GAWA Year 12 Sem 1 2022 - Exam Marking Guide For Teachers Only

GEOGRAPHICAL ASSOCIATION OF WESTERN AUSTRALIA [Inc.
Year 12 ATAR GEOGRAPHY

Unit 3 Examination
Semester 1, 2022
MARKING GUIDE
for
TEACHER USE ONLY
NOTE:
Some element of teacher discretion will be required for the allocation of marks, with
specific reference to the quality of the answer.
Section One: Multiple-choice 20% (20 marks)
Each correct answer is worth one (1) mark.
Qu Ans Description
According to the line scale and the ratio provided, the scale of the topographic map is (b) One centimetre represents 500
Comment
metres on the ground.
1. (b)
interpret and express scale in written, linear and ratio (representative fraction) formats, and convert scale from one format to
Syllabus
another
By referring to the correct grid reference on the topographic map, students should be able to ascertain that the cultural feature
Comment in question is (c) a refuse tip. The closest alternative cultural feature would be (a) the caravan park. In any case, students
2. (c) should have been able to rule out both (b) and (d) as they are natural features.
Syllabus Identify and interpret natural features and cultural features on a map
Students are required here to make a judgement on the nearest section of the Katherine River and measure the distance from
Comment the caravan park accordingly. The Katherine River, at around GR 054002, measures close to 3.1 kilometres in distance from
3. (c) the caravan park in question.
Syllabus Apply the map scale to basic calculations to determine time, speed, distance and area
Comment This vehicle is travelling directly south and, as such, is travelling at a compass bearing of 180
4. (c)
Syllabus Establish direction on a map using general compass directions (16 points) and bearings
Comment The spot height in the area reference in question indicates that the land reaches a height of 102 metres above sea level.
5. (a) Interpret relief on a map using contours and height information (spot heights), to describe the steepness and shape of a
Syllabus
slope (concave, convex and uniform), and calculate the average gradient
There are several spurs jutting out within the given area. There is no consistent evidence of any of the other three
Comment alternative topographic features provided. Looking at the area in question, a possible alternative may have been
“valleys”; however, in its absence, the only possible correct answer is (c) spurs.
6. (c)
Identify different relief features (landforms, including hills, valleys, plains, spurs, ridges, escarpments, saddles, cliffs), types of
Syllabus
natural vegetation cover and hydrological features (land subject to inundation, perennial and intermittent water bodies)
As one travels west from Peckham Hill, the contour lines become increasingly widely spaced; indicating that the hill is steeper
Comment
towards the top and becomes more gentle in gradient towards the bottom. This indicates the slope is (a) concave in nature.
7. (a) Interpret relief on a map using contours and height information (spot heights), to describe the steepness and shape of a
Syllabus
slope (concave, convex and uniform), and calculate the average gradient
The run (the distance between the two points in question) is approximately 4km or 4,000m. The rise (the vertical difference
in elevation between the two points) is 16m. Apply the formula and calculations below to arrive at the correct answer.
Comment Gradient = rise: run
= 16: 4,000 Divide both sides of the ratio by 16 to arrive at
8. (d) = (16/16): (4,000/16)
= 1: 250 The best response is therefore (d)
Interpret relief on a map using contours and height information (spot heights), to describe the steepness and shape of a slope
Syllabus
(concave, convex and uniform), and calculate the average gradient
Fortunately, students are presented here with a roughly rectangular feature which allows them to calculate an answer, rather
than to simply estimate the area. Multiplying the approximate width of 650m by the length of 300m, students could calculate
Comment
the area to be around 195,000 square metres. Dividing by 10,000 square metres (the area of a hectare as stated in the
9. (a) question), students would arrive at an answer of 19.5 hectares, making option (a) 20 hectares the best answer.
Syllabus Apply the map scale to basic calculations to determine time, speed, distance and area
Students should use the map scale and their understanding of direction to establish that option (a) is the most correct
Comment response. Note - alternative (c) as a distractor, has the longitude incorrectly recorded first and therefore can’t be considered
10. (a) correct.
Syllabus Describe the site and situation of places
Using Source 1 and 2, students must use the available roads in the shortest possible route. Applying the scale from the
Comment satellite photograph, the measurement of approximately 13cm on Source 2 should enable students to arrive at a distance
11. (d) of (d) 13km.
Apply scale to the calculation of distance on remote sensing products; apply the map scale to basic calculations to
Syllabus determine time, speed, distance and area.
The areas marked as A and B can be classified as (a) agricultural in use. The main evidence supporting this conclusion is
Comment the reference to “tanks” and “grain silos” in this area on Source 1 and the cleared land visible on both sources. There is
little to no evidence supporting the other alternative land uses.
12. (a)
Identify, describe and interpret spatial patterns (including land use, settlement and transport), and spatial relationships
Syllabus between natural and cultural features on maps; compare the different types of information available from remote sensing
products with the information depicted on a topographic map
The most significant change visible is the new section of road heading west from the industrial area, which makes (c) the
Comment most correct response. There is no evidence of new drains, residential area or the Stuart Highway being widened.
13. (c)
Syllabus Use combinations of remote sensing products and topographic maps to provide information based on change over time
The photograph is looking east, with the image centred almost perfectly along northing 98. Features such as the industrial
Comment Katherine East Industrial Area in the background, the racecourse and a road-running east-west along northing 980 in the
14. (a) foreground all provide reliable reference points for students in attaining the answer of (a) east.
Syllabus Determine direction on remote sensing products.
The median means the middle of the set of figures, when ordered top to bottom. With there being 12 figures to assess,
Comment the median is taken by averaging the sixth and seventh highest numbers. These figures are 43mm and 29mm
15. (d) respectively, meaning the mean is (72/2), which makes (d) 36mm the correct response.
Calculate and interpret descriptive statistics, including central tendency (arithmetic mean, median, mode), variation
Syllabus (maximum, minimum and range) and frequency.
The mean annual temperature refers to the combined average of maximum and minimum temperatures for the whole
year. While it is possible for students to interpret the graph and take the mean of 24 values, it is probably more efficient
Comment for students to visually estimate a mean maximum temperature (around 34C) and a mean minimum temperature (around
16. (b) 20C) and to take the mid-point (average) of the two. The best answer is therefore (b) 27C, with the alternative answers
providing enough room for errors in estimation.
Syllabus (maximum, minimum and range) and frequency
This question requires students to understand the seven processes of land cover change which are identified in the
Comment syllabus. Without a definition for the term in the glossary of the syllabus for “agricultural expansion and intensification”,
it means that students must use their geographical knowledge and understanding to establish that (a) is the best answer.
17. (a)
Processes of land cover change (deforestation, the expansion and intensification of agriculture, rangeland modification,
Syllabus land and soil degradation, irrigation, land drainage and reclamation, and the growth of urban settlement, industry and
mining)
Both the title of the source and the vertical axis refer to year-on-year changes in forest area; however, the question asks
for an answer across a ten-year time period. Looking at the figures for the right-hand column for each region, we can
Comment see that North and Central America average 0.1 million hectares of forest loss per year, which means that it lost
18. (d) approximately 1 million hectares in total across the years 2010 to 2020.
Syllabus (maximum, minimum and range) and frequency.
Source 8 shows the worrying decrease in Arctic sea ice extent. Students are required to establish that the image shows
that change and that change only. While the decreasing extent of Arctic sea ice has been associated with a change in
Comment ice thickness and has had implications for biodiversity loss, none of these are shown. This makes (b) the only valid
19. (b) response.
The use of remote sensing images, other spatial technologies, and fieldwork to identify and measure the location, nature,
Syllabus rate, extent and consequences of land cover change.
The best option which encompasses the typically accepted definitions of a biome and an ecosystem is (b). In terms of
the other options, alternative (a) in this question is really a definition of natural biomes rather than ecosystems; (c) is false
Comment as it is the biotic factors, not abiotic ones, which define biomes; and (d) is untrue as it is ecosystems which can exist on
20. (b) very small scales.
The concepts of environment, natural and anthropogenic biomes, land cover change, ecosystem structure and dynamics,
Syllabus biodiversity loss, climate change and sustainability.
Multiple-choice answer analysis

