The 9-mark questions in AQA A Level Geography exams (2)

Part 2 - extended prose questions

[Hello again. Since my last post there has been a small surge in subscribers, taking the total to just shy of 2,000. Thank you for your support.

I appreciate many UK-exam-based students (many international students take UK exams) will unsubscribe after their exams this summer; hopefully they will be replaced by the following year’s cohort if you feel you can recommend subscription to them. Anyway, as promised, here is the second part of my discussion on these types of questions….]

The 9-mark extended prose questions.

These questions also assess AO1 and AO2 in the proportion of 4/5 and are ONLY found within the Optional elements. You should demonstrate that you know the factors that underpin the context of the question (AO1), but also then apply this knowledge to the question given (AO2). There is usually an element of assessment or evaluation in the question – this is also the AO2 part of the question, and it must be addressed. It is important that you address this explicitly. This is best done by having a series of statements with clear links back to the question, AND/OR by providing a clear, short conclusion.

You have about 12/13 minutes to answer these questions. You should aim to write about 300/350 (max 400) words – a little bit longer than the data stimulus type as there is no data to process.

Examples of non-synoptic questions and answers

Question 1 (Note comment keys at the end of each paragraph)

Assess how the age-sex composition of a population changes at different stages of the demographic transition.  (9 marks)

Different population structures of age-sex compositions at different stages of the Demographic Transition (DTM) can be shown effectively through the diagrams known as population pyramids. For stage 1 of the DTM there are high and fluctuating birth and death rates. This gives us a wide base on the population pyramid indicating a youthful population, for example as in Afghanistan. Also, the sharply indenting sides show the high death rate and low life expectancy as there is poor healthcare and technological advances in fighting diseases are non-existent, resulting in few older people. a.

In stage 2 of the DTM death rates fall whilst birth rate stays the same. The pyramid shows that there is now a slightly larger elderly population than before because people now live longer – longer life expectancy as health care improves but mostly because there is better quality nutrition and better water sanitation systems. Several of the countries of sub-Saharan Africa are thought to fit this pattern, such as Mali and Niger b.

As a country progresses to stage 3 of the DTM the upper part of the pyramid begins to properly fill out – to widen. There are now much more equal proportions (but not yet equal) between younger and older elements of the population. A larger proportion of middle aged people between 25 and 45 become apparent as well as more elderly. Countries currently at this stage are Brazil, India and Mexico. This ‘window’ of low economic dependency within the population has been called a ‘demographic dividend’ but the countries need to have the right level of governance to exploit it c.

In stage 4 we see a very balanced pyramid with largely vertical sides because both death rates and birth rates are very low and almost equal. Life expectancy is also higher than before so there are more older people. The UK was in this category until recently when an increase in birth rates caused by migration has produced a small spike in the base of the pyramid.

Lastly, stage 5 is believed to be where some countries, such as Germany, Italy and Japan are entering. This is because birth rates could further drop and we would end up with an elderly or ageing population where the majority are over 60. This is the only place where there may be a sex/gender variation, as women tend to live longer than men, so there are more elderly women in this stage d.

Commentary

This answer examines each of the DTM stages in turn and in each case the analysis is detailed and sophisticated. The first paragraph describes the shape of the pyramid with explanation of the processes behind it, together with an example a. This strategy is continued in the next two paragraphs with the third paragraph being particularly sophisticated with a reference to the demographic dividend and governance (b and c). The final two paragraphs complete the task with Stages 4 and 5 of the DTM, with a neat little reference to gender differences at the end d. Overall this a very thorough answer but lacks a summative sentence explicitly addressing the ‘assessment’ element of the question, even though evaluation has been provided implicitly throughout. For this reason, it cannot be awarded full marks.

