O-LevelGeographyThe natural environment2217/12 · May/June 2011 · Q425 Marks

(a) Study [Figure 6], which shows major plates and zones of tectonic activity.

(a)(i)What is meant by plate boundary?[1]
(a)(ii)What type of plate boundary is formed when: A plates move towards each other; B plates move away from each other?[2]
(a)(iii)Explain why there are no active volcanoes in the area marked X on [Figure 6].[3]
(a)(iv)California, labelled on [Figure 6], is on a conservative plate boundary. Explain why earthquakes occur there. You may use labelled diagrams in your answer.[4]
(b)(i)Describe three features of the landscape shown in Photograph C.[3]
(b)(ii)Explain why people live in areas where there are active volcanoes.[5]
(c)Name an area which you have studied where there has been an earthquake. Describe the impacts of this 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 (May/June 2011). The mark or mark type is shown in brackets.

[1] The edge/meeting points of two tectonic plates/plates which form the earth's crust/line separating two plates.
[2] A destructive/convergent/subduction zone/collision margin B constructive/divergent 2 @ 1 mark
[3] Ideas such as: X is in centre of a plate/not on a plate boundary; so there are no lines of weakness/no gaps; where magma/lava can reach the surface etc. 3 @ 1 mark
[4] Ideas such as: faults are line of weakness; plates slide past each other; plates are moving in different/opposite directions/at different speeds; friction caused/plates lock together/stick; build up of pressure; sudden movement/jerk apart/pressure release etc. 4 @ 1 mark
[3] Ideas such as: steep slopes/cliffs; (bare) rocky/large rocks/jagged rocks/rugged; (pools of) mud/ash; caldera/crater/lake; steam; gullies; greenery/vegetation/trees on upper slopes/background etc. 3 @ 1 mark
[5] Ideas such as: fertile/volcanic soils; geothermal power; attract tourists/tour guides/souvenirs etc.; resource extraction/or examples e.g. sulphur; researchers/vulcanologists live close by to study volcanoes; they have lived there all their lives/sentimental attachment; close to family/friends; work/education in area; cannot afford to move; pressure of living space; confidence in prediction/safety; willing to take the risk/they don't think it will erupt etc. 5 @ 1 mark or development
[1-3] Statements including limited detail describing impacts of an earthquake. (e.g. Lots of people were killed/injured; many houses collapsed; roads were blocked/ damaged; it left people homeless; lots of fires broke out etc.)
[4-6] Uses named example. More developed statements describing impacts of an earthquake. (e.g. Nearly 5000 people died; over 14000 people were injured; most people died through being crushed by collapsed houses; electricity supplies were cut off across the city as cables were cut; many of the large factories in the industrial district were badly damaged and so production had to stop etc.) (NB MAX 5 if no named example – cannot be just country name)
[7] Uses named example (e.g. Kobe). Comprehensive and accurate statements including some place specific reference. (e.g. Large areas of the central city were set alight by fires staring from broken gas pipes which made it impossible for the rescue services to enter the city centre; the Hanshin expressway, a main route through Kobe, collapsed on the road below. This occurred where the road crossed areas of softer, wetter ground where the shaking was stronger and lasted longer.)