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2 marks
2 marks
Fig 1 - Results of data collection
Students measured sediment size along the beach. Describe the results
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Coasts (CIE IGCSE Geography)
Topic Questions
22 marks
Students produced annotated field sketches as part of their investigation. Suggest one advantage and one disadvantage of this technique
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32 marks
Students were planning fieldwork on a local pebble beach. The students wanted to investigate how pebbles varied in size. The beach, which is divided into sections by groynes, is shown in Fig. 2.1.
Fig. 2.2 shows one of the groynes. Describe the groyne.
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44 marks
When the students arrived at the beach they saw a safety notice which is shown in Fig. 2.3. Suggest four instructions their teacher would give the students to keep them safe whilst they did measurements at the sites shown in Fig. 2.4.
Fig 2.3
Fig 2.4
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53 marks
Groups of students worked in the different sections of the beach to investigate the following hypotheses:
Hypothesis 1: The pebbles get smaller from the cliff towards the sea.
Hypothesis 2: The pebbles get smaller from south to north in the section of the beach between two groynes.
The students collected 20 pebbles at each of nine sites shown in Fig. 2.4.
Fig 2.4
They then measured the length, width and depth of each pebble. An example of this measurement is shown in Fig. 2.5.
(i)
Fig. 2.6 (below) shows the actual size of one of the pebbles collected. Complete the measurements of this pebble in the table below.
[2]
(ii)
In the space below calculate the average of the three measurements.
[1]
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62 marks
The results of the students’ measurements at site M2 (on Fig. 2.4) are shown in Fig. 2.7 below.
Fig 2.4
(i)
The average of the three measurements of pebble number 13 is 53mm. Plot this measurement in Fig. 2.7.
[1]
(ii)
Which pebble at site M2 has the largest average of the three measurements?
[1]
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73 marks
(i)
Look again at Fig. 2.4.
Fig 2.4
Which one of the following is the correct conclusion to Hypothesis 2: The pebbles get smaller from south to north in the section of the beach between two groynes? Tick (3) your decision in the box below.
| Tick (✓) | |
| The conclusion is true for sites U1, U2 and U3 | |
| The conclusion is true for sites M1, M2 and M3 | |
| The conclusion is true for sites L1, L2 and L3 |
[1]
(ii)
Use data from Fig. 2.4 to support the conclusion you have chosen.
[1]
(iii)
Use data from Fig. 2.4 to show why one of the conclusions you rejected is wrong.
[1]
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16 marks
Fig 1 - Stratified sampling
(i)
Study Fig 1, which shows that students used stratified sampling to sample the beach.
What 2 other types of sampling could be used to investigate the beach?
[2]
(ii)
Suggest one advantage and one disadvantage of both types of sampling you have named
[4]
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23 marks
To extend their fieldwork, students decided to investigate the type of waves at the beach. Describe how this would be done using the following equipment: float and stopwatch
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35 marks
Fig 1 - Results of data collection
Students measured sediment size along the beach.
Suggest how students measured the sediment size along the beach
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43 marks
Suggest one source of qualitative data you could investigate at the coast and explain how you would use the data
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56 marks
(i)
The results of the students’ measurements for the nine sites are shown in Fig. 2.4.
Fig 2.4
Do these results support Hypothesis 1: The pebbles get smaller from the cliff towards the sea? Support your decision with evidence from Fig. 2.4.
[3]
(ii)
Explain why the size of pebbles varies in the area between the sea and the cliff.
[3]
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66 marks
Movement of pebbles along a beach, which was tested in Hypothesis 2, is influenced by longshore drift. The students had learned that longshore drift is usually affected by the prevailing wind direction.
Hypothesis 2: The pebbles get smaller from south to north in the section of the beach between two groynes.
(i)
How could the students have checked the wind direction when they did their fieldwork?
[2]
(ii)
Describe and explain the process of longshore drift which is shown in Fig. 2.8.
Fig 2.8
[4]
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74 marks
As an extension activity the students measured the beach profile from the edge of the sea to the cliff. Describe how they would measure the profile using the following equipment:
• two ranging poles
• a clinometer
• a tape measure
• a clinometer
• a tape measure
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87 marks
The students tested the following hypotheses through fieldwork at two areas of the coast shown in Fig. 2.1
Fig 2.1
Hypothesis 1: The beach profile is steeper than the wave-cut platform profile.
