Paper 2 - Section B - The Changing Economic World 1

GCSE GEOGRAPHY Revision Questions Paper Two Challenges in the Human Environment SECTION B | The Changing Economic World MEASURING DEVELOPMENT AND THE DEVELOPMENT GAP

Note: questions get progressively more demanding as you move through.

Mark schemes for each question can be found at the back of the booklet.

Q1.

Study the scattergraph below showing the link between GNP per head and the percentage of people employed in agriculture in selected countries.

(i)

Plot the following statistics on the scattergraph above.

GNP per head (ÂŁ 000s)

Percentage of people employed in agriculture

2

80 (1)

(ii)

What is the relationship between GNP per head and the percentage of people employed in agriculture shown in the scattergraph above? ___________________________________________________________________ ___________________________________________________________________ (1)

(iii)

Why is the use of a single development measure such as GNP per head not a good way of measuring a country’s level of development? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2) (Total 4 marks)

Q2.

The figure below shows the Human Development Index (HDI) for the UK and Ghana, a country in Africa.

Country

HDI ranking (out of 177 countries)

UK

16

Ghana

133

The following statements describe differences between the UK and Ghana.

Which three statements are likely to be true? Tick the three correct boxes.

Ghana is more developed than the UK.

Life expectancy is higher in the UK than in Ghana.

Literacy rates are higher in Ghana than in the UK.

Average income per person is higher in the UK than in Ghana.

The birth rate is higher in Ghana than in the UK. (Total 3 marks)

Q3.

Study the table below which gives information about three countries in the world.

Percentage employed in Country

Primary industry

Secondary industry

Tertiary industry

A

4

71

25

B

6

29

65

C

81

7

12

Type of country

Complete the table to show which of the following types of country the figures refer to.

LEDC

NIC

MEDC (Total 2 marks)

Q4.

The figure below shows the imports and exports of one country.

(i)

Complete the key to show the following information: 16% of the imports are chemicals.

10% of the imports are food.

(1)

(ii)

Name the type of goods that were the biggest percentage of the country’s imports. ___________________________________________________________________ (1)

(iii)

What percentage of this country’s imports was petrol and refined oil products?

Circle the correct answer.

10

20

30 (1)

(iv)

Give two reasons why this country is likely to be an LEDC. 1. _________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ (2) (Total 5 marks)

Q5. (i)

What is the meaning of the term ‘birth rate’? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)

(ii)

Complete the following table by working out the natural increase in population for India.

Per 1000 per year Birth rate

30

Death rate

11

Natural increase (1) (Total 3 marks)

Q6.

Outline one disadvantage of using a single measure of development such as income. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 2 marks)

Q7. (a)

What is mass tourism? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)

(b)

Study Figure 1, a diagram showing some effects of developing tourism in tropical areas.

Figure 1

Add one correct letter to each empty box to complete the diagram.

Choose the letter from the list below. Each letter should be used once.

Other companies are attracted to the area.

W

Jobs are created directly in hotels.

X

Money earned does not stay in host country.

Y

Taxes paid to the government increase.

Z (3)

(c)

Figure 2

Study Figure 2, a photograph taken in Hawaii, a tropical tourist destination.

Outline how Figure 2 shows the way in which the negative effect of tourism is being managed. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)

(d)

Suggest two other ways in which the negative effects of tourism can be managed in a tropical area. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2) (Total 9 marks)

Q8.

Study the figure below, which shows the changes in the share of world manufacturing industry in three types of country.

(i)

What share of the world’s manufacturing industry was found in MEDCs in 1985? ___________________________________________________________________ (1)

(ii)

What does the graph show about the changing share of manufacturing industry in the world? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2) (Total 3 marks)

Q9.

Study the graph below which shows the number of tourists arriving in different regions of the world.

Š UNWTO 9284402812

(i)

What is expected to happen to the total number of tourist arrivals after 2005? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)

(ii)

In which region of the world did most tourist arrivals take place in 2005? ___________________________________________________________________ ___________________________________________________________________ (1)

(iii)

Suggest reasons for the changes in tourist arrivals. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4)

(iv)

Which four of the following statements are advantages that tourism brings to a country? Tick the correct boxes.

1.

Tourist spending creates jobs.

2.

Tourism can lead to over-reliance on one industry.

3.

Tourist jobs are seasonal.

4.

Tourism can help to keep traditional customs alive.

5.

Tourism leads to the development of new roads and airports.

6.

Tourist-related earnings can be taxed by the government.

7.

Tourism can create conflict between different groups of people.

(4)

(v)

Describe the damaging effects that tourism may have on the environment in LEDCs. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 15 marks)

Q10. (a)

Explain two reasons why poorer countries earn less money from trade than richer countries.

1. _________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4)

(b)

Fair Trade and Trading Groups are ways in which poor countries can get a better deal from world trade.

Are the following statements about Fair Trade and Trading Groups true or false?

Tick the correct boxes.

Statement

Ture

False

Richer countries gain very high profits because of the Fair Trade system.

Trading groups try to make trade between members cheaper and easier.

Fair Trade is where producers in poor countries get a guaranteed price for their products.

Members of a trading group can trade only with other members of the group.

(4) (Total 8 marks)

Q11.

Study the scattergraph below showing the link between GNP per head and the percentage of people employed in agriculture in selected countries.

(i)

What is the relationship between GNP per head and the percentage of people employed in agriculture shown in the scattergraph? ___________________________________________________________________ ___________________________________________________________________ (1)

(ii)

Why is GNP per head not a good indicator of a country’s level of development? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2) (Total 3 marks)

Q12.

The figure below shows the Human Development Index (HDI) for the UK and Ghana, a country in Africa.

