Paper 1: Physical Geography Exam Technique

This lesson focuses on the specific skills and techniques needed to achieve top marks in Paper 1: Physical Geography of the Edexcel A-Level Geography exam (9GE0). Paper 1 is worth 105 marks and constitutes 30% of the total A-Level grade. Understanding how to approach each question type, manage your time and structure your responses is just as important as the content knowledge itself.

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Paper 1 Structure in Detail

Paper 1 is divided into four sections corresponding to the four physical geography topics. Each section contains a mix of short-response, medium-response and extended-response questions.

Section	Topic	Compulsory/Optional	Typical Mark Breakdown
A	Tectonic Processes and Hazards	Compulsory	4 + 6 + 8 + 12 = 30 marks
B	Landscape Systems (Coastal OR Glaciated)	Optional (choose 1)	4 + 6 + 8 + 12 = 30 marks
C	The Water Cycle and Water Insecurity	Compulsory	4 + 6 + 12 = 22 marks
D	The Carbon Cycle and Energy Security	Compulsory	3 + 20 (+4 SPaG) = 23 marks

Note: The exact mark distribution can vary slightly between exam series. Always read the paper carefully to confirm the marks for each question.

Exam Tip: Sections C and D are frequently where students lose the most marks, because fatigue sets in during the later stages of the exam. Consider starting with the section you find hardest, while your concentration is highest, or at least ensure you have saved enough time for the 20-mark essay in Section D.

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Answering 4-Mark Questions

The 4-mark question is the lowest tariff question in Paper 1 and typically tests straightforward knowledge or understanding.

What Examiners Want

• Two developed points, each consisting of a statement and a development/explanation.
• Clear, precise geographical terminology.
• Concise writing — there is no need for an introduction or conclusion.

Model Approach

Use the Point + Development framework:

Example question: Explain two ways in which constructive plate boundaries differ from destructive plate boundaries. (4 marks)

Model answer:

Point 1: At constructive plate boundaries, tectonic plates move apart due to convection currents in the asthenosphere, creating a divergent boundary where magma rises to fill the gap, forming new oceanic crust. Development: In contrast, at destructive boundaries plates converge, and the denser oceanic plate is subducted beneath the continental plate, destroying crustal material rather than creating it.

Point 2: Volcanic activity at constructive boundaries produces effusive eruptions with low-viscosity basaltic lava (e.g. Eyjafjallajokull fissure eruptions in Iceland). Development: At destructive boundaries, the more viscous andesitic or rhyolitic magma produces explosive eruptions with pyroclastic flows (e.g. Mount Pinatubo, 1991).

Common Mistakes

• Writing too much — spending 10+ minutes on a 4-mark question steals time from higher-tariff questions.
• Making the same point twice in different words (this earns only 2 marks, not 4).
• Forgetting to develop each point — a bare statement without explanation or example earns only 1 mark.

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Answering 6-Mark Questions

The 6-mark question requires slightly more depth than the 4-mark question. It typically uses command words such as "explain" or "describe" and expects three developed points.

Structure

Element	What to Include
Point 1	Statement + explanation + brief evidence/example
Point 2	Statement + explanation + brief evidence/example
Point 3	Statement + explanation + brief evidence/example

There is no need for an introduction or conclusion at 6 marks. Write in full paragraphs (not bullet points) and use precise geographical terminology throughout.

Example

Question: Explain the role of feedback mechanisms in the water cycle. (6 marks)

A strong response would cover (1) positive feedback, e.g. ice-albedo feedback where melting ice reduces albedo, increasing absorption of solar radiation and further melting; (2) negative feedback, e.g. increased evaporation from warmer oceans leads to more cloud cover, which increases albedo and reduces surface temperatures; (3) the concept that positive feedbacks can amplify change while negative feedbacks tend to restore equilibrium, with reference to how human activity (e.g. deforestation) can disrupt natural feedback mechanisms.

Exam Tip: For 6-mark questions, aim for three distinct points, each with a clear geographical process and a specific example. The example does not need to be a full case study — a brief reference (e.g. "such as the Amazon basin" or "as seen in the 2010 Pakistan floods") is sufficient. Three well-developed points will secure full marks.

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Answering 8-Mark Data Stimulus Questions

The 8-mark question is one of the most distinctive features of Paper 1. These questions provide a resource — a map, graph, photograph, data table or diagram — and require you to analyse and interpret it using your geographical knowledge.

The Golden Rule: Resource + Own Knowledge

The mark scheme for 8-mark questions explicitly requires you to use BOTH the resource provided AND your own geographical knowledge. Answers that only describe the resource without applying geographical understanding will be capped at the lower mark bands. Equally, answers that ignore the resource and write a generic response will also be penalised.

Step-by-Step Approach

1. Read the question carefully — identify the command word and the specific focus.
2. Study the resource — spend 1-2 minutes examining it. Look for patterns, trends, anomalies, outliers and relationships.
3. Annotate the resource — circle key data points, draw arrows to show trends, note any surprising features.
4. Plan your response — identify 3-4 points that combine resource evidence with your own knowledge.
5. Write your response — for each point, quote or reference the resource data, then explain it using geographical processes.

Data Quoting

When referencing data from a resource, be specific:

Weak	Strong
"The graph shows an increase"	"The graph shows an increase from approximately 280 ppm in 1850 to 421 ppm in 2023"
"Some countries are more affected"	"Bangladesh experienced 7 cyclones between 2010-2020, compared to only 2 in the UK"
"The temperature went up"	"Mean global temperature rose by approximately 1.1°C between 1880 and 2023"

flowchart TD
    A["Read the question<br/>and command word"] --> B["Study the resource<br/>(1-2 minutes)"]
    B --> C["Annotate: trends,<br/>patterns, anomalies"]
    C --> D["Plan: 3-4 points<br/>combining resource +<br/>own knowledge"]
    D --> E["Write: quote data +<br/>explain with processes"]
    E --> F["Check: Have I used<br/>BOTH resource and<br/>own knowledge?"]

    style A fill:#e8f5e9,color:#000
    style B fill:#c8e6c9,color:#000
    style C fill:#a5d6a7,color:#000
    style D fill:#81c784,color:#000
    style E fill:#66bb6a,color:#fff
    style F fill:#388e3c,color:#fff