(a) = 7 (b) = 4 (c) = 5 (d) = 4
NOTE:
Some element of teacher discretion will be required for the allocation of marks, with
specific reference to the quality of the answer.
Section Two: Short response 40% (40 marks)
Refer to Source 1: Katherine Topographic map 2005 to answer Question 21 and 22
Question 21
Describe two site features of Katherine (which includes Katherine East).
(2 marks)
Syllabus:
Describe the site and situation of places
Key word:
Describe – provide characteristics and features.
Teacher notes:
Site can be described by referring to the physical characteristics of the landscape of a place. For
students to achieve full marks they should write two clear sentences, describing different site
characteristics for each.
Example:
Valid answers include:
• Katherine is sited alongside the Katherine River. (Drainage feature)
• Katherine is mainly sited at an elevation of 100 – 120m above sea level (Elevation)
• Katherine is sited on a relatively flat floodplain (Topographic feature)
MARKING KEY
Description Marks
Correctly describes two site characteristics (e.g. elevation, slope, gradient, aspect,
2
topographic features, natural drainage, natural vegetation, soil)
Correctly describes one site characteristic only (e.g. elevation, slope, gradient,
1
aspect, topographic features, natural drainage, natural vegetation, soil)
No relevant attempt or an incorrect answer. 0
TOTAL 2
Question 22 (1 marks)
State the latitude and longitude, to the nearest minute, of the quarries in AR 1997.
Syllabus:
Establish position on a map using alphanumeric grid coordinates, eastings and northings, four figure area
references, six figure grid references, and latitude and longitude expressed in degrees and minutes
Key word:
Express the main points(s) of an idea or topic
Teacher notes:
Students should use the latitude and longitude coordinates in non-bold font around the edge of the
map, and with reference to latitude first, state the latitude and longitude as: 14  29’ S 132 24’ E.
MARKING KEY
Description Marks
Correctly states the latitude and longitude of the quarries as 14 29’ S 132 24’ E. 1
Does not correctly state answer. 0
TOTAL 1
Identify the features indicated at C and D on Source 3: Katherine oblique photograph 2021.
Syllabus:
Use remote sensing products as an aid to interpreting natural and cultural features shown on
topographic maps
Key word:
Identify – recognise and name.
Teacher notes:
Students needed to refer to both sources in order to ascertain the two features as:
• C: University
• D: Bicentennial Road
MARKING KEY
Description Marks
Correctly identifies both features. 2
Correctly identifies one feature. 1
No correct answer. 0
TOTAL 2
Refer to Source 1 Katherine topographic map 2005 to answer Question 24.
(a) Complete a cross section of the line between GR 080000 and GR140000. (4 marks)
(b) On the cross section, label:

