(a) Study Fig. 5, which shows information about an earthquake in Sichuan province, China, which occurred in May 2008. [Figure 5] (b) Study Fig. 6, an article from a website about the Sichuan earthquake. Who is to blame for collapsed schools? Thousands of schoolchildren were among the 80000 people killed or missing after the massive 12 May Sichuan earthquake. Parents who lost their children want to know why so many schools collapsed – something many blame on poor construction, linked to local corruption. In Beichuan, where about 1300 children were killed, Mu Qibing, whose 17-year-old son was killed, told Reuters: “They said this building was strong and earthquake-proof, but when we saw it, the concrete was like talcum powder and the steel was as thin as noodles.” Beichuan suffered such severe damage that the whole town will be rebuilt in a new location. Fig. 6

Mark scheme

Marking points from the official mark scheme (May/June 2010). The mark or mark type is shown in brackets.

1. [1] (a)(i) Wenchuan (county)
2. [2] (a)(ii) Mianyang; Ngawa
3. [3] (a)(iii) Ideas such as: 7.9 on Richter Scale/powerful earthquake; It occurred in mid-afternoon/during the day; children were at school/people were at work ; Many buildings/infrastructure collapsed/destroyed; Buildings may have been poorly constructed/they were not earthquake proof; It affected a wide area; Which contained large settlements/it was densely populated; Gas leaks/fires; Roads blocked/delaying emergency services; Contamination of water/lack of water; Poor preparation of population/education re. earthquakes; Poor emergency services etc.
4. [4] (a)(iv) Ideas such as: damage to workplaces/people are unable to earn a living; negative impact on economy/production; damage to roads; economic implications of rebuilding; damage to schools/disruption of education; decaying bodies/polluted water/damaged water treatment plants so spread of disease/ further loss of life; psychological trauma; homelessness etc.
5. [3] (b)(i) Ideas such as: build houses/schools which are more stable/designed to sway not collapse (or any other design related point); ensure planning regulations adhered to; Deep foundations; Flexible water/gas pipes/Automatic gas switch off; Earthquake drills/education re. procedures/stockpile supplies; Build on solid ground; Better preparation of emergency services; Restrict building heights etc.
6. [5] (b)(ii) Ideas such as: They have lived there all their lives/sentimental attachment; Close to family/friends; There are good services/schools/hospitals; Work in area/fertile farmlands; so they can make a good living (dev); Cannot afford to move; Pressure of living space; as much of the other land is Mountainous (dev); Confidence in safety; Willing to take the risk; as earthquake has not occurred for many years (dev) etc.
7. [7] (c) Level 1 (1–3 marks) Statements including limited detail explaining causes of earthquakes. (e.g.. on a plate boundary/fault, plates move/rub against each other, cause vibrations, pressure build up, friction etc)
8. [7] (c) Level 2 (4–6 marks) Uses named example (e.g. San Francisco). More developed statements explaining causes of earthquakes. (e.g. plate boundaries/faults are line of weakness, plates are moving at either side of fault, plates become locked together/friction prevents smooth movement of plates, build up of pressure causes sudden movement/plates jerk apart etc.) (NB MAX 5 marks if no named e.g.)
9. [7] (c) Level 3 (7 marks) Uses named example (e.g. San Francisco). Comprehensive and accurate statements including some place specific reference. (e.g. San Andreas fault was line of weakness, North American and Pacific plates are moving at either side of fault, plates become locked together/friction prevents smooth movement of plates, build up of pressure, sudden movement/plates jerk apart etc.)