OCR A-Level Geography Geographical debates (03), June 2025: Question 1

9 marks · Medium difficulty · Short Answer

Identify three limitations of Fig. 1 regarding climate change responses, and explain how humans influence the global mean energy balance.

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Question

Question 1 contains two parts: Part (a) asks to identify three limitations of Fig. 1 as a source of information about responses to climate change, worth 3 marks. Part (b) asks to explain how humans influence the global mean energy balance, worth 6 marks.
Question text

(a) Identify three limitations of Fig. 1 as a source of information about responses to climate change.

[3]

(b) Explain how humans influence the global mean energy balance. [6]

Mark scheme

Show the mark scheme Mark scheme for Question 1. Part (a) is awarded 3 marks (AO3) for identifying three limitations of a word cloud (qualitative data, lack of scale/quantity, ambiguous terms, repeated words, unclear colors). Part (b) is a level-marked question out of 6 marks (AO1) across three levels (Level 3: 5–6 marks, Level 2: 3–4 marks, Level 1: 1–2 marks) assessing knowledge of human influences on the global mean energy balance such as fossil fuel combustion, deforestation, changing albedo, and atmospheric radiation changes.

Question Answer Mark Guidance

1 (a) Identify three limitations of Fig. 1 as a source of information about 3 AO3 – 3 marks

responses to climate change. AO3

The word cloud shows terms used in relation to responses to climate change. x3 3x1 (SEEN) for three limitations of the data identified

Possible limitations include: through critical questioning of the resource.

• Informal representation (qualitative) – lack of quantitative information.

• Validity of data e.g. AC/EDC/LIDC: bias of respondents/source/year Annotate as SEEN on script, one for each limitation.

• How effective are these responses?

• Lack of information on scale and number of responses required for each If 0 marks are recorded, needs to be annotated at

size of text. the end of the answer.

• Ambiguous/ill-defined phrases e.g., allowances, Kyoto units, ecology

• Words repeated in different sizes leading to confusion e.g. emissions,

Kyoto protocol, ecology.

• Unclear what the colours refer to.

• General phrases giving limited information e.g. cap and trade – where,

between which dates.

1 (b) Explain how humans influence the global mean energy balance. 6 Indicative content

AO1 AO1 – 6 marks

Level 3 (5-6 marks) x6 Knowledge and understanding of how humans influence

Demonstrates thorough knowledge and understanding of how humans the global-mean energy balance could potentially

influence the global-mean energy balance (AO1). include:

This will be shown by including well-developed ideas about how humans • Consumption of fossil fuels (coal, oil, natural gas) → ↑

influence the global-mean energy balance. GHG concentrations = ↑ terrestrial radiation absorbed ↑ global

temperatures.

Level 2 (3-4 marks) • ↑ deforestation → ↓ albedos → ↑ absorption and

Demonstrates reasonable knowledge and understanding of how humans

warming.

influence the global-mean energy balance (AO1).

This will be shown by including developed ideas about how humans influence • ↑ warming → ↓ sea + land-based snow + ice → ↓ albedos

the global-mean energy balance. → ↑ absorption and warming.

• ↑ warming → ↑ evaporation → ↑ latent heat in

Level 1 (1–2 marks) atmosphere and ↑ water vapour → ↑ warming (1 degree rise

Demonstrates basic knowledge and understanding of how humans influence in temperature = 7% more water vapour).

the global-mean energy balance (AO1). • Links to the atmospheric system and mass balance

There may be simple ideas about humans influence the global-mean energy c. 45% of incoming solar radiation reaches + warms Earth’s

balance. surface. About 66% of outgoing long wave radiation from

surface lost to space. Remainder absorbed by GHGs – these

0 marks stabilise + moderate global temp.

No response or no response worthy of credit • Human actions to restore/reduce impacts of global

How to answer it

Responses to Climate Change & The Global Energy Balance

WHAT THIS QUESTION TESTS

Skills and knowledge assessed across both parts:

  • AO3 (Geographical Skills & Critique): Critical evaluation of qualitative data presentations (word clouds), specifically identifying methodological limitations, lack of quantitative scaling, ambiguity, and sampling bias.
  • AO1 (Knowledge & Understanding): Systems knowledge of the Earth-atmosphere radiative energy budget (solar shortwave vs. terrestrial longwave radiation), anthropogenic greenhouse gas emissions, surface albedo alteration, and positive feedback mechanisms.
Question 1 (a)

Critical Evaluation of Climate Change Response Data

Identify three limitations of Fig. 1 as a source of information about responses to climate change. [3 marks]

✅ Acceptable Answers (1 mark per valid point)

Any three separate points identifying valid limitations of the resource:

  • Qualitative / Non-quantitative: It provides informal representation without raw numbers, statistical frequency, or quantifiable metrics.
  • Lack of scale / hierarchy: No key explains what font size or font colour corresponds to (e.g. number of mentions, money invested, or effectiveness).
  • Data validity and provenance: Unclear source, sample size, publication year, or geographic representation (e.g. bias towards AC views rather than EDCs/LIDCs).
  • Ambiguous / vague terms: Concepts such as "Kyoto units", "ecology", or "allowances" appear without context or operational definition.
  • Duplication: Words repeated at different sizes (e.g., "emissions", "Kyoto protocol"), making relative importance confusing and unreliable.
  • Zero efficacy data: Shows names of policies/actions, but indicates nothing about how successful or effective they actually are.

