Year 9 Geography:

Changing Economic World (Part 1)

Time allowed = 30mins

Instructions
 Write in blue or black ink.
 Answer all questions.
 Calculators allowed.
27
Q1.
The changing economic world

Study the scattergraph showing Gross National Income (GNI) and birth rate for selected
countries in 2016.

(a) Plot the following data on the scattergraph.

Country Birth rate GNI (US$ per

(per 1000/per year) person)

Germany 9 44 000
(1)

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 (b) Draw a best fit line on the scattergraph.
(1)

(c) ‘Japan is in stage 5 of the Demographic Transition Model (DTM) and is a highly
developed country.’

Explain this statement.

Use the scattergraph and your own understanding.

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(3)
(Total 5 marks)

Q2.
Give one disadvantage of using an economic measure of development such as GNI.

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(Total 1 mark)

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Q3.
Study the figure below, a world map showing the global distribution of Human
Development Index (HDI) values.

HDI combines data on life expectancy, educational levels and income, with values ranging
from 0 (worst) to 1 (best).

Using the figure above, compare HDI values in Africa and South America.

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(Total 2 marks)

Q4.
Outline how one historical factor can lead to uneven development.

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(Total 2 marks)

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Q5.
State one characteristic of intermediate technology.

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(Total 1 mark)

Q6.
Study the information below, which describes the effects of a microfinance project in
Ghana, a country in Africa.

Before microfinance was available in the area the crops were failing and
the people were going from crisis to crisis, especially in the dry season
where they would often have no food or money. The children would have
so little to eat that they had become extremely malnourished and there
was a very high mortality rate.
Education showed villagers how to plant and grow dry season crops like
tomatoes, onions and cabbages.
The difference in the crops was amazing. Villagers now had food all
through the year for themselves and had a surplus to sell. This meant
they could afford to buy health care, school uniforms and pay for labour
on their small farms meaning they could farm much bigger areas of land
which increased their food supplies.

(a) Using the information, state two challenges faced by the people of the area.

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2. _________________________________________________________________

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(2)

(b) Suggest one way microfinance loans can help to reduce the development gap.

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(1)
(Total 3 marks)

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Q7.
Explain how fairtrade can reduce the development gap.

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(Total 4 marks)

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Q8.
Study the information below about tourism in Africa.

Botswana in Africa has large areas of unspoilt wilderness. Safari tourism is becoming an
important source of income, both locally and nationally.

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Evaluate the effectiveness of tourism in reducing the development gap.

Use the information above and your own knowledge.

(Total 9 marks)

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(extra space)
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(Total 9 marks)

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Mark schemes

Q1.
(a) One mark for the correct alignment of each value in the plot.
Germany does not have to be named.
AO4 = 1 mark

(b) Line should be straight, approximately in the centre of the scatter and inclined top
left to bottom right.
AO4 = 1 mark

(c) Candidates should make reference to the graph through using country name(s) and /
or data provided. They should show that they can apply knowledge and
understanding in analysing Japan’s position on the graph. Expect recognition of
Japan’s place in a negative correlation showing that with a high level of wealth the
birth rate has fallen very low. The connection should be made with the DTM such
that it marks a general progression of population structure associated with
corresponding economic changes.

The graph shows a negative correlation between GNI and birth rate (1). The birth
rate falls as the DTM progresses, which generally happens alongside economic
growth, shown here by Japan’s high GNI / low BR (1). As people become wealthier
they realise they don’t need to have so many children (1) As countries’ GNI grows
they can invest in health care which means lower infant mortality so fewer children
need to be born in an effort to make sure some survive (1). As the birth rate begins
to fall more money will become available in households and more widely in the
economy for investment which will increase GNI (1). At stage 5 will be Japan with
very low birth rate and high wealth (1).

Max 1 mark if no reference to the graph, at least implicitly.

Reserve 3rd mark for the link between DTM and development.
AO3 = 3 marks
[5]

Q2.
Credit one reason only, there is no requirement to use the Figure.

They should show an awareness of how economic measures, especially simplistic

measures such as GNI, can be misleading e.g.

• Economic measures do take any account of people’s quality of life which is

important in social terms (1)

• Economic measures tend to be per person / are an average figure so do not allow
for extremes of wealth and poverty (1)

• Many economic measures are in US$ so do not allow for the relative spending
power of different currencies (1).

No credit for general answers regarding the unreliability of single measures other than
economic.
AO2 = 1 mark
[1]

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Q3.
Responses should focus on differences in HDI values between Africa and South America.
Expect statements backed up by data from the map, e.g.

• HDI values in South America are generally higher than in Africa (1)
• the vast majority of countries in South America have values above 0.7, whereas
most countries in Africa show HDI values under 0.6 (1)
• the highest figures for HDI are in the extreme north and south of Africa showing
values exceeding 0.6 (1). The highest in South America are in the southern part,
with values above 0.8 (1).

Credit reference to individual countries where relevant.

No credit for statements about other parts of the world.

