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O-LevelGeographyThe natural environment2217/23 · Oct/Nov 2017 · Q730 Marks

Students in the UK visited a coastal area where a spit had formed. Fig. 8 (Insert) shows a map of the area. The students decided to test the following hypotheses: Hypothesis 1: The spit has been formed by constructive waves moving beach material along the coast. Hypothesis 2: The coastal area is being managed to encourage sustainable tourism. Sustainable tourism meets the needs of people now and protects the area for future generations.

  1. (a)Which one of the following is the correct description of a spit? Tick (√) your answer. Description | Tick (✔) ---|--- a resistant rock that is separated from the land by erosion | a tall, steep cliff which extends out into the sea | an inlet which is sheltered on both sides by cliffs | a sheltered area of coastline where sand collects | a ridge of sand or shingle attached to the land at one end | [1]
  2. (b)Before they began their fieldwork the students discussed safety on the beach with their teacher. Suggest three precautions the students or teacher needed to take to reduce the risk of accidents. 1 2 3[3]
  3. (c)(i)To investigate Hypothesis 1 the students needed to know more about the waves along the coastline. They had learned that waves are either constructive or destructive. Wave frequency is the number of waves which break on the shore per minute. The wave frequency of constructive waves is fewer than 10 waves per minute and the wave frequency of destructive waves is 10 or more waves per minute. Describe a method the students could use to measure wave frequency.[3]
  4. (c)(ii)The results of the students' measurements of wave frequency are shown in Table 1 below. [Table 1] Calculate the average (mean) number of waves per minute. Insert your answer into Table 1.[1]
  5. (d)(i)The students had learned that longshore drift is important in moving beach material along the coast. Which one of the following statements about longshore drift is correct? Tick (✔) your answer. Statement | Tick (✔) ---|--- Waves approach the coastline at an angle. | Swash moves material down the beach. | Longshore drift occurs in deep water. | Backwash moves material up the beach. | The direction of longshore drift depends on the tide. | [1]
  6. (d)(ii)To investigate longshore drift the students used two fieldwork methods. These are described in Fig. 9 (Insert), which is part of a student's fieldwork notes. Suggest one disadvantage of method 1.[1]
  7. (d)(iii)Suggest one way the students could have made sure that their results using method 2 were accurate.[1]
  8. (d)(iv)The results of method 1 are shown in Table 2 (Insert). Use these results to plot the average distance moved along the beach in Fig. 10 below. [Figure 10][1]
  9. (d)(v)The results of method 2 are shown in Table 3 (Insert). Use these results to complete Fig. 11 below. [Figure 11][1]
  10. (d)(vi)What conclusion would the students make about Hypothesis 1: The spit has been formed by constructive waves moving beach material along the coast? Support your answer with evidence from Tables 1, 2 and 3, and Figs. 10 and 11.[4]
  11. (d)(vii)Look again at Fig. 8 (Insert). Suggest why the groynes have been built on the beach.[2]
  12. (e)(i)The coastline where the students did their fieldwork attracts many visitors. To investigate Hypothesis 2: The coastal area is being managed to encourage sustainable tourism, the students needed to assess the types and amount of management found on and near the beach. First they recorded evidence of management methods in the tally chart shown in Fig. 12 below. Complete the tally chart with their result of counting eight litter bins in the area. [Figure 12][1]
  13. (e)(ii)Another student located some of this evidence on a sketch map of part of the area near the beach. This is shown in Fig. 13 (Insert). Describe the location of the footpaths shown on the map.[2]
  14. (e)(iii)Is Hypothesis 2: The coastal area is being managed to encourage sustainable tourism true or false? Circle your answer below. True | False Explain your conclusion. Include evidence from Figs. 12 and 13.[4]
  15. (f)For extension work the students drew the beach profile from the edge of the sea to the top of the beach. They used a tape measure, two ranging poles and a clinometer. Describe how they made their measurements.[4]

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Mark scheme

Marking points from the official mark scheme (Oct/Nov 2017). The mark or mark type is shown in brackets.