• Cleared land
• Stream
(2 marks)
Syllabus:
Interpret, construct and annotate cross sections to show natural and cultural features on the
landscape
(a)
MARKING KEY
Description Marks
Correctly completes and labels the axes of the cross section, accurately showing
4
variations in height and slope of the land in the area indicated.
Correctly completes the cross section, accurately showing variations in height and
3
slope of the land in the area indicated, with one error.
Completes the cross section, showing variations in height and slope of the land in
2
the area indicated, with two significant errors.
Completes the cross section with significant errors. 1
Bears no resemblance to the correct cross section. 0
TOTAL 2
(b)
MARKING KEY
Description Marks
Correctly locates and labels cleared land and the stream. 2
Correctly locates and labels either one of cleared land or stream. 1
Does not correctly locate and label either of the features. 0
TOTAL 2
Refer to Source 1 Katherine topographic map 2005 and Source 2 Katherine satellite image 2021
Describe one (1) example of a change in land use that can be observed in Source 2 when
compared to Source 1 within the area bordered by Eastings 08 and 10 and Northings 98 and 00.
Syllabus:
Interpret and describe changing patterns and relationships that have taken place over time
Key word:
Teacher notes:
Students should provide a description of the land cover that existed in the area previously (2005)
and describe the land cover that is now found in the same location, supporting with a description
of the exact location (either through a grid reference or through a worded description of the
location).
The only significant change in land cover within the specified area is outlined below.
Example:
There has been a clearing of vegetation in the form of medium density trees/forest (2005) around
GR 088989. In this area there has been a new residential development by 2021. The development
appears to consist of new roads and houses.
MARKING KEY
Description Marks
Describes accurately a change in land cover, by clearly identifying the original
land cover (2005) and the subsequent change in land cover (2021), with 2
reference to a location within the area specified.
Refers generally to the land cover in 2021 but does not articulate a change, for
1
example by failing to identify original land cover.
TOTAL 2
Explain the concept of an urban heat island.
Syllabus:
The impacts of land cover change on local and regional environments, including changes to the
water cycle, soil erosion and degradation, loss of habitat and biodiversity, the degradation of
aquatic and marine environments, loss of ecosystem services, changes to regional climates, and
urban heat islands.
Key word:
Explain – relate cause and effect; make the relationships between things evident; provide why
and/or how.
Teacher notes:
Students should show an understanding of the phenomenon of urban heat islands and the way
that they can influence climates on a local scale.
Example:
Urban heat islands refer to the heightened temperatures experienced in urban areas relative to
their surrounding environment (such as agricultural areas or forests). They are caused by the low
albedo of urban surface cover (for example, roads and buildings), which absorb radiation and then
release it as heat energy. Urban areas such as London and New York have been found to reach
temperatures 10°C higher than those of surrounding rural areas or areas of natural vegetation,
highlighting the impact of land cover change on local scale environments over time.
MARKING KEY
Description Marks
Explains accurately and in detail the concept of an urban heat island,
incorporating a clear definition of the concept, and providing strong supporting
3
elaboration. May refer to a valid example of a place affected or relevant
statistical data to support.
Explains in detail the concept of an urban heat island, incorporating a definition
of the concept, and providing some supporting elaboration. May lack reference 2
to a valid example or data to support.
Explains in limited detail the concept of an urban heat island. May contain
1
inaccuracies in explanation.
TOTAL
Refer to Source 6: Annual net changes in forest area between 1990 and 2020 to
answer Question 27 below.
Describe and propose reasons for the observed trend in changes in forest area in Oceania during
the time period shown.
Syllabus:
Interpret and construct tables and graphs, including: picture graphs; line, bar and compound
graphs; histograms; scattergrams; climatic graphs; pie graphs; flowcharts and population pyramids
Key word:
Propose - Put forward (for example, a point of view, idea, argument, suggestion) for consideration
or action.
Teacher notes:
The graph shows that Oceania has varied in terms of its deforestation and reforestation rates over
the 30-year period.
Example:
Between 1990 and 2010, Oceania lost an average of 0.2 million hectares of forest area per year.
In the next decade, forest area grew by an average of 0.4 million hectares per year. The initial
period of deforestation could be explained by human activities such as mining, farming and urban
expansion and the impact of these activities on land cover. Underlying factors such as population
growth, economic growth and technological advancement all likely played roles, too. In the
decade from 2010 to 2020, reforestation has occurred around Oceania. This could be explained
by improvements in rehabilitation (e.g. mine rehabilitation) and programs for re-planting trees (e.g.
for climate mitigation), implemented increasingly by governments and non-government
organisations around regions such as Oceania in recent years.
MARKING KEY
Description Marks
Accurately describes the changes over time in forest area in Oceania, with clear
reference to the source. Proposes valid reasons for the changes, referring to relevant 4
supporting evidence such as geographical concepts, data and/or examples.
Describes the changes over time in forest area in Oceania, with some reference to the 3
source. Proposes reasons for the changes, referring to some supporting evidence.
Describes the changes over time in forest area in Oceania mostly accurately. Proposes 2
reasons for the changes, with limited evidence to support.
Describes the changes in forest area inaccurately. Proposes reasons for the changes 1
that are of limited validity.
TOTAL
Refer to Source 5: Processes of land cover change to answer Question 28 below.
Describe a process of land cover change and explain an impact it has had on a regional scale
environment.
Syllabus:
Processes of land cover change (deforestation, the expansion and intensification of agriculture,
rangeland modification, land and soil degradation, irrigation, land drainage and reclamation, and
the growth of urban settlement, industry and mining)
The impacts of land cover change on local and regional environments, including changes to the
water cycle, soil erosion and degradation, loss of habitat and biodiversity, the degradation of
aquatic and marine environments, loss of ecosystem services, changes to regional climates, and
urban heat islands.
Key word:
and/or how.
Regional scale – referring to an area or region, often by name. For example, “the Wheatbelt” is
typically recognised as a regional scale environment.
Teacher notes:
Students must choose a process of land cover change from the syllabus (provided in the source) and
link to relevant impacts from the source.
MARKING KEY
Description Marks
Describes in detail a process of land cover change, including some or all of its key
