GCSE GEOGRAPHY Revision Questions Paper One Living with the Physical Environment SECTION A | The Challenge of Natural Hazards
CLIMATIC 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.
Q1. Give one condition that is needed for a tropical storm to form. _______________________________________________________________________ _______________________________________________________________________ (Total 1 marks)
Q2. Give two reasons why tropical storms eventually lose their energy. Reason 1:______________________________________________________________ _______________________________________________________________________ Reason 2:______________________________________________________________ _______________________________________________________________________ (Total 2 marks)
Q3. Describe the conditions that lead to the formation of tropical revolving storms. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 3 marks)
Q4. The figure below shows the total number of tropical storm days between 1980 and 2010.
(i)
Which year had the highest total number of tropical storm days? ________________________ (1)
(ii)
Describe the pattern of tropical storm days between 1980 and 2010 shown in the figure above. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)
(iii)
The figure below gives information about tropical storms.
In which year could sea temperatures have been cooler than usual? Use the figure above. Circle the correct answer. 1993
1998
2001 (1) (Total 4 marks)
Q5. The figure below shows the path of a tropical storm (Typhoon Ketsana), 23 to 30 September 2009.
NASA
(i)
Complete the labels on the figure above. Choose the two correct labels from the list below. Typhoon Ketsana forms over the ocean. Typhoon Ketsana tracks northwards. Typhoon Ketsana loses strength. Typhoon Ketsana reaches the coast. (2)
(ii)
With the help of the figure above, describe two effects of a tropical storm. 1. _________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 6 marks)
Q6. The figure below is a map of the world. The map shows the distribution and strength of tropical storms.
NASA
Complete the paragraph below. Choose the four correct terms from the list below. Indian
30
Equator
northern
Pacific
5
Tropics
southern
Most tropical storms are found between latitudes 10 degrees and ____________________ degrees north and south of the ____________________ . Tropical storms are more common in the ____________________ hemisphere. The greatest number of category five storms happen in the ____________________ Ocean. (Total 4 marks)
Q7. Which one of the following is needed for a tropical storm to form? Tick the correct box.
Calm seas
High sea temperatures
Low sea temperatures (Total 1 mark)
Q8. Study the figure below.
In which two areas (A, B, C, D and E) are tropical storms common? Tick the two correct boxes.
A B C D E
(Total 2 marks)
Q9. Study the following figure. It shows the path of a tropical storm.
Š Commonwealth of Australia 2008, Bureau of Meteorology. Earth Observatory, NASA.
The statements below show the life cycle of a tropical storm. The letters A, B, C and D on the figure show four stages in that life cycle. Write the correct letter next to each statement. Statement
Letter
with sea surface temperatures over 27 °C, warm air rises and starts to spin thunderstorms begin to form when the tropical storm moves over land, it loses its source of energy and weakens when the tropical storm moves over the ocean, it picks up more warm moist air and it grows in size (Total 3 marks)
Q10. Tick the correct box to show whether each of the following statements about tropical storms (hurricanes) is true or false. True
False
Ocean temperatures need to be at least 27°C.
The eye is the centre of the tropical storm.
Tropical storms form between 30° and 40° north and south of the equator. (Total 3 marks)
Q11. (i)
In the flow diagram below, add the letters A, B and C to the boxes in the correct order to show how a tropical storm forms. A
Warm ocean heats the air above C
B
Air cools and clouds form
Warm moist air rises
(2)
(ii)
Study the figure below, a cross-section through a tropical storm (Hurricane Ivan).
Which of the letters (A to D) in the figure above show the following features of a hurricane?
The eye
The strongest winds (2) (Total 4 marks)
Q12. Complete the paragraph below to describe extreme weather. Choose the correct words from this list.
normal
light rain
exceptional
often
rarely
gales
Extreme weather occurs in ______________________ conditions. It happens ______________________ . Examples of extreme weather include thick fog and ______________________ . (Total 3 marks)
Q13. The figure below shows information about methods of protection from the effects of tropical storms, and indicators of development for two countries.
‘Only more developed countries can protect themselves effectively from the damage caused by tropical storms.’ Do you agree? Tick the box of your choice.
Give reasons for your choice. Use the figure above and your own knowledge. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Extra space _____________________________________________________________ _______________________________________________________________________ (Total 6 marks)
Q14. Suggest one reason why the number of tropical storms may change in the future. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 2 marks)
Q15. (i)
In 2002 the Ganges Delta was hit by several tropical storms (cyclones). The table below gives some of the characteristics of the Ganges Delta. Characteristics of the Ganges Delta Relief
Low-lying area: 90% is less than 10 metres above sea level
Transport network
Poorly developed with few main roads and railways
Population density
High – over 200 people per square kilometre
Using the table above, explain why so many people die as a result of tropical storms in the Ganges Delta. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4)
(ii)
Give two ways of reducing the damage caused by tropical storms, either in the long term or in the short term. 1. _________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ (2) (Total 6 marks)
Q16. Study the following figure, some methods of preparing for a tropical storm. • • • •
Listen to the radio Protect your home Have a family action plan Get an emergency kit
Suggest how two of these methods help people prepare for a tropical storm. Chosen method _________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Chosen method _________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 2 marks)
Q17. (a)
Study the figure below, which shows the locations of flood events in England between 2000 and 2007.
