Paper One Living with the Physical Environment. SECTION A The Challenge of Natural Hazards TECTONIC HAZARDS

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1 GCSE GEOGRAPHY Revision Questions Paper One Living with the Physical Environment SECTION A The Challenge of Natural Hazards TECTONIC HAZARDS Note: questions get progressively more demanding as you move through. Mark schemes for each question can be found at the back of the booklet.

2 Q1. What is an earthquake? (Total 2 marks) Q2. Earthquakes occur at destructive plate margins (boundaries). The image below shows a destructive plate margin. With the help of the image above, explain why earthquakes occur at destructive plate margins. Extra space (Total 4 marks)

3 Q3. Name two landforms that are found at a destructive plate margin (Total 2 marks) Q4. Study the figure below, a map showing the earth s tectonic plates and margins (boundaries). Three plate margins, X, Y and Z, are shown in the figure below. Complete the table below by naming the types of plate margin shown at X, Y and Z. Choose from destructive, constructive and conservative. Location of plate margin Type of plate margin X Y Z (Total 3 marks)

4 Q5. (i) Study Figure 1 below, a photograph of Mount Vesuvius, a volcano in Italy. Figure 1 Three characteristics of the volcano are shown by X, Y and Z on Figure 1. Write labels for X, Y and Z. X Y Getty Images Z (3) (ii) Is the volcano shown in Figure 1 a composite volcano or a shield volcano? Circle the correct answer. Composite Shield (1)

5 (iii) Figure 2 shows that volcanoes are formed at constructive plate boundaries. Write a sentence in each box to explain why volcanoes occur at constructive plate boundaries. Figure 2 (3) (Total 7 marks)

6 Q6. Volcanic eruptions have effects on the surrounding area. Complete the table below to show whether each effect is: Primary (P) or Secondary (S) and Positive (Po) or Negative (N). One has been done for you. Effect Half a million people fled when Mount Nyiragongo erupted in Africa. Lava flows led to 45 deaths when Mount Nyiragongo erupted. Tourists visit areas such as Pompeii next to Vesuvius in Italy. Ash from Mount St Helens killed all living things up to 27 km north of the crater. Soils around Vesuvius are very fertile. Primary (P) / Secondary (S) effect S Positive (Po) / Negative (N) effect N (Total 4 marks)

7 Q7. Study the graph below. It shows the percentage of earthquakes that occurred in states of the USA ( ). (i) Complete the graph. Use the information below. California = 24% (1) (ii) What percentage of the earthquakes occurred in Hawaii? Circle the correct answer. 5% 7% 15% (1) (Total 2 marks) Q8. Describe the effects of an earthquake. (Total 4 marks)

8 Q9. Describe how earthquakes are measured using the Mercalli Scale. Extra space (Total 4 marks) Q10. People continue to live in areas at risk from earthquakes. Which two of the following statements help to explain this? Tick the two correct boxes. People cannot afford to move away. People will have plenty of time to evacuate if an earthquake strikes Many buildings are designed to absorb shockwaves. People believe that their lives are in danger. (Total 2 marks)

9 Q11. Study the figure below, which shows how aid has been used following the tsunami (tidal wave) which hit Phuket in Thailand on 26 December The money generously donated by the people of Britain has been used to: build a boat yard for building and repairing boats; restore a Buddhist temple; rebuild the 150 fishing boats destroyed; provide furniture for local homes; provide loans to villagers to start new businesses. (i) Complete the following table by ticking the correct column to show whether each statement is true or false. True False These are examples of charitable aid. These are examples of conditional (tied) aid. (2) (ii) Choose two of the projects listed in the figure above and for each explain why it will bring advantages to the people of Phuket (2) (iii) Suggest two examples of emergency aid that Phuket received immediately after the tsunami (2)

10 (iv) Explain the possible disadvantages of aid to LEDCs. (4) (Total 10 marks)

11 Q12. Study the figure below, a map showing the earth s tectonic plates and margins (boundaries). (a) With the help of the figure given, outline differences between constructive and destructive plate margins. (3) (b) Give one example of a conservative plate margin shown in the figure above. (1) (Total 4 marks)

