INTERNATIONAL GCSE

GEOGRAPHY
9230/1
Paper 1 Living with the Physical Environment

Mark scheme
June 2023
Version: 1.0 Final

*236Y9230/1/MS*
 MARK SCHEME – INTERNATIONAL GCSE – GEOGRAPHY – 9230/1 – JUNE 2023

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Examiner.

It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.

Further copies of this mark scheme are available from oxfordaqaexams.org.uk

Copyright information

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Copyright © 2023 Oxford International AQA Examinations and its licensors. All rights reserved.

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Level of response marking instructions

Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.

Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.

Step 1 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in
the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.

When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If
the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.

Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.

Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the Indicative content to reach the highest level of the mark scheme.

An answer which contains nothing of relevance to the question must be awarded no marks.

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Section A – The challenge of natural hazards

Question 1

Total
Qu Part Marking guidance
marks

01 1 What is meant by a natural hazard?

• A natural hazard endangers people’s lives (1) and their property. (1)
• It has social/economic effects on people. (1)
• It occurs due to environmental factors (1) and is beyond the control of 2 marks
people. (1) AO1=2

No credit for naming examples.

2 × 1 mark per basic point. 1 + 1 mark for a developed point.

Total
Qu Part Marking guidance
marks

01 2 Which of the following is an example of a natural hazard?

1 mark
AO1=1
B Earthquake

Total
Qu Part Marking guidance
marks

01 3 State two facts about the global distribution of earthquakes shown

in Figure 1.

Any valid fact that is apparent from Figure 1.

Facts are likely to include the following: 2 marks

AO4=2
• they mainly occur at plate margins (1)
• they occur in lines (1)
• they are usually in clusters (1)
• there is a lot on the edge of the Pacific Ocean (1)
• there are some away from plate margins as in East Africa. (1)

Total
Qu Part Marking guidance
marks

01 4 Calculate the straight line distance between volcanoes A and B in

Figure 2. 1 mark
AO4=1
180–220 km

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Total
Qu Part Marking guidance
marks

01 5 Suggest why earthquakes and volcanoes occur in Iceland.

Use Figure 2 and your own understanding.

Level 2 3–4 Explanation of why earthquakes and volcanoes

(Clear) marks occur at constructive plate margins is clear and
sequential, with reference to specific processes.
There may be clear imbalance between the two
hazards but there should be some reference to
both.
Level 1 1–2 Explanation of why earthquakes and/or volcanoes
(Basic) marks occur at constructive plate margins is simple and
partial.
4 marks
Order is likely to be random. There may be
AO2=2
reference to processes.
AO3=2
0 No relevant content.

Indicative content

At constructive plate margins, the plates are moving apart. This is due to
the presence of convection currents in the mantle on which the plates
float and is also linked to ridge push and slab pull. The movement leads
to magma coming to the surface and causes volcanoes to form.

The pressure exerted by the upwelling magma can lead to earthquakes.

These can also occur due to the plate movement itself which causes
pressure and cracks/faults to occur in the crust and the movement then
triggers an earthquake.

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Total
Qu Part Marking guidance
marks

01 6 Assess the effectiveness of protection and planning in reducing

risks from earthquakes and/or volcanoes.

Level 3 5–6 Specific, detailed understanding of how

(Detailed) marks protection and planning can reduce risks from
earthquakes and/or volcanoes.
Statements are developed and linked, logically
ordered, linking the strategies to the reduction of
the risk from the hazards. There is explicit
assessment of the effectiveness of the
strategies.
Level 2 3–4 Some specific understanding of how protection
(Clear) marks and/or planning can reduce risks from
earthquakes and/or volcanoes.
Some statements are developed and linked,
with linking at least one strategy to the reduction
of the risk from the hazards. Begins to assess
the effectiveness of at least one strategy.
Level 1 1–2 Simple, separate statements with reference to
(Basic) marks protection and/or planning. Separate reference
to the nature of the risks. There may be some
simple, unsupported assessment. 6 marks
Order may be random. AO2=3
0 No relevant content. AO3=3

Indicative content

Protection involves action taken to safeguard the population before the

earthquake/volcanic eruption and includes constructing earthquake-proof
buildings and infrastructure or taking action during an event such as
diverting lava.

