Identify the dominant land use that is replacing mangrove swamps on island A.

Estimate the percentage of mangrove swamp loss caused by urban development B.

Outline one physical factor necessary for the formation of a mangrove swamp.

Explain two environmental consequences of the loss of mangrove swamps in coastal areas such as those shown on the map.

Aquaculture

Accept answers between 15 and 20 % (units not required).

Award [1] for the factor and [1] for explanatory development.

For example: Mangroves grow in the coastal intertidal zone [1], where freshwater mixes with saltwater [1].

Other possible factors include:

• In areas of low energy waves/sheltered areas, where slow moving water allows fine sediments to accumulate.
• In areas of tropical/sub-tropical climates / water temperatures of 20 °C, which provide ideal environmental conditions for growth
• Shallow waters, allowing roots to be exposed and continue to grow.

Award [1] for the consequence and up to [2] for development / explanation /exemplification.

For example: Removing the mangroves may mean the coastline is less protected from hurricanes / tropical cyclones [1], as mangroves absorb wave energy [1] and dissipate the force of the storm [1].

Other possibilities include:

• loss of biodiversity
• loss of breeding and feeding grounds for fish
• removal of natural filters of run-off from farms and sewage
• removal of potential stabilization of shorelines / prevention of erosion.

Done well.

Done well.

Generally no problem but at times the factor was not adequately developed.

This was understood and answered well by most. However, some were not focused on the consequence of the loss, instead discussing the importance of mangroves, for example, for biodiversity but not explaining how their loss would have environmental consequences.

Examine how the importance of wind and waves varies for the development of two or more coastal landforms.

Evaluate strategies designed to manage pollution caused by two or more types of waste materials in the oceans.

Marks should be allocated according to the Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Erosional landforms include cliffs, stacks and wave-cut platforms, while depositional features include beaches, spits, bars and sand dunes. The actions of wind and waves are interrelated in the formation of such landforms.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• The actions of wind and waves are interrelated in the formation of coastal landforms, although their relative importance may vary.
• Wind affects wave strength and type – whether constructive or destructive – and the direction of longshore drift.
• Constructive waves – of low energy – produce depositional features. Destructive waves – of high energy – are responsible for erosional features.
• The importance of wind is dominant in the formation of sand dunes; other factors include adequate sediment supply and the role of vegetation.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the interrelationships between the two sets of processes, the relative power of the different influences in shaping environments, and the possibility of extreme wind and wave processes at different timescales, e.g. tsunamis.

For 5–6 marks, expect some weakly evidenced outlining of the formation of one or more coastal landforms by wind and/or waves.

For 7–8 marks, expect a structured account that includes:

• either an evidenced examination of the relative importance of wind and waves (do not expect balance) in the formation of two coastal landforms
• or a discursive conclusion (or ongoing evaluation) regarding their relative importance.

For 9–10 marks, expect both of these traits.

Marks should be allocated according to the Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Waste in the oceans includes radioactive materials, oil and chemical waste, and solid materials such as plastics. The consequences of the disposal of plastic waste have been of particular concern in recent years.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Chemical waste includes SO₂ and NO_x and nitrates.
• Oil pollution may come from offshore oil production and effluent from ships.
• Physical waste includes plastic materials and sediment inputs from rivers.
• Waste may be deliberately disposed of in the oceans, or may come from effluent and output from rivers and land run-off, such as from agriculture.
• Oceanic pollution from waste may lead to significant damage to marine ecosystems, including fisheries and coral reefs.
• Strategies to manage pollution occur at both the local and global scales, including monitoring of levels of pollution, regulations and laws to limit different types of waste disposal, and clean-up operations following a significant pollution event.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) that examines a variety of strategies and the roles of different stakeholders in varying places and different scales from local to global. For example, strategies to deal with oil pollution may be more successful than plastics because of the temporal and spatial scales of the problem. It is hard to get stakeholder agreement to tackle plastic waste because of scale.

For 5–6 marks, expect some weakly evidenced outlining of management strategies aimed at reducing oceanic pollution for one or more types of waste materials.

For 7–8 marks, expect a structured account that includes:

• either an evidenced examination of strategies for managing pollution caused by two or more types of waste materials
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives regarding the success of management strategies.

For 9–10 marks, expect both of these traits.

