O-LevelGeographyThe natural environment2217/12 · Oct/Nov 2015 · Q325 Marks

Study Fig. 5, which shows the Earth's tectonic plates. [Figure 5]

(a)(i)What is meant by plate boundary?[1]
(a)(ii)Draw two arrows on Fig. 5 to show the direction of movement of any two plates at each side of a plate boundary.[2]
(a)(iii)Explain why volcanoes erupt at constructive plate boundaries.[3]
(a)(iv)Explain why volcanoes erupt at destructive plate boundaries.[4]
(b)(i)Describe three likely effects of an earthquake on the area shown in Fig. 6.[3]
(b)(ii)Explain why the number of deaths and injuries caused by earthquakes is greater in LEDCs than MEDCs.[5]
(c)Explain the causes 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 (Oct/Nov 2015). The mark or mark type is shown in brackets.

[1] (a) (i) Edge of tectonic plates/where plates meet/where plates move apart/where plates move together/margin of tectonic plates. 1 mark
[2] (ii) Any two correct arrows (on any margin, can be on different margins) 2 @ 1 mark If candidates mark extra arrows, minus one mark for each mistake. For example, 4 arrows with 2 marked on = 0.
[3] (iii) plates move apart; due to convection currents; gap created; magma rises/magma moves upwards; 3 @ 1 mark
[4] (iv) plates move towards each other; due to convection currents; subduction/one plate goes under the other; destruction/melting of crust/molten rock is made/magma is created; build up of magma/pressure increases; magma forced upwards/through lines of weakness; 4 @ 1 mark
[3] (b) (i) Ideas such as: Deaths/injuries Collapse of buildings/settlement destroyed/city destroyed/people homeless; Dam breaks/floods (farmland); Electricity supply disrupted/HEP station destroyed/pylons destroyed; Gas pipeline fractured/fires break out; Roads blocked/bridge collapse etc. 3 @ 1 mark
[5] (ii) Ideas such as: poor quality of buildings; not built using `earthquake proofing` or examples (max. 2); not likely to have evacuation procedures; and education re: precautions/education about earthquakes; such as drills; poor level of medical care; lack finance to rebuild/recover; rescue teams will be poorly prepared/lack equipment; so they will have to wait for international aid; poor quality roads for rescue and/or evacuation; inability to cope with after effects e.g. food/water/shelter; LEDC problems such as lack of food, poor water, and sanitation made worse by earthquake etc. NB assume LEDC context unless otherwise stated. 5 @ 1 mark or development
[7] (c) Levels marking
Level 1 (1–3 marks): Statements including limited detail which explain the causes of an earthquake.
Level 2 (4–6 marks): Uses named example. More developed statements which explain the causes of an earthquake. (NB max. 5 if no named or inappropriate example)
Level 3 (7 marks): Uses named example. Comprehensive and accurate statements which explain the causes of an earthquake including some place specific reference.
Content Guide: Answers are likely to include reference to: plate boundary, relative movement of plates, friction, pressure build up, release of pressure, vibrations etc.
Place specific reference is likely to consist of: Named plates, Specific locational details, Date/Richter scale measurement etc.
NB: less than country scale. Not country scale unless small or whole area affected. Tsunami is OK but candidates must write about the causes of the earthquake that caused the tsunami. Development is of the explanation.