Features of an earthquake-proof building include having shock absorbers

between the foundations and the building as well as reinforced
foundations which reduce the risk of collapse and trapping occupants;
having shutters that come down over windows to reduce the risk of injury
from broken/falling glass; using fire-resistant materials to reduce the
scale or occurrence of fire. These measures are relatively successful
although it depends on the severity of the earthquake.

For volcanoes, the protection technology is different as buildings cannot

be constructed to withstand lava or ash flows and lahars. Therefore, lava
can sometimes be diverted from settlements by blasting out channels or
creating embankments. Such measures are less effective and less
widespread than the protection measures for earthquakes.

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Planning also involves actions taken prior to earthquake/volcanic

eruption. For both hazards, this may involve educating the population so
that they know what to do in the event of an earthquake or volcanic
eruption.

Earthquake drills are often carried out linked to essential supplies, getting
out of buildings, turning off gas with emergency services rehearsing
events. These save time and subsequently lives as people know what to
do. They vary in their effectiveness depending on the nature of the
country where the earthquake or volcanic eruption has occurred –
generally being more effective in richer countries. Evacuation is effective
with volcanic eruptions as there is often time to get people away from the
danger areas reducing loss of life and injury.

Planning can also mean avoiding building on areas at risk from

earthquakes, especially key buildings like hospitals, and therefore
removing people from high risk areas. This is an effective way but can
be too late if hazard maps indicate that there is a high risk in areas
already built on.

Total
Qu Part Marking guidance
marks

01 7 Identify two features of Cyclone Idai shown in Figure 3.

• Cyclone Idai is roughly circular in shape. (1)

• An eye can be seen in the centre. (1)
• The eye is not as obvious as it is with some tropical storms. (1)
2 marks
• There is dense cloud around this. (1)
AO4=2
• Cloud is being pulled in especially to the south. (1)
• The shape of this suggests it is spinning in a clockwise movement. (1)
• It is very large (1)
• It covers a section of the Mozambique Channel/the northern half of
Madagascar/is about 800km west-east through the eye. (1)

Total
Qu Part Marking guidance
marks

01 8 Calculate the proportion of the total aid raised (US $40.4 million)
that was spent in Beira.
1 mark
AO4=1
Total spent in Beira is US $20.2 million which is half/50% of the total of
the appeal of US $40.4 million. (1)

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Total
Qu Part Marking guidance
marks

01 9 In Mozambique, Cyclone Idai caused 6000 cases of cholera from

which eight people died.

Calculate the ratio of people dying to the total number of cholera

2 marks
cases. Show your working.
AO4=2
Of 6000 cases, only 8 died.

6000 ÷ 8 = 750 (1) and then write as a ratio of 1:750. (1)

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Total
Qu Part Marking guidance
marks

01 10 ‘The secondary effects of tropical storms are more severe than the
primary effects.’

Do you agree?

Use Figure 4 and a named example to justify your answer.

Level 3 7–9 Specific, detailed understanding of the primary

(Detailed) marks and secondary effects of tropical storms.
Statements are developed and linked, with
detailed reference to a named example and
Figure 4.
There is a clear explicit view which is effectively
justified.
Level 2 4–6 Some specific understanding of the primary and
(Clear) marks secondary effects of tropical storms.
Some statements are developed and linked,
with reference to a named example and/or
Figure 4.
There is a clear view which has some
justification.
Level 1 1–3 Simple, separate statements describing the
(Basic) marks primary and/or secondary effects of tropical 9 marks
storms. AO1=3
Simple statements with reference to a named AO2=3
example and/or Figure 4. AO3=3
View may change throughout with little/no
support.
Order may be random.
0 No relevant content.

Indicative content

The question commands are ‘do you agree’ and ‘justify’. Candidates can
agree, partly agree or disagree, or suggest that both are equal in their
impact. The justification that follows should reflect the decision made.
This should be supported by an example and information from Figure 4.
The decision will depend upon the candidate’s interpretation of Figure 4
but also the example used.