AO4 = 2
[2]

Q4.
Candidates should clarify the factor and its resultant impact upon development.
There is no requirement for an example though it may aid clarity and development.
Specification states this in the context of LIC / NEE but question does not, therefore allow
valid positive points re HICs.

One mark for a basic statement, e.g.

• countries used to be colonies (1).
• past wars left the country worse off (1).

Two marks for a developed idea, e.g.

• many African countries were European colonies (1) this meant their resources were
exploited for European gain and hindered their independent development (d) (1).
• past civil wars such as Mozambique 1977-1992 (1) left much of the infrastructure
damaged and therefore hampered development (d) (1).

No credit for factors other than historic ones.

AO1 = 2 marks
[2]

Q5.
Candidates need not make reference to image of the Bicycle Ambulances though to do
so would be a valid approach provided answers move beyond it or adapt it in some way.

Candidates should show an awareness of how intermediate technology can be

appropriate for poorer countries e.g.

• The tools / systems are simple and affordable (1)

• By providing simple machines / tools people can develop businesses and earn
money (1)
• It involves local communities so is ‘bottom up’ development (1).

Credit negative comments clarifying the difference between intermediate and other
technology e.g. It is not expensive / complicated.

No credit for repetition of the image of the Bicycle Ambulances only.

AO1 = 1 mark
[1]

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Q6.
(a) One mark for each correct identification.

A dry season; failing crops; low food availability / malnutrition; high mortality rates
AO4 = 2

(b) Students need not make reference to the figure though to do so would be a valid
approach provided answers move beyond it or adapt it in some way.

Students should show an awareness of how microfinance operates for poorer

countries e.g.
• People are given small loans appropriate to their needs (1)
• Microloans work by allowing subsistence farmers or those in the informal
sector to escape poverty (1)
• Loans are not a handout so people feel empowered (1)

No credit for repetition of the figure only.

AO1 = 1
[3]

Q7.

Level Marks Description

2 3–4 AO1 – Demonstrates clear knowledge

(Clear) of the principles / operation of fairtrade.
AO2 – Shows clear understanding of
the process of development.
1 1–2 AO1 – Demonstrates basic knowledge
(Basic) of the principles / operation of fairtrade.
AO2 – Shows limited understanding of
the process of development.
0 No relevant content.

• Level 2 answers will provide reasoning that connects the operation of fairtrade with
a reduction in development problems.
• Level 1 answers will provide basic reasons or merely assert the connections
between fairtrade and reducing development problems.
• No credit for description of economic development in isolation.

Indicative content

• Answers might draw straightforward connections such that the link between the two
are clear.
• The specification does not require an example and nor does the question expect
one, but candidates may structure their answer around the use of an example.
• Fair prices for primary products means that farmers and therefore countries will be
much less subject to changing prices on world markets and can have a more stable
income.
• Fairtrade means that farmers in LICs are paid a fair price for their goods, e.g. coffee
and bananas so they can provide an income for their families.
• Increasing individual farmer income means they will no longer be as poor and may
be able to plan for the future.
• Improvements may also follow in education or health care, sometimes funded by the
fairtrade organisations which will improve social measures of development e.g. a

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 rise in HDI or literacy scores.
AO1 = 2 marks
AO1 = 2 marks
[4]

Q8.

Level Marks Description

3 7–9 AO1 Demonstrates detailed knowledge

(Detailed) of how the development of tourism can
be used to reduce the development
gap.
AO2 Shows thorough geographical
understanding of how the development
of tourism can be used to reduce the
development gap.
AO3 Demonstrates sound application
of knowledge and understanding in a
reasoned way to evaluate the
effectiveness of tourism development
as a way of reducing the development
gap.

2 4–6 AO1 Demonstrates clear knowledge of

(Clear) how the development of tourism can be
used to reduce the development gap.
AO2 Shows some geographical
understanding of the development of
tourism can be used to reduce the
development gap.
AO3 Demonstrates some application of
knowledge and understanding to
evaluate the effectiveness of tourism
development as a way of reducing the
development gap.

1 1–3 AO1 Demonstrates limited knowledge

(Basic) which identifies how the development
of tourism can improve living
standards.
AO2 Shows limited geographical
understanding of how the development
of tourism can be used to reduce the
development gap.
AO3 Demonstrates limited application
of knowledge and understanding and
makes simple evaluative statements
about the effectiveness of tourism
development as a way of reducing the
development gap.

0 No relevant content.

Indicative content

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• At the highest level students are expected to show some understanding of the
development gap.
• At the lower levels reducing the development gap may be implied by an appreciation
of how the development of tourism can create socio-economic opportunities.
• Economic factors considered may include the creation of jobs (direct and through
the multiplier); increases in income; opportunity for the development of skills; the
development of infrastructure and improvement of services.
• Social opportunities may include the development and improvement of services; the
opportunity to improve general living conditions and general improvement to health
and welfare.
• Students may include examples where particular tourism developments have
included the building of social facilities such as schools; health clinics; water and
sanitation systems; electricity systems.
AO1 = 3
AO2 = 3
AO3 = 3
[9]

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