Cambridge International AS & A Level: Geography 9696/12

Cambridge International AS & A Level
GEOGRAPHY 9696/12
Paper 1 Core Physical Geography October/November 2023
MARK SCHEME
Maximum Mark: 60
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.
This document consists of 16 printed pages.
© UCLES 2023 [Turn over

9696/12 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2023
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is
given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to
your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed instructions
or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.
© UCLES 2023 Page 2 of 16

PUBLISHED 2023
AS Level Geography 9696 (Paper 1 and Paper 2) specific marking instructions
Examiners must use the following annotations:
Annotation Meaning Use
Correct point Point-marked questions only:

Section A, Section B part (a)
Incorrect Point-marked questions only:

Section A, Section B part (a)
Level 4 Levels-marked questions only:

Section B part (c)

Section B parts (b) and (c)


Level 0 – No creditable response Levels-marked questions only:

Highlight Creditworthy part of an extended Levels-marked questions only:

response Section B parts (b) and (c)
Evaluative point Levels-marked questions only:

Section B part (c)
Omission or further All questions

development/detail needed to gain
credit
Unclear or validity is doubted All questions
Developed point All questions
Appropriate example or case study All questions

given
Irrelevant All questions
Material that does not answer the All questions

question
Highlighting a significant part of an Levels-marked questions only:

extended response – to be used with Section B parts (b) and (c)
another annotation e.g. or

PUBLISHED 2023
Annotation Meaning Use
1. Diagram or essay plan has been 1. Any diagrams or essay plans

seen but no specific credit given
2. Additional page has been checked 2. All blank pages in the provided generic
answer booklet and/or extension answer
booklet(s).
Rubric error Optional questions only (place at start of

question not being credited):
Section B (Candidates answer one
question)
Examiners must consider the following guidance when marking the essay questions:
Candidates are free to develop their own approach to the question and responses will vary depending
on the approach chosen. Whichever approach is chosen, essays which address the question and
support their argument with relevant examples will be credited. There may be detailed consideration
of a case study/one or more examples, or a broadly conceived response, drawing on several
examples to illustrate the factors involved.

PUBLISHED 2023
Section A
Answer all questions in this section. All questions are worth 10 marks.
Hydrology and fluvial geomorphology
Question Answer Marks
1(a) Fig. 1.1 is a photograph which shows a river in Alaska, USA. 1
Name the type of river channel labelled A on Fig. 1.1.
Meander/meandering
1(b) Draw a cross-section from B to C shown in Fig. 1.1. Label the main 4
features.
The main features that can be labelled are:

• Slip off slope/point bar
• Undercut slope/river cliff
River channel should be shown as asymmetrical – deeper at undercut bank

grading to shallow at the point bar.
One mark for a cross-section even if profile is inaccurate/unrealistic.
2 marks for the labelling and 2 marks for the profile.
1(c) Explain how the landform labelled D on Fig. 1.1 may have formed. 5
The landform is an oxbow lake:
• Initial development of a meandering channel (helicoidal flow);

development – with the thalweg swinging towards the outside bend
• Undercutting the outside bends; development – with evidence of
processes
• Curvature increasing/reduces width of neck
• River cuts through; at times of high flow/floods
• Deposition occurs in the cut off; over time becomes permanent with
vegetation growth
Credit clear and correct diagram that adds to the answer.
1 mark for each simple explanation, 2 marks for a developed explanation up

to the maximum.

PUBLISHED 2023
Atmosphere and weather
2(a) Fig. 2.1 and Fig. 2.2 show two possible causes of precipitation. 1
State the cause of precipitation shown in Fig. 2.1.
Frontal/cyclonic
2(b) Compare the causes of precipitation shown in Fig. 2.1 and Fig. 2.2. 4
The main points are:
Differences:
• Uplift is caused by the fronts (with air of different densities) in Fig. 2.1 but
by convection in Fig. 2.2
• Evaporation/evapotranspiration occurs in Fig. 2.2 but not in Fig. 2.1
Similarities:
• Rising of warm, moist air occurs in both causes
• Leading to cooling and condensation and formation of clouds
1 mark for each accurate comparison.
It needs some explicit comparison rather than two separate descriptions,

maximum 2 marks if no specific comparison.
3 marks if only similarities or differences.
2(c) Explain how precipitation is caused by orographic uplift of air. 5
Orographic uplift:
• Presence of a topographic barrier such as a hill or mountain