(i)

Country

HDI ranking (out of 177 countries)

UK

16

Ghana

133

Name two indicators that are used to produce the HDI ranking.

1. _________________________________________________________________ 2. _________________________________________________________________ (2)

(ii)

Name one other indicator of a country’s level of development. ___________________________________________________________________ (1) (Total 3 marks)

Q13.

Study the figure below, showing information about Romania, a member of the EU.

(a)

What is the temperature in Bucharest in February? ___________________________________________________________________ (1)

(b)

Estimate how much of Romania is highland.

Circle the correct answer.

30%

60%

90% (1)

(c)

Outline one way physical factors (relief, climate and soils) may affect the development of a country such as Romania. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)

(d)

Give two human factors which may explain why an EU country such as Romania is less developed than the UK. 1. _________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ (2)

(e)

Describe how the EU tries to reduce differences in the levels of development within Europe. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 10 marks)

Q14. (a)

What is mass tourism? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)

(b)

Study Figure 1, a diagram showing some effects of developing tourism in tropical areas.

Figure 1

Add one correct letter to each empty box to complete the diagram.

Choose the letter from the list below.

Each letter should be used once.

Other companies are attracted to the area.

W

Jobs are created directly in hotels.

X

Money earned does not stay in host country.

Y

Taxes paid to the government increase.

Z (3)

(c) Figure 2

Study Figure 2, a photograph taken in Hawaii, a tropical tourist destination.

Use Figure 2 and your own knowledge to describe how the negative effects of mass tourism can be reduced. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 9 marks)

Q15.

Suggest one reason why Fairtrade schemes are not always successful. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 2 marks)

Q16. (i)

What is the meaning of the term ‘appropriate technology’? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)

(ii)

The upesi is an efficient wood-burning stove. A UK charity has been teaching women potters in Kenya how to make them since 1987.

The table below lists some advantages of the upesi.

1

Fewer trees have to be cut down.

2

It can be sold by the women.

3

It produces less smoke.

4

It can also burn crop stalks and animal dung.

Choose three advantages of the upesi, and suggest why each is important.

Advantage number

______________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Advantage number

______________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Advantage number

______________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (6) (Total 8 marks)

Q17.

Industrial development can be managed sustainably. One way of doing this is by using appropriate technology.

Describe an appropriate technology scheme that you have studied. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Extra space _____________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 5 marks)

Q18. (i)

Which one of the following statements best describes sustainable development?

Tick the correct box.

Meeting the needs of people with as little damage as possible to the environment Making as much money as possible, with little concern for the environment Protecting the environment at all costs (1)

(ii)

Industrial development can be managed sustainably. One way of doing this is by using appropriate technology.

Describe an appropriate technology scheme that you have studied. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (5) (Total 6 marks)

Q19.

Cadbury is a TNC that makes chocolate in the UK using cocoa that is grown in Ghana.

Cadbury has tried to help reduce the development gap between Ghana and the UK. In the figure below, a manager outlines some actions that Cadbury has taken in Ghana.

(i)

What is meant by ‘fair trade’? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)

(ii)

Explain how the actions taken by Cadbury could help to improve the standard of living for people in Ghana. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (6) (Total 8 marks)

Q20. (a)

Study the figure below, a photograph of people building a sea dyke in Vietnam.

Suggest why the development shown in the figure above is sustainable. ___________________________________________________________________ ___________________________________________________________________ (1)

(b)

Use a case study to describe the main features of one development project. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (6) (Total 7 marks)

Q21.

Describe one or more advantages of charitable aid. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 3 marks)

Q22.

Study Figure 1 below, a scattergraph showing the link between life expectancy and the percentage of the population with access to safe water supply.

Figure 1

Figure 2 is a black and white copy of Figure 1.

Figure 2

(a)

Draw a best fit line on Figure 2.

(1)

(b)

Describe how improvements in the quality and quantity of water can change people’s lives. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4)

(c)

Explain the disadvantages of using a single measure of development. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 9 marks)

Q23.

Study the table below which gives some measures of development for five countries.

Country

GNP per head (US Dollars)

World ranking

HDI

World ranking

Malaysia

4 595

38

0.834

60

Germany

25 620

9

0.925

19

Russia

2 740

58

0.717

72

Brazil

4 330

37

0.809

62

UK

24 295

18

0.932

14

‘Human Development report 1999’ by United Nations Development Programme (1999); extract from Table concerning GNP per head. By permission of Oxford University Press, Inc. www.oup.com

(i)

What do the letters HDI mean? ___________________________________________________________________ ___________________________________________________________________ (1)

(ii)

Explain why HDI may be a better indication of a country’s level of development than GNP. Use the table above and your own knowledge. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4)

(iii)

Use a named example to show the impact of a natural hazard on a country’s development. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 9 marks)

Q24.

Study the figure below, population pyramids for two different countries.

(i)

Compare the shapes of the two population pyramids. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4)

(ii)

Explain how these population pyramids suggest that these countries are in different stages of the Demographic Transition Model. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4)

(iii)

Give two ways that population structure changes when a country has entered Stage 5 of the Demographic Transition Model.

1. _________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ (2) (Total 10 marks)

Q25. (i)

Study the table below which gives information about three countries in the world.

Percentage employed in Country

Primary industry

Secondary industry

Tertiary industry

A

4

71

25

B

6

29

65

C

81

7

12

Type of country

Complete the table to show which of the following types of country the figures refer to.

LEDC

NIC

MEDC (2)

(ii)

Give two factors encouraging the development of industry in NICs. 1. _________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ (2) (Total 4 marks)

Q26.

