Cambridge International AS & A Level: Geography 9696/11
Cambridge International AS & A Level: Geography 9696/11
Cambridge International AS & A Level: Geography 9696/11
GEOGRAPHY 9696/11
Paper 1 Core Physical Geography May/June 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.
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Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
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the specific content of the mark scheme or the generic level descriptors for the question
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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
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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.
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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.
2. Additional page has been checked 2. All blank pages in the provided generic
answer booklet and/or extension answer
booklet(s).
Section A
Answer all questions in this section. All questions are worth 10 marks.
1(a)(i) Fig. 1.1 shows the velocity of flow that erodes, transports and deposits 1
sediment in a river channel.
Hjulström
1(a)(ii) State the size of sediment at the lowest erosion velocity shown in Fig. 1
1.1.
1(b) Use Fig. 1.1 to explain why the minimum velocity needed for sediment 4
erosion varies.
The differences seen for sediment smaller than sand, greater velocities are
needed for sediment to erode. The reason for this is the cohesive nature of
clay.
For sediment larger than sand, there is a clear increase in velocity needed
to erode the sediment, due to their weight.
1(c) Explain two reasons for the variation of deposition along a river 4
channel.
Reasons include:
Drop in velocity on entering a lake/sea, perhaps flocculation
Amount of friction, higher in upper course of river, greater turbulence
thus very variable local velocity, step-pool sequences
Hydraulic radius increases downstream therefore less friction and less
deposition
Deposition behind obstacles
Entering riffles
Effect of meander shape, usually in middle/lower zone of rivers e.g.
lower velocity on inside bends e.g. point bars
Change in gradient downstream with effect on velocity
Change in sediment supply such as from tributaries
Decreased sediment size downstream as a result of attrition means less
likely to be deposited
Max. 3 if only one reason given. 1 mark for reason, 1 mark for each
development(s).
2(a) Fig. 2.1 is a photograph which shows the state of water on two 2
different surfaces on a winter day, in England, UK.
Describe the state of water on the two different surfaces shown in Fig.
2.1.
2(b) Suggest reasons for the difference in the state of water on the two 4
different surfaces shown in Fig. 2.1.
1 mark for each point, 2 marks for each developed point, up to the
maximum.
2(c) Explain why there can be a difference between the state of water 4
during the daytime and night-time.
The six components of the daytime budget and the four components of the
night-time budget can be discussed here with influence on radiation and
heat transfer.
Explanation must be related to the state of water i.e. liquid (water, dew),
solid (ice/snow), gaseous (water vapour).
1 mark for each point, 2 marks for each developed point, up to the
maximum.
Give an estimate for the area of the landslide shown in Fig. 3.1.
3(a)(ii) State the direction of movement of the landslide shown in Fig. 3.1. 1
3(b) Use evidence from Fig. 3.1 to suggest reasons for slope instability in 4
this area.
Very close contours indicate steep slopes e.g. GR 5352 and gravity
effect
High elevation suggests active physical weathering of the rock surfaces
with perhaps rockfalls
High elevation suggests high precipitation amounts
Lack of vegetation on the slopes therefore possible instability
Many springs and streams in the area suggest high rainfall, which can
lead to loss of shear strength, increased pore water pressure/lack of
cohesion and add weight to material on the slopes
Key indicates surface material is rough scree or similar which will be
poorly consolidated and relatively easy to move if a mass movement is
triggered
Possible snow melt from high mountains
Many deeply incised small streams which could indicate potential
instability
Possible undercutting by rivers
Vehicle tracks might cause instability
1 mark for each point, 2 marks for each developed point, up to the
maximum.
3(c) Explain how a mass movement can affect the slope of an area. 4
The effect of the mass movement, which should be related to specific types
of mass movement for any development point, can include:
1 mark for each point, 2 marks for each developed point, up to the
maximum.
Section B
Answer one question from this section. All questions are worth 30 marks.
4(a)(i) Briefly explain why precipitation may not always reach a river channel. 3
Precipitation may:
Be intercepted by vegetation and then uptake by plant roots
Be lost by evapotranspiration from vegetation
Be used by humans
Evaporate from impermeable surfaces
Permeate through bedrock and enter ground water and eventually an
aquifer
Be stored in a lake
Fall as snow and become consolidated as ice
4(a)(ii) Outline two factors which influence the formation of a braided channel. 4
4(b) Describe and explain how soft engineering and hard engineering can 8
be used to prevent river floods.
Level 3 (6–8)
Response clearly describes and explains how soft engineering and hard
engineering can be used to prevent river floods. 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 describes and explains how soft engineering and/or hard
engineering can be used to prevent river floods. Response develops on a
largely secure base of knowledge and understanding. Examples may lack
detail or development.
Level 1 (1–2)
Response describes how soft engineering and/or hard engineering can be
used to prevent river floods. Knowledge is basic and understanding may be
inaccurate. Examples are in name only or lacking entirely.
Level 0 (0)
No creditable response.
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.
Award marks based on the quality of the response using the marking levels
below.
