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Study Document A.

Assess the strengths and weaknesses of the evidence used by the author of Document A to support the argument that climate scientists need to engage in civil disobedience to save the planet from climate change.

In your answer, include the impact of the evidence on the author's argument.

25:T47b5,{ "questionId": "332301", "parts": [ { "partId": "2", "markschemeText": "Instructions for Question 2\nThe question assesses AO1. (Research, analysis and evaluation)\nAnswers should be written in continuous prose. There is no requirement for candidates to use technical terms to access any level and candidates will NOT be rewarded for their use unless they link them directly to the assessment made.\n\nAnnotate clearly in the left-hand margin according to the instructions provided below.\nThere are three aspects to consider when marking the answer. Annotations for each aspect are listed in increasing order of significance. For example, in AO1a EG reflects a higher skill than T. This is reflected in the mark tables.\n\n• Identify evidence (AO1a). Candidates should identify a range of types of evidence and give examples. Annotate with T if no example given or EG if type is given and exemplified.\n| T | Identify type of evidence. (Without an example) |\n| :--- | :--- |\n| EG | Example of type of evidence. |\n\n• Analyse strengths and weaknesses of evidence (AO1b). Candidates should analyse both strengths and weaknesses of a range of evidence used by the author including an explanation. For limited explanation use + for strength and – for weakness. For clear explanation use EXP\n| + | Strength of evidence recognised but with limited explanation. |\n| :--- | :--- |\n| – | Weakness of evidence recognised but with limited explanation. |\n| EXP | Strength or weakness of evidence clearly explained. |\n\n• Evaluate evidence (AO1c). Impact of evidence may be asserted and not explained (A) Evaluation may be attempted but not explained (I ^) [I and ^ are two separate annotations on RM]. Candidates explain the impact of evidence on the author's argument/perspective [I] and include a judgement of its effectiveness. (I J)\n| A | Impact of evidence is asserted and not explained. |\n| :--- | :--- |\n| I ^ | Shows undeveloped point of evaluation. Evaluation attempted but not explained. |\n| I | Evaluation of impact of evidence on argument/perspective. |\n| I J | Evaluation of impact of evidence on argument/perspective and includes judgement. |\n\nMarking grid for Question 2\nExaminers should allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations.\n\nAO1 Research, analysis and evaluation\n\nAO1a Identify evidence\n| AO1a Identify evidence | Mark | Annotations |\n| :--- | :--- | :--- |\n| Identifies a wide range of different types of evidence with examples | 5 | 4 EG or more |\n| Identifies a range of different types of evidence with examples | 4 | 3 EG |\n| Identifies a limited range of different types of evidence with examples | 3 | 2 EG |\n| Identifies a limited range of evidence, using different types or examples | 2 | 2T or 1EG |\n| Identifies one type of evidence | 1 | 1T |\n| Identification of evidence is not present. No creditable material. | 0 | No T or No EG |\n\nAO1b Analyse strengths and weaknesses of evidence\n| AO1b Analyse strengths and weaknesses of evidence | Mark | Annotations |\n| :--- | :--- | :--- |\n| Analyses strengths and weaknesses of a wide range of evidence with clear explanation | 5 | 2 + (or more) and 2 – (or more) with 2 or more EXP |\n| Analyses strengths and weaknesses of a range of evidence with clear explanation | 4 | 2 + and 1 – (or opposite) with 1 EXP |\n| Analyses strengths and weaknesses of a range of evidence with limited explanation | 3 | 2 + and 1 – (or opposite) with 0 EXP |\n| Analyses strengths or weaknesses of a range of evidence with limited explanation | 2 | [2+] or [2-] or [1+ and 1-] |\n| Explanation of strengths or weaknesses of evidence is limited | 1 | [1+] or [1-] |\n| No analysis is present. No creditable material | 0 | No + or – or EXP |\n\nAO1c Evaluate evidence\n| AO1c Evaluate evidence | Mark | Annotations |\n| :--- | :--- | :--- |\n| Evaluation includes explanation of the impact of evidence on the argument/ perspective and makes a range of reasoned judgements | 5 | 2 I (or more) and I J |\n| Evaluation includes explanation of the impact of evidence on the argument/ perspective and make a reasoned judgement | 4 | 2 I (or more) |\n| Evaluation includes an explanation of the impact of evidence on the argument/ perspective | 3 | 1 I |\n| Evaluation is attempted but lacks clarity, and the impact of evidence on the argument/perspective is not explained | 2 | 1 I ˄ (or more) |\n| The impact of evidence on the argument/perspective is asserted and not explained | 1 | 1 A (or more) |\n| No evaluation is present. No creditable material | 0 | No A, I^, I or I J |\n\nExaminers allocate a mark for each aspect (AO1a, AO1b, AO1c), using the mark descriptors and required annotations.