There are various measures of a country’s development. (i)

Choose one measure and explain its advantage(s) as a measure of a country’s development. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (3)

(ii)

Choose one measure and explain its disadvantages as a measure of a country’s development. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (3) (Total 6 marks)

Q27.

Describe and explain the differences between the employment structures of India and Japan. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 6 marks)

Q28. (a)

Give three features of the pattern of world trade.

1. _________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ 3. _________________________________________________________________ ___________________________________________________________________ (3)

(b)

For one or more of the features of world trade listed in (a), or others that you have studied, explain how they worsen global inequalities. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 7 marks)

Q29.

Study Figures 1a and 1b.

Figure 1a shows the destinations of visitors to the UK. Figure 1b shows the spending by visitors to the UK. Figure 1aFigure 1b

(a)

In which part of the UK is spending by visitors the greatest? ___________________________________________________________________ (1)

(b)

Suggest two ways in which the number of people who visit the UK can be influenced by external factors.

1. _________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4)

(c)

Explain how mass tourism contributes to the economy of a country. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 9 marks)

Q30.

Describe how the global distribution of manufacturing has changed. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 4 marks)

Q31.

Explain how use of the tropical rainforest environment can provide opportunities for economic development.

Use the figure above and your own knowledge. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Extra space _____________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 6 marks)

Q32.

The figure below shows Lisu Lodge, an ecotourism development in rural Thailand.

(photo) Š Getty Images

(i)

Describe how the figure suggests that Lisu Lodge is an ecotourism development. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4)

(ii)

Explain how ecotourism developments are managed in a sustainable way.

Use an example(s) that you have studied. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (6) (Total 10 marks)

Q33.

Study the figure below which shows the number of tourists arriving in different regions of the world. Š UNWTO 9284402812

(i)

Compare the changes in tourist arrivals to Europe between 1950 and 2020 (estimated) with those in other world regions. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (3)

(ii)

Suggest reasons for the changes in tourist arrivals between 1950 and 2020 (estimated). ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (6)

(iii)

Describe the advantages that tourism brings to LEDCs. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (6) (Total 15 marks)

Mark schemes Q1. (i)

Correctly plotted point.

1 AO3 – 1

(ii)

The higher the GNP the lower the percentage employed in agriculture/ negative relationship/correlation.

1 AO3 – 1

(iii)

1×2 or 2×1 Only gives an average figure. The wealth may be concentrated in an elite. May not reflect the situation in all parts of a country. Does not give any indication of the quality of life in a country.

2 AO1 – 2

[4]

Q2.

1 mark per correct tick. More than 3 ticks = 0 marks.

Ghana is more developed than the UK. Life expectancy is higher in the UK than in Ghana.

Literacy rates are higher in Ghana than in the UK. Average income per person is higher in the UK than in Ghana.

The birth rate is higher in Ghana than the UK. [3]

Q3.

Percentage employed in Country

Primary

Secondary

Tertiary

Type of

Industry

Industry

Industry

Country

A

4

71

25

NIC

B

6

29

65

MEDC

C

81

7

12

LEDC [2]

Q4. (i)

Correctly completed key.

1

(ii)

Manufactured goods.

1

(iii)

20.

1

(iv)

Largest imports are manufactured goods. Exports dominated by primary products (foodstuffs).

2

[5]

Q5. (i)

Number of live births/how many/the number (of babies) born (1) per 1000 (head of population) NOT per year (1).

2

(ii)

19 1

[3]

Q6.

Credit one reason only.

Candidates should show an awareness of how using a single measure can be misleading.

One mark for a basic statement, e.g.

• •

a single measure might just consider income and nothing else (1) average figures of one indicator are misleading because of huge differences in a country (1).

Two marks for a developed idea, e.g.

• • •

a single measure may only measure the economic state of the country. Combined measures such as HDI take into account social indicators such as education levels (2) using one measure can be misleading because it is an average for the country, e.g.

Saudi Arabia where the GNI is high but most of the money is held by a very few extremely rich people (2) some aspects of development change before others, such as death rate which falls before birth rate, so if you just looked at death rate you would not really be able to tell the stage of development of a country (2).

AO2 = 2

[2]

Q7. (a)

Organised tourism with large numbers of people all going to the same place / at the same time. One of the two phrases in bold (or equivalent paraphrase) for the first mark, second for one or both of the others.

AO1 – 2 2

(b)

In descending order from the top: X, W, Z, Y. 1 correct = 1 mark, 2 or 3 correct = 2 marks, all 4 correct = 3 marks.

AO2 – 2 AO3 – 1 3

(c)

1+1 First mark for statement, second for elaboration. Explicit use of the photograph required for credit. Candidates should connect the sign and its request to the intended consequence of reducing road deaths and therefore numbers of an endangered species. They may make some reference to the use of the law (“federally protected”) though this is not essential.

AO2 – 1 AO3 – 1 2

(d)

2×1 Any valid strategies, other than signage, which need only be stated. Such as: limiting size of developments / buildings / numbers; building tunnels under roads so animals can migrate from one site to another; declaring areas as wildlife sanctuaries / national parks; using tourist income to fund conservation.

No credit for litter bins, but accept fines for littering.

AO1 – 2 2

[9]

Q8. (i)

84% 1

(ii)

Decreasing share of industry in MEDCs (1) increasing share in NICs (1).

LEDCs remain relatively constant (1). Need to refer to 2 of the lines.

The MEDC percentage has declined but still has the highest share.

2

[3]

Q9. (i)

arrivals will increase in total. Use of figures.

2

(ii)

Europe 1

(iii)

increased affluence, paid holidays, longer holidays, improved transport, new resorts in LEDCs, rise of package holidays, internet deals, no frills etc. (1+1 for developed points).

