The map shows global typhoon (hurricane / tropical cyclone) pattern tracks.
Identify one region where tropical cyclones frequently occur.
The western Pacific Ocean near Southeast Asia (e.g., the Philippines, Japan)
State the general direction in which most tropical cyclones move in the Northern Hemisphere.
From east to west
Outline one reason why tropical cyclones do not form near the equator
The Coriolis force is too weak at the equator to create the rotation needed for cyclone formation.
As a result, cyclones typically form at least 5° away from the equator where the Coriolis effect is stronger.
Award
Outline the distribution and tracks of typhoons affecting mainland Asia.
Distribution
- Most of southern mainland Asia experiences typhoons
- Eastern section has typhoons which are formed a long way away
- East coast affected but not at higher latitudes
- In the western Pacific Ocean / Bay of Bengal / Arabian Sea
Tracks
- Longer tracks move westwards and curve away from the Equator
- Shorter tracks move north and are straighter
Explain two geographical consequences of a recent human-induced hazards.
Award
For example: The Deepwater Horizon oil spill in the Gulf of Mexico in 2010 had a devastating environmental impact on marine life and food chains in the Gulf
Other consequences (depending on the hazard event) might include:
- destruction of buildings
- loss of farmland due to contamination
- loss of incomes
- social effects such as injuries, loss of life, and health issues.
Award marks as
With reference to one or more named examples, examine the relative importance of short and long-term disaster responses.
Short-term responses take place over a few hours, days and weeks, and might involve: search and rescue; provision of essential medical care; provision of emergency food and water supplies; combating the threat of disease; establishing communications to the outside world; alerting relief agencies.
Long-term responses go on for months and years after a disaster, and might include: provision of long-term shelter, rebuilding destroyed houses, schools, hospitals etc, re-establishing communications; re-establishing the local economy; undertaking protective measures and educating the local community in case of a future disaster; establishing monitoring stations to warn/help predict of a future hazard.
| Marks | Overall Description |
|---|---|
| 0 | The work does not reach a standard described by the descriptors below. |
| 1-2 | • Response is too brief, lists unconnected information, not focused on question and lacks structure • Very brief or descriptive, listing unconnected comments or irrelevant information • Very general knowledge with large gaps or errors • Examples/case studies absent or only listed • No evidence of analysis • Terminology missing, undefined, irrelevant or incorrect • No evaluation or conclusion expected • Information not grouped logically • Maps/graphs/diagrams absent, irrelevant or unclear |
| 3-4 | • Response is too general, lacks detail, not focused on question and largely unstructured • Very general response • Outlines relevant and irrelevant examples, statistics, facts • Links to question merely listed • Analysis not relevant • Basic terminology used with errors or inconsistently • Irrelevant conclusion • No critical evaluation of evidence • Information not logically grouped • Maps/graphs lack detail or incorrectly interpreted |
| 5-6 | • Response partially addresses question, with narrow argument, unsubstantiated conclusion, and limited evaluation • Describes relevant supporting evidence • Outlines appropriate links to question • Partially addresses question or repeats one point • Relevant terminology used with minor errors • General conclusions, misaligned with evidence • Other perspectives/strengths/weaknesses listed • Some logical grouping but inconsistent • Maps/graphs don't follow conventions |
| 7-8 | • Response addresses whole question, evaluated analysis and relevant but unbalanced conclusion • Describes correct relevant evidence covering all main points • Describes appropriate links • Clear but one-sided analysis • Complex terminology correct but inconsistent • Relevant but unbalanced conclusion • Other perspectives described • Consistent logical grouping • Maps/graphs support analysis |
| 9-10 | • Response is in-depth and question-specific; justified analysis and conclusion through well-developed evaluation • Explains integrated examples, statistics, details • Explains appropriate links • Balanced analysis discussing complexity • Complex terminology used correctly throughout • Balanced conclusion aligned with evidence • Systematic evaluation of perspectives • Discusses strengths/weaknesses • Logically structured • Maps/graphs properly annotated and support argument |
