Diploma Programme

Geography guide
First examinations 2011
Contents

Introduction 1
Purpose of this document 1
The Diploma Programme 2
Nature of the subject 4
Aims 7
Assessment objectives 8
Assessment objectives in practice 9

Syllabus 11
Syllabus outline 11
Approaches to the teaching of geography 12
Part 1: Core 19
Part 2: Optional themes 23
Part 3: HL extension 41

Assessment 47
Assessment in the Diploma Programme 47
Assessment outlineSL 49
Assessment outlineHL 50
External assessment 51
Internal assessment 60

Appendix 73
Glossary of command terms 73

Geography guide
Assessment objectives in practice

Definitions of these command terms are listed in the appendix.

Objective Key command term Depth

AO1 Knowledge and Define These terms require students

understanding of specified to demonstrate knowledge and
Describe
content understanding.
Determine
Estimate
Identify
Outline
State

AO2 Application and Analyse These terms require students to

analysis of knowledge and use and analyse knowledge and
Classify
understanding understanding.
Distinguish
Explain
Suggest

AO3 Synthesis and evaluation Compare These terms require students

to make a judgment based on
Compare and contrast
evidence and when relevant
Contrast construct an argument.
Discuss
Evaluate
Examine
Justify
To what extent

AO4 Selection, use and Annotate These terms require students to

application of a variety demonstrate the selection and
Construct
of appropriate skills and application of skills.
techniques Draw
Label

10 Geography guide

Approaches to the teaching of geography

Skill Examples

Locate and differentiate elements of Using:

the Earths surface direction
latitude
longitude
grid references and area references
scale
political units.

Interpret, analyse and, when All kinds of maps, including:

appropriate, construct tables, graphs,
isoline and isopleth maps
diagrams, cartographic material and
images choropleth maps
topological maps
dot maps
flow maps
thematic maps (including mental maps)
topographic maps
proportional symbols
aerial photographs
groundlevel photographs
satellite images
graphs, including scatter, line, bar, compound,
triangular, logarithmic, bipolar graphs
pie charts
flow diagrams/charts
population pyramids
Lorenz curves
crossprofiles (sections)
rose diagrams
development diamonds.

Evaluate sources of geographic In terms of:

information
accuracy
relevance
bias.

Produce written material (including Presenting:

essays, reports and investigations)
material in a clear and well-structured way.
Responding:
appropriately to command terms.

16 Geography guide
 Approaches to the teaching of geography

Skill Examples

Undertake statistical calculations Such as:

to show patterns and summarize
totals
information
averages (means, medians, modes)
frequencies
ranges of data (differences between maximum and
minimum)
densities
percentages
ratios.

Research, process and interpret data Types of data and information:

and information
measures of correlation (including Spearman rank and
Chisquared)
measures of concentration and dispersion (including
nearest neighbour and location quotients)
measures of spatial interactions
measures of diversity
indices and ratios (including Gini coefficient,
ecological footprint, Human Development Index(HDI),
dependency ratio)
textual information
observations
opinions, values and perceptions.
Processing and interpreting:
classify data and information
analyse data and information
describe patterns, trends and relationships
make generalizations and identify anomalies
make inferences and predictions
make and justify decisions
draw conclusions
evaluate methodology.

Collect and select relevant geographic Making:

information
observations
images.
Conducting:
interviews.
Taking:
measurements.

Geography guide 17
Syllabus

Part1: Core

Patterns and change

The core theme provides an overview of the geographic foundation for the key global issues of our times.
The purpose is to provide a broad factual and conceptual introduction to each topic and to the United
Nations Millennium Development Goals(MDGs), in particular those concerning poverty reduction, gender
equality, improvements in health and education and environmental sustainability. An evaluation of the
progress made towards meeting these goals is also provided.

The core theme also develops knowledge of the likely causes and impacts of global climate change, a
major contemporary issue of immense international significance. An understanding of this issue is the
fundamental basis for the section on patterns in environmental quality and sustainability.

