|
Chapter 19 Manufacturing
Industry
Mark Schemes
| Question |
Mark |
|
1
|
a
i
|
Making things
for sale.
|
1
|
| |
ii
|
Simple explanation
- 1 mark
Elaborated explanation - 2 marks
|
|
| |
iii |
Notes for
answer:
Refer to mechanisation, increased efficiency in manufacturing, decline
of manufacturing, increase in labour intensive services, etc.
Use examples to illustrate each of these points:
|
| |
|
Level
I Isolated, simple points.
|
1
- 3 |
| |
|
Level
II Clearly developed points, with references to services as
well as manufacturing. Clear use of examples. |
4
- 6 |
| |
b
i |
Name
= 1 mark |
| |
ii |
Point
mark |
3
* 1 |
| |
iii |
Level
I Isolated points are made about the strategy but they are
not elaborated. Any assessment of the success of the strategy is very
simple, saying whether it was a success, but not to what extent, nor
why. |
1
- 3 |
| |
|
Level
II The answer is clearly elaborated. To reach the top of the
level a clearly justified assessment of the scheme's success must
be given. |
4
- 6 |
| |
c |
Level
I Description of the increased number and percentage of women
in the work force. At least one reason given but not elaborated. |
1
- 3 |
| |
|
Level
II The reasons are elaborated, e.g. 'labour saving devices
have reduced the need for housework, allowing women to go out to work',
'increased control over fertility has allowed women to plan their
families more efficiently, meaning less time spent bringing up children,
so more chance to go out to work'. |
|
| Question |
Mark |
|
2
|
a
i
|
Partial definition
= 1 mark
Full definition = 2 marks
|
| |
ii
|
Point mark.
|
3
* 1 |
| |
b
i |
Name = 1 mark
|
| |
ii
|
Level
I At least one factor is given but there is no development
or elaboration of any factor. Any reference to the chosen area is
vague and generalised.
|
1
- 3 |
| |
|
Level
II At least one point is elaborated. There are some relevant
and fairly precise references to the chosen area. |
4
- 6 |
| |
|
Level
III Several points are developed in detail with clear, precise
references to the chosen area which give a good sense of place. |
7
- 9 |
| |
c |
See
b above. |
| Question |
Mark |
|
3
|
a
|
Partial definition
= 1 mark
Full definition = 2 marks
Explanation of importance = 1 mark
|
| |
b
|
For each part
award two marks for a clear diagram which shows how the location
may be determined. If the answer is partly correct, with a fault
in either the diagram or the key or the basic underlying assumptions,
award 1 mark.
|
| |
c
i |
Allow half a
mark for each correct figure.
|
| |
|
|
|
| |
|
|
|
| |
ii |
In
each case the location is A.
Allow 1 mark for each correct location.
Allow 2 marks for each full explanation of the choice.
Allow 1 mark when the explanation is partly correct but not complete.
|
| |
d |
Level
I A model is named and partly described. Any attempt to explain
the advantages is superficial and does not show any understanding
of the nature of that particular model. |
1
- 3 |
| |
|
Level
II A full, clear description of the model can attain the bottom
of this level. A clear explanation of at least one advantage can raise
the answer to the top of the level. |
4
- 6 |
| Question |
Mark |
|
4
|
a
|
For each part
of the answer allow 1 mark for a correct choice of industry. Allow
up to 2 marks for each explanation.
|
4 * 3
|
| |
b
i
|
Each correct
definition = 1 mark
|
| |
ii |
Allow 1 mark
for a named example.
Allow 1 mark for a partial explanation of the advantages of the
site.
Allow the final mark for a full explanation.
|
| |
c
i
|
Correct definition
= 1 mark
|
|
| |
ii |
Level
I A location is named, but both the reasons for locating in
the UK and the reasons for the choice within the UK are vague or simple
and poorly developed. |
1
- 2 |
| |
|
Level
II Either the reasons for locating in the UK or the reasons
for the particular choice are clearly explained. |
3
- 5 |
| |
|
Level
III Both the reasons for locating in the UK and the reasons
for the particular choice are clearly explained. |
6
- 7 |
| Question |
Mark |
|
5
|
a
i
|
Name = 1 mark
|
| |
ii
|
Level
I The answer contains at least one correct point, but it
lacks detailed knowledge about the chosen area and ideas are not
developed.
