fieldwork forms a key part of this unit and cannot be ignored.
Flooding can be defined in terms of physical impact (i.e. the inundation of land not
normally covered by water) or economic impact. Candidates may also refer to
different types of flood, e.g. high-risk flash versus more predictable riverine flood.
Different flood events will have different causes, although they will be associated with
extreme precipitation (either in terms of intensity or duration) or rapid snowmelt.
Another significant cause is the state of the ground before rainfall and antecedent
conditions, which can raise risk.
Cause and risk are also closely associated with human activities, e.g. development on
floodplains increases runoff and therefore the risk of flash flooding.
Some candidates will distinguish between long-, medium- and short-term causes, e.g.
climate change, a wet summer (like that of 2007) and severe storms.
A range of UK examples can be used, e.g. the 2007 Gloucestershire floods, Boscastle
in 2004 and Carlisle in 2005.

Level
Marks Descriptor
810
A structured response with a genuine examination of the causes. Uses a contrasting

range of examples that are well selected and detailed. Recognises both human and
physical causes and links these to degree of risk. Geographical terms are used with
accuracy and written language errors are rare.
57
Some structure, but the response is descriptive rather than an examination. Makes
reference to some examples and some reference to cause. Geographical terminology
is used with some accuracy; there are some written language errors.
14
Very limited focus.Tends to describe a limited range of flood events. Lacks detail and
structure. Geographical terminology is rarely used; there are frequent written
language errors.
Note that this question does not simply ask using examples, describe some floods.
Beware of drifting into a description of your case studies. Instead, look back constantly to
the question to make sure you are applying your facts to it.
42
Crowded coasts
Question 12
a Describe and justify how you would plan the fieldwork and research to investigate the
growth of a coastal resort.
(15 marks)
b Study Figure 12, which shows the standard of coastal flood defences in the Humber
Estuary. Using the figure, suggest reasons why coastal flood risk may increase in the
Humber Estuary over the next 50 years.
(10 marks)
(a) 2006
Coastal protection
Satisfactory
Unsatisfactory
Built-up area
Selby
N
Hull
Goole
Hu
Scunthorpe
be
rE
0 km 10
stua
ry
Grimsby
Doncaster
Spurn
Head
(b) 2056
Selby
Hull
Goole
Hu
Scunthorpe
be
rE
stua
ry
Grimsby
Doncaster
Spurn
Head
Source: Humber Estuary Shoreline Management Plan (2006)
Figure 12 The standard of coastal flood defences in the Humber Estuary
c For a stretch of coastline you have studied, discuss the strengths and weaknesses of various
coastal management strategies.
(10 marks)
a
Ideally, you should refer to your own fieldwork and research, as well as other named
coastal resorts.
43
Crowded coasts
Research relating to growth might include using census data to identify population
trends, plus old photographs and sequences of aerial photographs and OS maps to
show patterns of growth over time. Planning records could indicate the growth of
businesses and residential areas.
Land-use mapping could be used to indicate growth by showing the ages of buildings
and types of development. Historic land-use maps could be compared to your own
mapping. Visitor surveys and questionnaires could be used to investigate local
peoples opinions of growth and changes over time.
Level
Marks Descriptor
1315
Detailed programme with reference to fieldwork and research, linked to real

examples. Reasons for data collection are explained and linked to growth.
Geographical terms are used with accuracy and show understanding; written
912
Some details from both research and fieldwork, but more unbalanced. Some
reference to real examples, although less explanation. Geographical terminology is
used with some accuracy; there are some written language errors.
58
Descriptive of some research and fieldwork, but less depth and more hypothetical.
Geographical terminology is occasionally used; there are some written language
errors.
14
A few fieldwork and research ideas only, with little realism. Geographical terminology
is rarely used; there are frequent written language errors.
For a question that invites you to discuss you own fieldwork, try to avoid writing in the
first person (I went to Hornsea, and I), as it is informal. Instead, write in a less personal
way: On a recent field visit to Hornsea, land-use mapping of the resort was completed
Some flood defences that are satisfactory now will be unsatisfactory in 50 years time,
e.g. those west of Spurn Head, southeast of Grimsby and around Goole.
Gaps in what are currently satisfactory flood defences will have appeared in 50 years
time, e.g. around Immingham and southeast of Hull. This will weaken the flooddefence system as a whole.
Sea levels are likely to rise over the next 50 years, putting pressure on existing
defences and increasing the risk of flooding.
If defences remain as they are, their condition will have deteriorated in 50 years time.
Weather patterns may change, for instance bringing an increased frequency of strong
gales, due to global climate change.
Coastal populations may increase, putting more people and businesses at risk.