Responses were often descriptive, with limited reference to the relative importance of wind and waves. Better answers explained the role of wind in formation of constructive and destructive waves, as well as specific landforms.

Many answers were descriptive of types of pollution (plastic, oil and radioactive) with attempts to clean up, but with little focus on management strategies and their evaluation.

Examine the role of sea level changes in the formation of relict cliffs and raised beaches.

Examine the roles of different stakeholders in the management of one coastal margin affected by erosion or flooding.

Marks should be allocated according to the Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Sea levels have undergone significant changes over the last few thousand years, and these have had a significant impact on coastal landforms, resulting in coastlines of emergence (sea level fall) and submergence (sea level rise).

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Relict cliffs and coastal cliffs that were formerly active/eroded, but are now above sea-level and are inactive. They may be degraded by sub-aerial processes (have a less-steep profile) and may be vegetated.
• Relict cliffs and raised beaches are features of an emerging coastline, where there has been a fall in relative sea level.
• Raised beaches (which may be erosional or depositional) are former wave-cut platforms in front of active cliffs, but are now “raised” above sea level; they may also be former beaches now above sea level.
• Coastal emergence, caused by a fall in relative sea level, may be caused by eustatic or isostatic processes, or both.
• Eustatic changes are often associated with climate change, causing melting (sea level rise), or expansion/freezing (sea level fall), of ice sheets; these tend to be world-wide changes.
• Isostatic changes may be caused by tectonic uplift of the land, or uplift caused by the removal of the weight of former ice sheets.
• Many coastlines, especially in previously glaciated regions, see the effects of both of these processes – isostatic uplift caused by the removal of the weight of ice sheets after melting, superimposed on eustatic changes in sea level; the causes are often difficult to disentangle.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3). The formation could become complicated because of interactions between different eustatic and isostatic processes, eg sea level rise due to climate change may begin to drown isostatically uplifted areas. There may be many changes over time in relative sea levels.

For 5–6 marks, expect some weakly evidenced outlining of the role of sea level change in the formation of relict cliffs and/or raised beaches.

For 7–8 marks, expect a structured account that includes:

• either an evidenced explanation of the sometimes complex relationship between sea level change and formation cliffs and raised beaches in different places and time-scales
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives.

For 9–10 marks, expect both of these traits.

Marks should be allocated according to the Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Coastal margins may be affected by erosion and flooding. Rapid erosion of cliffs may cause significant impact on human activity, such as loss of settlements, infrastructure and agricultural land. Coastal flooding not only causes damage, but may also cause significant loss of life and injury.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Management should address either erosion or flooding of one coastal margin.
• The causes of erosion/flooding.
• The power and perspectives of different stakeholders, such as local peoples, tourists, local and national governments, and conservationists.
• Strategies vary between hard-engineering schemes, cliff-line stabilization and soft engineering, such as beach nourishment.
• Sea defenses to reduce flooding.
• Planning based on managed retreat of coastlines may also be considered.
• Management of patterns of land use.
• The effectiveness of strategies may be judged on other factors, such as aesthetic quality, cost, displacement of people, conservation of wetlands and wildlife, such as on coastal marshes. Also, the impacts on peoples and communities in other areas along the coast.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the roles or power of the stakeholders. Another approach is to examine their different perspectives.

For 5–6 marks, expect some weakly evidenced outlining of a coastal management strategy, possibly with implied stakeholders, in order to combat either flooding or erosion

For 7–8 marks, expect a structured account that includes:

• either an evidenced explanation of a management strategy to combat either flooding or erosion, with stakeholders roles explained
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives.

For 9–10 marks, expect both of these traits.

If both erosion and flooding are written about, only the first one mentioned is to be credited.

The role of sea level change on the formation of relict cliffs and raised beaches was not understood well. Few answers referred to isostatic and eustatic changes.

This was well answered with an effective use of case studies but more was needed on the role of stakeholders which was poorly understood despite good knowledge of coastal margin management. Some candidates discussed river flooding and not coastal flooding, especially when using Bangladesh as a case study.

Examine the positive and negative impacts of La Niña events for different parts of the world.

Evaluate the relative importance of vegetation in the development of coastal sand dunes.

