AQA CERTIFICATE
GEOGRAPHY
8031/1 – Dynamic Physical World
Mark scheme
8031
June 2014
Version 0.1/Stage: Final
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any amendments
made at the standardisation events which all associates participate in and is the scheme which was
used by them in this examination. The standardisation process ensures that the mark scheme covers
the students’ responses to questions and that every associate understands and applies it in the same
correct way. As preparation for standardisation each associate analyses a number of students’
scripts: alternative answers not already covered by the mark scheme are discussed and legislated for.
If, after the standardisation process, associates encounter unusual answers which have not been
raised they are required to refer these to the Lead Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular
examination paper.
Further copies of this Mark Scheme are available from aqa.org.uk
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
GENERAL GUIDANCE FOR GEOGRAPHY EXAMINERS
Quality of Written Communication
Where candidates are required to produce extended written material in English, they will be
assessed on the quality of written communication.
Candidates will be required to:
present relevant information in a form and style that suits its purpose;
ensure that text is legible and that spelling, punctuation and grammar are accurate;
use specialist vocabulary where appropriate.
Levels Marking - General Criteria
Where answers are assessed using a level of response marking system the following general
criteria should be used.
Level 1: Basic
Knowledge of basic information
Simple understanding
Little organisation; few links; little or no detail; uses a limited range of specialist terms
Reasonable accuracy in the use of spelling, punctuation and grammar
Text is legible.
Level 2: Clear
Knowledge of accurate information
Clear understanding
Organised answers, with some linkages; occasional detail/exemplar; uses a good range of
specialist terms where appropriate
Considerable accuracy in spelling, punctuation and grammar
Text is legible.
Level 3: Detailed
Knowledge of accurate information appropriately contextualised and/or at correct scale
Detailed understanding, supported by relevant evidence and exemplars
Well organised, demonstrating detailed linkages and the inter-relationships between factors
Clear and fluent expression of ideas in a logical form; uses a wide range of specialist terms
where appropriate
Accurate use of spelling, punctuation and grammar
Text is legible
Level 3 does not always equate to full marks, a perfect answer is not usually expected,
even for full marks.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
Annotation of Scripts
One tick equals 1 mark, except where answers are levels marked (where no ticks should be used).
Each tick should be positioned in the part of the answer which is thought to be creditworthy.
Where an answer is levels marked the examiner should provide evidence of the level achieved by
means of annotating ‘L1’, ‘L2’ or ‘L3’ in the left hand margin.
The consequent mark within this level should appear in the right-hand margin.
Ticks must not be used where an answer is levels marked.
Examiners should add their own brief justification for the mark awarded e.g. Just L3, detail and
balance here.
Where an answer fails to achieve Level 1, zero marks should be given.
General Advice
It is important to recognise that many of the answers shown within this mark scheme are only
exemplars. Where possible, the range of accepted responses is indicated, but because many
questions are open-ended in their nature, alternative answers may be equally creditworthy.
The degree of acceptability is clarified through the standardisation process and subsequently by
telephone with the Team Leader as necessary.
Diagrams are legitimate responses to many questions and should be credited as appropriate.
However, contents which duplicate written material or vice versa should not be credited.
Quality of Written Communication (QWC) is part of the award of marks in levels marked answers
only. In levels marked answers the quality of the geography is assessed and a level and mark
awarded according to the geography. As is sometimes the case, the geography may be sound at
a particular level but the examiner may not be sure as to whether there is quite enough to raise the
mark within that level. In this case, the examiner should consider the QWC of the answer. QWC
that fulfils the criteria for the level should lead to the rise in the mark but where the QWC does not
fulfil the criteria, the answer should remain at the mark first thought appropriate. In cases where
QWC has been used in the award of marks, the examiner should indicate this with QWC and
arrows that indicate either an upward or downward trend according to its impact on the final award
of the mark.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
Tectonic Activity and Hazards
1 (a)(i)
Composite volcano
1(a)(ii)
The first volcano has a rounded shape, gentle sided, particularly on the
left of the volcano (1). By contrast the second volcano is steep sided,
symmetrically shaped, with deep scars or gullies cut into the side of the
cone (1). Accept one valid statement about each volcano if a difference
is implied. Allow any valid difference based on photograph eg
symmetrical/asymmetrical shape, concave/convex slope, dome/cone
shape, crater/no crater, area around Fuji more fertile.