\n\nQuestion 2: Assess the strengths and weaknesses of the evidence used by the author of Document A to support the argument that climate scientists need to engage in civil disobedience to save the planet from climate change.\nIn your answer, include the impact of the evidence on the author's argument. [15]\n\nIndicative content\nNo set answer is expected, and examiners should be flexible in their approach. Candidates may include some of the following indicative content.\n\nStrengths\n• [Annotated example] One strength of the evidence in the document is the use of relevant numerical data (T), such as '3.2 °C of warming by 2100' (EG), to support the view that urgent action is needed by scientists.(+) Relevant statistics are a strength because they demonstrate that accurate research has been done to produce the information in the document. Numerical data is concrete and definite, and presents facts rather than mere opinions. Numbers such has 3.2 degrees C will have been calculated carefully and therefore the information is more precise and objective. (EXP) This will have a positive effect on the argument in the document. Precise and accurate data is used to support the view that 'time is short' to avert climate disaster because we can see how hot the planet is getting from those numbers and this level of specific detail will mean that readers are more likely to believe the author. When the reader sees that accurate calculations have been done to work out the figure 3.2 degrees, the reader will be shocked and more likely to be convinced that urgent action is necessary (I)\n\nIndicative list of possible strengths and weaknesses This list is not exhaustive, and candidates may make other useful and correct comments about the evidence in the document.\n• Relevant statistics / figures, e.g. 'costing USD 10 billion', 'a third of the country underwater'.\n• Reputable sources, e.g. The 'Nature' article\n• Named Expert sources, e.g. Peter Kalmus, a climate scientist for NASA's Jet Propulsion Lab; Tierra Curry, a senior scientist at the US Center for Biological Diversity; number of leading scientists, 'Inside Climate News'.; Climate Minister Sherry Rehman.\n• Relevant examples of protest actions, e.g. 'activists blocked rush hour traffic, deflated car tires… interrupted baseball games and Formula One races…glued themselves to famous works', 'Devastating heat waves, wildfires and floods'.\n• Corroborated claims, e.g. leading climate scientists, Nature, Kalmus, Curry: all present the same information on the climate.\n• Credible author, Kristoffer Tigue is a journalist who writes about environmental justice issues.\n• Ability to see. Author is based in US, which is where some of the climate action is taking place.\n• Global scope, evidence from United States, Europe and Pakistan.\n• Use of direct quotes from experts and activists, 'For the sake of our children, for the sake of the future of humanity, you have a responsibility to do everything you can to get that information out there.'\n• Recent data. Document is dated 2022, and many events in the document are described as being current then, so all the evidence may be up to date.\n• Reliable place of publication, e.g. Inside Climate News is a credible organisation, so evidence is likely to be reliable.\n\nWeaknesses\n• Use of approximate/rounded/imprecise figures/numerical data, 'around 1,000 scientists' in 'more than 25 countries', 'Several scientists', 'killed thousands of people'.\n• Unsourced evidence, 'extreme weather events are further evidence',\n• Use of predictions, 'Scientists expect these to worsen dramatically', 'if global emissions continue'\n• Vague reference to expertise / unidentified experts, 'more and more scientists', 'a group of climate scientists', 'growing number of leading scientists'\n• Unsupported claims, e.g. 'Devastating heat waves, wildfires and floods', 'monsoon season, made worse by climate change', 'Scientists expect these to worsen dramatically if global emissions continue to rise at their current pace' not backed up with data\n• Lack of balance in evidence. Only scientists who support the argument are mentioned, e.g. Tierra Curry\n• Possible lack of expertise of the author, Kristoffer Tigue is a journalist, not an academic and possibly not an expert.\n• No evidence of impact of protests on climate change. Climate activists blocked rush hour traffic, deflated car tires and interrupted baseball games and Formula One races. But we are not told the impact of this.\n• Lack of precise dates to help us understand when things happened. This summer, climate activists blocked rush hour traffic, deflated car tires and interrupted baseball games and Formula One races.", "totalMarks": 15, "answerPoints": [ { "type": "AO1a", "point": "\n \n

