geography cape syllabus

CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Advanced Proficiency Examination

CAPE®

GEOGRAPHY
Effective for examinations from May/June 2010

CXC A21/U2/09

Published by the Caribbean Examinations Council
© 2010, Caribbean Examinations Council
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher.
Correspondence related to the syllabus should be addressed to:
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica, W.I.
Telephone: [phone]
Facsimile Number: [phone]
E-mail address: [e-mail]
Website: www.cxc.org
Copyright © 2009 by Caribbean Examinations Council
The Garrison, St Michael BB14038, Barbados

CXC A21/U2/09

Contents
RATIONALE ........................................................................................................................................................1
AIMS ........................................................................................................................................................................1
SKILLS AND ABILITIES TO BE ASSESSED ..........................................................................................2
PRE-REQUISITES OF THE SYLLABUS ..................................................................................................3
STRUCTURE OF THE SYLLABUS ............................................................................................................3
UNIT 1: POPULATION GEOGRAPHY, GEOMORPHIC PROCESSES AND HAZARDS
MODULE 1: POPULATION AND SETTLEMENT.....................................................4
MODULE 2: HYDROLOGICAL, FLUVIAL, COASTAL AND LIMESTONE..9
ENVIRONMENTS
MODULE 3: NATURAL EVENTS AND HAZARDS .....................................................14
UNIT 2: CLIMATE, ECONOMIC ACTIVITY AND DEVELOPMENT
MODULE 1: CLIMATE, VEGETATION AND SOILS ..................................................19
MODULE 2: ECONOMIC ACTIVITY .................................................................................23
MODULE 3: DEVELOPMENT AND DISPARITIES IN DEVELOPMENT ........29
OUTLINE OF ASSESSMENT ..................................................................................................................33
REGULATIONS FOR PRIVATE CANDIDATES ..................................................................................43
REGULATIONS FOR RESIT CANDIDATES .........................................................................................43
ASSESSMENT GRID ........................................................................................................................................44
GLOSSARY ...........................................................................................................................................................45

CXC A21/U2/09

This document CXC A21/U2/09 replaces CXC A21/U2/03 issued in 2003.
Please note that the syllabus has been revised and amendments are indicated by italics.
First issued 2002
Revised 2009
Please check the website, www.cxc.org for updates on CXC’s syllabuses.

CXC A21/U2/09

Introduction

T

he Caribbean Advanced Proficiency Examination (CAPE) is designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having completed a minimum of five years of secondary education, wish to further their studies. The examinations address the skills and knowledge acquired by students under a flexible and articulated system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three
Modules. Subjects examined under CAPE may be studied concurrently or singly.
The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies. The third is the CAPE Associate
Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including
Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years.
Recognized educational institutions presenting candidates for CAPE Associate Degree in one of the nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply.

CXC A21/U2/09

CXC A21/U2/09

T

Geography Syllabus
◆RATIONALE

G

eography is a discipline transcending the boundaries of the natural and social sciences. Central to the development of geographical understanding is the ability to appreciate how physical and human forces interact to give identity to places and to create recognisable spatial patterns.
The study of Geography allows a clear understanding of causal relationships at different geographic scales - local, regional and global. It facilitates an understanding of many of the central issues emerging from human exploitation of natural resources.

A course in CAPE Geography must cultivate in students an appreciation of the complexity and inter-relatedness of the environment in the Caribbean and the wider world. Specifically, the course in CAPE Geography must respond to the needs of individuals and society. For individuals, it must respond by deepening their interest in geographical knowledge and skills and enabling them to pursue higher education goals. It must also equip individuals for the increasing number of work situations in which integrative and graphical skills are important. For the society, it must respond by creating an awareness of the importance of living in harmony with the environment. It must foster an informed respect for cultural heritage and an understanding of the need for the sustainable use of resources and the consequences of their misuse.

◆AIMS
The syllabus aims to:
1.

develop an understanding of the location and distribution of geographic phenomena;

2.

develop an understanding of the nature of Physical and Human Geography and their interactions; 3.

explain the processes at work in Physical and Human Geography;

4.

develop an understanding of the environmental consequences of human action;

5.

develop an appreciation of the current social and economic problems in their geographical setting; 6.

encourage an appreciation of the dynamic nature of Geography;

CXC A21/U2/09

1

7.

help in the understanding and application of spatial models and concepts to the study of
Geography;

8.

develop an understanding of the range of techniques, the acquisition of practical skills, and an appreciation of information technology that enhance geographical knowledge;

9.

create awareness of the variety of Caribbean environments through field activities;

10.

promote knowledge and understanding of world geography;

11.

develop an understanding of the place of the Caribbean in the wider world;

12.

encourage a critical and reflective approach to the study of Geography.

◆SKILLS AND ABILITIES TO BE ASSESSED
The skills and abilities which students are expected to have developed on completion of the syllabus have been grouped under three main headings:
(i)
(ii)
(iii)

Knowledge and Comprehension;
Use of Knowledge;
Practical Skills.

Knowledge and Comprehension (KC)
The ability to:
-

define terms and recall facts on a range of geographic phenomena;

-

describe geographical processes;

-

describe factors contributing to the development of natural and human environments;

Use of Knowledge (UK)

The ability to:
Application

-

use facts, concepts and principles in unfamiliar situations;

Analysis and Interpretation

-

organise information as a basis for classification, apply skills to illustrate geographical phenomena, interpret and make inferences from geographical data, compare and contrast geographical information, and appreciate the limitations of data; Synthesis

-

combine parts to make a meaningful whole and draw conclusions from geographical information;

Evaluation

-

make judgements based on evidence and make relevant recommendations. CXC A21/U2/09

2

Practical Skills (PS)
The ability to:
-

use scales for measurement;

-

interpret maps and a variety of stimulus material used in
Geography;

-

collect and collate data used in geographic analysis;

-

select techniques and methodologies appropriate to different contexts; -

draw maps, diagrams, sketches and graphs;

-

use quantitative techniques appropriately.

◆PRE-REQUISITES OF THE SYLLABUS
Any person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Geography
Syllabus, or the equivalent, should be able to pursue the course of study defined by this syllabus.
However, success in the course of study will also depend on the possession of good verbal and written skills.

◆STRUCTURE OF THE SYLLABUS
This syllabus consists of two Units of 150 hours each, comprising three Modules of 50 hours each.
Each Module is compulsory. Each Unit comprises a physical, human and integrated component.
Each Unit forms a coherent course of study, which should prepare candidates for the world of work, and further studies at the tertiary level.
Unit 1: Population Geography, Geomorphic Processes and Hazards
Module 1
Module 2
Module 3

-

Population and Settlement
Hydrological, Fluvial, Coastal and Limestone Environments
Natural Events and Hazards

Unit 2: Climate, Economic Activity and Development
Module 1
Module 2
Module 3

-

Climate, Vegetation and Soils
Economic Activity
Development and Disparities in Development

CXC A21/U2/09

3

◆ UNIT 1: POPULATION GEOGRAPHY, GEOMORPHIC
PROCESSES AND HAZARDS
MODULE 1: POPULATION AND SETTLEMENT
GENERAL OBJECTIVES
On completion of this Module, students should:
1.

understand the factors affecting the growth and distribution of human populations and the forms and functions of their settlements;

2.

develop an understanding of demographic processes;

3.

develop appropriate skills and techniques in Human Geography.

SPECIFIC OBJECTIVES
Students should be able to:
1.

explain the factors that influence population distribution using case studies;

2.

assess the methods that depict population distribution;

3.

analyse components of population change;

4.

analyse the components of population structure;

5.

explain the causes and consequences of population change;

6.

assess the method of depicting population density;

7.

explain the factors that influence population density;

8.

explain the relationship between population density and resources;

9.

analyse the types, patterns and factors affecting the location of rural settlements;

10.

analyse changes in rural settlements in more developed countries (MDCs);

11.

apply urban models to the growth of the city and the development of functional zones in less developed countries (LDC);

12.

explain the processes and problems of urbanisation in MDCs and LDCs and the solutions to urban growth;

13.

use topographical maps to analyse population distribution and settlement patterns;

14.

apply appropriate investigative and practical techniques.
CXC A21/U2/09

4

UNIT 1
MODULE 1: POPULATION AND SETTLEMENT (cont'd)
CONTENT
1.

Population Distribution
(i)
(ii)

Case studies of factors affecting population distribution at a local and regional scale.

(iii)

Methods of depicting population distribution- dot, Lorenz curves.

(iv)
2.

Factors influencing population distribution on a global scale.

The merits and demerits of the methods of depicting population distribution.

Population Change - Natural
(i)
(ii)

The demographic transition model and its applicability to the experiences of developed and developing countries.