Accept increase in population.

4

(iv)

1, 4, 5, 6.

4

(v)

Levels of Response Level 1 (1-2 marks) simplistic disadvantages. Litter, noise, visual pollution water pollution/shortage etc.

Level 2 (3-4 marks) develops upon problems to give more detail, or describes the longer-term implications e.g. tourist numbers means that extra sewage is discharged untreated or semi-treated into the sea, killing sea life.

4

[15]

Q10. (a)

2 × 2 or 1 × 3 + 1 + 1 Poor World is dependent on the sale of raw materials where there are great fluctuations in price. Climate can affect the amount of agricultural produce poor countries have to export. Raw materials do not get as much money because there is less value added compared with manufactured goods.

AO1 – 4 4

(b) Statement

True

False

Rich countries gain very high profits because of the Fair Trade system

✓

Trading groups try to make trade between members cheaper and easier

✓

Fair Trade is where producers in poor countries get a guaranteed price for their products

✓

Members of a trading group can trade only with other members of the group

✓ AO1 – 1 AO2 – 2 AO3 – 1 4

[8]

Q11. (i)

The higher the GNP the lower the percentage employed in agriculture/negative relationship/correlation.

1 AO3 – 1

(ii)

1×2 or 2×1 It is only an average figure and does not indicate variations between different parts of a country or between different strata of society. It is based only on economic factors, unlike HDI which takes in social factors which gives a better indication of the inhabitants’ quality of life.

2 AO1 – 2

[3]

Q12. (i)

Possible indicators: life expectancy, standard of living (e.g. GDP/GNI) and level of education (e.g. school enrolment, literacy level). Vague words such as ‘health’, ‘wealth’, ‘education’ are not creditworthy.

Point mark. 1 mark per indicator.

Example response 1. GNI (1) 2. How many people go to school (1) 2

(ii)

Possibilities include: mobile phones (per 1000), internet use (per 1000), infant mortality, birth rate, clean water access. Must be other than the candidate’s answer to (i).

1

[3]

Q13. (a)

Accept any figure between –2°C to 1°C (nil if no units) AO3 – 1 1

(b)

30% AO3 – 1 1

(c)

1×2 It will make farming difficult because the soils will be thin. The high altitude will mean temperatures will be very low in the winter making farming difficult.

Many places will be very remote due to the relief and so will tend to remain underdeveloped. Steep slopes make farming difficult. 70% is lowland and could benefit farming. Snow and mountains therefore could become a tourist attraction.

AO2 – 2 2

(d)

2×1 Political instability. War. Poorly developed infrastructure. Poor education system. Poor health system. Large number of people per doctor. Corrupt government. An ex-communist country. A large percentage of people employed in agriculture. Low life expectancy.

AO2 – 2 2

(e)

Can be a named EU policy / source of money with an indication of how it has been used, or more general ways industry / agriculture / urban regeneration has been supported in the poorer parts of the EU. Level 1 (Basic) 1–2 marks Simple statements giving details of the EU support but little attempt to show it would help the development of the poorer parts of the EU. They give money to farmers to make improvements. They give grants for industrial development to reduce unemployment. Cities are regenerated with money. Urban Fund to improve conditions in cities. Common Agricultural Policy helping farmers. European Investment bank gives money to industry.

Structural Fund for supporting rural areas. References of support for Greece

or Spain over the Euro. They give grants for industrial development.

Annotation •

L1 Named EU policy. Source of money.

•

L1 Simple statements

Level 2 (Clear) 3–4 marks Linked statements showing how the support will help the poorer areas.

The European Investment Bank gave money to build industries like steelworks which as well as reducing unemployment means the country is less dependent on agriculture. Money has been given for updating housing conditions in urban areas. The European Regional Development Fund gave money to improve infrastructure. Much of this is for road transport which means industry is more profitable because of lower transport costs. The European Social Fund pays for improved education and training which means the quality of products produced is improved. This means they sell for a higher price and so there is more money for the country’s development.

Annotation •

L2 Clear link to effect on poorer areas of EU AO1 – 4 4

[10]

Q14. (a)

Organised tourism with large numbers of people all going to the same place / at the same time. One of the two phrases in bold (or equivalent paraphrase) for the first mark, second for one or both of the others.

AO1 – 2 2

(b)

In descending order from the top: X, W, Z, Y 1 correct = 1 mark, 2 or 3 correct = 2 marks, all 4 correct = 3 marks.

AO2 – 2 AO3 – 1 3

(c)

Evidence of use of the Figure 2 and own knowledge should be discernable.

This will be things such as the sign, its encouragement and appeal to preserve, the attempt to educate and the mention of federal i.e. legal protection. Own knowledge may give clarity re how such signs work to conserve environments / ecosystems and / or other examples from elsewhere.

Accept reduction in social and economic effects as well as environmental ones. Candidates should be clear how this reduces negative effects.

Level 1 (Basic) (1 – 2 marks) Simple statements with no real mention of the access / impact balance.

Photograph or own knowledge only.

The sign stops people feeding the birds. The sign means the birds don’t get killed. Tourists aren’t allowed by law to damage the birdlife.

Level 2 (Clear) (3 – 4 marks) Linked statements showing some idea of reduction of effects.

Both photo and application of own knowledge.

The sign tries to get people to understand the problem. This means they will not do things that harm the birds. They are not stopping people looking, just

stopping them feeding the birds so they don’t get run over. This way tourists aren’t disturbing the natural environment as much.

AO1 – 1 AO2 – 1 AO3 – 2 4

[9]

Q15.

Credit one reason only.

One mark for stating a reason, e.g.

