2025 Cambridge IGCSE Geography (0460) 模拟试题及答案详解

(a)(i) To join family members.

(a)(ii) Pull factor: Better-paid employment OR To attend secondary school or university OR To join family members.
Push factor: Lack of reliable water supply in village OR Crop failure due to drought.

(a)(iii) Crop failure leads to food shortages, hunger, or even famine. Without crops, subsistence farmers lose their main source of income. Lack of reliable water means villagers have to walk long distances daily to collect water, which is often contaminated, causing diseases like cholera.

(a)(iv) Migrants often struggle to find affordable housing, forcing them to live in informal settlements or shanty towns. They may experience high unemployment or low wages in informal jobs. They also face a lack of basic services like clean piped water, electricity, and sanitation, alongside social isolation or discrimination.

(b)(i) There is a continuous and steady increase in remittances from 2010 to 2024. In 2010, the remittances were 120 million USD, which steadily rose to 180 million USD in 2015, 250 million USD in 2020, and reached 310 million USD by 2024, representing an overall increase of 190 million USD.

(b)(ii) Remittances increase household income, allowing families to purchase food, better housing, and healthcare. Parents can afford to pay school fees, improving literacy rates. Some of the money is invested in local businesses or farms (e.g., buying fertilizers/tractors), stimulating the economy. Additionally, returning migrants bring back new skills, language abilities, and education (brain gain).

(c) Case study example: Mexico to the USA.
Push factors from Mexico: High unemployment and underemployment, particularly in rural southern states like Oaxaca and Chiapas; extremely low wages in agriculture; high crime rates and drug-related violence in cities like Ciudad Juarez; poor educational opportunities in rural regions.
Pull factors to the USA: Higher wages (often five to ten times higher for manual labor); availability of service, agricultural, and construction sector jobs; better healthcare and educational facilities; existing communities of Mexican migrants (family reunification) in states like California, Texas, and Illinois.

(a)(i) 1 mark for identifying "To join family members".

(a)(ii) 2 marks: 1 mark for any correct pull factor and 1 mark for any correct push factor from Table 1.1.

(a)(iii) 3 marks: 3 @ 1 mark for explaining problems such as:
- Loss of livelihood / income (1)
- Food shortages / malnutrition / famine (1)
- Time spent walking long distances to collect water (1)
- Increased risk of waterborne diseases (1)

(a)(iv) 4 marks: 4 @ 1 mark for describing difficulties such as:
- Lack of affordable housing / living in squatter settlements (1)
- High cost of living / low pay (1)
- Unemployment / underemployment (1)
- Absence of basic infrastructure (clean water, sewerage, electricity) (1)
- Social challenges (isolation, language barrier, discrimination) (1)

(b)(i) 3 marks:
- 1 mark for recognizing the overall increasing trend (1)
- 1 mark for using comparative statistics with years (e.g., rose from 120 million USD in 2010 to 310 million USD in 2024) (1)
- 1 mark for describing the steady / continuous nature of the increase (1)

(b)(ii) 5 marks: 5 @ 1 mark (or developed points) explaining benefits such as:
- Increased household income for purchasing essentials (1)
- Investment in local businesses / agriculture (1)
- Funding education and healthcare services (1)
- Introduction of new skills / knowledge by returning migrants (1)
- Improved balance of payments / foreign currency reserves for the country (1)

(c) 7 marks:
- Level 1 (1–3 marks): Simple statements describing generic reasons for migration (e.g., better jobs, higher pay, escaping poverty).
- Level 2 (4–6 marks): Developed statements explaining the specific reasons (push and pull) linked to a named country (e.g., agricultural workers in Mexican states like Oaxaca earn very low wages, which pushes them to migrate to California where construction and farm labor pay far more).
- Level 3 (7 marks): At least 3 developed statements with place-specific details (e.g., state names like Oaxaca/Chiapas/California, specific wage rates, or statistical details).

(a)(i) Point Y.