(2 marks)
AO2 – 1
AO3 – 1
1(a)(iii)
2 x 1 or 1 x 2
(2 marks)
AO1 – 2
Viscosity of lava (1). The main factor is the type of material ejected during
the eruption (1). Acid lava produces steep sided cones because the lava
has a high viscosity and therefore cools slowly (1). Basic lava is runny
and spreads out quickly (1). It cools slowly and produces gently sloping
cones (1). Other factors affecting shape might include the number of
previous eruptions, the formation of secondary cones, etc.
1(b)(i)
3750
1(b)(ii)
Supervolcanoes produce (much) more lava than volcanoes (1-reserved
mark).
The Yellowstone caldera produced 2500 times more lava than
Mount St Helens (1). Allow other reference to and/or manipulation of
data for second mark.
(1 mark)
AO1 – 1
(1 mark)
AO3 – 1
(2 marks)
AO2 – 1
AO3 – 1
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
1(b)(iii)
Ash is the biggest problem. It can: kill and sicken humans and animals,
reduce sunlight, trigger rainfall causing lahars, severely disrupt air, road
and rail transport, crush buildings – 30cm of dry ash is enough to
collapse a roof, contaminate water supplies, kill crops and other
vegetation, clog machinery such as air filters.
(4 marks)
AO1 – 2
AO2 – 1
AO3 – 1
A case study is not needed but Yellowstone or Tora (Indonesia) are likely
examples. Effects likely to refer to impact in immediate area of an
eruption – many deaths (87 000 predicted), large ash cloud rising
40 – 50km into atmosphere, destruction of 10 000 square km of land,
ash 15cm think covering buildings within 10 000km, flights suspended,
livestock and farmland affected. The UK would see the arrival of the ash
five days after the eruption; temperatures would fall between 12 and
15 degrees. Parts of Europe and America and Asia would see constant
snow cover for three years, crops would fail, monsoon rains would fail,
40% of population could face starvation.
Level 1 Basic (1-2 marks)
Describes effects of a supervolcano eruption.
Statements are general in a random order.
A massive amount of ash and lava would reach the ground - up to 2500
cubic km was released in the first Yellowstone eruption. Some ash will
travel around in the atmosphere. Lots of people will die. People will
choke to death. Buildings will collapse. Crops and animals will die.
People will starve. In Yellowstone, there would be no planes.
Level 2 Clear (3-4 marks)
Effects are clearly described, in an organised way.
Statements are linked.
The greatest danger would be close to the blast where 90% of people
could be killed. Large numbers of people would die across the country –
inhaled ash forms a cement-like mixture in human lungs. Buildings would
collapse with this area due to the weight of the ash. This would ground
planes and make road transport difficult. Livestock would die as they
would choke in hot ash. In the USA up to ¾ of the country would be
affected in some way if Yellowstone erupted.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
1(c)(i)
The earthquake causing the tsunami took place immediately offshore, so
arrived quickly (1) or the strength of the earthquake was so strong that
the immediate effects were devastating (1). The area affected extended a
considerable distance inland (1)
(1 mark)
AO2 – 1
1(c)(ii)
Figure 3 shows the movement of plates and the type of plate material.
Answers should indicate convergence of plates, subduction of oceanic
crust beneath continental crust, triggering a major earthquake. This
submarine earthquake displaced the sea bed, causing a massive tsunami
to occur. Allow idea of 3 plates moving at different speeds and directions,
causing friction, causing an earthquake which triggers a tsunami.
