“The growth of the global middle class will inevitably accelerate climate change.” To what extent do you agree with this statement?

Marks should be allocated according to the paper 2 section C markbands. These can be found under the “Your tests” tab > supplemental materials.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Reponses could show some understanding of the main anthropogenic causes of climate change. The enhanced greenhouse effect should be explored, with a focus on an increase in GHGs is the atmosphere – such as CO₂, CH₄. Sources of these emissions vary over time and space but there is a definite link between a region’s/individual’s emissions and their level of socio-economic development. Per capita global emissions are much higher in high-income regions, as they are linked to development, trade and globalization.
• As low- to middle-income countries develop over time, there is an increase in the standard of living of many millions of their inhabitants. This emerging middle class, given the present model of development, will increase their ecological footprint as consumption and waste generation increases. For example, as disposable income has increased in China over the past 30 years, diets have changed to include more meat. Animal agriculture is a major contributor of greenhouse gasses like methane, and many carbon sinks – such as rainforests – are being cleared to accommodate more grazing land or land for growing cattle feed.
• As this global middle class grows, so does their consumption of fossil fuels, as there is an increase in electricity consumption and car ownership and a demand for foreign goods, which increases global trade – all activities which rely on the use of traditional fossil fuels in many nations.
• It could be noted that the per capita emissions of individuals in high-income nations are still much higher and have been so for a long time.
• Alternatively, responses may disagree with the statement and argue that, as a new middle class grows, there are opportunities to learn from the mistakes of the past and to develop using greener technologies, thus keeping ecological footprints to more sustainable levels than those of the “Economic North”.
• Responses could argue that it is already too late and that we have reached a tipping point where feedback loops are already at play, causing irreversible climate change.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that focuses on the relative role of the growing middle class on speeding up climate change. Responses may address the spatial aspect of middle-class growth and the varying impacts upon climate change.

For 5–6 marks
Expect a weakly evidenced outlining of some links between rising wealth and climate change / carbon emissions.

For 7–8 marks
Expect a well-structured account which includes:

• either a well-evidenced synthesis that links together several themes from the Guide and acknowledges both sides of the argument
• or a critical conclusion (or ongoing evaluation) informed by geographical concepts and/or perspectives.

For 9–10 marks
Expect both traits.

Many responses contained a competent level of knowledge concerning the growth of the global middle class although some dwelled too much on the causes of growth rather than the consequences required by the question. The better answers examined how the growth of the global middle class impacted on consumption, distinguishing between overall increase and the expanding demand for specifics such as Western diets, cars and electronic consumer goods. This was then linked to the utilization of resources and the production of greenhouse gases which was then associated with accelerated climate change. There were some who linked the expansion of the global middle class with urban growth and developed the view that urban living increased the production of greenhouse gases via transport and construction. A significant number addressed the 'to what extent' element although their view was fairly narrow as they looked only at the ability of the new middle class to use new attitudes and technologies to address climate change. Fewer responses commented on the geographical distribution of the growth of the new middle class or their rate of growth in different countries or regions. Candidates were well prepared in their use of exemplar materials with a number using case studies as a structural approach to their answers. Overall, the responses were stronger in knowledge and understanding than application with room to enhance evaluation.

“Resource insecurity is becoming the main cause of forced migration.” To what extent do you agree with this statement?

Marks should be allocated according to the paper 2 section C markbands. These can be found under the “Your tests” tab > supplemental materials.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Resource insecurity that could result in forced migration could be related to food – famine; water –or drought/contamination/disease. For example, Somalis moving to Kenya as a result of ongoing drought and famine.
• Population growth many be seen as the underlying cause of resource insecurity, especially in Sub-Saharan Africa.
• Alternatively there are many other causes of forced migration, both political (war/minority persecution), social (intolerance eg, LGBTQI+/crime/religion), economic (lack of employment opportunities) and environmental (sea level changes).
• Many of the factors listed above do not work in isolation and have close causal links – many wars are the result of access to resources eg, Somalia, Sudan.
• Responses may argue that the underlying cause of all significant forced migrations is climate change, which increases the likelihood of resource insecurity.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that focuses on the changing role of resource insecurity as a catalyst of forced migrations over time. Responses may address the spatial aspect of forced migration and the role of resource insecurity in different parts of the world.

For 5–6 marks
Expect a weakly evidenced outlining of resource insecurity as a cause of forced migration

For 7–8 marks
Expect a well-structured account which includes:

• either a well-evidenced synthesis that links together several themes from the guide and acknowledges both sides of the argument
• or a critical conclusion (or ongoing evaluation) informed by geographical concepts and/or perspectives.

For 9–10 marks
Expect both traits.