(a)(ii) Downstream, bedload particles collide with each other and the river bed/banks (attrition), chipping away sharp edges to make them smoother and more rounded. Simultaneously, abrasion grinds down the particles, steadily reducing their overall size from large boulders to sand and silt.

(a)(iii) Hydraulic action is the sheer force of the moving water eroding the bed and banks. Water is forced into cracks in the riverbank, trapping and compressing air inside them. As the wave of water retreats, the air expands suddenly, shattering the rock around the crack.

(a)(iv) Traction: Large, heavy rocks and boulders are rolled along the river bed by the force of the current.
Saltation: Small pebbles and gravel-sized particles are bounced along the river bed in a leap-frog motion.
Suspension: Very fine, light particles of silt and clay are carried along within the main body of the water flow.
Solution: Soluble minerals dissolve in the water and are carried downstream invisibly in chemical form.

(b)(i) Inside Bend: Fast flow is on the opposite side, so water here is slow-moving. Low energy leads to the deposition of sand and shingle, forming a gently sloping slip-off slope (point bar). The water is relatively shallow.
Outside Bend: Centrifugal force concentrates fast-moving water on this side, causing active lateral erosion. This cuts into the bank to form a steep river cliff. The water is deep.

(b)(ii) On a meander, lateral erosion occurs on the outside bends, while deposition occurs on the inside bends. Over time, the continuous erosion on the outside bends causes the neck of the meander to become narrower. During a period of high discharge or flooding, the river takes the shortest path and cuts straight through the narrow neck. Deposition then seals off the ends of the old loop, isolating it and leaving a crescent-shaped oxbow lake.

(c) Case study example: River Ganges (Bangladesh/India).
Causes of flooding: Torrential monsoon rains during July and August; rapid snowmelt in the Himalayas during spring; flat, low-lying topography of the Ganges-Brahmaputra Delta; deforestation in Nepal and northern India reducing interception.
Effects of flooding: Disasters displacing millions of people; contamination of drinking water wells leading to waterborne diseases like cholera; destruction of rice paddies and crops leading to food insecurity; deposition of fertile silt (alluvium) on agricultural fields, which benefits future farming.

(a)(i) 1 mark for Point Y.

(a)(ii) 2 marks: 1 mark for explaining attrition (particles colliding and rounding) and 1 mark for explaining abrasion/corrasion reducing particle size.

(a)(iii) 3 marks: 3 @ 1 mark for describing hydraulic action:
- Force of the water trapping/compressing air in cracks (1)
- Pressure built up weakens the rock (1)
- Water retreating releases pressure, causing rock to shatter / break off (1)

(a)(iv) 4 marks: 4 @ 1 mark for correctly explaining each transportation process:
- Traction: rolling of large boulders (1)
- Saltation: bouncing of pebbles (1)
- Suspension: carrying of fine sediment in the water column (1)
- Solution: transport of dissolved minerals (1)

(b)(i) 3 marks: 3 @ 1 mark for comparing inside and outside bend characteristics:
- Inside bend has slow velocity, outside has fast velocity (1)
- Inside bend features deposition / slip-off slope, outside has erosion / river cliff (1)
- Inside bend has shallow channel, outside bend has deep channel (1)

(b)(ii) 5 marks: 5 @ 1 mark (or developed points) explaining oxbow lake formation:
- Erosion occurs on the outside of meander loops (1)
- This narrows the neck of land between bends (1)
- During high discharge / flood, the river cuts through the neck (1)
- The river establishes a new, straight channel (1)
- Deposition blocks off the old meander loop, leaving an oxbow lake (1)

(c) 7 marks:
- Level 1 (1–3 marks): Simple statements describing flood causes or effects in general terms (e.g., heavy rain, flat land, people lost their homes, crops were drowned).
- Level 2 (4–6 marks): Developed statements explaining specific causes and effects linked to a named river (e.g., heavy monsoon rains combined with Himalayan snowmelt caused the River Ganges to overflow, submerging low-lying agricultural land in the delta and contaminating wells with dirty floodwater, leading to outbreaks of cholera).
- Level 3 (7 marks): At least 3 developed statements with place-specific details (e.g., naming specific regions, dates like 1998/2007 floods, or specific statistics of damage).