(iii)
3.

Factors influencing birth rate, death rate, natural increase, fertility rate, life expectancy, doubling time.

Population policy - case studies of pro-natalist and anti-natalist policies.

Population Change - Migration
(i)
(ii)

Causes and consequences to source (sending) and host (receiving) countries. Case studies.

(iii)
4.

Types of migration: international, internal, permanent, temporary, voluntary, forced.

Calculation of population growth rates and construction of flow lines.

Population Structure
(i)

Population structure in LDCs and MDCs.

(ii)

Construction and interpretation of population pyramids.

(iii)

Interpretation of population structure in LDCs and MDCs.

(iv)

Dependency ratios - calculation and implications.

(v)

Youthful and ageing populations. Case studies.

CXC A21/U2/09

5

UNIT 1
MODULE 1: POPULATION AND SETTLEMENT (cont'd)
5.

Population and Resources
(i)
(ii)

The merits and demerits of choropleth maps.

(iii)

Optimum population, underpopulation and overpopulation.

(iv)

Carrying capacity and factors influencing changes in carrying capacity.

(v)
6.

Population density and method of depicting population density - choropleth maps.

Models of population growth in relation to resources - Boserup and Malthus.

Settlement Processes
(i)

Rural settlements - types and patterns.

(ii)

Physical and human factors affecting the location of rural settlements. Case study.

(iii)

The effects of changes in rural settlements in MDCs.

(iv)

The process and problems of urbanization in MDCs and LDCs including the rank size rule and primacy.

(v)

Causes and consequences of sub-urbanization, counter-urbanization, re-urbanization or gentrification in MDCs.

(vi)

The models of Burgess, Hoyt, Ullman & Harris and their applicability to cities in the developing world.

(vii)

Solutions to urban growth in MDCs and LDCs.

Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below.
1.

Use transparencies to show world population distribution and discuss patterns.

2.

Use overlays with relief and vegetation to show relationship distribution, landforms and vegetation.

3.

Teach students how to construct and interpret dot maps and choropleth maps using statistics. Care must be taken to distinguish between map representation of distribution and density.

CXC A21/U2/09

6

between

population

UNIT 1
MODULE 1: POPULATION AND SETTLEMENT (cont'd)
4.

Advise students to collect population statistics from the Internet and use these to construct population pyramids for a MDC and a LDC.

5.

Have students design and administer questionnaires to conduct a survey on population movement in a neighbourhood.

6.

Teach students to construct flowline maps depicting population movement, including migration in and out of the Caribbean.

7.

Use topographic maps to identify and analyse settlement patterns.

8.

Organise group presentations on urban problems and solutions.

Please note that many of these activities can be used in preparation for the internal assessment. RESOURCES
Chrispin, J. and Francis, J.

Population Resources and Development, London: Collins, 1996.

Caribbean Examinations Council

Population Geography, Geomorphic Processes and Hazards, Unit 1, 2009.

Caribbean Examinations Council

CAPE Internal Assessment for Geography, 2008.

Hart, C. (Ed.)

Geography for AS, Cambridge: Cambridge University Press, 2000.

Lenon, Barnaby and Cleves, P.

Fieldwork techniques and projects in
Geography), UK: Harper Collins, 1994.

Nagle, G.

Changing Settlements, London: Nelson, 1998.

Nagle, G.

Development and Underdevelopment, London: Nelson, 1998.

Potter, R. and Barker, D., et.al.

The Contemporary Caribbean, Harlow, UK: Pearson/Prentice Hall
2004

Prosser, R. Raw, M., Bishop, V.

Landmark AS Geography, London: Collins Educational, 2000.

Richardson, D. and St. John, P.

Methods of Presenting Fieldwork Data, UK:
Association, 1997.

Waugh, D.

Geography - An Integrated Approach, London: Nelson, 2000.

CXC A21/U2/09

7

Geography

(Landmark

The Geographical

UNIT 1
MODULE 1: POPULATION AND SETTLEMENT (cont'd) http://www.popnet.org/ http://www.library.advanced.org/174571 http://www.members.ad.com/bowenand/101.htm http://www.askjeeves.com/main/metaAnswer.asp http://www.geog.ovc.bc.ca/physgeog/contents/table http://web.unfpa.org/swp.html/ http://www.africa2000.com/swdx/charts.htm http:// www.prb.org CXC A21/U2/09

8

UNIT 1
MODULE 2: HYDROLOGICAL, FLUVIAL, COASTAL AND LIMESTONE ENVIRONMENTS
GENERAL OBJECTIVES
On completion of this Module, students should:
1.

develop an understanding of geomorphic processes;

2.

develop appropriate skills and techniques in Physical Geography.

SPECIFIC OBJECTIVES
Students should be able to:
1.

explain the main concepts, flows and processes associated with the hydrological cycle, fluvial, coastal and limestone environments;

2.

explain hydrological, fluvial, coastal and limestone processes which influence the development of related landforms;

3.

analyse the factors which affect the processes operating within drainage basins and within coastal and limestone environments;

4.

explain the effects of human and physical interactions within drainage basins and within coastal and limestone environments over time;

5.

apply concepts and processes related to drainage basins, rivers, coastal and limestone environments at different geographical scales;

6.

analyse the effect of sea level changes on rivers and coastal landforms;

7.

apply map reading skills, appropriate investigative and practical techniques to the identification of hydrological, fluvial, coastal and limestone environments.

CONTENT
1.

Hydrology
(i)

Concepts associated with the hydrological cycle and the river basin.

(ii)

Major flows and factors influencing flows within the hydrological cycle, including precipitation, stem flow, interception, channel precipitation, pathways of water movement, storage. CXC A21/U2/09

9

UNIT 1
MODULE 2: HYDROLOGICAL, FLUVIAL, COASTAL AND LIMESTONE ENVIRONMENTS
(cont'd)
(iii)
(iv)

Climatic, physical and biotic (human and vegetation) factors affecting drainage basin characteristics and flows.

(v)

2.

The storm hydrograph and water budgets (spatial and temporal changes).

Factors influencing drainage patterns, drainage density and their measurements, including stream ordering.

Fluvial Processes and Landforms
(i)
(ii)

The major flows and processes operating within the river channel, including types of flow and variations of flow.

(iii)

Stream channel morphology, including width, depth and wetted perimeter.

(iv)

Stream channel characteristics, including meandering.

(v)

The influence of physical, biotic (human and vegetation) and geological factors on the long and cross-profiles of rivers, valleys and changes over time. Include sea level changes. (vi)

The measurement and calculation of stream velocity, stream width, and channel geometry. (vii)
3.

Concepts associated with fluvial landforms and processes, (include competence and capacity) erosion, transportation, deposition.

Weathering and its influence on river basins: aerial and sub-aerial processes.

Coastal Processes and Landforms
(i)

Wave formation, structure, types.

(ii)

Major flows (for example, longshore drift) and processes (for example, marine erosion, deposition and wave refraction) operating in coastal environments.

(iii)

The influence of the processes of erosion, transportation and deposition on the development of related landforms, including cliffs, beaches, bars.

(iv)

Formation and distribution of coral reefs (including the theories). Threats to coral reefs. CXC A21/U2/09

10

UNIT 1
MODULE 2: HYDROLOGICAL, FLUVIAL, COASTAL AND LIMESTONE ENVIRONMENTS
(cont'd)
(v)
(vi)
4.

The influence of human and geological factors (rock type and structure) on the shape and form of coastal landforms.
The influence of sea level changes on coastal landforms.

Processes and Landforms in Limestone En v i r o n me n t s
(i)

Characteristics of limestone as a rock.

(ii)

Chemical weathering processes and limestone. Include formula.

(iii)

Characteristics and development of limestone landscapes. Cite specific examples.

(iv)

Factors affecting the development of limestone landscapes.

Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below.
1.

Use diagrams in the teaching of concepts and flows, such as the hydrological cycle, the storm hydrograph and water budgets.

2.

Illustrate how the shape of the storm hydrograph reflects factors operating within the drainage basin, for example, in rural and urban environments.

3.

Integrate the following concepts in the teaching of hydrological cycle – precipitation, evaporation, evapotranspiration, interception, infiltration, percolation, runoff, overland flow, base flow, through flow, field capacity and soil moisture deficit.

4.

Promote a holistic understanding of the drainage basin as being influenced by physical and biotic factors.

5.

Use case studies, for example, Caribbean examples of water budgets or hydrographs, in the teaching and assessment of this topic.

6.

Compile a list of interesting websites on hydrology where students can extend their knowledge and view 3-dimensional simulations of flows and processes.

CXC A21/U2/09

11

climatic,

UNIT 1
MODULE 2: HYDROLOGICAL, FLUVIAL, COASTAL AND LIMESTONE ENVIRONMENTS
(cont'd)
7.