The emphasis in teaching the core theme should be on the concepts underlying much of the content and
the consequent regional and global patterns. Attention should be given to the positive aspects of change
(not only the negative ones), to the need to accept responsibility for seeking solutions to the demographic,
economic and environmental issues covered, and, where appropriate, to the management strategies
adopted to successfully meet the challenges posed.

It is recommended that as much of the content as possible is taught through appropriate examples and case
studies, preferably chosen from a limited number of countries (between three and five) of contrasting levels
of development. Although many of the ideas are reflected in differences at the local or subnational scale,
the emphasis in the core theme is on national, regional and global trends and patterns.

It is not intended for the topics to be taught sequentially because some issues cover several of the topics.
The approach to teaching is not prescribed and the content can be taught with flexibility according to the
interests of the teacher and needs of the students.

Definitions
The definitions of the terms used in studying the core theme vary from one source to another. To avoid
confusion, the following definitions are given and expected of students.

Term Definition

Core and periphery The concept of a developed core surrounded by an undeveloped

periphery. The concept can be applied at various scales.

Ecological footprint The theoretical measurement of the amount of land and water a
population requires to produce the resources it consumes and to absorb
its waste under prevailing technology.

Global climate change The changes in global patterns of rainfall and temperature, sea level,
habitats and the incidences of droughts, floods and storms, resulting
from changes in the Earths atmosphere, believed to be mainly caused
by the enhanced greenhouse effect.

Geography guide 19
Part1: Core

Term Definition

GNI Gross national income (now used in preference to gross national

productGNP). The total value of goods and services produced within
a country together with the balance of income and payments from or to
other countries.

Migration The movement of people, involving a change of residence. It can be

internal or external (international) and voluntary or forced. It does not
include temporary circulations such as commuting or tourism.

Remittances Transfers of money/goods by foreign workers to their home countries.

Soil degradation A severe reduction in the quality of soils. The term includes soil erosion,
salinization and soil exhaustion (loss of fertility).

Water scarcity Can be defined as:

physical water scarcity, where water resource development is
approaching or has exceeded unsustainable levels; it relates water
availability to water demand and implies that arid areas are not
necessarily water scarce
economic water scarcity, where water is available locally but not
accessible for human, institutional or financial capital reasons.

Details
Subtopic Development Teaching
hours

1. Populations in transition
Population change Explain population trends and patterns in births (Crude 5hours
Birth Rate), natural increase and mortality (Crude Death
Rate, infant and child mortality rates), fertility and life
expectancy in contrasting regions of the world. Analyse
population pyramids. Explain population momentum and
its impact on population projections.

Responses to high and Explain dependency and ageing ratios. Examine the 4hours
low fertility impacts of youthful and ageing populations. Evaluate
examples of a pronatalist policy and an antinatalist
policy.

Movement Discuss the causes of migrations, both forced and 6hours

responsesmigration voluntary. Evaluate internal (national) and international
migrations in terms of their geographic (socioeconomic,
political and environmental) impacts at their origins and
destinations.

Gender and change Examine gender inequalities in culture, status, education, 4hours
birth ratios, health, employment, empowerment, life
expectancy, family size, migration, legal rights and land
tenure.

20 Geography guide
 Part1: Core

Subtopic Development Teaching

hours

2. Disparities in wealth and development

Measurements of Define indices of infant mortality, education, nutrition, 3hours
regional and global income, marginalization and Human Development
disparities Index(HDI). Explain the value of the indices in measuring
disparities across the globe.

Origin of disparities Explain disparities and inequities that occur within 3hours
countries resulting from ethnicity, residence, parental
education, income, employment (formal and informal)
and land ownership.

Disparities and change Identify and explain the changing patterns and trends 5hours
of regional and global disparities of life expectancy,
education and income.
Examine the progress made in meeting the Millennium
Development Goals(MDGs) in poverty reduction,
education and health.

Reducing disparities Discuss the different ways in which disparities can be 5hours
reduced with an emphasis on trade and market access,
debt relief, aid and remittances.
Evaluate the effectiveness of strategies designed to
reduce disparities.