(a)(i) Country D.

(a)(ii) Literacy rate is defined as the percentage of the population aged 15 and over who can read and write with understanding.

(a)(iii) GNI per capita is an average figure, meaning it can hide extreme wealth inequality where a small elite holds most of the wealth. It also doesn't account for the informal economy (unrecorded cash or trading/subsistence farming) and ignores crucial social elements of development like healthcare quality, gender equality, and political freedom.

(a)(iv) 1. Standard of living: Measured by GNI per capita (adjusted for purchasing power parity).
2. Knowledge/Education: Measured by combining mean years of schooling for adults and expected years of schooling for children.
3. Health/Longevity: Measured by life expectancy at birth. These are combined to yield a single score between 0 and 1.

(b)(i) Between 1980 and 2020, employment in the primary sector fell significantly from 55% to 18% (a decrease of 37%). Employment in the secondary sector rose from 15% to 32% (an increase of 17%), while tertiary sector employment experienced the largest growth, rising from 30% to 50% (an increase of 20%).

(b)(ii) As a country develops, agricultural practices become highly mechanized (tractors, combine harvesters), reducing the demand for physical farm laborers. Improved education and vocational training enable people to qualify for higher-paying jobs in other sectors. Rapid urbanization draws people away from rural farms to cities, where industrial factories (secondary) and services (tertiary) are concentrated. Additionally, developed countries often import food, reducing the scale and relative economic importance of domestic farming.

(c) Case study example: Nike in Vietnam.
Positive impacts: Creates stable employment for over 400,000 local workers, particularly young women in urban outskirts; improves regional infrastructure as roads and ports are upgraded around industrial zones like Dong Nai; introduces new technologies and worker training programs; contributes to national GDP through export tax revenues.
Negative impacts: Factory workers often receive relatively low wages compared to the profits generated by the TNC; working conditions in subcontractor factories can involve long hours and safety violations; chemical and waste runoff from shoe manufacturing can lead to local water pollution; profits are mostly repatriated back to the US headquarters rather than reinvested in Vietnam.

(a)(i) 1 mark for Country D.

(a)(ii) 2 marks:
- Percentage of people who can read and write (1)
- Aged 15 and over (1)

(a)(iii) 3 marks: 3 @ 1 mark (or developed points) explaining:
- It is an average and can mask high income inequality / rich-poor gaps (1)
- Does not measure quality of life (e.g., happiness, rights, health, education) (1)
- Excludes the informal sector or subsistence agriculture which is prominent in LEDCs (1)

(a)(iv) 4 marks: 1 mark for each main dimension correctly linked to its indicator, plus 1 mark for mentioning the combined 0–1 score index:
- Decent standard of living / wealth measured by GNI per capita (adjusted for PPP) (1)
- Knowledge / education measured by expected/mean years of schooling (1)
- Long and healthy life measured by life expectancy at birth (1)
- Combined into a composite index score from 0 to 1 (1)

(b)(i) 3 marks:
- 1 mark for describing the overall decline in primary sector employment (1)
- 1 mark for describing the increases in secondary and tertiary employment (1)
- 1 mark for supporting statistics (e.g., primary fell by 37%, or tertiary grew from 30% to 50%) (1)

(b)(ii) 5 marks: 5 @ 1 mark (or developed points) explaining:
- Mechanization / technology on farms reduces labor needs (1)
- Secondary and tertiary sectors offer better wages and working conditions (1)
- Rural-urban migration shifts labor to towns/cities (1)
- Increase in education/skills shifts worker aspirations away from primary labor (1)
- Shift toward importing food / resources as service economies grow (1)

(c) 7 marks:
- Level 1 (1–3 marks): Simple statements describing benefits or drawbacks of a TNC (e.g., Nike gives people jobs and pays taxes, but they pollute and pay low wages).
- Level 2 (4–6 marks): Developed statements explaining specific positive and negative impacts linked to a named LEDC (e.g., Nike subcontractor factories in industrial zones like Dong Nai, Vietnam, provide jobs to thousands of workers, lifting families out of poverty. However, many workers are subjected to long working hours and low wages, and much of the profit is repatriated to the USA).
- Level 3 (7 marks): At least 3 developed statements with place-specific details (e.g., names of specific locations, factories, specific wage/investment figures, or regional impacts).