Are the following statements about the locations of these flood events true or false? Tick the correct boxes. Statement
True
False
Only the longest rivers flooded. Flooding in 2000 affected only areas in northern England. Flooding affected more places in 2007. (3)
(b)
Use a case study to describe the effects of river flooding. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (6) (Total 9 marks)
Q18. Use examples to describe the impacts (effects) of extreme weather such as that shown in Figures 1a and 1b. Figure 1a
Figure 1b The Weather Outlook At Altnaharra in the Highlands of Scotland the temperature fell to –21.2 °C, the coldest on record for 2 December.
Gatwick Airport remained closed for a second day and was not expected to open before this morning. A spokesman said that 45 cm of snow over the past two days was too much for a team of 100 people and 45 vehicles trying to clear the single runway.
• Tomorrow: Slightly warmer across UK, reaching 5 °C in the South West, 2 °C in London, 0 °C in Scotland. • Sunday: Remaining slightly milder. Dry, sunny and pleasant over almost the entire country. • Monday: Much colder over the whole country. Threat of thick fog and icy conditions. • Tuesday: Little change.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Extra space _____________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 6 marks)
Q19. Study Figures 1a and 1b below. Figure 1a is a satellite image of the British Isles taken on 2 December 2010. Figure 1b is a newspaper extract. Figure 1a
Figure 1b The Weather Outlook At Altnaharra in the Highlands of Scotland the temperature fell to –21.2 °C, the coldest on record for 2 December.
Gatwick Airport remained closed for a second day and was not expected to open before this morning. A spokesman said that 45 cm of snow over the past two days was too much for a team of 100 people and 45 vehicles trying to clear the single runway.
(a)
• Tomorrow: Slightly warmer across UK, reaching 5 °C in the South West, 2 °C in London, 0 °C in Scotland. • Sunday: Remaining slightly milder. Dry, sunny and pleasant over almost the entire country. • Monday: Much colder over the whole country. Threat of thick fog and icy conditions. • Tuesday: Little change.
Describe the extent of snow cover shown in Figure 1a. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)
(b)
Use Figure 1b to complete the Fact File below about the snowy weather in December 2010.
Fact File Coldest temperature ______________________ °C Snowfall at Gatwick Airport ______________________ cm Summary of weather outlook _________________________________ _________________________________________________________ (3)
(c)
Which type of weather system led to so much snow falling? Circle the correct answer. Depression
Anticyclone (1) (Total 6 marks)
Q20. Give two conditions necessary for the formation of tropical storms (hurricanes). _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 2 marks)
Q21. Explain how a tropical storm forms. You may use a diagram. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 4 marks)
Q22. Study the figure below which shows the path of a tropical storm.
Š Commonwealth of Australia 2008, Bureau of Meteorology. Earth Observatory, NASA.
With the help of the figure, describe the stages of the life cycle of a tropical storm. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 3 marks)
Q23. The figure below shows the number of powerful tropical storms in the Atlantic Ocean each year. Add the letters A and B to two of the boxes on the figure below to show: A – a period of low tropical storm activity B – a period of high tropical storm activity.
(Total 2 marks)
Q24. The figure below shows the number of powerful tropical storms in the Atlantic Ocean each year.
(i)
Complete the figure above. Use the information below. Powerful tropical storms in 2005 = 5 (1)
(ii)
Describe the changes to the numbers of powerful tropical storms between 1980 and 2005 as shown in the figure above. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 5 marks)
Q25. Figure 1 shows the total number of tropical storm days between 1980 and 2010. Figure 1
Figure 2 gives information about tropical storms. Figure 2
What evidence is there on Figure 1 and Figure 2 to suggest that changes in sea temperatures occurred between 1980 and 2010? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ __________________________________________________________ (Total 4 marks)
Q26. (a)
Study the image below, a variety of newspaper headlines about weather in the UK.
Explain how the newspaper headlines show that the UK experiences extreme weather. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (2)
(b)
Describe the benefits that extreme weather can bring. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (4) (Total 6 marks)
Q27. Study the figure, a satellite image of Hurricane Katrina shortly before it crossed New Orleans in the USA.
Using the image only, forecast the weather conditions in New Orleans over the next 24 hours. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 4 marks)
Q28. (a)
Study Figure 1, which shows Cyclone Nargis, a tropical revolving storm over the Bay of Bengal. Figure 1
Figure 2 is a black and white copy of Figure 1. On Figure 2, label features X, Y and Z of Cyclone Nargis. Figure 2
(3)
(b)
Use a case study to describe the responses to a tropical revolving storm. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Extra space _________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ (6) (Total 9 marks)
Q29. Study the figure below which describes responses to a tropical storm – Hurricane Katrina in New Orleans, USA in August 2005.
