Past papers on coasts-
June 2011 (examiner answers-end of handout)
January 2011 (examiner answers-end of handout)
June 2010
3 (a) (i) Crest of wave can clearly be seen in the distance (1); and crest is spilling over rest of wave (1). In the foreground, a wave that has broken is providing swash (1) and the previous wave can be seen to be retreating – backwash is visible at bottom of photo or may see as earlier swash (1). May use swimmer to determine size of wave in distance (1). Wave most distant is steeper than those nearer shore (1). Reference to
low wave height (1) and large gap between waves (1) – long wave length (1).
Must locate where waves breaking; swash/backwash. 2 x 1 (2 marks)
3 (a) (ii) Reference to “deposition” being more important than “erosion” (1). Swash stronger than backwash (1). This will result in the build-up of material on the beach (1) steeper gradient of beach and forms such as berms, cusps will result (1). 3 x 1
3 (b) Sub-aerial weathering is where the effects of the weather on land has an impact on the coast (1). This includes freeze-thaw weathering (rain water); exfoliation; solution; biological weathering – up to 3 marks on any one process, 1 for a list of types. 1 mark minimum for explicit identification of role – i.e. that rock is weakened by the processes (1) so that subsequent removal of material by waves is made easier/faster (1).All marks can be awarded on this aspect.
3 (c) The headlands are composed of a harder, more resistant rock and the inlets – the bays – formed of a softer rock. The geology is a significant factor in leading to the sequence of headlands and bays. The different rock types are arranged at right-angles to the coast and are, therefore, seen as being discordant. The less resistant rocks that ultimately form the bays are eroded faster as they are less resistant to erosion. There
should be reference to specific erosion process. Wave refraction means that the more powerful waves are concentrated on the headland; leaving gentler low energy waves in the bay, encouraging the build-up of material and forming a beach at the head of it. Headlands and bays can also form where the geology is concordant with the coast – the bands of rock going parallel to it. Here, the sea may break through the
more resistant material on the coast and then the rate of erosion is accelerated as the soft rock is eroded to create a bay. Candidates can refer to either one or both of methods – but both not required for Level 2.
Level 1 (1-4 marks)
Begins to explain. Sequence will be incomplete. Some use of appropriate terminology present at the higher end.
Level 2 (5-6 marks)
Explanation focuses on structure and differential erosion – which is understood.
Sequence given so that resulting landform is clear. Appropriate geographical terminology is used.
3 (d) See handout on essay questions
*January 2010
Study Figures 5a and 5b which show part of Happisburgh, Norfolk, in 2002 and 2007
respectively.
(a) (i) Oultine evidence that suggests marine erosion is occurring along this coast. (4 marks)
Evidence should relate to the land area – two houses gone on the left of the photo and one at bottom plus outbuildings of another property (1). Gardens are shorter (1). Road ends abruptly (1) presence of revetments (1). The shape of the coast is different with a bay-like feature being present on the left (1). The coastal protection/revetments have been washed away (1) and there appears to be more debris on the beach to the left of the photo, indicating greater activity (1). Lack of vegetation on cliff face (1). Cliff line has moved inland/retreat of coastline (1). Any valid point. 4 x 1 per basic point; 1 x 1 per developed point
(a) (ii) Figure 5a shows revetments. Suggest reasons why revetments were ineffective in protecting this coast. (4)
Very strong winds/storms (1).
Ineffective as they have not been maintained (1). Made out of wood so not very strong or normal waves too powerful (1). Sections are clearly missing (1). Possible reasons why they have not been maintained such as a change in policy – managed retreat versus ‘hold the line’ (1) Not cost effective (1) – given area protected – as seen as worth outlay (1). May also refer to impact following loss of sections – e.g. base of cliff
now exposed to waves (1); beach removed due to loss of protection in front of cliffs (1) and so cliffs erode. Mass movement on cliffs cannot be prevented by revetments.
(b) Describe processes of transportation on a beach. (7 marks)
The main process is likely to refer to longshore drift. There should be reference to the two components of swash and backwash and how the angle of approach determines movement along the beach. The process is responsible for the shifting of material along the beach. There should be reference to processes such as saltation, traction and suspension. Reference to transportation by wind.
