Development Dynamics. GCSE Geography Edexcel B Practice Exam Questions and Answers

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1 Development Dynamics GCSE Geography Edexcel B Practice Exam Questions and Answers

2 2.1 Measuring Development Describe two indicators that show a country s level of development. [4 marks] This question is point marked. 2 marks are available for the description of indicators that show a country's level of development, with 2 further marks available for expanding these points. Correct points that could be developed include: The percentage of people without access to safe drinking water in Malawi is 83%, compared to 100% in the UK, which shows Malawi is not as developed (1) because it lacks the money to invest in providing safe drinking water, and contaminated water can spread disease (1). One indicator showing a country's level of development is the literacy rate, which reflects how much money is invested in education and the number of young people able to go to school (1). The literacy rate is 61% in Malawi, compared to 99% in the UK, which shows Malawi is less developed (1). Do not credit more than two indicators. 2.2 Development and Population Explain the population structure of one developing country. [4 marks] This question is point marked. Marks should be awarded for identifying key points of the population structure, with additional marks being awarded for development of the points. Answers should relate to a developing country and focus on the population structure, i.e. the number of each sex in each age group. Correct points that could be developed include: Malawi has a youthful population (1) with nearly half the population aged under 14 years. High rates of disease, poor access to clean water and limited access to doctors impacts life expectancy (1) and few people live beyond the age of 70 (1). The birth rate in Malawi is very high at 41.8 births per 1000 people, compared to in the UK (1), meaning the most populous age group for both sexes is 0 to 4-year-olds (1), despite Malawi also having a high rate of infant mortality at 48 deaths per 1000 live births (1).

3 2.3 Global Inequality Explain why HDI level varies between the countries shown on Figure 4. [4 marks] This question is point marked. Award 1 mark for valid reasons that explain why the HDI level varies between countries, with additional marks awarded for development of the points. Correct points that could be developed include: The level of public money to invest in schools will be a contributing factor (1), with countries unable to spend the money seeing lower literacy rates and lower school attendance rates (1). Money to invest in infrastructure is a factor (1) as this limits the number of people who have access to safe drinking water (1) which in turn can increase the risk of disease and influence the HDI level (1). 2.4 What s Holding Malawi Back? Part 1 Explain one physical factor that can prevent development progress in a country. [3 marks] This question is point marked. Award 1 mark for providing an appropriate physical factor that can prevent development, with additional marks available for developing the point. Correct points that could be developed include: Climate can have a considerable impact on development (1), for example, the variable rainfall in Malawi that has seen crop yields fall (1). When rains have arrived they have been intense and led to flooding and destroyed thousands of homes (1). If a country is landlocked it has no port to import and export goods, affecting its development (1). To reach Malawi, goods have to be transported on a slow 800km railway which increases the cost of imports (1) and could put off companies from locating their business in Malawi (1). Do not credit human factors. Do not credit more than one physical factor.

4 2.5 What s Holding Malawi Back? Part 2 For a named developing country, assess how far patterns of trade have affected its economic development. [12 marks] This question is marked using levels. For this answer, students must name a developing country. A good example to use would be Malawi, which students can read about in Chapter 2 of the student book. 4 marks are awarded under A03, with 4 marks also to be awarded for A04. An additional 4 marks are awarded for SPaG. A03 Malawi is landlocked so has no coastline (developed by explaining, e.g. this means that it does not have any ports to import and export goods; well-developed by saying how this could affect the level of trade). Much of Malawi's population is isolated in rural areas, (developed by explaining, e.g. the regions have poor transport links meaning that it can be difficult to move goods in and out of settlements). The lack of good transport and the absence of port access means companies are not attracted to Malawi (developed by explaining how they would sooner invest in countries with good port access and internal transport networks to reduce their costs). Developed countries are conducting more and more trade with developing countries, helping them to develop (developed by expanding, e.g. the lack of good access to Malawi has affected how far they benefit from this relationship). Consideration of other factors that may have had an impact on Malawi's development (developed by explanation, e.g. climate and rural isolation; well developed by considering how far these factors have had an impact compared to trade links). A04 There is more trade being done between developing countries and between developed and developing countries, see Figure 2 on page 60 of the student book. Malawi is having to import more than it exports which will affect its potential for economic development (see Figure 1 on page 60 of the student book).