As with question 5, candidates were competent in their knowledge and understanding of causes of forced migration and what was pleasing was the sustained focus on forced migration with limited drift into voluntary migration. The majority of responses related resource insecurity to food and the causes of food shortage whether natural or human. Surprisingly few attempted to review the impact of population growth on the demand for resources and most relied on the analysis of food supply. A number linked resource insecurity with climate change and developed good case studies that explained the pressure of climate change consequences such as sea level rise, increased occurrence of drought and extreme weather on resource security. When examining other causes of forced migration, the majority of answers focused on political tensions and armed conflict, which was perfectly acceptable but there could have been more reference to social intolerance. In a number of cases candidates addressed the 'to what extent' aspect of the question by examining the diversity and integration of factors that cause forced migration with some good case study material from Syria and Iraq. This allowed candidates to give the critical evaluation required for a comprehensive response to the question. Other answers addressed the evaluation by looking at the causes of forced migration in different locations. As with question 5, answers were stronger in knowledge and understanding than application and evaluation.

“Responding to climate change is more important than working towards the UN Sustainable Development Goals.” To what extent do you agree with this statement?

Refer to Paper 2 section C markbands (available under the "Your tests" tab > supplemental materials).

Reponses may tackle the question on a national, regional or global scale and may also consider the time frame needed to achieve change. An understanding of climate change and the UN SDGs should be evident in the response. Responses may have valid different perspectives on what constitutes “important”.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• The potential consequences of climate change such as sea level change, extreme weather, changes to agriculture, spatial changes in biomes, changing hydrology’s [Unit 2:2]
• The impacts of climate change on people and places such as health hazards and migration [Unit 2:2]
• The possibilities to response to climate change
• Explanation of the purpose of the SDGs with a focus on some of the 17 goals such as gender equity, reducing hunger, and poverty. This may include an outline of how the SDGs operate to address issues of resource management [Unit 3:3]
• Explanation of the interaction between SDGs and climate change.

Responses may link the impacts of climate change on the potential outcome of some of the 17 goals. Alternatively, a response could see both as interlinked and show how both complement one another.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the statement in a way that shows understanding of the relative importance of climate change and SDGs. Another approach may comment on how the relative importance may vary between places. Some answers may examine the respective processes and possibilities of managing climate change and SDGs at different spatial and temporal scales.

For 5–6 marks
Expect some outline of climate change issues and/or the SDGs. The response is partial, narrow or lacks supporting evidence.

For 7–8 marks
Expect a well-structured account which includes:

• either a well-evidenced synthesis which links together several well-evidenced resource stewardship themes from the Guide
• or a critical conclusion (or ongoing evaluation) informed by geographical concepts and/or perspectives.

For 9–10 marks
Expect both traits.

Answers to this question were in the minority. Many candidates answered by giving factual information about climate change and attempted to address the question by examining the severity of its consequences. The relative importance of the impacts of climate change were addressed by looking at sea level rise, drought and extreme weather, sometimes with reference to countries at different levels of economic development. The impacts of climate change were frequently based on migration, but the better responses examined social and economic ramifications. Often this formed the majority of the essay with little attention paid to the SDGs. When development goals were discussed it was often as a developed list of their character and relative importance. This approach only partially addressed the question as there was little discussion of which element of the question was most important. There were some very good responses that realized that the two elements of the question were related and that by responding to one the other was addressed. These answers were usually structured around the SDGs and related issues such as poverty, hunger, health and inequality to aspects of climate change.

Describe the trends shown in the slum populations of Lesotho between 2005 and 2014.

Suggest two reasons why progress towards access to safe water has been slow in some regions.

Reason 1:

Reason 2:

Explain one economic advantage and one environmental advantage of the circular economy.

Economic advantage:

Environmental advantage:

Award [1] for each of the following trends.

• overall increase / increase 2005-2009
• 2009-14 decrease.

Quantification required for allocation of [2].

In each case, award [1] for a valid reason for slow progress and [1] for further development/exemplification.

For example: In Madagascar there has been a lack of investment in water provision [1] which has meant that the development of infrastructure such as water points is missing [1] for a large proportion of the rural population.

Other possibilities include:

• High population growth rates in developing countries means that there is a greater demand for water.
• Lack of hygienic wastewater disposal leads to polluted groundwater supplies.
• Open defecation often pollutes water courses.
• Lack of investment in rural areas means there is an inequality between rural and urban supply of safe water.
• Political decisions can mean money is given to other areas of development – leads to lack of investment in water supply such as wells.
• Conflict between groups may lead to the destruction of infrastructure or a focus of spending on armaments.
• Climate change may lead to prolonged drought which may cause water supplies to dry up.
• Sea level rise in coastal areas – leads to salinization of supply making it undrinkable.
• Natural disasters such as earthquakes or floods may destroy infrastructure such as pipelines.
• Agricultural extraction may lead to a lack of water for human consumption / including the exporting of virtual water.
• Lack of funding from HICs – e.g. UK cut funding for clean water.
• Dams built on rivers that cross two or more countries – water held upstream.
• Remote areas – difficulty/financial problems of construction of infrastructure.