(4 marks)
AO1 – 2
AO2 – 1
AO3 – 1
Level 1 (Basic) 1-2 marks
Simple points about plate movement and/or the link between
earthquakes and tsunamis. Sequence of events likely to be incomplete or
random points. There may be little or no use of Figure 3.
The plates moved towards each other. The ocean plate moved under the
continental plate. The friction caused an earthquake. The sea bed rose
and a huge wave formed.
Level 2 (Clear) 3-4 marks
Linked statements giving a clear explanation of the tsunami, making use
of the source. Explanations likely to be organised, in sequence and
clearly expressed.
The denser Pacific Plate moves towards the Eurasian Plate and is
subducted into the mantle. Friction between the two plates sometimes
builds up and is then released as a sudden jerk or earthquake. The
sudden movement displaces the sea bed, causing a massive wave or
tsunami to form.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
1(d)
The question refers to a tectonic landscape so allow reference to areas
with fold mountains and/or volcanoes. Emphasis is on economic
opportunities so these might include the possibilities of geothermal power
in volcanic areas, hydroelectric power in areas with fold mountains,
mining activities, tourism, agriculture (on fertile soils in volcanic regions),
forestry etc. Expect reference to a named case study for Levels 2 and 3.
(8 marks)
AO1 – 5
AO2 – 3
Farming is a primary activity in all of the fold mountain ranges around the
world. Mainly, due to the height and steepness of many of the slopes, this
is restricted to cattle and sheep farming. However, in the foothills of the
Himalayas, the Nepalese people use terraces in the mountainside to help
them grow crops, and some southern facing Alpine slopes are used for
vines and fruits.
In the Andes, reference to the growing of subsistence crops, such as
potatoes on terraces – steps made to create flat areas. Most crops are
grown in lower parts of valleys, including some cash crops such as
cotton. Llamas are used as pack animals – the males, whilst the females
are used for meat. Milk and wool are used for clothes and rugs.
HEP – steep, narrow valley are suitable for construction of dams and
steep relief gives fast flowing water needed to turn the turbines. Peru
has a number of schemes, including Yuncan project and El Platinal
project that is under construction.
Mining – the Andes is rich in minerals – tin, nickel, silver and gold are all
present.
Yanacocha gold mine in Peru is the largest in the world and has led to
the expansion of the town of Cajamarca from 30 000 to 240 000
inhabitants.
Tourism – the main tourist attraction in the Rockies and the Alps is
skiing. Hundreds of thousands of people ski each year and this has
brought great changes and problems to the main areas. The increase in
tourism has meant much-improved infrastructure, a huge increase in
hotels and restaurants and the development of entire resorts. It has
brought a large amount of much needed money into these areas and
allowed local people to diversify from farming into many other jobs.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
Level 1 Basic (1-4 marks)
Describes use(s) of fold mountains or volcanic areas.
Statements are general in a random order.
No case study or just a name given.
There are large dams and lakes, producing HEP. Cattle are kept in the
mountains. Big areas are used for mining. Dramatic scenery created by
volcanic eruptions attracts tourists. This brings income to an area.
Level 2 Clear (5-6 marks)
Describes uses (at least two) of fold mountains clearly.
Statements are linked. Connection with economic opportunity is clear.
In Java, Indonesia, the lava and ash deposited during an eruption broke
down to provide valuable nutrients for the soil. This creates very fertile
soil which is good for agriculture. Sulphur is mined in some active
volcanoes, made into fertilisers.
The high level of heat and activity inside the Earth, close to a volcano,
can provide opportunities for generating geothermal energy, such as in
New Zealand. The landscape is attractive to tourists, who also like the
hot springs.
