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GEO4B June 2016 – UK Energy Mix: Where does our power come from?

GEO4B 22 March 2016 – UK Energy Mix

Where does our Power come from?UK Total Energy Consumption (1970-2030)

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Changes over time? Reasons for the changes?

Can these factors/issue be overcome?

What alternative energy sources could be utilised?

What complex factors/issues surround natural gas extraction.

http://2.bp.blogspot.com/-Dln_iuFgfF8/UcyInCnaa1I/AAAAAAAAPTE/L6xq10enW7I/s1299/Bowland+Shale+1.jpg


Advice from the Chief Examiner

The GEO4B will test knowledge and understanding of human and physical geography and many of their different aspects; it will consider the synoptic links between the different topics; it will test application of fieldwork skills and the candidates’ research abilities; and they will expect all the candidates’ understanding to be applied to real places.

The GEO4B makes special demands on your geographical knowledge, understanding and skills. This A to Z is designed to help you:

Use the Advance Information Booklet (AIB) effectively Understand the nature of the assessment Produce good answers in the Exam

Analysis of data

Analysis means to identify values, relationships and patterns in the data and identify links between sets of data. You have to show that you can use statistical techniques to show the significance of observed relationships.

Before you answer question 1, maximise your potential mark by:

• Read all the questions first to allow you to prioritise.

• Plan your timing so that you attempt every question,

Search for cause

The AIB will provide information that may show geographical facts and, separately, what has caused them but not how or why they are linked. This allows the examiner to ask you to identify and discuss the causes. Predicting these questions is an important part of exam preparation.

Using data

Your answers will require response to data from the AIB and possibly from additional resources in the exam paper. Good students also use data to support their argument and justify decisions in answers.

Evaluation techniques

Evaluation assesses the worth or strength of information and can be applied to your own answers and to the other information in the AIB. It is an advanced skill, well worth practising.

Fieldwork

Your ability to plan hypothetical fieldwork that would extend a study could be assessed in the exam. Review fieldwork methods in your preparation.

Geographical focus in answers

Geography studies spatial characteristics of places. In your answers, refer to places, using examples to support your statements.

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Holistic assessment objective

Unit 4B has a synoptic or holistic focus. That means examiners will expect you to use ideas, concepts and skills learned from the whole of your two-year course. Be prepared by at least looking through the relevant sections of your Yr 12 notes during your revision programme.

Issue identification

Check the AIB carefully and list all the issues you recognise. To help organise them, you could classify them into social, economic, demographic and environmental.

Justification in your exam answers

Sometimes known as evidential style, justification simply means providing factual evidence or examples for the statements you make. (Many scripts use minimal justification, to their cost.)

Key words in exam questions

The most common key command words are: describe, explain, outline, compare, contrast, evaluate, justify, discuss, suggest. Practise using them when revising. Start your exam by underlining them, and stick to them throughout your answers.

Looking for links

Producing a linkage diagram or ‘mind map’ of the information in the AIB is a good way to familiarise yourself with the resources and where you will need to research missing links.

Map Skills

As a good geographer you must be able to:

• draw maps that are fit for purpose

• use maps accurately to gather information

• evaluate the limitations of maps.

(In the exam this could include Ordnance Survey maps.)

New information

The AIB is provided before the exam, so you have time to extend your knowledge of relevant current issues. Listen to the news and search the internet and be willing to introduce new information into your answers.

Options

Issues questions may require you to consider management options and justification your chosen option. A simple option classification could be:

• do nothing (let nature take its course)

• protect the existing situation

• sacrifice aspects of the existing situation to create a new, more stable situation

• create a new situation that resolves key issues.

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Data Presentation Skills

Know the different qualities of the range of numerical, graphical and mapped data presentation methods. Be able to recommend an appropriate one in an exam answer.

Questionnaire

If you decide to recommend a questionnaire in extension fieldwork you must go into more detail about the ‘who, what, when, where and how’ of the sample you would intend to use.

Reliability of data

You may be expected to consider the potential reliability of data provided. Consider the interests of the organisation who produced it, the size of their sample in the survey, the date of the data and, possibly, the freedom of information in that location.

Sustainability Management

UK Government policy promotes sustainability options in issue management, and exam questions may expect you to consider and evaluate these.

Geographical Terminology

Examiners identify and reward the use of correct, appropriate and extensive use of geographical terms in exam answers. Get used to using them in your exam preparation.

Showing your understanding

You will see ‘knowledge’ and ‘understanding’ separated in mark schemes. You show your critical understanding when you apply your knowledge to new situations. Many students miss out on easy marks by not focusing on showing understanding in their answers.

Viewpoints

Issues always involve opposing groups with different viewpoints, objectives and measures of success. You may be expected to recognise and balance opposing viewpoints in an unbiased way and justify your own viewpoint.

Winners and losers

All ‘real-world’ issue management has winners and losers. As you investigate the issues in the AIB, build up your awareness of winners and losers, with a knowledge of the clear reasons for these outcomes.

Adding the X-Factor to your answers

What makes your exam script stand out from the rest?