|
1
- 2 |
| |
|
Level
II Either detailed local knowledge is shown, but the explanation
for the decline is not developed; or the ideas are well developed
but detailed knowledge is not used to support the ideas.
|
3 - 5
|
| |
|
Level
III The answer combines detailed knowledge of the chosen
example with clear development of ideas.
|
6
- 8 |
| |
iii |
Level
I At least one relevant point is made, but the answer does
not develop ideas and does not use detailed knowledge to support the
ideas. |
1
- 3 |
| |
|
Level
II The answer combines detailed knowledge of the chosen example
with clear development of ideas. |
4
- 6 |
| |
|
Level
I An example is chosen and at least one descriptive point
is made. However, no points are developed or elaborated. Any facts
about the area of case study are simple and general with no detailed
local knowledge. |
1
- 3 |
| |
|
Level
II At least one of the points about the area is clearly elaborated.
Information about the case study is more detailed with some precision.
An attempt may be made to assess the success of the chosen scheme,
but this attempt is over-simplifies and does not weigh up costs and
benefits of the scheme. |
4
- 7 |
| |
|
Level
III The answer is clear and detailed with clear, specific
knowledge of the case study used to support the ideas. There is a
clear assessment of the success, and failures of the project. The
answer shows good geographical insight. |
8
- 10 |
| Question |
Mark |
|
6
|
a
i
|
1.6
|
| |
ii
|
0.2
|
| |
iii |
0.3
|
| |
iv
|
3.0
|
4
* 1 |
| |
v |
Scotland
has much more shipbuilding than the average for the UK. Northwest
has somewhat more textiles than average for the UK Yorks and Humb
has less shipbuilding than average for the UK. E Anglia has much less
textiles than average for the UK. |
4
* 1 |
| |
b
i |
Level
I A relevant example is named and at least one relevant descriptive
point is made, but no points are developed and the knowledge of the
area is basic. |
1
- 2 |
| |
|
Level
II At least one point is elaborated, or simple points are
supported by detailed knowledge of the chosen example. |
3
- 5 |
| |
|
Level
III The answer is clearly developed with ideas supported by
detailed knowledge of the chosen area. |
6
- 7 |
| |
ii |
Level
I At least one relevant descriptive point is made but no point
is developed beyond a basic level. Locational knowledge is limited.
Explanation of the ideas behind the initiative is limited to the simple
level of 'money was invested in the area to try and attract industry'. |
1
- 3 |
| |
|
Level
II At least one point is developed in some detail. The answer
contains some fairly specific detail of the chosen area. The reasoning
behind the initiative is explained in some detail, for example 'it
was hoped that by attracting a key industry the multiplier effect
would operate, attracting more industries and services. |
4
- 7 |
| |
|
Level
III The answer contains several clearly elaborated points.
It contains detailed knowledge of the area chosen and the initiatives
in that area. A detailed understanding of the reasoning behind the
initiatives is given. The answer shows clear geographical understanding
of the topic. |
8
- 10 |
| Question |
Mark |
|
7
|
|
Notes for
answer:
|
| |
|
Changes in technology
could include advances in computer technology, transport technology
- especially air transport, more efficient extraction and use of
raw materials, more efficient use of energy, development of new
sources of energy, and so on. Developments of intermediate technology,
and their effect in remote LEDCs could also be discussed.
The changes in location can be on a regional, national or global
scale. For instance:
the changing location of industry in an old ship building area of
the UK as changing offshore oil technology brings demands for new
types of construction;
the changing distribution of industry in the USA as changes in energy
use and in industrial markets favour the development of the 'sunshine
states' as against the old 'rust belt' states; the globalisation
of mass production in the computer industry as new products are
developed and as cheap transport allows finished products to be
transported around the world.
|
| |
|
Level
I At least one relevant point is made, but none of the points
is developed or elaborated. No detailed knowledge of locations is
given.
|
1 - 5
|
| |
|
Level
II At least one point is developed and elaborated in detail.
Basic knowledge of case studies is given.
|
6
- 12 |
| |
|
Level
III At least two of the changes are explained and elaborated
in detail. Clear and precise knowledge of the case studies is provided. |
13
- 20 |
| |
|
Level
IV Three changes are all explained in detail, with clear precise
knowledge of case studies used well to support the ideas. The answer
shows good geographical insight and is planned and written logically. |
21
- 25 |
| Question |
Mark |
|
8
|
a
i
|
Each difference
listed gains 1 mark.