There are many resources of gold, silver and tin in the Andes. This is
blasted out, and the sale of metals abroad helps to keep thousands of
people employed. The walkers/skiers show the area is important for
tourism. In the Andes, there are a number of long walks like the Inca
Trail where people can view the spectacular mountains. The money
brought in by foreign tourists helps the economy
Level 3 Detailed (7-8 marks)
Describes two or more uses of fold mountains or volcanic areas.
Statements are logically ordered and linked.
Detailed reference to specific case study.
Steam from high-temperature geothermal fluids in Iceland is used to drive
turbines and generate electrical power, while lower temperature fluids
provide hot water for housing, heat for greenhouses and industrial uses,
and hot or warm springs at resort spas. Geothermal heat warms more
than 70 per cent of the homes in Iceland. In addition to being an energy
resource, some geo-thermal waters also contain sulphur, gold, silver, and
mercury that can be recovered after the electricity is produced. In
Reykjavik there are swimming pools which are heated by geothermal
sources. The famous Blue Lagoon is popular with tourists. There are
also many geothermally heated greenhouses including some at
Hveragerdi. These activities help to create employment and help to
supply Iceland with essential raw materials, food and power.
There are many resources of gold, silver and tin in the Andes. The
Yanacocha gold mine is opencast. This led to the rapid increase of
population and wealth in the nearby town of Cajamarca. The Inca Trail in
Peru attracts many walkers. This is a long distance hike of 45km and
ends in the historic settlement of Machu Picchu, which is the ‘Lost City of
the Incas’. For many Peruvians there are opportunities to earn money as
tour guides, hoteliers and restaurant owners.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
Ecosystems and Global Environments
2(a)(i)
1 x 2 or 2 x 1
Credit description only. Vegetation consists of tall (Saguaro) cacti (1)
with spiky, fine needles (1). The one on the picture has seven small
branches coming off it (1).
(2 marks)
AO2 – 1
AO3 – 1
Other vegetation grows quite low and does not cover the whole area (1).
Some plants have small spiky leaves (1).
2(a)(ii)
Evidence of plant’s ability to withstand large periods of drought and/or the
alkaline/salty conditions of many desert soils.
Level 1 (Basic) 1-2 marks
Simple statements with limited explanation of how plants are able to live
for long periods without water.
(4 marks)
AO1 – 2
AO2 – 1
AO3 – 1
They have very strong seeds which remain dormant until it rains. They
have thorns which help to reduce water loss. Some have very deep roots
so they can get down to underground water. A cactus can store water in
its stem. Some plants store water in root bulbs.
Level 2 (Clear) 3-4 marks
Linked statements showing how the plant is adapted to long periods of
drought or survive in conditions of alkaline soils. The answer may refer to
general adaptations or can be specific to particular plants.
Creosote bushes are very hardy and can tolerate soils that are very
alkaline. They are spaced wide apart as each plant has shallow
widespread roots so they can get water even if there is just a light shower
that only wets the surface.
The Saguaro cactus has tiny thorns instead of leaves – so it doesn’t get
eaten, and to prevent moisture loss. The stem is green for
photosynthesis and the concertina folds swell up to store water after rain.
The roots are long to get underground water stored deep underground.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
2(b)(i)
2 x 1 or 1 x 2
Producers are organisms that produce their own food. They take energy
from the sun and make it into chemical energy (food) by the process of
photosynthesis. They are at the bottom of the food chain and may be
eaten by consumers. They provide nutrients for the rest of the food chain.
They supply energy to primary consumers.
(2 marks)
AO2 – 1
AO3 – 1
2(b)(ii)
The entire organism is not consumed or digested (1). Parts such as
roots, woody stems, bones, scales, feathers, etc., aren’t eaten (1).
Energy is used up by organisms in each topic level for movement and
transport inside their bodies (1). Energy is used in respiration and is
released from the body of the organism as heat (1). Energy becomes
lost in excretion (1).