### Step-by-Step Explanation

**Part (a):**
* **(i)** The solid red line represents a **primary route** (or A-road).
* **(ii)** The line with cross-bars is the symbol for a **railway** (specifically a single-track line).
* **(iii)** Triangulation pillars display the height in metres directly next to them; here, it is **245 metres**.
* **(iv)** 'PO' is the standard abbreviation for a **Post Office**.
* **(v)** Green tree symbols represent **deciduous woodland**.

**Part (b):**
* Comparing the descriptions of **Area X** and **Area Y** directly yields the correct columns.

**Part (c):**
* Closely packed houses lining both sides of a single minor road in a long, narrow line define a **linear** settlement pattern.

**Part (d):**
* **(i)** The junction is in grid square 2295. Estimating tenths from the west margin gives Easting 22.4, and from the south margin gives Northing 95.3. Thus, the six-figure grid reference is **224953**.
* **(ii)** Distance from Easting 20.0 to 22.4 is exactly 2.4 km on the ground.
* **(iii)** Looking from the junction (22.4, 95.3) towards the triangulation pillar (20.0, 97.0) requires looking up (North) and left (West), which is **North-West (NW)**.

**Part (e):**
* **(i)** The river description details a winding (meandering) path, a tributary junction, and widening out to a tidal estuary.
* **(ii)** Closely spaced contours indicate **steep slopes** or hilly relief rising to 250m facing north towards the river valley.

**(a) [5 Marks]**
* **(i)** Primary route / A-road [1 mark]. *Reject secondary road.*
* **(ii)** Railway line / single-track railway [1 mark].
* **(iii)** 245 (metres) [1 mark].
* **(iv)** Post Office / PO [1 mark].
* **(v)** Deciduous forest / woodland / trees [1 mark]. *Reject coniferous forest.*

**(b) [6 Marks]**
* Award 1 mark for each correctly identified cell:
1. Church: **Area Y** [1 mark]
2. Land entirely above 150m: **Area X** [1 mark]
3. River: **Area X** [1 mark]
4. Railway line: **Area Y** [1 mark]
5. Minor road: **Both of these areas** [1 mark]
6. Coniferous forest plantation: **Area X** [1 mark]

**(c) [1 Mark]**
* Linear / ribbon [1 mark].

**(d) [3 Marks]**
* **(i)** 224953 (Accept 223953 to 225953) [1 mark].
* **(ii)** 2.4 km (Accept 2.3 to 2.5 km) [1 mark].
* **(iii)** North-West / NW / West-North-West / WNW [1 mark].

**(e) [5 Marks]**
* **(i)** Max 3 marks for physical features of the river:
* Meanders / has tight bends / loops [1]
* Tributary joins it (from the south) / confluence [1]
* Widens / broadens downstream [1]
* Flows into an estuary / sea / tidal inlet [1]
* Flows eastwards [1]
* **(ii)** Max 2 marks for relief details to the south:
* Steep slopes / packed contour lines [1]
* High land / hill / rises to 250m [1]
* North-facing slopes [1]

(a)(i) The birth rate in 2010 was 29 per 1000. (a)(ii) In 2020, birth rate was 23 and death rate was 8. Natural increase is Birth Rate - Death Rate = 23 - 8 = 15 per 1000. (b) Both rates decreased over the period. The birth rate fell consistently from 38 to 23 per 1000, which is a decrease of 15 per 1000. The death rate also dropped from 14 to 8 per 1000, representing a decrease of 6 per 1000. (c) Birth rates remain high in LEDCs due to: high infant mortality rates prompting parents to have more children, reliance on children for agricultural labor, lack of access to family planning and contraception, traditional and cultural preferences for large families, and early marriage age for women.