• Moving air/wind forced to rise up this barrier
• Air cools as it rises and reaches condensation level; condensation nuclei
provide a surface for water vapour to condense on
• Precipitation occurs when water droplets increase sufficiently in size
(collision idea) and falls
• On the windward side, precipitation will occur
Credit the use of diagrams.
Maximum 3 if no mention of mountain/barrier.

to the maximum.

PUBLISHED 2023
Rocks and weathering
3(a) Fig. 3.1 shows the global distribution of young fold mountains and 1
active volcanoes.
Name one young fold mountain range shown in Fig. 3.1 that has no
active volcanoes.
There are several possibilities:

• Himalaya
• Alps
• Pyrenees
3(b) Compare the distribution of young fold mountains with the distribution 4
of active volcanoes shown in Fig. 3.1.
The main points of comparison could be:
• Volcanoes and fold mountains along the west coast of North and South
America
• Inland fold mountains with few volcanoes, Himalaya, Alps
• Volcanoes off the east coast of Asia but no fold mountains
• Volcanoes in the centre of oceans, e.g. Atlantic
There could be an alternative comparison:
• Mountain ranges with major volcanoes – Andes, Rockies, perhaps the

Caucasus
• Mountain ranges without volcanoes – the Himalaya, Alps, Pyrenees
• Volcanoes not associated with young fold mountain ranges – Southeast
Asia, East Africa, Iceland and mid-Atlantic ridge, Hawaii
One mark available for mention of areas where neither occur.
3(c) Explain the distribution of young fold mountains shown in Fig. 3.1. 5
The main points for consideration are:
• Fold mountains are formed by the convergence of tectonic plates,

development – driven by convection currents/drag
• Convergence of oceanic/continental or continental/continental plates
development – name of appropriate plates
• Where an oceanic plate is forced below a continental plate, subduction
forces the continental plate upwards
• Where two continental plates collide, there is no subduction but one plate
is forced underneath the other; this occurs along major thrust planes,
leading to uplift
• In either case, marine sediments (accretionary wedges) get crushed
between the plates causing uplift of the sediments and the formation of
fold mountains

to the maximum.

PUBLISHED 2023
Section B
Answer one question from this section. All questions are worth 30 marks.
Hydrology and fluvial geomorphology
4(a)(i) Describe the conditions which lead to overland flow on slopes. 3
The main points to be considered are:
• High input of rainfall on slopes or sudden melting of snow

• Impermeability of the ground surface
• Antecedent moisture/saturated ground
• Steep slopes
• Low level of interception by vegetation
Low infiltration without qualification is not creditable.
1 mark for each point.
4(a)(ii) Explain how the shape of a drainage basin affects the shape of a storm 4
hydrograph.
The main points are:
• The shape of the storm hydrograph is governed by the amount and speed
of water reaching the river channel
• A circular drainage basin generally possesses tributaries that converge
on the main channel quickly; development – producing a rapid rise in
discharge in the main channel which is reflected on the hydrograph
(steep rising limb, high peak discharge)
• An elongated drainage basin possesses tributaries that join at separate
points along the main channel; development – producing a more
measured hydrograph response (less steep rising limb lower peak
discharge)
• There may be reference to other more complicated drainage basin
shapes
Diagram could be used and should be credited if relevant, clear and correct.

to the maximum.