characteristics, such as the location and nature of the process. Links the process very
clearly to an impact of land cover change. Explains in depth and with appropriate 5-6
geographical terminology, the relevant impact, supporting the answer with relevant
concepts, models (e.g. diagram), data and/or examples of regions affected.
Describes a process of land cover change, including some of its key characteristics,
such as the location and nature of the process. Links the process clearly to an impact 3-4
of land cover change. Explains the relevant impact on a regional scale environment
with some supporting evidence such as data and examples.
Describes a process of land cover change in limited detail. Links the process to an
impact of land cover change; however, the link between process and impact may lack 1-2
clarity. Briefly explains an impact without clearly defining a regional scale environment.
Insufficient supporting evidence.
TOTAL
Refer to Source 7 Ground level photograph of deforestation in the Amazon rainforest.
Question 29
(4 marks)
Explain how:
(i) one advancement in technology has increased the rate of land cover change
(ii) another advancement in technology has decreased the rate of land cover change
Syllabus:
World population growth, growing affluence, advances in technology and their impact on the
nature, rate and extent of land cover change and biodiversity loss
Key word:
and/or how.
Teacher notes:
Students can refer to a variety of relevant advancements in answering the question.
It should be noted that technological advancements should not limit students to technologies from
today. The sample answer below refers to advancements over the last century which answer the
question in a valid and accurate way.
Example:
The mechanisation of land clearing, as seen in Source 7, is an advancement in technology that has
increased the rate of land cover change over the last century. The increased power and efficiency
of machinery such as chainsaws, bulldozers, excavators, and other land clearing technology, all of
which became more widely available over the last 50 to 100 years, saw global land clearing rates
peak at approximately 16 million hectares per year in the 1990s.
Remote sensing is a technology that has successfully decreased the rate of land cover change
around the world. It has done so through the use of satellite technology which, since the late-1970s
has recorded images of the Earth’s surface from space, heightening awareness of loss of Arctic sea
ice (as seen in Source 8) as well as deforestation (e.g. Amazon and Borneo rainforests) and
contributing to the decreased rate of global land cover change over the last three decades,
according to the FAO Global Forest Resource Assessment (2020).
MARKING KEY
Description Marks
For each advance in technology x 2
Provides a detailed explanation of a relevant advancement in technology and explains
clearly how this advancement has led to a change in rate of land cover change. Includes
2
supporting evidence such as relevant concepts, examples and/or data to support
explanation.
Provides an explanation of an advancement in technology that is limited in detail and
1
links to a change in rate of land cover change with little supporting evidence.
TOTAL 4
Outline one major piece of evidence for climate change or biodiversity loss over recent human
history and over geological time.
Syllabus:
One major type of evidence for climate change in recent human history and through geological
time; one major type of evidence for biodiversity loss in recent human history and through
geological time
Key word:
Outline - Sketch in general terms; indicate the main features of.
Teacher notes:
Students’ answers must relate to the scientific evidence which tells us that climate change or
biodiversity loss have occurred (or are occurring at present). This should not be confused with the
causes of these phenomena, nor the impacts of their occurrence, although in some cases there may
be some overlap. Major evidence can come in the form of:
Recent human history Geological time
Climate • Instrumental temperature record Proxy records such as:
change • Rainfall data • Ice cores
• Glacier retreat • Pollen records
• Sea level rise
Biodiversity • Extinction rates Proxy records such as:
loss • Pollen records
• Fossil records
• Ocean and lake sediment data
MARKING KEY
Description Marks
3 marks for the evidence over recent human history
Outlines clearly and accurately the relevance of the type of evidence for climate change
or biodiversity loss. Refers to relevant supporting data and/or examples from the 3
evidence to support the answer.
Outlines the relevance of the type of evidence for climate change or biodiversity loss. 2
Refers to some data or example(s) from the evidence to support the answer.
Outlines in limited detail the type of evidence for climate change or biodiversity loss. 1
3 marks for the evidence over geological time
Outlines clearly and accurately the relevance of the type of evidence for climate change
or biodiversity loss. Refers to relevant supporting data and/or examples from the 3
evidence to support the answer.
Outlines the relevance of the type of evidence for climate change or biodiversity loss.
2
Outlines in limited detail the type of evidence for climate change or biodiversity loss.
1
TOTAL 6
Distinguish, with examples, between land cover restoration and land cover rehabilitation.
Syllabus:
Approaches to land cover restoration and rehabilitation, and the mitigation of future land cover
changes, including preservation strategies
Key word:
Distinguish - Recognise or note/indicate as being distinct or different from; note differences
between.
Teacher notes:
Land cover restoration refers to management strategies that aim to return land cover to its original
environmental quality after land cover change has occurred. It therefore requires a high degree of
expertise and capital investment for it to be successful. In contrast, land cover rehabilitation refers
to a slightly lower level of management whereby the impacts of land cover change are addressed
and the environment is repaired to a standard that is close to, but not the same as, the original
environmental quality.
MARKING KEY
Description Marks
Comprehensively describes the concepts of land cover restoration and rehabilitation and
distinguishes between them by clearly identifying one or more significant differences. 4
Uses one or more valid supporting examples to highlight differences.
Describes the concepts of land cover restoration and rehabilitation and distinguishes
between them by identifying one or more significant differences. May or may not refer to 3
valid supporting examples to highlight differences.
Describes, with moderate accuracy, the concepts of land cover restoration and 2
rehabilitation and distinguishes between them by identifying a significant difference.
Vague description of land cover restoration and rehabilitation and does not clearly
1
distinguish between the two. Lacks relevant supporting examples.
TOTAL
NOTE ON EXTENDED RESPONSE SECTION:
In line with recent changes in the ATAR Geography Examination, students are no
longer specifically directed to refer to particular broadsheet sources in this section.
However, teachers should reward students who are able to include accurate and
detailed reference in their response to any of the sources on the Broadsheet, as
reflected in the Marking Key for each question.
Note that in ‘Instructions to Candidates’ on page 2 of this Examination document the

