Study Fig. 4, which shows information about the area around the Red Sea. [Figure 4] is a map showing the Arabian Plate, Indian Plate, African Plate (Nubian), African Plate (Somalian), Red Sea, Great Rift Valley, Indian Ocean, and Madagascar. It includes a key for 'plate boundary', 'direction of plate movement' (arrows), 'rift valley', a scale bar (0-2000 km), and a north arrow. Study Fig. 5, a poster displayed in a school in Mumbai, India. PRECAUTIONS TO BE TAKEN DURING AN EARTHQUAKE • Do not panic, remain calm. • Stay indoors until the shaking stops. • Watch for falling objects. • Stay away from windows, sliding glass doors and mirrors. • Stay away from tall shelves and cabinets. • Move to an inner wall or corridor. • Get under your desk. • You can leave the building after the shaking stops. • Once outside do not stand close to outside walls, tall trees or buildings. [Figure 5]

Mark scheme

Marking points from the official mark scheme (May/June 2014). The mark or mark type is shown in brackets.

1. [1] Constructive
2. [2] Heating of magma; convection currents; magma rises up through mantle
3. [3] Ideas such as: plates move or slide towards/past/away from each other or plates collide; friction/plates get locked together/plates stick; build up of pressure or tension or energy; pressure or tension released/sudden jolt; shockwaves/seismic waves/vibrations on surface, etc.
4. [4] Ideas such as: they can't afford to move; they have lived there all their lives/sentimental attachment; lack of space elsewhere/they have nowhere else to go; there is work/education/source of income available; relatives/friends in area; confidence in precaution/buildings; they are unaware of the risk/people don't think it will happen; willing to take the risk/benefits outweigh the risk (or example); they do not happen very often, etc.;
5. [3] Ideas such as: so people are prepared/they know what to do; buildings are likely to be evacuated in an orderly way; people will be protected from falling debris/trees; people will be less likely to be hurt by breaking glass; if the building collapses it is safer away from it; so people can better listen for instructions/be aware of dangers; move to inner wall as it is less likely to collapse, etc. N.B. No double credit for repeat of reasons. Candidates may use a different approach to answer the question. For example, if you don't follow this advice...this might happen.
6. [5] Ideas such as: poor quality or weak buildings; buildings easily collapsed; building regulations are not enforced; poor medical services; people cannot be properly treated for their injuries; less disaster planning/emergency procedures rescue equipment/disaster relief; poor education re: earthquake precautions; less investment in emergency services; LEDCs have to wait longer for rescue teams or relief/poor transport infrastructure; buildings/structures are not earthquake proof, etc. N.B. No need for comparison. Assume LEDC viewpoint. Accept MEDC viewpoint if specified. Do not double credit.
7. [7] Levels marking Level 1 (1–3 marks) Statements including limited detail which describe effects of volcanic eruption on people/or environment. Level 2 (4–6 marks) Uses named example. More developed statements which describe effects of volcanic eruption on people/or environment. (N.B. max. 5 if no named or inappropriate example) Level 3 (7 marks) Uses named example. Comprehensive and accurate statements referring to people and natural environment, including some place specific reference. You can include statements credited at L1. Content Guide: Answers are likely to refer to: Deaths and injuries Damage to buildings and property Damage to infrastructure Destruction of crops/impacts on food supplies Destruction of natural vegetation Pollution of atmosphere Long term impact on soil fertility, etc. Place specific reference is likely to consist of: Locational details Details of named buildings/infrastructure destroyed Numbers of deaths/injuries Economic cost Time/magnitude/date of eruption, etc. N.B. Use of accurate statistics to accompany a point would be L2. However, deaths and injuries should be treated as one idea. Effects can be positive and negative.