In each case, award [1] for identification of a valid advantage and [1] for further development/exemplification.

For example: The circular economy results in employment growth [1] – jobs are created through more labour-intensive activities/logistics/new innovative industries [1].

Economic advantages:

• economic growth – increased revenue from circular activities
• substantial resource savings – no need to extract raw materials
• incentives for innovation – collaboration between, manufacturing, design and recyclers
• more durable products save money in the long term
• improving the security of supply of raw materials
• increases disposable income as encourages buying used items or leasing/renting which is cheaper
• less dependence on imports
• company reputation is enhanced by being part of the circular economy – attracts customers
• reducing healthcare costs – fewer harmful emissions into air and water
• reduces clean-up costs – discarded plastics in rivers and oceans.

Environmental advantages:

• fewer emissions – reduced consumption of fossil fuels
• land productivity and soil health – nutrients returned to soil/reduction in use of artificial fertilizers
• less damage to ecosystems – fewer resources needed so land not used for mining/intensive agriculture, water bodies not impacted by dumping of toxins
• reduces climate change – less energy used for production/supply lines leads to fewer emissions.
• reduces use of non-renewable resources – less environmental damage from oil and mineral extraction
• aims for zero waste – less material goes to landfill.

Most candidates were able to identify the two trends shown on the graph, increase from 2005-09 and decrease from 2009-14. Although the majority gained full marks a number failed to use quantification and lost the second mark.

Candidates seemed confident with the topic of water security and could identify reasons why progress towards safe water was slow in some regions. Answers were usually focused on financial, political and social explanations with lack of investment, conflict and disposal of domestic waste the prevailing reasons. There were however some good answers that recognized the influence of the water-food-energy nexus and others that developed causes related to climate change. Some candidates were confused by the focus on progress and examined the absolute lack of water as a reason which was not the core of the question.

The concept of the circular economy was understood by the majority of candidates, but many found difficulty in applying it to the two elements of the question. Comments on the economic advantages often focused on raw materials but having recognized the savings that would be made many answers failed to develop this effectively. A recurrent feature of answers was that they could identify the advantage, but development seemed to be more difficult. Responses to environmental advantages generally fared better with candidates recognizing that less waste was produced and linking this with improvements to habits, terrain and location.

Describe what is meant by an individual’s ecological footprint.

Suggest two ways in which meeting a nation’s water needs could result in reduced food availability.

Way 1:

Way 1:

Explain how a circular economy approach can contribute to reduced use of new resources.

Explain how a circular economy approach can contribute to changing attitudes to product ownership.

The approximate area of land and water needed to provide a person with the resources needed to live [1] and to absorb their waste [1].

In each case, award [1] for a valid way a nation’s water needs are met and [1] for its impact on reducing food availability.

Possibilities of valid ways include:

• over extraction of groundwater for crop production (food or non-food)/industry/urban demands
• reservoirs built to provide water for urban areas/cash crop production, reservoirs built in one country use water that another country needs for agriculture
• one country’s water imports leave another country with less water, imports of water cost money – less to invest in agriculture
• water used by tourism.

Possibilities of reduction of food availability include:

• decreasing the supply of water to agricultural areas/farms
• taking over agricultural land
• impacts upon the quality of water used in agriculture

For example: Over-extraction for cash crops [1] leads to insufficient water left to grow food crops [1].

Award [1] for a valid way of reducing new resources and [1] for development.

Possibilities include:

• recycling of materials means that less raw material is required, reference to inputs and outputs using systems approach
• reuse/refurbishment of goods decreases the demand for new goods and therefore raw materials
• industrial symbiosis – turning one industry’s by-product into another’s raw materials
• design/consume products that are built to last/durable
• resource efficiency by reducing the quantity of materials needed to produce a good – raw materials/energy/water – asset sharing, reduced storage of perishable material, use of technology
• incentivizing use of recycled/reused materials – taxes on products that use only virgin raw materials eg plastic packaging

For example: Products are produced in such a way that they have a “life after death” [1], as parts will have further use later [1], decreases need for raw materials.

Award [1] for a valid change and [1] for development.

Possibilities include:

• changes in consumer behaviour – fast fashion, food waste, single use plastic bags
• consume less – owning fewer consumer goods means less production is required
• accepting the purchase of pre-owned goods – using pre-owned clothes cuts down on raw materials/energy needed for clothes
• purchase of goods that are built to last – prolongs the life of goods so renewal is reduced
• consumption of goods that are produced in more sustainable ways
• product renting/lease/pooling – avoid purchasing for individuals altogether – shift to sharing platforms – decrease in consumption of CDs and DVDs and use of online entertainment.