Level
Marks Descriptor
810
Clear and accurate use of the figure, linked to a range of reasons and risk.
Geographical terms are used with accuracy; written language errors are rare.
57
Some use of the figure. Several ideas on increasing risk but less depth and more
unbalanced. Geographical terminology is used with some accuracy; there are some
written language errors.
14
Largely one idea, with limited use of the figure. Geographical terminology is rarely
used; there are frequent written language errors.
44
Crowded coasts
To answer this question, you must compare the two maps in the figure. Use the place
names in your answer, as well as compass directions, to indicate to the examiner which
part of the map you are referring to.
Many stretches of the UK coastline could be used to answer the question, e.g.
Christchurch Bay, Holderness and north Norfolk.
Coastal management strategies range from do nothing, through managed retreat, to
hold the line that involves engineering of some sort. Costbenefit analysis is
commonly used to determine which strategy should be used.
The do nothing options may be cheap, but often cause conflict with landowners,
residents and businesses, and may result in compensation claims. While natural,
they do involve risk and could potentially result in a hazardous coastal zone.
Managed retreat gives residents time to adjust and allows plans to be made for
relocating them. However, this can incur costs, and some people may be unhappy
with the relocation plans. This strategy often involves using natural buffers such as
sand dunes and salt marshes, and this can increase biodiversity value.
Hold the line options are costly: hard engineering is expensive and intrusive; softer
options such as beach nourishment often require repeated implementation; local
populations are likely to be satisfied, but defences have to be paid for by someone.
Engineering often interferes with the sediment cell, so problems may be created
elsewhere.

Level
Marks Descriptor
810
Uses detailed examples and a clear assessment of strengths and weaknesses for a
range of strategies. Geographical terms are used with accuracy; written language
errors are rare.
57
Less use of examples; some assessment, but unbalanced. Some range of strategies.
language errors.
14
Likely to focus on one strategy, and unbalanced in terms of strengths and

weaknesses. Geographical terminology is used rarely; there are frequent written
language errors.
This question lends itself to annotated diagrams, particularly those showing how some
coastal defences, such as groynes, interfere with longshore drift. You could also
complete a quick sketch map of your chosen example.
45
Unequal spaces
Question 13
a Outline a range of primary survey techniques that can be used to investigate inequality.
Comment on their relative advantages and disadvantages.
(15 marks)
b Study Figure 13, which shows contrasting deprivation profiles for an urban area and a rural
area. Identify the key differences in the profiles. For one of the indicators shown, discuss
other possible sources of secondary research information.
(10 marks)
Urban
Least
Rural
Most
Least
Most
Total
deprivation
Income
deprivation
Employment
deprivation
Health
deprivation
Education
deprivation
Barriers to housing
and services
Crime
Living environment
deprivation
Source: Office for National Statistics 2007
Figure 13 Contrasting deprivation levels for an urban area and a rural area
c With reference to either one named rural area or one named urban area, evaluate the
success of different schemes in reducing inequality.
(10 marks)
a

A range of primary survey techniques can be used, such as environmental quality,

built environment/building quality, and neighbourhood surveys.
These are often best done comparatively for instance, in two contrasting wards or
streets.
Services could be mapped using land-use maps. Transport accessibility could be
assessed to determine access to healthcare, banks or parks.
Questionnaires could be sent to residents asking for their opinions about local
services (i.e. whether they are improving or declining). Rural and urban areas could
be studied and compared.
46
Unequal spaces
The design of a suitable questionnaire is crucial, and difficult. Inaccurate results can
be produced by the influence of peoples perceptions, and as a result of asking
leading questions. However, questionnaires can reveal patterns that would otherwise
remain hidden.
Environmental surveys also involve judgements, and may not be comparable. Landuse and service mapping is accurate, but has to be done carefully (i.e. including the
ground floor and first floor). Some services that are mobile could be missed.
Level
Marks Descriptor
1315
A range of appropriate primary surveys described in some depth and linked to

inequality. Advantages and disadvantages are stated clearly. Geographical terms are
used with accuracy and show understanding; written language errors are rare.
912
Some surveys described in variable depth; implied link to inequality. Advantages/

