O-LevelGeographyThe natural environment2217/13 · May/June 2015 · Q325 Marks

Study Photograph B (Insert), which shows an area affected by coastal erosion.

(a)(i)What landform is labelled X on Photograph B?[1]
(a)(ii)Name two processes of coastal erosion. 1 2[2]
(a)(iii)The feature labelled Y on Photograph B is a wave cut platform. Explain how a wave cut platform is formed.[3]
(a)(iv)Describe the differences between constructive and destructive waves.[4]
(b)(i)Describe the distribution of the areas of coral shown in Fig. 4.[3]
(b)(ii)Describe the conditions which are required for the development of coral reefs.[5]
(c)For a named area you have studied, describe the impacts of a tropical storm. Name of area[7]

This question uses a diagram from the original paper, which isn't shown here. Open the full paper from the past papers archive to see it.

Mark scheme

Marking points from the official mark scheme (May/June 2015). The mark or mark type is shown in brackets.

[1] (a) (i) Stack
[2] (ii) Hydraulic action;
[2] Corrasion/abrasion;
[2] Corrosion/solution;
[2] Attrition;
[3] (iii) Ideas such as:
[3] • erosion of cliffs/hydraulic action/corrasion;
[3] • wave cut notch formed;
[3] • undercutting;
[3] • collapse;
[3] • retreat of cliffs/leaves base at cliffs;
[3] • smoothing by waves; etc.
[4] (iv) Ideas such as:
[4] • constructive waves have lower energy but destructive higher energy;
[4] • constructive have stronger swash;
[4] • destructive waves have stronger backwash;
[4] • constructive less than 8 waves per minute but destructive 13-15 per minute/higher/lower frequency;
[4] • destructive waves have larger height/constructive waves have lower height;
[4] • constructive waves deposit but destructive waves erode;
[4] • constructive waves have longer wavelength/destructive waves have shorter wavelength/constructive have further distance between crests/destructive have less distance between crests;
[4] • constructive are spilling breakers whereas destructive are plunging breakers; etc.
[4] NB: Must be comparative
[3] (b) (i) Ideas such as:
[3] • uneven distribution;
[3] • west of island/west coast;
[3] • along the reef/along the long island;
[3] • offshore side of reef;
[3] • some on north west corner (of main island)
[3] • south of 18°N and west of 65°W;
[3] • close to shore/next to coast;
[3] • some on central North coast (of main island); etc.
[5] (ii) Ideas such as;
[5] • warm water;
[5] • temperatures between 18–27°C (accept figure within range)(dev);
[5] • shallow water;
[5] • not more than 60 metres deep (dev);
[5] • water free from sediment/clear/not polluted/clean;
[5] • so sunlight is able to penetrate the water (dev);
[5] • plentiful supply of oxygen in water;
[5] • plentiful supply of plankton/plentiful supply of nutrients;
[5] • calm water/no strong currents/waves;
[5] • pH is alkaline/basic/8 or above;
[7] (c) Levels marking
[7] Level 1 (1–3 marks) Statements including limited detail which describe the impacts of a tropical storm.
[7] Level 2 (4–6 marks) Uses named example. More developed statements which describe the impacts of a tropical storm. NB: Max 5 if no named example
[7] Level 3 (7 marks) Uses named example. Comprehensive and accurate statements which describe the impacts of a tropical storm, including some place specific reference.
[7] Content Guide: Impacts are likely to include; • death and injury, • flooding, • impact on agriculture, • impact on tourism, • water borne disease; • economic impact, • impact on transport/communications etc.
[7] NB: Development is of the descriptions e.g. houses destroyed so people are homeless. Not houses are destroyed because they were built from weak materials.
[7] Place specific reference is likely to consist of: named parts of the chosen area affected; statistics/date; name of storm etc.