Marks should be allocated according to the Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

La Niña is the positive and cold phase of El Niño, and is associated with below average sea surface temperatures in the central and eastern tropical Pacific Ocean. La Niña may have significant impacts on weather systems, with environmental and economic consequences. La Niña can have positive and negative effects on different places, including changes in storm frequencies and rainfall amounts, causing flooding and droughts, and modification of ocean currents, affecting fishing industries.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• La Niña is the positive and cold phase of an El Niño event, associated with cooler than average sea surface temperatures in the central and eastern tropical Pacific Ocean.
• La Niña may have significant impacts on weather systems, with major environmental and economic consequences. It may lead to intense storms and flooding in some areas, and severe drought in others. For example, in Asia the formation of tropical cyclones causes heavy rainfall, flooding and landslides over SE Asia.
• Above average rainfall in NW India and Bangladesh is of benefit to agriculture, water supply and industry.
• La Niña may also increase the potential for tropical cyclones in the Atlantic Ocean.
• Drought also affects the coastal regions of California, Peru and Chile; while flooding affects the central Andes and Bolivia.
• La Niña has a positive impact on the fishing industry of western South America – upwelling of cold, nutrient-rich waters increase fish stocks, especially crustaceans and sea bass.
• The intensity and duration of La Niña cycles may increase with global climatic change.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the positive and negative impacts of La Niña in different areas. Another approach might be to examine which areas gain greater benefits, and whether these outweigh the negative impacts.

For 5–6 marks, expect weakly evidenced outlining of one positive and/or negative impact of La Niña.

For 7–8 marks, expect a structured account which includes:

• either an evidenced explanation of at least one positive and one negative impact of La Niña in different parts of the world
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives, possibly examining whether benefits outweigh the negative impacts.

For 9–10 marks, expect both of these traits.

Marks should be allocated according to the Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Vegetation plays a vital role in the formation and development of coastal sand dunes, but wind and other coastal processes are also of importance. Sand dunes typically develop where there are strong onshore winds, and constructive wave action with the formation of wide, sandy beaches. There should also be a plentiful supply of sand, either from erosion of nearby cliffs or transported by ocean currents. Vegetation is important in trapping and stabilizing sand deposition to form dunes. A recognizable vegetation succession is evident from newer to older, more inland dunes. If vegetation is destroyed by human activity, sand dune erosion may occur.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Vegetation plays a vital role in the formation and development of coastal sand dune systems.
• Other factors are also important, including the role of wind, and the availability of a large expanse of sand which can be transported inland.
• Strong prevailing onshore winds transport sediment inland, by saltation, suspension and creep.
• Vegetation traps and colonises the sand at the back of the beach, where wind velocities are lower. The roots and stems of the vegetation anchor the shifting sand, creating protection from the wind and hence more sand accumulation. Over time, more dunes will form at the back of the beach and plant succession occurs on the older, inland dunes.
• Dunes are vulnerable to erosion by human activities such as trampling which destroys the vegetation.
• Vegetation is vital in stabilising the sand dunes: protection and re-planting of dune vegetation is important in dune stabilisation.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines the relative importance of vegetation in sand dune formation in relation to other factors such as wind and coastal processes that provide a wide expanse of sand. Another approach might be to examine the spatial variation in the role of vegetation, the way vegetation succession occurs over time scales, and the interaction of human activity.

For 5–6 marks, expect weakly evidenced outlining of the link between vegetation and coastal sand dune development.

For 7–8 marks, expect a structured account which includes:

• either an evidenced explanation of the importance of vegetation in coastal sand dune development
• or a discursive conclusion (or ongoing evaluation) which examines the relative importance of vegetation in relation to other factors, such as wind.

For 9–10 marks, expect both of these traits.

There were some good responses on La Niña, taking examples from different parts of the world showing a sound knowledge of positive and negative impacts. Weaker responses were confused about what happened where.

Vegetation was discussed but very few understood the relevant importance of vegetation in sand dune formation, so failed to discuss other factors like wind. Many responses dealt incorrectly with mangroves, and some focused on threats to sand dunes.

State the direction that Hurricane Irma is predicted to track in the first three days as a hurricane.

Estimate the number of hours it is predicted for Hurricane Irma to track from the Leeward Islands to the eastern tip of the Dominican Republic.

Outline one reason why hurricane activity may increase when ocean temperatures are warmer.

Explain two effects of a hurricane on the physical environment of a coastal margin such as that shown in the diagram.

WNW (allow W and NW).

66 hours (allow 64–68).

Award [1] for a reason and [1] for development.