AO1a Identify evidence

AO1a Identify evidence	Mark	Annotations
Identifies a wide range of different types of evidence with examples	5	4 EG or more
Identifies a range of different types of evidence with examples	4	3 EG
Identifies a limited range of different types of evidence with examples	3	2 EG
Identifies a limited range of evidence, using different types or examples	2	2T or 1EG
Identifies one type of evidence	1	1T
Identification of evidence is not present. No creditable material.	0	No T or No EG

\n ", "marks": 5, "guideline": "Candidates should identify a range of types of evidence and give examples. Annotate with T if no example given or EG if type is given and exemplified." }, { "type": "AO1b", "point": "\n \n

AO1b Analyse strengths and weaknesses of evidence

AO1b Analyse strengths and weaknesses of evidence	Mark	Annotations
Analyses strengths and weaknesses of a wide range of evidence with clear explanation	5	2 + (or more) and 2 – (or more) with 2 or more EXP
Analyses strengths and weaknesses of a range of evidence with clear explanation	4	2 + and 1 – (or opposite) with 1 EXP
Analyses strengths and weaknesses of a range of evidence with limited explanation	3	2 + and 1 – (or opposite) with 0 EXP
Analyses strengths or weaknesses of a range of evidence with limited explanation	2	[2+] or [2-] or [1+ and 1-]
Explanation of strengths or weaknesses of evidence is limited	1	[1+] or [1-]
No analysis is present. No creditable material	0	No + or – or EXP

\n ", "marks": 5, "guideline": "Candidates should analyse both strengths and weaknesses of a range of evidence used by the author including an explanation. For limited explanation use + for strength and – for weakness. For clear explanation use EXP." }, { "type": "AO1c", "point": "\n \n

AO1c Evaluate evidence

AO1c Evaluate evidence	Mark	Annotations
Evaluation includes explanation of the impact of evidence on the argument/ perspective and makes a range of reasoned judgements	5	2 I (or more) and I J
Evaluation includes explanation of the impact of evidence on the argument/ perspective and make a reasoned judgement	4	2 I (or more)
Evaluation includes an explanation of the impact of evidence on the argument/ perspective	3	1 I
Evaluation is attempted but lacks clarity, and the impact of evidence on the argument/perspective is not explained	2	1 I ˄ (or more)
The impact of evidence on the argument/perspective is asserted and not explained	1	1 A (or more)
No evaluation is present. No creditable material	0	No A, I^, I or I J

\n ", "marks": 5, "guideline": "Impact of evidence may be asserted and not explained (A). Evaluation may be attempted but not explained (I ^) [I and ^ are two separate annotations on RM]. Candidates explain the impact of evidence on the author's argument/perspective [I] and include a judgement of its effectiveness. 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2025 - O/N - 9239/13 | Q2

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