Study Fig. 5.1, which is a diagram showing development indicators for four countries. [Figure 5.1]

Mark scheme

Marking points from the official mark scheme (Oct/Nov 2020). The mark or mark type is shown in brackets.

1. [1] Chad
2. [2] One mark for 2 correct plots
3. One mark for 3 lines
4. 2 @ 1 mark
5. [3] Ideas such as: 0 to 1 index is used; It is a composite indicator/looks at different/many/3/all/the important measurements/aspects/factors; It incorporates information on life expectancy, income/GNI and education/years of schooling (MAX 2)
6. 3 @ 1 mark
7. [4] Ideas such as: Variation in availability of/some parts have more resources or example; Variation in availability of/some parts have more energy supplies or example; Variation in availability of/some parts have more water supplies/rivers; Variation in ability to produce food/soil quality/some parts have more fertile soils; Variation in employment/some parts have more employment or example, e.g. industry, tourism, etc.; Variation in accessibility/roads/railways; Variation in access to education; Variation in access to health care; Whether areas are urban or rural; Coastal locations/proximity to ports/docks/trade; Variation in amount of government investment; Extremes of climate, e.g. desert areas tend to be less developed; Variation in terrain/mountain areas tend to be less developed; Civil wars, etc.
8. Note: 1 MAX 3 if comparison is between countries not within a country. 2 Do not accept 'lack of 'on its own as the question is looking for references to variation/differences between areas in the country.
9. 4 @ 1 mark
10. [3] Ideas such as: All children will be able to attend school/rural areas are poor and many people cannot afford to send children to school/sending children to school is free of charge; There are not enough schools in rural areas/increases access to schools in rural areas; Education leads to development; Children become more educated/develop more skills/learn to read and write/improve literacy; Children will get better/paid jobs when they leave school; Education is a right for all children/reduces inequality/gives equal rights to children in all areas; Likely to reduce migration to urban areas; People will have money to spend on food/basic needs; Large youthful population/many children; More jobs will be created for teachers/builders, etc.
11. 3 @ 1 mark
12. [5] Candidates can choose any of the three plans. Marks to be awarded for ideas which explain why the plan will result in development: e.g. Build a multi-purpose dam (Plan 2): Jobs are created (accepts examples as dev)/earn money; Water supplies will be increase; Reduction of water borne disease or example; Increasing food supplies/output from farms; More food will be exported; Electricity will be generated; Attracting manufacturing industry; Tourists will be attracted; Multiplier effect, etc.
13. e.g. Attract TNCs (Plan 3): Jobs are created (accepts examples as dev)/earn money; Development of transport links or examples; Development of specified infrastructure – electricity grid, sewage disposal, water supply; Foreign currency/money through taxes/money for government spending; Multiplier effect ; Easy access to electrical goods for local population
14. e.g. build tourist resorts (Plan 4): Jobs are created (accepts examples as dev)/earn money; Development of transport links or examples; Development of specified infrastructure – electricity grid, sewage disposal, water supply; Foreign currency/money through taxes/money for government spending; Multiplier effect; Cultural exchange; Development of different resorts/different types of customer means more business.
15. Note: 1 Reference to why the other plans have not been chosen is not relevant. 2 Reference to Plan 1 = 0 for all the answer 3 If no Plan number has been selected this may be identifiable from the text below. If this is not possibly the whole answer = 0 4 If more than one plan selected the best answer should be credited.
16. 5@1 mark or development
17. [7] Levels marking
18. Level 1 (1-3 marks): Statements including limited detail which describe how economic development is damaging the natural environment.
19. Level 2 (4-6 marks): Uses named example. More developed statements which describe how economic development is damaging the natural environment. (Note: Max 5 if no named or inappropriate example) Countries are Max 5 unless they are very small.
20. Level 3 (7 marks): Uses named example. Comprehensive and accurate statements, including some place references.
21. Content Guide: Any development should be describing damage to the natural environment not explaining the causes of it. However, this damage could result from to any economic development, e.g. manufacturing, tourism, extractive industry, farming, road building, logging, etc. and this does not need to be specified. Credit ideas as appropriate such as: Deforestation/loss of vegetation, Reduction of biodiversity, Extinction of species, Impacts on food chains Air pollution Water pollution Global problems, e.g. global warming, acid rain, etc.
22. Note: 1. Accept local or global impacts.
23. Place specific reference is likely to consist of: Locational details, Specific details of activities within the area Specific details of impacts, etc.