The top image in Figure 4 shows extensive flooding as a primary effect

(those that occur as a direct result of the tropical storm and immediately)
– likely covering farmland and some ‘buildings’ – some structures have
been damaged. In Typhoon Haiyan, as here there was much flooding
and strong winds also had a significant impact on power, crops and
destroying 30 000 fishing boats. 6300 people died due to the storm
surge, 40 000 homes were damaged or destroyed, including 90% of
Tacloban.

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The lower image shows a series of tents (secondary effect as these are
the result of the primary effects and occur subsequently) – used to
provide shelter for people displaced and made homeless by the storm
and shows a reliance on aid. In Typhoon Haiyan, 14 million people were
affected; there were water and food shortages as was likely to be the
case in Figure 4. The lack of clean water led to the spread of disease.
Power supplies were lost for a month; landslides blocked roads
hampering aid getting through.

There may be comment regarding the differences in the numbers

affected; the time scale involved.

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Section B – The living world

Question 2

Total
Qu Part Marking guidance
marks

02 1 Identify a source of food for frogs in the food web shown in Figure
5. 1 mark
AO4=1
Grasshoppers

Total
Qu Part Marking guidance
marks

02 2 Which producer is eaten by all primary consumers in the food web

shown in Figure 5? 1 mark
AO4=1
Banana trees

Total
Qu Part Marking guidance
marks

02 3 Give one role of decomposers in an ecosystem.

1 mark
• Decomposers break down organic matter/plants/animals. (1) AO1=1
• They return nutrients to the soil. (1)

Total
Qu Part Marking guidance
marks

02 4 ‘Tropical rainforests have a high level of biodiversity.’

Use Table 2 to justify this statement.

• There are higher numbers of all categories in tropical rainforest. (1)

• Tropical rainforests have about 42%/200 more mammals than
temperate forests. (1)
2 marks
• About 80%/700 more birds. (1)
AO3=2
• Just over double/380 more reptiles and 50%/10 000 more plants. (1)
• In total, there are 33020 different species in tropical rainforest and
21716 in temperate forest. (1)
• This is a difference of 11304/52% more in tropical rainforest. (1)

There must be specific reference to Table 2 in a comparative context for

credit.

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Total
Qu Part Marking guidance
marks

02 5 Outline one reason why the biodiversity in tropical rainforests is

being reduced.

• Any valid reason including deforestation (1) and its impact. (1)
Or

• Reasons for deforestation, such as logging, subsistence farming, 2 marks

commercial farming, road building, mining, settlements, population AO1=2
pressure (1 mark per reason) and its impact. (1)
There must be reference to the impact with regard to loss of habitat,
effects on food chain/web, change in humidity, soil conditions for the
second mark.

1 mark for a basic point. 1 + 1 mark for a developed point.

Total
Qu Part Marking guidance
marks

02 6 Explain the physical characteristics of the tropical rainforest.

Use Figure 6 and your own understanding.

Level 2 3–4 Two or more vegetation characteristics shown in

(Clear) marks Figure 6 are accurately recognised.
Explanation is clear linking and sequential relating
to specific features.
Level 1 1–2 One or more vegetation characteristics shown in
(Basic) marks Figure 6 is/are recognised.
Explanation is partial with simple, separate
statements.
0 No relevant content. 4 marks
AO2=2
Indicative content AO3=2

Figure 6 shows the rainforest canopy and the presence of emergents.

The trunks are tall and thin, often lacking in leaves until near the top of
the tree. They seem to be smooth.

The tallest trees, the emergent and the canopy layer, are the strongest
and have grown tall in search of sunlight for photosynthesis. This is the
reason for the lack of leaves lower down – the limited amount of sunlight.
The trees do not need thick bark on their trunks as the temperatures are
high and the smoothness allows the large amounts of rainfall to run off
easily. May explain mist/low cloud visible above the trees linked to the
evapotranspiration process.

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Total
Qu Part Marking guidance
marks

02 7 Assess the extent to which people are the main cause of

desertification.

Use example(s) to support your answer.

