An original Thinka practice paper modelled on the structure and difficulty of the Jun 2023 (V2) Cambridge IGCSE Geography (0460) paper. Not affiliated with or reproduced from Cambridge.
Paper 12 (Themes)
Answer three questions in total, one from each section.
15 题目 · 93 分
题目 1 · thematic_structured
6 分
(a) Name two coastal landforms that are formed by marine deposition. [2]
(b) Explain how a spit is formed along a coastline. [4]
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解题
(a) Award 1 mark for each valid depositional feature named (up to 2 marks): - Beach - Spit - Bar - Tombolo - Sand dune - Barrier island / offshore bar
(b) Award up to 4 marks for a clear, step-by-step explanation of spit formation: - Waves approach the shoreline at an angle due to the direction of prevailing wind [1]. - Swash pushes sediment up the beach at an angle, and backwash pulls it back down perpendicular to the coast (at 90 degrees) / this process is longshore drift [1]. - Longshore drift transports sediment along the beach until there is a sudden change in coastline direction (e.g. an estuary, bay, or headland edge) [1]. - Sediment is deposited into the calm/shallow water as energy decreases [1]. - Continued deposition builds up an elongated ridge of sand/shingle extending out into the sea [1]. - A change in wind direction / wave refraction causes the end of the spit to curve or develop a hook [1]. - Sheltered water behind the spit often develops into a salt marsh [1].
评分标准
(a) 2 @ 1 mark [2] - Accept: Beach, spit, bar, tombolo, sand dune, barrier island, cuspate foreland. - Reject: Erosional features (e.g. cliff, wave-cut platform, stack, arch, stump, cave).
(b) 4 @ 1 mark (or development) [4] - Prevailing wind causes waves to hit coast at an angle; - Swash moves material up beach at angle; - Backwash returns straight down under gravity; - Longshore drift moves material along the coast; - Coastline changes shape / bends / estuary mouth; - Material deposited in sheltered water / loss of energy / slack water; - Ridge builds up above sea level / extends outwards; - Hooked end formed due to change in prevailing/secondary wind / wave refraction; - Salt marsh forms in sheltered water behind spit.
题目 2 · thematic_structured
6 分
(a) Identify two primary hazards caused directly by a volcanic eruption. [2]
(b) Explain why many people choose to live close to active volcanoes despite the risks. [4]
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解题
(a) Award 1 mark for each valid primary hazard identified (max 2): - Lava flows - Pyroclastic flows - Volcanic ash / ash clouds / tephra fall - Volcanic bombs / pyroclasts - Toxic / poisonous gases (e.g. sulfur dioxide, carbon dioxide)
(b) Award up to 4 marks for explaining why people settle near active volcanoes: - Weathered volcanic rocks/ash produce fertile soils rich in nutrients [1], which allow intensive farming / high crop yields [1]. - Volcanic activity generates geothermal energy [1], which provides cheap, renewable power/heating [1]. - Scenic landscapes and volcanic features attract tourism [1], generating jobs in hospitality/guiding and boosting the local economy [1]. - Mining opportunities exist [1] due to deposits of valuable minerals, sulfur, or precious metals [1]. - Cultural, emotional, or religious ties / ancestral lands mean people are reluctant to leave [1]. - Perceived rarity of major eruptions or effective monitoring and early warning systems make people feel safe [1].
(b) 4 @ 1 mark (or development) [4] - Fertile soils / high crop yields / agricultural productivity; - Geothermal energy provides cheap / renewable electricity/heating; - Scenic landscapes / hot springs attract tourists / creates jobs (e.g. tour guides, hotels); - Mineral extraction / sulfur mining / precious metals / building materials (basalt); - Long periods between eruptions / belief eruption will not happen; - Trust in monitoring / warning / evacuation systems; - Cannot afford to relocate / poverty / family and emotional ties; - Confident that defenses / barriers can divert flows.
题目 3 · thematic_structured
6 分
(a) State two weather elements that are measured using instruments housed inside a Stevenson screen. [2]
(b) Explain how the design features of a Stevenson screen help ensure that weather observations are accurate and standardized. [4]
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解题
(a) Award 1 mark for each valid weather element (up to 2 marks): - Air temperature (maximum / minimum / current temperature) - Relative humidity / atmospheric moisture / wet-bulb and dry-bulb temperature
(b) Award up to 4 marks for explaining design features and their functions: - Louvred sides / slatted walls allow air to circulate freely around the instruments [1] so that ambient air is measured rather than trapped air [1]. - Louvres also shade the instruments from direct sunlight and wind-driven rain [1]. - Painted white to reflect solar radiation / prevent absorption of radiant heat [1] so internal temperatures do not rise artificially [1]. - Double-layered roof with an air pocket acts as an insulator against direct overhead solar heating [1]. - Raised on legs at 1.25–1.5 m above ground level [1] to avoid measuring heat radiated or reflected from the ground surface [1]. - Made of wood, which is a poor conductor of heat [1] to reduce conductive heating of the interior [1]. - Door opens away from the midday sun (e.g. facing north in the Northern Hemisphere) [1] to prevent direct sunlight entering when readings are taken [1].
评分标准
(a) 2 @ 1 mark [2] - Accept: Air temperature (max/min/current); (relative) humidity; wet and dry bulb temperatures / depression. - Reject: Wind speed / direction; rainfall / precipitation; air pressure; sunshine hours.
(b) 4 @ 1 mark (or development) [4] - Louvred sides allow free flow of air / ventilation; - Louvres block direct sunlight / prevent rain entering; - Painted white to reflect heat / sunlight / reduce heat absorption; - Double-layered roof creates insulating air gap / prevents direct heat transfer through roof; - Raised on legs / 1.21–1.5 m off ground to avoid heat radiated/conducted from ground; - Placed on grass to prevent heat reflection from concrete/tarmac; - Made of wood as it is a poor conductor of heat; - Door opens facing away from sun (e.g. North in Northern Hemisphere) to prevent sun shining inside when taking readings.
题目 4 · thematic_structured
6 分
(a) Identify two differences between an internally displaced person (IDP) and an international refugee. [2]
(b) Explain why large-scale out-migration of young adults can cause economic and social problems for rural areas of origin. [4]
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解题
(a) Award 1 mark for each valid difference (up to 2 marks): - Border crossing: IDPs stay within their own country's national borders, whereas refugees cross an international border into a foreign country [1]. - Legal protection: Refugees are protected by international refugee conventions / UNHCR mandates, whereas IDPs remain under the legal jurisdiction of their national government [1].
(b) Award up to 4 marks for explaining economic and social impacts on the origin area: - Loss of working-age / economically active population reduces the local workforce [1], causing farm labor shortages and lower food production [1]. - Loss of skilled or educated individuals ('brain drain') reduces local innovation and entrepreneurship [1]. - Ageing population / higher dependency ratio [1], placing a care burden on remaining working-age adults or the elderly [1]. - Decline in local market demand leading to the closure of local services, such as village schools, bus routes, or shops [1]. - Family breakdown / separation as parents leave children behind in the care of grandparents [1]. - Gender imbalances if out-migration is predominantly male or female [1].
评分标准
(a) 2 @ 1 mark [2] - IDP stays inside their country / does not cross border vs refugee crosses international border; - IDP protected by home government / no formal international legal status vs refugee protected by UN / international law. - Note: Must express a contrast/difference for each mark.
(b) 4 @ 1 mark (or development) [4] - Loss of economically active / young workforce / labor shortages; - Decline in agricultural output / neglected farmland / reduced food supply; - High dependency ratio / high proportion of elderly and children; - Closure of local services (e.g. schools, shops, medical clinics, public transport) due to falling demand; - 'Brain drain' / loss of educated and skilled workers; - Family disruption / emotional strain / children raised by elderly grandparents; - Gender imbalance if one sex migrates in larger numbers; - Less investment / economic stagnation in the rural community.
题目 5 · thematic_structured
6 分
(a) Define the term secondary industry and give one example of a secondary industry activity. [2]
(b) Explain why transport links and access to markets are important location factors for a car manufacturing assembly plant. [4]
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解题
(a) Award 1 mark for an accurate definition and 1 mark for an appropriate example: - Definition: Economic activities that involve the manufacturing, processing, or assembly of raw materials/parts into finished or semi-finished goods [1]. - Example: Car manufacturing, oil refining, furniture making, textile/clothing manufacturing, food processing [1].
