O-LevelGeographyThe natural environment2217/13 · Oct/Nov 2013 · Q325 Marks

Study Fig. 5, a map which shows major plates and some fold mountains. [Figure 5]

(a)(i)What is meant by fold mountains?[1]
(a)(ii)Use Fig. 5 to name the two plates which are moving towards each other forming the Andes.[2]
(a)(iii)Explain how fold mountains are formed in some areas where plates are moving towards each other.[3]
(b)Study Fig. 6, which shows the main features of an active volcano. [Figure 6]
(b)(i)Using ideas from Fig. 6, describe three different hazards which an active volcano may cause for people.[3]
(b)(ii)Explain why there are active volcanoes along destructive plate boundaries.[4]
(b)(iii)Explain how an area of volcanic activity can provide opportunities for people living there.[5]
(c)For a named area which you have studied, describe the impacts of an earthquake. 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 (Oct/Nov 2013). The mark or mark type is shown in brackets.

[1] (a) (i) An upland area/high area of land formed by the buckling/bending/moving up of the earth's crust/plates
[2] (a) (ii) Nazca; South American 2 @ 1 mark
[3] (a) (iii) Such as: Two continental plates meet/an oceanic and a continental plate; Same density plates; Layers of sediment/sedimentary rock accumulate; One plate won't subduct/give way; Crust/rocks get bent and crumpled/into a series of folds; Layers of crust/rock gets uplifted as a result, etc. 3 @ 1 mark
[3] (b) (i) Ideas such as: Idea from Fig 6: Pyroclastic flow Kill/crush/injure/burn people Volcanic bombs Destroy/damage/burn buildings Ash cloud Destroy/damage/burn farmland Lava Disruption to transport Reduced visibility Poison from toxic fumes/suffocate/breathing difficulties/choke people 3 @ 1 mark
[4] (b) (ii) Ideas such as: Plates converge/push together; Subduction of one plate (oceanic); Greater density of oceanic plate; Friction/heating; Destruction of oceanic plate/turns to magma/melts; Build up of magma/pressure; Magma rises through lines of weakness; etc. 4 @ 1 mark
[5] (b) (iii) Ideas such as: Soils are fertile/can be used for farming; So yields of crops are high (dev); They can generate electricity from the volcano; Using geothermal power (dev); The volcano attracts tourists; And they can get jobs as tour guides (dev); The volcano provides raw materials; Such as sulphur (dev) Scientists/geologists study volcano; etc. 5@1 mark or development
[L1] (c) Levels marking: Statements including limited detail describing impacts of an earthquake. (1-3 marks)
[L2] Uses named example. More developed statements describing impacts of an earthquake. (4-6 marks) (NB MAX 5 if no named example)
[L3] Uses named example (e.g. Kobe). Comprehensive and accurate statements including some place specific reference. (7 marks)
Candidates may refer to impacts such as: Loss of life Injuries Homeless Damage to buildings Damage to infrastructure Disruption of transport etc.