(a)(i) 1 mark for 29 (per 1000). (a)(ii) 1 mark for 15 (per 1000). (b) 2 marks: 1 mark for identifying that both rates decreased, 1 mark for supporting statistics (e.g., birth rate fell by 15 or death rate fell from 14 to 8). (c) 4 marks: 1 mark for each valid reason explained (e.g., high infant mortality, farm labor, lack of contraception, cultural preference for large families, early marriages).

(a)(i) Country Z has the lowest HDI (0.44). (a)(ii) GNI per capita of Country Y is $8500. (b) There is a positive correlation; countries with higher GNI per capita have higher life expectancies. For example, Country X has the highest GNI of $42000 and the highest life expectancy of 81 years, whereas Country Z has the lowest GNI of $1200 and the lowest life expectancy of 59 years. (c) HDI is a composite index containing three dimensions (health, education, and standard of living). GNI per capita only measures wealth and economic output. HDI includes social factors such as life expectancy and years of schooling, giving a more balanced picture of human well-being and development progress rather than just average income.

(a)(i) 1 mark for Country Z. (a)(ii) 1 mark for $8500. (b) 2 marks: 1 mark for stating positive correlation, 1 mark for supporting data comparing two countries. (c) 4 marks: 1 mark for identifying HDI as a composite index, 1 mark for identifying dimensions (education, health, standard of living), 1 mark for explaining that GNI only measures economic growth, 1 mark for highlighting that wealth does not automatically guarantee social development.

(a)(i) The channel depth at Site C is 0.6m. (a)(ii) Channel width increases consistently from 1.5m at Site A to 11.2m at Site D. (b) Cross-sectional area = Width * Mean Depth = 1.5m * 0.2m = 0.3 square meters. (c) Downstream, there is an increase in the volume of water (discharge) from tributaries and groundwater, leading to a wider and deeper channel. This reduces friction because there is a smaller wetted perimeter relative to the volume of water, allowing water to flow faster despite a decrease in the slope gradient.

(a)(i) 1 mark for 0.6m. (a)(ii) 1 mark for stating that it increases downstream / using statistics (e.g. from 1.5m to 11.2m). (b) 2 marks: 1 mark for correct working (1.5 * 0.2), 1 mark for correct answer with units (0.3 m2). (c) 4 marks: 1 mark for mentioning addition of water from tributaries, 1 mark for larger channel size reducing friction, 1 mark for less relative wetted perimeter, 1 mark for increased discharge downstream.

(a)(i) Event C has the shallowest focus depth (8km). (a)(ii) There were 14200 deaths in Event B. (b) Shallow earthquakes cause higher casualties than deep earthquakes. For instance, Event C (8km depth) resulted in 4800 deaths, while Event A (45km depth) with a higher magnitude (6.4 vs 6.2) had only 65 deaths. (c) LEDCs suffer more due to: poorer quality building materials and lack of earthquake-resistant design regulations, denser populations living in unsafe urban settlements, limited search-and-rescue equipment, less prepared emergency services, and lack of warning/education drills.

(a)(i) 1 mark for Event C (or 8km). (a)(ii) 1 mark for 14200. (b) 2 marks: 1 mark for stating that shallower depth leads to more deaths, 1 mark for comparative data (e.g., Event B/C vs Event A/D). (c) 4 marks: 1 mark for poor building standards, 1 mark for high population density, 1 mark for weak emergency response, 1 mark for lack of public education/preparation.

(a)(i) Tourist arrivals in 2018 were 7.2 million. (a)(ii) The decrease is 7.2 - 1.8 = 5.4 million. (b) Arrivals increased from 5.4 million in 2016 to a peak of 7.2 million in 2018, dropped sharply to 1.8 million in 2020, and then recovered to 6.1 million by 2022. (c) Tourism declines rapidly because of: pandemics or health crises that lead to travel restrictions, economic recessions that reduce disposable income, political instability or wars in either destination or origin countries, and natural disasters (like hurricanes or volcanic eruptions) that damage infrastructure.