3. Patterns in environmental quality and sustainability

Atmosphere and Describe the functioning of the atmospheric system in 4hours
change terms of the energy balance between solar and longwave
radiation. Explain the changes in this balance due to
external forcings (changes in solar radiation, changes
in the albedo of the atmosphere and changes in the
longwave radiation returned to space). Discuss the causes
and environmental consequences of global climate
change.

Soil and change Explain the causes of soil degradation. Discuss the 4hours
environmental and socioeconomic consequences of this
process, together with management strategies.

Water and change Identify the ways in which water is utilized at the regional 5hours
scale. Examine the environmental and human factors
affecting patterns and trends in physical water scarcity
and economic water scarcity. Examine the factors
affecting access to safe drinking water.

Geography guide 21
Part1: Core

Subtopic Development Teaching

hours

Biodiversity and Explain the concept and importance of biodiversity 3hours

change in tropical rainforests. Examine the causes and
consequences of reduced biodiversity in this biome.

Sustainability and the Define the concept of environmental sustainability. 3hours

environment Evaluate a management strategy at a local or national
scale designed to achieve environmental sustainability.

4. Patterns in resource consumption

Patterns of resource Evaluate the ecological footprint as a measure of the 4hours
consumption relationship between population size and resource
consumption. Identify international variations in its size.
Discuss the two opposing views (neoMalthusian and
antiMalthusian) of the relationship between population
size and resource consumption.

Changing patterns of Examine the global patterns and trends in the production 2hours
energy consumption and consumption of oil.

Examine the geopolitical and environmental impacts 6hours

of these changes in patterns and trends. Examine the
changing importance of other energy sources.

Conservation strategies Discuss the reduction of resource consumption by 4hours

conservation, waste reduction, recycling and substitution.
Evaluate a strategy at a local or national scale aimed at
reducing the consumption of one resource.

22 Geography guide
Syllabus

Part2: Optional themes

OptionA: Freshwaterissues and conflicts

This optional theme focuses on water on the land as a scarce resource. It considers the ways in which humans
respond to the challenges of managing the quantity and quality of freshwater, as well as the consequences
(whether intended or unintended, positive or negative) of management. The theme includes both the
physical geography of freshwater (basic hydrology and floods) and human impacts on water quality.

This theme should include the study of at least one detailed case study at the drainage basin level. Reference
should be made to additional examples, at a range of scales, in less depth, wherever appropriate.

Definitions
The definitions of the terms used in studying this theme, Freshwaterissues and conflicts, vary from one
source to another. To avoid confusion, the following definitions are given and expected of students.

Term Definition

Drainage basin The area drained by a river and its tributaries.

Drainage divide Also known as a watershed, it is the line defining the boundary of a river
or stream drainage basin separating it from adjacent basin(s).

Maximum sustainable The maximum level of extraction of water that can be maintained
yield indefinitely for a given area.

Wetlands Areas that are regularly saturated by surface water or groundwater,

including freshwater marshes, swamps and bogs.

Details
Subtopic Development Teaching
hours

1. The water system

The hydrological cycle Examine the inputs, outputs, stores and transfers of the 3hours
hydrological cycle. Discuss the causes and consequences
of the changing balance between water stored in oceans
and ice.

The water balance Explain the concept of maximum sustainable yield of

freshwater in terms of a balance between inputs and
outputs.

Geography guide 23
Part2: Optional themes

Subtopic Development Teaching

hours

2. Drainage basins and flooding

Drainage basins Examine the functioning of a drainage basin as an 2hours
open system with inputs, outputs, transfers, stores and
feedback loops.

Discharge Define stream discharge. Examine its relationship to 1hour

stream flow and channel shape.

Hydrographs Describe the characteristics of a hydrograph. Examine 3hours

the reasons for spatial and temporal (short-term and
long-term) variations in hydrographs. Examine the role of
hydrographs in forecasting the magnitude, spatial extent
and timing of floods.

Floods Discuss the natural and human causes and consequences 3hours
of a specific river flood.