• •

prices of Fairtrade products are often more expensive (1) large companies such as TNCs may control production of a commodity (1).

Second mark for elaboration and development of the reason, e.g.

• •

prices of Fairtrade products are often more expensive, so people may not buy them as much (2) large companies such as TNCs may control production of a commodity, so there is less opportunity to introduce Fairtrade schemes (2).

AO2 = 2

[2]

Q16. (i)

2 × 1 or developed point (2). No marks for example.

Low technology/uses local materials /uses traditional skills/ cost little / technology which local economy can support / is realistic / local people can quickly learn how to use it / it is sustainable.

2

(ii)

3 × 2 or 3 × 1 + 1 Must refer to given advantages. No number, no mark. If number does not relate to the role – 0 marks.

Fewer trees have to be cut down – this means that there is less danger of soil erosion as the trees act as protection from the wind and rain.

It can be sold by women – Gives them an income/ improves their status / more time to spend with family.

Produces less smoke – healthier because women are not breathing in smoke. It can also burn crop stalk and animal dung – make use of waste material – less wood burnt.

6

[8]

Q17.

Level 1 Basic (1–3 marks) Simple points lacking development with only a limited appreciation of why the scheme might be appropriate. For example, “The Universal Nut Sheller is cheap to make and makes work easier for people in Mali. This makes their life easier.”

There is little evidence of structure in terms of correct use of sentences. There are frequent spelling and punctuation errors and little appropriate use of technical vocabulary.

Max L1 if not clearly industrial development.

Level 2 Clear (4–5 marks) Clear points with some development clearly showing how the scheme is appropriate.

For example, “The Universal Nut Sheller is cheap to make and can be produced for $50.

This means people in villages in countries like Mali can afford to make one. It can be made using local skills and so is sustainable as local people can keep it going over time.”

There is some structure with appropriate use of sentences. There are some spelling and punctuation errors, and some appropriate use of technical vocabulary.

If no scheme is mentioned, the answer is likely to be limited to Level 1.

[5]

Q18. (i)

Meeting the needs of people with as little damage as possible to the environment.

1

(ii)

Level 1 Basic (1–3 marks) Simple points lacking development with only a limited appreciation of why the scheme might be “appropriate”. For example, “The Universal Nut Sheller is cheap to make and makes work easier for people in Mali”. This makes their life easier.

There is little evidence of structure in terms of correct use of sentences. There are frequent spelling and punctuation errors and little appropriate use of technical vocabulary.

Max Level 1 if not clearly industrial development.

Level 2 Clear (4–5 marks) Clear points with some development clearly showing how the scheme is appropriate. For example, “The Universal Nut Sheller is cheap to make and can be produced for $50. This means people in villages in countries like Mali can afford to make one. It can be made using local skills and so is sustainable as local people can keep it going over time”.

There is some structure with appropriate use of sentences. There are some spelling and punctuation errors, and some appropriate use of technical vocabulary. If no scheme is mentioned, the answer is likely to be limited to Level 1.

5

[6]

Q19. (i)

Fair trade is buying from poorer producers at reasonable prices that help sustain their livelihoods, (even though these prices may be above the market rate). Point mark. 1 mark for basic definition, 2nd mark for development/elaboration.

Example response Fair trade is paying reasonable prices to people like poor farmers (1) to keep them going (1) financially.

2

(ii)

Level 1 Basic (1–4 marks) Simple ideas as to why Cadbury’s action/s such as shown in the figure may improve social/economic conditions. Likely to show limited development from the figure.

Example response Free newsletter to tell 75 000 farmers how to produce more cocoa makes them be better off.

Level 2 Clear (5–6 marks) Some clear explanation of why Cadbury action/s may improve social/economic conditions in Ghana. Likely to clearly develop points from the figure.

Example response The newsletter telling 75 000 farmers how to produce more cocoa should also help because they will have more cocoa to sell and so increase earnings.

6

[8]

Q20. (a)

1×1 It uses simple tools. It uses peoples’ skills. Will benefit future generations.

Employs many people. Manual labour. Low technology. No machinery.

AO3 – 1 1

(b)

Will need to have at least the name of a project to reach Level 2.

A development project, which is capital intensive and cannot be considered sustainable, is acceptable, e.g. a large-scale hydroelectric project as the specification is not clear on this. Accept any development project which could be of any scale in rich or poor world.

Level 1 (Basic) 1–4 marks Simple statements which are non-specific and there is no reference to a named case study.

They build irrigation schemes. They improved agriculture. They gave money to improve a squatter settlement.

Annotation •

L1 Simple statements

•

L1 Generalised / non-specific

Level 2 (Clear) 5–6 marks Linked statements information, which will be largely generalised but must refer to the named case study.

In Egypt they built the Aswan Dam that produces hydroelectricity and irrigation for the farmers. In Bangladesh they have built cyclone shelters to protect the people from the weather during the monsoon.

Annotation •

L2 Named development

•

L2 Clear description AO1 – 4 AO2 – 2 6

[7]

Q21.

1 × 3, or (1 + 1) + 1 Max 1 for list of advantages.

Max 2 for general aid advantages with no reference to charity or clear idea of charity.

Answers should relate to the source of the development money being from a charity. This may be generalised or in reference to specific examples.

Relevant content would be: money donated and therefore no obligations afterward; more likely to be “bottom up” or community based and therefore reflect the needs and wishes of the communities who are being helped; money less likely to be wasted as it can be more easily monitored in smaller amounts; benefits of a scheme will be felt directly at community level; more likely to be appropriate technology.

Can be advantages to any interested party.

AO1 – 3 3

[3]

Q22. (a)

Best fit line should have left to right inclination and be roughly in the centre of the scatter. Straight line only.