(b) Award up to 4 marks for explaining the importance of transport links and market access: - Car assembly involves thousands of separate components, requiring direct motorway/rail links to receive parts from diverse component suppliers without delays / facilitates 'Just-in-Time' (JIT) delivery [1]. - High connectivity to ports allows the cheap import of bulky raw materials (e.g. steel sheets) and export of finished cars to international markets [1]. - Finished cars are bulky, heavy, and expensive to transport, so proximity to large consumer markets keeps freight and delivery costs down [1]. - Good road networks allow finished vehicles on car transporters to be distributed quickly and easily to regional dealerships [1]. - Being near major consumer markets enables faster response to changes in consumer demand/trends [1].
评分标准
(a) 2 @ 1 mark [2] - Definition: Manufacturing / processing / assembling raw materials into finished goods / products [1]. - Example: Car manufacturing / shipbuilding / textile production / chemical processing / food processing / electronics assembly [1]. - Reject: Primary (farming, mining) or tertiary (retail, banking) examples.
(b) 4 @ 1 mark (or development) [4] - Assembly requires many heavy/bulky components, so good road/rail links are needed for regular deliveries; - Supports Just-In-Time (JIT) production, reducing need for warehouse storage; - Near motorways/rail to transport bulky finished vehicles easily to dealerships; - Proximity to major consumer markets reduces transport costs of finished cars; - Near ports for exporting cars to international markets / importing foreign parts; - Good transport allows workers to commute easily to the factory.
题目 6 · structured-short-answer
6 分
Study the information below about coastal landforms and processes.
(a) (i) Identify the type of coastal wave that has a strong swash and a weak backwash. [1]
(ii) State two processes of coastal erosion. [2] 1 ............................................................................................................ 2 ............................................................................................................
(b) Explain how hydraulic action and corrasion (abrasion) form a wave-cut notch at the base of a cliff. [3]
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解题
(a) (i) Constructive waves build up beaches because their swash is stronger than their backwash. (ii) Processes of coastal erosion include hydraulic action, corrasion (abrasion), attrition, and corrosion (solution). (b) Hydraulic action occurs when the sheer force of breaking waves compresses air trapped inside joints and fissures in the cliff face; when the wave retreats, the sudden release of pressure causes explosive expansion, weakening and shattering the rock. Abrasion/corrasion occurs as waves propel sediment, pebbles, and boulders against the rock face, wearing it away like sandpaper. Because wave energy is concentrated between the high-tide and low-tide zones, erosion is focused at the cliff foot, steadily undercutting it to carve out a horizontal indentation known as a wave-cut notch.
评分标准
(a) (i) 1 mark for: - Constructive (wave) [1]
(ii) 2 @ 1 mark from: - Hydraulic action; - Corrasion / abrasion; - Attrition; - Corrosion / solution / chemical weathering. [2]
(b) 3 @ 1 mark (or developed points): - Waves break / crash against cliff base / between high and low tide mark; - Water forces air into cracks / joints (under high pressure); - Pressure weakens / shatters rock / enlarges cracks (hydraulic action); - Rock fragments / pebbles / sand thrown against cliff face / scrapes cliff (abrasion/corrasion); - Undercuts the base / hollows out an indentation / notch. [3]
题目 7 · structured-short-answer
6 分
Study the information below about tectonic hazards.
(a) (i) State the name of the instrument used to measure and record the magnitude of an earthquake. [1]
(ii) State two differences between the epicentre and the focus of an earthquake. [2] 1 ............................................................................................................ 2 ............................................................................................................
(b) Explain why destructive (convergent) plate boundaries produce more explosive volcanic eruptions than constructive (divergent) plate boundaries. [3]
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解题
(a) (i) A seismometer (or seismograph) detects and records seismic waves. (ii) The focus is the subsurface origin point where tectonic stress causes rupture and seismic energy is generated. The epicentre is the geographical point on the Earth's surface directly vertically above the focus. (b) Destructive plate margins involve the subduction of oceanic plates carrying water and sedimentary rock into the mantle. This produces magma with a high silica content (andesitic/dacitic) that is highly viscous (thick and sticky) and contains large amounts of dissolved gases and steam. The high viscosity prevents gas from venting easily, creating extreme internal pressure until an explosive blast occurs. At constructive margins, basaltic magma is hot, fluid, and low in silica, allowing gases to bubble out gently with non-explosive, effusive lava flows.
评分标准
(a) (i) 1 mark for: - Seismometer / seismograph [1]
(ii) 2 @ 1 mark (comparison required): - Focus is underground / inside the crust whereas epicentre is on the Earth's surface; - Focus is where seismic waves / earthquake originates whereas epicentre is directly vertically above the focus; - Focus is the point of actual rock rupture / release of energy whereas epicentre is the location receiving the direct surface arrival of P and S waves. [2]
(b) 3 @ 1 mark (or developed points): - Magma at destructive margins is more viscous / thicker / stickier / andesitic / rhyolitic; - Destructive magma has a high silica content; - Magma contains high levels of trapped gases / steam / water from subducted oceanic crust; - Viscous magma prevents gases from escaping easily / pressure builds up until violent release; - (Alternative credit for comparative contrast): Constructive magma is basaltic / low silica / runny / allows gas to escape easily. [3]
题目 8 · structured-short-answer
6 分
Study the information below about weather measuring instruments.
(a) (i) Name the weather instrument used to measure atmospheric pressure. [1]
(ii) State two features of a Stevenson Screen that ensure accurate temperature recordings. [2] 1 ............................................................................................................ 2 ............................................................................................................
(b) Explain how wet-and-dry bulb thermometers (a hygrometer) are used to determine relative humidity. [3]
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解题
(a) (i) Atmospheric pressure is measured using a barometer (e.g., aneroid barometer or mercury barometer). (ii) Stevenson screens are painted white to reflect sunlight, have louvred sides to permit air circulation while blocking direct sun, and stand 1.21 m–1.5 m above grass to isolate instruments from ground heat conduction. (b) The hygrometer consists of two identical thermometers: a dry bulb measuring ambient temperature, and a wet bulb with a damp muslin sleeve. Water evaporates from the muslin, absorbing latent heat and lowering the wet bulb reading. In dry air, evaporation is rapid, resulting in a large difference (depression) between the two thermometers; in humid air, evaporation is slow, yielding a small difference. By finding the difference between dry and wet bulb values and looking up the values on a relative humidity table, the exact percentage of relative humidity is determined.
(ii) 2 @ 1 mark from: - Painted white (to reflect direct sunlight / radiation); - Louvred / slatted sides (to allow free movement of air / ventilation); - Raised on legs / 1.2–1.5 m off the ground (to avoid ground heat influence / conduction); - Double roof / insulated roof (to prevent direct heat absorption from above); - Made of wood (poor conductor of heat); - Placed over grass / away from concrete / buildings. [2]
(b) 3 @ 1 mark (or developed points): - Dry bulb thermometer measures actual air temperature; - Wet bulb thermometer is kept damp by a wick / muslin dipping in water; - Water evaporates from wet bulb, causing cooling / lowering the reading; - Calculate the difference / depression between dry and wet bulb temperatures; - Use a relative humidity table / hygrometric chart to find the percentage humidity. [3]
题目 9 · structured-short-answer
6 分
Study the information below about international migration.
(a) (i) Define the term *forced migration*. [1]
(ii) State two push factors that cause people to leave their home country as refugees. [2] 1 ............................................................................................................ 2 ............................................................................................................
(b) Explain the economic impacts of international migration on the country of origin (losing country). [3]
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解题
(a) (i) Forced migration occurs when people must relocate against their will due to external factors threatening their survival or human rights. (ii) Push factors causing forced migration include armed conflict/war, ethnic or religious persecution, totalitarian political oppression, and extreme environmental catastrophes such as famines or severe volcanic eruptions. (b) On the positive side, international migrants send home remittances (financial earnings), providing substantial foreign currency reserves and capital that families spend on education, healthcare, and building local commerce. Migrant departure can also relieve local job scarcity. On the negative side, the origin country often loses its most educated, ambitious, and productive young working-age population (brain drain), leaving shortages in vital sectors like healthcare and education, shrinking the national tax base, and worsening the dependency ratio.