Level 3 7–9 Statements are developed and linked, and

(Detailed) marks logically ordered with specific reference to two
or more causes of desertification.
There is specific reference to example(s) to
illustrate causes.
There is explicit assessment of the extent to
which people are the main cause of
desertification, with comments likely to be
present throughout the answer.
Level 2 4–6 Some statements are developed and linked,
(Clear) marks with reference to two or more causes of
desertification.
There is some reference to example(s).
There is some, possibly implicit, assessment of
the extent to which people are the main cause
of desertification.
Level 1 1–3 Simple, separate statements, possibly in a
9 marks
(Basic) marks random order with reference to one or more
AO1=3
causes of desertification.
AO2=3
There may be mention of example(s) but
AO3=3
answer is likely to be generic.
There may be a basic assessment of the extent
to which people are the main cause of
desertification.
0 No relevant content.

Indicative content

References can be made to climate change, population growth, removal

of fuelwood, overgrazing, over-cultivation and soil erosion as causes of
desertification. All but climate change are linked to people and climate
change is also partly linked to people but with natural elements also.

The response should consider two or more causes, explain the sequence
of how the cause leads to desertification and assess the role of people
per cause and overall. There may be a recognition of population
pressure being responsible for many of the other causes; the interlinks
between the causes and the similar sequence that ensues. The likely
assessment is to indicate the high level of contribution people make to
causes, perhaps tempered by natural aspects of climate change and
reduced rainfall or prevalence of droughts if this is one of the causes
considered.

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Thus, for removal of fuelwood, responses are likely to indicate that an

increasing population leads to an increase in demand for wood for
cooking. This means more shrubs/trees need to be chopped down and
so the vegetation is lost; there is less interception and the rain hits the
ground directly when it falls. This, together with the loss of roots, means
that the soil is washed away and so new vegetation cannot grow leading
to desertification ie the areas that were formerly not desert become
desert.

The Badia, for example, can be used to illustrate the natural environment
with temperatures in excess of 40 °C and minimal precipitation of
150 mm which makes this area vulnerable to desertification. The
addition of many sheep from neighbouring Iraq following the 1991 Gulf
War led to overgrazing as previously sustainable levels maintained by
the nomadic Bedouin people were exceeded causing a loss of
vegetation, soil erosion and people, who were the cause, moving away.

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Section C – Physical landscapes

Coastal landscapes

Question 3

Total
Qu Part Marking guidance
marks

03 1 Outline the process of attrition.

• Attrition occurs when material being carried by the waves (1) hits other
material being carried (1) and so becomes smaller/more rounded in 2 marks
shape. (1) AO1=2

2 × 1 mark

Total
Qu Part Marking guidance
marks

03 2 Suggest how differences in rock type are likely to affect coastal

landforms in the area shown in Figure 7.

• The areas of hard rock will be more resistant to erosion than the areas
of soft rock (1).
2 marks
• Therefore, these will not retreat as fast as the soft rock areas. (1)
AO3=2
• As a result, the coast will become indented. (1)
• The areas of hard rock will form headlands/stick out into the sea (1)
• while the areas of soft rock will form bays. (1)

2 × 1 mark

Total
Qu Part Marking guidance
marks

03 3 Calculate the range in height of the sand dunes.

1 mark
AO4=1
8.4–0.5, so 7.9 m

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Total
Qu Part Marking guidance
marks

03 4 Explain how the sand dunes are shaped by deposition.

Use Figure 8 and your own understanding.

Level 2 3–4 More complete explanation that addresses most

(Clear) marks aspects of sequence and specific processes of
sand dune formation.
Statements are developed, linked and usually
logically ordered.
Level 1 1–2 Partial explanation focusing on either sequence or
(Basic) marks process of sand dune formation.
Simple, separate statements, possibly in a random
order.
0 No relevant content.
4 marks
Indicative content AO1=2
AO2=2
Figure 8 shows an extensive area of sand deposition with vegetation
visible in the area next to the sea and larger dunes with a ridge inland.

A large amount of sand on a beach is essential for dunes to form as this

is the supply of the sediment. The sand collects around obstacles that
are present near the beach such as pebbles or wood. As it is held for a
while, vegetation such as marram grass begins to grow which holds the
sand in place as it has long and extensive roots.

Reference to the wind losing energy and therefore depositing material

may be the starting point. The wind must blow from sea to land to
transport the sand inland and over time as distance from the sea
increases the height of the dunes increases from embryo to fore to the
main ridge, and vegetation also increases further stabilising the system.

