Weather Hazards and Climate Change

OCR

GCSE

This study component necessitates a rigorous analysis of the genesis, distribution, and impacts of atmospheric hazards. Candidates must examine the Global Atmospheric Circulation Model to understand the latitudinal distribution of high and low-pressure belts. The focus lies on the formation mechanisms of tropical revolving storms (cyclones, hurricanes, typhoons) and the specific conditions required for their genesis (ocean temperatures >27°C, Coriolis effect). Furthermore, the module requires an evaluation of management strategies—prediction, protection, and planning—contrasting the capacity for mitigation and adaptation in High Income Countries (HICs) versus Low Income Countries (LICs).

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

What You Need to Demonstrate

Key skills and knowledge for this topic

Award marks for precise distinction between the natural greenhouse effect (essential for life) and the enhanced greenhouse effect (anthropogenic).
Credit specific reference to Milankovitch cycles: eccentricity, obliquity, and precession when explaining natural causes.
Responses must cite specific evidence of climate change, such as rising sea levels (e.g., 3.3mm/year) or shrinking ice sheets, rather than generic 'melting ice'.
High-level responses must evaluate the sustainability of management strategies, weighing economic costs against environmental benefits (e.g., Carbon Capture and Storage vs. Afforestation).

Example Examiner Feedback

Real feedback patterns examiners use when marking

"You have identified the cause, but you need to explain the *mechanism* of how it traps heat."
"Differentiate clearly between mitigation (stopping the cause) and adaptation (dealing with the effect)."
"Your answer relies on general knowledge; integrate specific data from the provided source to secure AO4 marks."
"Strengthen your conclusion by weighing the economic cost against the environmental benefit."

Marking Points

Key points examiners look for in your answers

Award marks for precise distinction between the natural greenhouse effect (essential for life) and the enhanced greenhouse effect (anthropogenic).
Credit specific reference to Milankovitch cycles: eccentricity, obliquity, and precession when explaining natural causes.
Responses must cite specific evidence of climate change, such as rising sea levels (e.g., 3.3mm/year) or shrinking ice sheets, rather than generic 'melting ice'.
High-level responses must evaluate the sustainability of management strategies, weighing economic costs against environmental benefits (e.g., Carbon Capture and Storage vs. Afforestation).

Examiner Tips

Expert advice for maximising your marks

💡When analyzing graphs, quote specific data points to support trends (e.g., 'CO2 increased from 315ppm to 410ppm').
💡For 'Assess' questions, ensure you provide a judgement on the significance or effectiveness of a strategy, not just a description.
💡Use the 'PEEL' structure (Point, Evidence, Explain, Link) to ensure depth in 8-mark or 12-mark extended responses.
💡Memorize one specific developed country case study (e.g., UK) and one developing/emerging country case study (e.g., Tuvalu or Bangladesh) for impacts.

Common Mistakes

Pitfalls to avoid in your exam answers

Conflating ozone layer depletion with the greenhouse effect (zero marks awarded for this confusion).
Confusing 'mitigation' (reducing causes) with 'adaptation' (managing impacts).
Describing weather events (short-term) as climate change (long-term averages over 30+ years).
Vague references to 'pollution' or 'fumes' instead of naming specific greenhouse gases like Carbon Dioxide or Methane.

Key Terminology

Essential terms to know

Likely Command Words

How questions on this topic are typically asked

Describe

Explain

Assess

Evaluate

To what extent

Calculate

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Practice questions tailored to this topic