On 28 August 2005, the Mayor of New Orleans ordered the compulsory evacuation of the city. All train services into and out of the city were suspended. New Orleans has a population of around half a million people and the State Evacuation Plan leaves it up to individuals to organise their own evacuation using private vehicles. About a quarter of the city’s residents do not own a car. Many of those who were unable or unwilling to leave were elderly, disabled or sick.
At least twice as many people tried to find shelter there and when the electricity, air conditioning and running water all failed, conditions quickly became unsanitary and uncomfortable. Sick people ran out of medicines, and crime started to get out of control (snipers on rooftops, looting from shops and homes, etc). It took several days for the police and army to regain control and for the remaining 120,000 people to be safely evacuated to other cities.
The city authorities organised enough food and water for three days for around 15,000 people at the Superdome. Explain why the people of New Orleans were unhappy with the response of the authorities to Hurricane Katrina. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 4 marks)
Q30. What is the difference between weather and climate? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 2 marks)
Q31. The figure below shows parts of two countries (A and B).
The tropical storm will probably cause more damage in Country B. Explain why, giving two reasons. Use the information in the figure above. 1. _____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. _____________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 4 marks)
Q32. The figure below shows information about methods of protection from the effects of tropical storms, and indicators of development for two countries.
‘Only more developed countries can protect themselves effectively from the damage caused by tropical storms.’ Do you agree? Tick the box of your choice.
Give reasons for your choice. Use the figure above and your own knowledge. Use examples from an area(s) that you have studied. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
_______________________________________________________________________ _______________________________________________________________________ Extra space _____________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 8 marks)
Q33. ‘The weather of the UK is becoming more extreme.’ Use evidence to support this statement. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 6 marks)
Q34. Study the image below, a variety of newspaper headlines about weather in the UK.
‘UK weather is becoming more extreme.’ Use the headlines above and your own knowledge to discuss this statement. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Extra space _____________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 8 marks)
Q35. Discuss issues raised in preparing for and dealing with the impacts of extreme weather such as that shown in Figures 1a and 1b below. Figure 1a
Figure 1b The Weather Outlook At Altnaharra in the Highlands of Scotland the temperature fell to –21.2 °C, the coldest on record for 2 December.
Gatwick Airport remained closed for a second day and was not expected to open before this morning. A spokesman said that 45 cm of snow over the past two days was too much for a team of 100 people and 45 vehicles trying to clear the single runway.
• Tomorrow: Slightly warmer across UK, reaching 5 °C in the South West, 2 °C in London, 0 °C in Scotland. • Sunday: Remaining slightly milder. Dry, sunny and pleasant over almost the entire country. • Monday: Much colder over the whole country. Threat of thick fog and icy conditions. • Tuesday: Little change.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Extra space _____________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Total 8 marks)
Mark schemes Q1. Only one condition is required. Credit a range of answers, e.g: • warm sea temperatures/sea temperatures in excess of 27°C (1) • light winds aloft (1) • winds near the ocean surface blowing from different directions converging (1) • low-wind-shear winds that do not vary greatly with height (1) No credit for high temperatures without qualification. AO1 = 1
[1]
Q2. One mark for each reason showing understanding of the frictional effect of moving over the land, e.g. they pass over land which slows their movement due to friction, or of loss of energy due to cooling effect of passing over water (or land) at higher latitudes, e.g. they move into areas of cooler water, where there is less energy. No credit for vague statements such as ‘mountains stop them’ or ‘they pass over the sea’. AO2 = 2
[2]
Q3. Any valid point such as they form over warm, tropical seas (1) with a temperature of over 26.5 / 27°C (1) in summer when seas are warmest (1) at latitudes more than 5°N and S of the Equator (1) so that the 'spin' can develop (1). In these areas storms are joining together (1) due to the instability of the air (1). AO1 – 2 AO2 – 1
[3]
Q4. (i)
1 × 1 1993 1
(ii)
2 × 1 reference to fluctuating/ high-low-high/cyclical/use of figures/dates. 2
(iii)
1 × 1 2001 1
[4]
Q5. (i)
2 × 1 West box: Typhoon Ketsana loses strength. East box: Typhoon Ketsana forms over the ocean. 2
(ii)
2 × 1 + 1 (for developed points) References to storm surges, flooding, structural damage (once only), loss of crops, loss of income, transport links severed, death/injury, trauma/
stress, water borne diseases, looting, dependency on aid etc – plus a development of the point e.g. destroy homes (1), making people homeless (1). Look for a development in a list of effects. 4
[6]
Q6. 4×1 30, Equator, northern, Pacific. [4]
Q7. 1×1 High sea temperatures. [1]
Q8. 2x1 C, D [2]
Q9. 3x1 B, A, D, C (4 = 3 marks, 3 = 2 marks, 2/1 = 1 mark) [3]
Q10. True, true, false [3]
Q11. (i)
A, C, B 2
(ii)
Eye = C Strongest winds = B. 2
[4]
Q12. Extreme weather occurs in exceptional conditions. It happens rarely. Examples of extreme weather include thick fog and gales. 3×1 AO1 – 2 AO2 – 1
[3]