3. Management issues and strategies

Dams and reservoirs Examine the hydrological changes resulting from the 2hours
construction of dams and reservoirs. Examine the
costs and benefits of dams and reservoirs as part of
multipurpose schemes.

Floodplain Explain the stream channel processes (erosion, transport, 3hours

management deposition) and explain the resultant landforms found on
floodplains.
Examine the human modifications of a floodplain and
their effect on the size and probability of floods.
Evaluate the costs and benefits of alternative stream
management strategies.

Groundwater Explain the functioning and management of artesian 2hours

management basins and aquifers, distinguishing between natural and
artificial recharge. Examine the environmental impacts of
groundwater abstraction.

Freshwater wetland Describe the role of wetlands as a water resource. 2hours

management Evaluate the effectiveness of the management strategies
that have been adopted in a major wetland.

Irrigation and Examine the environmental impact of agriculture and 3hours

agriculture irrigation on water quality: salinization, agrochemical
run-off, the pollution of groundwater and the
eutrophication of lakes, rivers and wetlands.

24 Geography guide
 Part2: Optional themes

Subtopic Development Teaching

hours

4. Competing demands for water

Conflicts at the local or Examine the competing demands for water in a specific 6hours
national scale river basin. Evaluate the strategies that have been
adopted to meet these demands.

Conflicts at the Discuss an example of an international conflict related to

international scale freshwater.

Geography guide 25
 Part2: Optional themes

0QUJPO
F: The geography of food and health

This optional theme is based on the underlying premise that the health of a population is the direct
consequence of having enough food, a balanced diet and reduced susceptibility to disease. It covers a large
area of knowledge, and time constraints mean that some parts may need to be covered in breadth rather than
in depth.

The topic on health serves as an introduction to the theme, with more detailed coverage required for
the remaining two topics on food and disease. These latter sections relate to some of the United Nations
Millennium Development Goals(MDGs), particularly those that challenge hunger and combat disease.

Detailed case studies are recommended, especially when impacts and evaluations are required. Case studies
of two diseases are required, chosen from two different categories out of the following three: vectorborne,
waterborne or sexually transmitted disease.

Definitions
The definitions of the terms used in studying this theme, The geography of food and health, vary from one
source to another. To avoid confusion, the following definitions are given and expected of students.

Term Definition

Food miles A measure of the distance that food travels from its source to the
consumer. This can be given either in units of actual distance or of
energy consumed during transport.

HALE Health-adjusted life expectancy, based on life expectancy at birth but

including an adjustment for time spent in poor health (due to disease
and/or injury). It is the equivalent number of years in full health that
a newborn can expect to live, based on current rates of ill health and
mortality.

Transnational corporation A firm that owns or controls productive operations in more than one
(TNC) country through foreign direct investment.

Geography guide 35
Part2: Optional themes

Sub-topic Development Teaching

hours

1. Health
Variations in health Describe the variations in health as reflected by changes 4 hours
in life expectancy at national and global scales since 1950.
Explain the patterns and trends in terms of differences in
income and lifestyle.

Measuring health Evaluate life expectancy, infant mortality rate (IMR) and
child mortality, HALE (health-adjusted life expectancy),
calorie intake, access to safe water and access to health
services as indicators of health.

Prevention relative to Discuss the geographic factors that determine the relative
treatment emphasis placed by policy-makers, in one country or
region, on prevention as opposed to treatment of disease.

2. Food
Global availability of Identify global patterns of calorie intake as one measure 1 hour
food of food availability.
Distinguish between malnutrition, temporary hunger,
chronic hunger and famine.
Discuss the concept of food security.

Areas of food Explain how changes in agricultural systems, scientific 3 hours

sufficiency and and technological innovations, the expansion of the area
deficiency under agriculture and the growth of agribusiness have
increased the availability of food in some areas, starting
with the Green Revolution and continuing since.
Examine the environmental, demographic, political, social
and economic factors that have caused areas of food
deficiency and food insecurity.

