> GCE Geography H481/03: Geographical debates Advanced GCE Mark Scheme for Autumn 2021. RATED A+

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AO1 AO2 AO3 Quality of extended response Comprehensive A wide range of detailed and accurate knowledge that demonstrates fully developed understanding that shows full relevance to the demands o... f the question. Precision in the use of question terminology. Knowledge and understanding shown is consistently applied to the context of the question, in order to form a: Clear, developed and convincing analysis that is fully accurate. Clear, developed and convincing interpretation that is fully accurate. Quantitative, qualitative and/or fieldwork skills are used in a consistently appropriate and effective way and with a high degree of competence and precision. There is a well-developed line of reasoning which is clear and logically structured. The information presented is relevant and substantiated. Detailed and substantiated evaluation that offers secure judgements leading to rational conclusions that are evidence based. Thorough A range of detailed and accurate knowledge that demonstrates well developed understanding that is relevant to the demands of the question. Generally precise in the use of question terminology. Knowledge and understanding shown is mainly applied to the context of the question, in order to form a: Clear and developed analysis that shows accuracy. Quantitative, qualitative and/or fieldwork skills are used in a suitable way and with a good level of competence and precision. There is a line of reasoning presented with some structure. The information presented is in the most-part relevant and supported by some evidence. Clear and developed interpretation that shows accuracy. Detailed evaluation that offers generally secure judgements, with some link between rational conclusions and evidence.6 AO1 AO2 AO3 Quality of extended response Reasonable Some sound knowledge that demonstrates partially developed understanding that is relevant to the demands to the question. Awareness of the meaning of the terms in the question. Knowledge and understanding shown is partially applied to the context of the question, in order to form a: Sound analysis that shows some accuracy. Quantitative, qualitative and/or fieldwork skills are used in a mostly suitable way with a sound level of competence but may lack precision. There information has some relevance and is presented with limited structure. The information is supported by limited evidence. Sound interpretation that shows some accuracy. Sound evaluation that offers generalised judgments and conclusions, with limited use of evidence. Basic Limited knowledge that is relevant to the topic or question with little or no development. Confusion and inability to deconstruct terminology as used in the question. Knowledge and understanding shows limited application to the context of the question in order to form a: Simple analysis that shows limited accuracy. Quantitative, qualitative and/or fieldwork skills are used inappropriately with limited competence and precision. The information is basic and communicated in an unstructured way. The information is supported by limited evidence and the relationship to the evidence may not be clear. Simple interpretation that shows limited accuracy. Un-supported evaluation that offers simple conclusions.7 Question Answer Mark Guidance 1 (a) Identify three limitations of Fig. 1 as a source of information about the greenhouse effect. Possible limitations include: • GHGs present throughout the atmosphere not just in an upper level layer • No indication of different types and efficacy of GFGs • Nothing to indicate where the GHGs originate from - natural or anthropogenic • No scale to show the relevance of the width of arrows – i.e. absence of quantification • Lack of information about the source e.g. date • No labelling of incoming radiation flows as short-wave 3 AO3 x3 AO3 – 3 marks 3x1 () for limitations of the data identified through critical questioning of the resource. 1 (b) Explain how geoengineering can cut global emissions of greenhouse gases. Level 3 (5-6 marks) Demonstrates thorough knowledge and understanding of how geoengineering can cut global emissions of greenhouse gases (AO1). This will be shown by including well-developed ideas about how geoengineering can cut global emissions of greenhouse gases. Level 2 (3-4 marks) Demonstrates reasonable knowledge and understanding of how geoengineering can cut global emissions of greenhouse gases (AO1). This will be shown by including developed ideas about how geoengineering can cut global emissions of greenhouse gases. 6 AO1 x6 Indicative content AO1 – 6 marks Knowledge and understanding of how geoengineering can cut global emissions of greenhouse gases could potentially include: • geoengineering = use of technology to modify environment on a large-scale • two types of strategy - ↓ amount of insolation entering atmosphere; ↓ level of CO2 in atmosphere – NB it is only geoengineering that reduces emissions of GHGs that is relevant • carbon removal: fertilising oceans with iron to absorb carbon dioxide through increased phytoplankton growth • carbon capture: developing plastic trees which absorb and store carbon dioxide • enhanced weathering – crushing huge quantities of some types of rock to ↑ surface8 Level 1 (1–2 marks) Demonstrates basic knowledge and understanding of how geoengineering can cut global emissions of greenhouse gases (AO1). There may be simple ideas about how geoengineering can cut global emissions of [Show More]

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