🧠 Exam Technique & Examiner Tips

  • Be specific about data presentation: Avoid saying simply "it is confusing". State why it is confusing (e.g., "There is no numerical scale or legend to explain what font size represents").
  • Rule of three: Make three distinct bullet points. Examiners tick each unique, creditworthy critique as (SEEN) .
  • Resource: Fig. 1 is a qualitative word cloud. Examiners look for critical questioning of data reliability, methodology, and representation.

❌ Common Student Errors

  • Critiquing the response instead of the figure: Complaining that "carbon taxes are unfair" rather than critiquing the word cloud itself.
  • Repeating the same point in different words: E.g., Writing "no numbers" for point 1, and "no statistics" for point 2 (only 1 mark awarded).
  • Vague complaints: Stating "it has bad colours" without explaining that colour differences lack an explanatory legend or key.
Mark Scheme Breakdown: AO3 = 3 marks (3 × 1 mark). Full credit requires three distinct, clear limitations identified through critical analysis of the resource.
Question 1 (b)

Human Disruption of the Global Mean Energy Balance

Explain how humans influence the global mean energy balance. [6 marks]

💡 Core Geographical Knowledge

The global mean energy balance is in dynamic equilibrium when incoming shortwave solar radiation equals outgoing terrestrial longwave radiation:

  • Baseline Budget: ~45% of incoming solar radiation is absorbed at the surface. ~66% of outgoing longwave (infrared) radiation normally escapes to space; the rest is naturally trapped by greenhouse gases (GHGs).
  • Enhanced Greenhouse Effect: Combustion of fossil fuels (coal, oil, natural gas) and agriculture elevate atmospheric concentrations of CO₂, CH₄, and N₂O, trapping a higher fraction of outgoing terrestrial longwave radiation.
  • Albedo Changes: Deforestation, urban development, and aerosol emissions alter surface reflectivity, modifying direct absorption of shortwave insolation.

📐 Mechanism Breakdown: Step-by-Step Forcing

1. Enhanced Trapping (Radiative Forcing):
Fossil fuels + industry → elevated CO₂/CH₄ → atmospheric optical thickness increases for infrared wavelengths → less outgoing longwave escapes directly to space.
2. Surface Albedo Feedback:
Anthropogenic warming → melt of cryosphere (sea ice/glaciers) → high albedo ice (reflects ~80%) replaced by low albedo ocean/soil (absorbs ~90%) → further energy absorption.
3. Water Vapour Feedback:
Surface warming → increased evaporation rates → +1 °C warming allows the troposphere to hold ~7% more water vapour (a potent GHG) → amplified heat retention.

✅ Model Answer Paragraphs (Level 3: 5–6 Marks)

The global mean energy balance relies on an equilibrium between incoming shortwave solar radiation and outgoing longwave terrestrial radiation. Anthropogenic activities disrupt this equilibrium predominantly via the enhanced greenhouse effect. Industrial combustion of fossil fuels (coal, oil, and gas), intensive pastoral farming (releasing CH₄), and deforestation have substantially increased atmospheric concentrations of long-lived greenhouse gases. Because these gases are transparent to incoming shortwave insolation but absorb outgoing infrared radiation re-emitted by the Earth, less radiation escapes to space (~66% under natural equilibrium). This radiative forcing traps surplus heat within the troposphere, driving a positive net balance.

Furthermore, human activities alter the planet's surface energy budget directly through albedo modification and subsequent feedback loops. Widespread deforestation for agriculture replaces dark, high-absorption canopies with pasture, but secondary anthropogenic warming induces severe cryospheric melt. As Arctic sea ice and continental glaciers retreat, the planet's average planetary albedo falls, causing the darker land and sea surfaces to absorb substantially more shortwave solar radiation instead of reflecting it. Additionally, atmospheric warming raises rates of surface evaporation; because air holds approximately 7% more water vapour per 1 °C rise, increased atmospheric humidity creates a powerful secondary greenhouse forcing mechanism, further restricting longwave radiative loss.

🧠 Examiner Commentary: Level Descriptors

  • Level 3 (5–6 marks): Thorough, well-developed chain of reasoning. Distinguishes explicitly between incoming shortwave solar and outgoing longwave terrestrial radiation. Incorporates feedbacks (albedo, moisture).
  • Level 2 (3–4 marks): Developed explanation. Explains greenhouse gas emissions and heat trapping, but may treat radiation generically as "heat" or miss the distinction between shortwave and longwave energy.
  • Level 1 (1–2 marks): Simple/generic ideas. E.g., "Humans burn fossil fuels which causes global warming and pollutes the sky." No direct reference to the energy balance or radiation flows.

❌ Common Traps to Avoid

  • Ozone Layer Confusion: Claiming global warming is caused by holes in the ozone layer letting in more sun. Ozone depletion is an entirely separate atmospheric issue.
  • Conflating Radiation Types: Saying GHGs "trap the sun's rays". GHGs do not absorb incoming shortwave solar radiation; they absorb outgoing terrestrial longwave (infrared) radiation.
  • Ignoring the "Balance" Term: Discussing only rising temperatures without framing the answer around inputs, outputs, and equilibrium disruption.
Mark Scheme Breakdown: AO1 = 6 marks. Quality of response is judged via a banded mark scheme. Level 3 demands precise physical terminology (shortwave/longwave, radiative forcing, feedback loops, albedo).

Topics

Topic 3.1 Climate Change · 2.a. Humans have influenced the climate system, leading to a new epoch, the Anthropocene. · 4.c. Mitigation and adaptation are complementary strategies for reducing and managing the risks of climate change.

Question and mark scheme from the OCR A-Level Geography examination, Geographical debates (03), June 2025. QuestionVault is an independent revision resource; questions remain the copyright of the awarding body.