Organize simple field exercises where students can measure and calculate stream velocity, stream width and channel geometry.

8.

Select at least two contrasting rivers to be used as case studies in the study of concepts, processes and landforms. This will help students to apply general and theoretical understandings to examples of concrete phenomena.

9.

Use topographic maps to show how geology, vegetation and human factors influence the long and cross-profile of rivers.

10.

Discuss with students the variety of coastal environments found in the Caribbean, for example, volcanic, limestone, mangrove, coral reefs, deltas and estuaries. This will provide a framework for the study of coastal flows and processes.

11.

Teach students the rudiments of drawing and labelling of field sketches.

12.

Discuss with students the range of limestone landscapes. Change in limestone landscapes over time should be highlighted.

13.

Use topographic maps to integrate concepts related to rivers, coasts and limestone.

14.

Incorporate the formula describing the chemical weathering of limestone into the teaching of this topic.

Please note that many of these activities can be used in preparation for the internal assessment. CXC A21/U2/09

12

UNIT 1
MODULE 2: HYDROLOGICAL, FLUVIAL, COASTAL AND LIMESTONE ENVIRONMENTS
(cont'd)
RESOURCES
Bishop, V. and Prosser, R.

Landform Systems, London: Collins, 1997.

Bowen, A. and Pallister, J.

A2 Geography, Oxford: Heineman, 2001.

Caribbean Examinations Council

Population Geography,
Hazards, Unit 1, 2009.

Caribbean Examinations Council

CAPE Internal Assessment for Geography, 2008

Guiness, P. and Nagle, G.

AS Geography, Concepts and Cases, London: Hodder &
Stoughton, 2000.

Lenon, Barnaby and Cleves, P.

Fieldwork techniques and projects in Geography (Landmark
Geography), UK: Harper Collins, 1994.

Nagle, G.

Advanced Geography, New York: Oxford University Press,
2000.

Ross, S., Morgan, J. and Heelas, R.

Essential AS Geography, Cheltenham:
2000.

Waugh, D.

Geography: An Integrated Approach, London: Nelson, 2000.

Witherick, M. (ed)

Environment and People, Cheltenham: Stanley Thornes
Publishers, 1995.

Richardson, D. and St. John, P.

Methods of Presenting Fieldwork
Geographical Association, 1997.

http://www.members.ad.com/bowenanb/101.htm http://www.askjeeves.com/main/metaAnswer.asp http://www.geog.ouc.bc.ca/physgeog/contents/table http://www.uwsp.edu/geo/faculty/ritter/geog 101 http://www.geographyalltheway.com CXC A21/U2/09

13

Geomorphic

Processes

Nelson

Data,

and

Thornes,

UK:

The

UNIT 1
MODULE 3: NATURAL EVENTS AND HAZARDS
GENERAL OBJECTIVES
On completion of this Module, students should:
1.

understand and appreciate the differences between natural events and natural hazards;

2.

appreciate the relationship between the natural and human environments;

3.

develop appropriate skills and techniques in Geography.

SPECIFIC OBJECTIVES
Students should be able to:
1.

distinguish among a natural event, a natural hazard and a disaster;

2.

describe the different types of hazards;

3.

explain the causes and consequences of flooding;

4.

explain as natural events, the formation of plates and the processes involved in the movement of plates;

5.

describe the distribution and characteristics of landforms resulting from plate movement;

6.

describe the impact of floods, volcanoes and earthquakes as hazards;

7.

assess the responses to hazards;

8.

use topographical maps to analyse vulnerability to hazards;

9.

apply appropriate investigative and practical techniques.

CXC A21/U2/09

14

UNIT 1
MODULE 3: NATURAL EVENTS AND HAZARDS (cont’d)
CONTENT
1.

Na t u r a l E v e n t s , Ha z a r d s a n d D i s a s t e r s
(i)
(ii)

2.

Concept of a natural event, hazard and disaster.
Types of hazards - technological, tectonic, climatic and geomorphological.

Flooding
(i)
(ii)

3.

Types of floods - riverine, coastal, estuarine.
Causes of floods - types of precipitation events, influence of human activity, sea level changes, drainage basin characteristics.

Plate Tectonics
(i)
(ii)

The formation of plates, global distribution and the direction of movement of plates.

(iii)

Processes operating at different types of plate margins and hot spots.

(iv)

Earthquakes - magnitude, relationship to plate boundaries, seismic waves and faulting.

(v)

Distribution and characteristics of volcanoes in relation to plate boundaries.

(vi)

Formation of island arcs and origin of fold mountains.

(vii)

Positive impact of volcanic and earthquake activity.

(viii)
4.

Continental drift and plate tectonics.

Value of folded and faulted landscapes.

Volcanoes, Earthquakes and Floods as Hazards
(i)

Earthquakes - primary and secondary effects and factors influencing these effects.

(ii)

Types of volcanic eruptions, characteristics of volcanic material, nature of the hazards. (iii)

Case studies of the negative impact of floods, earthquakes and volcanic eruptions.

(iv)

Photo interpretation, hazard risk maps.

CXC A21/U2/09

15

UNIT 1
MODULE 3: NATURAL EVENTS AND HAZARDS (cont’d)
5.

Response to Hazards
(i)

Current capabilities in predicting earthquake, flooding and volcanic activities.

(ii)

Individual and collective responses to earthquake, floods and volcanic hazards before the occurrence and after the occurrence.

(iii)

Government responses to hazards - earthquakes, floods and volcanoes.

Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below.
1.

Provide students with opportunities for organizing and categorizing an array of different hazards. In this way students will grasp the variety of types of hazards that occur. This exercise also provides opportunities for teachers and students to choose a hazard for purposes of internal assessment that is different from those emphasised in the syllabus. Thus, if landslides are more contextually relevant to certain locations than floods, volcanoes or earthquakes, then students and teachers can offer a study of such phenomena for the internal assessment.

2.

Organise discussions with students so that the distinction between natural events and hazards becomes clear. For example, the effect on man is important in defining an extreme event as either a natural event or a hazard. At the same time, the role of man is also important in creating and intensifying the risk of hazards.

3.

Vary the kind of studies offered for internal assessment. For example, if one’s context does not offer suitable studies of natural events and hazards, the interpretation of photographs could be used.

4.

Explore the use of different resources as an aid in the teaching of this topic. For example, the Internet can provide up-to-date information, such as photographs, statistics and commentaries on news, such as a recent hazard.

5.

Advise students to undertake research on natural events and hazards in libraries and on the
Internet. Discuss the findings. This would enable students to have a better understanding of the concepts of plate margins, hazards and natural events.

6.

Organise a debate between two (2) groups of students on positive and negative effects of volcanic and/or earthquake activity. Positive effects of earthquakes that can be researched by students include value of seismic waves in revealing the interior structure of earth, other scientific value, formation of scenic landscapes, exposure of economic minerals, and formation of waterfalls.
CXC A21/U2/09

16

UNIT 1
MODULE 3: NATURAL EVENTS AND HAZARDS (cont’d)
7.

Organise visits to areas that have experienced disasters. The visits could assist students to appreciate the causes and consequences of different types of hazards.

8.

Advise students to compile records in scrapbooks with photographs and newspaper clippings as sources of current information. This should provide material for students to develop case studies.

9.

Utilize documentaries from audio visual and other media to broaden and deepen knowledge of different types of hazards and responses.

Many of these activities can be used in preparation for the internal assessment.
Note to Teacher:
Transcend the normal disciplinary boundaries of geography. This topic is integrated (physical and human) and interdisciplinary. Thus, there is a general sociological input in this issue that should be teased out in
“Response to Hazards”. For example, it is evident that how people respond to a disaster is linked to the concept of symbolisation - disasters create an image which is uniform, compelling and shared by those who experience the event. However, victims of earthquakes and other disasters, if not injured, become a significant source of help, if they are trained in first aid.

RESOURCES
Bishop, V.

Hazards and Response, London: Collins, 1998.

Bowen, A. and Pallister, J.

A2 Geography, Oxford: Heineman, 2001.

Caribbean Examinations Council

Population Geography, Geomorphic Processes and Hazards, Unit
1, 2009.

Caribbean Examinations Council

CAPE Internal Assessment for Geography, 2008.

Lenon, Barnaby and Cleves, P.

Fieldwork techniques and projects in Geography (Landmark
Geography), UK: Harper Collins, 1994.

Nagle, G.

Hazards, London: Nelson, 1998.

Nagle, G.

Advanced Geography, New York: Oxford University Press,
2000.

Potter, R. and Barker, D., et.al.

The Contemporary Caribbean, Harlow, UK: Pearson/Prentice
Hall 2004.