• using facts from real, named examples

• using maps and diagrams – with relevant annotation

• focusing exactly on the question throughout your answer

• providing that element of flair, or insight, and giving something which others may not give

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Year

Examiners get used to seeing old case studies year after year. Research this year’s current events to add to your answer and stand out from the crowd.

Being Zonal in your answers

Geography is about location, areas, regions, and zones. Be aware of and use zonal character (key distinguishing features and characteristics) in your analysis of located issues.

GEO4B – Advice and Hints from the Examiner

Information taken from: AQA (2008) GCE Geography Focus on A2, Presentation Notes (pg 20 -22)

What sort of preparation should be done?

Read and re-read the booklet to become absolutely familiar with the content and layout – know what is there and where it is. Perhaps even produce a short summary of each page.

Look up the meaning of any unfamiliar words and phrases. Use an atlas/other sources to ensure a working knowledge of the geographical area under consideration. List the concepts, theories, processes etc which are referred to in the AIB – do you understand them all?

Data Manipulation

You should also think about ways of manipulating data; looking at proportions, percentage changes etc (has anything doubled, tripled/halved?)

However, you must be aware of ‘data waffle’ describing masses of data rather than utilising it. The key as always is to look for trends, choose selective data to illustrate the point (but not too many pieces of

data) and identify any anomalies that may be apparent.

Use of OS Maps

Ensure you have sharpened up your map skills – it is always surprising how many have forgotten how to give a simple four figure grid reference.

You should be encouraged to be specific in your use of maps and should be able to give both 4 and 6 grid figure grid references, measure distances accurately, estimate areas, use direction and refer to relevant place names and human/physical features. (But again, beware of doing too much …)

Should you try to second – guess the questions? You will always try to do this, but there is an obvious pitfall. You may then find it difficult to answer a ‘different’

set of questions in the examination. However, it can be helpful to consider some of the questions/issue that might arise.

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Use of the Internet

This can be very useful from the point of view of researching relevant material and getting a ‘feel’ for the topic and location.

In some cases, the AIB itself acknowledges various internet sites and these are well worth looking into. You may even be directed to certain websites.

However, you should be careful that you are not drawn into extensive research of complex sites which may have marginal relevance or may provide biased points of views.

The Best Answers …

Demonstrate an intimate knowledge of the AIB Make reference to different items within the AIB and bring them together in an interesting and relevant manner. Show good insight into any data provided and utilise it well. Demonstrate knowledge and understanding of previous study. Look at the issue in terms of time scales – short Vs long term. Connections within and between scales Balance different points of views.

The Poorest Answers …

Are often brief and unstructured Contain large amounts of material/data that is simply copied from the AIB or perhaps has only minor changes to

the original wording. Demonstrate little familiarity with the AIB and little evidence of geographical thinking. Miss the sense of place.

Coming to a decision in an issue evaluation exercise

In the context of an issue evaluation exercise, you may or may not have to come to a decision, but you will certainly have to undertake some evaluation.

Remember that there is not usually a ‘right answer’ – it is how well you can support your arguments that is the key factor.

Note if you are asked to make a choice, it is important that you explain why have rejected other options rather than concentrating solely on the merits of your chosen option.

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Unit 4 – Geographical Issue Evaluation

20% of A Level

1 hour and 30 minutes written examination

60 Marks

GEO4B – Structured short and extended questions based on Advance Information Booklet (AIB), released on 22 March for June.

GEO4B Geographical Issue Evaluation

The Process of Issue Evaluation

To enable candidates to address issue evaluation they must:

Interpret a range of data and resources provided for them in an AIB Use techniques to present and analyse data from the AIB Consider how additional information could be collected using fieldwork, internet research and other methods Relate the data to the body of geographical knowledge and understanding developed through their AS and A2 studies. Where necessary, carry out further research into the issue or the area referred to in the AIB Be able to recognise and define an issue Consider evidence from different points of view Recognise shortcomings of the data and consider other possible sources through which those shortcomings could be

remedied Establish criteria for evaluation of the issue or for decision making Evaluate a range of options concerning the management of an issue or of a decision Identify and analyse potential areas of conflict Consider ways of resolving or reducing conflict Recommend a way of managing the issue or making a decision – and justify their recommendation Suggest the possible impact of action that could result from their recommendation. Review the process of issue evaluation.

The Economic and Politics of the Process

The issue analysis could include the role of economic and political factors in determining outcomes. For example, the role that economic factors could play in the management of physical landforms overwhelmed by tourism; the role of political factors in the selection of sites for out of town shopping areas or the role of environmental organisations in the development of energy schemes.

The Environmental Context

The impact of the issues on the environment Conservation and exploitation; sustainability and

growth

Assessment

Assessment will be achieved by means of an issue evaluation exercise located in a particular place or environment which candidates can study, with the AIB available from 22 March, preceding the examination. It is envisaged that, over time, a variety of scales will be used from local to regional, to national, to international. The context will also be varied from the UK to other countries thus representing countries in various stages of development. Where the context is drawn from those areas of the AS or A2 specification which are optional, material will be provided in the AIB in such a way as to enable all candidates to be assessed to A Level standard.


GEO4B June 2016 – UK – Energy Mix

Where does our power come from?

