How is the climate changing, what are the consequences, and how should the world respond?
The evidence and causes of climate change, the role of feedbacks linking the water and carbon cycles, the projected physical and human consequences for places, and the mitigation and adaptation strategies needed for a sustainable future.
An Edexcel A-Level Geography answer to climate change and the future, covering the evidence and causes of a changing climate, the feedbacks that link the water and carbon cycles, the projected physical and human consequences for different places, and the mitigation and adaptation strategies needed to build a sustainable future.
Reviewed by: AI editorial process; not yet individually human-reviewed
Have a quick question? Jump to the Q&A page
Jump to a section
What this dot point is asking
Edexcel wants you to explain the evidence and causes of climate change, explain the feedbacks linking the water and carbon cycles, analyse the projected physical and human consequences for places, and evaluate the mitigation and adaptation strategies needed for a sustainable future.
Evidence and causes of climate change
Natural factors (solar variation, volcanic activity, orbital Milankovitch cycles) shape long-term climate but cannot explain the rapid recent warming. The Keeling Curve at Mauna Loa shows atmospheric carbon dioxide rising from around ppm in 1958 to over ppm today, and global mean temperature has risen roughly above pre-industrial levels, with the warmest years on record all falling since 2015.
Feedbacks linking the cycles
The Arctic is the clearest located case of feedback. Arctic sea-ice extent has fallen by over 40 per cent in summer since 1979, and as bright ice (albedo near ) is replaced by dark ocean (albedo near ) more solar energy is absorbed, accelerating warming, which is why the Arctic is heating around three to four times faster than the global average. Thawing Siberian permafrost is releasing stored methane, a feedback that could push the system past a tipping point.
Projected consequences for places
Consequences include sea-level rise threatening low-lying coasts and small island states (the Maldives, with a mean elevation near m, and Tuvalu, which has discussed relocation), shifting precipitation and drought, more frequent extreme weather, ecosystem stress and ocean acidification, and threats to food and water security. Impacts are uneven: the poorest and most exposed places, which contributed least to emissions, are often most vulnerable, a core equity argument.
Mitigation and adaptation
Mitigation reduces emissions through renewables, nuclear, energy efficiency, afforestation, carbon capture and storage and international agreements such as the Paris Agreement (2015, aiming to hold warming "well below" and pursue ) and carbon trading (the EU Emissions Trading System). Adaptation manages unavoidable impacts through flood defences, managed retreat, drought-resistant crops and water conservation. A sustainable future requires both, with equity between rich high-emitters and poor, vulnerable nations. Synoptically, players (high-emitting superpowers, vulnerable small states, NGOs) hold sharply different attitudes, and the futures of exposed places depend on global cooperation that is hard to secure.
Examples in context
Example 1: the Maldives. A low-lying Indian Ocean nation of around 1,200 islands averaging just m above sea level, the Maldives faces existential threat from sea-level rise. It has invested in adaptation (the raised artificial island of Hulhumale, sea walls around Male) and used diplomacy (a symbolic underwater cabinet meeting in 2009) to press high-emitting states for mitigation, illustrating the equity gap between those causing and those suffering warming.
Example 2: the Netherlands and the Delta Works. A wealthy, low-lying country where around a quarter of the land is below sea level, the Netherlands has pursued large-scale adaptation through the Delta Works storm-surge barriers and "Room for the River" managed-retreat schemes. It shows that effective adaptation is possible but capital-intensive, underlining why poorer, equally exposed places struggle to protect themselves and why mitigation remains essential.
Try this
Q1. Explain how the ice-albedo effect acts as a positive feedback. [4 marks]
- Cue. Warming melts reflective ice, exposing darker land or ocean that absorbs more heat, causing further warming and more melting.
Q2. Distinguish between mitigation and adaptation. [2 marks]
- Cue. Mitigation reduces emissions to tackle the cause; adaptation adjusts to cope with the consequences of warming.
Exam-style practice questions
Practice questions written in the style of Pearson Edexcel exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Edexcel Paper 1 (style)12 marksAssess the relative merits of mitigation and adaptation as responses to climate change.Show worked answer β
Mitigation tackles the cause by cutting emissions (renewables, carbon capture, afforestation, carbon trading) and global agreements such as the Paris Agreement. It is the only way to limit long-term warming, but it requires global cooperation, is slow and faces free-rider problems.