Richardson, D. and St. John, P.

Methods of Presenting Fieldwork Data, UK: The Geographical
Association, 1997.

Witherick, M.

Environment and People, Cheltenham: Stanley Thornes
Publishers, 1995.

CXC A21/U2/09

17

UNIT 1
MODULE 3: NATURAL EVENTS AND HAZARDS (cont’d) http://www.cedera.org http://www.volcano.und.nodak.edu/vw.html http://www.vulcan.wr.usgs.gov/servers/wolcservers.html http://www.geology.usgs.gov/quake.html http://www.gldss7.cr.usgs.gov/neis/eqlists/eqlists.html http://www.kto.co.jpliving/diary_of_an_earthquake.html http://www.city.kobe.jp/ http://www.maff.gov.uk/environ/fed/ http://www.uwiseismic.com htpp://www.mvo.ms

CXC A21/U2/09

18

◆ UNIT 2: CLIMATE, ECONOMIC ACTIVITY AND
DEVELOPMENT
MODULE 1: CLIMATE, VEGETATION AND SOILS
GENERAL OBJECTIVES
On completion of this Module, students should:
1.

understand the principles governing climate and weather systems, the development of vegetation and soil;

2.

develop appropriate skills and techniques in Geography;

3.

apply appropriate investigative and practical techniques.

SPECIFIC OBJECTIVES
Students should be able to:
1.

explain the factors affecting the receipt of solar radiation;

2.

explain the factors influencing atmospheric circulation;

3.

explain the conditions influencing and resulting from moisture in the atmosphere;

4.

explain weather systems and their associated conditions;

5.

analyse climate change and global warming;

6.

explain microclimates and the formation of local winds and fogs in mountains and valleys;

7.

explain the distribution and the characteristics of the major types of vegetation;

8.

explain soil formation, soil types, soil erosion and conservation;

9.

explain the interrelationships among climate, soil, vegetation and human activities;

10.

use topographical maps to analyse the distribution of vegetation;

11.

apply appropriate investigative and practical techniques.

CXC A21/U2/09

19

UNIT 2
MODULE 1: CLIMATE, VEGETATION AND SOILS (cont’d)
CONTENT
1.

Atmosphere and Weather Systems
(i)
(ii)

Global surface and upper wind circulation, including jet streams, Rossby waves.

(iii)

Global patterns of vertical and horizontal temperature and pressure variations.

(iv)

Atmospheric humidity (absolute and relative humidity).

(v)

Condensation, types of precipitation, types of rainfall and mechanisms of raindrop formation. (vi)

Lapse rates.

(vii)

Weather conditions resulting from atmospheric stability, instability and conditional instability. (viii)

Development of high and low pressure systems: anticyclones, depressions, hurricanes, Inter Tropical Convergence Zone (ITCZ) and weather conditions associated with weather systems, air masses and fronts.

(ix)

Interpretation of synoptic charts.

(x)

Long and short-term climate change, global warming – causes, effects, solutions.

(xi)

The concept of microclimates.

(xii)
2.

Global heat budget, including long and short wave radiation, albedo.

Urban, rural and mountain microclimates.

Vegetation Types
(i)

The distribution and characteristics of tropical rainforest, tropical grasslands, temperate grasslands, northern coniferous forests.

(ii)

The relationships between vegetation types and climate and human factors.

(iii)

The opportunities and problems associated with the development of the tropical rain forests. CXC A21/U2/09

20

UNIT 2
MODULE 1: CLIMATE, VEGETATION AND SOILS (cont'd)
(iv)
(v)
3.

Variations in vegetation in response to differences in rock type, altitude, slope angle and drainage in a local area.
Vegetation studies using quadrats and transects.

Soil Formation and Soil Conservation
(i)

The nature and properties of soil: soil profile, texture, structure, organic matter content, water, air.

(ii)

Processes of soil formation, including weathering, leaching.

(iii)

The interrelationships among parent material, climate, vegetation, topography, human activity and time on soil formation.

(iv)

The formation and characteristics of the soil types which develop under tropical rainforest and temperate grasslands.

(v)

The study of soil horizons in the field.

(vi)

Soil erosion and effectiveness of soil conservation methods, including agroforestry. specific examples.

Cite

Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below.
1.

Sketch a profile of the atmosphere to identify zones such as, the troposphere and emphasise that weather changes take place in the troposphere.

2.

Provide the data for the construction of temperature/height graphs to teach the concept of lapse rates. Emphasise the different mechanisms influencing the environmental and adiabatic lapse rates.

3.

Listen to and look at the weather news on the radio and television to appreciate daily weather phenomena. 4.

Practise interpreting synoptic weather charts.

5.

Visit a meteorological station to understand the use of instruments in weather forecasting.

6.

Use quadrats and transects to study vegetation distribution and density in a local area.

CXC A21/U2/09

21

UNIT 2
MODULE 1: CLIMATE, VEGETATION AND SOILS (cont'd)
7.

Conduct field trips to study soil profiles.

8.

Organise discussions to explain the relationships among climate, vegetation, soil and human actions. 9.

Organise field visits to local areas to collect soil samples and conduct simple tests for texture and structure.

Please note that many of these activities can be used in preparation for the internal assessment. RESOURCES
Caribbean Examinations Council

Population Geography, Geomorphic Processes and Hazards,
Unit 1, 2009.

Caribbean Examinations Council

CAPE Internal Assessment for Geography, 2008.

Guiness, P. and Nagle, G.

AS Geography, Concepts and Cases, London: Hodder and
Stoughton, 2000.

Lenon, Barnaby and Cleves, P.

Fieldwork techniques and projects in Geography (Landmark
Geography), UK: Harper Collins, 1994.

O’Hare, G.

Soils, Vegetation and Ecosystem, Edingburgh:
Boyd, 1999.

O’Hare, G. and Sweeney, J.

The Atmospheric System, Edingburg: Oliver and Boyd, 1986.

Park, C.

Tropical Rainforest, London: Routledge, 1992.

Richardson, D. and St. John, P.

Methods of Presenting Fieldwork Data, UK: The Geographical
Association, 1997.

Strahler, A. and Strahler, A.

Introducing Physical Geography, New York: John Wiley and
Sons, 2005.

Warburton, P.

Atmospheric Processes and Human Influence, London: Collins,
1995.

http://www.euronet.nl/users/mbleeker/suriname/suri-eng.html http://www.gaia.nelson.co.uk http://www.ran.org/ran/

CXC A21/U2/09

22

Oliver and

UNIT 2
MODULE 2: ECONOMIC ACTIVITY
GENERAL OBJECTIVES
On completion of this Module, students should:
1.

appreciate the pattern of economic activities;

2.

develop appropriate skills and techniques used in Geography;

3.

apply appropriate investigative and practical techniques.

SPECIFIC OBJECTIVES
Students should be able to:
1.

classify economic activities and examine their changing relative importance;

2.

explain the factors influencing the types and organization of agriculture;

3.

describe the factors affecting the location and development of manufacturing industries;

4.

evaluate the effects of agriculture, industry and tourism on the environment in MDC’s and
LDC’s;

5.

evaluate the potential impact of climate change on farming systems;

6.

account for economic changes in agriculture and industry;

7.

analyse the factors contributing to the development of tourism;

8.

apply models of economic activity;

9.

use topographical maps to analyse the location of economic activities;

10.

apply appropriate investigative and practical techniques.

CONTENT
1.

Economic Structure
(i)

The characteristics of primary, secondary, tertiary, quaternary and quinary economic activities. (ii)

The changing relative importance of the types of economic activities, the reasons for the changes and the relationship to economic development.

CXC A21/U2/09

23

UNIT 2
MODULE 2: ECONOMIC ACTIVITY (cont'd)
2.

Agriculture
(i)
(ii)

Traditional (plantation, commercial and non-commercial small farming) and nontraditional agriculture (including aquaculture, hydroponics) in the Caribbean.

(iii)

The environmental, economic, cultural and political factors which influence farming in the Caribbean and the European Union (for example, transnational trading blocs, government policies, changes in trading agreements).

(iv)

The environmental impact of and environmental conflicts arising from agriculture in MDCs and LDCs.

(v)

Von Thunen’s model of rural land use and its applicability at both the local and the international scales.

(vi)

Graphs to show net profit curves and to calculate locational rents based on Von
Thunen’s model.

(vii)
3.

Modern farming in the European Union (arable, livestock).

The potential impact of climate change on farming systems in LDCs.

Industry
(i)

The relevance of Weber’s model of industrial location.

(ii)

The factors responsible for development and change in a major industrial region in an MDC raw materials, technology, transport, New Industrial Division of Labour (role of
Multi National Corporations (MNC), globalisation, outsourcing, specialization, offshoring, comparative advantage).