评分标准
(a) (i) 1 mark for: - People are compelled / have no choice / made to move (due to danger / external threat). [1]
(ii) 2 @ 1 mark from: - War / civil war / armed conflict / violence; - Political / religious / ethnic persecution; - Natural disasters / drought / famine / flooding / volcanic eruptions; - Human rights violations / fear of death / imprisonment. [2]
(b) 3 @ 1 mark (or developed points, allow positive and negative): - Loss of skilled / qualified workers (e.g. doctors, teachers, engineers) / brain drain; - Shortage of economically active / young workforce / agricultural labour; - Lower tax revenue / reduced GDP growth; - Migrants send back money / remittances to their families; - Remittances spent on local goods / improves standard of living / helps economy; - Reduces unemployment / underemployment pressure in the origin country. [3]
Note: Allow credit for both positive and negative economic impacts.
题目 10 · structured-short-answer
6 分
Study the information below about manufacturing industries.
(a) (i) Name one example of an *output* of a manufacturing industry system. [1]
(ii) Identify two human or economic inputs required by a manufacturing factory. [2] 1 ............................................................................................................ 2 ............................................................................................................
(b) Explain why heavy manufacturing industries, such as an integrated iron and steel works, are often located on coastal sites. [3]
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解题
(a) (i) Outputs include manufactured end-products (such as steel sheets or machinery), by-products, and waste/pollution. (ii) Human/economic inputs include labour, investment capital, transport links, power infrastructure, and technology. (b) Integrated iron and steel works are weight-losing and bulk-handling industries. Locating on the coast provides direct access to deep-water ports where large cargo vessels can dock to discharge imported raw materials (iron ore, coal, limestone) directly onto factory conveyors, drastically cutting inland freight and handling costs. Coastal margins often offer extensive, flat low-cost land suitable for sprawling industrial complexes and storage yards. Furthermore, vast amounts of water are required for quenching and cooling blast furnaces, readily supplied by seawater or estuarine rivers, while the sea allows cost-effective export of heavy finished steel to overseas markets.
(ii) 2 @ 1 mark from: - Labour / workers / workforce; - Capital / finance / money / investment; - Transport networks / roads / railways / ports; - Electricity / energy supply / power; - Government policies / grants / incentives; - Machinery / technology. [2]
(b) 3 @ 1 mark (or developed points): - Bulky / heavy raw materials (e.g. iron ore / coal) imported by sea / large cargo ships; - Deep-water ports avoid double handling / reduce inland transport costs; - Large areas of flat / cheap coastal land for extensive factory footprint / storage; - Abundant water supply (from sea / estuary) for industrial cooling / processing; - Direct access for maritime export / shipping finished heavy goods to international markets; - Away from major dense residential areas / reduces complaint regarding noise / pollution. [3]
题目 11 · Thematic Structured Short Answer
6 分
(i) Define the term *longshore drift*. [1]
(ii) State two conditions required for coastal deposition to take place. 1 ........................................................................................................................ 2 ........................................................................................................................ [2]
(iii) Explain how a spit is formed along a coastline. [3]
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解题
(i) Longshore drift is the transportation of sediment (sand and pebbles) along the shoreline by wave action, where waves approach the beach at an angle dictated by prevailing winds and retreat straight back down the beach slope.
(ii) Coastal deposition occurs when the sea loses energy to transport sediment. Key conditions include low-energy constructive waves, shallow water gradients, sheltered areas (such as bays or behind headlands), or an abundant sediment supply.
(iii) Spits form when longshore drift moves sediment along a coastline until there is a sharp bend or an estuary mouth. As the water becomes deeper or sheltered, wave energy drops, and deposition occurs. Sediment accumulates above high tide level, extending across the opening. Changes in secondary wind directions create a hooked or recurved tip, and salt marshes often form in the low-energy lagoon behind the feature.
评分标准
(i) [1 mark] - The transport/movement of sediment/sand/shingle along the coast/beach (in a zig-zag pattern/in the direction of prevailing wind);
(ii) [2 marks: 2 @ 1 mark] - Low-energy waves / constructive waves / weak backwash (strong swash); - Sheltered water / bay / calm sea / lack of strong currents; - Shallow water / gentle seabed gradient; - Sudden change in coastline orientation / presence of an estuary / river mouth; - Abundant / large supply of beach material / sediment; - Reduction in wave velocity / speed / energy;
(iii) [3 marks: 3 @ 1 mark or development] - Waves hit beach at an angle / prevailing wind drives swash at an angle; - Backwash returns at right angles / 90° to the shore / perpendicular (due to gravity); - Sediment is transported along the coast (by longshore drift); - Coastline turns / changes direction / reaches an estuary or bay; - Material continues to be deposited in sheltered / calmer water; - Sediment builds up above sea level to form a ridge / finger of land; - Recurved end / hook develops due to change in secondary wind / wave refraction; - Salt marsh / mudflat develops in sheltered water behind the spit.
题目 12 · Thematic Structured Short Answer
6 分
(i) What is meant by the *sphere of influence* of a settlement? [1]
(ii) State two differences between high-order services and low-order services. 1 ........................................................................................................................ 2 ........................................................................................................................ [2]
(iii) Explain why higher-order settlements have larger spheres of influence than lower-order settlements. [3]
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解题
(i) The sphere of influence is the surrounding geographical area served by a settlement, representing the region from which people travel to use its commercial, educational, health, and administrative functions.
(ii) High-order services (e.g. universities, specialist hospitals, department stores) require a large threshold population, offer comparison or specialist goods, and are relatively few in number. In contrast, low-order services (e.g. newsagents, post offices, primary schools) require small threshold populations, offer everyday convenience items, and are widely distributed across most settlements.
(iii) Higher-order settlements possess larger spheres of influence because they provide specialist and comparison goods with a high range of goods—meaning consumers are willing to travel long distances for them. Furthermore, high-order settlements serve as central transport hubs (with focal railway stations and motorway junctions), making them easily accessible from peripheral towns and villages.
评分标准
(i) [1 mark] - The area/region served by a settlement / the area from which people travel to use services/shops/facilities in a settlement;
(ii) [2 marks: 2 @ 1 mark, comparison required] - High-order services are fewer in number / less common, whereas low-order services are numerous / found everywhere; - High-order services provide specialist/comparison goods, whereas low-order provide everyday/convenience goods; - High-order services have a larger threshold population than low-order services; - High-order services have a greater range / people travel further to reach them than low-order services; - High-order services are used less frequently than low-order services;
(iii) [3 marks: 3 @ 1 mark or development] - Offer a greater variety / wider range / number of goods and services; - Provide high-order / specialist / luxury goods and services (e.g. universities / regional hospitals / specialist retailers); - Goods/services are not available / cannot be supported in smaller settlements; - People are willing to travel long distances / spend more time travelling for comparison goods (high range); - Well-developed transport infrastructure / nodes / motorways / rail hubs making accessibility easier from a large area; - Large threshold population needed to make specialist services viable / profitable, necessitating a large catchment area.
题目 13 · Thematic Case Study
7 分
For a named example of international migration you have studied, explain the impacts of the migration on the destination (receiving) country.
Name of destination country ....................................
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解题
Example case study: Migration from Mexico to the USA.
Positive impacts: - Immigrants fill low-paid, unskilled, and labour-intensive jobs in agriculture (e.g. fruit picking in California's Central Valley), construction, and service industries that native workers may avoid. - Migrant workers contribute directly to the economy through payment of sales taxes and income taxes. - Enrichment of cultural diversity, introducing new foods, music, traditions, and bilingual skills (e.g. widespread Spanish-language media and Tex-Mex cuisine across southwestern states).
Negative impacts: - Increased pressure on public services, particularly healthcare facilities and state education systems in border states like Texas, Arizona, and California. - Potential depression of wages in low-skilled sectors, leading to perceived or actual competition with local low-income workers. - High government expenditure on border security and enforcement operations (e.g. US Border Patrol along the southern border). - Social integration challenges and language barriers leading to tensions in some local communities.
Level 3 response includes accurate, place-specific detail (e.g. specific states such as California/Texas, specific employment sectors like citrus farming, and named services or policies).
评分标准
Level 1 (1–3 marks): Simple, general statements describing/explaining impacts of migration without linking to specific processes or consequences. e.g. Migrants do hard jobs (1). They put pressure on schools (1). They introduce different foods (1).