For example: People rent goods as opposed to buying them [1], which means that they are less likely to be “designed for the dump” [1].

Only a small number of responses addressed the full elements of the concept of ecological footprint to gain full credit. Reference to both the area of land/water needed to provide a person with resources and the absorption of waste need to be included for both marks.

The basis of this question is found in the water-food-energy nexus and how its interactions affect, in this case, food availability. Many candidates found the detail of the interactions difficult to access and answers were rather vague. Good explanations were based on a valid way in which a nation's water needs were addressed such as the building of reservoirs, river diversion or over-extraction of water. Responses were then able to explore the interaction of the identified way with the availability of food, usually associated with decreased supply of water or the reduction of land available for crop production. A substantial number of answers failed to identify a way in which a nation had attempted to meet its needs and comment was composed solely around the lack of water for crop growth. Candidates must have a clear understanding of the factual knowledge required to reinforce and support the nexus
concept.

Answers generally displayed a sound understanding of the circular economy concept and its operation with both elements of the question being accessible to the candidates. In a number of instances however the answers lacked precision and application to the question, especially in c(ii) where changing attitudes needed to be linked to circular economy approach. A number of responses did not develop this linkage, simply commenting on the initial element of the question and as a result there was a lot of repetition.

Outline two differences in the growth of the middle-class population of Ukraine and Serbia.

Difference 1:

Difference 2:

Explain how the growth of a country’s middle-class population can lead to changing diets.

Explain how the growth of a country’s middle-class population can lead to land-use pressures.

Suggest one way in which greater use of renewable energy can decrease the size of a nation’s ecological footprint.

Suggest one way in which greater use of renewable energy can increase the size of a nation’s ecological footprint.

Award [1] per correct point. Quantification of at least one valid point needed for both marks.

Possibilities include:

• more growth in Ukraine
• Ukraine has overtaken Serbia
• Ukraine starts at lower %.

Allow [1] for a valid dietary change and [1] for an explanation of why this is happening due to growth of middle class.

Valid possibilities include:

• Increase in meat/dairy consumption – due to increase in wealth, expensive foods are affordable.
• Diversification of diet as increase in wealth enables more imported food.
• Increase in healthy eating, middle class are educated and can see benefits of healthy diets.
• Reduced intake of coarse grains and vegetables.
• Increased intake of sugars, Westernized diets affordable.

For example: Middle income groups are now eating more fast foods and processed foods [1] as they have more disposable income [1].

Allow [1] for a valid land-use change and [1] for an explanation of the pressure this creates for another land use or user group.

Valid possibilities include:

• more cropland needed, cutting down of forests/expansion onto marginal land
• transport infrastructure
• land used for housing developments, as people become richer and no longer have to live with parents
• land acquisition in developing countries by transnational companies for food and minerals, takes land from indigenous populations.

For example: Middle income groups have more money and aspirations and want to live in their own houses [1] this increases the demand for housing which is built on land previously covered by trees [1].

Award [1] for a valid way and [1] for development linked to decrease in ecological footprint (land/sea/vegetation).

Valid possibilities include:

• less need for fossil fuels like coal which means less land required to obtain energy
• less need for fossil fuels like oil which means less land/sea polluted by oil spills
• more energy is produced by wind farms which means less nuclear waste / land contamination issues
• renewable energy is produced without the burning of fossil fuels and the resultant emissions, so less land/vegetation/ocean is required to absorb greenhouse gases.

For example: Decreased use of fossil fuels because of switching energy sources [1] decreases the amount of land required for mining or disposal of waste [1].

Award [1] for a valid way and [1] for development linked to increase in ecological footprint.

Valid possibilities include:

• solar and wind farms require large areas of land and these can reduce the natural vegetation of an area
• valleys drowned for HEP reservoirs which reduces vegetation and covers areas of soil
• use of electric cars increases demand for rare minerals which increases land destroyed by mining.

For example: Greater use of biofuels requires palm oil cultivation [1] across extensive areas of land [1].

Many were able to interpret the graph and could identify two differences with suitable quantification. However, a significant number did not use or manipulate the statistics provided on the resource to support their statements. In other cases, answers were just statements of two points of the graph and not a difference and thus marks were lost.

This was generally well answered with most candidates able to identify a valid dietary change, usually increase in meat and dairy consumption, and link this to the increase in wealth/disposable income that accompanies the growth of a nations middle-class population. Some examined changing diets in the context of globalization and outlined the switch from traditional to Westernized diets. Where some candidates lost marks was on the linkage of diet change to a valid and appropriate explanation, again emphasizing the importance of question analysis.