(1 mark)
AO1 – 1
2(b)(iii)
When a top predator is no longer present, herbivore populations increase
rapidly (1). Without a top predator to regulate their numbers, these
animals put a great deal of pressure on the existing vegetation that they
require for food and can destroy large amounts of plant life, such as
grasses and trees(1). This then causes further problems, such as soil
erosion and loss of animal habitat (1).There may be a reduced number of
producers (1)
(2 marks)
AO1 – 2
2(c)(i)
Emphasis is on contrasts between the two ecosystems. Credit
references to latitude/limits, names of continents/regions. Tropical
forests mainly between 10 degrees N and S of Equator, temperate
forests vary between 40 and 60 degrees in Europe but much further
south in North America and Asia. They are mainly in the Northern
Hemisphere.
(4 marks)
AO2 – 2
AO3 – 2
Level 1 (Basic) 1-2 marks
Simple points, perhaps random statements. No clear contrast/two
separate accounts.
Tropical forests are located in Africa, South America and Asia. TRFs are
found close to the equator. Deciduous forests are in western Europe.
Temp deciduous forests are found between 40 and 60 degrees north.
Level 2 (Clear) 3-4 marks
Clear contrasts between the two distributions. Linked statements. Credit
latitude references, names of continents, regions, etc.
The tropical rainforests are mainly found close the equator but temperate
deciduous forests have a much wider distribution, up to 60 degrees north
in Europe, but closer to the tropic in Asia. TRFs are found in equatorial
Africa, Amazonia in South America and SE Asia whereas temperate
deciduous forests are found in eastern North America, Europe and
East Asia.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
2(c)(ii)
Soils of tropical rainforests tend to be infertile with a hard laterite layer or
crust is left exposed (1). By contrast the soils associated with deciduous
forests tend to be fertile brown earths, and ideal for growing arable crops
(1). Allow 2 separate statements if contrasts are evident.
(2 marks)
AO1 – 2
2(d)
The management strategies should be appropriate to the case study
chosen and contribute to the sustainability of the forest in order to provide
for future generation by ensuring that the environment is not harmed.
Max L1 if case study is based on tropical forest.
(8 marks)
AO1 – 5
AO2 – 3
Level 1 (Basic) 1-4 marks
Simple list of management strategies with no named case study.
They can repair footpaths. They can fence off damaged areas. They can
zone the forest. They can provide car parks.
Level 2 (Clear) 5-6 marks
Linked statements with some description of management strategies
which are appropriate to the named case study. Limited reference to
sustainability.
In Epping Forest they are providing car parks for visitors. They are
fencing off areas where there is damage. This ensures that the trees are
allowed to recover and damage is restricted. They are providing pony
trails. Pollarding has been introduced which helps to conserve the forest
but prevents the trees becoming too big.
Level 3 (Detailed) 7-8 marks
Specific case study information, focusing on the strategies and
assessment of sustainability.
In the National Forest in the East Midlands there is a network of country
lanes, walks and cycle trails to provide the needs of walkers, cyclists and
horse riders, ensuing that the other parts of the forest are not damaged
by these people. 4000 jobs have been provided to provide for the needs
of the people visiting the forest. There is a family visitor attraction built
near Ashby de la Zouch with nearby craft workshops where people can
buy locally made products. In Epping Forest by providing car parks they
encourage the use of the forest for recreation but stop cars going to
areas where they may cause damage to verges. Letting old trees die
and collapse means they rot and provide habitat for many small animals
and insects. Pollarding means that trees are restricted to a manageable
size but continue providing timber over a long period of time.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
River Processes and Pressures
3(a)(i)
Effects - 2, 5
Responses -1, 4
Both statements have to be correct.
3(a)(ii)
Must link to economic implications. Damage to crops and grazing areas
will affect the economy because the farmers will receive less money and
possibly go out of business (1). The closure of roads and railways
means that people can’t get to work or reach shops, which would affect
many businesses (1).