For example: Higher ocean temperatures result in greater evaporation [1], which provides more energy for the formation of hurricanes [1].

In each case, award [1] for the effect and [2] for explanation/development.

Do not credit human impacts.

For example: Hurricanes can cause significant damage to coral reefs [1] due to high wave energy destroying the coral [1] and high rainfall reducing salinity, causing coral to die [1].

Other physical impacts include:

• loss of wetlands
• coastal erosion
• destruction of mangroves
• loss of biodiversity
• coastal flooding and debris deposited
• destruction of sand dunes
• landslides.

There was clear understanding of compass direction and time, showing good understanding of the map resource.

There was clear understanding of compass direction and time, showing good understanding of the map resource.

Some candidates outlined ocean temperatures and depth but many failed to recognize the role of warmer oceans as the driver of energy in a hurricane.

This was reasonably done although some focused on human impacts and ignored the word "physical" in the question.

Identify the country with the third largest aquaculture production.

Estimate the aquaculture production in China in millions of tonnes.

Outline one environmental problem associated with the growth of aquaculture.

Suggest how sustainable management of ocean fish stocks in low- and middle-income countries may have benefits for local communities.

Suggest how sustainable management of ocean fish stocks in low- and middle-income countries may have benefits for the global environment.

Indonesia

56 (accept 53–59)

Award [1] for the environmental problem and [1] for development/explanation.

For example: Contamination of waters around the aquaculture farms [1] caused by leaked chemicals [1].

Other problems include:

• Escaped fish breeding with local wild fish
• Depleted fish stocks as used to feed farmed fish
• Spread of sea lice and diseases
• Eutrophication from fertilizers added to encourage greater phytoplankton growth.

Award [1] for a valid suggestion and up to [2] for explanation or exemplification.

For example: Fishing provides employment [1] so there is long-term job security [1] due to lack of alternative employment options in industrializing/emerging countries where there is increased pressure on fish stocks [1].

Other suggestions include:

• Fishing provides protein source
• Tourism (people come to fish / scuba diving).

Award [1] for a valid suggestion and up to [2] for explanation or exemplification.

For example: Stops fish becoming extinct / allows biodiversity to thrive [1], which maintains health of ocean ecosystems [1], thus protecting an important global commons [1].

Other suggestions include:

• Healthy food chains
• Environmental services
• Future stewardship.

These were well done.

These were well done.

Most were able to outline an environmental problem although a surprising number did not know the meaning of aquaculture.

These were generally fine with, part (i) being answered better than (ii). Not many got full marks in either section as responses tended to be a little vague.

These were generally fine with, part (i) being answered better than (ii). Not many got full marks in either section as responses tended to be a little vague.

Examine the major threats to coral reef environments.

Examine why conflicts often develop over the commercial use of coastal margins.

Marks should be allocated according to the Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Coral reefs play a vital role in physical processes and ecosystems of coastal margins and are an important economic and social resource to coastal communities. Threats to coral reefs include the possible impacts of climate change, and increasing pressure from varying human activities, such as resource exploitation, over-fishing and tourism.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Coral reefs play a vital role in the functioning of coastal processes and ecosystems.
• They are under increasing threat from a variety of natural and human pressures.
• Coral reefs are very diverse ecosystems, and face multiple stresses caused by climate change, including rising sea levels and warmer ocean temperatures.
• Increased acidification of the oceans poses serious threats to the growth of coral reefs, other marine organisms, and the marine food chain.
• Threats from human activity include the impacts of resource exploitation (such as oil), over-fishing, pollution and increasing pressures from tourism.
• These threats may cause severe damage to fragile ecosystems.
• Coastal margins may also become more vulnerable to erosion by wave action associated with tropical storms.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines a variety of threats to processes on coral reefs, and the different perspectives and varying power of stakeholders. Another approach might be to examine the scale of the threats, and how these might vary over time.

For 5–6 marks, expect weakly-evidenced outlining of one or more threats to coral reef environments.

For 7–8 marks, expect a structured account that includes:

• either an evidenced explanation of two or more threats to coral reef environments
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives, examining the different scale of the threats.

For 9–10 marks, expect both of these traits.