6 2.6 How do countries develop? Explain how Rostow s model can be used to explain the development of a country. [4 marks] This question is point marked. Students should mention the different stages of Rostow's theory, with marks being awarded for explaining the different stages. Correct points that could be developed include: Rostow's model explains the development of a country by identifying the different stages it progresses through, beginning with traditional society where most people work in an agricultural "subsistence economy" (1). As agriculture shifts to manufacturing, the country is getting ready for "take off" - a period when investment and technology create new opportunities (1). The "Drive to maturity" is a period of growth and production of consumer goods (1) before the economy reaches "High Mass Consumption" which is a period when consumers enjoy a wide range of goods and society is wealthy (1). 2.7 Development in a globalised world For a named emerging country, assess how far it has benefited from globalisation. [12 marks] This question is level marked. 4 marks are available for A03 with an additional 4 awarded for A04. The final 4 marks are awarded for SPaG. Students must name and refer to an emerging country. A good example to use would be India, which students can read about on pages of the student book. A03 India introduced a policy of economic liberalisation (developed by explaining its market economy approach; well-developed by giving examples of action taken, including reducing tariffs and tax). Foreign Direct Investment (developed by explaining how investment from TNCs in countries like India has helped boost the economy). Environmental issues (developed by giving examples of raising pollution levels in India). Social issues linked to globalisation (developed by giving examples, e.g. graduates taking unskilled jobs). A04 India's significance is large and growing (developed by examples, e.g. the population is 1.25 billion). The amount of imports and exports has increased significantly (see Figure 1 on page 68 of the student book). Identify global patterns of trade, including those affecting the named countries (see Figure 2 on page 69 of the student book).

2.8 Introducing India Suggest two reasons for the projected changes in GDP position by 2050 shown in Figure 2. [4 marks] This question is point marked.

8 2.8 Introducing India Suggest two reasons for the projected changes in GDP position by 2050 shown in Figure 2. [4 marks] This question is point marked. Students should suggest two reasons for the changes in GOP ranking, with 1 mark being awarded for each valid reason and an additional mark being awarded for developing the points made. Correct points that could be developed include: The Chinese economy has been doubling in size every ten years and is the largest exporter of manufactured goods (1), which is reflected in its predicted movement from second biggest economy in 2015 to the biggest economy in 2050 (1). Many Asian countries are experiencing large growth, with India growing on average by 7% a year since 1997 (1), explaining its movement from tenth biggest economy in 2015 to second biggest in 2050 (1). Countries like China, India and Indonesia have large populations (1), which are important for manufacturing goods to sell and developing the economy (1). Do not credit more than three reasons. A maximum of 2 marks is available if only one reason is given.

9 2.9 India s place in a globalised world Explain why the size of global trade flows varies on Figure 2. [4 marks] This question is point marked. Students should use Figure 2 to identify trends in global trade and choose reasons for the varying size. Award 1 mark for each reason given that explains the variation, with further marks available for development of the points. Correct points that could be developed include: There is a greater amount of trade involving wealthy countries such as the United States and Europe because these are rich, developed economies importing a large amount of consumer goods (1). There is a high level of trade involving countries with a high population, shown by a thick line to and from China and a relatively thick line to India as this means there are many consumers in the countries and a high demand for imports (1). There are thick lines in southeast Asia, reflecting the high level of manufacturing industry in countries like China and Indonesia (1), with the result that they export a high number of goods to developed countries like the United States (1).

10 2.10 How TNCs operate in India Assess the economic and social impacts of TNCs on emerging countries. [12 marks] This question is level marked. 4 marks are available for A03 with an additional 4 awarded for A04. The final 4 marks are awarded for SPaG. Students should give examples of emerging countries. A good example to use would be India, which students can read about on pages of the student book. A03 Employment opportunities (developed by giving examples of outsourcing and the types of jobs, e.g. clothing factories and call centres). Multiplier effect (developed by explaining how jobs increase spending and lead to more opportunity and expansion). Social change (developed by examples, e.g. women marrying later due to their careers; economic development leads to longer life expectancy). A04 Evidence to show the rise in manufacturing industries, e.g. clothing factories, backed up by data (e.g. from Figure 2a on page 70 of the student book). Highlighting the features of the multiplier effect. Economic development leads to more tax and related public spending developed by using data, e.g. from Figure 3 on page 72 of the student book, saying the years spent in school have increased from 2.4 (1991) to 12 (2011).

12 2.11 The impacts of change in India Using examples, assess the changes brought by globalisation to one emerging country. [12 marks] This question is level marked. 4 marks are available for A03 with an additional 4 awarded for A04. The final 4 marks are awarded for SPaG. Students should give examples of one emerging country. A good example to use would be India, which students can read about on pages of the student book. A03 Employment opportunities (developed by giving examples of outsourcing by TNCs and the types of jobs, e.g. clothing factories and call centres). Increased trade with both developed and developed countries (developed by adding information about TNCs locating in India; well- developed by assessing and balancing the economic benefits with social problems). Social change (developed by examples, e.g. women marrying later due to their careers, economic development leads to longer life expectancy; well-developed by adding how this is due to globalisation's influence). A04 Evidence to show the rise in manufacturing industries, e.g. clothing factories, backed up by data (e.g. from Figure 2a on page 70 of the student book). Developed trade and associated economic benefits (developed with data, e.g. using Figure 1 on page 68 of the student book). Economic development leads to more tax and related public spending (developed by using data, e.g. from Figure 3 on page 72 of the student book, saying the years spent in school have increased from 2.4 (1991) to 12 (2011)).