Hypothesis 2: Infiltration is faster on the beach than on the wave-cut platform.
To investigate Hypothesis 1, the students measured the profile of the beach and the profile of the wave-cut platform. Fig. 2.2 shows a student doing this task.
Fig 2.2
(i)
Describe how the students would measure the profile.
[4]
(ii)
The students used the results to draw the two profiles shown in Fig. 2.3.
What conclusion would the students make about Hypothesis 1: The beach profile is steeper than the wave-cut platform profile? Use evidence from Fig. 2.3 to support your decision.
What conclusion would the students make about Hypothesis 1: The beach profile is steeper than the wave-cut platform profile? Use evidence from Fig. 2.3 to support your decision.
Fig 2.3
[3]
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96 marks
To investigate Hypothesis 2: Infiltration is faster on the beach than on the wave-cut platform, the students measured the rate at which water infiltrated (soaked into) the ground. Their method is described in Fig. 2.4.
How to measure infiltration
| 1 Use a mallet to hammer a tube into the ground. 2 Pour water into the tube up to a height of 12cm (120mm). 3 Time for one minute. 4 Measure how many millimetres the water level in the tube has fallen. 5 Record the result and repeat the test twice more. |
Fig. 2.4 for Question 2
(i)
The students made their measurements at four points (A–D) along each profile from the sea to the cliff. To make their results reliable they measured infiltration three times at each point. Their results are shown in Table 2.2.
On Fig. 2.5 below plot the results of measurement 3 at points A and B along the beach profile.
Table 2.2
[2]
(ii)
What conclusion would the students make about Hypothesis 2: Infiltration is faster on the beach than on the wave-cut platform? Tick your decision below
| Conclusion | Tick (✓) |
| Hypothesis 2 is correct | |
| Hypothesis 2 is partially correct | |
| Hypothesis 2 is incorrect |
[1]
(iii)
Use evidence from Fig. 2.5 and Table 2.2 to support your conclusion to (d)(ii).
[2]
(iv)
Which one of the following pairs correctly explains the difference between the infiltration times on the beach and the wave-cut platform? Look at Fig. 2.1 (below) to help you to answer.
| Tick (✓) your choice | ||
| Groynes prevent longshore drift so sand and shingle build up a beach which water infiltrates through quickly. | The wave-cut platform made of clay is at the surface due to the removal of beach material, and water infiltrates slowly. | |
| The beach material is clay which slows water infiltration through the wave-cut platform. | The sand and shingle beach material forms a steep slope which increases infiltration. | |
| The wave-cut platform is uncovered and water quickly infiltrates into the ground. | The beach builds up behind groynes and prevents infiltration. |
[1]
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108 marks
The students wanted to find out what people thought about coastal protection in the area. They produced a questionnaire which is shown in Fig. 2.6).
The results of the questionnaire are shown in Table 2.3.
Table 2.3
Results of the questionnaire
Results of the questionnaire
Question 1: Are you aware that the cliffs are being eroded?
| Yes | 85% |
| No | 15% |
Question 2: Do you think that the cliffs should be protected against erosion by the sea?
| Yes | 71% |
| No | 21% |
| Don't know | 8% |
Question 3: Coastal protection is very expensive. Do you think it is worth spending so much money?
| Yes | 67% |
| No | 27% |
| Don't know | 6% |
Question 4: Which one of these protection methods would you prefer to be used?
| Groynes | 38% |
| Breakwater | 20% |
| Rip rap / rock armour | 13% |
| Sea wall | 29% |
Question 5: Who do you think should pay for the protection work?
| Local government | 19% |
| National government | 51% |
| Residents of the area | 11% |
| Visitors to the area | 19% |
(i)
Use the results of Question 4 to complete the divided bar graph in Fig. 2.7 below.
[2]
(ii)
Use the results of Question 5 to complete the pie graph in Fig. 2.8 below.
[2]
(iii)
Write a report about coastal protection based on what the students found out from their questionnaire.
Refer to the results in Table 2.3 but do not copy them out.
[4]
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