Candidates found this question more challenging. Those that succeeded recognized that an increasing middle-class population would result in a desire for improvements in living standards. Answers that followed this approach examined the desire for better housing or food and explained how this led to land-use pressures such as competition for land or incursions into natural landscapes. Often however, answers failed to identify or develop the link between growth of middle-class population and pressures. A significant number simply looked at population growth per se or examined urbanization.

Many answers failed to provide a valid link to the ecological footprint in both sub sections of this question. To gain the development mark candidates had to elaborate on the land/sea/vegetation element of the footprint, and most were content to simply repeat the increase/decrease aspect of the question.

Most gained partial credit by identifying the need for less fossil fuel or the decrease in output of waste products but only a small number linked it to the features of the ecological footprint.

The better answers referred to the decreased efficiency of renewal energy and the need for greater areas of land and some focused on biofuels but the link to an increase in the ecological footprint was often neglected.

Many answers failed to provide a valid link to the ecological footprint in both sub sections of this question. To gain the development mark candidates had to elaborate on the land/sea/vegetation element of the footprint, and most were content to simply repeat the increase/decrease aspect of the question.

Most gained partial credit by identifying the need for less fossil fuel or the decrease in output of waste products but only a small number linked it to the features of the ecological footprint.

The better answers referred to the decreased efficiency of renewal energy and the need for greater areas of land and some focused on biofuels but the link to an increase in the ecological footprint was often neglected.

Describe the relationship shown in the graph.

Suggest one reason for a recent change in the diets of people in middle-income countries.

Explain one way in which ecological footprint measures an individual’s resource consumption.

Explain two ways in which different resources are developed to support Boserup’s optimistic view.

Way 1:

Way 2:

Award [1] for each valid point.
A negative relationship / the more one spends on food per capita per annum the less the share of total income spent on food [1] exemplification or development of pattern [1].

Some quantification required for full marks.

Award [1] for identification of a valid reason, and [1] for further development of dietary change.

For example: Rising incomes [1] so people have more money to spend on processed foods [1].

Other possibilities include:

• increased urbanization – greater choice of foods/access to technology such as refrigerators/different social profile/proximity to supermarkets
• influence of TNCs/globalization
• increased awareness of health issues
• lifestyle changes and growth of fast-food consumption
• liberalized markets – removing tariffs allows import of different foods
• FDI – increased finance to invest in factories that process food
• food marketing that encourages consumption of specific foods/targeting of younger age groups which continues habits into old age.

Award up to [1] for identification of a valid way (reference to land, water or waste), and [1] for development/exemplification [1].

It determines the amount of the environment necessary [1] to produce the goods and services necessary to support a particular lifestyle [1].

In each case, award [1] for a valid and distinctive way and [1] for further development or exemplification.

For example: Improved technology through the use of mechanization [1] to increase yields of food [1].

Other possibilities include:

• substitution (renewable energy)
• desalination
• vertical farming
• multicropping
• land reclamation
• circular economy
• second green revolution/GM.

Many candidates were well prepared for this and described the negative correlation between the two variables shown on the graph. Development was accomplished by illustration of the extremes using data from selected identified countries, thus giving quantification. Other responses did not focus on the relationship between the two variables but used the resource to categorize the characteristics of the countries shown. In this approach credit could only be awarded if the answer addressed the relationship unintentionally.

Most candidates were able to identify dietary changes and link them to a valid reason. This was most frequently expressed as an increase in disposable income resulting in the consumption of more meat and dairy produce, but a significant number of answers referred to the impacts of globalization and awareness of health issues.

Candidates were generally secure in their understanding of the elements of the ecological footprint and frequently made reference to land, water and waste. The better answers were able to develop this in the context of the individual, examining aspects such as lifestyle, age and volume of consumption. However, many answers did not explore this context and thus did not gain full credit as they focused solely on a definition of the measure. A minority of candidates failed to address the question, examining other measures such as carbon footprint.

In general candidates were well prepared in this aspect of the syllabus and the basic principles behind Boserup's optimistic view were understood. Good answers identified ways such as vertical farming, genetic modification, use of renewable energy and elements of the circular economy and linked these to the optimistic view of the relationship between population and resources. Some answers however lacked precision and detail and gave vague statements concerning technological development without outlining what these were which limited the credit given to such responses. Credit was also limited where answers gave detail on valid technological developments but did not link them to the thesis outlined by Boserup.

Describe what is meant by “embedded water”.

Explain two reasons why diets are changing in middle-income countries.

Reason 1:

Reason 2:

Suggest two ways in which declining water availability might threaten a country’s energy security.

Way 1:

Way 2:

Water resources that are used in the production of food and manufactured goods in one country/place [1] that are transferred to other, often water scarce, countries or regions via trading [1].

Award [1] for identifying and describing a valid reason, with [1] for explanatory development.

For example: Rising incomes in middle-income countries have given more people sufficient disposable income [1] to incorporate more meat into their diets at the expense of vegetables and grains [1].