AO3 – 1 1

(b)

2 × 2 or 1 × 3 + 1 × 1 Candidates need to show how quality of life improves. Maximum 1 mark each for naming way either quality or quantity improves.

Quality – water purification, treatment works, covering of wells, filtering, separation from sewage.

Quantity – wells, boreholes, dams, stand pipes in shanty towns.

Improvements in quality of life can relate to such things as reduced illness and disease, less time spent fetching water, reduced stress / danger and increased ability to work and earn as a result of any of the former.

AO1 – 3 AO2 – 1 4

(c)

Candidates should show an awareness of how using a single measure can be misleading for any number of reasons. These might include the fact that they are averages and so don’t reflect elites or spatial variations, that different aspects develop at different rates, a country might score well on one measure but not another. Credit use of examples to illustrate.

Level 1 (Basic) (1–2 marks) Simple statements indicating the disadvantages but no attempt to explain.

It is misleading to use just one because it is an average figure. A country might score better on one thing than another and you could look at the wrong thing.

Level 2 (Clear) (3–4 marks) Linked statements showing some explanation of the disadvantages. Max 3 marks for one disadvantage clearly explained. Must have 2 or more disadvantages for full marks.

The measures are misleading because they are an average for the country e.g. Saudi Arabia where the GNP is high but most of the money is held by a very few extremely rich people. This might means you get the impression it is more developed than it is. Some aspects of development change before others such as death rate which falls before birth rate so if you just looked at death rate you would not really be able to tell which stage of development a country is at.

AO1 – 2 AO2 – 2

4

[9]

Q23. (i)

Human Development Index (at least first two words correct).

1 AO1 – 1

(ii)

HDI measurements not entirely based on wealth as GNP is, but consider social and economic factors as well. May be a better indication of a person’s quality of life as opposed to their standard of living. It is not based on a single measurement so it gives a much wider view. Generally a country’s world ranking is lower than that based on GNP, although UK is an exception among those countries listed in the figure.

Level 1 (Basic) (1-2 marks) Simple statements with no evidence of use of both the figure and own knowledge.

It uses more than one measure. It measures peoples’ standard living better than GNP. Level 2 (Clear) (3-4 marks) Linked statements showing use of the figure and own knowledge.

Most countries are lower in the world ranking using the HDI than when the GNP is used. GNP measures goods and services produced which does not necessarily impact on peoples’ standard of living. UK is higher in the world ranking using HDI. It is not only concerned with economic factors but also takes into account social well-being of the people.

4 AO2 – 1 AO3 – 3

(iii)

Responses will depend on case study selected – likely to be a hurricane effect at the West Indies, cyclone damage in Bangladesh, volcanic eruption in Montserrat.

Evidence of damage must be appropriate to the case study chosen. Need to consider how the damage has impacted on future of area. Cost of reconstruction related to country’s available income/GNP. Emphasis should be on long-term effects of damage of the infrastructure, particularly the transport, water and sewage systems.

Level 1 (Basic) (1-2 marks) Simple statements with no named natural hazard and/or more concerned with the effects of the hazard rather than the implication for the country’s development.

There are many deaths. Many people lost their homes.

There were many injured.

Level 2 (Clear) (3-4 marks) Linked statements with at least the name of a hazard and some indication of the effect of the hazards on the country’s future prospects and developments.

The Asian tsunami destroyed many homes, which will have to be replaced costing a great deal of money that

would have been used to help the country.

The earthquake in China destroyed the infrastructure of the region, which will take many years to replace.

4 AO2 – 4

[9]

Q24. (i)

Level 1 (Basic) 1-2 Marks The question is about the SHAPES of the population pyramids.

Simple statements with no attempt to compare the two pyramids.

The information can be about the shape or details taken from the pyramid.

Pyramid A has a wide base. There are lots of children. The age range with the greatest number is between 10 and 14. There are relatively few people living beyond 60. It is narrow at the top.

Pyramid B has a narrow base. The sides are relatively straight.

The age range with the greatest number is between 50 and 54.

Relatively large numbers live to old age.

Level 2 (Clear) 3-4 Marks There must be some attempt to compare with at least two clear differences to reach the top of Level 2.

Pyramid A has a wider base than Pyramid B. More people live beyond 70 in Pyramid B. The highest age range in Pyramid A is 10-14, whereas in Pyramid B it is 50-54.

4

(ii)

Level 1 (Basic) 1-2 Marks Simple statements with little attempt to relate shape of pyramid to reasons why it can be placed in a particular stage of the DTM. Pyramid A is in Stage 1 or 2. Pyramid B is in Stage 4/5.

Level 2 (Clear) 3-4 Marks Statements showing link between the shape of the pyramid and reasons why it can be considered to be in a particular stage of the DTM. For 4 marks must refer to BOTH pyramids.

Pyramid A is in Stage 2, because the wide base suggests a high birth rate. The narrow top suggests a high death rate, which is typical of this stage. Pyramid B’s narrower base suggests the use of contraception and so a lower birth rate typical of Stage 4/5.

The better medical facilities mean that there is a lower death rate and so more people are living to older ages. Pyramid A has reached Stage 3 as there is a reduction in the number of children in the 0-10 age group so the birth rate is beginning to drop.

4

(iii)

2Ă—1 Upside down pyramid/wider top/narrower bottom/ageing population/fewer children/more elderly females/dependency if related to elderly/greater life expectancy.

2

[10]

Q25. (i) Percentage employed in Country

Primary Industry

Secondary Industry

Tertiary Industry

Type of Country

A

4

71

25

NIC

B

6

29

65

MEDC

C

81

7

12

LEDC 2

(ii)

2 × 1.

