TEST ON CLIMATE CHANGE ON MONDAY 14th JANUARY
Also for Monday please complete these two essays we discussed in class on seperate pages…you will peer mark them after the test on MONDAY so look carefully at the mark scheme.
a) Suggest reasons for the differences in carbon dioxide emissions shown. (10 marks)
Level 1 (1-4 marks) Little structure. Lists some data from Figure 8 and may assert that the US is rich / selfish, or that some countries have more people. Geographicalterminology is rarely used. There are frequent written language errors.
Level 2 (5-7 marks) Some structure; attempt to suggest multiple reasons for differences. Some geographical terminology is used. There are some written language errors.
Level 3 (8-10 marks) Well-structured account that provides explanations for a range of differences. Progresses beyond assertions about wealth / population sizes. Appropriate geographical terms show understanding. Written language errors are minor.
b) Examine the evidence used to investigate long term, medium and short term climate change (15 marks)
Level 1 (1-4 marks) – One or two generalised statements, perhaps about how climate change is being observed. Geographical terminology is rarely used. There are frequent written language errors.
Level 2 (5-8 marks) – Some structure. May suggest a key source of evidence e.g. ice cores but details are generalised. May ignore the three suggested time scales. Some geographical terminology is used. There are some written language errors.
Level 3 (9-12 marks) – Structured account that deals with all three scales, or a good account of a more narrow range of evidence (probably ice core analysis). Geographical terms show understanding. Written language errors are minor.
Level 4 (13-15 marks) – Well-structured account which discusses a range of evidence for the three time scales in detail. May begin to examine accuracy/reliability of evidence. Uses appropriate geographical terms and exemplification to show understanding. Written language errors are rare.