PUBLISHED 2023
4(b) Explain how the Hjulström curve is used to explain erosion and 8
deposition in a river channel.
The Hjulström curve shows the relationship between water velocity and
sediment size and erosion (entrainment), transport and deposition. It therefore
shows the critical velocities at which erosion and deposition may occur in river
channels. The shape of the curve also shows that the finer particles need
higher velocities for entrainment because clay particles resist entrainment due
to their cohesion. Candidates need to refer to relevant characteristics of the
particles, such as weight and shape for a Level 3 mark.
Award marks based on the quality of explanation and breadth of the response
using the marking levels below.
Level 3 (6–8)
Response clearly explains how the Hjulström curve is used to explain erosion
and deposition in a river channel. Response is well founded in detailed
knowledge and strong conceptual understanding of the topic. Examples used
are appropriate and integrated effectively into the response.
Level 2 (3–5)
Response explains how the Hjulström curve is used to explain erosion and
deposition in a river channel. Response develops on a largely secure base of
knowledge and understanding. Examples may lack detail or development.
Level 1 (1–2)
Response describes how the Hjulström curve is used to explain erosion and
deposition in a river channel. Knowledge is basic and understanding may be
inaccurate. Examples are in name only or lacking entirely.
Level 0 (0)
No creditable response.

PUBLISHED 2023
4(c) With the aid of examples, assess the view that the amount of rainfall is 15
the most important factor in causing a river to flood.
This is an evaluation question so the various factors that may cause a river to
flood need to be examined. Water is needed in sufficient quantities for the
river to flood, thus rainfall amount may be critical, but rainfall intensity may
also be important depending on other factors such as drainage basin
characteristics (drainage density, soils, land use, topography). These will
need assessing. Snow/glacial melt can also be significant. The role of human
activity will probably be stressed such as urbanisation, deforestation and land
use changes. Management changes to reduce flooding are not relevant, but
lack of management, such as dredging, might be relevant.
Award marks based on the quality of the response using the marking levels
below.
Level 4 (12–15)
Response thoroughly assesses the view that the amount of rainfall is the most
important factor in causing a river to flood. Examples used are appropriate
and integrated effectively into the response. Response is well founded in
detailed knowledge and strong conceptual understanding of the topic.
Level 3 (8–11)
Response assesses the view that the amount of rainfall is the most important
factor in causing a river to flood but may be unbalanced. Examples may lack
detail or development. Response develops on a largely secure base of
knowledge and understanding.
Level 2 (4–7)
Response shows general knowledge and understanding of the view that the
amount of rainfall is the most important factor in causing a river to flood.
Response is mainly descriptive or explanatory with limited use of examples
and understanding of the topic may be partial or inaccurate. Some concluding
remarks. General responses without the use of example(s) will not get above
the middle of Level 2 (6 marks).
Level 1 (1–3)
Response may broadly discuss the view that the amount of rainfall is the most
important factor in causing a river to flood, but does not address the question
and does not come to a convincing conclusion. Response is descriptive,
knowledge is basic and understanding is poor.
Level 0 (0)

PUBLISHED 2023
Atmosphere and weather
5(a)(i) Describe two ways in which incoming (shortwave) solar radiation is 4

prevented from reaching the Earth’s surface.
Possible ways are:
• Absorption (1) by clouds or atmospheric gases or dust particles (1)

• Reflection (1) by clouds or atmospheric gases or dust particles (1)
• Scattering (1) by dust particles (1)
Two ways described for 2 marks each.
5(a)(ii) Briefly explain how dew is formed. 3
The main points that need consideration are:
• Radiation at night with clear skies and little wind

• Leading to cooling of the land surface
• Condensation level reached leading to the formation of dew on the
surfaces

PUBLISHED 2023
5(b) Explain how energy is transferred in the atmosphere within the global 8
energy budget.
The two main mechanisms for the horizontal transfer of energy are by wind
belts and ocean currents. Wind belts are related to pressure differences,
mostly the result of different temperatures related to the latitudinal movement
of the overhead sun and the development of the three atmospheric cells.
Ocean currents (cold/warm) affect the transfer of energy by affecting the
temperature of the air which flows over them. There may also be a discussion
of vertical transfer of energy.
This is not a comparison of wind and ocean currents; it is a straightforward

explanation.
Level 3 (6–8)
Response clearly explains how energy is transferred in the atmosphere within
the global energy budget. Response is well founded in detailed knowledge
and strong conceptual understanding of the topic. Examples used are
appropriate and integrated effectively into the response.
Level 2 (3–5)
Response explains how energy is transferred in the atmosphere within the
global energy budget. Response develops on a largely secure base of
knowledge and understanding. Examples may lack detail or development.
Level 1 (1–2)
Response describes how energy is transferred in the atmosphere within the
global energy budget. Knowledge is basic and understanding may be
inaccurate. Examples are in name only or lacking entirely.
Level 0 (0)