Q13. Level 1 Basic (1–4 marks) Simple statements without development of ideas. Yes: E.g. poorer country/lower GNI have less money, poor communications/fewer people with TV, fewer people can read warnings, fewer people can be taught about what to do in a tropical storm as fewer go to school. Accept ideas beyond Figure 8. E.g. as many people live in poorly built shacks in shanty towns/ houses in villages easily damaged. Or deals with the opposite effects in developed countries. No: E.g. In less developed countries they could strengthen buildings to make them storm proof just by boarding up windows or having shutters. They could build simple storm shelters. Those who can read/have TV could teach/inform the population what to do if a tropical storm strikes. They could ring a bell to tell people to evacuate the area i.e. some idea of even though they are poor there is always something they could do. Credit simple ideas why stated schemes/methods are effective. Or deals with the uncertainty of forecasting etc even in developed countries. Accept simple ideas about never being able to beat the forces of nature no matter how rich you are. 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 (5–6 marks) Clear description of methods with development of ideas. Yes: E.g. Able to afford the expensive satellite technology to forecast storm paths/expensive building design using materials tested in storm simulators etc. Most people go to school and are able to read and receive school lessons on drawing up a family evacuation/preparedness plan; this is done during a dedicated week. Development may be case study examples e.g. they can afford to set up agencies such as The National Hurricane centre to monitor tropical storms. Or deals with the opposite effects in developing countries. No: E.g. In less developed countries they could build simple yet effective concrete shelters on stilts. They could have village meetings where women in Bangladesh are taught not to wear saris in case they have to swim, i.e. clear idea of even though they are poor there is always something they could do. Credit clear ideas why stated schemes/methods are effective. Accept clear ideas with examples about never being able to beat the forces of nature no matter how rich you are. 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. [6]
Q14.
1+1 could be developed by relating climate change to global warming), changing sea temperatures (1). El Niño type events (1). [2]
Q15. (i)
Level 1 Basic (1-2 marks) Simple statements and any detail which is a straight lift from Figure 1 without elaboration – flat/low lying, few roads/railways, high population density. Level 2 Clear (3-4 marks) Linked statements needed. Dense population / high density – many killed, low-lying area / near sea level – easy to flood / no flood protection/large area covered, poor infrastructure – lack of roads to escape / get aid into area. 4
(ii)
Voluntary aid/bilaterial aid (= 1 only), vaccinations/antibiotics, stronger buildings/on stilts, storm shelters, build banks on rivers/levees, radios for fishermen at sea, improved roads/transport raised mounds, sea walls, warning systems. 2
[6]
Q16. 2x1 Listen to the radio: up-to-date information on course/strength of tropical storm, information on evacuation notices, information on safe evacuation routes etc. Protect your home: turn off gas/electricity, fasten roof straps, put shutters/board up windows, secure large/heavy items of furniture, windproof tiles, water resistant windows, strengthened building structures, ground floor walls of buildings are designed to wash out etc. Have a family action plan: discuss escape routes from home, agree on a meeting/contact place/person if separated, decide what to do with pets, agree on a ‘safe’ area in the home etc. Get an emergency kit: put together and store items which would help during a tropical storm e.g. torch, batteries, wind-up radio, bottled water, first-aid kit etc. [2]
Q17. (a) Statement
True
✓
Only the longest rivers flooded. Flooding in 2000 affected only areas in northern England.
False
✓
Flooding affected more places in 2007.
✓
3×1 AO1 – 1 AO2 – 1 AO3 – 1 3
(b)
Response will depend on case study selected and whether it relates to a rich or poor part of the world. Examples likely to refer to various areas in England 2007, Cumbria 2010, Bangladesh, Pakistan. There is likely to be reference to numbers affected, deaths, impact on housing, farmland, businesses, transport routes etc. There may be categorisation in this way – or reference to short and long term. Level 1 (Basic) 1–4 marks Describes some effects of flooding, may be list-like at lower end. Statements may be in a random order and/or separate. Generic statements. Lots of people died and many were homeless. There was no clean water and people were ill. Bridges had collapsed. There was raw sewage and rice had been washed away. Level 2 (Clear) 5–6 marks Clear description of a range of effects of flooding. Statements are developed and linked. Clear, specific reference to case study. In Bangladesh in 2004, over 600 people died and millions were homeless. Raw sewage led to disease and there was no clean water. The floods wiped out the rice crop in rural areas. In Dhaka, the airport was flooded. Many bridges had been destroyed by the flood. Schools and hospital were badly damaged and the cost was estimated at $7billion. AO1 – 3 AO2 – 3 6
[9]
Q18. Reference may be made to any type of extreme weather – such as heavy rain, large amounts of snow, gales, thick fog, but there should be an attempt to refer to a particular weather type or types. Answer here refers to snow. Impact likely to refer to impact on transport – roads being impassable, trains cancelled and delayed and similarly flights as in December 2010 where airports closed as snow could not be cleared quick enough; people stranded and the need to provide shelters at airports; people’s lives are often severely disrupted – old people unable to get out, concerned about the cost of heating, people panic buying food items, fuel shortage making situation worse, school closures, people unable to get to work, increase in numbers of people falling and going to casualty, increase in illness and hospitals stretched etc. Level 1 (Basic) (1–4 marks) Simple statements, perhaps list-like at lower end. Separate ideas. There will be an emphasis on general impacts – linked to any extreme weather. People will not be able to get to work. Schools will be shut. People will be worried. Accidents will increase and roads will be shut. Trains will be cancelled. Level 2 (Clear) 5–6 marks) Develops statements and makes links.