Government encouragement of development of manufacturing/protection from foreign imports/Foreign aid and technical assistance/working long hours/lower wages or cheaper labour/highly educated work force/high investment in research and development/laws or no unions outlawing strikes/investment by TNCs/less strict laws on pollution/less strict laws on health and safety/increased local demand/lower taxes.

2

[4]

Q26. (i)

Point Marking. Max 1 if not clear which measure is being explained.

(3 × 1 or 1 × 2 and 1 × 1). Allow any (credible) measure of development.

Advantages E.g. Death rates – A high death rate would suggest that there are more diseases or fewer doctors, which would suggest that the country is less developed GNP - Will give a indication of how rich a country is as it is the value of the goods and services earned by a country, so the higher the GNP the more developed a country is likely to be.

Urban population – The higher the urban population the more developed a country is, as it is more industrialised.

Birth rates – A country with a high birth rate could be considered to be at a low level of development because the number of children is important in determining a man’s status and is an insurance against the high level of infant mortality. Might also be connected with poor access to family planning, contraception, low levels of female literacy.

Other measures may be given.

3

(ii)

Disadvantages Point Marking – max 1 mark if the measure is not clear.

E.g.

Death rates – Many MEDCs have higher death rates than LEDCs because of the ageing population or death from cancer or traffic accidents. It is an average figure only.

GNP - The GNP may not be evenly distributed, there may be an elite

which represents the bulk of the GNP and the majority of the population is poor.

Urban population – LEDCs have a more rapidly increasing urban population so they are likely to become more urbanised but still remain LEDCs due to lack of employment opportunities or poor development of resources.

Birth rates – In places like Kerala in S India where health care has been made a priority and the rate of infant mortality is low but is still least developed part of India. Other measure may be considered.

3

[6]

Q27.

Level 1 (1-2) Describes differences between India and Japan OR offers tentative reasoning about development. “Rich countries like Japan have more services.”

Level 2 - (3-4) Describes differences between India and Japan with some use of data and offers clear explanations about some of the differences.

E.g. India has more people working in the primary sector because many of its people are farmers and they don’t have many machines.

In Japan most farming is done by machine Level 3 (5-6) Detailed description of differences and offers developed explanation about each of the sectors. E.g. India has more people in the primary sector than Japan because it has less technology and primary industry is often based on labour. Japan is far more developed so has a lot more manufacturing industry, although it is increasingly carried out by machines. Japan also has far more service industries because they are people-based and often linked to wealth and it is a very wealthy country.

[6]

Q28. (a)

3×1 Any three reasonable features of world trade with a reference to pattern, e.g. primary product dependency for many poorer countries; control of the trade resting with the richer countries; prices controlled on world markets / out of poorer country control; poor world exports dominated by raw materials; rich world dominated by manufactured goods / services; greater likelihood of tariffs or quotas imposed by richer world; poor world trade deficit / rich world surplus. Accept statements re China’s dominance of world manufactured good supply.

Do not credit opposites.

AO1 – 3 3

(b)

Content will depend on the feature(s) selected. No marks for re-stating features from (a). Full marks can be obtained for full reasoning of one feature.

Expect comments re the relative incomes generated from the trade balance / unfairness of the situation; the idea of “economic colonialism” and how the respective positions are reinforced by the trade relationships; subsidising of industries and farmers in rich world keeping their prices artificially low.

Comment re the WTO being largely for the benefit of the richer world member

would be relevant also.

Level 1 (Basic) (1 – 2 marks) Simple points with little development. Limited reference to inequality.

Poor countries don’t make very much money from their trade. As they tend to export primary products they are not very developed. Richer countries make sure they don’t pay too much for their raw materials. Poor countries have a trade deficit.

Level 2 (Clear) (3 – 4 marks) Developed / linked statements with clear reference to the exacerbation of inequality.

Because the prices of many primary products are fixed on world markets they are controlled by richer countries so they are able to keep them low. The poor world has no choice but to accept these prices so they are kept poorer than the rich world as they don’t receive as much as they might for their produce.

They will not have money to spend on development as a result. The World Trade Organisation is supposed to be fair but it is dominated by richer countries so they set tariffs which stop poor countries being able to compete on trade and then development.

AO1 – 1 AO2 – 3 4

[7]

Q29. (a)

London.

AO3 – 1 1

(b)

2 × 2 or 1 × 3 + 1 Maximum 2 for points stated only with no development. Candidates need to show awareness of the factors and then how the factor impacts on UK visitor numbers. Weather is not an external factor. Expect a range of responses such as: fear of terrorism, world recession causing a drop in numbers as people cannot afford to come; volcanic ash from Iceland meant no planes landed for a week. Credit positive comments such as variations in the exchange rate, reduction of political barriers.

AO1 – 3 AO2 – 1 4

(c)

Candidates should show an understanding of the different contributions of tourism to the economy. They should refer to things such as the development of infrastructure, widening the economic base, the support of local industries and the value of foreign currency. They may comment on this as both negative and positive and either is acceptable. May well refer to a poorer country, but do not have to. Credit use of examples and figures to illustrate. Could be the home (origin) or destination economy.

Level 1 (Basic) (1–2 marks) Simple statements indicating contributions but no attempt to explain.

Jobs and money as single statements are not credited. More jobs = L1 (low).

Tourists spend a lot of money. Jobs in hotels are created. There is a multiplier effect.

Level 2 (Clear) (3–4 marks) Linked statements showing some explanation of the contribution.

Tourism accounts for 15% of Kenya’s economy – this is quite a large percentage. The money made can be used to develop the country such as

building roads. Tourists also create a market for local handicrafts such as Masai bracelets which can keep people in work. The money brought in is foreign currency such as dollars which has more value than Kenyan money and so this makes the economy stronger.