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Total
Qu Part Marking guidance
marks

03 5 To what extent do the costs of managed retreat outweigh the

benefits as a strategy to protect the coastline?

Level 3 5–6 An awareness of the costs and the benefits of

(Detailed) marks managed retreat as a strategy for protecting the
coastline.
Detailed, developed and linked statements,
logically ordered.
There is clear and supported assessment as to
what extent costs outweigh the benefits.
Level 2 3–4 Some awareness of the costs and/or the
(Clear) marks benefits of managed retreat as a strategy for
protecting the coastline.
Some linked statements usually logically
ordered.
There is an assessment as to what extent costs
outweigh the benefits with some support.
Level 1 1–2 Simple statements of the costs and/or the
(Basic) marks benefits of managed retreat as a strategy for
protecting the coastline.
Simple, separate statements possibly in a
random order.
Simple assessment statements if present. 6 marks
0 No relevant content. AO2=3
AO3=3
Indicative content

The command is ‘to what extent’ so there should be an assessment as to

what extent costs outweigh benefits of managed retreat. The
assessment should reflect the content of the answer and be supported by
it.

Managed retreat is a strategy that involves no specific action to be taken

but rather is the result of a conscious decision to allow certain areas of
the coast to flood. Such areas are seen as areas of low value – such as
farmland – which can be sacrificed to protect other areas of the coast
which have higher value land uses such as housing or industry. It is
seen as a type of soft engineering as natural processes occur – but no
specific action is taken to offset erosion and flooding. This has the
impact of changing the shape of the coast – coastal realignment.

Costs include the loss of land – whether it be farmland, recreational land

or areas that may have housed valuable coastal habitats – such as
wetlands to be flooded with salt water. Thus land and fresh water
habitats are lost. Some people’s homes will be sacrificed as will a limited
number of businesses. Thus, the shape of the coastline will change as
the sea moves further inland in parts that are identified.

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Benefits link to the relatively low cost of this strategy – as no action is

directly needed in contrast to other strategies such as building sea walls
(although can be taken to protect areas behind the designated area that
is allowed to flood at times); it can lead to the creation of new saltmarsh
habitats allowing new plant and animal species to be present; sacrificing
areas of low value should lead to the protection of the more valuable
areas of the coast which have cities, houses and businesses within them.

It is more sustainable than many other strategies in the context of limited

maintenance, low costs and relatively limited impact on the natural
environment. Rising sea levels are likely to see this strategy increase in
significance due to the increasing challenges created.

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Section D – Physical landscapes

Hot desert landscapes or River landscapes

Question 4 – Hot desert landscapes

Total
Qu Part Marking guidance
marks

04 1 State the difference between saltation and suspension as water

transportation processes in hot desert areas.

• Saltation is the hopping movement (1) of particles of sand for example

on the bed of a stream. (1)
• Suspension is where very small particles – of clay/silt for example (1) 2 marks
are carried within the water itself. (1) AO1=2

There must be reference to both processes in order to make the

difference clear.

Maximum 1 mark for reference to one process only.

Total
Qu Part Marking guidance
marks

04 2 Complete the partly drawn sketch of the landform shown in Figure 9

and add labels to identify two features of this landform.

1 mark for completing the missing right hand part of the sketch so that it
is recognisable. (1)

The labels must have an arrow to connect the label to the specific part of
the landform being written about. Any label that describes what is visible
3 marks
with regard to the landform is acceptable.
AO4=3
Labels may include outcrop of rock; overhanging parts at the top;
different colours of the rock; mainly bare rock; surface is pitted in places;
surface is smooth in others.

Marks are for describing what is visible.

2 × 1 mark per label.

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Total
Qu Part Marking guidance
marks

04 3 Explain the role of the wind in the formation of the landform shown
in Figure 9.

Use Figure 9 and your own understanding.