12 Q13. Give two differences between continental crust and oceanic crust. (Total 2 marks) Q14. Study the table below, showing the largest and deadliest earthquakes from 2008 to Largest Earthquakes Deadliest Earthquakes Year Location Magnitude (Richter Scale) Number of deaths Location Magnitude (Richter Scale) Number of deaths 2012 Sumatra 8.6 No data Philippines Japan Japan Chile Haiti Samoa Islands Sumatra China China (a) Use information from the table above to complete the Fact File. Fact File Earthquake with the highest magnitude Earthquake with the highest number of deaths How many times has the largest earthquake been the deadliest? Year Location Year Location Number of times (3)

13 (b) Outline one reason why the largest earthquakes do not always cause the most deaths. (2) (Total 5 marks) Q15. Study the table below showing the largest and deadliest earthquakes from 2008 to Largest Earthquakes Deadliest Earthquakes Year Location Magnitude (Richter Scale) Number of deaths Location Magnitude (Richter Scale) Number of deaths 2012 Sumatra 8.6 No data Philippines Japan Japan Chile Haiti Samoa Islands Sumatra China China (a) To what extent is there a relationship between the largest and deadliest earthquakes shown in the table? (3)

14 (b) Outline one reason why the largest earthquakes do not always cause the most deaths. (2) (Total 5 marks) Q16. What is the difference between the focus and the epicentre of an earthquake? (Total 2 marks) Q17. Explain the causes of either earthquakes or volcanic eruptions. Chosen natural hazard Extra space (Total 4 marks)

15 Q18. Explain the formation of a composite volcano. Extra space (Total 4 marks) Q19. (i) Study the figure below, a photograph of Mount Vesuvius, a volcano in Italy. Getty Images Draw a labelled sketch of figure above to show the characteristics of this volcano.

16 (3) (ii) Explain how volcanoes form at constructive plate margins. Extra space (4) (Total 7 marks) Q20.

17 The figure below shows the percentages of earthquakes that occurred in states of the USA ( ). (i) Complete the pie chart and key in the figure. Use the information below. California = 24% Hawaii = 7% (2) (ii) What percentage of the earthquakes occurred in Alaska? % (1) (Total 3 marks) Q21. Describe the immediate effects of a volcanic eruption or earthquake that you have studied. (Total 4 marks)

18 Q22. Using a volcanic eruption or an earthquake you have studied, describe the short-term responses to the disaster. (Total 4 marks) Q23. Earthquakes are another example of tectonic activity. Describe the primary and secondary effects of an earthquake. (Total 4 marks)

19 Q24. Describe ways in which the damaging effects of either earthquakes or volcanic eruptions may be reduced. Extra space (Total 5 marks)

20 Q25. Describe how people could prepare for one of the following hazards: a volcanic eruption a tropical storm Chosen hazard Extra space (Total 4 marks) Q26. Describe how volcanoes are monitored so that people can prepare for an eruption. Extra space (Total 4 marks)

21 Q27. Describe how the effects of an earthquake in a richer area of the world are different from the effects of an earthquake in a poorer area of the world. Extra space (Total 6 marks) Q28. Outline how the Richter scale is used to measure earthquakes. (Total 3 marks)

22 Q29. Draw an annotated diagram to explain why earthquakes occur at destructive plate margins. (Total 4 marks)

23 Q30. Figure 1 Figure 2

24 Figure 3 Study Figures 1, 2 and 3, photographs showing responses to the earthquake in Christchurch, New Zealand in Use Figures 1, 2 and 3 and your own knowledge to describe how the three Ps (predict, protect and prepare) can help to reduce the effects of earthquakes. Extra space (Total 8 marks)

25 Q31. Explain the causes of either earthquakes or volcanic eruptions. Use an example(s) from an area that you have studied. Chosen natural hazard Extra space (Total 6 marks)

26 Q32. Explain how one type of volcano is formed. (Total 6 marks) Q33. Using examples from an area that you have studied, describe the damaging effects of an earthquake. (Total 6 marks) Q34.