Adaptation manages the consequences (flood defences, drought-resistant crops, managed retreat, water conservation). It protects people now and can be done locally, but it does not stop warming and the poorest places often cannot afford it. A balanced judgement might argue that both are needed: mitigation to address the root cause and adaptation to cope with warming already locked in, with the appropriate balance depending on a place's wealth, vulnerability and emissions. The strongest answer weighs cost, scale, equity and time horizon with located examples. AO1 supplies the strategies; AO2 weighs mitigation against adaptation by cost, scale and equity to reach a judgement.
Edexcel 20198 marksStudy Figure X, showing the Keeling Curve of atmospheric carbon dioxide concentration and a global temperature anomaly graph. Analyse the relationship between atmospheric carbon dioxide and global temperature.Show worked answer β
AO3 leads, so describe both datasets. State the trends with figures: atmospheric carbon dioxide has risen from around ppm in 1958 to over ppm today on the Keeling Curve, with a saw-tooth seasonal cycle on a rising trend; global mean temperature anomaly has risen by roughly above pre-industrial levels over the same period.
Then explain the relationship (AO1 and AO2): the close correlation reflects the enhanced greenhouse effect, with rising carbon dioxide trapping more outgoing longwave radiation. Caution against claiming correlation alone proves causation; support it with the physics and with feedbacks (water vapour, ice-albedo). Note the seasonal saw-tooth reflects Northern Hemisphere vegetation, and that temperature shows more year-to-year variability than the smooth carbon dioxide trend.
Related dot points
- The global water cycle as a system with stores and flows, drainage-basin processes and the water budget, the physical and human causes of water insecurity, and the conflicts and management strategies that surround a finite water resource.
An Edexcel A-Level Geography answer to the water cycle and water insecurity, covering the global hydrological cycle as a system of stores and flows, drainage-basin processes and the water budget, the physical and human causes of growing water insecurity, the conflicts it creates, and hard and soft strategies for managing a finite water resource sustainably.
- The carbon cycle as a system of stores and fluxes, the role of the biological and physical pumps and human disruption, the meaning and drivers of energy security, the energy mix and pathways, and the links between carbon, energy and sustainability.
An Edexcel A-Level Geography answer to the carbon cycle and energy security, covering the carbon cycle as a system of stores and fluxes, the biological and physical carbon pumps, human disruption through fossil fuel use and deforestation, the meaning and drivers of energy security, the changing energy mix and pathways, and the links between carbon, energy and sustainability.
- Coasts as systems within sediment cells, the marine and sub-aerial processes that create erosional and depositional landforms, the causes of coastal recession and flooding, and how coastal risk can be managed sustainably.
An Edexcel A-Level Geography answer to coastal landscapes and change, covering the coast as a system within a sediment cell, marine and sub-aerial processes, erosional and depositional landforms, the physical and human causes of coastal recession and flooding, and sustainable coastal management approaches such as holding, advancing or retreating the line.
- Glaciers as systems with a mass balance, the glacial, fluvioglacial and periglacial processes that create landforms, and the value, threats and sustainable management of past and present glaciated landscapes.
An Edexcel A-Level Geography answer to glaciated landscapes and change, covering the glacial system and mass balance, glacial, fluvioglacial and periglacial processes and the landforms they create, the distribution of past and present ice, and the value, threats and sustainable management of fragile glaciated environments.
- The characteristics and sources of superpower status, the changing pattern of global power over time, the role of superpowers in the global economy, governance and the environment, and the geopolitical tensions and spheres of influence this creates.
An Edexcel A-Level Geography answer to superpowers, covering the characteristics and sources of superpower status, the changing geography of global power from unipolar to multipolar, the role of superpowers in the global economy, governance and the environment, and the geopolitical tensions, alliances and spheres of influence that emerging powers create.
Sources & how we know this
- Pearson Edexcel A-Level Geography (9GE0) specification β Pearson Edexcel (2016)