PUBLISHED 2023
5(c) With the aid of examples, assess the extent to which land-sea 15
distribution affects the seasonal variation in global pressure.
Pressure is related to rising and falling air, thus the factors that affect this will
affect variations in pressure. One of the main influences on pressure is
temperature. This is related to the position of the overhead sun which varies
throughout the year with latitude. Thus, the tropics have low pressure
because of rising air but this zone moves north and south with the overhead
sun. Temperatures are affected by land-sea distribution because of the
differing thermal conductivities of land and sea. Thus land-sea distribution will
distort the latitudinal effect of the passage of the overhead sun and thus
pressure. There are major contrasts between the northern and southern
hemispheres. The main factor will be the apparent movement of the overhead
sun, but land-sea distribution will distort this and cause regional variations.
below.
Level 4 (12–15)
Response thoroughly assesses the extent to which land-sea distribution
affects the seasonal variation in global pressure. Examples used are
appropriate and integrated effectively into the response. Response is well
founded in detailed knowledge and strong conceptual understanding of the
topic.
Level 3 (8–11)
Response assesses the extent to which land-sea distribution affects the
seasonal variation in global pressure but may be unbalanced. Examples may
lack detail or development. Response develops on a largely secure base of
knowledge and understanding.
Level 2 (4–7)
Response shows general knowledge and understanding of the extent to which
land-sea distribution affects the seasonal variation in global pressure.
Response is mainly descriptive or explanatory with limited use of examples
and understanding of the topic may be partial or inaccurate. Some concluding
remarks. General responses without the use of example(s) will not get above
the middle of Level 2 (6 marks).
Level 1 (1–3)
Response may broadly discuss the extent to which land-sea distribution
affects the seasonal variation in global pressure but does not address the
question and does not come to a convincing conclusion. Response is
descriptive, knowledge is basic and understanding is poor.
Level 0 (0)

PUBLISHED 2023
Rocks and weathering
6(a)(i) Describe the main differences between mass movement processes of 4

flows and slides.
The main differences are:
• Flows tend to be more fluid with a higher water content

• Flows possess internal deformation whereas slides tend to move en
masse
• Flows tend to move faster
• This means that flows move faster in their middle portions and at the
surface as in a typical flow. Slides move at the same rate throughout their
mass
• Flows do not possess a sliding or shearing surface where movement
occurs, whereas slides do
• Flows tend to move in channels, whereas slides do not
• Flows tend to move further
• Flows can be more continuous; slides tend to move over shorter time
periods
1 mark for each difference.
6(a)(ii) Briefly explain how rills occur on slopes. 3
Rills are concentrated thin streams of water on the slope. Thus:
• They need rainfall amounts that exceed the infiltration capacity of the
soil/saturated soil/ground
• They need bare surfaces
• They need to have soil characteristics that affect infiltration capacity
• They need to be on relatively steep slopes
• They become concentrated in thin rivulets by surface irregularities/
roughness
This is an explanation and not a description.