27 Describe one advantage of living near a volcano. (Total 2 marks) Q35. Describe how people could prepare for one of the following hazards: a volcanic eruption a tropical storm Chosen hazard Extra space (Total 6 marks)

28 Mark schemes Q1. An earthquake is vibrations / movement / tremors / shockwaves in the earth s crust. These are sudden / without warning and brief / last for seconds. 2 1 AO1 2 [2] Q2. Two plates move towards each other. One is made of oceanic crust and one of continental crust. The oceanic plate is denser than the continental. It sinks beneath the continental plate which is subduction. This exerts great pressure on the crust and on the release of pressure that has built up over time causes the plates to shift and results in an earthquake. 4 1 for any valid statement. AO1 2 AO2 1 AO3 1 [4] Q3. (Composite) volcanoes, supervolcanoes, fold mountains or ocean trenches. AO1 2 [2] Q4. Location of plate margin X Y Z Type of plate margin Constructive Destructive Conservative AO2 1 AO3 2 [3] Q5. (i) X crater/different layers/layers of ash/ash. Y rim/edge (of crater) (crater if not named for X). Z steep sides/ash-like material. 3 AO2 1 AO3 2 (ii) (iii) Shield Statement must match diagram. Any valid statement; 1 AO1 1

29 statements should be different and sequential. 1 mark per box. Box 1 plates move apart / plates move due to convection currents / one plate moves west, while other moves in opposite direction. Box 2 plates move apart and resulting gap between plates is plugged / magma rises (not lava). Box 3 continued movement / rising magma leads to new layers of magma / magma cools / volcano forms / volcanoes get bigger. 3 AO1 1 AO2 1 AO3 1 [7] Q6. Half a million people fled when Mt Nyiragongo erupted in Africa. Lava flows led to 45 deaths when Nyiragongo erupted. Tourists visit areas such as Pompeii next to Vesuvius in Italy. Ash from Mount St Helens killed all living things up to 27km north of the crater. Primary or secondary effect S P S P Positive or negative effect N N Po N Soils around Vesuvius are very fertile. S Po Accept P in second column. 1 mark for every 2 correct categories round up, not down if odd number correct. AO1 2 AO2 2 [4] Q7. (i) 1x1 For bar correctly positioned at 24% 1 (ii) 1x1 7% 1 [2] Q8. Levels of response

30 L1 (1-2 marks) basic statements; buildings will collapse, fires will start, people will be injured. L2 (3-4 marks) clear statements with some development; gas mains will rupture and fires will start, people will be injured by shattering glass from the windows of buildings, buildings are destroyed as shock waves cause the ground to shake violently. [4] Q9. The Mercalli Scale measures earthquakes on a scale of I-XII (1-12). It uses written descriptions or pictures to describe what damage an earthquake has caused. As the numbers increase, so too does the impact of the earthquake. A score of I means that the earthquake is hardly felt, whilst a score of 6 can be felt by everyone and there may be some damage, such as chimneys falling. In contrast, XII category results in total devastation with almost all buildings collapsed or damaged. May refer to examples studied in illustration. Level 1 (Basic) 1 2 marks Simple, listed points. Has an idea of what Mercalli Scale is and how it works. Mercalli Scales uses pictures to show what earthquakes did. Some cause more damage than others on the scale. Level 2 (Clear) 3 4 marks Points are developed and linked. Clearly understands what the Mercalli Scale is and how it works. The Mercalli Scale has 12 levels from I XII. The higher the score, the greater the damage. This is shown by using descriptions of the damage caused, e.g. III means that people are partly aware as it is like a heavy truck passing, whilst IX is much more serious with foundations of building being damaged and building collapsing. AO1 2 AO2 2 [4] Q10. 2x1 People cannot afford to move away. Many buildings are designed to absorb shockwaves. [2] Q11. (i) True False These are examples of charitable aid This are examples of conditional (tied) aid 2 (ii) Rebuilding fishing boats will help to provide employment/increase local food supply. Loans to start businesses will be long term/makes