36 Geography guide
 Part2: Optional themes

Case study Examine the variety of causes responsible for a recent 4hours
famine.

Production and Examine the impacts at a variety of scales of trade 3hours

markets barriers, agricultural subsidies, bilateral and multilateral
agreements, and transnational corporations(TNCs) on the
production and availability of food.

Addressing imbalances Evaluate the relative importance of food aid, free trade 3hours
and fair trade in alleviating food shortages.

Sustainable agriculture Examine the concept of sustainable agriculture in terms 2hours

of energy efficiency ratios and sustainable yields.
Examine the concept of food miles as an indicator of
environmental impact.

3. Disease
Global patterns of Explain the global distribution of diseases of affluence. 2hours
disease
Explain the global distribution of diseases of poverty.

The spread of disease Explain how the geographic concepts of diffusion by 4hours
relocation and by expansion apply to the spread of
diseases. Examine the application of the concept of
barriers in attempts to limit the spread of diseases.
Describe the factors that have enabled reduction in
incidence of a disease.

Geographic factors and Examine the geographic factors responsible for the 4
impacts incidence and spread of two diseases.
Evaluate the geographic impact of these two diseases at
the local, national and international scales.
Evaluate the management strategies that have been
applied in any one country or region for one of these
diseases.

Geography guide 37
Assessment

Assessment outlineSL

First examinations 2011

Assessment component Weighting

External assessment (2hours 50minutes) 75%

Paper1 (1hour 30minutes) 40%
Syllabus content: Core theme
Assessment objectives 14
SectionA: Students answer all shortanswer questions. Some include data. (45marks)
SectionB: Students answer one extended response question. (15marks)
SectionA and sectionB are common to both SL and HL assessment.
(60marks)

Paper2 (1hour 20minutes) 35%

Syllabus content: Two optional themes
Assessment objectives 14
Students answer two structured questions based on stimulus material, each selected
from a different optional theme. For each theme there is a choice of two questions.
(20marks per question)
Some stimulus material is included in the resources booklet.
This paper is common to both SL and HL assessment.
(40marks)

Internal assessment (20hours) 25%

This component is internally assessed by the teacher and externally moderated by the
IB at the end of the course.
Syllabus content: Any topic from the syllabus
Assessment objectives 14
Written report based on fieldwork. Maximum 2,500words
(30marks)

Geography guide 49
External assessment

Use of case studies and specific examples

A case study is a detailed, located example for discussion or discursive approach. Students are expected
to illustrate their answers in examinations with case studies and examples where appropriate, and to be
prepared to demonstrate, when relevant, that these have contrasting levels of development. Each case
study or example chosen must reveal something different in terms of the level of social, economic or
political development reached in the country or region selected so that a comparison between them can
be demonstrated. Ideally, the case studies selected should be within the students lifetime, although there
is more detail on this in Further guidance in the Approaches to the teaching of geography section.
Examples must be used to demonstrate links between the concepts and case studies as appropriate. When
examples are used, students should not provide just one word responses, as this is too limited, but should
offer some explanation of the example.

It is expected that students will use maps, diagrams, tables, sketches, case studies and examples where
applicable in examination answers and teachers are recommended to advise students of this. Instructions
on the examination papers also advise students of this requirement.

Sometimes individual questions specify that the use of case studies or examples is essential because more
detailed information is required from the students to show specific knowledge and understanding in the
answer.

Use of calculators
Calculators are not allowed in geography examinations.

Links to the specific details in the syllabus

Quotations from this syllabus, from the introduction to the core theme and from the introductions to
the optional themes and HL extension, may be used to provide a context for examination questions, but
questions will only be drawn from the main two columns of the syllabus tabletopic and development.

External assessment detailsSL

Paper1SL
Duration: 1 hour 30 minutes
Weighting: 40%
This paper is common to SL and HL and is divided into two sections, A andB. Its purpose is to assess students
ability to demonstrate the following objectives in relation to the core themepatterns and change.