Response is targeted to question – with illustrations using weather types. When there was a lot of snow in December 2010, lots of schools were closed. This led to many children sledging and enjoying the weather. However, many trains were cancelled and people were stranded. Airports were closed as runways could not be cleared. This spoiled holiday plans and stopped business people getting away. People fell on ice and lots more people had to go to casualty departments. AO1 – 3 AO2 – 3
[6]
Q19. (a)
1 mark for recognising that the vast majority of the British Isles is covered in snow + 1 if qualified. 1 mark for identifying areas not covered – such as some western coastal areas, parts of the Republic of Ireland. 2×1 AO2 – 1 AO3 – 1 2
(b)
3×1
Fact File Coldest temperature: –21.2°C Snowfall at Gatwick Airport: 45cm Summary of weather outlook. Any valid summary – staying very cold but mainly dry; sunny, but cold, a little snow. AO2 – 1 AO3 – 2 3
(c)
Anticyclone AO1 – 1 1
[6]
Q20. Any 2 valid points or 1 developed point and 1 basic point e.g. position between 5 and 15 degrees N and S of Equator (1); warm tropical seas (1) with temperatures of at least 26/27 degrees (1); high rates of evaporation (1); very low pressure (1). [2]
Q21. Levels of response L1 (1-2 marks) basic statements, e.g. the air rises and forms heavy rain. They form over the sea. The air spins round. L2 (3-4 marks) clear statements, e.g. the air picks up moisture over the sea which is warm. The air spirals round the calm eye. The air
rises and cools and heavy rain falls. Clear statement of process. [4]
Q22. 3x1 (A) Clusters of thunderstorms drift over warm ocean waters (1) (B). With sea surface temperatures over 27°C, warm air rises and starts to spin (1). (C) As the tropical storm moves over the ocean, it picks up more warm air, wind speeds increase and it grows in size (1) (D). As the tropical storm moves over land, it loses its source of energy and weakens (1). The emphasis is on the physical process, rather than features of the storm itself. 1 mark from (A), 1 mark from (B)/(C), 1 mark from (D) [3]
Q23. 2×1 A – A period of low hurricane activity – middle box. B – A Period of high hurricane activity – left or right box. BAB is acceptable (2 marks) AAB = 1 mark BBB = 0 AAA = 0. [2]
Q24. (i)
1×1 Correct bar at 5 1
(ii)
4×1 Any change to the overall trend eg increases (1) + use of data (1) and then changes within individual time periods, e.g. fluctuates (1) + use of data (1) e.g. ‘in 1980 1 storm, by 1998 3 storms, by 2005 5 storms, they are increasing’ (= 3 marks) + reference to fluctuations (= 4 marks) (reject ‘the number of tropical storms is increasing each year’) 4
[5]
Q25. •
Identifies a cycle/fluctuations (1), indicates increasing/decreasing sea temperatures (1)
•
Identifies a peak (dates/number of storm days) (1), link to heating or El Nino (1)
•
Identifies a trough (dates/number of storm days) (1), link to cooling or La Nina (1).
Higher/lower sea temperatures = more/fewer tropical storm days = 1 mark only.
[4]
Q26. (a)
The headlines refer to weather that does not normally occur, it is severe enough or unexpected enough to make news; there is reference to severe impacts; there are unusual occurrences for the time of year. Three events within 1 year – from September 2011 to August 2012. Information must be used to be creditworthy. 2 × 1 for basic statements; 1 + 1 for a statement that is elaborated. AO2 – 1 AO3 – 1 2
(b)
Actual benefits will depend on the type(s) of extreme weather being referred to. Likely benefits will refer to feel good factor resulting from heat waves, lots of sunshine – especially when unexpected; spending time outside – barbeques with friends; increase in leisure time as schools / businesses close due to snow and leisure pursuits that are not every day - sledging; increased sales of specific items – wellies and umbrellas in very wet conditions; icecreams in a heat wave so that businesses benefit. If a heat wave is predicted to last, people are more likely to holiday in the UK than go abroad, benefitting UK resorts. Level 1 (Basic) (1 – 2 marks) Simple statements, perhaps list-like at lower end. Separate ideas – may be only one benefit. General points – may refer just to extreme weather. Sales of certain goods will go up – ice-cream and drink sales will increase. People will feel more relaxed. Level 2 (Clear) (3 – 4 marks) Develops statements and makes links. Will refer to more than one benefit. Will refer to UK and specific weather type(s). A heat wave in early spring will get people having barbeques early and being more sociable – meeting up with friends and family. This will boost sales of barbeques, charcoal and meat as well as drinks and probably ice-cream, benefiting businesses. AO1 – 4 4
[6]
Q27. Level
Marks
2 (Clear)
3–4
Description AO3 Demonstrates accurate interpretation of weather conditions through the application of relevant knowledge and understanding to the resource. AO4 Makes clear and effective use of the satellite image to support the forecast of weather conditions.