Marks should be allocated according to the Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Coastal margins are under increasing threat from commercial activities, including the concentration of urban development, tourism and industry. As population and economic activity becomes increasingly concentrated in coastal areas, there is a need to conserve and manage vulnerable landscapes and ecosystems.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Coastal margins under increasing stress from commercial activities such as retailing, industry, fishing, waste disposal and tourism.
• Different stakeholders will have varying, and sometimes conflicting, priorities overdevelopment of coastal margins.
• Strategies for coastal protection from increased erosion and flooding may cause conflict between stakeholders.
• Conservation strategies to protect vulnerable coastal ecosystems may also cause conflict.
• Conflicts between stakeholders may be difficult to resolve: e.g. tourism and commercial development; conservationists; local peoples.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) of the statement in a way that examines a variety of conflicts between stakeholders, and the different perspectives and varying power of stakeholders. Another approach might be to examine the scale of the threats, and the outcomes for different stakeholders.

For 5–6 marks, expect weakly-evidenced outlining of at least one conflict developing from commercial use of coastal margins.

For 7–8 marks, expect a structured account that includes:

• either an evidenced explanation of two or more conflicts developing from commercial use of coastal margins
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives, examining the outcomes for stakeholders.

For 9–10 marks, expect both of these traits.

There was some good knowledge and understanding shown of the threats to coral reef environments and of the chemical processes involved in ocean acidification. There was the occasional confusion over acidification and rising sea water temperatures. Overall, there was a lack of named examples or case studies to illustrate the points made.

This question tripped some candidates up in the unpacking of the question — it required an emphasis on commercial use of coastal margins and the conflicts that develop. Many candidates were unable to correctly identify and define coastal margins, used inappropriate case studies, and wrote about conflicts of ocean areas and territories.

Examine why the management of coral reefs and mangrove swamps can become a source of conflict.

Evaluate the success of actions to reduce overfishing.

Refer to Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Coral and mangrove ecosystems are under increasing pressure, partly from the adverse effects of climate change but also from human activities. Different stakeholders may have conflicting perspectives regarding the use and value of coral reefs and mangroves. These demands must be carefully managed to ensure a sustainable future.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Conflicting pressures include tourism, fishing, transport, energy exploration and settlement.
• Environmental impacts include mangrove and reef destruction, pollution, damage to fragile ecosystems and loss of fisheries. Social and economic impacts include decline of tourism and the fishing industry, and pollution of coastal margins. Coastal margins may also become more vulnerable to erosion by wave action associated with tropical storms.
• Management strategies may be small scale, such as the establishment of protected marine areas, conservation areas, fisheries management, ecotourism, land use zoning, and research and education. They may also be large scale, involving international agreements.
• Tensions and conflicts may arise between different stakeholders, eg environmentalists, local people, fishermen, tourists and tour operators.

Good answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) that examines a variety of conflicting pressures on coral reefs and mangroves by different stakeholders, in varying places and at different scales. These conflicts are likely to increase, resulting in irreversible damage to ecosystems, unless management strategies for a sustainable future can be formulated.

For 5–6 marks, expect some weakly evidenced outlining of management/conflicting pressures on mangrove and/or coral reefs.

For 7–8 marks, expect a structured account which includes:

• either evidenced explanation of conflicting pressures on both ecosystems(balance not required) and relevant management strategies
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives regarding the success of management strategies.

A response that omits one of the two ecosystems may score up to 7 marks if the evaluation is done well.

For 9–10 marks, expect both of these traits.

Refer to Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Overfishing has resulted in a dramatic depletion of fish stocks, extinction of prized species, reduced catches, decline of fishing industry, and unemployment. Various policies have been put forward to reduce overfishing and introduce possible alternatives. These include management of fishing areas, establishment of conservation areas, the introduction of quotas, and fish farming (aquaculture).

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Causes and consequences of overfishing.
• Conflicts over fishing rights and competing perspectives over ownership of a resource that forms part of the “global commons”.
• Need for international agreements.
• Management of fishing areas, eg quotas, limits on fleet and net sizes, effective monitoring.
• Establishment of protected marine areas and conservation areas; research.
• Development of sustainable fish farming (aquaculture).
• Actions by individuals (eg, eating less fish / choosing eco-friendly options).

Good answers may be well-structured (AO4) and may additionally offer a critical evaluation (AO3) that examines the statement in a way that considers the varying perspectives on the costs/benefits and effectiveness of management strategies, and considers the different scales of dispute or conflict between different nations or places.

For 5–6 marks, some weakly evidenced outlining of two actions to reduce overfishing.