Level 2 (4–6 marks): Developed statements explaining the positive and/or negative impacts on the destination country. e.g. Migrants are willing to work long hours for minimum wage in farming, which helps agricultural businesses keep food prices low (4). High numbers of immigrant families place severe strain on local schools, requiring extra funding to hire bilingual teaching staff (5). (Max 5 marks if only positive OR only negative impacts are considered, or if no named example is given).
Level 3 (7 marks): At least two developed (Level 2) points explaining both positive and negative impacts, supported by comprehensive place-specific detail (e.g. named locations, specific sectors, or accurate statistics within the destination country).
题目 14 · Thematic Case Study
7 分
For a named volcano you have studied, describe the impacts of an eruption and explain how the hazards were managed.
Name of volcano ....................................
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解题
Example case study: Mount Merapi, Indonesia (2010 eruption).
Impacts: - Pyroclastic flows traveled over 15 km down the southern flanks into populated valleys, destroying villages like Bronggang. - Over 350 people were killed and hundreds injured by burns and respiratory issues from volcanic ash. - Heavy ashfall smothered agricultural land, killing crops and livestock, and caused the temporary closure of Yogyakarta's international airport (Adisucipto Airport). - Over 350,000 people were displaced from their homes, living in overcrowded temporary shelters with sanitation challenges. - Lahars formed during subsequent heavy tropical rains, damaging bridges and infrastructure along the Code River.
Management: - Monitoring by the Center for Volcanology and Geological Hazard Mitigation (CVGHM) using seismometers and tiltmeters detected magma movement, triggering early warning alerts. - Evacuation exclusion zones were progressively widened from 5 km to 10 km, 15 km, and eventually 20 km as activity intensified. - Emergency aid, food rations, clean water, and face masks were distributed by national authorities and the Red Cross. - Post-disaster reconstruction included relocation of high-risk settlements to safer ground and construction of sabo dams along rivers to trap volcanic debris and reduce lahar damage.
Level 3 response integrates developed explanations of both impacts and management with precise place-specific details.
评分标准
Level 1 (1–3 marks): Simple, general statements describing volcanic impacts and/or management without detailed explanation. e.g. Lava destroyed houses (1). Ash closed the airport (1). People were evacuated to camps (1).
Level 2 (4–6 marks): Developed statements explaining the impacts on people/environment and/or how hazards were managed. e.g. Pyroclastic flows swept down the slopes at extreme speeds, destroying farmland and killing livestock, leaving local farmers without a livelihood (4). Volcanologists monitored seismic tremors and raised the alert level, enabling authorities to evacuate thousands of residents before the major explosive eruption (5). (Max 5 marks if only impacts OR only management is addressed, or if no named volcano is given).
Level 3 (7 marks): At least two developed (Level 2) points addressing both impacts and management strategies, supported by comprehensive place-specific detail (e.g. named villages, monitoring bodies, specific exclusion zone distances, or accurate dates/data).
题目 15 · Thematic Case Study
7 分
For a named area of coastline you have studied, describe the opportunities it provides for people and explain how the coastline is managed.
Name of coastal area ....................................
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解题
Example case study: Holderness Coastline, East Riding of Yorkshire, UK.
Opportunities: - Tourism and recreation: Seaside holiday towns like Bridlington and Hornsea attract visitors with sandy beaches, caravan parks, and amusement arcades. - Agriculture: Fertile boulder clay soils on the clifftops provide rich land for arable farming. - Industry and energy: The Easington gas terminal processes North Sea natural gas, supplying roughly 25% of the UK's gas demand. - Fishing: Towns like Bridlington have active shellfish and fishing fleets that support local maritime employment.
Management: - Hard engineering at Hornsea and Withernsea: Concrete sea walls, rock revetments, and timber groynes built to protect high-value settlements and absorb wave energy. - Protection at Easington: 133,000 tonnes of Norwegian granite rock armour placed at the base of the cliffs to defend the critical gas terminal. - Managed realignment / 'Do nothing' along agricultural stretches (e.g. south of Mapleton): Allowing less economically valuable cliff sections to erode naturally, though terminal groyne syndrome has accelerated erosion downdrift at Great Cowden.
Level 3 response integrates developed points on both human opportunities and coastal management strategies with accurate place-specific detail.
评分标准
Level 1 (1–3 marks): Simple, general statements describing coastal opportunities and/or coastal protection methods. e.g. People go to the beach on holiday (1). Groynes stop sand moving (1). Sea walls protect houses (1).
Level 2 (4–6 marks): Developed statements explaining the opportunities provided by the coast and/or explaining how specific management strategies work. e.g. The coastline attracts tourists to coastal holiday resorts, creating seasonal employment in hotels, cafes, and entertainment venues (4). Rock revetments and wooden groynes were installed along the beach to trap sediment transported by longshore drift, widening the beach and absorbing wave energy to protect cliffs behind (5). (Max 5 marks if only opportunities OR only management is addressed, or if no named coastal area is given).
Level 3 (7 marks): At least two developed (Level 2) points covering both opportunities and management strategies, supported by comprehensive place-specific detail (e.g. named settlements, engineering schemes, or specific economic installations).
Answer all questions. Calculators and rulers required.
6 题目 · 60 分
题目 1 · structured
20 分
1 Study the topographic map extract of the Darrowdale region (Scale 1:25 000, contour interval 10 metres).
(a) (i) Identify the feature found at six-figure grid reference 342618. [1]
(ii) State the four-figure grid reference of the square containing the lighthouse at Black Head. [1]
(iii) State the height above sea level, in metres, of the triangulation pillar at High Tor (318645). [1]
(b) (i) Measure the straight-line distance, in metres, between the road bridge at 324612 and the post office at 358612. [1]
(ii) Measure the distance along the B4208 road from the junction at 312604 to the bridge at 345638. Give your answer in kilometres. [2]
(iii) State the compass direction from the campsite at 331608 to the church with a tower at 362634. [1]
(iv) State the bearing, in degrees, from the triangulation pillar at 318645 to the windmill at 348615. [1]
(c) Describe the relief and drainage of the area east of easting 35. [5]
(d) Describe the pattern of settlement and the transport network in the area south of northing 62. [4]
(e) Using evidence from the map extract only, identify four different services or tourist facilities found in the settlement of Port Darrow (squares 3360 and 3460). [4]
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解题
(a) (i) At 342618, the map symbol indicates a church/place of worship with a tower. (ii) Black Head lighthouse is located within grid square 3664 (easting 36, northing 64). (iii) The triangulation pillar symbol at 318645 shows a spot height of 284 metres.
(b) (i) On the 1:25 000 map (where 4 cm = 1 km), the straight-line distance is 13.6 cm. \(13.6 \text{ cm} \times 250 \text{ m/cm} = 3400 \text{ m}\) (allow 3300 m to 3500 m). (ii) Measuring along the winding B4208 with string or paper edge gives 20.4 cm. \(20.4 \text{ cm} \div 4 = 5.1 \text{ km}\) (allow 4.9 km to 5.3 km; 1 mark for correct measurement conversion method, 1 mark for accurate distance). (iii) From 331608 to 362634 is towards the top-right: North-East (NE) / North-North-East (NNE). (iv) Measuring the clockwise angle from grid north at 318645 to 348615 gives 135° (allow 133° to 137°).
(c) Relief and drainage east of easting 35: - High/steep ground in the north (maximum elevation over 220 m / close contours). - Gentle / low-lying land in the south and along the coastal fringe (< 20 m above sea level). - Scarp slope / cliff along the coastline near Black Head. - Dendritic drainage pattern / small tributary streams. - Streams flow generally southwards / south-eastwards to the sea / Darrow Bay. - Stream in a V-shaped valley / narrow valley in the upland section.
(d) Settlement pattern and transport south of northing 62: - Nucleated settlement at Port Darrow concentrated around the harbour/coast. - Linear/ribbon settlement along the main roads (B4208). - Dispersed/isolated farmsteads in the rural hinterland. - Main B-road (B4208) running north-east to south-west. - Secondary / minor roads and tracks providing access to farms. - Railway line running east-west across the coastal flatland with a station at Port Darrow.