Each elaborated description gains a second mark.
|
3 * 2
|
| |
ii |
Notes for
answers:
They employ a lot of people.
They are labour intensive.
They require low capital costs to set up.
They use people's skills but do not need a highly educated work
force.
They produce for local needs.
They generate income, which allows people to pay taxes.
General multiplier effect on the economy.
|
| |
|
Level
I At least one simple, unelaborated point.
|
1
- 3 |
| |
|
Level
II At least one point is developed. Three separate points
developed, or two points developed in detail, can gain the maximum
mark. |
4
- 6 |
| |
iii |
Notes
for answers:
When capital is in short supply people need to set up work on an informal
basis. They often use their own home, or the street outside, etc.
to run their business. Over-regulation of such enterprises may well
stifle businesses, or drive them into hiding. Unregulated business
is better than no business in these circumstances. |
| |
|
Level
I At least one simple, undeveloped point. |
1
- 2 |
| |
|
Level
II At least one elaborated point. |
3
- 4 |
| |
b |
Level
I At least one simple relevant point is made, but no point
is developed or elaborated. Any references to examples of places or
companies are brief and superficial. |
1
- 3 |
| |
|
Level
II The advantages and disadvantages are both discussed, with
at least one point developed and elaborated. Examples are used to
support at least some of the points made. |
4
- 6 |
| |
|
Level
III Both advantages and disadvantages are developed in detail,
and ideas are supported by clear, detailed references to examples. |
7
- 9 |
| Question |
Mark |
|
9
|
a
i
|
They were rapidly
expanding economies. They had previously been LEDCs. They were now
NICs.
|
3 * 1
|
| |
ii
|
Malaysia, Indonesia,
Thailand, etc
|
1 |
| |
b
i |
Point mark
|
4 * 1
|
| |
ii
|
Level
I At least one relevant point, but no development of ideas.
|
1
- 2 |
| |
|
Level
II At least one idea developed and elaborated. The answer
must deal with the situation before 1970 and the situation now to
reach this level. |
3
- 5 |
| |
iii |
Level I An area is named, and at least one relevant
point is made but there is no elaboration. |
1
- 2 |
| |
|
Level
II At least one point is clearly elaborated, with reference
to specific detail about the named region. |
3
- 5 |
| |
|
Level
III The answer is detailed and thorough with reference to
several clearly described items of knowledge about the chosen area. |
6
- 8 |
| |
iv |
Point
mark for knowledge of the recent situation. |
4
* 1 |
| Question |
Mark |
|
10
|
a
|
One development
brings another = 1 mark
After this point mark for elaboration of the basic idea.
|
4 * 1
|
| |
b
|
Level
I At least one relevant point is made but there is no development
of ideas and ideas are not well supported by detailed examples.
|
1
- 3 |
| |
|
Level
II At least one idea is well developed, or at least one
idea is clearly supported by a detailed, relevant example.
|
4 - 7
|
| |
|
Level
III The answer shows detailed development of ideas, clearly
supported by case studies to give a good geographical analysis of
the development of the region through several different stages.
|
8
- 10 |
| |
c
i |
Level
I A definition which is at least partly correct. |
1 |
| |
|
Level
II A definition which is mostly complete. |
2 |
| |
|
Level
III A complete and clear definition. |
3 |
| |
ii |
As
above |
| |
d |
Level
I A relevant example is chosen and at least one relevant descriptive
point is made, but no point is developed. |
1
- 2 |
| |
|
Level
II The answer is clearly developed, with relevant exemplars
used to support ideas. |
3
- 5 |
| Question |
Mark |
|
11
|
a
|
Level
I At least one relevant point. Extra points raise the answer
to the top of the level. However, no point is developed or elaborated.
|
1 - 3
|
| |
|
Level
II At least one point is clearly elaborated. Relevant examples
are quoted to give clear support to points made.
|
4
- 6 |
| |
ii |
Notes for answers:
Lifts from the
data include:
land is scarce or expensive to develop;
the need for land is increasing as the labour-to-land ratio declines.