Level 2 3–4 More complete explanation that addresses aspects

(Clear) marks of sequence and process in the formation of
zeugen, the landform in Figure 9, with the role of
the wind clearly addressed.
Developed and linked statements, logically
ordered.
Level 1 1–2 Partial explanation focusing on either sequence or
(Basic) marks process in the formation of zeugen, the landform in
Figure 9, with some possible reference to the role
of the wind.
Simple, separate statements possibly in a random
order.
0 No relevant content. 4 marks
AO2=2
Indicative content AO3=2

Zeugen are formed where there are different layers of rock which are
placed on top of each other, so layers are horizontal. The upper layers
are more resistant than the lower layers which can result in the top heavy
appearance of the landform.

Figure 9 clearly shows the different types of rocks by the contrasting

colours of them – the darker rock is the cap rock and is harder to erode.
The wind carries material that erodes the lower softer rock by abrasion
when it hits the area near the surface – especially the first metre off the
ground. This undercuts the harder cap rock.

Wind does have a very significant role to play in the formation of zeugen
but there are other contributors also – such as in the form of water.
Moisture present as dew is likely to weaken the rock and also variation in
temperature will weather the rock; water when present after rainfall can
also contribute to erosion.

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Total
Qu Part Marking guidance
marks

04 4 ‘Limited water supply and inaccessibility create challenges for the

development of hot desert areas.’

To what extent do you agree with this statement?

Level 3 5–6 Detailed, developed and linked statements,

(Detailed) marks logically ordered which show an awareness of
the challenges resulting from limited water
supply and inaccessibility in the development of
hot desert areas.
There is explicit assessment which is supported
– there may be reference to a specific example
and issues could be considered in the
assessment.
Developed and linked statements, logically
ordered.
Level 2 3–4 Clear, linked statements which show some
(Clear) marks awareness of the challenges resulting from
limited water supply and/or inaccessibility in the
development of hot desert areas.
There is some (implied) assessment of ‘to what
extent’.
There are some developed and linked
statements, usually logically ordered. 6 marks
Level 1 1–2 Simple, separate and random points relating to AO2=3
(Basic) marks the challenges resulting from limited water AO3=3
supply and/or inaccessibility in developing hot
desert areas.
There may be some simple assessment
statements.
0 No relevant content.

Indicative content

The command is ‘to what extent’ so there must be an assessment of the

extent to which limited water supply and inaccessibility create challenges
for the development of hot desert areas. Evaluation is critical for the
higher levels.

Water supply is essential for development – in the wellbeing of the

population and to enable the growth of crops/rear livestock, process
minerals and allow tourism. Limited access to water in terms of both
quantity and quality will hinder attempts to develop hot desert areas. The
lack of rainfall and high evaporation rates in areas like the Thar limit
development unless there are alternative supplies via water storage and
transfer. This happens with the Indira Ghandi Canal which transforms
certain areas around Jodhpur and Jaisalmer, two main cities, and
enables commercial growing of crops like wheat and cotton.

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 MARK SCHEME – INTERNATIONAL GCSE – GEOGRAPHY – 9230/1 – JUNE 2023

Thus, where water is not present there is a very limited ability to develop
areas – this is transformed when water is available. Accessibility is
another key factor needed for development – the lack of this is a further
critical disadvantage. The weather/climate with temperatures high
enough to melt tarmac; torrential rain which can take out roads and the
presence of sand blowing on the roads due to the wind make access in
many areas of the Thar Desert a real challenge. Traditional means of
transport by camel and buses packed to bursting inside and people on
roofs will not encourage development but will hinder it.

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 MARK SCHEME – INTERNATIONAL GCSE – GEOGRAPHY – 9230/1 – JUNE 2023

Question 5 – River landscapes

Total
Qu Part Marking guidance
marks

05 1 State the difference between saltation and suspension as river

transportation processes.

• Saltation is the hopping movement (1) of particles of sand for example

on the bed of a stream. (1)
• Suspension is where very small particles – of clay/silt for example (1) 2 marks
are carried within the river itself. (1) AO1=2

There must be reference to both processes in order to make the

difference clear.

Maximum 1 mark for reference to one process only.

Total
Qu Part Marking guidance
marks

05 2 Complete the partly drawn sketch of the landform shown in Figure

10 and add labels to identify two features of this landform.