(e) Services/tourist facilities in Port Darrow (squares 3360 and 3460): - Post office (PO) - Caravan / camping site - Slipway / marina / pier / harbour - Tourist Information Centre (i) - Public house / hotel (PH) - Place of worship / church
评分标准
(a) (i) Church with tower / Place of worship with tower [1] (ii) 3664 [1] (iii) 284 (metres) [1]
(b) (i) 3400 m (Allow 3300 to 3500 m) [1] (ii) 5.1 km (Allow 4.9 to 5.3 km) [2] (1 mark for measurement in range 19.6 cm to 21.2 cm or clear method showing distance in km, 1 mark for accurate final answer with unit) (iii) North-east / NE (Allow North-North-East / NNE) [1] (iv) 135° (Allow 133° to 137°) [1]
(c) 5 @ 1 mark (Reserve 1 mark for relief and 1 mark for drainage): Relief: - High land in the north / north-east; - Low land / flat land in the south / coast; - Steep slopes in the north (contours close together); - Gentle slopes in the south (contours far apart); - Height exceeds 200 m / highest point 220–240 m; - Cliffs / steep coastal slopes at Black Head; Drainage: - Small streams / tributaries; - Streams flow south / south-east / towards the sea; - Dendritic drainage pattern; - Narrow / V-shaped valleys; - Streams enter the sea / Darrow Bay; - Marsh / wet ground in coastal flatland; [5]
(d) 4 @ 1 mark (Max 3 on settlement alone, max 3 on transport alone): Settlement: - Nucleated at Port Darrow / around harbour / bay; - Linear settlement along the B-road / main road; - Dispersed / isolated buildings / farmsteads in open areas; Transport: - B-road / classified road (B4208) running NE–SW / through the area; - Minor / unclassified roads linking farms / settlement; - Footpaths / tracks in rural sections; - Railway line (runs across the southern area / east–west); - Railway station / halt at Port Darrow; [4]
(e) 4 @ 1 mark from: - Post office; - Campsite / caravan park; - Tourist information centre; - Slipway / marina / jetty / pier / harbour; - Place of worship / church; - Public house / hotel / inn; - Parking / car park; [4]
题目 2 · Thematic Skill Application
8 分
Study Fig. 2.1, which shows data on wave frequency, wave height, and beach profile characteristics recorded at two different coastal sites, Site X and Site Y.
Table: Fig. 2.1 | Measurement | Site X | Site Y | | :--- | :--- | :--- | | Average wave frequency (waves per minute) | 14 | 7 | | Average wave height (metres) | 2.4 | 0.6 | | Dominant wave type | Destructive | Constructive | | Swash vs Backwash strength | Backwash > Swash | Swash > Backwash | | Net sediment movement | Loss / erosion | Gain / deposition | | Beach gradient | Steep (> 10°) | Gentle (< 5°) |
(a) (i) State the average wave frequency recorded at Site Y. [1] (ii) Using Fig. 2.1, identify two features of the waves at Site X that make them destructive waves. [2] (b) Explain how the balance between swash and backwash results in net sediment loss at Site X. [2] (c) Suggest three hard engineering methods that could be built along the coastline at Site X to reduce beach erosion and protect the cliffs behind it. [3]
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解题
(a) (i) From Fig. 2.1, the wave frequency at Site Y is 7 waves per minute. (ii) Destructive waves at Site X are characterised by high wave frequency (14 waves per minute), large wave height (2.4 m), and a backwash that is stronger than the swash. (b) The swash deposits material up the beach profile, but because the backwash is stronger and has greater kinetic energy than the swash, it carries away more sediment into the sea than was deposited, resulting in net erosion / sediment loss. (c) Hard engineering methods suitable for protecting this coastline include: 1. Sea wall: Curved concrete barrier that reflects wave energy back out to sea. 2. Groynes: Wooden or rock barriers perpendicular to the shoreline that trap sediment transported by longshore drift. 3. Rock armour / rip-rap: Large boulders piled at the base of cliffs to absorb and dissipate wave energy.
评分标准
(a) (i) 7 (waves per minute / /min); [1] (ii) Any two of: - High wave frequency / 14 waves per minute / frequent waves; - Large / tall wave height / 2.4 m height; - Backwash is stronger than swash; [2 @ 1 mark]
(b) 2 marks for clear explanation: - Swash brings / deposits material up the beach / onshore; - Backwash carries / drags / pulls sediment down / into the sea / offshore; - Backwash has greater energy / force than swash (or swash is weak / lacks energy); [2 @ 1 mark]
(c) Any three hard engineering methods from: - Sea wall(s); - Groynes; - Rock armour / rip-rap; - Gabions; - Offshore breakwater / reef; - Revetments; Note: Do not credit soft engineering (e.g. beach nourishment, managed retreat). [3 @ 1 mark]
题目 3 · Thematic Skill Application
8 分
Study Fig. 3.1, which shows information about two volcanic eruptions: Mount Merapi (stratovolcano / composite volcano) and Kilauea (shield volcano).
(a) (i) Which type of plate boundary is associated with Mount Merapi? [1] (ii) State two differences between the shape and magma viscosity of Mount Merapi and Kilauea shown in Fig. 3.1. [2] (b) Explain why pyroclastic flows are considered more hazardous to human life than effusive lava flows. [2] (c) Suggest three ways people living near active volcanoes can prepare for future eruptions to reduce the risk of injury and loss of life. [3]
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解题
(a) (i) Destructive (or convergent) plate boundary. (ii) Difference 1 (Shape): Mount Merapi is a steep-sided cone whereas Kilauea is a broad, gently sloping shield. Difference 2 (Viscosity): Mount Merapi has high viscosity (thick/sticky) magma whereas Kilauea has low viscosity (fluid/runny) magma. (b) Pyroclastic flows travel at extremely high speeds (hundreds of km/h) and consist of superheated gas, rock, and ash (often > 500°C), suffocating and incinerating everything instantly with little warning. Effusive lava flows typically move slowly enough for people to walk away or evacuate safely. (c) Preparations include: 1. Setting up seismometers, tiltmeters, and gas monitoring for early evacuation alerts. 2. Establishing clear emergency evacuation zones, signage, and shelters. 3. Distributing emergency grab bags with dust masks, goggles, and clean water to residents.
评分标准
(a) (i) Destructive / convergent (plate boundary); [1] (ii) Two distinct comparative points: - Mount Merapi is steep-sided (cone) whereas Kilauea is broad / gentle (shield); - Mount Merapi has high viscosity / sticky magma whereas Kilauea has low viscosity / runny magma; [2 @ 1 mark] Note: Must compare both volcanoes or state direct contrast.
(b) Any two explanatory points: - Pyroclastic flows move at very high speed / too fast to outrun / evacuate; - Pyroclastic flows are superheated / extreme heat causes instant burning / death; - Pyroclastic flows contain toxic / poisonous gases / ash causing asphyxiation; - Lava flows move slowly / gives time to evacuate; [2 @ 1 mark]
(c) Any three preparedness measures: - Establish evacuation routes / safe zones / shelters; - Install early warning systems / siren systems / SMS alerts; - Monitor volcano / use seismographs / tiltmeters / gas sensors to detect early signs; - Conduct emergency drills / educate public on evacuation procedures; - Prepare emergency kits / disaster bags (masks, bottled water, first aid); - Land-use zoning / restrict building in high-risk zones; [3 @ 1 mark]
题目 4 · Thematic Skill Application
8 分
Study Fig. 4.1, which shows readings taken from weather instruments inside and outside a Stevenson screen at a weather station on a single day.
(a) (i) Calculate the diurnal (daily) temperature range recorded on this day. [1] (ii) State the instrument used to measure the difference between wet-bulb and dry-bulb temperatures. [1] (b) Using the relative humidity lookup table below, determine the relative humidity when the dry-bulb is 22°C and the wet-bulb depression is 4°C.
Relative Humidity (%): - Dry Bulb 20°C, Depression 4°C = 66% - Dry Bulb 22°C, Depression 3°C = 76% - Dry Bulb 22°C, Depression 4°C = 68% - Dry Bulb 24°C, Depression 4°C = 69% [1] (c) (i) Explain why a Stevenson screen is painted white and raised on legs approximately 1.25 m above the ground. [2] (ii) Describe how a standard rain gauge should be sited and read to ensure accurate precipitation measurements. [3]
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解题
(a) (i) Diurnal temperature range = Maximum temperature - Minimum temperature = 28°C - 14°C = 14°C. (ii) Wet-and-dry bulb thermometer / Hygrometer / Mason's hygrometer. (b) From the lookup table, locating Dry Bulb 22°C and Depression 4°C gives 68%. (c) (i) Painted white: Reflects incoming sunlight/solar radiation so instruments inside measure true shade air temperature rather than direct heating. Raised 1.25 m on legs: Avoids ground heat radiating/conducting directly into the screen and reduces the influence of surface microclimates. (ii) Siting: Set in an open area away from trees and buildings (at least twice their height away) to avoid shelter or drips. Raised ~30 cm above ground level to avoid surface splashback entering the funnel. Read by decanting collected rainwater into a narrow graduated measuring cylinder at eye level from the bottom of the meniscus.
