Remember, in the exam you will be entered for either a foundation or higher paper. Remember, a student who works hard will expect to rise one grade this year and another two in Year.11 Entry into a foundation paper, does not mean you cant achieve an A*, this is dependant on the quality of your coursework. This was a Department generated paper, but the questions are reflective of what you might get in an exam. A*ABCDEFG> %7871645546372819
Antarctica As in visual or audio representation. Temperatures Darkness, in winter (our summer) there is twenty- four darkness, this makes work and travel difficult. Snow cover Altitude Isolation/Inaccessibility Dangers (Max 2) Crevasses etc. Food and water accessibility Think- four marks – four points, or two points with explanation. Video- Inconvenient Truth- (Fragile but important wilderness.) Pictures from Flickr- (Cold, isolated, beautiful) Andrew Cooney – Antarctic Explorer. (1) Through images and a lecture he showed us the extreme landscape and cold climate conditions(1) He discussed with us the dangers, such as crevasses, crevasses are cracks in the glaciers, caused by the friction of their movement, sometimes they can be covered by a thin layer of snow (2). He showed us his equipment, such as a special sleeping bag, that was specially adapted for the environment. (1) Think- four marks – four points, or two points with explanation.
This question wont come up in the exam, but youll be expected to be able to draw simple maps and diagrams. Vostock South Pole Trans-Antarctic Mountains Antarctica Peninsula Larsen ice shelf McMurdo Dry Valleys Ronne Ice Shelf Ross Ice Shelf
A B Say what they are. Processes (a)Ice sheet development, basal Slippage, and icebergs creation. (b)Ventifaction erosion, contraction of the permafrost. Glacier Ice Sheet Ice Shelf Crevasses Nunataks Pancake ice/grease ice Ventifacts Patterned Ground Permafrost This question was level marked
LevelDescription Level 3 7-8Sound knowledge of the features and understanding of the physical processes that caused the features. I want a sandwich, so I go to the cupboard, take out the bread. I then go to the fridge and take out the butter and ham. I butter the bread with a knife and place two pieces of ham between it. Level 2 4-6Some knowledge of the features and basic idea of their formation. I want a sandwich, so I go to the cupboard and take out bread and butter. Level 1 1-3Basic statements, lacks knowledge and understanding. I want a sandwich.
Disintegration linked to global warming. Increased iceberg production. Icebergs block sunlight and reduce krill population, impacts on mammals. Iceberg collisions with ice sheet, impact on penguin migration. Decreasing Albedo effect. Speeding up of the ice sheet, due to disintegration of the ice- shelf, rise in seas levels. Increase in size and thickness of the shelf, due to increasing ice streams and increased precipitation. (?) In the exam, you will have to name an area. Increased tourism. Debris from tourism e.g. litter damages habitat and wildlife. Invasive species brought by tourist/commercial/industrial ships, damages native wildlife. Resource exploitation, development of associated infrastructure. Resource exploitation dependant on Antarctic Treaty and continued use of fossil fuels. Risk of pollution and oil spills, Increased colonisation of plant and animal species due to warming. Penguins land-based increasing, lichens. This question was level marked
LevelDescription Level 3 6-7Recognition of significant threats. Evaluative approach well-linked to future of chosen area. I want a sandwich, so I go to the cupboard, take out the bread. I then go to the fridge and take out the butter and ham. I butter the bread with a knife and place two pieces of ham between it. Level 2 3-5Some ideas of threats, generalised, less well-linked to chosen area. Less able to link to the future. I want a sandwich, so I go to the cupboard and take out bread and butter. Level 1 1-2Basic statements of present threat, poorly linked to the future. I want a sandwich.