One mark for completing the missing right hand part of the sketch so that
it is recognisable. (1)

The labels must have an arrow to connect the label to the specific part of
the landform being written about. Any label that describes what is visible 3 marks
with regard to the landform is acceptable. AO4=3

Labels may include winding (river channel); fairly steep valley sides; V-
shaped valley; bits of land sticking out into the river/interlocking spurs.

Marks are for describing what is visible.

2 × 1 mark per label.

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 MARK SCHEME – INTERNATIONAL GCSE – GEOGRAPHY – 9230/1 – JUNE 2023

Total
Qu Part Marking guidance
marks

05 3 Explain the role of erosion in the formation of the landform shown

in Figure 10.

Use Figure 10 and your own understanding.

Level 2 3–4 More complete explanation that addresses aspects

(Clear) marks of sequence and process in the formation of
V-shaped valley/interlocking spurs, the landform in
Figure 10, with the role of erosion clearly
addressed.
Developed and linked statements, logically
ordered.
Level 1 1–2 Partial explanation focusing on either sequence or
(Basic) marks process in the formation of V-shaped
valley/interlocking spurs, the landform in Figure 10
with some possible reference to the role of erosion.
Simple, separate statements possibly in a random
order.
0 No relevant content.
4 marks
AO2=2
Indicative content
AO3=2
V-shaped river valleys are formed in the upper course of the river where
it is actively cutting down to get a smooth long profile. Erosion actively
deepens the bed of the river and is the result of processes such as
abrasion and hydraulic action.

The fingers of land that jut out from either side of the V-shaped valley are
interlocking spurs. These are the result of erosion but also of some
differences in rock type or structure where these pieces of land may be
harder to erode and the stream near the source does not have enough
water/energy to be able to erode through them. Thus the stream winds
its way around them.

The valley sides would be very steep if they were just due to vertical
erosion but these are weathered and so some material is loosened and
falls down the sides to make them less steep. Erosion does have a very
significant role to play in the formation of V-shaped valleys/interlocking
spurs but there are other contributors also such as weathering,
movement downslope and differences in the rock.

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 MARK SCHEME – INTERNATIONAL GCSE – GEOGRAPHY – 9230/1 – JUNE 2023

Total
Qu Part Marking guidance
marks

05 4 ‘The benefits of hard engineering as a river management strategy

are greater than the costs.’

To what extent do you agree with this statement?

Level 3 5–6 Detailed, developed and linked statements,

(Detailed) marks logically ordered which show an awareness of
the benefits and costs of hard engineering as a
river management strategy.
There is explicit assessment which is supported
– there may be reference to a specific hard
engineering strategy or an example.
Developed and linked statements, logically
ordered.
Level 2 3–4 Clear, linked statements which show some
(Clear) marks awareness of the benefits and/or costs of hard
engineering as a river management strategy.
There is some (implied) assessment which
some support – perhaps reference to a specific
hard engineering strategy or an example.
There are some developed and linked
statements, usually logically ordered.
Level 1 1–2 Simple, separate and random points relating to 6 marks
(Basic) marks benefits and/or costs of hard engineering as a AO2=3
river management strategy. AO3=3
There may be some simple assessment
statements.
Information is generic.
0 No relevant content.

Indicative content

The command is ‘to what extent’ so there must be an assessment of the

extent to which the benefits of hard engineering are greater than the
costs as a river management strategy. The answer may refer to hard
engineering generally or refer to specific strategies – dams and
reservoirs, straightening, embankments and flood-relief channels.

The benefits of hard engineering include the effectiveness of the

strategies in preventing flooding which saves much money in terms of
people’s property but also people’s lives. There is greater security with
this option as dams and reservoirs prevent floods and people feel safe.
Greater investment is likely to occur and there can be environmental
benefits with wetlands being developed along a flood-relief channel for
example. The costs are the expense of the strategies – building dams
and diversion canals and even embankments are very expensive and do
require maintenance.

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 MARK SCHEME – INTERNATIONAL GCSE – GEOGRAPHY – 9230/1 – JUNE 2023

Some strategies like channel straightening can take the water away from
one area very quickly and lead to flooding further downstream. Some
can be unsightly: large concrete embankments and dams are not in
keeping with the surrounding area and can cause issues with river flow
and natural processes.

There is no correct assessment but the points made must reflect the
content of the answer.

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