(a)(i) 1 mark for 7.2 million. (a)(ii) 1 mark for 5.4 million. (b) 2 marks: 1 mark for describing the rise, sudden fall, and recovery trend, 1 mark for supporting data (e.g., peak of 7.2m in 2018, low of 1.8m in 2020). (c) 4 marks: 1 mark for explaining economic factors (recession), 1 mark for health factors (pandemics), 1 mark for security factors (terrorism/war), 1 mark for environmental hazards (natural disasters).

(a)(i) A transect allows systematic measurements away from a fixed point of origin (the seafront), showing clear patterns or gradients of change in land use over distance. (a)(ii) Advantage: Easy/fast to implement, avoids subjective researcher bias. Disadvantage: Might miss key tourist or local shops that fall between the chosen intervals (e.g., every 3rd shop). (b)(i) Students should walk the transects with a detailed town base map. They look at the ground floor function of each building, identify whether it is tourist-orientated (e.g., souvenir shops, cafes) or local-orientated (e.g., banks, grocers) based on their classification key, and color-code or label the building on their map, recording the count on a tally sheet. (b)(ii) The data shows a clear negative correlation: as distance increases, the percentage of tourist-orientated shops drops continuously from 85% at 0-50m down to only 10% at 201-250m (a decrease of 75%). (c)(i) Ensure respondents are residents (using filter questions), distribute surveys across different parts of the town to avoid clustering bias, conduct questionnaires at different times of the day/week, and use a random/systematic approach to select passers-by. (c)(ii) Closed bipolar scales are highly quantifiable, easy to calculate averages from, quick for respondents to complete, and clearly capture both positive and negative intensity of feelings. (c)(iii) Hypothesis 2 is fully supported. The economic impact score is positive (+1.5), whereas the environmental impact score is negative (-0.8). This shows a clear contrast (2.3 points difference) indicating residents view the financial aspects much more favorably than the ecological issues. (d)(i) Refusals by busy shoppers, noise interference, weather conditions damaging paper sheets, or accidentally surveying tourists instead of residents. (d)(ii) Increase sample size (e.g., to 100 or 150), conduct the survey in multiple seasons (e.g., summer vs. winter). (e) Hypothesis: The density of litter on Penhaven Beach decreases with distance from the main boardwalk entry point. Method: Lay a transect line perpendicular to the boardwalk. Place a 5m x 5m quadrat every 10 meters. Count and categorize all pieces of litter within each quadrat, and record on a sheet at different times of day.

(a)(i) Max 2 marks: - Allows systematic collection at increasing distances [1] - Identifies gradients of change / patterns with distance [1] (a)(ii) Max 2 marks: - Advantage: Quick / unbiased / covers the whole route evenly [1] - Disadvantage: May miss unique shops [1] (b)(i) Max 4 marks: - Walk along the designated transect route [1] - Use a base map showing building outlines [1] - Observe and classify ground-floor use using the classification key [1] - Code/shade the buildings on the map and record in a tally sheet [1] (b)(ii) Max 3 marks: - General trend: percentage of tourist shops decreases with distance [1] - Paired data quote (e.g., 85% at 0-50m compared to 10% at 201-250m) [1] - Calculations/quantified change (e.g., drops by 75% overall) [1] (c)(i) Max 3 marks: - Use a filter question to check residency [1] - Collect data in different town zones (residential, industrial, commercial) [1] - Conduct sampling at various times/days [1] - Avoid bias in choosing who to interview (e.g., select every 5th person) [1] (c)(ii) Max 2 marks: - Quantifiable data allowing average calculations [1] - Standardized, allows easy comparison [1] - Simple for respondents [1] (c)(iii) Max 4 marks: - State whether hypothesis is correct (Hypothesis 2 is supported/correct) [1] (1 mark reserved) - Reference to positive economic score (+1.5) [1] - Reference to negative environmental score (-0.8) [1] - Comparative analysis / difference calculation (e.g., 2.3 score difference) [1] (d)(i) Max 3 marks: - Rejections/refusals by people on the street [1] - Bad weather damaging paperwork [1] - Noisy/distracting environment [1] - Accidentally surveying tourists [1] (d)(ii) Max 2 marks: - Increase sample size [1] - Repeat study in low/peak tourist seasons [1] - Pilot testing of questionnaires [1] (e) Max 5 marks: - Hypothesis: Any sensible, measurable physical environmental impact related to beach tourism (e.g., litter, trampling of sand dunes, noise) [1] - Methodology (Max 4 marks): - Establish a sampling line/transect away from the source [1] - Lay out quadrats (e.g., 5m x 5m or 1m x 1m) at regular intervals [1] - Count/measure parameter (e.g., count pieces of litter, measure noise decibels, estimate vegetation cover %) [1] - Record results systematically on a data sheet [1] - Control variables (e.g., do it at the same time of day/week) [1]