following instruction is stated:
6. You are encouraged to refer to the sources on the Broadsheet to support your answer for any question.
Section Three: Extended response 40% (40 marks)
PART A: Answer either Question 32 or Question 33 20% (20 Marks)
(a) Explain two anthropogenic causes of either global climate change or biodiversity loss.
(8 marks)
Syllabus:
The causes (natural and anthropogenic) and rate of global climate change
The causes (natural and anthropogenic) and rate of biodiversity loss.
Key word:
and/or how.
Teacher Notes:
The following table includes some of the natural and anthropogenic causes of climate change
and loss of biodiversity.
Anthropogenic causes
Global climate change • Combustion of fossil fuels for
o Power generation
o Transport
o Other urban land uses
• Agriculture
• Land clearing / deforestation
Loss of biodiversity • Climate change.
• Land cover change
• Habitat loss and fragmentation
• Pollution
• Invasive species
• Overexploitation.
22
Marking Key:
For full marks, students should explain two anthropogenic causes relating to their depth study.
Description Marks
A detailed and comprehensive explanation is given. Integrated information about two 7-8
anthropogenic causes of either climate change or loss of biodiversity is provided. Makes
appropriate and frequent reference to models, concepts, and/or theories. A wide range
of appropriate supporting evidence is used to develop and strengthen the description,
including accurate reference to the source. The accurate use of relevant geographical
terminology and concepts helps to develop a cohesive, concise and articulate answer,
with well-developed sentences and paragraphs in an extended answer format.
A detailed explanation is given. Complete and accurate information about two 5-6
anthropogenic causes is provided. Makes appropriate reference to models, concepts
and/or theories. A range of supporting evidence is used to develop and expand the
description, including accurate reference to the source. Relevant geographical
terminology and concepts helps to develop a cohesive and detailed answer, with well-
developed sentences and paragraphs in an extended answer format.
A mostly appropriate explanation is given. General, relatively accurate information about 3-4
two anthropogenic causes is provided; or more comprehensive explanation about one
cause only. Makes general reference to models, concepts and/or theories. Some
supporting evidence is used to develop the description, which may include a generalised
reference to the source. Geographical terminology and concepts are applied to construct
a response which shows some detail but may have difficulty articulating ideas.
A limited explanation is given. Some generalised information about one or two 2
anthropogenic causes is provided. Makes occasional reference to models, concepts
and/or theories. Limited evidence is used to support statements and generalisations and
the source may not be acknowledged. There is limited use of geographical terminology
and concepts in a largely unstructured response.
A very basic description is given. Little detail about a major natural or anthropogenic 1
cause for either climate change or loss of biodiversity is provided. Makes very limited
reference to models, concepts and/or theories. Insufficient evidence is presented in the
description and the source may not be acknowledged. There is limited use of
geographical terminology and concepts and poor literacy skills may contribute to a
response that is difficult to understand.
No relevant attempt. 0
TOTAL 8
(b) Evaluate two projected impacts of either global climate change or biodiversity loss.
(12 marks)
Syllabus:
The projected impacts of global climate change
The projected impacts of loss of biodiversity
Key word:
Evaluate – make a judgement based on criteria; determine the value of.
Teacher Notes:
Some of the projected impacts of global climate change or loss of biodiversity are:
Projected impacts
Global climate change  Global aggregate impacts -
(e.g. rise in average global temperatures, increased outbreaks of pests/weeds).
 Increase in extreme weather events -
(e.g. increase in frequency and magnitude of atmospheric hazards such as
cyclones).
 Greater distribution of impacts -
(e.g. the spread of desertification, acidification of the world’s oceans).
 Occurrence of large-scale singular events -
(e.g. tipping points from which the Earth’s natural systems may not be able to
recover).
Loss of biodiversity  Disruption of processes within natural systems -

