If you have an issue with your exam paper or answers, please see me at the

end.

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 can’t 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* A B C D E F G>

% 78 71 64 55 46 37 28 19

Coursework Exam

Year 10 17% N/A

Year 11 50% 33%

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 won’t come up in the

exam, but you’ll 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

Level Description

Level 3 7-8 Sound 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 4-6 Some 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 1-3 Basic 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

Level Description

Level 3 6-7 Recognition 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 3-5 Some 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 1-2 Basic statements of present threat, poorly linked to the future.

I want a sandwich.