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O-LevelGeographyThe natural environment2217/23 · Oct/Nov 2015 · Q730 Marks

A group of students went on a field visit to some coastal sand dunes. Having studied the formation of sand dunes in class, the students wanted to find out more about their shape and the different vegetation that grows on them. An area of coastal sand dunes is shown in Photograph C (Insert). The students agreed on the following two hypotheses: Hypothesis 1: Vegetation cover on sand dunes increases with distance from the sea. Hypothesis 2: The type of vegetation growing on sand dunes changes away from the sea.

  1. (a)(i)To begin their investigation the students used a tape measure to mark a transect line across the sand dunes. Using Fig. 9 below choose the correct line for the transect. Circle your answer below. A B C D[1]
  2. (a)(ii)Fig. 10 (Insert) shows some of the equipment used to measure the angle of slope along a transect line. Which two of the following pieces of equipment are shown? Equipment callipers clinometer flowmeter hygrometer ranging poles Tick (✔)[2]
  3. (a)(iii)Explain how the students would measure the changing angle of slope along a transect line across the sand dunes.[4]
  4. (a)(iv)From their measurements the students drew a profile of their transect to show the main types of dune. This is shown in Fig. 11 (Insert). Match the following descriptions to three types of dune shown in Fig. 3. Write your answers in the table below. Description Oldest dunes which are furthest inland Most recently created dunes Tallest dunes Type of dune[1]
  5. (a)(v)Explain how sand dunes, like the ones shown in Photograph C (Insert), are formed.[3]
  6. (b)(i)To investigate Hypothesis 1: Vegetation cover on sand dunes increases with distance from the sea, the students used a quadrat to measure the vegetation cover every 20 metres along the transect. Describe how they would do this task.[3]
  7. (b)(ii)The students' results are shown in Table 3 (Insert). Plot the results at 190m and 210m from the high water mark of the sea on Fig. 12 below.[2]
  8. (b)(iii)To what extent is Hypothesis 1: Vegetation cover on sand dunes increases with distance from the sea true? Use evidence from Fig. 12 and Table 3 to support your conclusion.[3]
  9. (c)(i)At first the students could not identify some of the types of vegetation. Suggest two ways that they found out what they were. 1 2[2]
  10. (c)(ii)Suggest one disadvantage of the students only recording the main type of vegetation at each sampling site.[1]
  11. (c)(iii)When they studied their results the students agreed that Hypothesis 2: The type of vegetation growing on sand dunes changes away from the sea was true. Give two pieces of evidence from Table 3 to support their conclusion. 1 2[2]
  12. (d)(i)While doing their fieldwork the students realised that the sand dunes were a popular destination for tourists. Describe how tourists may affect the vegetation growing on sand dunes.[2]
  13. (d)(ii)Suggest how tourism could be managed to protect the dunes and vegetation from visitors?[4]

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Mark scheme

Marking points from the official mark scheme (Oct/Nov 2015). The mark or mark type is shown in brackets.

  1. [1] (a)(i) C
  2. [2] (a)(ii) Clinometer, ranging poles If more than two answers, -1 for each incorrect answer
  3. [4] (a)(iii) Lay tape measure out along transect line Put poles at break of slope / at equal or set distances apart / 5 m or more apart Measure / mark distance between ranging poles Poles must be vertical Sight other ranging pole at top / agreed height / line up Read / measure / record angle - need reference to clinometer Move poles across/ along profile / transect / to next site / repeat measurement along transect
  4. [1] (a)(iv) Oldest dunes which are furthest inland - Grey (dune) Most recently created dunes - Embryo (dune) Tallest dunes - Yellow (dune)
  5. [3] (a)(v) Obstacle / plant on / behind the beach Wind picks up sand / blows sand / carries sand / moves sand Friction with obstacle/plant slows down wind Sand is deposited around obstacle / traps sand This increases size of obstacle so deposition continues and dune grows Plant roots hold dune together
  6. [3] (b)(i) Put quadrat / grid on ground / alongside tape / put quadrat down Estimate percentage of quadrat / count number of squares which include vegetation cover Do more than one measurement and calculate the average Record results / write down measurements
  7. [2] (b)(ii) Plot 60% cover at 190 m, 75% cover at 210m
  8. [3] (b)(iii) Hypothesis is correct / true / generally / mostly /partially correct – 1 mark reserve e.g. Percentage of cover increases from 20% at 10 m / site 1 to 95% at 290 m / site 15 – need 2 percentages and 2 distances or site numbers Exception / anomaly to the pattern at: 30 and 50, 110 and 130, 150 and 170, 210 and 230, 290 and 310m (or sites) e.g. percentage of cover is 30% at 30 m / site 2 and 25% at 50 m / site 3 – need 2 percentages and 2 distances or site numbers OR: % is higher at 30m or site 2 than at 50 m or site 3 / lower at 50 m or site 3 than at 30 m or site 2 Need 1 supporting set of statistics and 1 anomaly set of statistics
  9. [2] (c)(i) Photograph / take sample / sketch / written description of vegetation Look up in book / internet / vegetation chart Ask ranger / teacher / expert
  10. [1] (c)(ii) May be other different types of vegetation / will not see variety or diversity Main type of vegetation may only just be over 50%
  11. [2] (c)(iii) Credit any two changes from Table 1. Need 2 vegetation types and distance or description of position Accept distance or site number. e.g. Sea couch grass at 10m / site 1 and lyme grass at 30 m / site 2 e.g. Sea couch grass and lyme grass occupy area closest to sea and marram grass occupies large area behind it e.g. 1. Sea couch grass 0–30 m away 2 Gorse / heather 270m away from sea 1 mark No Hypothesis mark
  12. [2] (d)(i) Tourists walking / trampling / cycling / having a picnic / dropping litter / starting a fire / pulling up plants / driving on dunes Kill / damage / destroy vegetation / vegetation dies / vegetation cover decreases / ruins vegetation
  13. [4] (d)(ii) Notice boards / visitor centre / signs / notices / leaflets to educate / inform / tell tourists Marked / signed footpaths / build or make a footpath Boardwalk across area Fence off / rope off areas / restricted access Barriers to prevent vehicle / cycle access / create car park Rangers to monitor / advise tourists Charge admission to dunes Designate picnic sites / ban barbecues or picnics Litter bins

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About this question

Topic
The natural environment, O-Level Geography (syllabus 2217). Structured question, 30 marks.
Source
O-Level Geography, Oct/Nov 2015 Paper 2 Variant 3, question 7.

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