(iii)

Case study of industrial change in an LDC.

(iv)

Approaches to and problems of industrial development in the Caribbean.

(v)

Economic and social characteristics of the informal sector.

(vi)

The environmental impact of industrial development in MDCs and LDCs. Case studies.

CXC A21/U2/09

24

UNIT 2
MODULE 2: ECONOMIC ACTIVITY (cont'd)
Tourism
(i)

Types of Tourism, Recreation and Leisure.

(ii)

The social and economic factors accounting for the growth and changing nature of tourism globally. (iii)

Island and mainland tourism - location, patterns of arrival, organization. Cite specific examples. (iv)

Apply Butler’s Tourism Lifecycle Model to a resort in an MDC.

(v)

Case Study - Tourism in a Caribbean territory - location, resource base, trends in arrivals, marketing, foreign and/or local entrepreneurship, positive and negative impacts and conflicts. (vi)

Effect of tourism on the environment in LDCs and MDCs.

Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below.
1.

Use pie charts to compare the structure of economic activities (primary, secondary, tertiary, quaternary and quinary) between countries. Students can be guided in the interpretation of these pie charts.

2.

Prepare for complex topics, such as “the environmental, economic, cultural and political factors which influence farming” in a particular area by using concept maps as a brainstorming exercise (see next page). The results of such an exercise can provide a useful summary. CXC A21/U2/09

25

UNIT 2
MODULE 2: ECONOMIC ACTIVITY (cont'd)
SOME FACTORS INFLUENCING FARMING IN GUYANA
E NVIRON ME NT
ECONOMIC
-

-

Mechanization
Large-scale
production: emphasis on export
Specialized
organization: management is on a business footing

CU L T U R A L C H A N G E
East Indians, largely involved in sugarcane production, also brought new crops and methods of cultivation, for example, padi culture

Growth of the peasantry

CXC A21/U2/09

-

-

Large areas of lowland on the coasts
Dry season between April to mid-September used for harvesting Chemical fertilizers now causing pollution of rivers and streams

AGR ICUL TUR A L CHA NGE
Niche demands and market pressure call for organically grown crops.
New farming techniques on estates now use organic fertilizers and biological pest control (Green
Farming)

FOR EXAMPLE, SUGAR
CANE PRODUCTION.

P OL I T I C A L
Unionized labour force
Political activism has led to adoption of certain strategies for cutting and loading separately on the estates related to payments, known as “cut and drop”
Impacts harvesting method and working conditions

26

UNIT 2
MODULE 2: ECONOMIC ACTIVITY (cont'd)
Suggested Teaching and Learning Activities (cont’d)
3.

Compare the effects of agriculture on the physical environment in both the LDC’s and the
MDC’s to explore the differences in primary economic activity between these two groups of countries. 4.

Compile a list of interesting websites that students can use to develop up-to-date knowledge on economic activity. There are websites about Dominica that offer commentary on the banana dispute between the World Trade Organization (WTO) and European Union (EU) from a Caribbean perspective.

5.

Organize students into small groups to research agricultural change at the local level. For example, interviews held with established residents can yield information about farming in an area over the last 40 years. This information can be used to compare with what obtains today. Land use maps can also be used as a source of information.

6.

Choose a major industrial region in a MDC, such as the Ruhr that can easily incorporate many of the content areas listed under ‘Industry’. For example, the history of the Ruhr will yield traditional factors affecting the location of industry and this can be supported by
Weber’s model. A study of the area today will show the impact of change, particularly those brought about by new technologies and globalization.

7.

Draw from the students’ knowledge of the economic and social characteristics of the informal industrial sector. They may have personal knowledge of community members engaged in services, cottage industries and crafts. Compiling what they know about these people’s lives can help to formulate categories, such as “social “and “economic”.

8.

Illustrate tourist arrivals and the growth of tourism by maps showing flow lines, proportional divided circles and bar graphs.

9.

Collect information about island and mainland tourism through brochures from travel agencies, from the local tourist board, from Internet sites, advertisements in newspapers and magazines, and from cable television.

10.

Use topographical maps to analyse the location of economic activities. For e x a m p l e , students can be asked to explain the distribution of different crops in an area.

Please note that many of these activities can be used in preparation for the internal assessment. CXC A21/U2/09

27

UNIT 2
MODULE 2: ECONOMIC ACTIVITY (cont'd)
RESOURCES
Bale, J.

The Location of Manufacturing Industry, Essex: Oliver and
Boyd, 1977.

Caribbean Examinations Council

A Study Guide for Tourism, Unit 2, Module 2, 2002.

Caribbean Examinations Council

CAPE Internal Assessment for Geography, 2008.

Lenon, Barnaby and Cleves, P.

Fieldwork techniques and projects in Geography (Landmark
Geography), UK: Harper Collins, 1994.

Nagle, G.

Tourism, Leisure, Recreation, London: Nelson, 1999.

Potter, R. and Barker, D., et.al.

The Contemporary Caribbean, Harlow UK: Pearson/Prentice
Hall, 2004.

Raw, M.

Manufacturing Industry – The Impact of Change, London:
Collins, 2000.

Raw, M. and Atkins, P.

Agriculture and Food, London: Collins, 1995.

Richardson, D. and St. John, P.

Methods of Presenting Fieldwork Data, UK: The Geographical
Association, 1997.

Waugh, D.

Geography: An Integrated Approach, London: Nelson, 2000.

http://www.tia.org/research/reslinksasp#airtravel http//:www.vtourist.com/vt/ http//:www.fao.org http//:www.sztdb.asiansources.com/FACTS/TOURISM.HTML http//:www.wfp.org/index.html http//:www.igc.org/wri/wri/wr-9899/feeding.html http//:www.geog.umd.edu/webspinner/bkearney/fall2002/economicdevelopment.html CXC A21/U2/09

28

UNIT 2
MODULE 3: DEVELOPMENT AND DISPARITIES IN DEVELOPMENT
GENERAL OBJECTIVES
On completion of this Module, students should:
1.

understand the nature of development and disparities in development;

2.

develop appropriate skills and techniques in Geography;

3.

apply appropriate investigative and practical techniques.

SPECIFIC OBJECTIVES
Students should be able to:
1.

explain the concept and nature of development, underdevelopment development; 2.

measure disparities in development;

3.

apply models of development;

4.

analyse global disparities in development;

5.

analyse regional disparities in development;

6.

analyse local disparities in development;

7.

evaluate measures to overcome disparities;

8.

use topographic maps to analyse spatial disparities;

9.

apply appropriate investigative and practical techniques.

CONTENT
1.

Development and Under-development
(i)

Definition of development, underdevelopment and sustainable development.

(ii)

Economic and non-economic indicators of development.

CXC A21/U2/09

29

and sustainable

UNIT 2
MODULE 3: DEVELOPMENT AND DISPARITIES IN DEVELOPMENT (cont'd)
(iii)
(iv)

The representation of the data collected in the form of charts, graphs and maps.

(v)
2.

Strengths, weaknesses of economic and non-economic indicators of development.

Analysis of disparities from the data collected.

Global Disparities in Development
(i)
(ii)

Global disparities in income, poverty, life expectancy and education, including gender disparities. (iii)

Rostow’s model, Colonialism, Dependency model and their utility in explaining disparities in development between Britain and the Caribbean.

(iv)

The concept of Small Island Developing States (SIDS) (include, for example, the role of disasters, debt burden, technology and government policy) and its utility in explaining disparities in development between Britain and the Caribbean.

(v)

3.

Definitions of poverty, life expectancy, gender.

The consequences of global disparities (economic, political, environmental and social consequences). Regional Disparities in Development
(i)
(ii)

The application of Myrdal’s cumulative causation model to an understanding of regional disparities in income, poverty or health in a specific country.

(iii)
4.

Myrdal’s cumulative causation model.

Apply Spearman’s rank correlation coefficient to measure disparities.

Local Disparities in Development
(i)

Friedman’s core-periphery model.

(ii)

The application of Friedman’s core-periphery model to an understanding of urban-rural disparities in levels of economic development within a specific country.

(iii)

Apply Spearman’s rank correlation coefficient to measure disparities.

CXC A21/U2/09

30

UNIT 2
MODULE 3: DEVELOPMENT AND DISPARITIES IN DEVELOPMENT (cont'd)
5.

Measures to overcome Disparities
(i)

Aid-forms or conditionalities. types,

(ii)

Debt relief.

(iii)

global

patterns

(donors,

recipients),

impact,

effectiveness,

Appropriate technology.

Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below.
1.

Provide students with opportunities for classroom discussions so that they are able to clearly understand and differentiate between concepts, for example, students should be able to define the concepts of absolute poverty and relative poverty and explain the difference between them.

