AQA A-Level Geography Paper 1, June 2025: Question 1

Section A

Question 1 Water and carbon cycles

Total

Qu Part Marking guidance

marks

01 1 Outline characteristic features of a drainage basin. 4

AO1=4

Point marked

Allow 1 mark per valid point with extra mark(s) for developed points (d).

For example:

Notes for answers

• This is the area of land drained by a major river and its tributaries (1).

• A drainage basin acts as a catchment area for one river system with all

the precipitation falling within a single drainage basin potentially ending

up within that one single river system (1).

• It is bordered by a watershed which is usually a ridge of land

separating two basins (1). This may also be a lake or coastline (1) (d).

• Drainage basins comprised of impermeable rock will speed up the flow

of water into the river (1). Those drainage basins covered by human

developments such as settlements will also generally have a faster

flow of water into the river (d). Dams are also a feature of some

drainage basins (1)

• Slope and vegetation cover also affect the speed of flow of water

across or through the drainage basin (1). For example, gentle slopes

with high levels of vegetation cover will tend to hold more water and

only release this slowly to the river (1) (d).

• Drainage patterns can be dendritic (resembling the branches of a tree)

(1) or trellis patterns, whereby tributaries join at sharp angles (1).

• Accept reference to rectangular and radial patterns as long as these

are clearly outlined. (1 mark per valid outline).

– A-LEVEL GEOGRAPHY – –

The notes for answers are not exhaustive. Credit any valid points.

01 2 Analyse the data shown in Figure 1. 6

AO3=6

AO3 – There should be clear analysis of the relationships evident in the

resource. Analysis should consider the variation in the contribution to

reducing GHG emissions by various groups and individual countries.

Mark scheme

Level 2 (4–6 marks)

AO3 – Clear analysis of the quantitative evidence provided, which makes

appropriate use of data in support. Clear connection(s) between different

aspects of the data and evidence.

Level 1 (1–3 marks)

AO3 – Basic analysis of the quantitative evidence provided, which makes

limited use of data and evidence in support. Basic connection(s)

between different aspects of the data and evidence.

Notes for answers

AO3

• There is a very large variation in the contributions by countries and

groups of countries in this dataset.

• Most are projected to reduce their emissions, with the exception of

Mexico and Turkey.

• China and the USA are each responsible for around 600–800 MtCO2e

reduction in emissions. These represent the largest changes for

individual countries. This represents around 30% of the overall

expected reduction by 2030.

• The other major contributors are the EU and non G20 countries which

together represent around 1500 MtCO2e reduction in GHG emissions.

• Most of the individual countries listed are forecast to make relatively

small contributions to the overall reduction.

– A-LEVEL GEOGRAPHY – –

Credit any other valid analysis.

01 3 Using Figure 2 and your own knowledge, assess the relative 6

importance of physical and human factors in achieving a AO1=2

sustainable water supply. AO2=4

AO1 – Knowledge and understanding of the water cycle applied to an

urban context.

AO2 – Application of knowledge and understanding to show how

different human and physical factors impact upon the water cycle.

Mark scheme

Level 2 (4–6 marks)

AO1 – Demonstrates clear knowledge and understanding of concepts,

processes, interactions and change.

AO2 – Applies knowledge and understanding to the novel situation

offering clear assessment drawn appropriately from the context provided.

Connections and relationships between different aspects of study are

evident with clear relevance.

Level 1 (1–3 marks)

AO1 – Demonstrates basic knowledge and understanding of concepts,

processes, interactions, change.

AO2 – Applies limited knowledge and understanding to the novel

situation offering only basic assessment drawn from the context

provided. Connections and relationships between different aspects of

study are basic with limited relevance.

Notes for answers

AO1

• Drainage basins as open systems – inputs and outputs, to include

precipitation, evapo-transpiration and runoff; stores and flows, to

include interception, surface, soil water, groundwater and channel

storage; stemflow, infiltration overland flow, and channel flow.

Concept of water balance.

• Changes in the water cycle over time to include natural variation

including storm events, seasonal changes and human impact including

farming practices, land use change and water abstraction.

• Case study of a river catchment(s) at a local scale to illustrate and

analyse the key themes above, engage with field data and consider

the impact of precipitation upon drainage basin stores and transfers.

AO2

• The question is about the extent to which human and physical factors

(hinted at in the resource) help to achieve the definition of sustainable

water supply as set out in the note.

• Precipitation is the single most important physical factor in achieving a

sustainable water supply. Without this–A,-LEVEL GEOGRAPHYsupply is unlikely to meet– –

demand.

• Similarly rates of evaporation will impact supplies of water. For

6 example, high rates of evaporation in an area relying on lakes and

reservoirs, would point towards an unsustainable supply.

• Some may reference the importance of groundwater supply and

abstraction from rivers and lakes as important factors in the supply of

water. The abstraction itself is clearly a human factor but the presence

of groundwater and sustainable supplies from rivers and lakes are

physical factors. This itself is related to the permeability of the

underlying rock in the drainage basin.

• Wastewater treatment is clearly a human factor. This points towards a

sustainable supply based on human intervention.

• Some may provide comparative information from case studies.

• In terms of relative importance, candidates are free to argue either

position as long as this is based on preceding content.

Credit any other valid assessment.

01 4 Analyse factors driving change in the magnitude of carbon stores in 20

a tropical rainforest that you have studied. AO1=10

AO2=10

AO1 – Knowledge and understanding of stores and transfers in the

carbon budget. Knowledge and understanding of a specific tropical

rainforest case study.