14 2.12 Unequal Development Explain one reason why levels of development vary within a country. [4 marks] This question is point marked. Students should focus their answer on giving one reason why levels of development vary within a country, and then developing the point. 1 mark is available for giving the reason, with additional marks awarded for development of the point. Correct points that could be developed include: Development varies within a country because investment and wealth tends to be based in cities at the expense of rural areas (1). In India, the urban core of Maharashtra also contains a port, a key feature that attracts businesses (1). The high population of the city attracts manufacturing industries, providing jobs in factories and construction that increase tax revenue and infrastructure spending (1). This creates a multiplier effect which attracts more workers and more jobs, increasing the affluence of the area (1) A top-down Project For a named top-down development project, evaluate its benefits and problems. [12 marks] This question is level marked. 4 marks are available for A03 with an additional 4 awarded for A04. The final 4 marks are awarded for SPaG. Students should name an example of a top-down development. A good example to use would be the Narmada River scheme, which students can read about on pages of the student book. A03 Benefits for the urban population (developed by expanding, e.g. 3.5 billion litres of drinking water are provided each day; well-developed by saying this can improve the health of residents). Farmers benefit (developed by explaining that irrigation can lead to higher yields; well- developed by linking to improved supply of food). Development would also include local farmers losing their land. Local people lose out (developed by assessing the social problems caused by forcing people out of their homes). A04 Evidence to quantify the amount of people affected, e.g people were forced out when the dam flooded. Using renewable energy as a result of the dam (developed by showing the high rainfall in the drainage basin, see Figure 1 on page 76 of the student book).

16 2.14 A bottom-up Project (1) Explain what is meant by intermediate technology. [4 marks] This question is point marked. Award marks for explaining intermediate technology, and additional marks for development. Valid points include: Intermediate technology is an approach that uses low-tech solutions to solve problems in developing countries (1). It involves using local materials to reduce costs, such as cow dung to generate gas (1). Local labour will be used to ensure people living nearby have the ability and expertise to maintain the technology (1), and local people will be consulted to give them control over decisions in what is a bottom-up approach (1) A bottom-up Project (2) Explain the benefits of bottom-up development projects. [4 marks] This question is point marked. Marks are awarded for points made with additional marks for development of the points. An example could include: Bottom-up development projects give local communities control over their lives and the ability to influence decisions (1), they involve charities and allow experts to work with communities to offer advice (1). Bottom-up developments are cheaper than top-down developments so they can be implemented in more communities (1). There also tends to be more consultation with local communities with bottom up developments, meaning their specific needs are taken into account (1).

17 2.15 India Which way next? For one emerging country, evaluate the impacts of its international relations with other countries. [12 marks] This question is level marked. 4 marks are available for A03 with an additional 4 awarded for A04. The final 4 marks are awarded for SPaG. Students should name an example of an emerging country. A good example to use would be India, which students can read about in Chapter 2 of the student book. A03 Negative relationship with neighbouring Pakistan (developed by explaining this has led to war in the past; well-developed by saying water scarcity is a major issue and they both have nuclear weapons). India is likely to become a member of the UN Security Council (developed by explaining how this would add to the India's credibility; well-developed by saying it would allow them to be involved in decisions that affect developing and emerging countries). Increased trade with other countries (developed by adding how this has boosted the economy, e.g. foreign TNCs investing and establishing call centres). Co-operation with other nations has increased India's status (developed by examples, e.g. India's military participates in peacekeeping missions with international forces). A04 Increased trade with other countries has seen the level of imports and exports increase (developed by using data, e.g. using information from Figure 1 on page 68 of the student book). As a result of development, unemployment has fallen since 1991 (developed by using data, e.g. from Figure 1 on page 68 of the student book). As a result of trade with other countries, India's GOP has increased (developed by expanding, e.g. the country will have second highest GOP by 2050, well developed by adding data from Figure 2 on page 66 of the student book).

The Changing Economic World. 1. Key Terms

The Changing Economic World. 1. Key Terms 1. Key Terms What is development? The progress of a country in terms of economic growth, the use of technology and human welfare. What is a HIC? A high income country. What is an LIC? A low income country.