Question 2. (Note comment keys at the end of each paragraph)

To what extent do the secondary impacts of earthquakes have a greater effect on people than the primary impacts? (9 marks)

Secondary impacts are those that take place after the initial impact (primary) of an earthquake. In general secondary impacts extend the time scale of an earthquake, and many cases, (such as a tsunami) extend the geographical distance that the impacts have. a

There are a number of well-known cases of earthquakes where the secondary impacts have been significant. In the case of the Tohoku earthquake in Japan in 2011, it wasn’t the primary impact of the earthquake that killed people and caused devastation, it was the secondary tsunami that was the big killer – killing almost 20,000 people and causing huge devastation across the east coast of the country. Also in the Haiti earthquake in 2010, many people were affected by the cholera outbreak that took place after the main event. However here, the majority of deaths were caused by collapsing buildings, so here the primary impacts were more significant. b

I have studied the recent earthquakes in New Zealand. In 2011, an earthquake struck Christchurch killing 181 people. Most of these were killed by collapsing buildings – a primary effect. However, longer term disruption was caused by the secondary impact of liquefaction. No-one was killed by it, but over 70,000 people had to leave the city, the tourist industry was hit very hard, and the city is still not back to where it was. c

Also in New Zealand, there was an earthquake at Kaikoura on the east coast of South Island. Only two people died, but the secondary impacts of landslides and a tsunami caused a lot of damage. The coast road and railway has been closed for months after the event. Kaikoura is still isolated, and this secondary impact is having a major economic impact. d

So, whether or not secondary impacts have a greater effect on people depends on the individual earthquake, and also whether the effect is to be judged over the short term or longer term.

Commentary.

The student begins with an introduction that demonstrates clear knowledge of the meaning of the terms in the question – this is AO1 a. The student then makes detailed and accurate use of a range of case studies to support the discussion b, c and d – such application of knowledge satisfies AO2. [Note: whilst you are only required to study one case study in detail (in this case the student refers to New Zealand in most detail), it is always a good idea to refer to other case studies that you have studied over time, such as at GCSE.] The second paragraph makes use of well-known case studies (Tohoku and Haiti) which are used to support both sides of the discussion b. The following two paragraphs, regarding New Zealand, both discuss well the complexity of the relationship between primary and secondary impacts c and d. This complexity is recognised in the final concluding statement.

Also note the use of evaluative language (such as ‘significant’, ‘major’ and the use of ‘however’) throughout. In the time allowed, this is a well-argued and well-supported answer. Full marks.

Synoptic questions

At least one of the 9-mark questions across the examination will connect the study of geography across this specification - synopticity. There is no pattern as to where such questions fall – they may be on either Paper 1 or Paper 2, or both.

In simple terms these questions are forcing you to make connections/links across two totally different areas of content. They may have been taught to you by different teachers; they will certainly be topics you were taught at different times of your course.

I use the diagram in Figure 1 to explain the logic behind these questions. [I say ‘logic’ – but that is a generous statement. I don’t like these questions as they are too targeted, and, in my view, are NOT genuinely synoptic. But, we are where are. AQA do not like me sharing this diagram.]

As stated before, this questions can only arise in the options. Hence links have got to be backwards from the optional topics, on the right, to the Core elements on the left (the red and blue arrows). So, expect synoptic links connecting Hazards with Changing places, or Governance, or the Carbon cycle; Urban or Population or Resource geography with Global systems or landscapes, for example.

Synoptic questions may also be linked by the key concepts of Geography: globalisation, place, mitigation, feedback etc. (as shown in Table 1). I haven’t seen many examples of this in the 9-mark questions, but I have seen references to the key concepts in the 20-mark essays, which can also be synoptic. Hence there could be 20 mark questions that have synoptic links between the Core elements - see the blue arrows on the left of the diagram. [Reminder: 9-mark questions do NOT appear in the Core sections.]

Figure 1. The ‘logic’ of AQA synopticity

Table 1. The key concepts (with brief definitions)

As with the non-synoptic questions, you have about 12/13 minutes to answer these questions. You should aim to write about 300/350 (max 400) words – a little bit longer than the data stimulus type as there is no data to process.