AO2 – Application of knowledge and understanding to analyse the

factors driving change in the carbon of the chosen tropical rainforest.

Notes for answers

AO1

• The size of major stores of carbon – lithosphere.

• The carbon budget and the impact of the carbon cycle upon land.

• Factors driving change in the magnitude of carbon stores over time

and space, including flows and transfers at plant, sere and continental

scales. Photosynthesis, respiration, decomposition, combustion.

• Changes in the carbon cycle over time, to include natural variation

(including wildfires, volcanic activity) and human impact (including

hydrocarbon fuel extraction and burning, farming practices,

deforestation, land use changes).

• Human interventions in the carbon cycle designed to influence carbon

transfers.

• Case study of a tropical rainforest setting to illustrate and analyse key

themes in water and carbon cycles and their relationship to

environmental change and human activity.

AO2

• There are many factors driving change in the magnitude of carbon. In

the context of a tropical rainforest these are arguably more physical

than human in nature.

• Expect to see reference to the core processes operating in carbon

cycling eg photosynthesis, respiration, decomposition, combustion,–A-LEVEL GEOGRAPHY– –

weathering.

• Climate change is likely to feature in many responses. The impacts on 7

the forest are likely to be expressed negatively. For example,

increased temperatures and reduced precipitation are linked to

reduced productivity / reduced photosynthesis, ie a reduction in the

store of carbon.

• Similarly, these same circumstances increase the likelihood of forest

wildfires again destroying the carbon store and also reducing uptake of

CO2.

• Some may argue that increased temperature, precipitation and

increased atmospheric CO2 may itself operate as a negative feedback,

accelerating plant growth and increasing the size of the carbon store of

the biomass.

• The thrust of most responses is likely to be on the human factors

driving change in the magnitude of carbon stores. Expect to see

references to the role of farming, mining, forestry and road building. In

all cases the biomass store is reduced. This has a knock-on impact on

the litter and soil stores as the cycle is disrupted.

• Some may point towards positive human activity which is restoring the

biomass store eg afforestation schemes or ecotourism conservation.

Debt for nature schemes may also feature.

• Case studies are likely to be used to exemplify both human negative

impacts and measures to restore rainforest carbon stores.

– A-LEVEL GEOGRAPHY – –

Credit any analytical approach.

Marking grid for Question 01.4

Level/ Criteria/Descriptor

Mark

Range

Level 4 • Detailed evaluative conclusion that is rational and firmly based on knowledge and

(16–20 understanding which is applied to the context of the question. Interpretations are

marks) comprehensive, sound and coherent (AO2).

• Detailed, coherent and relevant analysis and evaluation in the application of

knowledge and understanding throughout (AO2).

• Full evidence of links between knowledge and understanding to the application of

knowledge and understanding in different contexts (AO2).

• Detailed, highly relevant and appropriate knowledge and understanding of place(s)

and environments used throughout (AO1).

• Full and accurate knowledge and understanding of key concepts, processes and

interactions and change throughout (AO1).

• Detailed awareness of scale and temporal change which is well integrated where

appropriate (AO1).

Level 3 • Clear evaluative conclusion that is based on knowledge and understanding which is

(11–15 applied to the context of the question. Interpretations are generally clear and

marks) support the response in most aspects (AO2).

• Generally clear, coherent and relevant analysis and evaluation in the application of

knowledge and understanding (AO2).

• Generally clear evidence of links between knowledge and understanding to the

application of knowledge and understanding in different contexts (AO2).

• Generally clear and relevant knowledge and understanding of place(s) and

environments (AO1).

• Generally clear and accurate knowledge and understanding of key concepts,

processes and interactions and change (AO1).

• Generally clear awareness of scale and temporal change which is integrated where

appropriate (AO1).

Level 2 • Some sense of an evaluative conclusion partially based upon knowledge and

(6–10 understanding which is applied to the context of the question (AO2). Interpretations

marks) are partial but do support the response in places.

• Some partially relevant analysis and evaluation in the application of knowledge and

understanding (AO2).

• Some evidence of links between knowledge and understanding to the application of

knowledge and understanding in different contexts (AO2).

• Some relevant knowledge and understanding of place(s) and environments which is

partially relevant (AO1).

• Some knowledge and understanding of key concepts, processes and interactions

and change. There may be a few inaccuracies (AO1).

• Some awareness of scale and temporal change which is sometimes integrated

where appropriate. There may be a few inaccuracies (AO1).

Level 1 • Very limited and/or unsupported evaluative conclusion that is loosely based upon

(1–5 knowledge and understanding which is applied to the context of the question.

marks) Interpretation is basic (AO2).

• Very limited analysis and evaluation in the application of knowledge and

understanding. This lacks clarity and coherence (AO2).

• Very limited and rarely logical evidence of links between knowledge and

understanding to the application of knowledge and understanding in different

contexts (AO2). – A-LEVEL GEOGRAPHY – –

• Very limited relevant knowledge and understanding of place(s) and environments

(AO1).

• Isolated knowledge and understanding of key concepts, processes and interactions 9

and change. There may be a number of inaccuracies (AO1).

• Very limited awareness of scale and temporal change which is rarely integrated

where appropriate. There may be a number of inaccuracies (AO1).

Level 0 • Nothing worthy of credit.

(0 marks)