(a) Advantages of pilot study:
1. To test and practice using the equipment (clinometer, ranging poles) to ensure familiarity before the actual study.
2. To identify any safety risks or access issues at the site and plan accordingly.

(b)(i) Methodology:
1. Place a ranging pole at the water's edge (start of the profile) and another ranging pole at the first change in slope (break of slope).
2. Measure the ground distance between the two poles using the tape measure.
3. Align the clinometer with the same height marker on both ranging poles (e.g., eye level).
4. Read the angle of slope on the clinometer and record it.
5. Repeat this process for each subsequent segment up to the top of the beach.

(b)(ii) Beach profile description:
- The beach slope steepens as you move inland from the lower beach to the upper beach.
- The angle increases from 3 degrees at the lower beach (0-5m) to 7 degrees at the middle beach (5-10m), and reaches a maximum steepness of 12 degrees at the upper beach (10-15m).

(c)(i) Sampling method:
- Use systematic sampling along a transect line perpendicular to the shoreline.
- Place a quadrat or tape measure, and select a pebble at fixed intervals (e.g., every 0.5 meters) to avoid personal bias (such as choosing only colorful or large pebbles).
- Alternatively, use random number generator coordinates within a designated grid area.

(c)(ii) Graph plotting:
- For Site D, move along the x-axis (Distance from Cliffs) to the 800m mark, then move vertically up the y-axis (Average Pebble Size) to 38mm and mark with a cross/dot.
- For Site E, move along the x-axis to 1000m, then move vertically up to 22mm and mark with a cross/dot.

(c)(iii) Hypothesis 1 analysis:
- Yes, the results fully agree with the hypothesis.
- At 200m (Site A), the average pebble size is 82mm, which decreases steadily across all sites to 22mm at 1000m (Site E).
- The size decreases by a total of 60mm over the 800m distance.

(c)(iv) Explanation:
- Longshore drift selectively transports smaller, lighter pebbles further down the beach while leaving larger, heavier pebbles near the source cliffs (sorting).
- During transportation by waves, pebbles collide with each other and the seabed (attrition), chipping away sharp edges and gradually reducing their size and making them rounder over distance.

(d)(i) Groyne measurement method:
- Measure the vertical distance from the top of the groyne down to the sand/sediment level.
- Use a tape measure or meter rule held vertically.
- Take measurements at matching, equal intervals along the length of the groyne on both the updrift and downdrift sides.
- Ensure safety by not climbing directly onto slippery, wet wooden/rock groynes; perform measurements standing securely on the sand.

(d)(ii) Groyne theory:
- Groynes are built perpendicular to the shoreline, blocking the lateral movement of sediment caused by longshore drift.
- This traps sand and shingle on the updrift side, building up a wider and higher beach.
- A wider beach absorbs wave energy, reducing the erosive power of waves before they can reach and damage cliffs or coastal infrastructure.