PUBLISHED 2023
6(b) Examine the factors that influence physical weathering in different 8

climates.
The focus of the question is clearly the relationship between physical

weathering processes and climatic characteristics (mostly temperature and
precipitation). However, other factors, such as rock type and structure
unrelated to climate, will also influence physical weathering and need to be
examined along with climatic influence.
Level 3 (6–8)
Response clearly examines the factors that influence physical weathering in
different climates. Response is well founded in detailed knowledge and strong
conceptual understanding of the topic. Examples used are appropriate and
integrated effectively into the response.
Level 2 (3–5)
Response examines the factors that influence physical weathering in different
climates. Response develops on a largely secure base of knowledge and
understanding. Examples may lack detail or development.
Level 1 (1–2)
Response describes the factors that influence physical weathering in different
climates. Knowledge is basic and understanding may be inaccurate.
Examples are in name only or lacking entirely.
Level 0 (0)

PUBLISHED 2023
6(c) With the aid of examples, assess the extent to which precipitation is the 15
main factor in causing mass movements.
This requires a thorough understanding of the factors that lead to mass

movement with the significance of precipitation as one of those factors. Water
is a key factor in most types of mass movement, but may vary in significance
depending on the type of movement, reducing shear strength and increasing
shear stress (weight, pore water pressure). However, there are other
significant factors such as human activity (overloading and undercutting of
slopes, traffic vibrations), vibration from earthquakes, and some types of
weathering such as freeze-thaw for rock falls. Descriptions of slope wash
effects (soil erosion) are not relevant.
below.
Level 4 (12–15)
Response thoroughly assesses the role of precipitation in causing mass
movements. Examples used are appropriate and integrated effectively into the
response. Response is well founded in detailed knowledge and strong
conceptual understanding of the topic.
Level 3 (8–11)
Response assesses the role of precipitation in causing mass movements but
may be unbalanced. Examples may lack detail or development. Response
develops on a largely secure base of knowledge and understanding.
Level 2 (4–7)
Response shows general knowledge and understanding of the role of
precipitation in causing mass movements. Response is mainly descriptive or
explanatory with limited use of examples and understanding of the topic may
be partial or inaccurate. Some concluding remarks. General responses
without the use of example(s) will not get above the middle of Level 2 (6
marks).
Level 1 (1–3)
Response may broadly discuss the role of precipitation in causing mass
movements but does not address the question and does not come to a
convincing conclusion. Response is descriptive, knowledge is basic and
understanding is poor.
Level 0 (0)

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Cambridge International AS & A Level

This document consists of 16 printed pages.

© UCLES 2023 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2023 Page 2 of 16

AS Level Geography 9696 (Paper 1 and Paper 2) specific marking instructions

Examiners must use the following annotations:

Annotation Meaning Use

Correct point Point-marked questions only:

Incorrect Point-marked questions only:

Level 4 Levels-marked questions only:

Level 3 Levels-marked questions only:

Level 2 Levels-marked questions only:

Level 1 Levels-marked questions only:

Level 0 – No creditable response Levels-marked questions only:

Highlight Creditworthy part of an extended Levels-marked questions only:

Evaluative point Levels-marked questions only:

Omission or further All questions

Unclear or validity is doubted All questions

Developed point All questions

Appropriate example or case study All questions

Irrelevant All questions

Material that does not answer the All questions

Highlighting a significant part of an Levels-marked questions only:

another annotation e.g. or

© UCLES 2023 Page 3 of 16

Annotation Meaning Use

1. Diagram or essay plan has been 1. Any diagrams or essay plans

Rubric error Optional questions only (place at start of

© UCLES 2023 Page 4 of 16

Hydrology and fluvial geomorphology

Question Answer Marks

1(a) Fig. 1.1 is a photograph which shows a river in Alaska, USA. 1

Name the type of river channel labelled A on Fig. 1.1.

The main features that can be labelled are:

River channel should be shown as asymmetrical – deeper at undercut bank

One mark for a cross-section even if profile is inaccurate/unrealistic.

2 marks for the labelling and 2 marks for the profile.

The landform is an oxbow lake:

• Initial development of a meandering channel (helicoidal flow);

Credit clear and correct diagram that adds to the answer.

1 mark for each simple explanation, 2 marks for a developed explanation up

© UCLES 2023 Page 5 of 16

Atmosphere and weather

Question Answer Marks

State the cause of precipitation shown in Fig. 2.1.

The main points are:

1 mark for each accurate comparison.

It needs some explicit comparison rather than two separate descriptions,

3 marks if only similarities or differences.

2(c) Explain how precipitation is caused by orographic uplift of air. 5