Other possible reasons include:

• Health awareness
• Advertising, especially by multinational food firms
• Environmental awareness
• Transition to global food systems
• Rapid urbanization and shift to energy-dense diets
• Real term fall in the cost of large number of foodstuffs
• Globalization/Westernization/Cultural homogenization/Role of TNCs

Award [1] identifying and describing a valid way, with [1] for explanatory development.

Possible ways include:

• less water for HEP production
• need to safeguard supplies of safe water might lead to fracking being banned
• falling availability of potable water may lead to increased need for desalinization plants (with their heavy energy usage)
• lack of water needed for steam generation or cooling in thermal/nuclear power plants.
• lack of water for geothermal energy production – water used in drilling/water used in cooling/water required in enhanced geothermal systems that rely on artificially created reservoirs in rock formations that do not have enough natural fluid
• lack of water may lead to a decline in the production of Biofuels.

For example: Declining water availability might reduce the input of water into reservoirs in hydro-electric power generation schemes [1], so a country that is heavily dependent on hydro-power may be unable to generate as much electricity as previously and may be unable to meet demand [1].

Many candidates were able to describe the main aspect of embedded water as water used in the production of food and manufactured goods. The second element of the term, which is based on trade with other nations, was not frequently identified. There were a significant number of candidates who did not have knowledge of the term and referred to water that was unavailable due to physical characteristics such as water locked in aquifers.

The best answers focused on the middle-income countries aspect of the question and reasons were related directly to these nations. Candidates scored well when they identified the rising incomes in such countries and many were aware of the increasing impact of TNCs, cultural change and globalization on diets. Health and environmental awareness were also valid reasons as long as they were related to middle income countries and not given as generic reasons. A number of answers were able to select valid reasons but did not relate them to an identified change in diet such as increased consumption of meat or fast foods. 

Many candidates were confident when referring to hydropower and were able to outline how declining water availability for HEP production impacted on energy security. The link to security was often established by pointing out the impact of amount of energy produced, reliability of energy production and reliance on other methods of production or sources of energy. Other ways identified were associated with water required for the production of steam, cooling and the extraction of other energy sources. Many answers also linked water availability to the production of biofuels. A number of candidates were able to identify valid ways but lacked precision when developing the link to energy security. Some answers focused on the water-food-energy nexus and were distracted into making comments about food production and energy which did not relate to the question.

Describe the distribution of countries that produce more than 6kg of electronic waste per person.

Explain two reasons why some countries receive large international flows of consumer waste.

Reason 1: 

Reason 2:  

Suggest two implications of a warmer climate for the food security of places.

Implication 1:

Implication 2: 

Award [1] for a comment related to the general distribution and [1] for specifics of location.

Possibilities include:

• general distribution – uneven, scattered, sparse, coastal
• specifics of location may include:
  
  • Southern Africa – South Africa plus Botswana.
  • West central Africa – Gabon plus Equatorial Guinea.
  • Central north Africa – Libya.

In each case award [1] for identification of a valid reason with a further [1] for development/exemplification.

For example: Some low-income countries import waste because they receive money for it [1], eg Ghana is a low-income country and imports waste because valuable metals are found in it [1].

Other possibilities include:

• Environmental controls/policies.
• Costs of recycling.
• Lack of capacity for disposal or recycling in exporting countries.
• Demand for resources in importing countries – recovered metals.
• Use of waste as an energy source.
• Increasing awareness of the value of waste.
• Trade agreements between countries.
• Burn for power – eg Norway.
• More space to store the waste than countries that produce it – eg Singapore.
• Ocean currents.
• Fragile states with limited political/economic power.

In each case award [1] for identification of valid implication of a warmer climate with further [1] for development/exemplification linked to food security/food production.

For example: Warmer climates lead to extreme weather events, such as hurricanes [1], which can destroy crops and reduce food security [1].

Possibilities include:

• Long-term/gradual climate change risks, such as desertification, sea level rise, changing climatic belts, leading to changes in magnitude of crop production, salinization of soils, patterns of floods for irrigation.
• Access to food decreases because of increase in price – price increases because of food shortage in droughts.
• Slight increase in warming could increase the growing season, whereas a very large increase may result in reduced productivity.
• Temperature increase allows more agricultural output – increase in crop yields, changing limits of cultivation
• Income declines in agricultural sector – unable to access food.
• Spread of pests – changing climate means insects and fungi also spreading towards poles.
• Ocean acidification – acid oceans impact upon plankton, which is the basis of the food chain.
• Warmer temperatures lead to increased evaporation and possibly less water availability for crops.
• Warmer climates require more irrigation and/or increased efficiency of irrigation.

State the range for e-waste generated (in kg per person) for the countries shown.

Identify which raw material is produced in the largest amount when e-waste is recycled.