TASK 1 Identifying possible themes and Issues

(all info in AIB is provided for a reason i.e. contextual info or basis for questions in the exam)

Item 1 UK energy mix: Where does our power come from?

Item 2 Breakdown of energy consumption (1970-2030)

Item 3 Breakdown of sources of electricity (1970-2012)

Item 4 Projected future sources of electricity (2013-2030)

Item 5 Letter to the Guardian 5 June 2014 From Professor Richard Selley

Item 6 The Politics of Fracking: A Public Policy Dilemma?

Item 7 Plans for drilling exploration wells on The Fylde

Item 8 Regulation concerns

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TASK 1 The UK Energy Balance 2014 – From WWW.Carbonbrief.orgRead this article and record your thoughts in the space below:

Last year was a historic one for UK energy, with significant consequences for UK emissions.New data from the Department for Energy Climate Change (DECC) shows energy use fell to its lowest level for at least half a century, while coal use fell to levels not seen since the 19th century and renewable power increased by a fifth.Along with a record warm year, the combined impact of these changes was a 10% reduction in UK carbon emissions — the largest ever fall to accompany economic growth.Carbon Brief has five charts that show what happened to the UK’s energy mix in 2014.Energy lowFor decades if not centuries, a growing economy has usually been accompanied by rising energy use. Recessions have been the only sure-fire way to dampen rising demand. Since 2005, however, the UK has been busy breaking that link.In 2014 the downward trend accelerated, with a 6.6% reduction in energy use, even as the economy grew by a relatively rapid 2.8%. That left energy use last year down 18% since a 2005 peak and at the lowest level for at least half a century.Within that overall picture, there were large reductions in gas, oil and coal use (light grey, brown and dark grey areas, below). As first estimated by Carbon Brief in January, UK coal use in 2014 fell to levels last seen during the industrial revolution of the late 1800s.

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http://WWW.Carbonbrief.org/


UK primary energy use by source. Source: DUKES table 1.1.1. Chart by Carbon Brief.Fossil fuel lowTotal and fossil energy use were both down last year, making it hard to gauge the bigger picture. If we slice things up more simply, you can see that fossil fuels claimed a record low share of the UK energy mix in 2014, at 85% (grey area, below).

The UK’s energy mix since 1990. Source: DUKES table 1.1.1. Chart by Carbon Brief.

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http://www.carbonbrief.org/media/427753/uk-primary-energy-use.png

http://www.carbonbrief.org/media/427763/fossil-fuel-share-uk-energy-mix.png


Renewables grabbed a growing share of UK energy use, reaching 7% of the total in 2014. As a result, the UK beat its interim target on the path to a 15% by 2020 goal under the EU Renewable Energy Directive, including heat, power and transport.Longer-running data from BP shows that fossil fuels supplied 98% of the UK’s energy needs in 1965 and it’s a safe bet that last year’s low of 85% is a record for the modern era. Even so, the UK is a very long way from the decarbonised economy it is aiming for. The Climate Change Act commits the UK to an 80% reduction in emissions by 2050, against a 1990 baseline.Transport off-trendThough total energy use is falling, transport is bucking the trend with an increase in 2014 (blue line, below). Transport now accounts for two out of every five units of energy used in the UK. That’s worth remembering during climate and energy policy discussions, which tend to focus on electricity.

UK energy use by final user. Source: DUKES table 1.1.5. Chart by Carbon Brief.The recent increase in transport energy use is a combination of a growing economy, the rise of cheap short-haul air travel and falling oil prices, which have plummeted since last summer.Homes and industry are both trending downwards (purple and green lines), though domestic energy use varies from year to

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http://www.carbonbrief.org/media/427793/energy-use-by-sector.png


year depending on the weather. Last year was a case in point, as record warm temperatures reduced home heating demand.Coal down, renewables upWarm temperatures also filtered through to the power sector in 2014, again reducing demand. But a range of other factors, such as falling gas prices and the continued growth of renewables, had arguably more important impacts on the UK power sector.The big movers were coal, with generation falling by 23%, and renewables, which grew by 21%. The net result was that gas replaced coal as the number one source of UK electricity last year (light and dark grey areas, below), while renewables passed nuclear to claim third place (purple and green areas). Arguably a more important measure is the low-carbon share of electricity, which reached a record 38% last year.

Sources of electricity generation in the UK. Source: DUKES table 5.5. Chart by Carbon Brief. The decline in coal-fired power generation occurred for a number of reasons, which Carbon Brief explored in more detail earlier this year. The return of UK coal use to historic lows not seen since the late nineteenth century, was behind an unprecedented 10% reduction in UK carbon emissions. This shows why tackling coal use is at the heart of the climate problem.