31 (iii) (iv) use of traditional skills Food supplies, shelter, medical assistance. LEVEL MARKING Not payback/interest/debt, must be AID. Level 1 (Basic) 1-2 marks Simple statements It may be tied aid. LEDC can become dependent on aid. Will undermine local producers. May not always get to the most needy. 2 2 Level 2 (Clear) 3-4 marks Must have more than 1 disadvantage to reach top Level 2. Linked statements with some development The aid may be tied so that there are conditions on the use of the aid. The LEDC may become dependent on aid so they not try to develop their own economies. Local farmers will not bother to grow food if is given freely in the form of aid. Corruption might mean that it does not get to the most needy people. 4 [10] Q12. (a) Any 3 points relating to difference that can be derived from the figure, e.g. constructive plate margins occur where plates move away from each other as with the North American plate and Eurasian plate in the Atlantic Ocean, whereas destructive plate margins are found where plates move towards each other as is the case with the Nazca plate and the South American plate. New crust formed versus destroyed. Landforms at different plate margins Must have 1 mark at least on each plate margin. AO2 1 AO3 2 3 (b) North American plate and Pacific plate or can be indicated via location. AO3 1 1 [4] Q13. Any 2 differences must be differences not individual statements. e.g. Continental crust is lighter than oceanic crust/less dense; continental is older than oceanic crust, continental crust cannot be renewed and/or destroyed/ subduct. Continental crust is thicker AO1 1 AO2 1 [2] Q14. (a) Earthquake with highest magnitude: 2011 Japan. Earthquake with highest no. of deaths: 2010 Haiti. Number of times : Two.

32 (b) AO1 1 AO3 2 3 One basic point plus one elaboration here, e.g. population density maybe low so few people present in the danger area; some areas may be poor and so buildings just collapse killing people. Level of development, depth of focus AO1 1 AO2 1 2 [5] Q15. (a) (b) Only on two occasions out of five does the highest magnitude of the year cause the most deaths i.e. in 2011 in Japan and in 2008 in China. Sometimes the magnitude is relatively low but causes a lot of deaths as in Haiti in There is a limited relationship between the largest and the deadliest earthquakes. 3 1 per valid point or 1 + (1 + 1) 3 1 for basic statements; for a statement that is elaborated. AO1 1 AO2 1 AO3 1 3 One basic point plus one elaboration here, e.g. population density may be low so few people present in the danger area; some areas may be poor and so buildings just collapse killing people AO1 1 AO2 1 2 [5] Q16. Focus is within the earth s crust - where the earthquake begins - whereas the epicentre is the point on the Earth's surface directly above the focus. 2 1 AO1 2 [2] Q17. Level 1 Basic (1 2 marks) Gives a basic idea of plate movement. Elaboration is very limited. E.g. plates moving towards each other. One plate pushed below another. As plates move there are shock waves. Knowledge of basic information. Simple understanding. Few links; limited detail; uses a limited range of specialist terms. Limited evidence of sentence structure. Frequent spelling, punctuation and grammatical errors. Level 2 Clear (3 4 marks) Gives clear indication of process, linking statements. E.g. one plate subducted beneath another. As plates move, they snag and tension builds up. A sudden movement sends out shock waves, which causes earthquakes.