Level 1 (1 – 4 marks)
Describes a process/es. Answer focuses on aspects such as swash and backwash.
Some use of appropriate terminology present at the higher end.
Level 2 (5 – 7 marks)
Description is more precise and detailed.A broader coverage of the processes is apparent recognition that it is transport not just along the beach and longshore drift is not the only process. Appropriate geographical terminology is used.
Need 2 processes to get to top of L2. LSD only – 5 max.
(c) Explain the causes of sea level change and the formation of resultant coastal landforms. (15)
Sea level change is the result of either eustatic or isostatic change. Eustatic change is a global change in sea level relative to the land. These can be a fall in sea level – as occurred during glaciations or a rise in sea level as is the current situation. This is the result of water being added following temperatures warming, glaciers melting and
thermal expansion as oceans warm. Current concern regarding global warming would come into this category. Isostatic change occurs on a local level. Again, relative change may be positive or negative. This is the result of ice melting on land masses
and the loss of the additional weight causing land masses to readjust and ‘bounce up’. Similarly, plate movement at subduction zones may cause the land to rise relative to the sea. Conversely, with additional weight e.g. where there are deltas being created of substantial size, the land will sink due to the additional weight.
Landforms resulting from sea level increase/land sinking – fjords, rias are likely landforms; estuaries, (submerged forest) are also creditable.
Landforms resulting from sea level decrease/land rising – raised beaches and fossil cliff lines are likely responses. Explanation should be given.
Level 1 (1 – 6 marks)
Explains a cause of sea level change and/or a landform. May focus on limited range – may be one-sided – either cause or landform. Causes and landforms separate.
Points made are simple and random.
Level 2 (7 – 12 marks)
Explains cause(s) and landform(s). Explanation of causes is more specific and precise.
Begins to target content to purpose – considers causes/landforms in an organised way.
Will begin to link cause to landforms. Explanation of landforms is partial in sequence.
Some reference to both aspects, although there may be imbalance.
Level 3 (13 – 15 marks)
Clear, purposeful explanation of causes. Causes are linked to resulting landforms.
Explanation of landforms is sequential and detailed. Both categories are addressed in a balanced account. An organised account that is purposeful in responding to the question.
*June 2009
(a) Describe the characteristics of a sediment cell. (4)
These are sections of coastline (1) where overall there is a balance between erosion and deposition within the cell (1). They are often split into sub-cells where there are specific inputs of materials whose transportation is then monitored (1). Clear ‘boundaries’ define them such as headlands (1). They represent closed systems theoretically (1). Thus, there is no transfer between the cells of material (1). There is a
debate about the extent to which this is true - with exemplification (1).
May refer to an example to illustrate (1).
4 x 1
(b) Explain the contrasting locations of the beach landforms shown in Figure 4. (4 marks)
Storm beach - at back, near cliff line - represents ridge where material is thrown by swash during extreme conditions (1) and thus, is above the level of high spring tides (1). Berms are formed by the swash during high tide (1) - the ridges at the back of the beach represent the section highest up the beach where material was deposited in a particular tidal cycle (1). Cusps form where sand and shingle meet and the gradient begins to steepen (1). This is due to strong swash and stronger backwash (1) - the
strong scouring action removes material, especially from the centre of the semicircular depression creating the cusp (1). Runnels are depressions in sand between ridges left as tide goes out (1) linked to breakpoint of the waves (1).
(c) Describe the characteristics of spits and explain their formation. (7)
These are long, narrow ridges of sand and/or shingle that are attached to the land at one end - proximal end. The distal end is in the sea and often extends partly across an estuary. This end can be hooked and is likely to change its position over time. Salt marsh often develops behind and sand dunes often present. They form due to the presence of a lot of material; the presence of the process of longshore drift, the dominance of constructive waves and the appropriate coastal configuration - presence
of an estuary or a change in direction of the coast.
Examples, illustrations are both valid areas of exemplification.