Knowledge and understanding (assessment objective1) in sectionsA andB

Application and analysis (assessment objective2) in sectionsA andB
Synthesis and evaluation (assessment objective3) in sectionB
The ability to use appropriate terminology and, if appropriate, to use a variety of skills in a response in
sectionsA andB, and produce wellstructured written material (assessment objective4) in sectionB
The questions in each section may include stimulus material, such as tables/diagrams/maps.

52 Geography guide
 External assessment

SectionA
There are four compulsory shortanswer questions covering each of the four topics within the core
theme. Students are required to answer all four.
The questions are subdivided into parts. The first part requires knowledge and understanding and the
subsequent part or parts require knowledge and understanding, and application and analysis. The
command terms used in each question indicate the depth required.
Each question is worth 1012marks and is subdivided.
The maximum for this section is 45marks.
Responses are assessed with an analytic markscheme specific to the question paper that indicates the
required responses and allocation of marks.

SectionB
Students are required to answer one extended response question from a choice of three.
The questions require a broad treatment of the content and may integrate topics across the core.
The questions require knowledge and understanding, application and analysis, and synthesis and
evaluation.
The command terms used in each question indicate the depth required.
The maximum for this section is 15marks.
Responses are assessed with an analytic markscheme specific to the question paper and with the
paper1 sectionB markbands.
Overall, the maximum for this paper is 60marks.

Paper2SL
Duration: 1hour 20minutes
Weighting: 35%
The purpose of this paper, which is common to SL and HL, is to assess students ability to demonstrate the
following objectives in relation to the seven optional themes.

Knowledge and understanding (assessment objective1)

Application and analysis (assessment objective2)
Synthesis and evaluation (assessment objective3)
The ability to use appropriate terminology, to use a variety of skills and produce wellstructured
written material (assessment objective4) in the last part of each structured question
For each of the seven optional themes there is a choice of two questions; all questions are structured and
worth 20marks. The first parts, of which there are at least two, add up to 10marks but the marks for each
part differ according to the demands of the question. The last part is always worth 10marks. Earlier parts of
the question are related and test knowledge and understanding, and application and analysis. The last part,
which may or may not be directly related to earlier parts, draws on content learned from across the theme
and tests synthesis and evaluation. It requires extended writing. The command terms used in each question
indicate the depth required.

Geography guide 53
External assessment

The layout of the paper matches the order of the seven optional themes set out in this syllabus. The title of
each theme is given on the paper and the questions are numbered 114 (two questions on each theme).
Questions on Option C: Extreme environments are labelled, for example, as Optional Theme C: Extreme
environments, questions 5 and 6.

SL students must answer one question from two optional themes; that is, they must produce two
responses in total.
Students must choose one question from one theme and not answer two questions from the same
theme.
At least one of the two questions in each theme has stimulus material. This may include maps
(including topographic maps), graphs, images, photographs, satellite images, diagrams or tables (but
not cartoons or text extracts).
Where appropriate, the stimulus material is presented in the resources booklet, which includes
coloured material.
The maximum for each question is 20marks.
Responses are assessed with an analytic markscheme specific to the question paper, which indicates
the required responses and allocation of marks for the parts of each question. The last part of each
question, worth 10marks, is assessed both with an analytic markscheme that indicates the required
response and with the paper2 markbands.
Overall, the maximum for paper2 for SL students is 40marks and the maximum for HL students is
60marks.

54 Geography guide
 External markbandsSL and HL
Geography guide

Paper1 and2 markbands

These markbands are to be used for papers1 and2 at both standard level and higher level.