1 (Basic)
1–2
AO3 Demonstrates some interpretation of weather conditions through the application of limited relevant knowledge and understanding to the
resource. AO4 Makes limited and piecemeal use of the satellite image to support the forecast of weather conditions. Indicative content • The weather forecast should relate to the satellite image, so expect reference to the typical sequence of weather conditions associated with the passage of a tropical storm. • Credit any aspects of weather that might realistically occur in the next 24 hours, e.g. cloud cover, precipitation, wind speed and direction, air pressure, humidity, general weather conditions. • Cloud cover will increase over the next few hours and wind speed will pick up dramatically as the outer part of the vortex approaches. Winds, which will be blowing from the east, may be damaging and there will be torrential downpours of rainfall from dark cumulonimbus clouds. There is a possibility of tornadoes and thunderstorms with lightning. A storm surge combined with the heavy rain may cause dangerous flooding in low-lying coastal areas. Air pressure will drop rapidly. • This will be followed by the centre of the storm or ‘eye’, which will only last for a short time. The weather is likely to be fairly calm with only light winds and fair weather. • The winds will again increase suddenly as the second part of the vortex approaches. This will be accompanied by powerful winds blowing from the west, with further heavy rain. Air pressure will rise as the storm continues northwards, and cloud cover will then become thinner, with more moderate winds. Eventually the rain will cease, although further belts of showers will occur as the storm moves away. The focus is on weather conditions. No credit for describing the structure of the storm, its causes or responses. As the forecast is for 24-hours, allow differing interpretations about how far the tropical storm may move. Credit partial sequence to the top of Level 2 if clear and valid forecast is produced. No credit for descriptions unrelated to the image. Answers must apply understanding of the features of tropical storms to interpret the resource. AO3 = 2 AO4 = 2
[4]
Q28. (a)
X – eye; Y – thin cloud / spirals of cloud being pulled in / anti-clockwise / spin. Z – thick cloud / vortex; 3×1 AO1 – 1 AO3 – 2 3
(b)
Answer will depend on case study used. The AQA textbook uses Hurricane Katrina and Cyclone Nargis. Short term responses are likely to refer to evacuation, providing shelters, rescuing people, treating injured, burying dead, providing clean water, medical attention. Long term responses likely to refer to rebuilding homes / businesses, repairing roads, bridges, protecting areas, further developing warning systems and evacuation routes. Responses will
vary depending on whether example is taken from a richer or poorer area of the world. Level 1 (Basic) 1–4 marks Simple statements, perhaps list-like at lower end. Generic statements. There will be reference to responses but may drift into effects. People can leave the area. If they stay, they are taken to places where they will be safe. Clean water is given. Injured people are taken to hospital. Rescuers come by boat. Level 2 (Clear) 5–6 marks Develops statements and makes links. There will be a focus on responses – some may divide into short and long term. There will be some specific reference to the case study. Most people in New Orleans left before Hurricane Katrina struck. Others were given shelter – many in a sports stadium. They were given drinking water and food supplies. People injured were taken to hospitals and given emergency treatment. (In the long term) much money has been spent rebuilding New Orleans and making people’s homes inhabitable again. They have tried to strengthen the levees. AO1 – 3 AO2 – 3 6
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Q29. Points likely to be noted – evacuation of New Orleans ordered and trains stopped. Yet 25% of residents do not have a car – people had no way of getting out and authorities took away a public transport route. Those who were vulnerable were left to fend for themselves. There was emergency accommodation but this was clearly inadequate with double the number cramming into the dome. Living conditions were appalling – people might have expected better in an MEDC. Similarly, after the flooding, there was not enough food and looting took place – people would have expected a plan in place. The time involved in evacuating those left was also unsatisfactory as people had to endure such conditions. Level marking Level 1 (1-2 marks) Basic statements Describes the situation; relies on resource e.g. train services suspended; a lot of people had to stay in the Superdome. Level 2 (3-4 marks) Clear statements Begins to develop points and to use resource; begins to suggest why people were dissatisfied e.g. people were supposed to evacuate using their own vehicles but 25% did not have a car so how could they get out? For those who could not get away, there was not enough shelter provided. [4]
Q30. Weather is the day-to-day variation of features such as rainfall, temperature, wind, whilst
climate represents the average weather conditions – over a period of time, average of at least 30 years. AO1 – 2
[2]
