Professional Documents
Culture Documents
Markscheme
November 2017
Standard level
Paper 1
12 pages
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The following are the annotations available to use when marking responses.
Unclear
Contradiction
No working shown
Ellipse. Dynamic; can be used to surround an area of
the candidate’s answer
Dynamic, vertical wavy line that can be expanded (to
highlight a section of irrelevant work for instance)
Dynamic, horizontal wavy line that can be expanded (to
highlight a section of irrelevant work for instance)
DOT. Valid part (to be used when more than one
element is required to gain the mark e.g. Drawings)
Example / reference
No definition
NExa No examples
1. Follow the markscheme provided, award only whole marks and mark only in RED.
2. Make sure that the question you are about to mark is highlighted in the mark panel on the
right-hand side of the screen.
3. Where a mark is awarded, a tick/check () must be placed in the text at the precise point where it
becomes clear that the candidate deserves the mark. One tick to be shown for each mark
awarded.
4. Sometimes, careful consideration is required to decide whether or not to award a mark. In these
cases use RM™ Assessor annotations to support your decision. You are encouraged to write
comments where it helps clarity, especially for re-marking purposes. Use a text box for these
additional comments. It should be remembered that the script may be returned to the candidate.
6. Where an answer to a part question is worth no marks but the candidate has attempted the
part question, enter a zero in the mark panel on the right-hand side of the screen. Where an
answer to a part question is worth no marks because the candidate has not attempted the part
question, enter an “NR” in the mark panel on the right-hand side of the screen.
7. If a candidate has attempted more than the required number of questions within a paper or section
of a paper, mark all the answers. RM™ Assessor will only award the highest mark or marks in line
with the rubric.
8. Ensure that you have viewed every page including any additional sheets. Please ensure that you
stamp “seen” on any page that contains no other annotation.
9. Mark positively. Give candidates credit for what they have achieved and for what they have
got correct, rather than penalizing them for what they have got wrong. However, a mark should not
be awarded where there is contradiction within an answer. Make a comment to this effect using a
text box or the “CON” stamp.
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Mark allocation
1. A markscheme often has more marking points than the total allows. This is intentional.
2. Each marking point has a separate line and the end is shown by means of a semi-colon (;).
3. An alternative answer or wording is indicated in the markscheme by a slash (/). Either wording can
be accepted.
4. Words in brackets ( ) in the markscheme are not necessary to gain the mark.
6. The order of marking points does not have to be as in the markscheme, unless stated otherwise.
7. If the candidate’s answer has the same “meaning” or can be clearly interpreted as being of
equivalent significance, detail and validity as that in the markscheme then award the mark.
Where this point is considered to be particularly relevant in a question it is emphasized by
OWTTE (or words to that effect).
8. Remember that many candidates are writing in a second language. Effective communication is
more important than grammatical accuracy.
9. Occasionally, a part of a question may require an answer that is required for subsequent
marking points. If an error is made in the first marking point then it should be penalized. However,
if the incorrect answer is used correctly in subsequent marking points then follow through
marks should be awarded. When marking, indicate this by adding ECF (error carried forward) on
the script.
10. Do not penalize candidates for errors in units or significant figures, unless it is specifically referred
to in the markscheme.
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(b) deforestation has exposed the soil to erosion/made soil more prone to erosion/
resulted in loss of root system that holds the soil in place;
overgrazing by livestock has prevented regeneration of vegetation/exposed soil to
erosion;
climate change/global warming/higher temperatures has led to melting of ice and
increased floods causing soil erosion;
trampling on ground can reduce vegetation and expose soil to erosion/cause soil
particles to break away and increase erosion/cause soil compaction that increases
runoff and associated soil erosion; [2 max]
(c) can be expensive/labour intensive/the longer you leave it the more it costs;
the longer you leave it the lower your chance of success/chance of success is
lowered with time/greater stage of vegetation loss;
strategies may have unforeseen/unpredicted effects;
eg lupins (introduced to control soil erosion) are invasive/outcompeting native
species/have become a large-scale problem/have spread across the island;
eg herbicides may cause water pollution/adversely affect other species;
eg mowing/grazing/pulling up lupins can increase soil erosion;
harsh climate may make it difficult;
cause of problem may be external/global eg climate change;
reduction/low in soil nutrients/poor soils; [4 max]
Overall climate change will have a positive effect … as the warmer temperatures will allow
for greater growth of trees that help conserve the soil/result in greater agricultural yields
whereas loss to the limited number of endemic species on the island is likely to be
minimal;
(b) number of puffins could decline (as mackerel eat their prey/competition for food
sources);
Do not accept only ‘there is less food available for puffins’. [1]
NB A correct reason must be linked to either a rise or fall in the amount of captured Atlantic
herring to be credited a mark. Restricting/limiting fishing can be considered as a reduction in
fish catches. [2 max]
6. (a) the energy consumption has increased overtime (from 1940 to 2008);
in 1940s/initially energy consumption was reliant mainly on coal;
in 2008/more recently it was predominantly reliant on geothermal/renewable energy/
has relatively little reliance on fossil fuels/coal/overtime it has changed from being
mainly coal/fossil fuels/non-renewable to geothermal/renewable energy;
from around 1940-1970 there is a steady growth in consumption/greater use of oil
and geothermal;
from 2004/05 there is a rapid increase in consumption/expansion of geothermal and
hydropower; [2]
Accept other responses that correctly link the change in growth in energy or the
balance of energy sources to the time period.
(b) economic crisis in 2008 led to industrial decline /reduction of demand for aluminium
world-wide;
following economic crisis, households had less money/tighter budgets and therefore
reduced energy use;
industry accounts for the largest share of energy consumption (40 %);
deliberate efforts to reduce consumption through energy conservation [2]
Do not accept only ‘2008 economic crisis has led to reduction in energy demand’
without explanation or ‘emigration could reduce energy demand‘.
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Opinion/Conclusion (1 mark):
Eg While Iceland has a high EF, it is actively working to reduce GHG by focusing on
renewable energy and replanting forest/focusing on reducing soil degradation, and
therefore can be considered as a role model of sustainability to other countries;
Despite aiming to use 100% renewable energy by 2050, Iceland cannot be considered to
be a role model of sustainability for other countries because of its high EF and significant
loss of forest that has reduced carbon dioxide sinks/stores and also accelerated soil
erosion;
Iceland can be considered as being a model because sustainability is the responsible use
and management of resources that allows natural regeneration and minimises
environmental damage which is evident in how it deals with its energy requirements;
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