Describe the relationship between GNI per person and average growth rate of EEE consumption.

To what extent does the evidence in the infographic support the view that e-waste is a global problem?

0.4 to 28.5 (or 28.1)

Iron

Award [1] per valid point. Some quantification needed for full marks.

Possibilities include:

• negative correlation [1]
• recognition of lowest GNI as an anomaly [1].

Award [1] for each valid point supported by evidence taken from the infographic, up to a maximum of [5].

Award a maximum of [4] if only one side of the argument is given.

Award the final [1] for an overall appraisal, which weighs up the infographic as a whole.

Support:

• Reference to all continents involved in the recycling of waste
• Reference to the amount/scale of e-waste that is produced
• Reference to the rate of growth of e-waste
• Reference to the small amounts that are recycled
• Reference to the contribution of e-waste to hazardous waste in landfills
• Reference to the pollution e-waste produces
• Reference to the movement of e-waste from HICs to MICs/LICs

Against:

• Reference to the money that can be produced by e-waste
• Reference to value of recovered minerals
• Reference to employment given by recycling e-waste
• Reference to global variability of rates of e-waste production/growth/recycling
• Reference to HICs being more problematic as they produce the most

For example: The world map shows that all continents send or receive e-waste [1]. The table below the map demonstrates that the production of waste is more of a problem in HICs than LICs [1]. Norway produces the most with 28.5 kg/person whilst Niger produces the least with 0.4 kg/person [1]. However many valuable minerals can be recovered from e-waste such as gold [1]. The photograph shows that recycling also provides jobs for people [1]. Thus although e-waste is an issue at a global scale it can also have some benefits for the countries that import it [1].

There were no issues with these questions with candidates showing good preparation to conduct calculation and resource analysis.

Most candidates were able to identify and describe the trend shown in the data. Some failed to identify the anomaly whilst others did not use the information to quantify their answers.

The better answers were structured around a review of whether e-waste was or was not a global problem. Good candidates had been prepared to use the information provided in the infographic to address their comments in support of or against the issue identified. Most took the view that it was a problem and commented on the spatial range and magnitude coverage of the problem. Many gave too much focus to the global aspect of the question, and this led to unbalanced answers that did not recognize the value of recovered materials or employment. Those that had been well prepared gave a structured response with a supported conclusion. Examiners did report that a number of candidates drifted into an evaluation of the presentation and failed to use the information in the infographic to assess whether e-waste was a global problem. This approach did not gain credit.

Estimate the percentage of daily income that those in extreme poverty spend on food.

Identify in which decade extreme poverty declined the fastest.

Using evidence from the infographic, explain one way it clearly demonstrates to the audience how they can help end poverty.

Evaluate the strength of the links between poverty and gender that are shown in this infographic.

Approximately 60 % (allow 55 % to 65 %).

2000–2010 or the 2000s (do not accept 2000)

Award [1] for valid evidence from the infographic that is linked to poverty and [1] for linking how the audience’s help or action can be used to end poverty.

The audience can be individuals, groups (such as charities) or governments.

For example:
The infographic shows that change could be achieved by alleviating extreme hunger [1] and individuals could donate money to provide food/improve agriculture [1].

Or

The infographic shows that change could be achieved by improving sanitation [1] and charities could provide clean water so that fewer people are sick and can work to provide money/food for their families [1].

Or

On the infographic, the prominent extended hand is asking for money [1] governments can use this for job creation, which will provide people with better wages [1].

Award [1] for each link identified and a further [1] for each relevant development/explanation point, up to a maximum of [5]. Maximum [4] if only one aspect is addressed Award the final [1] for an overall appraisal that weighs up the strengths/limitations of the links shown in the infographic.

The links between gender and poverty can be seen in a positive fashion (eg therole of women in the alleviation of poverty through education) or negative fashion (eg the stereotyped view of women/men in the workforce).

There are aspects of the infographic that link gender and poverty

• The job creation aspect has a focus on the role of men in the pictogram.
• The help through government programs examines the transfer to mothers who focus on education.
• Maternal mortality.

There are other aspects of the infographic that link poverty to alternative factors:

• Urban/rural
• Conflict
• The distribution of wealth in society
• The role of access to basic services.

For example:

The infographic recognizes that women have a central part in the delivery of government programmes [1] where cash can be provided to mothers [1] who use the money to provide education for their children [1]. The education of the most vulnerable enables them to engage in income generating activities [1] that that takes them out of poverty [1].

The job creation bar graph uses a symbol that depicts only men [1], implying strongly that only men make up the work force [1] and, hence, that it is only men that can contribute to alleviating poverty [1]. Furthermore, women are depicted as the primary caregivers of children [1], reinforcing gender stereotypes as non-providers of income [1]. Overall, however, the links are not very strong and it does not seem to be the central message of the infographic [1].