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http://assets.carbonbrief.org/wp-content/uploads/2015/07/uk-elec-gen-by-source.png


The 21% growth in renewable generation also had a number of causes. First, the conversion of an additional unit from coal to biomass at Drax, the UK’s largest power station — a move that also contributed to the reduction in coal use.Second, it was relatively wet year in 2014, boosting output from the country’s hydro stations. Third, there was a large expansion of wind, with onshore capacity growing 13% and offshore by 22%. Finally and most dramatically, UK solar capacity nearly doubled in 2014, reaching 5.4 gigawatts.This trend accelerated in the first quarter of this year before coming to an abrupt halt after 1 April, when changes to solar subsidies kicked in. The recent announcement of further reductions in renewable energy support means recent rapid growth in the sector is unlikely to continue.UK power in 2014With dramatic annual shifts in UK electricity generation it would be easy to lose perspective, so the pie chart below shows a snapshot of the UK power mix in 2014. Despite large shifts in renewable and coal output, the UK mix is still dominated by fossil-fired generation (light and dark grey areas).

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http://www.carbonbrief.org/media/427773/share-uk-power-mix.png


The UK power mix in 2014. Source: DUKES table 5.5. Chart by Carbon Brief.Moreover, while solar power output doubled compared to 2013, it still provided only 1.2% of the UK power mix. More significant contributions came from wind, with nearly 10%, and bioenergy. These have, and will continue to be the largest sources of green power in the UK.ConclusionAs ever, the shifting face of UK energy illustrates how much is changing and yet how far there is to go on the path to a climate-compatible economy. Historic lows for energy use and coal, coupled with record highs for clean energy combined to push down emissions by 10%.However, the UK remains reliant on fossil fuels for 60% of its electricity and 85% of its total energy needs. It’s a long way from here to the decarbonised power sector of 2030 and the near-zero carbon economy of mid-century the UK aspires to.And finally…Below is a Sankey energy diagram for the UK. It was created by DECC and the Office for National Statistics.

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Energy Flow Chart 2014. Credit: DECC.The chart attempts to summarise how energy flows through the UK economy, from production and imports through exports, power generation and use. Click on the picture for a larger version — there’s an enormous amount of information in there.Of note, look at the relatively tiny size of electricity in the overall mix and the huge proportion of energy used for electricity generation that is wasted, due to heat losses from thermal power plants and electricity losses during transmission.

Summarise your thoughts here:

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Task 2 Read the following extract taken from http://www.bbc.co.uk/news/uk-england-lancashire-20627877

The search for shale gas in Lancashire's Bowland basin is back on after the government gave it the go-ahead. (13.12.2012)

It had been suspended in June 2011 after testing for shale gas reserves was found to be the "likely cause" of two earth tremors near Blackpool. Cuadrilla Resources owns four sites in Lancashire - Weeton, Singleton, St Annes and Banks - which are licensed to test for shale gas.The firm intends to extract the gas using a controversial technique called hydraulic fracturing, or fracking for short. So what effect will the resumption of testing and subsequent fracking have on the Fylde area?

Job creation

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Steve Pye, chairman of Fylde Federation of Small Businesses, believes fracking could be a boon for Blackpool and the surrounding area.

Analysis

By Chris RiderBBC Lancashire political reporter

The word fracking was first mentioned on BBC Radio Lancashire in January 2011.We knew very little about it then but we know a great deal more now. The government is treading carefully, especially after the two earth tremors on the Fylde, but Energy Secretary Ed Davey is keen to press ahead as long as it is safe. The big question is how will we know for sure? Lancashire is at the heart of all this and it will be Lancashire County Council who will decide whether to give Cuadrilla Resources the licence to proceed, a controversial decision for many, but a likely scenario if the government gives it the nod.

He said: "Fracking could totally transform the Fylde coast; it could be even bigger than oil was for Aberdeen."New markets generally create jobs, raise the level of skills in an area and drive up wages and property prices and also attract new investment."The business leader, who lives in Blackpool, said it would also boost both the construction and tourist industries.

He said: "There are so many empty hotels which could be upgraded or new houses built. People could not only bring their skills to the area - they could also bring their families here."As long as safety issues are overcome it is a positive step for the economy." The area has a wealth of highly-skilled engineers qualified to take up jobs created if fracking goes ahead, according to the head of engineering and computing at Blackpool and The Fylde College.

'Huge risks'Simon Hughes said: "Obviously it has to be executed safely but creating employment locally and enhancing the economy is always good news, particularly in light of job cuts at BAE Systems in Lancashire."We are not fracking experts but we would tailor courses like we do with many other industries we support."Mechatronics student Paul Machen, 37, from Blackpool, said: "Obviously it has to be safe but I'd be disappointed if it didn't go ahead here. "It would be great if Lancashire was at the forefront of it and I didn't have to move my family away."

providing it was safe it was a great opportunity However, many people are worried about the safety of the fracking process and the potential harm it could do to the Fylde coast.Tina Rothery of Residents Against Fylde Fracking (RAFF), one of numerous local anti-fracking groups, said the process posed "huge risks to the environment".She said: "It will entirely alter the character of the Fylde - it will be unrecognisable.

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"There will be a huge increase in traffic - with more than 350 vehicles going to each well per frack, house prices will drop, it will be harder to get insurance as people living near wells have found elsewhere and it will kill tourism."Who is going to come to a place where there are methane gas emissions and an industrial volume of traffic containing flowback water containing chemicals and radioactivity?"The trade offs for all these risks and sacrificing agricultural land and tourism is a promise of cheap gas and I've been told just 2700 jobs over nine years. Whoop-de-doo!"