Q31. 2×1+1 Poorer country/lower GNI (or vice versa) (1), therefore less money for mitigation programmes (1). Poor communications/fewer people with Internet access/TV (1), therefore unable to be warned (1). Flat coastal plain therefore flooding (1) from storm surges (1). Poorly built shacks in shanty towns/houses in villages are easily damaged (1), as they cannot withstand the strong winds (1). Accept B denser population/larger population (1) [4]
Q32. Level 1 Basic (1–4 marks) Simple statements without development of ideas. Yes: E.g. poorer country/lower GNI have less money, poor communications/fewer people with TV, fewer people can read warnings, fewer people can be taught about what do in a tropical storm as fewer go to school. Accept ideas beyond the figure, e.g. as many people live in poorly built shacks in shanty towns/houses in villages easily damaged. Or deals with the opposite effects in developed countries. No: E.g. In less developed countries they could strengthen buildings to make them storm proof just by boarding up windows or having shutters. They could build simple storm shelters. Those who can read/have TV could teach/inform the population what do if a tropical storm strikes. They could ring a bell to tell people to evacuate the area i.e. some idea of even though they are poor there is always something they could do. Credit simple ideas why schemes/methods are effective. Or deals with the uncertainty of forecasting etc even in developed countries. Accept simple ideas about never being able to beat the forces of nature no matter how rich you are. 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 (5–6 marks) Clear description of methods with development of ideas. Yes: E.g. able to afford the expensive satellite technology to forecast storm paths/expensive building design using materials tested in storm simulators etc. Most people go to school and are able to read and receive school lessons on drawing up a family evacuation/preparedness plan; this is done during a dedicated week. Development may be case study examples, e.g. they can afford to set up agencies such as The National Hurricane centre to monitor tropical storms. Or deals with the opposite effects in developing countries. No: E.g. In less developed countries they could build simple yet effective concrete shelters on stilts. They could have village meetings
where women are taught not to wear saris in case they have to swim i.e. clear idea of even though they are poor there is always something they could do. Credit clear ideas why schemes/methods are effective. Accept clear ideas with examples about never being able to beat the forces of nature no matter how rich you are. 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 (7–8 marks) Detailed description of methods with development of ideas and use of case study examples. Yes: E.g. in Florida, USA there is a high GNI and the authorities are able to afford the expensive satellite technology to forecast storm paths. They can afford to set up agencies such as The National Hurricane centre to monitor tropical storms and produce 3 and 5 day cones to warn the residents of large cities and holiday resorts if a hurricane is likely to affect them. Expensive building design using materials tested in storm simulators, many beachside homes in Florida have specially constructed walls which wash out if a storm surge hits them. This leaves the building structurally intact, etc. Most people go to school and are able to read and receive school lessons on drawing up a family evacuation/preparedness plan, this is done during a dedicated week at the end of May before the hurricane season begins. Or deals with the opposite effects in developing countries. No: E.g. in Bangladesh they have built simple yet effective concrete shelters on stilts which allows the flood waters from storm surges to run beneath them without washing the building away. Some of these have been provided by NGOs who can help developing countries prepare as there is a lack of money as shown by the low GNI. NGOs also train a local person to organise evacuations and give advice about what actions to take during a typhoon. They could have village meetings with awareness programmes where women are taught not to wear saris in case they have to swim. I.e. detailed idea of even though they are poor there is always something they could do. Credit detailed ideas why schemes/methods are effective. Accept detailed ideas with examples about never being able to beat the forces of nature no matter how rich you are. 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. [8]
Q33. Level
Marks
3
5–6
Description AO2 Provides a balanced discussion
(Detailed)
with well-developed ideas through a detailed understanding of the issue. AO2 Demonstrates thorough understanding of the evidence for increasingly extreme weather in the UK.
2 (Clear)
3–4
AO1 Provides range of accurate knowledge about weather conditions, referring to specific events in the UK over recent years. AO2 Shows a reasonable understanding of the evidence for increasingly extreme weather in the UK
1 (Basic)
1–2
AO1 Shows limited generic knowledge, with little or no specific detail about UK weather events. Answers are not developed. AO2 Demonstrates some understanding of the issue, with random statements about weather conditions, but with limited link to the evidence for increasingly extreme weather.
0
No relevant content.