(d)(iii) Soft engineering method:
- Beach nourishment: Manually adding sand or shingle imported from offshore or other beaches to rebuild eroded shorelines naturally.
- Alternatively, Sand dune regeneration: Planting marram grass or installing fencing to trap windblown sand and stabilize natural protective dunes.

(e) Improving reliability:
1. Increase the sample size of pebbles collected at each site (e.g., from 20 to 50 pebbles).
2. Repeat the measurements at different times of the year or after major storm events to compare seasonal changes.

(a) [2 marks] 2 @ 1 mark:
- Learn/practise how to use equipment (1)
- Check/identify safety issues/hazards/risks (1)
- Check if site is accessible (1)
- Identify if methodology needs modification (1)

(b)(i) [4 marks] 4 @ 1 mark:
- Ranging poles placed at breaks of slope/changes in gradient / fixed distance (1)
- Tape measure used to measure distance between ranging poles along the ground (1)
- Clinometer held at eye level/same marked height on both poles (1)
- Look through clinometer to read angle/degrees (1)
- Record results and repeat for each segment (1)

(b)(ii) [2 marks] 2 @ 1 mark:
- Steepens as you go inland/up the beach (1)
- Lower beach is flat/gentle / 3 degrees (1)
- Middle is 7 degrees and upper is steepest/12 degrees (1)
- Uses statistics from the table to describe the profile (1)

(c)(i) [3 marks] 3 @ 1 mark:
- Set up a quadrat/grid or a transect line (1)
- Use of systematic sampling (e.g., selecting pebble at regular tape intervals) or random sampling (using random coordinate generator) (1)
- Pick the pebble directly touching a specific point/point frame to avoid selection bias (1)
- Avoid deliberately picking largest/brightest/nicest pebbles (1)

(c)(ii) [2 marks] 2 @ 1 mark:
- Correct plotting of Site D (800m, 38mm) (1)
- Correct plotting of Site E (1000m, 22mm) (1)

(c)(iii) [3 marks] 3 @ 1 mark:
- Hypothesis is true/correct (1 mark reserve)
- Supported by paired data: 82mm at 200m compared to 22mm at 1000m (1)
- Constant/continuous decrease along all five sites (1)
- Difference of 60mm calculated between start and end sites (1)

(c)(iv) [3 marks] 3 @ 1 mark:
- Longshore drift carries lighter/smaller pebbles further/faster along the beach (sorting) (1)
- Larger/heavier pebbles are harder to move, remaining closer to source cliffs (1)
- Attrition occurs as pebbles collide/rub together in waves (1)
- Attrition wears down/breaks off particles making them smaller/rounder (1)

(d)(i) [4 marks] 4 @ 1 mark:
- Measure distance from top of groyne to sand surface (1)
- Use a tape measure/meter rule held vertically (1)
- Measure at multiple/equal intervals along the groyne (1)
- Compare same point on updrift and downdrift sides (1)
- Safety: wear sturdy footwear / do not stand on wet/slippery groynes / check tide times (1)

(d)(ii) [3 marks] 3 @ 1 mark:
- Groynes are built at right angles to the shore to intercept longshore drift (1)
- Sediment builds up on updrift side, creating a wider/higher beach (1)
- Beach absorbs/dissipates wave energy (1)
- Reduces erosion of the cliffs/shoreline behind the beach (1)

(d)(iii) [2 marks] 2 @ 1 mark:
- Beach nourishment: adding sand/shingle to the beach (1) + absorbs wave energy (1)
- Sand dune regeneration: planting marram grass/building fences (1) + stabilizes dunes to act as natural barrier (1)
- Managed retreat: letting low-value land flood (1) + acts as natural buffer zone (1)

(e) [2 marks] 2 @ 1 mark:
- Increase pebble sample size (e.g., from 20 to 50/100 pebbles) (1)
- Use digital calipers instead of manual rulers for more precise pebble measurements (1)
- Repeat measurements at different times of year/seasons (1)
- Have multiple students repeat measurements to calculate an average (1)