(1 mark)
AO2 – 1
3(a)(iii)
Lack of vegetation would mean less interception of water/surface runoff
would increase, with a higher risk of flooding (1).
(2 marks)
AO1 – 1
AO2 – 1
Urban areas have concrete surfaces, so water doesn’t infiltrate/stays on
the surface, and flood risk increases (1).
(2 marks)
AO2 – 1
AO3 – 1
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
3(a)(iv)
Advantages of hard engineering include the effectiveness of dams
holding back water to control flooding. Many dams and reservoirs are
multipurpose projects and so there are other advantages such as HEP
and water supply. This approach means that something is being done to
control flooding and that people’s lives and their property should be safe.
It means that people do not have to live in fear of flooding or face the
consequences of cleaning up or losing family and friends. It is more
immediate than strategies like planting trees that take a long time to
grow.
(4 marks)
AO1 – 3
AO2 – 1
Disadvantages include the high cost of installation, the possible loss of
land and disruption to local communities (dam construction), the need to
replace structures after a relatively short period, continuous maintenance,
visually ugly, etc. Credit examples where relevant.
Level 1 (Basic) 1-2 marks
Simple statements perhaps focusing on either advantages or
disadvantages. Max L1 for generic comment and/or description of coastal
engineering methods.
Dams can hold back the water and stop flooding. Embankments keep
the water in the channel. Straightening the channel means the river
moves downstream faster and stops water building up. Dams are costly
to build. People may have to move when a dam is built.
Level 2 (Clear) 3-4 marks
Linked statements describing the advantage(s) and disadvantage(s) of
hard engineering. Allow L2 max for one advantage and one disadvantage
clearly described.
The advantages of hard engineering are that the methods are
immediately effective at controlling flooding. The water is held back by a
dam or contained in the channel by embankments. If the river is
straightened, the water moves quickly downstream because the slope is
steeper, and the risk of flooding is reduced. If a dam is built the scheme
can be used for many things, such as hydroelectric power, irrigation,
tourism and water supply.
Disadvantages include the fact that many dam and reservoir schemes
cost huge amounts of money and may flood valuable farmland or even
settlements. After a while sediment builds up in reservoirs and may have
to be dredged.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
3(b)(i)
The size of sediment becomes smaller (1). The shape becomes more
rounded/less angular (1).
(2 marks)
AO3 – 2
3(b)(ii)
1 x 2 or 2 x 1
(2 marks)
AO1 – 1
AO2 – 1
Rivers increase in width and depth because more tributaries join the main
river, adding to the discharge and size of channel. More water joins by
groundwater flow and surface runoff from the drainage basin, adding to
the size of the channel. Lateral and/or vertical erosion may widen/deepen
the channel.
3(b)(iii)
Methods of transport include traction (the rolling of larger particles along
the base of the channel), saltation (bouncing of medium sized particles),
suspension (fine particles carried in the water) and solution (dissolved
material). These methods may vary in importance downstream with
traction and saltation more important nearer the source.
(4 marks)
AO1 – 3
AO2 – 1
Level 1 (Basic) 1-2 marks
Simple points about types of transport. Random definitions and short
descriptions of processes.
Rivers transport their load by rolling large rocks along the channel. Some
fine sediment is carried along in the water. Traction is more important in
the upper course.
Level 2 (Clear) 3-4 marks
Clear linked statements describing the various ways rivers transport their
load. Refers to differences in methods of transport at different stages of
the river’s course.
Rivers carry their load in different ways. Heavier materials such as
pebbles and boulders are transported in flood by rolling along the bed of
the channel. Medium sized sand and gravel particles bounce along the
channel by a process called saltation. Finer sediment is carried along in
the water in suspension. The traction and saltation load is more
prominent upstream as the particles tend to be larger.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
3(c)
The photograph shows a range of landforms including meanders, oxbow
lakes and floodplains. Allow reference to levees although less clear on
the image. Sequence and process should be integrated in explanation of
specific landforms.
