O-LevelGeographyThe natural environment2217/22 · Oct/Nov 2014 · Q730 Marks

A class of students was studying beach processes. They then went on a field visit to local beaches to find out more about the beach cross-section (profile) and longshore drift.

(a)Before they began their fieldwork their teacher reminded them about safety near the sea. Suggest three safety precautions that the students could take to reduce the risk of accident. 1 2 3[3]
(b)(i)The students tested the following hypotheses: Hypothesis 1: The cross-section (profile) of the beach will be similar to a textbook example of a typical beach. The textbook example is shown in Fig. 8 (Insert). Hypothesis 2: The size of beach material gets larger towards the top of the beach nearer to the cliff. The students' technique for measuring the cross-section is shown in Fig. 9 (Insert). Suggest one advantage and two disadvantages of this method. Advantage Disadvantages 1 2[3]
(b)(ii)To measure the length of beach material the students picked up a pebble every metre along their cross-section line. Explain one disadvantage of this method and how it could be improved.[2]
(c)(i)The results of the students' measurements are shown in Table 2 (Insert). Use these results to complete the cross-section of the beach on Fig. 10 below. [Figure 10][2]
(c)(ii)Give two similarities and two differences between the fieldwork cross-section shown in Fig. 10 and the textbook example shown in Fig. 8 (Insert). Similarities 1 2 Differences 1 2[4]
(c)(iii)What conclusion would the students make about Hypothesis 1: The cross-section (profile) of the beach will be similar to a textbook example of a typical beach?[1]
(c)(iv)Use the results in Table 2 (Insert) to plot the pebble length measurements at 7m and 15m from the cliff on the graph, Fig. 11 below. [Figure 11][2]
(c)(v)Draw a best-fit line onto Fig. 11.[1]
(c)(vi)Do the results of the students' fieldwork support Hypothesis 2: The size of beach material gets larger towards the top of the beach nearer to the cliff? Support your decision with data from Fig. 11 and Table 2.[4]
(c)(vii)Suggest two reasons why the size of beach material varies across the beach as shown in Fig. 11.[2]
(d)(i)Longshore drift is an important process on a coastline. Explain how longshore drift takes place. You may use a diagram in your answer.[3]
(d)(ii)Describe a fieldwork investigation to prove that longshore drift is taking place along a beach.[3]

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 2014). The mark or mark type is shown in brackets.

[1 + 1 + 1 = 3] (a) Examples to do with avoiding risk of accident
Stay in designated area (1)
Keep away from base of cliff / overhang (1)
Check tide times before setting off (1)
Do fieldwork at low tide/not high tide (1)
Avoid slippery rocks (1)
Work in pairs / groups / take phones / whistle (1)
Wear suitable shoes/clothing/waterproofs/helmets (1)
Don't go in the sea (1)
[1 + 2 = 3] (b) (i) Examples: 1 mark for Advantage; 2 marks for Disadvantage.
Advantage: (1)
Easy to do / no need to measure angle
Needs little equipment / only needs measuring tape / ruler / clinometers
Easier to draw / construct profile
Gives a lot of information/data
Disadvantages: (2)
Measuring error/inaccurate reading/effects of weather on measuring
Hard to measure vertical distance
Measurements taken every metre may miss change in slope
Complication of having to add height difference to readings/measurements
Tape might not be long enough
[1 + 1 = 2] (ii) Examples
Disadvantage:
Only selecting 1 pebble every metre / sample is too small (1)
Selected pebble may be an anomaly / not representative (1)
May select pebble/involve bias (1)
Improvements:
Measure > one pebble/larger sample at each site and average results (1)
Use a quadrat and measure all pebbles within frame (1)
Choose pebbles at shorter distance to get bigger sample (1)
[1 + 1 =2] (c) (i) Completion of cross-section at 3m (0.5m) and 8m (1.1m)
[2 × (1 + 1) = 4] (ii) Examples:
Similarities: (1 + 1)
Beach has three levels
Both sloping/slope up/down
Change in gradient / steep slope at each tide level
Each section is concave
Differences (seen on fieldwork cross-section) (1 + 1)
Flatter section above low water mark
Flatter section above high tide
Less steep above high spring tide
No flat section at top of beach / above storm tide
Flatter overall/steeper in textbook
More curved between HT/LWM
(May be from textbook example i.e. opposite of differences above)
[1] (iii) Hypothesis is TRUE/CORRECT/GENERALLY/PARTIALLY TRUE
If say incorrect/false/not true = 0
[1 + 1 = 2] (iv) Plotting two results on scatter graph: 7m = 10cm, 15m = 2cm
[1] (v) Draw best-fit line; must have at least 4 plots each side (There are 16 in all) and line must be straight, go from top left to bottom right and touch two axes at each end
[1HA + 3 = 4] (vi) YES / hypothesis is generally/mostly/partially correct / there is larger material towards top of beach (1 Reserve mark)
Evidence/data
Credit two examples to show the change - need pebble size and distance from cliff.
Credit 2 marks max for two examples of paired data/evidence
e.g. Length 18 cm next to (0m from) cliff but only 1 cm at 14 m from cliff (1)
12m from cliff length is 5cm but at 5m from cliff length increases to 14cm (1)
Largest pebble is only 2 m from cliff but smallest is 13/14 m away (1)
Reference to anomalies at 2/8/11/15m – 1 mark MAX for anomaly.
[1 + 1 = 2] (vii) Examples
More powerful swash/strong waves/ big waves/storm waves take all material up the beach (1)
Less powerful backwash/ water going back carries smaller material down the beach (1)
Erosion more rapid close to sea where more frequent water (1)
Rockfalls from cliff provide larger material at back of beach (1)
[1 + 1 + 1 = 3] (d) (i) Examples: credit same labels/annotation on diagram if drawn
Incoming waves at an angle/oblique to the coast (1)
Waves are driven by on-shore/prevailing/most common winds (1)
Waves/swash carries pebbles up beach at an angle (1)
Backwash/waves going back take pebbles straight down beach/ 90 degrees under gravity (1)
Process is repeated with each wave (1)
Pebbles take zig-zag route up the beach (if in text) (1)
Pebbles go up beach at angle and down at 90 degrees (if in text or diagram) (1)
[1 + 1 + 1 = 3] (ii) Examples of expected ideas – Three alternatives below
Paint pebbles (1)
Group them close to water's edge (1)
Leave them for period of time (1)
Put ranging pole where pebbles start and another at fixed distance along beach (1)
Find the pebbles/see how many moved from starting point (1)
Do test several times to get an average (1)
OR
Drop orange/float in to sea/at water's edge (1)
Mark starting position with ranging pole (1)
Allow orange/float to move for a period of time (1)
Measure distance orange/float has moved (1)
Do test several times to get an average (1)
OR
Find an area with groynes (1)
Measure the height to the beach each side of the groyne (1)
If different height longshore drift is taking place (1)