33 Destructive, constructive, conservative, collision, convergent, divergent correct use of = L2 Knowledge of accurate information. Clear understanding. Answers have some linkages; occasional detail/exemplar; uses some specialist terms where appropriate. Clear evidence of sentence structure. Some spelling, punctuation and grammatical errors. [4] Q18. Composite volcanoes occur at destructive plate margins. Here, plates move towards each other due to convection currents. Pressure builds up over a long period of time as the denser oceanic plate sinks beneath the continental plate. Melting of this occurs in the subduction zone due to friction and heat and the crust becomes magma. This process causes a build-up of pressure which is released in an explosive eruption giving volcanoes that are formed of sticky slow flowing lava and ash often in alternate layers along a line of weakness / fault. Level 1 (Basic) (1 2 marks) A partial explanation may have start, end or random parts of sequence. Sequence incomplete. Plates move towards each other. One plate sinks beneath the other. Pressure builds up and a volcano is formed. Level 2 (Clear) (3 4 marks) Stages are clear and explanation is coherent and complete. Sequence complete. Develops and links points. Plates move towards each other due to convection currents. The denser oceanic plate sinks beneath the continental plate. Melting of this occurs in the subduction zone due to friction and heat and a pool of magma forms. This rises and the pressure is released in an explosive eruption often along a fault giving a steep sided volcano of lava and ash. Diagrams may be drawn to support text. AO1 3 AO2 1 [4] Q19. (i) (ii) 1 mark for drawing sketch shape should resemble that in the figure. 2 1 for labelling clear features of the volcano, such as crater, rim of crater, steep sides, cone shape, ash/loose material on sides, ridges on sides. Arrows must connect to feature labelled or labels written on top of feature. 1 + (1+1). There should be reference to two (continental) plates moving apart. This is the result of convection currents in the Earth s crust that determine the direction of movement. As they pull apart, a gap is created between the plates. This is filled by magma rising up out of the mantle to plug the gap and make the crust complete. 3 AO2 1 AO3 2

34 As this occurs again and again, layers of lava solidify and build up to create volcanoes. This often happens under the oceans. Level 1 Basic (1-2) marks A partial explanation may have start, end or random parts of sequence. Sequence incomplete. Plates move apart and a gap is left. Lava builds up in the hole. Volcanoes are found there. CMI annotation L1 Partial explanation. Incomplete sequence Level 2 Clear (3-4 marks) Stages are clear and explanation is coherent and complete. Sequence complete. Develops and links points. Plates pull apart due to convection currents in the mantle. A gap is created, which is plugged by rising magma. This cools to form lava. As the plates shift apart again, more magma is released from the mantle to fill the gap and the layers build up to form a volcano under the ocean. Diagrams may be drawn to support text. CMI annotation L2 Clear and sequential. Explanation clear 4 AO1 2 AO2 2 [7] Q20. (i) 2x1 For segments correctly positioned at 24% & 7% (1) key (1). 2 (ii) 1x1 57% (+/-2) 1 [3] Q21. Level 1 (Basic) 1-2 marks Simple without an example. May be unbalanced e.g. people were killed, lava covered the land, buildings collapse, people injured/trapped, power lines down, covered by lava/ash, blocking out sun, tsunami, fire. Physical or human effects (not famine, disease, fertile soils). Level 2 (Clear) 3-4 marks Information rings true for example given e.g. in Montserrat the people moved to the north of the island, the land was covered in great thicknesses of ash.

35 [4] Q22. Level marking Level 1 (1-2 marks) Simple, may be without an example e.g. people were evacuated, aid was sent. Level 2 (3-4 marks) Clear, information rings true for example given, e.g. in Montserrat the people moved to the north of the island and e.g. tents from the UK were sent. 2 responses for top of Level 2. No credit simply for effects. [4] Q23. Primary effects refer to the immediate and direct effects of the hazard e.g. deaths from collapsing roads / buildings for earthquakes. The secondary effects are the knock-on effects occurring in the aftermath of an eruption or earthquake such as tsunami, fire damage, impact on the tourist industry. Level marking Level 1 (1-2 marks) Basic statements Simple, listed points. Will refer to effects without distinguishing primary from secondary. E.g., people died as roads collapsed, gas mains caught fire. May be only primary or secondary. Level 2 (3-4 marks) Clear statements There will be clear reference to primary and secondary effects e.g. as a direct result of the earthquake, the top layer of a double decker highway collapsed. Fire spread as a result of gas mains rupturing. [4] Q24. Levels of response Level 1 Basic (1 3 marks) Simple statements without development of ideas. E.g. they should strengthen buildings to make them earthquake proof. They should teach the population what do if an earthquake strikes. Knowledge of basic information. Simple understanding. Few links; limited detail; uses a limited range of specialist terms. Limited evidence of sentence structure. Frequent spelling, punctuation and grammatical