(8 marks)
AO1 – 4
AO2 – 2
AO3 – 2
Level 1 ( Basic) 1-4 marks
Simple statements about individual landforms. Sequence may be
incomplete or mixed up. Limited or no coverage of process.
The river meanders and makes the flood plain wider.
A slip-off slope and river cliff are formed by erosion and deposition.
The river breaks through and makes a straight channel, and leaves a
lake behind.
Level 2 (Clear) 5-6 marks
More than one landform described, with some explanation of sequence
and process.
When the river floods the silt builds up on the flood plain to form a
floodplain.
A river cliff is formed by erosion on the outer bend of a meander; this is
where the water is deeper and moves quickly. The slip-off slope is
formed on the inside bend by deposition as this is where the river is
shallow and flows slowly.
Oxbow lakes form from a meander. Erosion takes place on the outside
bend, the neck narrows, the river breaks through, and deposition seals
oxbow lake.
Level 3 (Detailed) 7-8 marks
Process and sequence effectively integrated. More than one landform
fully explained with full sequence of changes
Meanders are formed where there are shallow and deep sections in the
river channel (called riffles and pools) Gradually the meander increases
in size as the outer bend is eroded quickly, by processes of abrasion and
hydraulic power. The outer bend is usually much deeper than the inside
bend or slip-off slope where water travels slowly and deposition may take
place. Erosion occurs on the outside bend especially by hydraulic power,
e.g. along the River Mississippi. Deposition takes place on inside bends
where water is shallower and there is lower velocity. Eventually the lake
dries out to form meander scar. The enlargement of the meander wears
away the valley floor to widen the valley, and the meanders migrate
downstream making a continuous area of fairly flat land called a
floodplain.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
Coastal Processes and Pressures
4(a)(i)
Beach nourishment/reseeding/replenishment/recycling.
4(a)(ii)
1x2
It is necessary to keep adding sand to the beach which can be expensive
(2). The beach material can be washed away in a single severe storm,
so it may not be effective for long (2).
4(b)(i)
Answers should refer to the trapping of beach material being carried by
longshore drift. Gradually the beach becomes wider and this acts as a
buffer or barrier to wave attack. The cliffs are protected from erosion.
(1 mark)
AO2 – 1
(2 marks)
AO1 – 1
AO2 – 1
(4 marks)
AO1 – 1
AO2 – 2
AO3 – 1
Level 1 (Basic) 1-2 marks
Simple statements, with an incomplete explanation. Random points.
Groynes trap sand and shingle. A wide beach protects the cliffs.
Level 2 (Clear) 3-4 marks
Linked statements showing an understanding of the effectiveness of
groynes in protecting the cliffs. Complete sequence.
Wooden or concrete groynes are built at right angles to the coast. These
help to trap beach debris which builds up on one side, depending on the
direction of longshore drift. Gradually the beach becomes wider and this
becomes a barrier to wave attack. The cliffs are protected from further
erosion by the waves.
4(b)(ii)
Accept any valid method. Seawall/gabions/tetrapods/revetment, etc.
(1 mark)
AO1 – 1
4(c)(i)
Freeze thaw, accept salt crystallization, wetting and drying.
(1 mark)
AO1 – 1
4(c)(ii)
Likely to be slumping or sliding. Rotational slumping occurs where soil
and loose rock (1) moves down slope along a curved surface (1), leaving
an exposed cliff face below the head of the slump, and producing a mass
of debris at the base (1).
(2 marks)
AO1 – 2
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
4(d)(i)
2x1
Vegetation increases inland (1). Vegetation becomes taller (1) and more
diverse inland (1). Grasses are replaced by shrubs and eventually trees
(1). The number of species becomes greater and vegetation becomes
more complex (1). Where dune slacks form at a level below the water
table, water loving plants such as willow colonise the dune (1).