disadvantages are present but may be unbalanced. Geographical terminology is used
with some accuracy; there are some written language errors.
58
Some surveys described accurately, but link to inequality not made clear. May point
out disadvantages only. Geographical terminology is occasionally used; there are
some written language errors.
14
A few ideas on primary surveys; may drift into secondary data. Geographical
terminology is rarely used; there are frequent written language errors.
Make sure you fully understand the difference between primary data collection and
secondary research sources.
In terms of total deprivation, urban areas are significantly worse off than rural areas.
In economic measures (income and employment) and some social measures (health
and education), urban areas are much more deprived than rural areas.
The largest difference is in crime, which is very low in rural areas, and at the
maximum in urban areas.
Barriers to housing and services is the highest indicator of deprivation in rural areas,
and the lowest indicator in urban areas. This suggests a significant difference
between rural and urban areas.
In urban areas living environment deprivation is high, whereas in rural areas this is
moderate.
The census could be used to examine economic indicators of deprivation further, as
could the Multiple Deprivation Index. Crime statistics could also be used.

Level
Marks Descriptor
810
Structured response identifying key differences with accuracy. Several secondary data
sources are suggested, and linked to the chosen indicator. Geographical terms are
used with accuracy; written language errors are rare.
57
Less structure; may provide an accurate list of differences. Some suggestion of

secondary sources, but less depth. Geographical terminology is used with some
14
Points out one or two differences; may suggest the census for second part.
Geographical terminology is rarely used; there are frequent written language errors.
This question has two parts. Always read questions carefully and use a highlighter to
mark double command words (in this case identify and discuss), and to make sure you
do not miss key parts of the question.
47
Unequal spaces
c Answers should give:

a clearly located urban or rural area (the developed or developing world is

acceptable)
some brief details on existing inequality in this area
details of different schemes that address aspects of inequality, e.g. social, economic
and environmental
a weighing up of the named schemes
Level
Marks Descriptor
810
Gives a located example, details of several different approaches, and a clear

evaluation of extent of success. Geographical terms are used with accuracy; written
57
Gives a located example; details are more descriptive with only implied evaluation.
May focus on one scheme only. Geographical terminology is used with some
14
Describes some schemes; sketchy descriptive detail only. Geographical terminology is

rarely used; there are frequent written language errors.
How successful you are in responding to this question will depend on your chosen
examples. Note that the question asks for schemes. You should outline details of several,
not just one, scheme within your chosen area, e.g. mobile services within a rural area, and
attempts at farm diversification.
48
Rebranding places
Question 14
a Explain how you would plan a fieldwork and research programme to profile an area in
need of rebranding.
(15 marks)
b With reference to named examples, outline the reasons why rebranding is needed in either
urban or rural places.
(10 marks)
c Study Figure 14, which shows an online advert promoting Rail-Ale Trails in southwest
England. Using Figure 14, suggest how the use of image can be used to promote rural
tourism. You should illustrate your answer with reference to named examples.
(10 marks)
Figure 14 An online advert promoting Rail-Ale Trails in southwest England
a

Fieldwork activities could include quality surveys (e.g. shopping, residential, environmental) to assess the range of problems and opportunities in the area.
Questionnaires could target residents and businesses to examine these areas and
identify issues.
Photographs and videos can capture the areas image.
49
Rebranding places

Surveys of litter, graffitti and vandalism could be carried out, including mapping
ditribution to identify problem locations.
Census data allow an area to be profiled from an economic and social standpoint,
and house prices may indicate economic trends.
A geographic information system (GIS) such as Google Earth could be used to
identify services and their distribution. These include digitised health and crime
maps.
An archive search of local newspapers can be used to examine trends in the area, e.g.
evidence of jobs losses and population change.
Level
Marks Descriptor
1315
Focuses on socioeconomic and environmental profiling. Gives a range of appropriate

fieldwork options and outlines research sources in detail. Likely to refer to real places.
Geographical terms are used with accuracy and show understanding; written
912
A range of appropriate fieldwork methods and research sources, with variable depth.
Less strong link to profile. May use real places as examples. Geographical terminology
is used with some accuracy; there are some written language errors.
58
Limited link to profile, but some fieldwork and research outlines, which is appropriate
but unbalanced. Geographical terminology is occasionally used; there are some
written language errors.
14
Lists a few fieldwork options and secondary sources only. Geographical terminology
is used rarely; there are frequent written language errors.
Although the question does not ask for examples, strong candidates will use these to
support their answer.This is a good opportunity to refer to your own fieldwork and research.
The need to rebrand is strongly linked to economic change. The loss of traditional
industries can lead to a spiral of decline and the loss of an areas identity.
Areas with an image tarnished by decline need to rebrand to attract new businesses
and put themselves back on the map. This frequently involves major environmental
improvement, as the environment often deteriorates as economies decline
(e.g. resulting in derelict land and brownfield sites).
Rebranding can involve replacing a declining industry with a new one, such as
outdoor or heritage tourism, food, or hi-tech industry. This reflects changes in the
global economy in developed countries.
Population change, especially the loss of the young and skilled, can lead to a residual
population and lack of opportunity. This results in the need to attract new people to
reinvigorate an area. Rebranding is then needed to improve the socioeconomic
conditions of the area.
Equally, population growth might mean an area requires a new image and new
services to meet the needs of a new population (e.g. a different ethnic group).