2.

Students should visit libraries, government statistical offices within their own country and collect data on such aspects as employment levels, mortality rates and make comparisons for different regions within their country. They could also prepare maps to reflect the spatial differences. 3.

Students are advised to visit Websites and collect and share information on development theories, for example, Friedman, Myrdal, and also regional statistical information.

4.

Students are advised to visit the libraries of various regional institutions, for example,
Caribbean Community (CARICOM), Pan American Health Organization, (PAHO), World
Health Organization (WHO), Economic Commission for Latin America and the Caribbean
(ECLAC) and collect comparative data for Caribbean countries.

5.

Teachers are advised to take students on field visits to different regions within their own countries and conduct interviews, take photographs so that comparisons could be made of socio-economic conditions. They could also be encouraged to describe programmes that are undertaken to combat disparities.

6.

Students should collect data and compute the Spearman’s Rank Correlation Coefficient from the data acquired.

7.

Students should utilize the field information they collect for the development of models of regional development.

Please note that many of these activities can be used in preparation for the internal assessment. CXC A21/U2/09

31

UNIT 2
MODULE 3: DEVELOPMENT AND DISPARITIES IN DEVELOPMENT (cont’d)
RESOURCES
Allen, T. and Thomas, A. (Eds.)

Poverty & Development in the 21st Century, New York: Oxford
University Press, 2000.

Caribbean Examinations Council

CAPE Internal Assessment for Geography, 2008.

Chrispin, J. and Francis, J.

Population, Resources and Development, London: Collins,
2000.

Lenon, Barnaby and Cleves, P.

Fieldwork techniques and projects in Geography (Landmark
Geography), UK: Harper Collins, 1994.

Morgan, J.

Development, Globalisation
Nelson Thornes, 2001.

Nagle, G.

Advanced Geography, New York: Oxford University Press,
2000.

Nagle, G.

Development and Underdevelopment, London: Nelson, 1998.

Potter, R. and Barker, D., et.al.

The
Contemporary
Caribbean,
Pearson/Prentice Hall 2004.

Richardson, D. and St. John, P.

Methods of Presenting Fieldwork
Geographical Association, 1997.

Witherick, M.

Environment and People, Cheltenham: Stanley Thornes
Publishers, 1995.

http://www.imf.org/external/pubs/ft/fandd/2001/12/wade.html http://www.worldbank.org/depweb/english/modules/social/life http://www.findarticles.com http://www.undp.org http://www.worldbank.org http://www.itdg.org.pe/index.html http://www.ch/

CXC A21/U2/09

32

and

Sustainability,

London:

Harlow,
Data,

UK:

UK:
The

◆OUTLINE OF ASSESSMENT
Each Unit of the syllabus is assessed separately. The assessment scheme is identical in each Unit; however, grades are awarded independently.
The Assessment will comprise two components, one external and one internal. Candidates must complete the
Internal Assessment for the first Unit that they write. Candidates may carry forward the Internal Assessment mark from the first Unit written to the second Unit (irrespective of the mark earned), or may opt to complete the Internal Assessment for the second Unit as well.
EXTERNAL ASSESSMENT FOR EACH UNIT

(80%)

Written Papers – 4 hours 30 minutes
Paper 01
(1 hour 30 minutes) The paper will consist of forty-five (45) compulsory multiple-choice items. There will be fifteen (15) items based on each Module.

30%

Paper 02
(3 hours)

Section A
This section comprises one compulsory question, testing the application of practical skills from the three Modules.

50%

Section B
This section will consist of six extended-response questions; two questions based on each
Module.
Candidates will be required to answer one question from each Module; a total of THREE questions.
INTERNAL ASSESSMENT FOR EACH UNIT

(20%)

Paper 03/1
A research paper of approximately 2000 words, based on any topic covered in any of the three (3) Modules of a Unit.
Candidates who, in the same year, register for both Units of CAPE Geography may opt to:
(a)

submit a single Internal Assessment assignment for both Units; or

(b)

submit a separate Internal Assessment assignment for each Unit.

Candidates who are doing two Units of CAPE Geography at the same sitting must indicate from which Unit the Internal Assessment assignment was selected.
If a candidate is repeating a Unit, the moderated Internal Assessment score obtained for that Unit may be used for both Units taken at the same time.

CXC A21/U2/09

33

Paper 03/2
Private candidates are required to write an Alternative Paper - Paper 03/2. Details are on page 43.
MODERATION OF INTERNAL ASSESSMENT
All Internal Assessment Record Sheets and sample of projects must be submitted to the Local
Registrar who will forward these to CXC by May 31st of the year of the examination. A sample of projects will be requested by CXC for moderation purposes. These samples will be re-assessed by
CXC examiners who moderate the Internal Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiner’s comments will be sent to schools.
Copies of the students’ projects that are not submitted must be retained by the school until three months after publication by CXC of the examination results.
ASSESSMENT DETAILS
External Assessment by Written Papers (80% of Total Assessment)
Paper 01 (1 hour 30 minutes - 30% of the Total Assessment)

1.

Composition of Paper
(i)
(ii)

2.

This paper will consist of forty-five (45) multiple-choice items. There will be fifteen (15) items based on each Module.
All items are compulsory.

Syllabus Coverage
(i)
(ii)

3.

Knowledge of the entire syllabus is required.
The intention of this paper is to test candidates’ knowledge across the breadth of the syllabus. Q uestion Type
Questions may be presented using a combination of words and a variety of stimuli including photographs, maps and diagrams.

4.

Mark Allocation
(i)

One mark will be assigned for each item.

(ii)

The maximum mark available for this paper is 45 and will be weighted to 81.

(iii)

This paper contributes 30% towards the final assessment.

(iv)

Marks will be awarded for knowledge, use of knowledge and practical skills.

CXC A21/U2/09

34

5.

Use of Calculators
Candidates are allowed to use non-programmable calculators in the examinations. Each candidate is responsible for providing his or her own calculator and for ensuring that it functions throughout the examination.

6.

Use of G eometrical Instruments
Candidates are allowed to use geometrical instruments in the examinations. Each candidate is responsible for providing his or her own instruments.

Paper 02 (3 hours - 50% of Total Assessment)
1.

Composition of Paper
(i)
(ii)

2.

Section A consists of one compulsory question, based on the three Modules and examines the application of practical and map-reading skills.
Section B consists of three pairs of free-response questions with each pair based on a different Module. Candidates are required to select and answer three questions, one question from each pair (Module).

Syllabus Coverage
(i)
(ii)

3.

Each question may focus on or develop a single theme or several unconnected themes. Comprehensive knowledge of the syllabus is required.

Question Type
(i)
(ii)

4.

The question in Section A is arranged into several subtasks which examine the application of practical skills.
The questions in Section B are of a free-response form and will require extended responses or essays.

Mark Allocation
(i)

The paper is worth 135 marks.

(ii)

Section A - The maximum mark available for this section is 45 with 15 marks allocated to each Module.

CXC A21/U2/09

35

(iii)
(iv)
5.

Section B - The maximum mark available for this section is 90. Each Module is allocated 30 marks. In essays, marks will be awarded for the introduction and conclusion.
The marks will be awarded for Knowledge, Use of Knowledge and Practical Skills.

Use of Calculators
Candidates are allowed to use non-programmable calculators in the examinations. Each candidate is responsible for providing his or her own calculator and for ensuring that it functions throughout the examination.

6.

Use of Geometrical Instruments
Candidates are allowed to use geometrical instruments in the examinations. Each candidate is responsible for providing his or her own instruments.

Paper 03/1 - Internal Assessment (20% of Total Assessment)
Internal Assessment is an integral part of student assessment in the course covered by this syllabus.
It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the Internal Assessment are linked to the syllabus and should form part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their Internal Assessment assignment. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of Internal Assessment. The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the Internal Assessment component of the course. In order to ensure that the scores awarded by teachers at a centre are not out of line with the CXC standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked from each centre.
Internal Assessment provides an opportunity to individualise a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience. This helps to build the self-confidence of students as they proceed with their studies. Internal Assessment also facilitates the development of the critical skills and abilities emphasised by this CAPE subject and it enhances the validity of the examination on which candidate performance is reported. Internal
Assessment, therefore, makes a significant and unique contribution to both the development of relevant skills, and the testing and rewarding of students for the development of those skills.

CXC A21/U2/09

36

Skills to be Assessed
The following practical skills will be assessed:
1.

The use of scales for measurement;

2.

The ability to read maps as well as a variety of stimulus material used in Geography;

3.

The collection and collation of data used in geographic analysis;

4.

The selection of techniques and methodologies appropriate to different contexts;

5.