AO1 – 2 AO2 – 2 4

[9]

Q30.

Level marking Level 1 (Basic) 1-2 marks Simple statements.

There is a decreasing share of industry in MEDCs' There is an increasing share of industry in NICs. If changes within one country only max L1 (e.g. development of Silican Glen).

Level 2 (Clear) 3-4 marks Linked statements showing an appreciation of the over all trend of globalisation. Must be global at L2.

Industry is now found all over the world in all types of countries. There appears to be a move from the MEDCs to NICs as MEDCs’ share of manufacturing is declining whereas that of the NICs is on the increase.

Industry is also found in the LEDCs but their share remains fairly constant.

[4]

Q31.

Level 1 Basic (1–2 marks) Simple statements without development of ideas. There must be some simple development beyond the key on the figure. They can sell forest products. Accept examples of forest products such as timber. Any idea beyond the figure. They can export crops, cattle products etc.

Accept reference to attraction tourists etc.

Knowledge of basic information.

Simple understanding.

Few links; limited detail; uses a limited range of specialist terms.

Limited evidence of sentence structure. Frequent spelling, punctuation and grammatical errors.

Level 2 Clear (3–4 marks) Develops statements to give a clear suggestion as to how use of the tropical rainforest environment can increase economic development E.g. areas could be cleared to grow soya beans, these can then be processed to increase their value and then exported. Exports if forest products can increase GNI (accept GNP). Ecolodges can be set up in TRF areas and the money bought in can fund development projects.

Clear understanding.

Answers have some linkages; occasional detail/exemplar; uses some specialist terms where appropriate.

Clear evidence of sentence structure. Some spelling, punctuation and grammatical errors.

Level 3 Detailed (5–6 marks) Continued development of the idea. Development may be case study examples.

Detailed linkage between forest activity and how this can lead to

increased levels of economic. Activities can be linked to areas of cleared forest and the crops/products resulting from land-use change, or they can be sustainable use of the TRF (Agro forestry, ecotourism, forest crafts etc) and how these can contribute to increasing GNI or generating money for investment in development projects.

Knowledge of accurate information appropriately contextualised and/or at correct scale.

Detailed understanding, supported by relevant evidence and Well organised, demonstrating detailed linkages and the interrelationships between factors.

Range of ideas in a logical form; uses a range of specialist terms where appropriate.

Well structured response with effective use of sentences. Few spelling, punctuation and grammatical errors.

[6]

Q32. (i)

Possible evidence: attractive “natural” (forest, upland) environment, small-scale development, “natural” (? local) building materials, activities offered that allow visitors to enjoy the environment/locality as it is or to positively impact on the local community.

Level 1 Basic (1–2 marks) Simple observation/s of what would suggest that Lisu Lodge is an ecotourism development without explaining why.

Level 2 Clear (3–4 marks) Clear description of how the figure suggests that Lisu Lodge is an ecotourism development. Makes clear links between observation/s and ecotourism.

Example response The photograph shows an attractive and natural-looking forest environment and ecotourism is visiting places because of nature. Lisu Lodge only has 24 bedrooms so it is a small-scale development: ecotourism involves visiting natural places in small numbers so as not to spoil them.

4

(ii)

Ecotourism developments can be managed sustainably so as not to damage the future of natural destinations and local communities by over-exploitation today. Recycling, reducing carbon emissions, maximising positive impacts on locals.

Level 1 Basic (1–4 marks) Simple statement/s made of how such development/s are managed in a way that is sustainable. Simple awareness of what a sustainable way includes.

Example response Recycle waste. Get food from local farmers. Use renewable energy like solar. Use local staff.

Level 2 Clear (5–6 marks) Clear explanation of how what is done to manage ecotourism development(s) is sustainable. Shows some clear understanding of why the management is sustainable. Shows some case study knowledge. Must use example for full marks.

Example response Ecotourism development(s) like Lisu Lodge recycle waste because saving paper and glass helps natural resources last longer. Food is often bought from neighbouring farmers to help support them economically so they will not have to change their way of life.

6

[10]

Q33. (i)

arrivals have increased in total in both Europe and all other regions.

Use of figures. America / Europe increased most, less developed regions much smaller rate of increase.

3

(ii)

Levels of Response L1 (1/2 marks) simplistic statements without development. ‘There are now ….’ increased affluence, paid holidays, longer holidays, improved transport, new resorts in LEDCs, rise of package holidays, internet deals, no frills, etc.

L2 (3/4 marks) develops the effects of the statements, e.g. the growth of package holidays has made going on holiday easier as tour operators such as Cosmos combine travel and accommodation as a package with one price. This encourages more people to travel.

L3 (5/6 marks) continues to develop explanation to achieve a detailed account of reasons for changes, e.g. improved airports and faster, wide bodied planes, charter flights with online booking of air tickets and hotel rooms bought in bulk by tour operators such as Cosmos has resulted in low prices, convenient package holidays with encourages more people to travel. Development may be case study examples.

6

(iii)

L1 (1/2 marks) simplistic advantages, jobs etc.

L2 (3/4 marks) develops upon advantages to give more detail, or describes the longer-term implications. E.g. Tourist spending has multiplier effect as hotels buy locally produced food from farmers.

L3 (5/6 marks) Continues to develop the point to give a thorough, clear, detailed description. E.g. tourists’ spending provides jobs in tourism (hotels etc.) but also spin-off jobs (farmers providing food for hotels).

This increases income and taxes paid to government. This can then go to improving infrastructure, which again benefits locals. Development may be case study examples.

6

[15]