Level
Mark
Descriptor
810
Structured set of reasons, linked to detail on chosen area(s) and focusing on

rebranding. Geographical terms are used with accuracy; written language errors are
rare.
57
Some range of reasons, and some detail on chosen locations; describes problems but
weaker link to rebranding. Geographical terminology is used with some accuracy;
there are some written language errors.
14
One or two reasons; may simply outline some problems of an area. Geographical
terminology is rarely used; there are frequent written language errors.
50
Rebranding places
The structure for your answer could come from the key word reasons, as these could be
environmental, social, cultural and economic.
The figure shows how two existing features of an area (in this case, railways and real
ale) are linked together to produce an experience, which is marketed at a particular
age group and type of visitor.
The image could produce spin-offs; for instance, special trains or microbreweries
could be set up to take advantage of the image.
The historic nature of the area is emphasised in the photographs, ale logos and rail
poster again appealing to a specific market.
Many other rural areas have rebranded themselves in similar ways (Herriot Country
on the North York Moors, for instance). Most National Parks promote a particular
image through advertising and the provision of types of leisure activities and farm
diversification (e.g. speciality food or paintballing).
The internet, television adverts and brochures are all types of media used to reinforce
an areas new image.

Level
Marks Descriptor
810
The figure and examples are used to explore in detail how image can generate
tourism. May comment that image is not everything. Geographical terms are used
with accuracy; written language errors are rare.
57
Response is focused on image; likely to rely either on the figure or own examples.
Descriptive rather than explanatory. Geographical terminology is used with some
14
One or two comments about the figure, or a brief description of tourism in a rural
area. Geographical terminology is rarely used; there are frequent written language
errors.
Notice how the question asks you to use Figure 14. Start by briefly describing the figure
and the image it portrays, then use your own examples to reinforce your points.
51

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Edexcel

The AS exams in brief

Dissecting exam questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Key geographical terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Revision: the final piece of the jigsaw

Unit 1 Global challenges

Unit 2 Geographical investigations

978-0-340-94931-3 Edexcel AS Geography Student Unit Guide: Unit 1

Philip Allan Updates

Advice for students

Either Crowded coasts or Extreme

Students answer all questions in

Students answer one question on each

Students choose one question from

The questions require longer responses.

Edexcel AS Geography Advice for students

Philip Allan Updates

Identify similarities and differences between items.

Describe, and give your views on a subject.

Point out the differences only between two or more items.

State the precise meaning of a concept.

Say what something is like, and how it works.

Investigate in detail, offering evidence for and against.

Provide a detailed set of reasons for something.

Use an example to show how a concept or process works, or to prove the

Provide an explanation; say why.

Provide a brief overview of all the relevant information.

Edexcel AS Geography Advice for students

Philip Allan Updates

Table 3 Key words

A significant departure from an overall trend or pattern.

Solutions that are fit for purpose and realistic.

The advantages/positive impacts of something (social, economic,

The reasons why something happens.

Difficult, large-scale problems that require solutions.

Transformations that take place over time.

The key features of something.

Aspects of an issue or problem that are worrying.

Issues over which two or more groups disagree.

The results of a change or process; they can be positive or negative.

The disadvantages/negative impacts of something (social, economic,

The geographical pattern, most often on a map.

The results of a process (come after causes).

The underlying causes of a problem or process.

The results of a process or change on people and the environment. They

Concerns; problems that are worrying.

Using policies and strategies to minimise or reduce problems.

The distribution of something; where things are most often on a map.

Issues that worry people; the negative results of a process or change.

A sequence of events that causes a change to take place.

The size of a feature local, regional, national, global.

Variation in space (across an area).

A method used to manage a problem.

Over time usually referring to change over time.

The general direction of a change rising, falling, fluctuating.

How far something differs from the norm or the average.

Edexcel AS Geography Advice for students

Philip Allan Updates

Table 4 Aspects of geography topics

To do with people, their quality of life, health, education and prosperity.

To do with money, work, industry, jobs and prospects.

To do with plants, animals, water, air and resources.

Figure 2 The geographical process

Dissecting exam questions