36 errors. Level 2 Clear (4 5 marks) Clear description of methods. E.g. they should build earthquake proof buildings with X structures to prevent twisting. They should teach the population what to do if an earthquake strikes by having dedicated days when people learn drills. Development may be case study examples. Knowledge of accurate information. Clear understanding. Answers have some linkages; occasional detail/exemplar; uses some specialist terms where appropriate. Clear evidence of sentence structure. Some spelling, punctuation and grammatical errors. [5] Q25. Level 1 Basic (1 2 marks) Simple statements without development of ideas. They could monitor volcanoes. They could monitor tropical storms. They could evacuate the area. TV information programmes. Knowledge of basic information. Simple understanding. Few links; limited detail; uses a limited range of specialist terms. Limited evidence of sentence structure. Frequent spelling, punctuation and grammatical errors. Level 2 Clear (3 4 marks) Clear description of methods. They could monitor volcanoes using satellites to detect any bulges in the mountain. The National Hurricane centre could monitor tropical storms. Have an emergency plan so that people know what to do is too vague for L2. Emergency kit can be developed to L2 by listing >2 items that would be found in such a kit, e.g. torch, batteries, bottled water, radio etc. Development may be case study examples. Knowledge of accurate information. Clear understanding. Answers have some linkages; occasional detail/exemplar; uses some specialist terms where appropriate. Clear evidence of sentence structure. Some spelling, punctuation and grammatical errors. [4] Q26. Earthquake activity is monitored as this can be a sign or a trigger of a volcanic eruption. Observation of changes in the shape of the land and more accurately the use of tiltmeters to identify and record such changes. GPS use satellites to detect the smallest movement of a mm and robots known as spiders are introduced into craters to monitor changes in gases especially sulphur dioxide which can signify an eruption. All of these allow people to prepare and to evacuate if necessary. Level 1 (Basic) (1 2 marks)

37 Simple, listed points. Points are separate and link to preparation / eruption not present or unclear. Earthquakes are recorded. Changes in the shape of the surface are identified. Gases released change. Level 2 (Clear) (3 4 marks) Points are developed and linked. Links monitoring to preparation with regard to advance warning / time given and/or imminent eruption. Earthquakes occurring more frequently or strongly are a sign that an eruption is likely to occur and this gives warning and time to prepare. Tiltmeters record even a slight change in the shape of the land and spiders monitor gases the concentration of sulphur dioxide increases before an eruption. Changes identified in advance allow time for evacuation if necessary or stocking up of essential supplies. AO1 3 AO2 1 [4] Q27. There is likely to be reference to differences in number of deaths, injured and homeless, buildings damaged and destroyed, effect on communications and people s lives. Content will depend on case studies used. Likely to refer to Kobe, San Francisco, L Aquila for richer area, and Sichuan, Haiti for poorer but there are other possibilities. Level 1 (Basic) 1 4 marks Describes effects of earthquakes. These may be list-like at lower level. There will be some reference to rich and poor areas. These may be separate. Lots of people die in earthquakes thousands in poor places. Buildings collapse and people are buried. They have nowhere to live. Roads and bridges fall. There are no telephones. Level 2 (Clear) 5 6 marks Effects are clearly described. Statements are linked differences are clear. There is clear reference to richer and poorer areas studied. There may be reference to case study/ies. Lots more people die in poorer countries in earthquakes. Although over 6000 died in Kobe, there were almost deaths in Sichuan. Many buildings collapsed here while in Kobe, fire had been a main risk burning buildings. Although roads collapsed in Kobe, landslides wiped out many roads in Sichuan, yet the damage here was less moneywise than in Kobe - $220 million versus $75 million. AO1 4 AO2 2 [6] Q28. Richter Scale uses information collected by seismometers (1) that record the strength of shock waves and amount of movement (1). A seismogram is produced showing a line graph of the waves (1). This is used to assign a number on the Richter Scale between 0 / 1 and notionally 10 (but there is no upper limit) (1). The scale is logarithmic (1) so that an increase of 1 represents a 10 fold increase and of 2 a hundred times etc (1). AO1 2 AO2 1 [3] Q29.

