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GCSEGEOGRAPHY8035/1Paper 1 Living With The Physical EnvironmentMark schemeJune 2019Version: 1.0 Final*196G8035/1/MS*

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevantquestions, by a panel of subject teachers. This mark scheme includes any amendments made at thestandardisation events which all associates participate in and is the scheme which was used by them inthis examination. The standardisation process ensures that the mark scheme covers the students’responses to questions and that every associate understands and applies it in the same correct way.As preparation for standardisation each associate analyses a number of students’ scripts. Alternativeanswers not already covered by the mark scheme are discussed and legislated for. If, after thestandardisation process, associates encounter unusual answers which have not been raised they arerequired to refer these to the Lead Examiner.It must be stressed that a mark scheme is a working document, in many cases further developed andexpanded on the basis of students’ reactions to a particular paper. Assumptions about future markschemes on the basis of one year’s document should be avoided; whilst the guiding principles ofassessment remain constant, details will change, depending on the content of a particular examinationpaper.Further copies of this mark scheme are available from aqa.org.ukCopyright 2019 AQA and its licensors. All rights reserved.AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material fromthis booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges tophotocopy any material that is acknowledged to a third party even for internal use within the centre.2

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019Point marked questions marking instructionsThe mark scheme will state the correct answer or a range of possible answers, although these may notbe exhaustive. It may indicate how a second mark is awarded for a second point or developed idea. Itmay give an indication of unacceptable answers. Each mark should be shown by placing a tick wherecredit is given. The number of ticks must equal the mark awarded. Do not use crosses to indicateanswers that are incorrect.Level of response marking instructionsLevel of response mark schemes are broken down into levels, each of which has a descriptor. Thedescriptor is linked to the assessment objective(s) being addressed. The descriptor for the level showsthe average performance for the level.Before you apply the mark scheme to a student’s answer read through the answer and annotate it (asinstructed) to show the qualities that are being looked for. You can then apply the mark scheme. Youshould read the whole answer before awarding marks on levels response questions.Step 1 Determine a levelDescriptors for the level indicate the different qualities that might be seen in the student’s answer for thatlevel. When assigning a level you should look at the overall quality of the answer and not look to pickholes in small and specific parts of the answer where the student has not performed quite as well as therest. If the answer covers different aspects of different levels of the mark scheme you should use a bestfit approach for defining the level and then use the variability of the response to help decide the markwithin the level, i.e. if the response is predominantly Level 2 with a small amount of Level 3 material itwould be placed in Level 2 but be awarded a mark near the top of the level because of the Level 3content. For instance, in a 9 mark question with three levels of response, an answer may demonstratethorough knowledge and understanding (AO1 and AO2) but fail to respond to command words such asassess or evaluate (AO3). The script could still access Level 2 marks. Note that the mark scheme is notprogressive in the sense that students don’t have to fulfil all the requirements of Level 1 in order toaccess Level 2.Step 2 Determine a markOnce you have assigned a level you need to decide on the mark. The descriptors on how to allocatemarks can help with this. The exemplar materials used during standardisation will also help. There willgenerally be an answer in the standardising materials which will correspond with each level of the markscheme. This answer will have been awarded a mark by the Lead Examiner. You can compare thestudent’s answer with the example to determine if it is the same standard, better or worse than theexample. You can then use this to allocate a mark for the answer based on the Lead Examiner’s markon the example. You may well need to read back through the answer as you apply the mark scheme toclarify points and assure yourself that the level and the mark are appropriate.Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to beexhaustive and you must credit other valid points. Students do not have to cover all of the pointsmentioned in the indicative content to reach the highest level of the mark scheme.An answer which contains nothing of relevance to the question must be awarded no marks.3