The drawing of maps, diagrams, sketches and graphs;

6.

The appropriate use of quantitative techniques.

Paper 03/1
Internal Assessment will take the form of a research project. This research project will incorporate the skills outlined above and must emphasize the relevant areas outlined in Table 1 below.
The skills that should be selected for assessment from each Unit are presented in the table below. Table 1
UNIT 1

UNIT 2

The project must involve the use and interpretation of one or more of the following:

The project must involve the use and interpretation of one or more of the following:

•
•
•
•
•
•
•
•
•
•
•

Questionnaire
Dot maps, choropleths
Population pyramids
Proportional circles, flowlines
Maps
Stream velocity
Soil moisture, water budgets
Storm hydrograph
Photographs
Diagrams
Field sketches

•
•
•
•
•
•
•
•
•
•
•
•

CXC A21/U2/09

37

Questionnaire
Synoptic chart
Weather instruments
Vegetation sampling
Soil horizons
Graphs, flowlines
Choropleths
Isolines
Sampling techniques
Maps
Charts and statistics
Spearman’s rank correlation coefficient

The topic selected for the research project can be drawn from the practical areas of the content listed in each Module, for example:
1.

Analysis of the population structure of two Caribbean islands (Unit 1, Module 1);

2.

Measurement of stream velocity (Unit 1, Module 2);

3.

Community response to hazards (Unit 1, Module 3);

4.

Variations in temperature with altitude (Unit 2, Module 1);

5.

An analysis of informal commercial activity (Unit 2, Module 2);

6.

An analysis of disparities in development within countries (parishes, counties), (Unit 2,
Module 3).

The following steps are intended to provide further guidance in completing the research project:
1.

Identify the skills that are to be used in the investigation.

2.

The area(s) must be chosen from those listed for the relevant Unit as indicated in
Table 1, for example, dot maps, choropleth, diagrams or field sketches. Please note that field sketches are done in the field and not sketched from photographs.
Photographs should not be used in place of field sketches.

3.

The project should focus on a specific geographical problem or an investigation.
Examples of suitable topics are:
(a)

For Unit 1, “The purpose of this investigation is to use dot maps to analyse how the population distribution in Montserrat has changed over the last ten years.”

(b)

For Unit 2, “The aim of this investigation is to examine the effects of rock types on the development of soil profiles in two (2) areas.”

4.

The skill to be used should be made clear in the statement of purpose or in the methodology. 5.

If the project is based on a practical exercise in the field, there must be evidence that information was collected in the field and not from a secondary source.

6.

For the example given in 3 (a) above, some important steps are:
(a)
(b)
(c)
(d)

Constructing dot maps to show population changes over the ten-year period;
Describing the changes shown on the maps;
Referring to the maps in the description and analysis in order to maximise credit for integration;
Integrating the maps into the body of the report – the maps should be neat, well labelled with title and key;

CXC A21/U2/09

38

(e)
7.

For the example given in 3 (b) above, some important steps are:
(a)
(b)
(c)
(d)
(e)
(f)

8.

(a)
(b)

9.

Focusing on the maps in the investigation and not using them as mere illustrations. Conducting investigations in the field;
Drawing detailed soil profiles for each site;
Describing each soil profile;
Accounting for any differences seen in the two profiles based on information collected in the field;
Integrating the profiles into the body of the report - the profiles should be neat and well labelled;
Focusing on the information shown in the profiles - information from the text may be used to support the analysis.
For an investigation involving the use and interpretation of weather instruments, the data must be collected with the instruments and not from a secondary source.
For an investigation involving the use of a quadrat in vegetation sampling, the results must be meaningful, for example, the sampling may be used to show how vegetation varies with soil type, altitude or some other variable.

Reminders:
(a)
(b)
(c)
(d)

The report should not include information that is downloaded directly from the Internet.
It is not expected that all the areas in the Unit will be included in any one investigation. The topic should be manageable.
The word limit should be observed.

GUIDELINES FOR COMPILING AND ASSESSING THE RESEARCH PROJECT
1.

The research project will involve at least one of the practical skills shown in Table 1 on page 37.

2.

The maximum mark for the projects would be 54.

3.

The project is to be marked by the teacher. CXC will require a sample of the projects.

4.

The suggested format for the research project is as follows:
(a)
(b)
(c)
(d)

Cover page - with title, name, date, candidate number
Statement(s) of purpose of investigation - with elaboration of aims
Methodology
Description of data with maps and diagrams, analysis and discussion

CXC A21/U2/09

39

2 marks
3 marks
6 marks
29 marks

This may be presented as one chapter, incorporating description of data, analysis of data and discussion of findings.
OR
As two (2) chapters, the first chapter, a description of the data, the second chapter, analysis of data and discussion of the findings.
In either case, maps and diagrams must be fully integrated within the text. Discussions must be related to previous studies and/or textbook information.
(e)
(f)
(g)
(h)
(i)

Conclusion - Answers to the purpose; includes a summary of findings
Recommendations, based on methods or on findings
Bibliography
Communication of Information
Exceeding word limit (2000 words) by 200 words

4 marks
2 marks
3 marks
5 marks
- 5 marks

5.

The teacher is required to mark the projects and marks are to be recorded out of 54. No fractional marks should be awarded.

6.

The school must retain all projects for at least three months after publication of the results since additional projects may be requested by CXC for moderation purposes.

7.

The reliability of the marks awarded is a significant factor in the Internal Assessment and has far reaching implications for the candidate’s final grade. Teachers are asked to note the following: (a)

the relationship between the marks for the project and those submitted to CXC on the internal assessment form should be clearly shown;

(b)

the teacher is required to allocate one-third of the total score for the Internal
Assessment to each Module. Fractional marks should not be awarded. In cases where the mark is not divisible by three, then:
(i)

when the remainder is 1 mark, the mark should be allocated to Module 3;

(ii)

when the remainder is 2, then a mark should be allocated to Module 3 and the other mark to Module 2. for example, 35 marks would be allocated as follows:
35/3 = 11 remainder 2 so 11 marks to Module 1 and 12 marks to each of
Modules 2 and 3.

(c)

the standard of marking should be consistent.

CXC A21/U2/09

40

INTERNAL ASSESSMENT – GENERAL GUIDELINES FOR TEACHERS
1.

For each Unit, marks must be submitted to CXC on the Internal Assessment forms provided. The forms should be despatched through the Local Registrar for submission to
CXC by May 31st of the Year of the examination.

2.

The project for each Unit should be completed in duplicate. The original should be submitted to CXC and the copy kept by the school.

3.

The research project should focus on at least one specific objective in the Unit.

4.

Candidates who do not fulfil the requirements for the Internal Assessment will be reported “Ungraded”.

CRITERIA FOR MARKING THE RESEARCH PROJECT
1. Cover Page - Title page, name, date
•
Title clearly understood, concise, relates to project
•
Title clearly understood and relates to project

2
1

2. Statements of Purpose of Investigation
•
Context and purpose very clearly stated and explained
•
Context and purpose clearly stated and explained
•
Context and purpose stated but unclear

3
2
1

3. Methodology
•
Methods of data collection, procedures very clearly stated and described •
Methods of data collection, procedures clearly stated and described
•
Methods of data collection, procedures not clearly stated or described
•
Methods of data collection, procedures unclear and description weak
4. (a)
•
•

•
•

(b)
•
•
•

Presentation
Extremely neat with adequate number of diagrams that are relevant, accurate and well labelled
Very neat with adequate number of diagrams that are relevant and labelled satisfactorily
Neat with limited number of diagrams that are relevant but not well labelled Untidy Maps and/or diagrams attempted
Use of Maps, Diagrams with Text
Diagrams well integrated into text, appropriate reference made to each diagram Diagrams satisfactorily integrated into text, appropriate reference made to some diagrams
Attempt to integrate diagrams into text

CXC A21/U2/09

41

6
4-5
2-3
1

7- 8

(2)

(3)

(6)

(8)

5- 6
3- 4
1- 2

3
2
1

(3)

CRITERIA FOR MARKING THE PROJECT (cont’d)
(23)

5. Analysis of Data
(a)
•
•
•
•

(b)
•
•
•
•
•

(c)
•
•
•
•
•

Description of Findings (8)
Very coherent organization of comprehensive and accurate data
Fairly coherent organization of adequate and fairly accurate data
Satisfactory organization of limited and fairly accurate data
Organization of limited and fairly accurate data attempted
Analysis and Discussion of Findings (10)
Logical and coherent organization of data, points well developed, supported and valid
Data fairly well organised, points fairly well developed and supported
Satisfactory arguments including some valid points supported by findings
Satisfactory arguments including some points supported by findings
Limited arguments with few points supported by findings
Communication of Information (5)
Few grammatical errors or flaws and extensive use of appropriate geographical terms
Few grammatical errors or flaws and good use of appropriate geographical terms Some grammatical errors or flaws and limited use of appropriate geographical terms
Some grammatical errors or flaws and poor use of appropriate geographical terms Several grammatical errors or flaws and poor use of appropriate geographical terms

