O-LevelGeographyThe natural environment2217/13 · May/June 2017 · Q325 Marks

Study Fig. 4, which shows a diagram of a volcano. [Fig. 4] Study Fig. 5, which shows information about volcanoes in Iceland. [Fig. 5]

(a)(i)What type of volcano is shown in Fig. 4?[1]
(a)(ii)Identify the features labelled X and Y on Fig. 4. X ................................................................................................. Y .................................................................................................[2]
(a)(iii)Describe three ways in which a shield volcano would differ from the volcano shown in Fig. 4.[3]
(a)(iv)Describe the global distribution of volcanoes.[4]
(b)(i)Explain why there are active volcanoes in Iceland.[3]
(b)(ii)Explain why people live in areas where there are active volcanoes.[5]
(c)Earthquakes are another natural hazard. Describe the impacts of an earthquake in a named area you have studied. 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 2017). The mark or mark type is shown in brackets.

[1] Strato-volcano (composite)
[2] X = Magma chamber Y = Crater
[3] Ideas such as a shield volcano: has gentle slopes / flatter; does not have alternative layers of ash and lava / just made of lava; has a wide base / wider; lower; made of runny lava / less viscous lava; less explosive / less violent eruptions; unlikely to have parasitic cones or side vents etc. Note: can accept composite cone angle as long as they identify that is what they are writing about.
[4] Ideas such as: On plate boundaries; Especially on destructive margins / where plates move towards each other; e.g. Pacific Ring of Fire or appropriate example; And constructive margins / where plates move apart; e.g. mid Atlantic Ridge or appropriate example; Some in middle of plates / hot spots; Uneven / clustered / long narrow belts;
[3] Ideas such as: Close to plate boundary / constructive plate boundary; Plates are moving away from each other / diverging / plates separate; Gap created; Magma can reach the surface etc.
[5] Ideas such as: Employment in tourist industry; e.g. tourist guides; fertile soils; high yield from crops; sulphur deposits / quarries / mines; they have lived there all their lives / emotional ties / religious ties; friends and family live in the areas; their jobs / school are there; geothermal power; scenic beauty / good view; to study the volcano / research / scientists; cannot afford to leave; hot springs; confidence in prediction; people are prepared to task the risk / think it safe; well-developed evacuation routes / safety precautions; population pressure / there isn't enough land to live on;
[7] Levels marking: Level 1 (1-3 marks): Statements including limited detail which explain the impacts of an earthquake. Level 2 (4-6 marks): Uses named example. More developed statements which explain the impacts of an earthquake. (Note: Max 5 if no named or inappropriate example) Level 3 (7 marks): Uses named example. Comprehensive and accurate statements including some place specific reference. Content Guide: Answers are likely to refer to: Deaths Injuries Destruction of homes Loss of workplaces Fires Damage to infrastructure Disruption of transport network, Loss to economy etc. Place specific reference is likely to consist of: Locational details / named areas within / around the volcano, Specific details of eruption / date / time / magnitude Statistical information e.g. number of deaths Note: Statistics can be developed up to a maximum of 1 × L2. Not a country as example unless a small country or whole area affected such as Haiti.