CUADRILLA RESOURCES

Cuadrilla Resources which was set up in 2007 has four sites licensed for testing for shale gas in Lancashire

The licensed sites are Weeton (Preece Hall), Grange Hill, Singleton and Banks, west of Southport. It also owns sites in Wharles, Kirkham and Elswick which was fracked by previous owners

The company has also acquired three sites in Sussex - Balcombe, Cowden and Lingfield - but said it currently has no exploration plans other than sites on the Fylde

Mrs Rothery, from Blackpool, said the government had "railroaded shale gas exploration through without proper public consultation". Residents at Lytham's Cypress Point estate, the nearest residential area to Anna's Road site in St Annes, have mixed views.Helicopter pilot David McCowan said he can see the lights from the site at night from his back window.He said: "I'm not worried because it isn't on a massive scale; it is initial probing.

"Cuadrilla have sent regular updates through the post about progress and safety so we are informed."I would like more research of the long-term effects on an area if they don't find shale gas and abandon it."Retired Flora Campbell, who also lives on the Cypress Point estate, said: "We don't know enough about the damage it could do to the infrastructure of the estate."I would rather it wasn't done on our doorstep - we have enough problems here with it being built on marshland."Estate agent Richard Wilson said fracking would definitely impact on property prices in the area.He said: "It's not affected my sales but I have heard of other estate agents already who have had sales fall through near the Anna's Road site because of it."However, even though the government has announced testing of shale gas can continue, Cuadrilla said there would be a consultation and another licence required before fracking can go ahead.Record issues which are highlighted in the extracts or you can infer from the ‘well selected’ wording:

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TASK 3 Developing an understanding of energy consumption and where energy comes from – use figures P1 – P4

Fig No Summarise the Content Comments

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TASK 4 Summarise the main points from Professor Shelley’s letter. (Item 2 p7)

TASK 5 Extract the main points from Item 3 (Extracts from British Geological Survey (BGS) Report).

Key Fact

1

2

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3

4

5

6

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TASK 6 How Fracking works:

Using Figure P6 explain in your own words how fracking works:________________________________________________________________________________________________

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TASK 7 Use techniques to present and analyse data from the AIB

Study Item 5 Plans for drilling exploration wells on The Fylde state any local issues arising and how these could be removed

Plans Issue Resolution

EXAM TECHNIQUE

3(a) Suggest how you would present the data on ‘the numbers in each half-hour period passing in each direction’ collected in the manual count. (4 Marks)

Mark Scheme: Point mark, for each relevant, correct suggestion. Award a second mark for justification of each point.

Candidate AThe initial data is done as tally chart, due it its efficiency and simplicity. It records the numbers in each half hour period passing in each direction, their mode of travel, gender and age and is conducted for 10 hours through the day. The data could be presented as a compound bar chart showing gender and what modes of transport are used so a comparison could be drawn. Candidate BI would use a divided bar chart, with time of day along the x axis and number of people along the y axis. However within the bar for each half hour period, I would divide between the different modes of transport e.g. I would use a key to show what each colour in the bar represented. I would use separate bars for males and females, clearly labelled.

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EXAM TECHNIQUE

Comment on the difference between Scotland and the Highland Region in terms of i) the age structure of the population.

Mark Scheme

LEVEL 1 (1 – 3 Marks)Relevant data is lifted from the AIB but any comments on that data are basic and do not show any clarity or understanding. Data are not manipulated or linked. Only award marks for differences stated or implied. LEVEL 2 (4 – 5 Marks)Relevant data are selected and used to make clear geographical points. Only award Level 2 marks for clearly stated differences. In particular, expect to see: manipulation of data and linking and comparing of data from different parts of the table.

Candidate A

The Highlands has just less than half the population of Scotland and a smaller proportion of people of working age and thus a lower number of children and pensioners (dependents) than the rest of Scotland. The mean age of the Highland area is 40.02 which is 1.05 years higher than that of the rest of Scotland. The median age for both the Highlands and Scotland is also in the identical age range of 30 -44. The Highland appears to have an ageing population structure which begs the question as to whether there will be enough independents to support dependents in the future. Scotland contains CBDs and business districts which is probably the reasons for there being a greater proportion of inhabitants of working age. Young people going off to university and to gain world experience from the Highlands could also be a factor. Many people also move here to retire.

Candidate B

It is evident from the census data that although the age structure of the Highlands and Scotland is similar, at the age 18 – 24 there is a dip in the population numbers in the Highlands for example in Scotland 2.48% of the population are aged 18 – 19 whereas in the Highlands only 1.85% of the population are – this could be due to the fact that this is the age for teenagers to go to university or to seek full time employment and the Highland region may offer little opportunities for this. However as the population reach 45 and above they are more likely to live in the Highlands – for example only 19.39% of people living in Scotland are aged 45 – 49 whereas in the Highlands 21.44% of the population are aged 45 – 49. This older age structure is made apparent in the mean age of the population – the Highlands population on average are 1 year older than the average in Scotland.