4(d)(ii)
A range of strategies might be introduced. These might include (for sand
dunes):
• Vulnerable areas and areas recently planted with marram grass (used
to stabilise the dunes) can be fenced off to limit access and damage.
(2 marks)
AO3 – 2
(4 marks)
AO1 – 2
AO2 – 2
• Boardwalks are laid through the dunes to focus tourists onto specific
paths.
• Car parks are provided and people are not permitted to drive onto the
beach.
• Fire beaters can be positioned within the dune area in case of a fire.
• Facilities including a shop, café, toilets and litter bins are provided
near the car parks to focus tourists into one area.
• Information boards educate visitors about the environment and how
they can help to protect it.
Level 1 (Basic) 1-2 marks
Strategy(ies) identified with brief description at most. Credit reference to
case studies although this is not essential.
Marram grass is planted. Areas can be fenced off. Wooden paths or
boardwalks are built though the dunes.
Level 2 (Clear) 3-4 marks
Two or more strategies. Credit strategies applicable to one type of
habitat only. Strategies are fully described using linked statements.
Shows how the methods work to help conservation of coastal habitats.
Case studies can be credited but are not essential.
Dune stabilisation is planting vegetation such as marram grass on the
dunes. By planting vegetation dunes are made more stable (roots) and
the moisture content is maintained. Some areas can be fenced off so
that people don’t have access. This means that the vegetation grows
without interruption.
Keyhaven Saltmarshes have been designated as a SSSI (Site of Special
Scientific Interest) and part of a National Nature Reserve. This is to
protect the biodiversity and plants of the area and so the area is carefully
monitored and managed to help maintain this mix of plants. A shoreline
management plan was put in place to add shingle to the spit, and 550m
of rock armour at the western end of the spit. It is hoped that this will
stabilise the salt marsh.
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MARK SCHEME – Level 1/2 Certificate in Geography – 8031/1 – June 2014
4(e)
There should be recognition of the formation of headlands and bays over
time, based on differences in rock type. Other landforms shown in the
sketch maps include wave cut platforms, beaches and stacks. Accept
comments about wave refraction and eventual straightening of the coast.
(8 marks)
AO1 – 4
AO2 – 2
AO3 – 2
Level 1 (Basic) 1-4 marks
Description of changing shape of coast with simple statements about
formation of headlands and bays.
Hard rock is eroded slowly. Soft rock erodes fast. Headlands stick out
into the sea. Bays with beaches form between headlands. Over time
wave cut platforms and stacks develop at the headlands.
Level 2 (Clear) 5-6 marks
Description of changes and explanation of why the changes occur.
Processes and sequence integrated. Some recognition of how other
landforms are created.
Where there are differences in rock structure at an angle to the coast,
headlands and bays may form. This is because the harder more
resistant rock is eroded more slowly than the softer rock. Eventually the
headlands are more exposed to wave attack and erosional landforms
develop, including wave cut platforms as the cliffs retreat. Beaches may
form in the bays.
Level 3 (Detailed) 7-8 marks
Full description of differential erosion and the formation of headlands and
bays. Complete sequence and explanation of process. Credit specific
processes if made relevant to the answer - hydraulic action, corrosion,
etc. Explanation of the formation of other landforms - wavecut platforms,
stacks and beaches. May refer to discordant coastlines and wave
refraction. May reach top of level 3 with reference to 2 or more landforms.
Because of differences in resistance of rocks to erosion, some parts of
the coast may retreat faster than others. This will happen where the
rocks are at right angles to the coastline (a discordant coast). Over
thousands of years the softer less resistant rock will be eroded more
quickly than the harder more resistant rock and differences become more
pronounced. Eventually there will be headlands that stick out into the
sea and bays where the land has been worn back. Due to wave
refraction the energy of the waves is then focused on the headlands and
spread out in the bays. As the cliffs wear back, a broad wave cut
platform may develop and a series of caves, arches and stacks may
form.
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