38 Two plates move towards each other. One is made from oceanic crust and one of continental crust. The oceanic plate is denser than the continental. It sinks beneath the continental plate which is subduction. This exerts great pressure on the crust and the release of the pressure that has built up over time causes the plates to shift and results in an earthquake. Diagram should show oceanic and continental crust, direction of plate movement and consequences. Diagrams may cross section or three dimensional. Level 1 (Basic) (1 2 marks) A partial diagram piecemeal offers some back up to labels / text. Sequence incomplete may show initial plate movement or the release of pressure. Level 2 (Clear) (3 4 marks) Diagram is clear and supports labels / text makes clearer. Sequence complete will be clear how specific plate movement at the destructive boundary results in earthquakes. Develops points. AO1 2 AO2 1 AO3 1 [4] Q30. Figures 1-3 show how people can prepare for an earthquake knowing what to do in the event such as dropping to the ground, seeking cover and knowing what to listen out for to evacuate the area all of this can save lives as people are aware of what to do for the best. The buildings are clearly badly damaged and are old, but they have been built well enough not to have collapsed which would indicate protection although they are not new enough to be earthquake proof. The final photograph shows a temporary building which provides a bank so that life can continue and services offered in the aftermath. Own knowledge may refer to prediction and the possible signs minor tremors, animal behaviour, identifying possible locations but these are unreliable although successful at times where evacuation has been ordered e.g. Haicheng, China in Information may be included on building design that makes structures relatively earthquake proof and of specific practices that take place e.g. drills in Japan on the anniversary of the 1923 earthquake. Level 1 (Basic) (1 4 marks) Describes one or more of the three Ps. May describe from photographs. Statements are general in a random order. Prediction means we can say when an earthquake will happen. Tremors may happen before. The photographs show damage to buildings a big building probably the cathedral and lots of new shed-like buildings for shops. Level 2 (Clear) (5 6 marks) Begins to link one or more of the three Ps to reducing the effects of earthquakes. Statements are linked. There is clear reference to photographs and / or own knowledge. The information in the photograph tells people what to do should an earthquake occur. This could save lives as people are prepared. The cathedral is supported by scaffolding and the area around it is cordoned off so that people are kept at a safe distance. The building has not collapsed so must have been of good quality although it is old and not properly earthquake proof. Level 3 (Detailed) (7 8 marks) Links at least two of the three Ps to reducing the effects of the earthquakes. There is a clear reference to the photographs and own knowledge. Statements are logically ordered and linked.

39 The information given on the photograph tells people what to do should an earthquake occur. This could save lives as people are prepared and time is not wasted as people struggle to decide on what is the best thing to do. The cathedral is supported by scaffolding and the area is cordoned off so that people are kept a safe distance. The building has not collapsed so must have been of good quality although it is old and not properly earthquake proof. New buildings have rubber shock absorbers to absorb the tremors rather than then passing through the whole structure and the building is therefore not damaged. The temporary shops mean that life can continue and the effects are lessened while rebuilding occurs. We can try to predict earthquakes, but only on rare occasions is this successful. The odd behaviour of animals led to the evacuation of Haicheng in China in 1975, probably saving 150,000 lives. AO1 3 AO2 2 AO3 3 [8] Q31. Level 1 Basic (1 2 marks) Gives a basic idea of plate movement. Elaboration is very limited. E.g. plates moving towards each other. One plate pushed below another. As plates move there are shock waves. Knowledge of basic information. Simple understanding. Few links; limited detail; uses a limited range of specialist terms. Limited evidence of sentence structure. Frequent spelling, punctuation and grammatical errors. Level 2 Clear (3 4 marks) Gives clear indication of process, linking statements. E.g. one plate subducted beneath another. As plates move, they snag and tension builds up. A sudden movement sends out shock waves, which causes earthquakes. Correct use of destructive, constructive, conservative, collision, divergent, convergent = L2. Knowledge of accurate information. Clear understanding. Answers have some linkages; occasional detail/exemplar; uses some specialist terms where appropriate. Clear evidence of sentence structure. Some spelling, punctuation and grammatical errors. Level 3 Detailed (5 6 marks) Detailed explanation and correct sequence of process. Case study example and clear process can access L3. E.g. Japan lies close to a destructive plate boundary. Here the Pacific/Philippine oceanic plate is subducted beneath the less dense Eurasian continental plate as convection currents in the mantle move the plates towards each other. As plates move, they snag and tension builds up, locking like a machine without oil. As the pressure builds up, it is suddenly released and causes a sudden movement that sends out shock waves, which causes earthquakes at the surface in Japan. Knowledge of accurate information appropriately contextualised and/or at correct scale. Detailed understanding, supported by relevant evidence and exemplars. Well organised, demonstrating detailed linkages and the interrelationships between factors. Range of ideas in a logical form; uses a range of specialist terms