(ii) employment structure

Mark Scheme

LEVEL 1 (1 – 3 Marks)Relevant data is lifted from the AIB but any comments on that data are basic and do not show any clarity of understanding. Data are not manipulated or linked. Only award marks for differences stated or implied. LEVEL 2 (4 – 5 Marks)Relevant data are selected and used to make clear geographical points. Only award Level 2 marks for clearly stated differences. In particular, expect to see manipulation of data and linking and comparing of data from different parts of the table.

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Candidate A

It is interesting to note that the Highlands appear to have more people working the in the primary sectors of agriculture, hunting and forestry, fishing and mining and quarrying at 6.53% compared to 3.68% in the rest of Scotland. The ecotourism and geotourism niche markets also mean that the Highlands have a greater proportion of people employed in the tourist sector which is reflected in the 3.59% difference in the hotel and catering sector. It seems in the Highland that females take up the majority of roles in the social sector highlighted in the 17.88% difference between males and females in the health and social work sector. Scotland containing many cities and business districts has a higher proportion of people in real estate, renting and business activities 11.7% compared to 9.87% in the Highlands.

TASK 8 Use techniques to present and analyse data from the AIB

Using the Ordnance Survey Map extract and the information from item 5 and Item 6, examine the impacts of the scheme to the local population, environment and economy (10 marks).

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Task 9 List 5 short term and 5 long term issues which could arise if the proposed extraction takes place:

Issue Short term Long term1

2

3

4

5

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Task 10:

List the concerns over Regulation of the industry, outline the issue and explain the potential problems they may cause:

Concern Issue Potential problems

TASK 11 Consider evidence and write arguments for the project from the Government/Cuadrilla’s point of view:

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TASK 12 Consider evidence and write arguments against the project from the local residents point of view:

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Renewable energy sources

Renewable energy sources quickly replenish themselves and can be used again and again. For this reason they are sometimes called infinite energy resources.

The advantages and disadvantages of renewable energy sources.

Type of energy Where it is from Advantages Disadvantages

Solar Energy from sunlight is captured in solar panels and converted into electricity.

Potentially infinite energy supply.Single dwellings can have own electricity supply.

Manufacture and implementation of solar panels can be costly.

Wind Wind turbines (modern windmills) turn wind energy into electricity.

Can be found singularly, but usually many together in wind farms.Potentially infinite energy supply.

Manufacture and implementation of wind farms can be costly.Some local people object to on-shore wind farms, arguing that it spoils the countryside.

Tidal The movement of tides drives turbines.A tidal barrage (a kind of dam) is built across estuaries, forcing water through gaps.In future underwater turbines may be possible out at sea and without dams.

Ideal for an island such as the UK.Potential to generate a lot of energy.Tidal barrage can double as a bridge, and help prevent flooding.

Construction of barrage is very costly.Only a few estuaries are suitable.Opposed by some environmental groups as having a negative impact on wildlife.May reduce tidal flow and impede flow of sewage out to sea.

Wave The movement of seawater in and out of a cavity on the shore compresses trapped air, driving a turbine.

Ideal for an island country.More likely to be small local operations, rather than done on a national scale.

Construction can be costly.May be opposed by local or environmental groups.

Geothermal In volcanic regions it is possible to use the natural heat of the earth.Cold water is pumped under ground and comes out as steam.Steam can be used for heating or to power turbines creating electricity.

Potentially infinite energy supply.Used successfully in some countries, such as New Zealand and Iceland.

Can be expensive to set up and only works in areas of volcanic activity.Geothermal and volcanic activity might calm down, leaving power stations redundant.Dangerous elements found underground must be disposed of carefully.

Hydrological or Hydroelectric Power (HEP)

Energy harnessed from the movement of water through rivers, lakes and dams.

Creates water reserves as well as energy supplies.

Costly to build.Can cause the flooding of surrounding communities and landscapes.Dams have major ecological impacts

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Type of energy Where it is from Advantages Disadvantages

on local hydrology.

Biomass Decaying plant or animal waste.An organic material, which can be burned to provide energy, eg heat, or electricity.An example of biomass energy is oilseed rape (the fields of yellow flowers you see in the UK in summer), which produces oil.After treatment with chemicals it can be used as a fuel in diesel engines.

It is a cheap and readily available source of energy.If replaced, biomass can be a long-term, sustainable energy source.

When burned, it gives off atmospheric pollutants, including greenhouse gases.Biomass is only a renewable resource if crops are replanted.

Wood Obtained from felling trees, burned to generate heat and light.

A cheap and readily available source of energy.If the trees are replaced, wood burning can be a long-term, sustainable energy source

When burned it gives off atmospheric pollutants, including greenhouse gases.If trees are not replanted then wood is a non-renewable resource.

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TASK 13 Consider how additional information could be collected using fieldwork and other methods

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ENQUIRY

Assess how the opinions to the proposed exploration vary in different settlements at different distances from the test drilling

site.

Research Question/Hypothesis

Methodology

Data Presentation

Data Analysis and Conclusion

Evaluation


TASK 14 Consider how you will subdivide the distance from the proposed site, and the amount of households you will visit, and would you sample the settlement types differently?.

Task 15 Write some different styles of question that you could use.