Level 1 (1-4 marks)
Describes the landform generally - shape. Begins to explain. Answer may be imbalanced - and clearly an emphasis on one element. Some use of appropriate terminology present at the higher end.
Level 2 (5-7 marks)
Description is more precise. Response is more balanced.Explanation is clear.
Appropriate geographical terminology is used.
(d) With specific reference to a case study of coastal erosion, assess the relative importance of its physical and socio-economic consequences. (15)
Case study is required here and content will vary depending upon that selected. Expect to see Holderness, North Norfolk, but could be one beyond UK.
Physical consequences - involve the undercutting of cliffs leading to collapse; mass movement processes of slumping, sliding and falls are also significant. Loss of land is an end result, causing coastal retreat. Socio-economic consequences - relate to the knock-on effects of loss of land. This is only significant in this context where there are people present or major installations - farmland not viewed as significant. Thus, loss of buildings - and even significant parts of settlements; issue of insurance; deaths/injuries; impact of the threat of and ultimate loss of home/livelihood; debate regarding coastal protection and cost of this and strategy adopted.
Level 1 (1-6 marks)
Describes some consequences. May focus on limited range - may be one-sided.
Points made are simple and random. No reference to a case study – generic answer.
Case study of coastal management that seeks to link to question; not linked to socio-economic consequences.
Level 2 (7-12 marks)
Description is more specific and precise. Begins to target content to purpose - considers consequences in an organised way. Some reference to both categories, although there may be imbalance. Coastal management clearly linked to socio-economic consequences. Points are supported by case study in places.
Tentative/implicit assessment of relative importance.
Level 3 (13-15 marks)
Clear, purposeful description of consequences. Both categories are addressed in a balanced account. An organised account that is purposeful in responding to the question. Case study is used to support answer. Clear, explicit assessment of relative importance.
*Specimen paper
(i) Identify two sources of sediment at X. (2)
2 x 1 – e.g. cliffs via wave erosion, cliffs via landslides, river carrying silt into sea, transport by waves of offshore sediment.
(ii) Outline the role of sub-aerial weathering in shaping the coast. (3)
The impact of temperature change/freeze thaw weathering (1) +1 for explanation of the
process. An awareness that material is weakened and then can be eroded more easily
by the waves (1). There is an increase in instability resulting in an increased likelihood
of mass movement (1). Can refer to the impact of wind and rain. May consider impact
on certain types of rock of chemical weathering. 3 x 1 or 1 x (1+1) +1.
(b) What are the differences between constructive and destructive waves? (4)
Constructive waves are relatively low and long – elliptical in cross section (1) whereas
destructive are high and steep – circular in cross section (1). Destructive waves have a
higher frequency (1), 6-8 versus 10-14 per minute (1). The swash is dominant with
constructive waves (1) and the backwash with destructive waves (1) – explanation of the significance of this (+1 for each).
(c) Explain the formation of landforms typical of coastlines of emergence. (6)
Response should show understanding of the term emergence and its cause(s) – that
landforms result from an increase in land height relative to the sea. Such changes are
usually the result of an isostatic change in sea level where there is a local (rather than
worldwide) change in the height of the land usually caused by the melting of glaciers and the recovery of the land from the pressure exerted by the weight of the ice. Areas of land now exposed are being acted upon by the sea to create a new shoreline. Above
this are raised beaches – now beyond the reach of the waves and often a fossil cliff line
and other relict features. Case study information likely to refer to west Scotland or
Wales.
Level 1 Defines and describes coastlines of emergence. Will mention a landform.
(1-2 mark)
Level 2 Begins to explain the formation. There will be some reference to change in land height and its relative increase or will relate to specific landform(s) - partial sequence. (3-4 marks)
Level 3 Clearly explains the formation of landforms. The process of isostatic change and its impact is understood and some reference to sequence and landforms.
May be imbalance between the two aspects. (5-6 marks)
(d) With reference to one or more case study of coastal management, discuss whether the benefits outweigh the costs. (15)
Content will depend on case study/studies used. Costs likely to relate to –