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019Assessment of spelling, punctuation, grammar and use of specialist terminology(SPaG)Accuracy of spelling, punctuation, grammar and the use of specialist terminology will be assessed viathe indicated 9 mark questions. In each of these questions, three marks are allocated for SPaG asfollows: High performance – 3 marks Intermediate performance – 2 marks Threshold performance – 1 markGeneral guidance Mark schemes should be applied positively. Examiners should look for qualities to reward rather thanfaults to penalise. They are looking to find credit in each response they mark. Unless the markscheme specifically states, candidates must never lose marks for incorrect answers. The full range of marks should be used. Examiners should always award full marks if deserved, i.e. ifthe answer matches the mark scheme. When examiners are in doubt regarding the application of the mark scheme to a candidate’s response,the team leader must be consulted. Crossed out work should be marked unless the candidate has replaced it with an alternative response. Do NOT add ticks to level-marked questions – use the highlight tool/brackets to signify what isrelevant. Sometimes there are specific “triggers” in the mark scheme that enable higher level marks to beawarded. For instance, an example or case study may be required for Level 3 if it is stated within thequestion. Where a source, such as a photograph or map, is provided as a stimulus it should be used ifrequested in the question, but credit can often be given for inferred as well as direct use of the source. Always be consistent – accept the guidelines given in the mark scheme and apply them to everyscript. If necessary make comments to support the level awarded and to help clarify a decision you havemade. Examiners should revisit standardised script answers as they apply the mark scheme in order toconfirm that the level and the mark allocated is appropriate to the response provided. Mark all answers written on the examination paper.4

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019Description of annotationsAnnotation?[] AO1AO2AO3L1L2L3DPDEVEGEVAL(H LINE)JUSTMAXVertical Wavy LineNCNAQREPSEENTickTVHighlightText boxSpeech bubbleMeaning/UseUnclearLeft square bracketRight square bracketOmission markAssessment Objective 1Assessment Objective 2Assessment Objective 3Level 1Level 2Level 3Developed pointDevelopmentExample / referenceEvaluationHorizontal LineLevel or point just awardedMaxNot relevantNothing CreditworthyNot answered the questionRepeatReviewed but no marks awardedCorrect pointToo vagueHighlight BoxOn Page CommentOff page Comment5

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019Section AQuPtMarking guidanceTotalmarks011State what is meant by extreme weather.1One mark for an appropriate definition.Weather that is unexpected (1), unusual (1), severe (1), unseasonal (1),significantly different from the normal pattern (1)/not normal to a particular area(1)Weather (event) that can cause a threat to life(1)Weather (event) that can cause damage (to property)(1)No credit for rearranging the wording of the question or for quoting examples ofextreme weather. No credit for “different weather”.AO1 – 1 mark012Which one of the following statements does not describe an extremeweather event in the UK?1D. A wet winter in western ScotlandNo credit if two or more answers are circled.AO2 – 1 mark013Using Figure 1, which one of the following statements is true?C. Cardiff has a red snow warning.No credit if two or more answers are circled.AO4 – 1 mark61

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019014Suggest how extreme weather in the UK can have economic and socialimpacts.Use Figure 2 and your own understanding.LevelMarks Description3 (Detailed)5–6AO2 Shows thorough geographical understanding ofthe economic and social impacts of extreme weatherevent(s).AO3 Demonstrates coherent application ofknowledge and understanding in analysing the socialand economic impacts of extreme weather in the UK.2 (Clear)3–4AO2 Shows some geographical understanding of theeconomic and/or social impacts of extreme weatherevent(s).AO3 Demonstrates reasonable application ofknowledge and understanding in analysing the socialand/or economic impacts of extreme weather in theUK.1 (Basic)1–2AO2 Shows limited geographical understanding ofthe economic and/or social impacts of extremeweather event(s).AO3 Demonstrates limited application of knowledgeand understanding in analysing the social and/oreconomic impacts of extreme weather in the UK.0No relevant content.6 Level 3 (detailed) responses will be developed. Some geographical termswill be applied. All aspects of the question are answered - social andeconomic impacts, use of Figure and own understanding. Level 2 (clear) responses are likely to have linked or elaborated statementsand some use of geographical terms. Uses Figure and/or ownunderstanding. Level 1 (basic) responses may comprise simple/partially inaccuratestatements with very limited subject vocabulary. Partial sequence or randompoints made. Answers may depend largely on lifting material from thesource. Max L2 for explanation of social or economic impacts only.Max L2 for general explanation of impacts without reference to Figure 2.There should be some (implied) reference to Figure 2 to access Level 3.No credit for environmental impacts in isolation but allow if linked tosocial/economic effects eg River water contaminated with sewage broughthealth risks.7