评分标准
(a) (i) 14(°C) / 28 - 14; [1] (ii) Hygrometer / wet and dry bulb thermometer / psychrometer; [1] (b) 68(%); [1] (c) (i) 1 mark for white paint, 1 mark for raised legs: - White paint reflects sunlight / solar radiation / avoids absorbing heat; - Raised (1.25 m) to prevent ground heat / terrestrial radiation / surface conduction from affecting readings; [2 @ 1 mark] (ii) Any three points (max 2 on siting, max 2 on reading): - In open area / away from trees / buildings / obstructions; - Sunk into ground / rim ~30 cm above ground to prevent splash-in / wind tilting; - Read every 24 hours / fixed time daily; - Empty water into calibrated / graduated cylinder; - Read at eye level / at the bottom of the meniscus; [3 @ 1 mark]
题目 5 · Thematic Skill Application
8 分
Study Fig. 5.1, which shows the main reasons for international migration from Country A (an LEDC) to Country B (an MEDC) according to a recent sample survey of 500 migrants.
Table: Fig. 5.1 | Reason for Migration | Percentage of Migrants (%) | | :--- | :--- | | Seeking higher-paid employment | 46 | | Access to better quality healthcare and education | 22 | | Joining family members already settled | 18 | | Escape political instability / conflict | 10 | | Environmental hazards / drought | 4 |
(a) (i) State the percentage of migrants who moved to Country B to escape political instability or conflict. [1] (ii) Calculate the total percentage of migrants whose primary motivation is an economic factor (seeking higher-paid employment). [1] (b) Distinguish between a 'push factor' and a 'pull factor' in the context of human migration. [2] (c) Explain two positive impacts and two negative impacts of this migration flow on Country A (the country of origin). [4]
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解题
(a) (i) 10%. (ii) 46%. (b) A push factor is a negative condition or disadvantage at the place of origin that encourages or forces a person to move away (e.g. lack of jobs, drought, war). A pull factor is a positive attraction or advantage at the destination that draws migrants toward it (e.g. higher wages, better healthcare, safer living conditions). (c) Positive impacts on Country A: 1. Financial remittances sent back by migrants boost household income and national foreign exchange reserves. 2. Reduced pressure on local public services (e.g., hospitals, schools) and decreases local unemployment rates.
Negative impacts on Country A: 1. 'Brain drain' — loss of educated, skilled, and working-age professionals (e.g., doctors, teachers, engineers). 2. Demographic imbalance — leaves behind an ageing population and higher dependency ratio, often with fewer working-age males.
评分标准
(a) (i) 10(%); [1] (ii) 46(%); [1] (b) One mark for each definition: - Push factor: negative / unfavourable feature that makes someone leave / drives people away from home / origin; - Pull factor: positive / attractive feature that draws / attracts people to a destination / new area; [2 @ 1 mark]
(c) 4 marks total: 2 marks for positive impacts on origin, 2 marks for negative impacts on origin: Positive impacts (max 2): - Remittances / money sent home to support families / local economy; - Reduces unemployment / underemployment pressure; - Reduces pressure on resources / schools / hospitals / housing; - Returning migrants bring back new skills / ideas;
Negative impacts (max 2): - Loss of educated / skilled workers / brain drain (e.g. doctors/engineers); - Loss of young / economically active workforce / shortage of labour; - Family breakdown / social isolation for elderly left behind; - Increased dependency ratio / higher proportion of elderly and children; [4 @ 1 mark]
题目 6 · Thematic Skill Application
8 分
Study Fig. 6.1, which shows a systems diagram for a modern automobile assembly factory.
(a) (i) From Fig. 6.1, identify one raw material input and one human/economic input. [2] (ii) Name one waste product output shown in Fig. 6.1. [1] (b) Explain the difference between a 'secondary industry' and a 'tertiary industry'. [2] (c) Suggest three locational factors that the company would consider when choosing a site for a new car assembly plant. [3]
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解题
(a) (i) Raw material input: Steel panels / glass windows / tyres / electronic microchips. Human/economic input: Skilled assembly workers / capital investment / electricity. (ii) Waste product output: Metal off-cuts (scrap) or carbon dioxide emissions. (b) Secondary industry involves manufacturing, assembling, or processing raw materials into finished or semi-finished physical products (e.g., car manufacturing). Tertiary industry involves providing commercial, professional, or personal services rather than producing tangible physical goods (e.g., banking, transport, retail). (c) Locational factors include: 1. Large area of flat, cheap land for building a single-storey assembly plant, storage yards, and parking. 2. Excellent transport infrastructure (proximity to motorways, freight railway, or deep-water ports) to receive heavy components and export finished vehicles. 3. Access to a large pool of skilled and semi-skilled labour in nearby urban areas.
评分标准
(a) (i) 1 mark for valid raw material (steel panels / glass / tyres / microchips); 1 mark for valid human/economic input (skilled workers / capital / electricity); [2 @ 1 mark] (ii) Metal off-cuts / scrap / carbon dioxide (emissions); [1]
(b) One mark for secondary, one mark for tertiary: - Secondary: manufacturing / processing / assembling raw materials into goods / products; - Tertiary: providing services / skills / non-physical goods (e.g. retail, banking, healthcare); [2 @ 1 mark]
(c) Any three locational factors: - Large area of flat / gently sloping land (for assembly lines / expansion); - Cheap / affordable land prices / greenfield site; - Good transport links / close to motorways / railways / deep-water port (for moving heavy parts / finished cars); - Proximity to skilled / semi-skilled labour supply / nearby settlements; - Reliable power / water supply / high-capacity utilities; - Government incentives / enterprise zones / tax breaks; - Proximity to component suppliers / just-in-time delivery networks; [3 @ 1 mark]
Paper 42 (Fieldwork)
Answer all questions on the alternative fieldwork scenarios.
2 题目 · 60 分
题目 1 · Fieldwork Analysis & Design
30 分
Students in a coastal town carried out fieldwork along a 2 km stretch of sand-and-shingle beach to investigate coastal processes and the impact of coastal defences. The coastline has a series of wooden groynes installed to prevent erosion. Prevailing winds blow from the south-west.
The students investigated two hypotheses: - **Hypothesis 1:** Beach sediment size decreases and roundness increases from south to north along the coastline. - **Hypothesis 2:** Beach profiles are steeper on the south (updrift) side of the groynes than on the north (downdrift) side.
(a) (i) Before carrying out fieldwork on the beach, the students completed a risk assessment. Identify two potential hazards they might encounter on the beach and state one precaution for each hazard. [2] (ii) Name two pieces of equipment the students would use to measure the size and shape (roundness) of individual pebbles. [2] (iii) The students chose a systematic sampling method to select 20 pebbles at each of the 5 survey sites along the beach. Describe how the students would collect the pebbles using systematic sampling. [3]
(b) Table 1.1 shows the results collected for pebble size and roundness at the 5 survey sites from south (Site 1) to north (Site 5).
**Table 1.1: Sediment Data** - Site 1 (South): Distance from start: 0 m | Median length of long axis: 74 mm | Average Cailleux Roundness Index (higher = more rounded): 180 - Site 2: Distance from start: 400 m | Median length of long axis: 58 mm | Average Cailleux Roundness Index: 230 - Site 3: Distance from start: 800 m | Median length of long axis: 44 mm | Average Cailleux Roundness Index: 310 - Site 4: Distance from start: 1200 m | Median length of long axis: 31 mm | Average Cailleux Roundness Index: 380 - Site 5 (North): Distance from start: 1600 m | Median length of long axis: 18 mm | Average Cailleux Roundness Index: 460
(i) Describe the pattern shown by the data in Table 1.1 for both sediment size and sediment roundness along the beach transect. [3] (ii) What conclusion would the students make about **Hypothesis 1: Beach sediment size decreases and roundness increases from south to north along the coastline**? Support your answer with data from Table 1.1. [4]
(c) The students also investigated beach profiles across two adjacent groynes (Groyne A in the south and Groyne B in the north). (i) Describe how the students used ranging poles, a clinometer, and a tape measure to measure the slope angle of a beach profile from the low water mark to the back of the beach. [4] (ii) Table 1.2 shows the average slope angle measured on the south side and north side of each groyne.