Q

1

2

3

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5

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TASK 16 Consider how additional information could be collected using fieldwork and other methods and recognise shortcomings

What factors/issues should the students’ take into consideration when planning their fieldwork? (5)

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How could these factors/issues be overcome? (5)

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TASK 17 Evaluate a range of Management strategies to solve g the long and short term issues of the proposed extraction.

Issue Short Term Solution Long Term Solution

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TASK 18 Evaluate the strengths and weaknesses of alternative methods of energy production

Project Strength Weakness

Solar

Wind

Tidal

Waves

Biomass

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TASK19 Establish a criteria for evaluation of the issue –Potential for gas extraction from Bowland-Hodder shales.– SWOT ANALYSIS

STRENGTHS WEAKNESSES

OPPORTUNITES THREATS

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TASK 20

Suggest which of the following would be the most suitable strategy to achieve increased energy production before 2050.

Fracking for natural gas extraction Solar energy Wind turbines

Justify your suggestion (15 Marks)

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TASK21 Review the process of evaluation and suggest possible impacts

Evaluate the arguments for fracking on the Fylde and suggest alternative methods of energy production for the future (15 Marks)

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EXAM TECHNIQUEThe last question in the AIB will require you to evaluate the issue or make a conclusion. It is important that you answer the questions in sequence as the examiners will ‘scaffold’ you to this final long answer question. Below are responses which have written to previous GEO4B papers.With reference to Figure P1, in the Advance Information Booklet, and the Ordnance Survey map extract, discuss how well the people in different areas of Guildford are provided with routes and open space for active leisure pursuits such as walking and cycling. (15 marks)

Mark schemeLevel 1 (1 - 6 marks)Some basic points are made, but these are not developed.Some observations from the maps are made but these are not clearly located and may show some misunderstandings.Some understanding of urban structure might be shown but this is superficial and lacks clarity.There is little attempt to discuss ideas.Level 2 (7 - 12 marks)The answer is clear with some development of ideas.Observations from the map are fairly clear and show some precision.There is some understanding of urban structure and this is applied reasonably well to the situation in Guildford. Sensible distinctions are made between different parts of the town and the types of housing area that are found in different parts.There is some attempt to discuss ideas.Level 3 (13 - 15 marks)The answer is developed well.Observations from the maps are precise and show geographical understanding.They are well located and provide a clear sense of place.The answer shows a good understanding of urban structure and this is applied clearly to the Guildford situation, with clear reference to a variety of different areas of the town. Distinctions are made between different parts of the town, showing some good geographical understanding. Ideas are discussed well, with understanding.Candidate BAt first glance provision for leisure pursuits such as walking and cycling appear substantial, for example the traffic free routes through Stoke Park in 0050 in the area of Stoke. Indeed off road cycling facilities also run parallel to Stoke Park between the A25 and the traffic free cycle route. A traffic free cycle route also exists along Moorfield Road to the industrial estate (0052) enabling workers to cycle here to work. However, for leisure purposes there seem few options. Most of the signposted routes are on main roads, the A3100 and A246 for example which could hardly be described as a leisurely place to walk or cycle. In addition certain routes that have been recommended by forums and cyclists for example on Ryde’s Hill (977514) which appears from the map to be safe, we found to be steep with numerous cars parked on either side making it dangerously narrow for cyclists and also a bus route again increasing danger to cyclists and not providing open space in the area of Stoughton (which coincidentally is the ward with the highest population density in Guildford). In areas such as Merrow however there is access to tennis courts, a playing field, Guildford Golf Club and the Merrow Downs – an area of Outstanding Natural Beauty. Whilst there are few cycle tracks/paths to link to the area, a traffic free cycle route runs through the Merrow Downs showing an example of open space for leisure pursuits such as walking and cycling (seen as Drove Road on P1 and marked as a trackway in 0349 on the OS map). In the area of Onslow (9849) to the south west of Guildford there is little provision for cyclists or walkers and little access to open space. Provision to such areas seems best perhaps in Merrow with less access to open space and cycling facilities in the west areas of Guildford, for example Stoughton. Where open spaces exist, there is not always access by cycle route directly for example Stringers Common 9952 or the Queen Elizabeth park 986526, indeed the area of Stoughton appears to have least provision of cycle routes linking to open space for the leisure of either cyclists or walkers.

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Lochinver and its surrounding area (known in the census as Data Zone SO1003967) is seen by some as a thriving rural community and by others as an area about which there is serious concern.

Discuss these two points of view with reference to the evidence provided. (15)

Mark SchemeLevel 1 (1-6 marks)The answer contains relevant points that have been lifted from the AIB without any development. Statements are basic and do not develop links between different ideas.Any evidence of research is limited and does not develop the answer beyond a basic and simple level of understanding.Level 2 (7-12 marks)An answer that selects the key indicators for thriving or not thriving, without developing them, is just into Level 2. Max 7 for only one view.The answer uses the evidence clearly to develop an argument. There is a clear understanding of how the health of the community might be assessed and then the evidence is fitted into this pattern, making clear links between ideas and facts.Evidence of other areas might be used in a generally relevant way to support the arguments that are being developed. The quality of written communication is clear and conveys the meaning well.Level 3 (13-15 marks)The answer is detailed and thorough. Data are used clearly and precisely to provide support for arguments. Alternative opinions and views might be given and clearly weighed up to provide a thorough argument. Evidence of other areas might be used well to support the argument that is being developed. The quality of written communication is clear and conveys the meaning with precision.Candidate C

The area within this data zone is part of the most sparsely populated country in the UK with a population density of approximately 1 person per square km. This may give reason as to why there is serious concern about the area because the very low population means the sense of community decreases, services may become less well provided for meaning individuals who live there can easily become socially isolated. The only main means of road access to Lochinver is via the A837 which follows on to a series of hamlets. This is regarded as limited access and can be regarded as unusable in some adverse weather conditions. The low population of the area (491) means that there may not be enough children to keep the very few primary schools/secondary schools open meaning that local children will be forced to travel further to school.