Level 4 (12–15)
Response thoroughly discusses modifications to channel flows by
urbanisation and considers whether it always results in an increase in
channel flow. 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 2 (4–7)
Response shows general knowledge and understanding of modifications to
channel flows by urbanisation and considers whether it always results in an
increase in channel flow. 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 modifications to channel flows by
urbanisation and considers whether it always results in an increase in
channel flow 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)
No creditable response.
5(a)(i) Define the atmospheric terms latent heat transfer and dew. 4
Latent heat transfer is that heat which is transferred during a change in state
(1) e.g. water to water vapour by evaporation or water vapour to water by
condensation (1).
5(a)(ii) Describe how the orographic uplift of air may result in precipitation. 3
A diagram showing the passage of air over a mountainous region and the
correct placement of rainfall is worthy of credit.
Urban heat island describes the situation where an urban area experiences
a significantly different microclimate to surrounding rural areas. In general,
they have higher temperatures, greater cloud cover, potentially more
precipitation and possibly more gusty wind conditions. Most pronounced at
night and during calm clear weather (anticyclonic conditions).
An urban heat island is where the urban area is consistently warmer than
the surrounding rural area. This is formed because of the fabric of the urban
area and the activities that take place there e.g. tarmac and concrete
buildings with a lower albedo absorbing and retaining heat, and releasing
that heat at night as longwave radiation. Tall buildings restricting cooling
effect of wind. Domestic and industrial heat generation, atmospheric
pollutants and dust particles from vehicles and other activities (pollution
dome), lower evapotranspiration rates as there are fewer areas of
vegetation thus reducing latent heat transfer.
Level 3 (6–8)
Response clearly describes and explains the formation of an urban heat
island. 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 describes and explains the formation of an urban heat island.
Response develops on a largely secure base of knowledge and
understanding. Examples may lack detail or development.
Level 1 (1–2)
Response describes and/or explains the formation of an urban heat island.
Knowledge is basic and understanding may be inaccurate. Examples are in
name only or lacking entirely.
Level 0 (0)
No creditable response.
5(c) With the aid of examples, assess the extent to which ocean currents 15
are the main energy transfer within the global energy budget.
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.
Award marks based on the quality of the response using the marking levels
below.
Level 4 (12–15)
Response thoroughly discusses the extent to which ocean currents are the
main energy transfer within the global energy budget. 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 discusses the extent to which ocean currents are the main
energy transfer within the global energy budget 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 ocean currents are the main energy transfer within the global energy
budget. 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 0 (0)
No creditable response.
Rainsplash is when precipitation hits bare soil (1) which dislodges soil
particles (1).
Rills are (small, shallow) channels (1) cut by water flowing over soils (1).
Trees will intercept and absorb water, which reduces water in soils,
decreasing the likelihood of high pore water pressure and therefore a
reduction in shear strength.
Reducing the amount of water on slopes and in soils
Roots will bind soil material, increasing shear strength and helping to
prevent the effects of gravity leading to mass movement such as
landslides or slumping. This may reduce shallow landsides but have
little effect on large, deep-seated landslides.
Afforestation may help to reduce the overall water load and content of
the rocks and sediments in an area, which might reduce the weight of
the material and decrease the effects of gravity that lead to mass
movements. However, this may be counterbalanced by the weight of
the trees.
If the slope has exposed rock surfaces, then trees can slow down forms
of physical weathering which can lead to mass movement.
Level 3 (6–8)
Response clearly explains how the type and rate of weathering is influenced
by precipitation. 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 type and rate of weathering is influenced by
precipitation. Response develops on a largely secure base of knowledge
and understanding. Examples may lack detail or development.
Level 1 (1–2)
Response describes and/or explains how the type and/or rate of weathering
is influenced by precipitation. Knowledge is basic and understanding may be
inaccurate. Examples are in name only or lacking entirely.
Level 0 (0)
No creditable response.
6(c) With the aid of examples, assess the extent to which subduction is 15
involved in the formation of tectonic landforms.
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.
The main tectonic landforms are volcanoes, fold mountains, ocean trenches,
volcanic island arcs, mid-ocean ridges and fault valleys. Subduction is when
one oceanic plate is forced below either another oceanic plate or continental
plate. Landforms associated with subduction are volcanoes, fold mountains,
ocean trenches and volcanic island arcs depending on which plates are
involved. Some volcanoes are associated with sea floor spreading or mantle
plumes at hot spots e.g. Hawaii. Some fold mountains are associated with
collision between two continental plates with no major subduction and
melting of the crusts, therefore no volcanic action. Mid-ocean ridges are the
result of magma rising at sea floor spreading sites. Fault valleys are the
result of plates moving apart e.g. East African Rift Valley. These
considerations will form the basis of the assessment.
Award marks based on the quality of the response using the marking levels
below.
Level 4 (12–15)
Response thoroughly discusses the extent to which subduction determines
the formation of tectonic landforms. 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 discusses the extent to which subduction determines the
formation of tectonic landforms 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 subduction determines the formation of tectonic landforms. 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 0 (0)
No creditable response.