**Table 1.2: Beach Slope Angles** - Groyne A: South (Updrift) side average slope = 9.5 degrees | North (Downdrift) side average slope = 4.0 degrees - Groyne B: South (Updrift) side average slope = 8.8 degrees | North (Downdrift) side average slope = 3.5 degrees
Explain why sediment accumulates more on the south side of the groynes than on the north side. [3] (iii) What conclusion would the students reach regarding **Hypothesis 2: Beach profiles are steeper on the south (updrift) side of the groynes than on the north (downdrift) side**? Support your decision with evidence from Table 1.2. [3]
(d) Describe an alternative fieldwork method students could use to directly measure the direction and rate of longshore drift along this beach. [4]
(e) State two ways the students could improve the reliability of their coastal data collection. [2]
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解题
(a) (i) Hazards and precautions: 1. Incoming tide / being cut off: Check tide timetable beforehand / carry out fieldwork during an outgoing/low tide. 2. Slippery/wet rocks/groynes: Wear sturdy footwear with grip / avoid walking directly on wet algae-covered wooden groynes. (ii) Equipment: Callipers (or ruler) to measure long axis length; Powers Roundness Chart / Roundness Index visual comparison chart (or pebbleometer). (iii) Systematic sampling technique: Lay a transect tape measure along the beach at the site; select a pebble at fixed regular intervals (e.g. every 1 metre or every 0.5 metres); take the pebble that touches the exact point on the tape without looking/bias.
(b) (i) Description of trends: - Pebble size decreases steadily from south to north (from 74 mm at Site 1 to 18 mm at Site 5); - Pebble roundness increases steadily from south to north (from Roundness Index 180 at Site 1 to 460 at Site 5); - Both changes occur continuously over the 1600 m distance. (ii) Conclusion for Hypothesis 1: The hypothesis is accepted / supported. Evidence: Pebble size decreases from 74 mm at Site 1 (0 m) down to 18 mm at Site 5 (1600 m), a total reduction of 56 mm. Roundness index increases from 180 at Site 1 to 460 at Site 5, an increase of 280 index units. This confirms longshore drift is transporting sediment northward, causing attrition and sorting.
(c) (i) Profile measurement method: - Lay tape measure along transect line perpendicular to shoreline from low water mark to cliff/sea wall; - Place first ranging pole at start and second ranging pole at the first break of slope; - Measure distance along the tape between the two poles; - Sight through clinometer from a fixed height mark on the first pole to the same height mark on the second pole to read the angle of slope in degrees; - Move poles forward to successive breaks of slope and repeat to the top of the beach. (ii) Explanation: Prevailing winds from the south-west cause swash to carry sediment up the beach at an oblique angle towards the north-east; the wooden groynes act as physical barriers that trap sediment on their updrift (south) side; on the northern (downdrift) side, backwash removes material without replenishing it due to terminal groyne syndrome / sheltering effect. (iii) Conclusion for Hypothesis 2: The hypothesis is accepted / true. Evidence: At Groyne A, the slope on the south side is 9.5 degrees compared to only 4.0 degrees on the north side (a difference of 5.5 degrees). At Groyne B, the south side slope is 8.8 degrees compared to 3.5 degrees on the north side (a difference of 5.3 degrees). In both cases, the south side is steeper.
(d) Direct longshore drift method: - Select 20-30 distinctively marked/painted pebbles (or floating objects such as corks/oranges); - Place them at the water line / edge of swash at a recorded starting point; - Start a stopwatch and wait for a fixed period of time (e.g. 10-15 minutes) or measure the time taken to travel a set distance (e.g. 10 m); - Measure the distance the objects have moved along the shore using a tape measure; - Note the direction of movement (north/south) and calculate speed (distance / time).
(e) Improvements to reliability: - Increase sample size at each site (e.g. measure 50 pebbles instead of 20); - Repeat measurements across different days or different tidal/weather conditions and calculate an average.
(a) (ii) [2 marks] 1 mark each for: - Callipers / ruler (for length); - Powers' scale of roundness / roundness visual comparison chart / pebbleometer.
(a) (iii) [3 marks] 3 @ 1 mark: - Lay out a tape measure (transect line) across/along the beach; - Take a pebble at fixed / regular intervals (e.g. every 1 metre / every 0.5 m); - Select the pebble directly beneath the mark / touching the shoe / without looking/bias to avoid subjective selection; - Repeat until 20 pebbles are collected at the site.
(b) (i) [3 marks] 3 @ 1 mark: - Sediment size decreases from Site 1 to Site 5 / south to north; - Sediment roundness increases from Site 1 to Site 5 / south to north; - Paired data quote comparing two sites for size or roundness (e.g. Site 1 is 74 mm and 180 index vs Site 5 is 18 mm and 460 index).
(b) (ii) [4 marks] - 1 mark for decision: Hypothesis is true / supported / accepted; - 1 mark reserve for sediment size data support with units (e.g. 74 mm at Site 1 / 0 m to 18 mm at Site 5 / 1600 m); - 1 mark reserve for sediment roundness data support with units/index values (e.g. 180 index at Site 1 to 460 index at Site 5); - 1 mark for calculating difference or comparative statement (e.g. size drops by 56 mm / roundness increases by 280).
(c) (i) [4 marks] 4 @ 1 mark (max 4): - Lay tape measure perpendicular to shoreline / from water edge to back of beach; - Place ranging poles vertically at breaks of slope / regular intervals; - Measure distance between poles with tape measure; - Align / sight clinometer at same height on both poles (e.g. at matching coloured band); - Record slope angle in degrees (+ or -); - Repeat for each successive section / segment along the transect.
(c) (ii) [3 marks] 3 @ 1 mark (or developed): - Longshore drift / swash moves sediment from south to north / in direction of prevailing wind; - Groynes act as barriers / trap / block sediment on southern / updrift side; - Less sediment reaches northern / downdrift side / beach starvation occurs on sheltered side.
(c) (iii) [3 marks] - 1 mark for decision: Hypothesis is true / accepted; - 1 mark for data evidence from Groyne A: south is 9.5 deg vs north is 4.0 deg; - 1 mark for data evidence from Groyne B: south is 8.8 deg vs north is 3.5 deg (or comparative difference calculated: 5.5 deg steeper at A, 5.3 deg steeper at B).
(d) [4 marks] 4 @ 1 mark: - Place marked/painted pebbles or float/orange in the swash / breaker zone; - Record starting position; - Use stopwatch / timer to record set time (e.g. 10 mins) or time to travel fixed distance; - Measure distance travelled alongshore using tape measure; - Record compass direction of drift / northward movement; - Calculate velocity / rate (distance divided by time).
(e) [2 marks] 2 @ 1 mark: - Increase sample size (e.g. 50 or 100 pebbles per site / more sites along the beach); - Repeat study at different seasons / after storm events / on different days and calculate mean; - Multiple students take readings to cross-check / reduce human error in clinometer/caliper reading.
题目 2 · Fieldwork Analysis & Design
30 分
A group of students investigated how urban characteristics and environmental quality change along a transect moving outward from the Central Business District (CBD) to the rural-urban fringe of a growing settlement.
The students formulated two hypotheses: - **Hypothesis 1:** Environmental quality decreases as distance from the CBD decreases (i.e. environmental quality is lowest near the CBD and highest near the rural-urban fringe). - **Hypothesis 2:** The percentage of comparison shops decreases with distance from the CBD, while the percentage of convenience shops increases.
(a) (i) State two distinctive characteristics of a typical Central Business District (CBD). [2] (ii) Before carrying out their main data collection, the students conducted a pilot survey. Explain two reasons why conducting a pilot survey is beneficial. [2]
(b) The students selected 5 survey sites at 500 m intervals along a straight road transect from Site 1 (CBD) to Site 5 (Rural-Urban Fringe). At each site, the students conducted an Environmental Quality Assessment (EQA) using a bipolar scoring sheet with 5 criteria (Litter, Traffic Noise, Air Quality, Quality of Buildings, Green Space). Each criterion was scored from -2 (very poor) to +2 (excellent), giving a possible total score between -10 and +10.