For 7–8 marks, expect a structured account which includes:

• either an evidenced examination of two or more actions to reduce overfishing
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives regarding the viability of suggested strategies for sustainable fishing.

For 9–10 marks, expect both of these traits.

Identify the least controlled activity in the coastal margin shown on the map.

Estimate the distance, in kilometres, between the Preservation Zone and Cardwell.

Outline one possible physical reason and one possible human reason for the location of the Preservation Zone.

Explain two sovereignty rights that the nation in the map possesses over the area of water shown.

Diving

40 (km) (allow 36–44 inclusive)

In each case, award [1] for identifying a reason and [1] for further development.

For example:

Physical 
There is unusually high biodiversity here [1] and this allows researchers to study many different species of coral, fish and other organisms [1].

Human 
It is inside the marine national park zone [1] which protects it from disturbance and pollution in the general use zone [1].

Other possible reasons may include:

• highly damaged area which researchers are investigating
• long distance from shoreline disturbances eg, tourists.

In each case, award [1] for a valid right and [1] for further development.

Valid rights include fishing, mining, oil/gas. (The resource must be specified or implied.)

For example: It has fishing rights [1] (all of which is within 200 nautical miles) and is within the EEZ [1].

Most correctly identified diving as the least controlled activity.

Most correctly identified diving as the least controlled activity and were able to give a correct estimate of distance.

There were some problems in distinguishing between physical and human reasons, with national parks often being incorrectly cited as a physical reason.

The points were often not sufficiently developed to be awarded the second available mark.

Sovereignty rights were often poorly understood and answered; many incorrectly cited tourism. Valid rights included fishing, mining, oil and gas exploitation.

The points were often not sufficiently developed to be awarded the second available mark.

Examine why some hurricanes could have a greater impact than others on coastal margin landscapes.

Examine why conflicting land-use pressures on coastlines can be difficult to resolve.

Refer to Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Hurricanes are tropical cyclones in the NE Pacific and N Atlantic with sustained strong winds. High winds, heavy rainfall and a storm surge associated with low atmospheric pressure and wind direction combine to produce physical impacts on the coastline. Characteristics of the storm, such as strength and direction of wind, amount of rainfall, height of storm surge and speed of movement, will interreact with characteristics of the coastal landscape, such as relief, vegetation, surface cover and constructions, to produce differing impacts.

Candidates will have studied the impact of one hurricane in detail but should additionally have a broader understanding of the formation, distribution and physical impacts of hurricanes on coastal margins, including storm surges. They should also have studied the impact of waves on a variety of coastal landforms.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• Hurricanes have varied characteristics relating to wind speed, speed of movement, amount of precipitation, height of storm surge.
• Heavy rain leads to flooding of low-lying rural and urban areas.
• Plantation crops can be destroyed.
• Strong winds damage coastal property and infrastructure.
• Storm surge floods coastal areas with salt water.
• Increased wave action can change beach profile, erode beaches, destroy bars and spits and wetlands.
• Impacts can be both short and long term.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the statement in a way that considers different types of place (context), or the relative impact of different physical processes. Another approach would be to examine the possibility that human preparation and prevention may mitigate the impact of similar storms.

For 5–6 marks, expect some outlining of the impact of one or more named hurricanes, or hurricanes in general, on coastal margin landscapes and/or people. The response is partial, narrow or lacks supporting evidence.

For 7–8 marks, expect a well-structured account that includes:

• either a well-evidenced explanation of the impact of hurricanes (or one named hurricane) on coastal margin landscapes
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives.

For 9–10 marks, expect both of these traits.

Refer to Paper 1 markbands (available under the "Your tests" tab > supplemental materials).

Land-use pressures on coastlines include commercial land uses (tourism, industry and housing) and conservation measures. The varying interests of different stakeholders may be difficult to reconcile; environmental and economic aims may not be easy to meet jointly. The power of different stakeholders will influence the outcome and determine the resolution of the conflict.

Possible applied themes (AO2) demonstrating knowledge and understanding (AO1):

• The variety of land uses in coastal areas, including residential, industrial, tourist-related, agricultural, etc. Do not credit ocean uses, eg fishing or marine management strategies such as the SMMA.
• Details of how they may conflict with each other, or conflict with wider conservation of the coastline.
• Decision making and planning structure will vary from place to place, which can influence outcomes and any resolution.

