Section B Answer one question from this section. (a) Study Fig. 5, which shows information about the main types of weathering which take place in areas with different climates. [Figure 5.0] (b) Study Photograph E (Insert), which shows a mountain area in a temperate climate where weathering is taking place.

Mark scheme

Marking points from the official mark scheme (Oct/Nov 2011). The mark or mark type is shown in brackets.

1. [1] (a)(i) (moderate) chemical (weathering)
2. [2] (a)(ii) -1 to 12 °C; 500-1700 mm (NB Accept single figures or a range – units needed)
3. [3] (a)(iii) Ideas such as: heating of outer layers of rock; expansion of rocks/minerals; cooling of rocks/outer layers; contraction of rocks/minerals; outer layer peels/crumbles away etc.
4. [4] (a)(iv) Ideas such as: (hot/wet conditions) encourage chemical weathering; doubles with every rise of 10 °C; encourages more biological weathering; as there is far more plant growth/lots of trees; more likelihood of tree roots in cracks; more rapid release of CO2 from decay of plants etc.
5. [3] (b)(i) Ideas such as: Features should ideally be evident from photographic evidence though some observations may be 'by implication'. Ideas such as: bare rock surfaces/rocky; rocks with joints/cracks; rocks with layers/bedding planes; steep/cliffs; high land/mountainous; scattered/clumps of vegetation; scree/loose rocks; flat top; jagged/irregular rock face etc.
6. [5] (b)(ii) Candidates should describe the process of freeze-thaw weathering. Credit written answers or information included as part of labelled diagrams (do not double credit here). Expect ideas such as: freeze thaw weathering; rain collects in cracks/joints; temperature falls; below zero/water freezes expands; stress on cracks/joints; joints opened/rock split apart/bits fall off; temperature increase; release of pressure; more water enters the joints/repetition etc.
7. [7] (c) Level 1 (1–3 marks): Statements including limited detail describing impacts of drought or tropical storms. (e.g. people killed, crops destroyed, they have no water to drink, soils ruined, people move away etc.)
8. [7] (c) Level 2 (4–6 marks): Uses named example. More developed statements describing impacts of drought or tropical storms. (e.g. people have to walk long distances to find water; lower crop yields leads to lack of food; death through starvation/malnutrition; farmers unable to leave land fallow therefore soils exhausted; overgrazing of livestock takes place; increased likelihood of soil erosion by wind; loss of vegetation leads to more rapid run off; greater potential for flash floods; people move to cities to find food/water etc.) (NB MAX 5 marks if no named example or inappropriate example)
9. [7] (c) Level 3 (7 marks): Uses named example (e.g. Eritrea). Comprehensive and accurate statements of drought or tropical storms, including some place specific reference. (e.g. Lower crop yields so malnutrition rate reached 19.1 percent in Gash Barka zone; 2.3 million people in Eritrea/almost two-thirds of the population depend on food aid; although 80 percent of the population is rural the country only produced 47 percent of its average harvest; over a million Eritreans are likely to go hungry this year; it is made worse because Eritrea is still recovering from a war with neighbouring Ethiopia; also the resettlement of Eritrean refugees returning from Sudan is an extra strain on the country's resources etc.)