Paper I — Q7
(a) Explain with suitable diagrams A. Losch's model of the Theory of Location related to Central Places. Why has this been…
Explain with suitable diagrams A. Losch's model of the Theory of Location related to Central Places. Why has this been criticized? 20 marks
How can Sustainable Land Management (SLM) harmonise the complimentary goals of environmental, economic and social opportunities? Discuss. 15 marks
"The stages of Demographic Transition are a reflection of uneven economic development across the globe." Explain with suitable examples. 15 marks
हिंदी में प्रश्न पढ़ें
समुचित आरेखों द्वारा ए.लोश के केन्द्रीय स्थान से सम्बन्धित स्थिति सिद्धान्त के मॉडल को स्पष्ट कीजिये । इसकी आलोचना क्यों की गई है ? (20 अंक)
सतत भूमि प्रबन्धन (एस.एल.एम) पर्यावरणीय, आर्थिक एवं सामाजिक अवसरों के पूरक लक्ष्यों में सामंजस्य कैसे स्थापित कर सकता है ? विवेचना कीजिये । (15 अंक)
"जनसांख्यिकीय संक्रमण की अवस्थाएँ विश्व भर में असमान आर्थिक विकास का प्रतिबिम्ब हैं ।" समुचित उदाहरण द्वारा स्पष्ट कीजिये । (15 अंक)
Model answer
Drafted with AI by UPSC Answer Check against this question's marking rubric, to the expected length. UPSC does not publish answers for Mains — this is one way to score well, not an official key. How we build rubrics and answers.
(a) Lösch's model of central places and its criticism
August Lösch (1940) built his theory from the economics of a single producer, in contrast to Christaller, who began with the settlement hierarchy.
(i) Assumptions. A uniform plain with evenly spread farms, equal transport in all directions and identical tastes and costs. Each producer has a demand cone: as price rises with distance, sales fall to zero at a range limit. Competition among producers then packs the market areas into hexagons, which leave no area unserved and keep the areas as round as possible.
(ii) Nets of hexagons. Different goods have different ranges, so each has its own net, with a different number of market areas for each: K = 3, 4, 7, 9, 12, 13 and so on. Christaller's fixed K = 3, 4 and 7 are only special cases.
(iii) Rotation. The nets are laid over each other about a single metropolis, and rotated so that as many centres as possible coincide. This gives six sectors rich in centres (city-rich) and six sectors poor in centres (city-poor), alternating about the metropolis, with a spread of centre sizes from the smallest to the largest instead of a neat hierarchy.
(iv) Result. The landscape has a series of overlapping market areas, and the sum of transport movements is at a minimum.
Criticism. The homogeneous plain, equal income, and uniform costs are unrealistic. The model is static and geometric, ignores relief, transport networks, history, and agglomeration, assumes perfect competition, and is hard to test. It predicts no fixed hierarchy, so it is less useful for planning than Christaller's, and its complexity limited its application.
(b) Sustainable land management and the three goals
SLM is the use of land, water, soil and vegetation so as to meet present needs without reducing the capacity of the land for the future. It is promoted by the UNCCD and SDG 15.3 on land degradation neutrality.
(i) Environmental. Contour bunding, check dams, afforestation, agroforestry and watershed management reduce soil erosion, recharge groundwater and restore vegetation and biodiversity.
(ii) Economic. Conservation practices raise and stabilise yields, add fodder, horticulture and livestock, and open market linkages, so that conservation pays and risk falls.
(iii) Social. Community participation, secure tenure and equitable sharing of benefits give livelihoods, reduce distress migration and build local institutions.
(iv) Examples. At Sukhomajri in Haryana, village-managed check dams and grazing control cut siltation of the Sukhna Lake, raised yields and incomes. The Tarun Bharat Sangh's johads in Alwar, Rajasthan, revived groundwater and rivers. The Forest Rights Act, 2006, recognises the rights of forest dwellers, which gives them a stake in conservation.
Sound SLM aligns these so they reinforce one another, though it needs trade-offs, finance, and good governance.
(c) Demographic transition and uneven economic development
The demographic transition describes the passage from high birth and death rates to low ones as a society develops. The stages are unevenly distributed because development is uneven.
(i) Stage 1 and 2. Stage 1 is almost extinct. Many low-income countries, such as Niger, Mali and Chad in the Sahel, are in stage 2: death rates have fallen with health care and vaccination, but fertility stays high at five or more births per woman, so the population grows very fast.
(ii) Stage 3. Countries like India, Bangladesh and Mexico have falling fertility; India's total fertility rate is now about 2.0. Within India, Kerala and Tamil Nadu are far ahead of Bihar and Uttar Pradesh, which reflects regional differences in education, health and income.
(iii) Stage 4 and 5. Developed countries like the United Kingdom and the United States have low, stable rates, and Japan, Germany and Italy have ageing and declining populations.
The link is that education, urbanisation, health and female employment lower fertility, so the richer the economy, the later the stage. But the path is not universal: Iran, Bangladesh and China reduced fertility much faster than Europe did, helped by policy.
How this answer will be evaluated
Framework: UPSC Geography Paper 1
What earns full marks: Comprehensive, well-structured, with clear diagrams and examples.
Evaluation rubric
Each sub-part is marked on its own, against the marks and word limit printed on the paper.
- (a) Explain Losch's central place model with diagrams and state why it has been criticised. 20 marks
explain— definition/context → points in order → small example → short close
Must cover
- Begins from a single producer and demand cone; hexagonal market areas
- Nets with K = 3, 4, 7, 9, 12, 13 for different goods
- Rotation giving city-rich and city-poor sectors
- Criticism: homogeneous plain, static, hard to test, no fixed hierarchy
Loses marks
- Stating Christaller's model as Losch's.
Earns more
- Marks for the assumptions, the nets and rotation, diagrams and criticism.
Extra mark
- Contrast with Christaller's hierarchy.
- (b) Discuss how sustainable land management harmonises environmental, economic and social goals. 15 marks
discuss— intro → 3-4 dimensions → example → balanced close
Must cover
- Definition and link to UNCCD/SDG 15.3
- Environmental measures: bunds, check dams, agroforestry
- Economic and social outcomes: income, tenure, participation
- Indian examples: Sukhomajri, Alwar johads, Forest Rights Act
Loses marks
- Listing soil conservation methods with no economic or social link.
Earns more
- Marks for the three goals, examples and a balanced view.
Extra mark
- Mention of trade-offs and governance.
- (c) Explain how the stages of demographic transition reflect uneven economic development with examples. 15 marks
explain— definition/context → points in order → small example → short close
Must cover
- Stages linked to development and education
- Stage 2 in Sahel countries, stage 3 in India and Bangladesh
- Stage 4-5 in developed countries; India's regional contrast
- Non-universal paths: Iran, Bangladesh, China
Loses marks
- Describing the stages without any link to economic development.
Earns more
- Marks for linking each stage to development with examples.
Extra mark
- Kerala versus Bihar and Uttar Pradesh.
What "Explain" is asking you to do
Make the working of something clear — what sets it off, what follows from what, and what it produces. Explain is the Commission's mechanism word: it dominates the technical papers and the “explain why” stems, where the marks sit in the causal chain and not in the label.
Structure that answers it
State what it is → the initiating condition → the chain of cause, step by step → an instance where it plays out → what the chain produces
Where marks are lost
Describing what something looks like instead of why it works that way. Naming the stages without linking them reads as description too.
Practice this exact question
Write your answer and it is marked point by point against the model answer above — what you covered, what you missed, what you got wrong.
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