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019Indicative content The command word is “suggest” so responses should set out the likelyimpacts of extreme weather, making use of Figure 2. Extreme weather hazards may take place over one day or a period of time.In the UK these include storm events, flooding, severe thunderstorms andhailstorms, strong winds and tornadoes, droughts, extreme heat, extremesof cold weather including blizzards. Understanding of types of impact. Social - effects on people andcommunities. Economic - impacts on jobs, transport infrastructure,businesses and local and national economies. Social and economic impacts may overlap. Transport disruption can affectpeople’s daily lives but may have severe effect on transport of supplies andcause delays to employees. Credit understanding of social and economic impacts of specific weatherevents such as Cumbria floods (2009), St Jude storm (2013), SomersetLevel floods (2014), drought/heatwave in 2003 and 2018, snow and ice in2010 and March 2018. However reference to specific example is notneeded for access to Level 3. Impacts depend on the nature of the event. Heatwaves may lead topressures on water supplies (hosepipe bans, water shortages), risk to livesof frail and elderly people, danger of wildfires disrupting traffic anddestroying farmland, increased food costs, buckling of railway lines andmelting of roads. Credit positive social and economic effects including boostto tourism industry, sales of ice cream and cold drinks. Application of knowledge and understanding to Figure 2. Snow warningsindicate travel delays, road and rail closures (social and economic), powercuts (social and economic) potential risk to life and property (mainly social). The red warning in the photograph suggests major travel disruption whichaffects supplies of goods to shops and businesses (economic), possibleclosures of schools, increased chance of accidents and risk to life (social).Vehicles are stuck in traffic jams in both directions, including lorries carryingsupplies. The caption suggests a cost of 1 billion per day. Credit broaderimplications of extreme cold including train, ferry and airline cancellationsand delays (social and economic), damage to crops and losses of livestockin rural areas (economic), stoppages to certain industries such asconstruction (economic), loss of electricity supplies if power lines damaged(social and economic).AO2 – 3 marksAO3 – 3 marks8

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019015Using Figure 3, complete the following paragraph.3Most tropical storms happen between latitudes 5 degrees and 30 degreesnorth and south of the Equator. On average, three or more tropical storms peryear take place in East Pacific and East Asia. In the Caribbean the mainmonths for tropical storms are between August-October.AO4 – 3 marks016Give two reasons why tropical storms form in the areas shown in Figure3.2Eg High sea temperatures/sea temperatures above 26/27 degrees C (1)They form over the oceans, where water provides moisture/gives energy (1)Water vapour is evaporated from the ocean surface, which provides “fuel” forthe storm (1)Because at the Equator there isn’t enough spin from the earth’s rotation(Coriolis effect). (1)Heat makes air unstable/makes the air rise rapidly. (1)Low wind shear (1)2 separate reasons are required.AO1 – 2 marks017‘As maximum wind speeds increase, so does the number of deathslinked to tropical storms.’2Do you agree?Use evidence from Figure 4 to support your answer.Eg There is no (clear) relationship/there is not a direct link (1)Some of the storms causing most deaths had lower max wind speeds / somestorms causing more deaths had very high wind speeds (1) (Avoid doublecrediting).Credit qualified use of data from the table e.g. the 3 storms causing the highestnumber of deaths all had lower wind speeds than the 4 with the least deaths(1)/The Bhola cyclone had the lowest max wind speed yet recorded thegreatest number of deaths. (1)Credit data manipulationNo credit for explanations of the data.No credit for just disagreeing with the statementAO4 – 2 marks018Suggest one way the distribution of tropical storms could change ifglobal ocean temperatures continue to rise.1They may affect areas further from the Equator. (1)They could affect parts of the sub tropics/the South Atlantic/NE USA. (1)They could have a broader distribution/affect larger parts of the world. (1)9