Good answers may be well structured (AO4) and may additionally offer a critical evaluation (AO3) which examines the statement in a way that considers different types of place (context), or the relative power of different stakeholders. Another approach might be to examine the possibility of resolution of the conflict or its continuation, or a partial resolution that is considered a good outcome for some of the stakeholders.

For 5–6 marks, expect some outlining of conflicting land-use pressures on one or more coastlines. The response is partial, narrow or lacks supporting evidence.

For 7–8 marks, expect a well-structured account that includes:

• either a well-evidenced explanation of the conflicting land-use pressures and their possible resolution(s)
• or a discursive conclusion (or ongoing evaluation) grounded in geographical concepts and/or perspectives.

For 9–10 marks, expect both of these traits.

There was some sound knowledge of hurricane formation and processes, and of relevant examples, with Katrina being a popular choice. However, many responses ignored the focus on coastal margin landscapes, dealing instead with impacts on people, possible mitigation schemes and post-hazard management strategies.

This was a less popular question and was generally poorly answered. Conflicting land-use pressures might include tourism, industry, housing and conservation, and the interests and power of different stakeholders might be difficult to reconcile. Many candidates used an inappropriate case study, focusing on fishing and marine management, such as the SMMA and South China Sea. The difficulty of resolving issues was often ignored.

Identify the chokepoint with the most barrels of oil moved per day.

State the number of millions of barrels of oil moved per day at the Strait of Malacca choke point.

Outline one reason why the ownership of one named ocean area or territory is contested.

Suggest one political challenge and one environmental challenge associated with the movement of oil around the globe by sea.

Strait of Hormuz

15

Award [1] for a valid reason and [1] for further development.

Award maximum [1] if no example.

For example: Spratley Islands — multiple countries claim ownership [1] because the islands are within their territorial waters [1].

Award [1] for a political challenge and a further [2] for development/explanation /exemplification.

For example, an international dispute can escalate between unfriendly countries [1] when one country’s tankers move through the territorial waters of the other [1] because of geographical features, such as narrow straits, causing choke points [1].

Award [1] for an environmental challenge and a further [2] for development/explanation/exemplification.

For example, pollution from accidental spillage/ accidents from tankers [1] causing harm to marine eco-systems [1] which is extremely difficult/costly and difficult to clean up as ocean currents disperse it over a wide area [1].

Accept weather related conditions that may affect navigation.

Very few issues found.

Very few issues found.

Most chose the South China Sea but there were also some examples (taken from the resource) which are not contested. There were some who misread the question and wrote about contested land areas. Often the reason was not sufficiently developed for the second mark.

Generally, this was answered quite satisfactorily although often without sufficient development to gain the full (6) marks. The identification of a political challenge was more difficult with a poor understanding of what political entailed. The question asked for challenges associated with oil movement (transport) so using Deepwater Horizon as an example was not appropriate.

State the six-figure grid reference of the Dawlish Warren railway station.

Estimate the distance, in km, between X and Y on the map.

Outline two physical reasons why urban development has not occurred in area A.

Explain two ways in which vegetation contributes to the development of sand dunes in coastal areas such as this.

979787 (allow 978 / 786 or 788)

1.5 (allow 1.4 to 1.6)

In each case, award [1] for a valid physical reason and [1] for further development using applied knowledge of coastal margins.

For example: This may be an area of sand / spit [1] as the sand is too unstable to support buildings / long shore drift processes make it too mobile [1].

Other possible physical reasons include:

• Possible flood risk, as the land is very low-lying [1] and subject to storm surges / at risk of sea level changes [1].
• recognition of Nature Reserve [1]; building not permitted as it would destroy the landscape/biodiversity in the area [1].

In each case, award [1] for a valid way and [1] for further development.

For example: Vegetation traps sand blown by the wind [1] because it reduces wind speed (and therefore the ability to transport sediment) [1].

Other possible ways include:

• Vegetation decay and humus development [1], which is a source of nutrients for further plant growth on sand dunes [1].
• Root systems stabilize the dune system [1] and allow embryo dunes to develop into fore dunes [1].
• Alteration of the environment by pioneer/early stage species [1], allowing colonization by further species further fixing the dunes [1].
• Vegetation protects sand dunes from rainfall during tropical storms [1] as vegetation intercepts rainfall protecting the dune from erosion [1].