AO1 AO2 AO3 AO4 Paper1 Paper2

SectionB

Level Knowledge/understanding Application/analysis Synthesis/evaluation Skills Marks Marks

descriptor 015 010

A No relevant knowledge; no No evidence of application; No evaluation None appropriate 0 0

examples or case studies the question has been
completely misinterpreted or
omitted

B Little knowledge and/or Very little application; No evaluation Very low level; little attempt 13 12
understanding, which is important aspects of the at organization of material;
largely superficial or of question are ignored no relevant terminology
marginal relevance; no or
irrelevant examples and case
studies

C Some relevant knowledge Little attempt at application; No evaluation Few or no maps or diagrams, 46 34
and understanding, but with answer partially addresses little evidence of skills or
some omissions; examples question organization of material;
and case studies are poor terminology

External assessment
included, but limited in detail
55
56

External assessment
AO1 AO2 AO3 AO4 Paper1 Paper2
SectionB

Level Knowledge/understanding Application/analysis Synthesis/evaluation Skills Marks Marks

descriptor 015 010

D Relevant knowledge and Some attempt at application; No evaluation or Basic maps or diagrams, but 79 56
understanding, but with competent answer although unsubstantiated evaluation evidence of some skills; some
some omissions; examples not fully developed, and indication of structure and
and case studies are tends to be descriptive organization of material;
included, occasionally acceptable terminology
generalized

E Generally accurate Appropriate application; Beginning to show some Acceptable maps and 1012 78
knowledge and developed answer that attempt at evaluation of diagrams; appropriate
understanding, but with covers most aspects of the the issue, which may be structure and organization
some minor omissions; question unbalanced of material; generally
examples and case studies appropriate terminology
are well chosen, occasionally
generalized

F Accurate, specific, Detailed application; Good and well-balanced Appropriate and sound 1315 910
welldetailed knowledge and welldeveloped answer that attempt at evaluation maps and diagrams; well
understanding; examples covers most or all aspects of structured and organized
and case studies are well the question responses; terminology
chosen and developed sound
Geography guide
Appendix

Glossary of command terms

Command terms with definitions

Students should be familiar with the following key terms and phrases used in examination questions, which
are to be understood as described below. Although these terms will be used frequently in examination
questions, other terms may be used to direct students to present an argument in a specific way.

The assessment objectives(AOs) listed in the table are those referred to in the geography syllabus.

Analyse AO2 Break down in order to bring out the essential elements or
structure.

Annotate AO4 Add brief notes to a diagram or graph.

Classify AO2 Arrange or order by class or category.

Compare AO3 Give an account of the similarities between two (or more) items
or situations, referring to both (all) of them throughout.

Compare and contrast AO3 Give an account of similarities and differences between two
(or more) items or situations, referring to both (all) of them
throughout.

Construct AO4 Display information in a diagrammatic or logical form.

Contrast AO3 Give an account of the differences between two (or more) items
or situations, referring to both (all) of them throughout.

Define AO1 Give the precise meaning of a word, phrase, concept or physical
quantity.

Describe AO1 Give a detailed account.

Determine AO1 Obtain the only possible answer.

Discuss AO3 Offer a considered and balanced review that includes a range of
arguments, factors or hypotheses. Opinions or conclusions should
be presented clearly and supported by appropriate evidence.

Distinguish AO2 Make clear the differences between two or more concepts or
items.

Draw AO4 Represent by means of a labelled, accurate diagram or graph,

using a pencil. A ruler (straight edge) should be used for straight
lines. Diagrams should be drawn to scale. Graphs should have
points correctly plotted (if appropriate) and joined in a straight
line or smooth curve.

Estimate AO1 Obtain an approximate value.

Geography guide 73
Glossary of command terms

Evaluate AO3 Make an appraisal by weighing up the strengths and limitations.

Examine AO3 Consider an argument or concept in a way that uncovers the

assumptions and interrelationships of the issue.

Explain AO2 Give a detailed account including reasons or causes.

Identify AO1 Provide an answer from a number of possibilities.

Justify AO3 Give valid reasons or evidence to support an answer or

conclusion.

Label AO4 Add labels to a diagram.

Outline AO1 Give a brief account or summary.

State AO1 Give a specific name, value or other brief answer without
explanation or calculation.

Suggest AO2 Propose a solution, hypothesis or other possible answer.

To what extent AO3 Consider the merits or otherwise of an argument or concept.

Opinions and conclusions should be presented clearly and
supported with empirical evidence and sound argument.

74 Geography guide