However some who see the community as thriving would argue that currently access to services are reasonably well, with local GPs on average 5.5 minutes away and supermarkets only 8.8 minutes. Although the long duration of public transport journeys to these services indicate the lack of provision in this sector because of the sparse population eg public transport time to shopping facilities in 2006 was 141.9 minutes, meaning people who do not own a car are at a severe disadvantage and are at risk of becoming socially isolated. However, unlike in Scotland as the Highland region 0% of the population aged 16-24 are claiming jobseekers allowance indicating the area is providing adequate employment for this cohort. Although there are very few members of this youthful cohort in the area (only 15 16-19 year olds out of 491) as they are known to migrate to more densely populated areas for a wider variety of jobs. However, the crafting, geotourism and agritourism industries in the data zone and Lochinver can be described as increasing. However to maintain this precious fragile environment tourism is small scale therefore can only increase up to a point. Crofting is also under threat as the Common Agricultural Policy does not favour small scale sustainable methods and cuts in subsidies mean many crofters are struggling, hence the increase in absentee rates.

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4 Discuss whether initiatives such as the creation of the North West Highlands Geopark can help isolated rural communities to survive as viable communities in the 21st century. (15)Mark SchemeLevel 1 (1-6 marks)Some relevant points are made but these are not well-expressed and are not linked together to provide a coherent and well-argued answer. The answer is vague with assertions that are not supported. It may just consist of a ‘wish list’. There is little attempt to link the answer into the whole of the candidate’s study of geography on the A Level course.Level 2 (7-12 marks)The answer is clear with some of the issues discussed in a reasonably well-structured way.Opinions are supported by some well-chosen details from the AIB and there may be evidence of further research by the candidate. There is some evidence that the candidate has taken ideas developed during the two-year course and has applied these to the topic in question in a way that shows a reasonable degree of understanding. Suggestions are realistic with some precision. There may be references to different initiatives in different parts of the area. There may be references to short and long term solutions. Written communication is clear and conveys the meaning well.Level 3 (13-15 marks)The answer is detailed and thorough, balanced and logical. It combines details from the AIB with information from the candidate’s own research and an understanding of the ideas developing during the two-year course. The answer shows a high level of geographical understanding. The quality of written communication is clear and conveys the meaning with precision.Candidate BThe Geopark status does indeed enhance the geographical, archaeological, ecological and cultural heritage of an area but it is difficult to determine whether such initiatives can help isolated rural communities in the 21 st century.Clearly the Geopark initiative has allowed local communities to ‘diversify into tourism niche markets’ (Item 1) and markets local produce such as clothing, arts and crafts and also comes with advertising benefits of ‘local events and activities to a wider audience’ (Item 1). It also provides new employment opportunities as now we are seeing 9.33% of the working population of the Highlands working in hotels and catering sectors. It also allows local produce from crafting to be promoted as highlighted in the ‘Food for thought’ section of Item 2 and allows local communities to be supported by the new abundance of visitors as highlighted in Item 2 where it states that visitors ‘play an active role in supporting local communities’. In turn, if crofting is supported by tourists, then other services are supported. On the other hand research has shown me that the area despite the Geopark initiative is still struggling as www.crofting.org shows that crofts are being abandoned. Whilst there is an unsatisfying demand for crofts, young people cannot afford crofts due to the distorted housing market and that some good crofts are being lost to developers. This highlights that young people are still finding it difficult to establish themselves and that traditions are still being challenged in the 21 st

century. The website www.hle.co.uk showed that although young people were proud of the region they were having to leave due to lack of education and economic opportunity. The CAP reform plans to reduce subsidies which will put pressure on crafting communities despite the Geopark initiative. It appears therefore that the Geopark initiative can help communities like this to attempt to survive but that other worldly factors may mean that they still find it difficult. However there can be other initiatives which can attempt to support it such as HICES (Highlands and Islands Croft Entrance scheme. The Talent Scotland Graduate Placement Programme and the donations of £166000 from the Scotland Rural Development Programme and the £9980 donation from the Big Lottery Awards for All scheme. These could combine with the Geopark initiative to sustain the viability of these rural communities as alone it doesn’t seem to have reduced population decline for instance.

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http://www.hle.co.uk/

http://www.crofting.org/

Documents

api.ning.comapi.ning.com/.../GEO4BJun2016UKEnergyMix.docx · Web viewAssessment will be achieved by means of an issue evaluation exercise located in a particular place or environment