  1. [1] 7(a) A ridge of sand or shingle attached to the land at one end
  2. [3] 7(b) Check tide times before setting off / do fieldwork at low tide Avoid slippery rocks / coral Measure waves frequency from safe position, not in sea / do not go too far / deep into sea / face the sea Wear suitable / waterproof clothes / shoes / gloves Check weather conditions / for stormy weather / avoid big waves / avoid strong current Work in pairs / groups / not alone / not out of sight of others Take mobile / cell phone Sunblock / first aid kit 3 @ 1
  3. [3] 7(c)(i) Count number of waves breaking / going up beach / hitting object or person Use a stopwatch / clicker / timer Do a number of counts and calculate the average
  4. [1] 7(c)(ii) 7.4
  5. [1] 7(d)(i) Waves approach the coastline at an angle
  6. [1] 7(d)(ii) Corks are blown by wind Corks float away from beach / out to sea so difficult to see where they finish / get lost / difficult to measure Only measures rate of longshore drift for the cork Only measures longshore drift on day of fieldwork
  7. [1] 7(d)(iii) Take more than one measurement at each side of / at the groyne Take measurements at places along the groyne More students measure and calculate average Another student checks the measurement made / measures again
  8. [1] 7(d)(iv) Plot average distance = 14.1 m
  9. [1] 7(d)(v) Plot west side of groyne B = 1.45 m and correct shading
  10. [4] 7(d)(vi) Hypothesis 1 is correct / true – 1 mark reserve Corks / beach material / waves / longshore drift moved from east to west along coast Beach is higher on east side of groynes / gap between top of groyne and beach is less on east side / height of top of groyne above beach is less on east side / more sand or beach material on east side of groyne (credit opposite answers for west side of groyne) Credit data for 2 marks maximum, e.g. Wave frequency is less than 10 / average of 7.4 per minute Corks moved between 13.7 and 14.5 m / average 14.1 m At groyne A, beach is 1.55 m below top of groyne on west side and 0.35 m below top on east side / 1.2 m lower on west side OR At groyne B, beach is 1.45 m below top of groyne on west side and 0.25 m below top on east side / 1.2 m lower on west side Credit figures for top of groyne above beach (same figures as above) No credit for hypothesis is false / incorrect / partially correct If no hypothesis conclusion in response credit evidence
  11. [2] 7(d)(vii) To protect the villages / houses / buildings / sand dunes To protect the beach / stop beach being eroded / keep material on beach To encourage tourism (by building up the beach) To slow down / reduce / stop / prevent longshore drift / stop sediment accumulating at one end of beach To stop the spit growing To reduce the power of waves
  12. [1] 7(e)(i) Complete tally and number counted (8)
  13. [2] 7(e)(ii) Footpaths go along / are along the coast / shore go through / is in / either side / behind the sand dunes go behind / next to the beach go alongside the car park / information board / toilets / café / recycling point go along / is on the spit / by or around the nature reserve Credit 1 mark maximum for 'from ... to ...' answer, e.g. from the café to the spit
  14. [4] 7(e)(iii) Hypothesis is true – 1 mark reserve (Sustainable because) it attracts tourists / persuades tourists to visit / keeps visitors coming Protects environment / does not destroy the environment / prevents damage to vegetation / (bins) stop tourists from littering / (fence) guards nature reserve Credit example of encouraging features or management for 1 mark Features encouraging tourists to visit: café, campsite, car park, tourist information centre, nature reserve, protected beach, protected dunes Management: board-walk, fence, footpath, information board, litter bin, recycling point, toilets, groynes, nature reserve (no double credit) No credit for saying hypothesis is false If no hypothesis conclusion in response credit evidence
  15. [4] 7(f) Put tape measure out along transect line / to create a transect line Measure distance between ranging poles Put poles at equal distance / 5–10 m / put ranging poles at breaks of slope Ensure poles are vertical Rest poles on surface / equal depth into sand Student holds clinometer next to top / at agreed height on ranging pole / at eye level Sight other ranging pole at top / same height Read angle / measure angle / record angle

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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 2017 Paper 2 Variant 3, question 7.

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