From knowledge:
heavy industry is declining as demand falls, partly because of increased
imports;
heavy industry, and other old industries, tended to be concentrated
in inner city areas; environment in inner cities is run down and
difficult to redevelop;
congestion in inner cities.
|
| |
|
Level
I Points are lifted from the article but not developed.
|
1
- 2 |
| |
|
Level
II Knowledge is used, along with lifted points from the article,
but there is no development of ideas, and none of the ideas is supported
with clear, relevant use of case study material. |
3
- 4 |
| |
|
Level
III The answer contains clearly elaborated ideas, developed
either from points in the article or from knowledge, or both. |
5
- 6 |
| |
b
i |
Level
I At least one relevant problem is described, but the answer
is not developed and any reference to case studies is brief and imprecise. |
1
- 3 |
| |
|
Level
II At least one problem is developed in detail with clear
reference to the case study chosen. |
4
- 6 |
| |
ii |
Level
I A relevant example is named and at least one simple, relevant
point is made. |
1
- 2 |
| |
|
Level
II At least one idea is developed in detail, or a detailed
description is given of a chosen example. |
3
- 5 |
| |
|
Level
III Ideas are developed in detail, and are clearly supported
with references to relevant examples. |
6
- 7 |
| Question |
Mark |
|
12
|
a
|
Notes for
answers:
New or expanding industry creates more jobs.
This increases spending power in the area.
This creates jobs in the services and construction industries.
It can also attract more employment into the original industry.
|
| |
|
Level
I At least one relevant, basic statement is made. The answer
probably deals with the idea of 'multiplier effect without fully
explaining or developing the idea.
|
1
- 3 |
| |
|
Level
II The idea is fully developed and explained. Examples,
real or hypothetical, may be used as illustration.
|
4 - 6
|
| |
b
|
Level
I At least one of the two subjects is described, but explanations
of the development is very basic. If examples are used they are
not explained.
|
1
- 3 |
| |
|
Level
II At least one of the two concepts is explained clearly and
fully. If they are both explained thoroughly give full marks. The
best answers will often run the two concepts together. Credit should
be given for this. |
4
- 6 |
| |
c
i |
Level
I A relevant country is named and at least one problem is
mentioned but there is no explanation of its problems - instead, at
best, several problems are listed. |
1
- 3 |
| |
|
Level
II At least one of the region's problems is clearly explained,
and linked to the peripheral position. Use of the example is clear,
detailed and relevant. |
4
- 6 |
| |
ii |
Level
I A solution is described, but not in great detail. It is
not clearly linked to the problems it is designed to overcome. Any
attempt to assess its success merely states whether it ahs been successful,
with no detail and no criteria for judgement. |
1
- 2 |
| |
|
Level
II The answer links the scheme to the problems, and starts
to assess its success, based on the extent to which it has solved
the problems. |
3
- 5 |
| |
|
Level
III The scheme is described in detail, with precise local
knowledge shown. It is clearly linked to the problems, and the success
in dealing with the problems is assessed in a thorough and realistic
way. The answer shows good geographical understanding. |
6
- 7 |
| Question |
Mark |
| 13 |
Notes for
questions:
The question
offers a lot of help with the planning of this answer. You must
refer to:
- MEDCs
- LEDCs
- traditional
manufacturing
- high tech
manufacturing
If you start
with these four sections of your essay, and make sure that you cover
each topic thoroughly, you should quickly reach at least a high
level 2 mark.
Then, to develop your answer further you should also refer
to:
- at least
one example of a TNC, but probably more
- the distinction
between research and mass production
- the differences
between development in the home base country and other countries
- the relationships
between TNCs and host governments
If some of these
themes are developed well, with reference to good examples all the
way through, you could well be reaching the top of level 3.Finally
you must make some assessment of the importance of TNCs,
and this probably means looking at the benefits and problems that
such development brings, and comparing the scale of TNC developments
with more traditional developments.
|
|
|
|
Level
I At least one relevant point is made, but no point is developed
clearly beyond a simple statement. Any reference to examples is
superficial.
|
1 - 5
|
| |
|
Level
II At least one idea is developed clearly. Examples are
used sensibly to support the development of ideas, but the examples
are not detailed. If sections of the essay (listed above as must
refer to) are missed out the answer cannot reach the top of this
level.
|
5
- 12 |
| |
|
Level
III The answer is clear and detailed. Ideas are well developed
in several parts of the essay. Examples are used to support the
ideas, and at least one of the examples are described in detail.
|
13 - 20
|
| |
|
Level
IV The answer is thorough. All sections of the essay are
developed in detail. To reach the top of this level the answer must
show real geographical understanding and be written logically and
in a good style.
|
21
- 25 |
|