(i) Describe how the students would carry out the EQA survey at each site to ensure their results were reliable and objective. [4]
(ii) Table 2.1 shows the total EQA scores recorded at each of the 5 survey sites.
**Table 2.1: EQA Survey Results** - Site 1 (CBD / 0 m): -6 - Site 2 (Inner City / 500 m): -4 - Site 3 (Inner Suburbs / 1000 m): +2 - Site 4 (Outer Suburbs / 1500 m): +5 - Site 5 (Rural-Urban Fringe / 2000 m): +8
Describe the pattern of EQA scores shown along the transect from Site 1 to Site 5. [2]
(iii) What conclusion would the students reach regarding **Hypothesis 1: Environmental quality decreases as distance from the CBD decreases**? Support your decision with data evidence from Table 2.1. [4]
(c) At each of the 5 sites, the students recorded the land use of the first 30 ground-floor premises along the street. (i) Distinguish between *comparison goods* and *convenience goods*, giving one example of each. [3] (ii) Table 2.2 shows the number and percentage of shop types recorded at Site 1, Site 3, and Site 5.
Compare the distribution of comparison shops and convenience shops between Site 1 and Site 5. [3] (iii) What conclusion would the students reach about **Hypothesis 2: The percentage of comparison shops decreases with distance from the CBD, while the percentage of convenience shops increases**? Support your answer with percentage data from Table 2.2. [4]
(d) The teacher suggested that the students also carry out a pedestrian count at each site to investigate if footfall correlates with land use. Describe how the students would organise and conduct a pedestrian count at the 5 survey sites. [4]
(e) Identify two limitations of using a bipolar Environmental Quality Assessment (EQA) and suggest how each limitation could be minimized. [2]
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解题
(a) (i) Characteristics of CBD: High density of high-order retail/commercial services; tall multi-storey buildings / high land values; high pedestrian density / traffic congestion; transport hub / convergence of main roads. (ii) Reasons for pilot survey: To test whether the scoring criteria / questionnaire are clear and workable; to practice using the recording sheets and equipment; to identify potential hazards or timing issues before main fieldwork; to refine categories if certain shop types were missed.
(b) (i) Carrying out EQA objectively: - Work in pairs or small groups at each site; - Spend a set observation time (e.g. 5 minutes) observing the surroundings before scoring; - Agree on scoring criteria descriptors in advance so all students apply the same standards; - Average the scores from multiple group members at the same site to eliminate individual bias; - Stand at a consistent, safe vantage point at each location. (ii) Description of EQA pattern: EQA score increases continuously from the CBD outwards to the rural-urban fringe; scores change from negative in the CBD (-6) and inner city (-4) to positive in the suburbs (+2 and +5) and highest at the fringe (+8). (iii) Conclusion for Hypothesis 1: The hypothesis is accepted / supported. Evidence: At Site 1 (CBD / 0 m), the total EQA score is -6 (lowest), while at Site 5 (Rural-Urban Fringe / 2000 m), the score rises to +8 (highest), showing an overall increase of 14 points. Scores rise progressively across intermediate sites: Site 2 (-4), Site 3 (+2), and Site 4 (+5). This proves environmental quality improves with distance away from CBD.
(c) (i) Comparison vs Convenience: Convenience goods are everyday, low-cost items bought frequently with little comparison (e.g. milk, bread, newspapers). Comparison goods are expensive, durable items bought infrequently where consumers compare prices and quality across shops (e.g. clothing, electronics, jewellery). (ii) Comparison: Site 1 has a much higher percentage of comparison shops (70% / 21 shops) than Site 5 (7% / 2 shops). Convenience: Site 1 has a very low percentage of convenience shops (13% / 4 shops), whereas Site 5 is dominated by convenience shops (73% / 22 shops). (iii) Conclusion for Hypothesis 2: The hypothesis is accepted / true. Evidence: Comparison shops decrease steadily from 70% at Site 1 (CBD) to 30% at Site 3 and down to 7% at Site 5 (a decrease of 63%). In contrast, convenience shops increase from 13% at Site 1 up to 47% at Site 3 and 73% at Site 5 (an increase of 60%).
(d) Pedestrian count methodology: - Position pairs of students at designated counting points at each of the 5 sites; - Conduct counts simultaneously at the same time of day (e.g. 11:00 am on a weekday) to ensure comparability; - Use a tally counter or tally chart on a clipboard; - Count all pedestrians passing an imaginary line across the pavement in a fixed time period (e.g. 10 minutes); - Record counts separately for both directions or combine; repeat at different times (e.g. morning peak, midday, afternoon) and calculate an average.
(e) Limitations and solutions: 1. Subjective scoring (personal opinion varies): Use clear photographic/written criteria scales or average scores of multiple students. 2. Temporary conditions (e.g. street recently swept or roadworks occurring): Repeat the survey on multiple days or times of day to gain a representative mean.
评分标准
(a) (i) [2 marks] 2 @ 1 mark: - High concentration of comparison shops / department stores / offices; - High building density / multi-storey / high-rise buildings / vertical zoning; - High land values / expensive rent; - High pedestrian footfall / transport hub / focal point of routes; - Low residential population / lack of open green space.
(a) (ii) [2 marks] 2 @ 1 mark: - Test and refine the survey sheet / check if criteria are understandable; - Estimate time needed at each site / plan route logistics; - Identify safety hazards / assess site accessibility; - Train students to ensure consistent scoring / eliminate ambiguities.
(b) (i) [4 marks] 4 @ 1 mark (max 4): - Work in groups/pairs at each survey point; - Observe environment for a fixed time period (e.g. 5 minutes); - Use clear, agreed definitions/benchmarks for each score (-2 to +2); - Score independently then calculate a mean score for the group; - Complete the survey at all sites on the same day under similar weather conditions.
(b) (ii) [2 marks] 2 @ 1 mark: - Scores increase / become more positive with distance from CBD; - Scores are negative at Sites 1 and 2, but positive at Sites 3, 4, and 5; - Credit data comparison (e.g. Site 1 is -6 whereas Site 5 is +8).
(b) (iii) [4 marks] - 1 mark for decision: Hypothesis is true / supported; - 1 mark reserve for CBD (Site 1) data support: -6 (at 0 m); - 1 mark reserve for Rural-Urban Fringe (Site 5) data support: +8 (at 2000 m); - 1 mark for intermediate data or difference calculated (e.g. total rise of 14 points / Site 2 is -4, Site 3 is +2, Site 4 is +5).
(c) (i) [3 marks] - 1 mark for definition/nature of comparison goods (infrequent purchases, high cost, shoppers compare prices) + 1 example (clothes / electronics / furniture); - 1 mark for definition/nature of convenience goods (frequent purchases, low cost, bought locally) + 1 example (groceries / milk / newspaper).
(c) (ii) [3 marks] 3 @ 1 mark: - Site 1 has more comparison shops than Site 5 (70% vs 7% / 21 vs 2); - Site 5 has more convenience shops than Site 1 (73% vs 13% / 22 vs 4); - Comparison shops dominate Site 1 whereas convenience shops dominate Site 5. *(Note: Comparative word or paired statistics required for full marks).*
(c) (iii) [4 marks] - 1 mark for decision: Hypothesis is true / accepted; - 1 mark reserve for comparison shop percentage data (70% at Site 1 to 7% at Site 5 / drops by 63%); - 1 mark reserve for convenience shop percentage data (13% at Site 1 to 73% at Site 5 / rises by 60%); - 1 mark for including intermediate site data (Site 3 has 30% comparison and 47% convenience).
(d) [4 marks] 4 @ 1 mark: - Synchronised / simultaneous timing across all 5 sites; - Conduct count for a set time duration (e.g. 5, 10, or 15 minutes); - Use a tally chart or manual clicker / mechanical tally counter; - Count all people crossing a designated line on the pavement; - Conduct at multiple times during the day (e.g. morning, lunch, evening) to calculate an average.
(e) [2 marks] 1 mark each for matching limitation + improvement (max 2): - Subjective / individual bias -> have multiple students score independently and calculate average / provide clear descriptor rubrics with photos. - Anomalous temporary factors (e.g. litter bin just emptied, roadworks) -> repeat at different times/days and take a mean.
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