(e.g. changes to food chains/web, energy flows through ecosystems).
 Natural systems become less resilient -
(e.g. loss of biodiversity can expose natural systems to damaging large scale
singular events).
 Collapse of ecosystem services -
(e.g. the ability of the environment to provide clean air, fresh water, food security).
 Extinction of species -
(e.g. an ultimate and irreplaceable loss of biodiversity).
Refer next page for Marking Key

20
Marking Key:
For full marks, students should evaluate the projected impacts of either global climate change or
loss of biodiversity with reference to two projected impacts.
Description Marks
A detailed and comprehensive evaluation is given, clearly assessing the significance of the 11-12
projected impacts. Integrated information about two (2) projected impacts of global climate
change or biodiversity loss is provided, along with appropriate and frequent reference to
models, concepts, and/or theories. A wide range of appropriate supporting evidence is
used to develop and strengthen the evaluation. The accurate use of relevant geographical
terminology and concepts helps to develop a cohesive, concise and articulate answer, with
well-developed sentences and paragraphs in an extended answer format.
A comprehensive evaluation is given, clearly assessing the significance of the projected 9-10
impacts. Complete and accurate information about two (2) projected impacts of global
climate change or biodiversity loss is provided, along with reference to models, concepts
evaluation. Relevant geographical terminology and concepts helps to develop a cohesive
and detailed answer, with well-developed sentences and paragraphs in an extended
answer format.
An appropriate explanation is given with some evaluation. General, relatively accurate 7-8
information about two (2) projected impacts of global climate change or biodiversity loss
is provided, along with general reference to models, concepts and/or theories. Some
supporting evidence is used to develop the discussion. Geographical terminology and
concepts are applied to construct a response which shows some detail but may have
difficulty articulating ideas.
An appropriate explanation is given, possibly with some limited evaluation. General, 5-6
relatively accurate information about two (2) projected impacts of global climate change
or biodiversity loss is provided, along with general reference to models, concepts and/or
theories. Some supporting evidence is used to develop the explanation. Geographical
terminology and concepts are applied to construct a response which shows some detail
but may have difficulty articulating ideas.
An explanation, identifying the cause and/or effect. Some generalised information about 3-4
one (1) or two (2) projected impacts of global climate change or biodiversity loss is
provided, along with occasional reference to models, concepts and/or theories. Limited
evidence is used to support statements and generalisations. There is limited use of
geographical terminology and concepts in a largely unstructured response.
A very basic explanation. Little detail about the projected impacts of global climate change 1-2
or biodiversity loss is provided, along with very limited reference to models, concepts
and/or theories. Insufficient evidence is presented in the explanation. There is limited use
of geographical terminology and concepts and poor literacy skills may contribute to a
response that is difficult to understand.
TOTAL 12
(a) Explain two natural causes of either global climate change or biodiversity loss.
(8 marks)
Syllabus:
The causes (natural and anthropogenic) and rate of global climate change and biodiversity loss.
Key word:
and/or how.
Teacher Notes:
The following table includes some of the natural and anthropogenic causes of climate change and loss
of biodiverity.
Natural causes
Global climate change • Solar variations
• Changes to earth’s orbit and tilt
• Changes in atmospheric composition
• Plate tectonics
• Volcanic eruptions.
Loss of biodiversity • Mass extinctions
• Volcanic eruptions – flood basalt events
• Changes to earth’s orbit and tilt.
22
Marking Key:
For full marks, students should explain two natural causes relating to their chosen depth study.
Description Marks
A detailed and comprehensive explanation is given. Integrated information about two 7-8
natural causes of either climate change or loss of biodiversity is provided. Makes
appropriate and frequent reference to models, concepts, and/or theories. A wide range
of appropriate supporting evidence is used to develop and strengthen the description,
including accurate reference to the source. The accurate use of relevant geographical
terminology and concepts helps to develop a cohesive, concise and articulate answer,
A detailed and comprehensive explanation is given. Complete and accurate information 5-6
about two natural causes is provided. Makes appropriate reference to models, concepts
description, including accurate reference to the source. Relevant geographical
developed sentences and paragraphs in an extended answer format.
A mostly appropriate explanation is given. General, relatively accurate information about 3-4
two natural causes is provided; or more comprehensive explanation about one cause
only. Makes general reference to models, concepts and/or theories. Some supporting
evidence is used to develop the description, which may include a generalised reference
to the source. Geographical terminology and concepts are applied to construct a
response which shows some detail but may have difficulty articulating ideas.
A limited explanation is given. Some generalised information about one or two natural 2
causes is provided. Makes occasional reference to models, concepts and/or theories.
Limited evidence is used to support statements and generalisations and the source may
not be acknowledged. There is limited use of geographical terminology and concepts in
a largely unstructured response.
A very basic description is given. Little detail about a natural cause for either climate 1
change or loss of biodiversity is provided. Makes very limited reference to models,
concepts and/or theories. Insufficient evidence is presented in the description and the
source may not be acknowledged. There is limited use of geographical terminology and
concepts and poor literacy skills may contribute to a response that is difficult to
understand.
TOTAL 8
(b) Evaluate two effects of either global climate change or biodiversity loss upon land cover in
natural and anthropogenic biomes.
(12 marks)
Syllabus:
The effects of climate change on land cover in natural and anthropogenic biomes
The effects of biodiversity loss in natural and anthropogenic biomes on ecosystem services and
species, ecosystem and genetic diversity; loss of human foods and medicinal plants
Key word:
Teacher Notes:
Glossary:
Land cover transformation - refers to the changes that have taken place in natural environments
due to a variety of natural and/or human-induced causes.
Anthropogenic biomes – biomes that are the result of sustained direct human interactions with
ecosystems.
Biome - A community of life forms adapted to a large natural area.
Teacher Notes:
Some of the effects of either climate change or loss of biodiversity in natural and anthropogenic
biomes:
Natural biomes Anthropogenic biomes

 habitat change  global warming
 disruption of ecosystem structure  increase in extreme weather events
Global climate change  migration of species  collapse of ecosystem services
extinction of species.  movement of people from the margins.
 less genetic diversity  collapse of ecosystem services
 less resilient natural systems  destruction of environmental buffers
Loss of biodiversity  disruption of ecosystems and habitats  increase in invasive species
 invasion of species.  reliance on genetic modification.

24
Marking Key:
Description Marks
A detailed and comprehensive evaluation is given. Integrated information about the 11-12
effects of climate change or loss of biodiversity in one (1) natural biome and one (1)
anthropogenic biome is provided, along with appropriate and frequent reference to
models, concepts, and/or theories. A wide range of appropriate supporting evidence is
used to develop and strengthen the evaluation. The accurate use of relevant
geographical terminology and concepts helps to develop a cohesive, concise and
articulate answer, with well-developed sentences and paragraphs in an extended answer
format.
A comprehensive evaluation is given. Complete and accurate information about the 9-10
effects of climate change or loss of biodiversity in one (1) natural biome and one (1)
anthropogenic biome is provided, along with reference to models, concepts and/or
theories. A range of supporting evidence is used to develop and expand the evaluation.
Relevant geographical terminology and concepts helps to develop a cohesive and
detailed answer, with well-developed sentences and paragraphs in an extended answer
format.
An appropriate explanation is given with some evaluation. Complete and accurate 7-8
information about the effects of climate change or loss of biodiversity in one (1) natural
biome and one (1) anthropogenic biome is provided, along with reference to models,
concepts and/or theories. A range of supporting evidence is used to develop and expand
the discussion. Relevant geographical terminology and concepts helps to develop a
cohesive and detailed answer, with well-developed sentences and paragraphs in an
extended answer format.
An appropriate explanation is given, possibly with some limited evaluation. General, 5-6
relatively accurate information about the effects of climate change or loss of biodiversity
in one (1) natural biome and one (1) anthropogenic biome is provided, along with general
reference to models, concepts and/or theories. Some supporting evidence is used to
develop the explanation. Geographical terminology and concepts are applied to
construct a response which shows some detail but may have difficulty articulating ideas.
A limited description. Some generalised information about the effects of climate change 3-4
or loss of biodiversity in natural and/or anthropogenic biomes is provided, along with
occasional reference to models, concepts and/or theories. Limited evidence is used to
support statements and generalisations. There is limited use of geographical terminology
and concepts in a largely unstructured response.
A very basic description. Little detail about the effects of climate change or loss of 1-2
biodiversity in natural and/or anthropogenic biomes is provided, along with very limited
reference to models, concepts and/or theories. Insufficient evidence is presented in the
explanation. There is limited use of geographical terminology and concepts and poor
literacy skills may contribute to a response that is difficult to understand.
TOTAL 12
27
Section Three: Extended response 40% (40 marks)
PART B: Answer either Question 34 or Question 35 20% (20 Marks)
(a) Describe one local scale strategy for mitigating either global climate change or biodiversity
loss.
(8 marks)
Syllabus:
The current and proposed strategies, at local to global levels, implemented to mitigate the
adverse effects of either global climate change or loss of biodiversity
Key word:
Glossary:
Teacher Notes:
The term “local scale” does not take on a definitive area or extent in this syllabus. Typically, “local
scale” will be taken to mean “within a daily sphere of influence for a person or group of people”.
Examples such as local government areas are most certainly allowable, and generally whole towns
and cities could be considered as being local scale examples. Teacher discretion is required where
a student’s answer may border on being regional in scale.
Some of the current and/or proposed strategies implemented to mitigate the adverse effects of
global climate change or loss of biodiversity include:
Current and/or proposed mitigation strategies

