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Date November 2021 Marks available 2 Reference code 21N.2.bp.3
Level SL and HL Paper 2 Time zone
Command term Suggest Question number 3 Adapted from N/A

Question

The graph shows the average amount (in US$) spent on food per person and the average percentage of total income spent on food for selected countries in 2017.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Roser, M., and Ritchie, H., 2013. Food prices. [online] Available at: https://ourworldindata.org/food-prices [Accessed 30
September 2020]. Source adapted. Attribution 4.0 International (CC BY 4.0) http://creativecommons.org/licenses/by/4.0/.

Describe the relationship shown in the graph.

[2]
a.

Suggest one reason for a recent change in the diets of people in middle-income countries.

[2]
b.

Explain one way in which ecological footprint measures an individual’s resource consumption.

[2]
c.

Explain two ways in which different resources are developed to support Boserup’s optimistic view.

Way 1:

 

Way 2:

 

[4]
d.

Markscheme

Award [1] for each valid point.
A negative relationship / the more one spends on food per capita per annum the less the share of total income spent on food [1] exemplification or development of pattern [1].

Some quantification required for full marks.

a.

Award [1] for identification of a valid reason, and [1] for further development of dietary change.

For example: Rising incomes [1] so people have more money to spend on processed foods [1].

Other possibilities include:

b.

Award up to [1] for identification of a valid way (reference to land, water or waste), and [1] for development/exemplification [1].

It determines the amount of the environment necessary [1] to produce the goods and services necessary to support a particular lifestyle [1].

c.

In each case, award [1] for a valid and distinctive way and [1] for further development or exemplification.

For example: Improved technology through the use of mechanization [1] to increase yields of food [1].

Other possibilities include:

d.

Examiners report

Many candidates were well prepared for this and described the negative correlation between the two variables shown on the graph. Development was accomplished by illustration of the extremes using data from selected identified countries, thus giving quantification. Other responses did not focus on the relationship between the two variables but used the resource to categorize the characteristics of the countries shown. In this approach credit could only be awarded if the answer addressed the relationship unintentionally.

a.

Most candidates were able to identify dietary changes and link them to a valid reason. This was most frequently expressed as an increase in disposable income resulting in the consumption of more meat and dairy produce, but a significant number of answers referred to the impacts of globalization and awareness of health issues.

b.

Candidates were generally secure in their understanding of the elements of the ecological footprint and frequently made reference to land, water and waste. The better answers were able to develop this in the context of the individual, examining aspects such as lifestyle, age and volume of consumption. However, many answers did not explore this context and thus did not gain full credit as they focused solely on a definition of the measure. A minority of candidates failed to address the question, examining other measures such as carbon footprint.

c.

In general candidates were well prepared in this aspect of the syllabus and the basic principles behind Boserup's optimistic view were understood. Good answers identified ways such as vertical farming, genetic modification, use of renewable energy and elements of the circular economy and linked these to the optimistic view of the relationship between population and resources. Some answers however lacked precision and detail and gave vague statements concerning technological development without outlining what these were which limited the credit given to such responses. Credit was also limited where answers gave detail on valid technological developments but did not link them to the thesis outlined by Boserup.

d.

Syllabus sections

Unit 3: Global resource consumption and security » 3.1. Global trends in consumption
Unit 3: Global resource consumption and security

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