6. Conclusion
•
Conclusion project •
Conclusion
project
•
Conclusion
•
Conclusion

7531-

8
6
4
2

9 - 10
7- 8
5- 6
3- 4
1-2
5
4
3
2
1

clear, based on findings, valid and related to the purposes of the

4

clear, based on findings and related to the purpose of the

(4)

3
2
1

relates to the purpose of the project based on some findings

7. Recommendations
•
At least two recommendations fully derived from findings or methodology
•
One recommendation based on findings and/or methodology
8. Bibliography
•
Alphabetical order by author with title, publisher and date - for several relevant, up-to-date references
•
Alphabetical order by author with title, publisher, and date - for a minimal number of relevant, up-to-date references
•
References relevant and written in a consistent manner

2
1
3

1
(-5)
(54)

CXC A21/U2/09

42

(3)

2

9. Exceeding the word limit by more than 200 words
Total

(2)

◆REGULATIONS FOR PRIVATE CANDIDATES
Paper 03/2 (1 hour 30 minutes)
1.

Co m p o s i t i o n o f P a p e r
This Paper is based on case studies relating to the content of all three Modules of the Unit assessed. There will be three compulsory questions, one based on each Module. The three questions may be divided into parts. The Paper tests skills similar to those listed in the section on the Internal Assessment (Paper 03/1).

2.

Question Type
Each question requires candidates to respond either in the form of an extended essay or a short paragraph.

3.

Mark Allocation
The Paper is worth 54 marks (18 marks per question) and contributes 20% toward the final assessment. 4.

Award of Marks
Marks are awarded for the cognitive abilities, Knowledge, Use of Knowledge or Practical Skills that are exhibited.

5.

Use of Calculators
Candidates are allowed to use non-programmable calculators in the examinations. Each candidate is responsible for providing his or her own calculator and for ensuring that it functions throughout the examination.

6.

Use of Geometrical Instruments
Candidates are allowed to use geometrical instruments in the examinations. Each candidate is responsible for providing his or her own instruments.

◆REGULATIONS FOR RESIT CANDIDATES
Resit candidates must complete Papers 01 and 02 and Paper 03 of the examination for the year for which they re-register. Resit candidates may elect not to repeat the Internal Assessment component, provided they re-write the examination no later than two years following their first attempt. Candidates may opt to complete an Internal Assessment (IA) for each Unit written or may opt to re-use another IA score which satisfies any of the conditions listed at (i) to (ii) below.

CXC A21/U2/09

43

(i)

A candidate who re-writes the examination in the same Unit within two years may re-use the moderated IA score earned in the previous sitting within the preceding two years. Candidates reusing IA scores in this way must register as “Resit candidates” and provide the previous candidate number. (ii)

For CAPE Geography, candidates who enter for Unit 1 or Unit 2, in different sittings, may re-use a moderated IA score obtained in a previous sitting of either Unit within the preceding two years. The
IA score may be re-used in either Unit, or in both Units, irrespective of the Unit in which it was first obtained. Candidates re-using IA scores in this way must register as ‘Transfer’ candidates.

All resit candidates may enter through schools, recognized educational institutions, or the Local
Registrar’s Office.

◆ASSESSMENT GRID
The Assessment Grid for each Unit contains marks assigned to papers and to Modules and the percentage contribution of each paper to the total score.
PAPERS

Paper 02
3 hours
Section A
(Practical Skills)
Section B
(Free Response)
Internal Assessment
Paper 03/1

Module 2

Module 3

Total

(%)

15 (raw)

15 (raw)

15 (raw)

45 (raw)

(30)

27 (wtd)

27 (wtd)

27 (wtd)

81 (wtd)

15

15

15

45

30

30

30

90

18

18

18

54

(20)

90

External Assessment
Paper 01
1 hour 30 minutes
Multiple-Choice Items

Module 1

90

90

270

100

135

(50)

Paper 03/2
1 hour 30 minutes
(Private Candidates)
Total

CXC A21/U2/09

44

◆ GLOSSARY
KEY TO ABBREVIATIONS
K - Knowledge; UK - Use of Knowledge;

PS Practical Skills

WORD

DEFINITION

Advise

Write an extended answer identifying the issue;
Suggest solution or action to be taken

Analyse

Examine methodically and in detail the structure of an object or a process or a situation and then draw (a) conclusion(s). Annotate

Add a brief note to label

COGNITIVE
LEVEL
UK
UK
K

Apply

Use knowledge and or principles to solve problems.

UK

Assess

Present reasons for the importance of particular structures, relationships or processes.

UK

Calculate

Arrive at a solution to a numerical problem. Steps should be shown and units included.

PS

Cite

Provide a quotation or a reference to the subject.

K

Classify

Divide into groups according to observable characteristics.

UK

Comment

State opinion or view with supporting reasons.

UK

Compare and contrast Write an extended answer stating, describing and elaborating on the similarities and differences; and providing specific examples of these similarities and differences.

UK

Construct

Use a specific format to make or draw a graph, histogram, pie chart or other representation using numerical data or material provided or drawn from practical investigations, build (for example, a model), draw scale diagram. Such representations should bear a title, appropriate headings and legend where appropriate.

Deduce

Make a logical connection between two or more pieces of information; use data to arrive at a conclusion.

CXC A21/U2/09

45

PS

UK

WORD

DEFINITION

Define

Provide a precise statement giving the nature or the scope or the meaning of a term; or using the term in one or more sentences so that the meaning is clear and precise.

Demonstrate

Show how or direct attention to an area or object of focus.

PS

Derive

Deduce, determine or extract from data by a set of logical steps, some relationship, formula or result.

UK

Describe

Provide statements of the features or characteristics of a situation. K

Determine

Calculate the value of a physical quantity.

COGNITIVE
LEVEL
K

PS

Develop

Elaborate on or expand an idea or argument with supporting reasons. UK

Differentiate or Distinguish

State or explain briefly those differences between or among items or situations which can be used to define them or place them into separate categories.

K

Discuss

Write an extended answer defining key concepts, stating what is, exploring related concepts and principles, present reasoned arguments for and against, using detailed examples but not necessarily drawing a conclusion.

UK

Draw

Make a line representation of specimens, objects to show accurate relationship between the parts, to show location.

PS

Estimate

Make an approximate quantitative judgement

UK

Evaluate

Weigh evidence and make judgements based on given criteria. The use of logical supporting reasons for a particular point is more important than the view held; usually both sides of an argument should be considered.

UK

Explain

Provide statements on what happened, how it happened and why it happened.

K

Find

Locate a feature or obtain a solution (for example, from a graph). PS

CXC A21/U2/09

46

WORD

DEFINITION

Formulate

Devise a hypothesis.

COGNITIVE
LEVEL
PS, AK

Give

Provide short, concise responses.

K

Identify

Name specific components or features.
Point o u t , indicate without explanation or recognise and select. K

Show clearly by using appropriate examples, diagrams or sketches PS

Interpret

Explain the meaning of.

K

Investigate

Use simple systematic procedures to observe, record data and draw logical conclusions.

PS, AK

Justify

Explain the correctness of

UK

Label

Add names to identify structures or parts indicated by pointers
Use headings only.

K

Illustrate

List

K

Measure

Take accurate quantitative readings using appropriate instruments. Name

Provide actual names (but no other details).

K

Note

Write observations.

PS

Observe

Pay attention to details which characterize a change, specimen, or reaction taking place; to examine and note.

PS

Outline

Give basic steps only.
Provide main points, or features only without details

K

Plan

Prepare to conduct an investigation.

UK, PS

Predict

Use information provided to arrive at a likely conclusion or suggest a possible outcome.

UK

Record

Write an accurate description of the full range of observations made during a given procedure. This includes the values for any variables being investigated. Where appropriate, data may be depicted in graphs, histograms or tables. PS

CXC A21/U2/09

47

PS

WORD

DEFINITION

Relate

Show connection between; explain how one set of facts or data depend on others or are determined by them.

Sketch

Make a simple freehand diagram proportions and any important details

State

Provide factual information in concise terms; outlining explanations UK

Offer an explanation deduced from information provided or previous knowledge and consistent with subject knowledge

UK

Suggest

Wes t e r n Z o n e O f f i c e
13 M ay 2009

CXC A21/U2/09

48

showing

relevant

COGNITIVE
LEVEL
UK
PS