Indicative content • Allow reference to a wide range of extreme weather types, including droughts, severe gales, heavy snowfall and blizzards, hailstorms, thunderstorms, intense rain leading to flooding. • There should be description of specific weather conditions and an indication of how the weather has become more extreme. • Answers may refer to the increasing frequency of these extreme events, the high levels of rainfall, intensity of wind, high temperatures, although these may not be indicative of long-term changes in themselves. • Credit reference to specific extremes of temperatures and rainfall in recent years in the UK. E.g. 2003 hot summers; 2010 very low temperatures and much snowfall; 2012 wettest summer on record in England; summers of 2013 and 2014 were amongst the warmest and sunniest in recent years; the Somerset Levels were severely flooded due to heavy persistent rainfall in 2014, with many parts inaccessible for several weeks. AO1 = 2 AO2 = 4
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Q34. The newspaper headlines indicate a variety of weathers which have hit the news – fog and gales, extremes of temperature and of rainfall – in the sense of highest figures; unseasonal warmth and drought and flooding as indicators of extreme weather. All the headlines are in a 6 year span – 3 of them for a single year. There seems to be evidence for extreme conditions. The headlines are intended as a stimulus so that any of the weather types referred to may be considered in greater depth with regard to their infrequent and unexpected nature or the time of year they occur or the impacts that they have which veer from what is the norm. Thus candidates own knowledge may refer to a variety of events – such as gales in 2000, heatwave of 2003, extensive floods of 2007,
2008 and 2012, extreme cold and snow of 2009 and 2010, the 1987 great gale may figure – or focus on one event and consider occurrence or impacts – e.g. the impacts of flash flooding in Boscastle or Tewkesbury etc. Level 1 (Basic) (1 – 4 marks) Simple statements, perhaps list-like at lower end. Separate ideas – describes extreme weather – may rely heavily on headlines given. There are lots of extreme weather types. Thick fog and strong gales are extreme weather and these stop people doing what they want to and may even kill people if trees fall. Level 2 (Clear) (5 – 6 marks) Develops statements and makes links. Begins to discuss the fact that it is becoming more extreme. Will begin to use information in the headlines and / or own knowledge. Extreme weather occurs when conditions are unexpected and seen as abnormal. It usually has severe effects. The newspaper headlines show a variety of extreme weathers – which will have unexpected effects – such as barbequing in September and the wettest summer which will cause floods. The fact that 2012 was the wettest summer for 100 years in itself suggests that a recent year has experienced extreme conditions. Effects such as many cars being washed into the harbour in Boscastle suggest extreme weather events. Level 3 (Detailed) (7 – 8 marks) Fully developed statements that are linked. Focuses on discussion that weather is becoming more extreme – with regards to frequency and nature. Use the headlines and own knowledge well to answer the question. The newspaper headlines are all taken from a 6 year period – suggesting that within these 6 years there have been at least 7 occasions when extreme weather has hit the news. This is quite a lot for weather which is meant to be infrequent or have severe effects. Some may have positive effects such as unseasonably warm weather when people can barbeque at unexpected times of the year. Often the effects are negative and the summer of 2007 saw floods as far apart as Hull and Sheffield in Yorkshire to Tewkesbury and Gloucester along the Severn and in places such as Oxford in the south. This scale of flooding and then the 2012 summer being the wettest provides clear evidence that the UK weather is becoming more extreme. AO1 – 3 AO2 – 2 AO3 – 3
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Q35. Issues should refer to the extent to which preparations are put in place and there is a readiness to deal with the effects. There may be reference to any type of extreme weather – with reference to the snow, there may be comment on the impact of the readiness of air, rail and road transport to cope with people being left stranded and the need to cancel flights and put people up. There may be debate about the amount of equipment needed and things such as salt and what scale of event we are ready for. Reference may be made to forecasting and warnings given and the extent to which these are accurate and heeded. Equally, there may be reference to how we deal with the impacts – how successful we are in rescuing trapped motorists, accommodate stranded travellers at airports and get things moving again. Positive aspects may be considered – such as snow for ski industry in Scotland and need for clothing / equipment. Level 1 (Basic) (1–4 marks) Simple statements, perhaps list-like at lower end. Separate ideas – descriptive points (impacts) are included in a random order. People were trapped in cars as snow closed roads. Airports shut and people had to
stay there. Lots of schools closed, so children had lots of snow days. People could not get to the shops as roads had not been gritted. Level 2 (Clear) (5–6 marks) Develops statements and make links. Relates negative impacts to preparation / how impacts dealt with to some extent – begins to identify / discuss issues. Some illustration present. Thousands of schools closed in Nov / Dec 2010 for many days and children enjoyed snow days, instead of being at school. Transport and safety issues led to closures that were part of a plan, but could roads have been gritted more. Airports in London were closed, but other countries get far more snow than we do and their airports do not close. We need more snow ploughs to keep runways open and de-icers to keep planes flying to reduce disruption caused. Level 3 (Detailed) (7–8 marks) Fully developed statements that are linked. Clearly relates negative impacts to preparation / how impacts dealt with – discusses issues. Details in exemplars used. In Nov / Dec 2010 large amounts of snow caused problems for many people. Over 7000 schools closed, people were trapped in cars on M25, many trains were stuck between stations and major airports – London Heathrow and Gatwick were closed as there was too much snow on runways. Yet, we are supposed to prepare for such events. There was not enough equipment to keep the runways clear despite the efforts of 100 people and 45 snowploughs. Many roads were impassable as gritters struggled despite having ordered 350 000 extra tonnes of rock salt. Train operators failed to get information to passengers about delays and cancellations. So, should things have been better – the issue really is how much money we spend to be ready for an event that may occur very rarely – so that all the equipment is left idle and wasted. AO1 – 4 AO2 – 4
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