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O-LevelGeographyThe natural environment2217/23 · May/June 2012 · Q730 Marks

Some students who lived near to the coast at latitude 55 °N were investigating coastal processes at three locations. The students investigated the following hypotheses: Hypothesis 1: Where waves are more frequent the beach is steeper. Hypothesis 2: Where waves are more frequent the beach material is larger.

  1. (a)Before going to the coast to begin their fieldwork on waves and beaches they discussed safety measures. Suggest three precautions the students needed to take to reduce the risk of accident.[3]
  2. (b)(i)How could wave frequency be measured?[3]
  3. (b)(ii)Complete [Figure 9] below, to show the recorded wave frequency at location B.[1]
  4. (b)(iii)The waves at location A were 'destructive' waves. Give two features of destructive waves.[2]
  5. (c)(i)They used a tape measure, two ranging poles and a clinometer, which are shown in [Figure 10] (Insert). Describe how they used each piece of equipment to make their measurements.[5]
  6. (c)(ii)The results of the fieldwork are shown in Table 3 below. Calculate the average angle of the beach profile at location B and put your answer into Table 3.[1]
  7. (c)(iii)What would be the students' conclusion about Hypothesis 1: Where waves are more frequent the beach is steeper? Use data from Tables 2 and 3 to support your decision.[2]
  8. (d)(i)A completed data recording sheet for one site along the transect at location C is shown in [Figure 11] below. Describe how the student collected the data shown in [Figure 11].[3]
  9. (d)(ii)The average size of all the beach material samples are shown in Table 4 below. On [Figure 12] below, plot the result for 10 metres from the low water mark at location B.[1]
  10. (d)(iii)Do the results shown in [Figure 12] support Hypothesis 2: Where waves are more frequent the beach material is larger? Justify your answer with data from Tables 2 and 4 and [Figure 12].[4]
  11. (e)Later the students discussed their beach fieldwork and how they could have improved the accuracy and reliability of the measurements. What suggestions could they have made?[3]
  12. (f)The students thought that people may have affected the natural wave processes and beaches which they had investigated. Describe two ways that people can affect wave movement and beaches.[2]

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Mark scheme

Marking points from the official mark scheme (May/June 2012). The mark or mark type is shown in brackets.

  1. [3] (a) Keep away from base of cliff/overhang; Don't stand on edge of cliff; Check tide times before setting off; Do fieldwork at low tide; Avoid slippery rocks; Measure waves from safe position, not in sea/don't go too far/deep into sea/face the sea; Gloves to protect hands; Wear suitable/waterproof clothes/shoes; Check weather conditions/for stormy weather/avoid big waves; Work in pairs/groups/not alone; Let others know where you are; Take mobile/cell phone; Sunblock/first aid kit/bottled water
  2. [3] (b)(i) Use stopwatch/timer/clock; Count number of waves breaking/going up beach/hitting stick or person; In 1/5/10 minutes/specified time; Take an average of a number of readings; ^ count number of waves; ^ do this several times
  3. [1] (b)(ii) Plot bar B on graph = 9; Ignore width of bar and shading
  4. [2] (b)(iii) High frequency/many waves per minute/10 – 16 waves per minute/short wavelength; Strong backwash/weak swash/stronger backwash than swash; Large height/big amplitude; Erosional/takes away more sand than brings in; ^ powerful/strong; ^ large
  5. [5] (c)(i) Tape measure: lay it out along transect line; Measure distance between ranging poles/put poles at equal distance; Ranging poles: poles at either end of measured distance; Ensure they are vertical; Rest on surface/equal depth into sand; Clinometer: student holds clinometer next to top/at agreed height on ranging pole; Sight other ranging pole at top/agreed height/same height; Allow clinometer to adjust to angle; Read angle/measure angle/measure slope; Reserve 1 mark for each piece of equipment
  6. [1] (c)(ii) 4.5
  7. [2] (c)(iii) Hypothesis is true/agree/beach is steeper where waves are more frequent (reserve); Hypothesis is wrong/partly true = 0; Average frequency at A is 16 per min. and average angle is 9°; Average frequency at B is 9 per min. and average angle is 4.5°; Average frequency at C is 7 per min. and average angle is 3.25°; Need comparison of two sites (4 pieces of data); A has most waves per minutes/highest wave frequency and steepest angle of slope/C has least waves per minute/ lowest wave frequency and gentlest angle of slope
  8. [3] (d)(i) Put quadrat on ground/used quadrat; Select sample of 7 stones; Measure stone with tape/rule/callipers/pebbleometer; Measures longest axis/length; Read in mm; Add up measurements and divide by number of samples/calculate the average length
  9. [1] (d)(ii) Diamond-shaped plot on scatter graph; 10 m = 76 mm (on line)
  10. [4] (d)(iii) Hypothesis is true/partially true/true up to 10 m/larger beach material where waves are more frequent; Hypothesis is wrong = 0; At A wave frequency greatest, beach material is largest/at C wave frequency is least, beach material is smallest; At A at 2 m average frequency = 16 and beach material = 74.2; At C at 2 m average frequency = 7 and beach material = 3.6; Transect average overall: A = 89, B = 54.6, C = 40.6; Need A B C comparison at specific distance (4 pieces of data); But an anomaly at 12 m/where there is larger beach material where waves are less frequent
  11. [3] (e) More measurements of wave frequency (students only did one at each location)/collect more rock samples; Collect data at different times of year/different seasons/ different day; Count waves breaking over 10 minutes/specified time and calculate average; Collect data at more locations/transects/other beaches/more profile measurements; Collect data in different weather conditions; More students do same measurements/student repeats experiment/measurement several times; Use more accurate measuring instrument
  12. [2] (f) Waves through: Breakwater/harbour wall/ harbour; Offshore barrage barrier out at sea; Coastal defences/sea wall; Beach through: Groyne; Replenishment/man-made beach; Removal of material; No reserve for waves or beach

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About this question

Topic
The natural environment, O-Level Geography (syllabus 2217). Structured question, 30 marks.
Source
O-Level Geography, May/June 2012 Paper 2 Variant 3, question 7.

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