Global climate  The ability to take action as an individual -
change (e.g. householders implementing a reduce, reuse, recycle scheme to lower emissions).
 Working towards emission reduction targets in local government areas (e.g., City of Fremantle has a
geothermal pool and tree planting scheme that reduces carbon emissions by around 500 tonnes
annually.
 Drawing energy from newer, cleaner sources to reduce dependence on fossil fuels -
(e.g. the installation of solar panels and inverters on government buildings such as schools).
Any other relevant strategy which aims to mitigate climate change on a local scale.
Loss of  Ongoing education and training to raise awareness of biodiversity -
biodiversity (e.g. Ribbons of Blue program, WaterWise Schools, Rangers WA).
 The establishment of State Government policies focussing on conservation -
(e.g. ‘Wetlands Conservation Policy’ that is applied in Western Australia).
 International certification of sustainable industries which reduce their impact on biodiversity -
(e.g. Marine Stewardship Council certification of the Western Rock Lobster fishery).
Any other relevant strategy which aims to mitigate biodiversity loss on a local scale.

26
Marking Key:
Description Marks
A detailed and comprehensive description is given. Integrated information about one (1) 7-8
local strategy to mitigate the adverse effects of global climate change or loss of biodiversity
is provided, along with appropriate and frequent reference to models, concepts, and/or
theories. A wide range of appropriate supporting evidence is used to develop and
strengthen the description. The accurate use of relevant geographical terminology and
concepts helps to develop a cohesive, concise and articulate answer, with well-developed
sentences and paragraphs in an extended answer format.
A detailed and comprehensive description is given. Complete and accurate information 5-6
about one (1) local strategy to mitigate the adverse effects of global climate change or
loss of biodiversity is provided, along with reference to models, concepts and/or theories.
A range of supporting evidence is used to develop and expand the description. Relevant
geographical terminology and concepts helps to develop a cohesive and detailed answer,
An appropriate description is given. General, relatively accurate information about one (1) 3-4
local strategy to mitigate the adverse effects of global climate change or loss of biodiversity
is provided, along with general reference to models, concepts and/or theories. Some
supporting evidence is used to develop the description. Geographical terminology and
concepts are applied to construct a response which shows some detail but may have
A limited description is given. Some generalised information about one (1) local strategy 1-2
to mitigate the adverse effects of global climate change or loss of biodiversity is provided,
along with occasional reference to models, concepts and/or theories. Limited evidence is
used to support statements and generalisations. There is limited use of geographical
terminology and concepts in a largely unstructured response.
TOTAL 8
(b) Outline a program for addressing the impacts of land cover change and evaluate the program in
terms of its social and economic costs and benefits.
(12 marks)
Syllabus:
A program designed to address the impacts of land cover change on local and regional
environments
An evaluation of the program, giving consideration to environmental, economic and social benefit
and costs
Key word:
Possible economic costs and benefits Possible social costs and benefits
 increased employment opportunities – direct/indirect  consultation with indigenous communities

 development of new industries  enhanced natural areas for human interaction
 good economic management  increased community
 innovation (research and development) engagement and education
 efficient use of resources.  higher standards of living
 improved infrastructure  reduced health risks
 improved amenities

28
Marking Key:
For full marks, students should evaluate one program that addresses the impacts of land cover on
local/regional environments, giving consideration to economic and social benefits and costs.
Description Marks
A detailed and comprehensive outline and evaluation is given with information about one 11-12
program that addresses the impacts of land cover change on regional/local environments .
Evaluates the program by referring to the economic and social benefits and costs. A wide
range of appropriate supporting evidence and examples are used to develop and
strengthen the evaluation. The accurate use of relevant geographical terminology and
A comprehensive outline and evaluation is given with information about one program that 9-10
addresses the impacts of land cover change on regional/local environments . Detailed
reference to the economic and social benefits and costs. A range of supporting evidence
and examples are used to develop and expand the evaluation. Relevant geographical
developed sentences in an extended answer format.
An appropriate and general outline and evaluation is given with information about one 5-8
General reference to the economic and/or social benefits and cost. Some supporting
evidence is used to develop the evaluation. Geographical terminology and concepts are
applied to construct a response which shows some detail but may have difficulty
articulating ideas.
An outline with limited or no evaluation is given with some generalised information about 3-4
a program that addresses the impacts of land cover change on regional/local
environments. Some reference to the economic and/or social benefits and costs. Limited
An outline with little detail about a program that addresses the impacts of land cover 1-2
change on regional/local environments. Limited reference to the economic or social
benefits and costs. Insufficient evidence is presented in the evaluation. There is limited
use of geographical terminology or concepts and with a response that is largely difficult to
understand.
TOTAL 12
(a) Describe one global scale strategy for mitigating either global climate change or
biodiversity loss.
(8 marks)
Syllabus:
The current and proposed strategies, at local to global levels, implemented to mitigate the
adverse effects of either global climate change or loss of biodiversity.
Key word:
Glossary:
Teacher Notes:
The phrase “global scale” requires students to refer to a strategy that has a worldwide reach; not
being limited to only certain regions of the globe.
Some of the current and/or proposed strategies implemented to mitigate the adverse effects of
global climate change or loss of biodiversity include:
Current and/or proposed mitigation strategies

Global climate  The United Nations Framework Convention on Climate Change (UNFCC)
change - Specific agreements relating to the UNFCCC (e.g. Paris Climate Agreement, 2015)
- More recent agreements such as COP-26 (Glasgow, 2021)
• Any other relevant strategy which aims to mitigate climate change on a global scale.
Loss of  International certification of sustainable industries which reduce their impact on biodiversity -
biodiversity (e.g. Marine Stewardship Council certification of the Western Rock Lobster fishery).
 Efforts to preserve (rather than conserve) existing levels of biodiversity -
(e.g. World Heritage Areas).
• Any other relevant strategy which aims to mitigate biodiversity loss on a global scale.