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019Credit alternative idea(As the science is uncertain) regions where tropical storms take place are notexpected to change much as a result of climate change. (1)AO1 – 1 mark019Explain how alternative energy production and planting trees may help toreduce the rate of climate change.LevelMarks Description2(Clear)3–4AO1 Demonstrates accurate knowledge about themitigation strategy(ies) of alternative energy productionand planting trees.AO2 Shows a clear understanding of the way(s) thatmitigation strategy(ies) can help to reduce the effects ofclimate change. Explanations are developed.1(Basic)1–2AO1 Demonstrates limited knowledge about themitigation strategy(ies) of alternative energy productionand planting trees.AO2 Demonstrates limited understanding of the way(s)that mitigation strategy(ies) can help to reduce the effectsof climate change. Explanations are partial.0No relevant content. Level 2 (clear) responses will be clear explanation(s) or linked statements.Some accurate use of geographical terms. Level 1 (basic) responses are likely to be simple random statements.Limited subject vocabulary used. One factor with a developed explanation can reach bottom of Level 2, butboth factors should be considered for top of Level 2. No credit for adaptation strategies or for other mitigation strategies.Indicative content The command word is “explain” which requires an account of how and whymitigation strategies of alternative energy production and planting trees arehelpful in reducing the rate of climate change. Knowledge and understanding of how these strategies work. Both attemptto deal with the source of the problem i.e. to prevent or reduce the release ofgreenhouse gases which cause climate change. Alternative energy production. Renewable energy sources such as HEP,solar, wind and tides do not emit large amounts of CO2. Some arerenewable and last into the future. Nuclear is another source with little or norelease of CO2. Planting trees. Trees act as carbon sinks, removing CO2 from theatmosphere during photosynthesis. They also release moisture into the air,producing more cloud and reducing incoming solar radiation.104

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019AO1 – 2 marksAO2 – 2 marks0110‘Long-term responses to a tectonic hazard are more important thanimmediate responses.’Do you agree?Using Figure 5 and one or more examples, explain your answer.LevelMarks Description3 (Detailed)7–9AO1 Demonstrates detailed knowledge of theresponses to a tectonic hazard with good use ofexemplification.AO2 Shows thorough geographical understanding ofplaces, environments and processes.AO3 Demonstrates thorough application ofknowledge and understanding in judging theimportance of immediate and long term responses toa tectonic hazard using source and example.2 (Clear)4–6AO1 Demonstrates clear knowledge of theresponses to a tectonic hazard.AO2 Shows some geographical understanding ofplaces, environments and processes.AO3 Demonstrates reasonable application ofknowledge and understanding in judging theimportance of immediate and long term responses toa tectonic hazard, using source and/or example.1 (Basic)1–3AO1 Demonstrates limited knowledge of responsesto a tectonic hazard.AO2 Shows slight geographical understanding ofplaces, environments and processes.AO3 Demonstrates limited application of knowledgeand understanding in judging the importance ofimmediate and/or long term responses to a tectonichazard, using source and/or example.0No relevant content.9 Level 3 (detailed) responses will be developed and include both immediateand long term responses to a tectonic hazard (some may be interlinked).Responses are related to a named example and Figure 5, with someassessment. Level 2 (clear) responses are likely to have linked statements, with someaccurate use of geographical terms. May refer to named example. Maystart to evaluate responses. Uses source and/or example Level 1 (basic) responses are likely to consist of simple statements, with11

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019very limited use of subject vocabulary. May be limited to genericstatements. May be limited to a single type of response. Uses source and/orexample Reject discussion of impacts unless directly related to responses. A purely generic answer without clear exemplification is limited to Level 2. An answer that lacks consideration of the relative importance of immediateand longer term responses is limited to Level 2. An answer that refers only to responses to tropical storms or other nontectonic disaster is limited to L1, but answer can access L2 if knowledge andunderstanding is applied appropriately to the sourceIndicative

MARK SCHEME – GCSE GEOGRAPHY – 8035/1 – JUNE 2019 . 2 . Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The .

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