Describe trends in the proportion of fuel directly imported into Australia between 2000 and 2013.

Suggest one graphical method that could depict the information in box A, giving a reason for your choice.

To what extent might this infographic make Australian citizens more concerned about their energy security than they need to be?

Award [1] for each trend. Two trends required for [2]. Quantification needed for [2].

• Increasing overall.
• Slow increase between 2000 and 2004.
• More rapid increase between 2007 and 2013.
• Fluctuating.

Award [1] for a valid suggestion and [1] for reason for choice.

Possibilities include:

• Bar graph – easily constructed/analysed, contains categorized data.
• Proportional shapes – easy visual analysis.
• Pie charts – easy to identify relative proportions.

Award [1] mark for each relevant point and [1] for each supported development/explanation, up to a maximum of [5]. Award the final [1] for an overall appraisal that weighs up the infographic as a whole.
Award a maximum of [4] if only one perspective is given.

Relevant points include:

More concerned:

• Fuel supply could run out in weeks
• Conflict in the Middle East and impacts on financial stability – costs of fuel increase.
• Piracy and impacts on shipping lanes.
• Reliance on Singapore.
• Increasing reliance on imports of fuel.
• Closure of refineries decreases ability to process raw fuels.
• Infographic does not emphasize renewable energy possibilities.
• Negative language – dramatic nature of the title, boxes introduced as risks
• Infographic supplied by a reliable source

Not concerned:

• Australia has abundant renewable and non-renewable energy resources
• Australia is the world’s 9th largest energy producer
• Many of the risks are predictions rather than actual issues
• Introduction of non-oil based alternative fuels, electric cars

Appraisal – accept any valid appraisal linked to supporting materials from the infographic

• Overall tone is pessimistic rather than optimistic.
• Infographic gives feeling of vulnerability
• Infographic provides a series of possible solutions.

The majority of answers scored one mark on this question. Although most candidates attempted to give some quantification, answers were simplistic and did not respond to the plurality of the demand (trends) in the question. Credit is readily lost if there is not thorough question analysis.

Candidates coped well with this question and the majority identified valid methods that could depict the information. Most justified their choice with reference to ease of analysis of information, but some did pick out the suitability of categorized data for representation in bar charts.

It was pleasing to see the way in which candidates addressed this question. A significant number analysed the infographic with reference to its geographical content which was based upon energy security. The better answers looked at the issues associated with the supply of energy and the closure of refineries, picking out the concerns alluded to in the question. These answers gained credit for identifying valid problems and developing their point using evidence from the infographic. Using this method of analysis many answers gained the maximum mark for an answer that addresses only one perspective. Fewer answers however, paid attention to the 'to what extent' element of the question and used the resource to identify reasons for hope such as references to the abundance of renewable and non-renewable energy within Australia, the switch to alternative fuels and the predictive nature of the risks. To gain full credit there needed to be some balance within the answer to this question and an overall appraisal was required.

“A sustainable balance between population and resources can be best met by the circular economy.” To what extent do you agree with this statement?

Refer to Paper 2 section C markbands (available under the "Your tests" tab > supplemental materials).

Reponses may tackle the question at a variety of scales. They should have a clear understanding of the concept of “sustainable balance between population and resources” and “the circular economy”. This understanding can be shown by overt definitions or be woven within the fabric of the answer.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• An outline of the relationship between population and resources that may take one or more of the views identified in the guide as part of the response structure (pessimistic, optimistic and balanced views).
• An outline of the linear economy of production, consumption and disposal, and a criticism of the resultant issues.
• An outline of the elements of the circular economy, which may include reference to:
  
  • biological systems and sustainability – restoration, anaerobic digestion,composting, etc
  • technical systems and sustainability – maintenance, reuse, refurbish, recycle
  • minimizing system leakage – energy recovery from manufacturing.
• An outline of the UN Sustainable Development Goals.
• An outline of population control measures – government policies and initiatives, social changes to encourage population control.
• An outline of technical changes that may increase the supply of resources or decreased usage of resources eg energy.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that evaluates the relative importance of the circular economy in the maintenance of a sustainable balance between population and resources. Evaluation may take a variety of forms, which may include:

• an evaluation of the different approaches embodied within the response and/or as a concluding paragraph(s)
• an evaluation of the level of development as a factor influencing the approach taken
• an evaluation of how approaches may vary over time
• an evaluation of how different approaches are perceived in different regions or sections of society.

For 5–6 marks
Expect weakly evidenced outlining of population/resource balance, the circular economy and other approaches.

For 7–8 marks
Expect a well-structured account which includes:

• either a well-evidenced synthesis of population/resource balance, the circular economy and other approaches
• or a critical conclusion (or ongoing evaluation) informed by geographical concepts and/or perspectives.

For 9–10 marks
Expect both traits.