26
Marking Key:
Description Marks
A detailed and comprehensive description is given. Integrated information about one 7-8
global scale strategy to mitigate the adverse effects of global climate change or loss of
biodiversity is provided, along with appropriate and frequent reference to models, concepts,
and/or theories. A wide range of appropriate supporting evidence is used to develop and
strengthen the description. The accurate use of relevant geographical terminology and
A detailed and comprehensive description is given. Complete and accurate information 5-6
about one global scale strategy to mitigate the adverse effects of global climate change
or loss of biodiversity is provided, along with reference to models, concepts and/or
theories. A range of supporting evidence is used to develop and expand the description.
Relevant geographical terminology and concepts helps to develop a cohesive and detailed
answer, with well-developed sentences and paragraphs in an extended answer format.
An appropriate description is given. General, relatively accurate information about one 3-4
global scale strategy to mitigate the adverse effects of global climate change or loss of
biodiversity is provided, along with general reference to models, concepts and/or theories.
Some supporting evidence is used to develop the description. Geographical terminology
and concepts are applied to construct a response which shows some detail but may have
A limited description is given. Some generalised information about one global scale 2
strategy to mitigate the adverse effects of global climate change or loss of biodiversity is
provided, along with occasional reference to models, concepts and/or theories. Limited
A very basic description is given. Little detail about one global scale strategy to mitigate 1
the adverse effects of global climate change or loss of biodiversity is provided, along with
very limited reference to models, concepts and/or theories. Insufficient evidence is
presented in the description. There is limited use of geographical terminology and
concepts and poor literacy skills may contribute to a response that is difficult to understand.
TOTAL 8
(b) Outline a program for addressing the impacts of land cover change and evaluate the program in
terms of its environmental costs and benefits.
(12 marks)
Syllabus:
A program designed to address the impacts of land cover change on local and regional
environments
An evaluation of the program, giving consideration to environmental, economic and social benefit
and costs
Key word:
Possible environmental costs and benefits

 restoration of previous environmental impacts
 management of current issues
 resource management
 use of traditional land management practices
 limiting the consumption of non-renewable resources
 shift to renewable resources
 management of pollution and waste

28
Marking Key:
For full marks, students should evaluate one program that addresses the impacts of land cover on
local/regional environments, giving consideration to environmental costs and benefits.
Description Marks
A detailed and comprehensive outline and evaluation is given with information about one 11-12
Evaluates the program by referring to the environmental benefits and costs. A wide range
of appropriate supporting evidence and examples are used to develop and strengthen the
evaluation. The accurate use of relevant geographical terminology and concepts helps to
develop a cohesive, concise and articulate answer, with well-developed sentences and
paragraphs in an extended answer format.
A comprehensive outline and evaluation is given with information about one program that 9-10
addresses the impacts of land cover change on regional/local environments . Detailed
reference to the environmental benefits and costs. A range of supporting evidence and
examples are used to develop and expand the evaluation. Relevant geographical
developed sentences in an extended answer format.
An appropriate and general outline and evaluation is given with information about one 5-8
General reference to the environmental benefits and costs. Some supporting evidence is
used to develop the evaluation. Geographical terminology and concepts are applied to
construct a response which shows some detail but may have difficulty articulating ideas.
An outline with limited or no evaluation is given with some generalised information about 3-4
one program that addresses the impacts of land cover change on regional/local
environments. Some reference to the environmental benefits and costs. Limited evidence
is used to support statements and generalisations. There is limited use of geographical
terminology and concepts in a largely unstructured response.
An outline is given with little detail about a program that addresses the impacts of land 1-2
cover change on regional/local environments. Limited reference to the environmental
benefits and costs. Insufficient evidence is presented in the evaluation. There is limited
use of geographical terminology or concepts and with a response that is largely difficult to
understand.
TOTAL 12

GAWA Year 12 Sem 1 2022 - Exam Marking Guide For Teachers Only

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GEOGRAPHICAL ASSOCIATION OF WESTERN AUSTRALIA [Inc.

Year 12 ATAR GEOGRAPHY

Syllabus Determine direction on remote sensing products.

Multiple-choice answer analysis

Section Two: Short response 40% (40 marks)

Refer to Source 1: Katherine Topographic map 2005 to answer Question 21 and 22

Describe two site features of Katherine (which includes Katherine East).

(b) On the cross section, label:

Explain the concept of an urban heat island.

Note that in ‘Instructions to Candidates’ on page 2 of this Examination document the

PART A: Answer either Question 32 or Question 33 20% (20 Marks)

Question 32 (20 marks)

Loss of biodiversity  Disruption of processes within natural systems -

Refer next page for Marking Key

Biome - A community of life forms adapted to a large natural area.

Natural biomes Anthropogenic biomes

Refer next page for Marking Key

Section Three: Extended response 40% (40 marks)

PART B: Answer either Question 34 or Question 35 20% (20 Marks)

Question 34 (20 marks)

Current and/or proposed mitigation strategies

Refer next page for Marking Key

 increased employment opportunities – direct/indirect  consultation with indigenous communities

Refer next page for Marking Key

Current and/or proposed mitigation strategies

Refer next page for Marking Key

Possible environmental costs and benefits

Refer next page for Marking Key

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