Question 1 (Note comment keys at the end of each paragraph)

Assess the importance of governance in the successful management of tectonic hazards. (9 marks)

Governance is a vital element in the management of tectonic hazards, and this can take place in a variety of forms: before the event in terms of prediction and preparation, and after the event in terms of relief, rebuilding, and rehabilitation. However, extreme events are likely to pose serious challenges for any governance, however well-planned. a

The 2011 Tohoku (Japan) tsunami illustrated extreme events are by their nature unpredictable (1 in a 1000-year event) and so prediction is difficult and prevention is impossible. Also, sometimes secondary, and tertiary outcomes occur. In the above example the nuclear power station at Fukushima went into a partial meltdown and valuable resources, money, and troops, had to be diverted there. It could be argued that strong governance by the Japanese government prior to the 2011 tsunami led to significantly fewer deaths (about 19,000) compared with a similar event 7 years earlier, the Indian Ocean Boxing Day tsunami which caused over 220,000 deaths. b

Strong governance can lead to very effective management of immediate disaster recovery, as was the case in the Sichuan earthquake in China, where thousands of troops were drafted into the area to assist with the rescue within hours, and they also got involved in dealing with the secondary hazards of landslides and the creation of dammed lakes which could have overflowed and made the situation even worse. Excellent organisation on behalf of the Chinese government made this possible. In the longer term the Chinese government created long-term education and community preparation strategies should another event occur. c

Another main consideration is development. The devastating aftermath of the earthquake that took place in Haiti in 2010 illustrated that this country did not have sufficient governance in place before the event, and when many of the local government officials were killed by the earthquake, all forms of response become highly ineffective, and it took a very long time for order to be restored. d

In conclusion, governance is highly important in the successful management of tectonic hazards, but it has limitations, such as the affordability of prediction and prevention measures, especially in the management of very large hazard events immediately after their occurrence. e

Commentary

This is a focused response that is well-supported by a range of relevant examples. The student begins with a clear introduction that recognises the complexity of the topic a. The second paragraph refers to the Tohoku earthquake and tsunami and points out that a range of impacts needed to be managed in the aftermath, primary and secondary. It ends with a useful comparison with the Boxing Day tsunami b. Detailed case study material (AO1) is used in the following two paragraphs (based on Sichuan and Haiti respectively), with equally valid and strong points being made that address the question c and d (AO2). A brief, but appropriate, concluding sentence ends the answer e. Within the time constraints, this is a very good response.

Question 2. (Note comment keys at the end of each paragraph)

Assess the importance of economic change in explaining why some urban areas need to be regenerated. (9 marks)

Economic change is one process that sometimes causes a need for regeneration. The economic structure of an area refers to its balance of primary, secondary, and tertiary employment. In many UK and USA cities economic change has meant de-industrialisation and a loss of jobs in manufacturing and distribution. In the case of Middlesbrough in the UK this meant a loss of jobs in steel making and petrochemicals, whereas in Detroit (USA) the decline of car manufacturing has caused mass unemployment among middle-aged male workers. This leads to a spiral of decline or negative multiplier effect whereby the loss of jobs in one sector leads to losses in others – such as supplier factories and local services. a

However, the consequences of economic change are perhaps more significant, especially population decline. Detroit’s population has declined from 1.5 million in 1970 to 0.7 million by 2015. People have left the city because of the loss of jobs, and the lack of new service sector jobs to replace those lost. This is significant because the people who leave tend to be the young and skilled, leaving older less-skilled people behind. Consequently, Detroit is in great need to regeneration to halt further economic decline and outward migration. b

However, regeneration is made less likely in cities that gain a reputation for industrial decline and other urban problems like homelessness and crime. This is the case in Liverpool and Detroit and the negative images of these places then deter investment. This shows that although economic change is a root cause of the need to regenerate it is made worse by demographic and image changes. The shift towards a service sector economy in the USA and UK since 1970 has left many northern industrial cities isolated from the core area of economic growth, i.e. London in the UK, and in the USA, the core areas are the East and West Coasts. This isolation makes it hard to attract investment which tends to go to these core areas. c

In conclusion, it can be said that economic change is indeed a key reason why regeneration is needed in many declining urban areas in the world. d

Commentary

The answer begins with a clear definition of economic structure which demonstrates an understanding of economic sectors. Examples are used to illustrate economic change and the use of another concept, the negative multiplier effect, shows deeper understanding and provides an explanation of why some cities need to regenerate a. Economic change is then linked to further changes in population and the image of a place, exemplified by Detroit, USA, which shows that changes in employment are not the only factor involved. This is assessment, as the answer considers the importance of other factors b. The third paragraph refers to some cities being isolated from the economic core in countries (the UK and the USA) that are now dominated by the service sector - a further factor to be considered c. The final sentence gives a brief statement of assessment that summarises what has gone before – a necessary concluding statement. d