40 where appropriate. Well structured response with effective use of sentences. Few spelling, punctuation and grammatical errors. 6 Q32. Level marking. Level 1 (1-2 marks) Basic statements. Simple points lacking completeness or clarity, e.g. lava erupts and builds up. Level 2 (3-4 marks) Clear statements. Greater clarity in sequence and process, e.g. plates move and magma moves along a fault to the surface, repeated eruptions build up layers of lava to form a volcano. Level 3 (5-6 marks) Detailed statements. Likely to be clear responses to one type, e.g. Composite cone at destructive boundary. Sequence and processes in detail with reference to subduction zone, convection currents, repeated eruptions, layer of ash and lava, etc. [6] Q33. Levels of response L1 (1-2 marks) basic statements; buildings will collapse, fires will start, people will be injured. L2 (3-4 marks) clear statements with some development; gas mains will rupture and fires will start, people will be injured by shattering glass from the windows of buildings, buildings are destroyed as shock waves cause the ground to shake violently. L3 (5-6 marks) reaches L2 and adds case study examples. [6] Q34. e.g. some volcanoes have fertile soils around them (1) e.g. Mount Etna (1) where they grow peaches and tomatoes (1). In Iceland (1) the geothermal energy is used for electricity (1). If farming is stated, must be qualified. Credit tourism, hot springs, etc. Must be one advantage developed. [2] Q35. Level 1 Basic (1 2 marks) Simple statements without development of ideas. E.g. They could monitor volcanoes. They could monitor tropical storms. They could evacuate the area. Knowledge of basic information.

41 Simple understanding. Few links; limited detail; uses a limited range of specialist terms. Limited evidence of sentence structure. Frequent spelling, punctuation and grammatical errors. Level 2 Clear (3 4 marks) Clear description of methods. E.g. They could monitor volcanoes using satellites to detect any bulges in the mountain. The National Hurricane centre could monitor tropical storms. Development may be case study examples. Have an emergency plan so that people know what to do is too vague for L2. Emergency kit can be developed to L2 by listing >2 items that would be found in such a kit e.g. torch, batteries, bottled water, radio etc. Knowledge of accurate information. Clear understanding. Answers have some linkages; occasional detail/exemplar; uses some specialist terms where appropriate. Clear evidence of sentence structure. Some spelling, punctuation and grammatical errors. Level 3 Detailed (5 6 marks) Detailed description of methods. E.g. They could monitor volcanoes using satellites to detect any bulges in the mountain; this can be done through using tilt meters to measure the angle of the slope or by laser ranging. The National Hurricane centre could monitor tropical storms and issue 3 or 5 day cones to show where the hurricane might strike, so that they can make preparations if they could be affected. Development may be case study examples. Knowledge of accurate information appropriately contextualised and/or at correct scale. Detailed understanding, supported by relevant evidence and exemplars. Well organised, demonstrating detailed linkages and the interrelationships between factors. Range of ideas in a logical form; uses a range of specialist terms where appropriate. Well structured response with effective use of sentences. Few spelling, punctuation and grammatical errors. [6]