Coasts (Cambridge (CIE) IGCSE Geography)

Fig 1 - Stratified sampling

(i)

Study Fig 1, which shows that students used stratified sampling to sample the beach. 

What 2 other types of sampling could be used to investigate the beach?

[2]

(ii)

Suggest one advantage and one disadvantage of both types of sampling you have named

[4]

To extend their fieldwork, students decided to investigate the type of waves at the beach.  Describe how this would be done using the following equipment: float and stopwatch 

Fig 1 - Results of data collection

Students measured sediment size along the beach.  

Suggest how students measured the sediment size along the beach 

Suggest one source of qualitative data you could investigate at the coast and explain how you would use the data 

(i)

The results of the students’ measurements for the nine sites are shown in Fig. 2.4.

Fig 2.4

Do these results support Hypothesis 1: The pebbles get smaller from the cliff towards the sea? Support your decision with evidence from Fig. 2.4.

 [3]

(ii)

Explain why the size of pebbles varies in the area between the sea and the cliff.

 [3]

Movement of pebbles along a beach, which was tested in Hypothesis 2, is influenced by longshore drift. The students had learned that longshore drift is usually affected by the prevailing wind direction.

Hypothesis 2: The pebbles get smaller from south to north in the section of the beach between two groynes.

(i)

How could the students have checked the wind direction when they did their fieldwork?

 [2]

(ii)

Describe and explain the process of longshore drift which is shown in Fig. 2.8.

Fig 2.8

[4]

As an extension activity the students measured the beach profile from the edge of the sea to the cliff. Describe how they would measure the profile using the following equipment:

• two ranging poles
• a clinometer
• a tape measure

The students tested the following hypotheses through fieldwork at two areas of the coast shown in Fig. 2.1

Fig 2.1

Hypothesis 1: The beach profile is steeper than the wave-cut platform profile.

Hypothesis 2: Infiltration is faster on the beach than on the wave-cut platform.

To investigate Hypothesis 1, the students measured the profile of the beach and the profile of the wave-cut platform. Fig. 2.2 shows a student doing this task.

Fig 2.2

(i)

Describe how the students would measure the profile.

[4]

(ii)

The students used the results to draw the two profiles shown in Fig. 2.3. What conclusion would the students make about Hypothesis 1: The beach profile is steeper than the wave-cut platform profile? Use evidence from Fig. 2.3 to support your decision.

Fig 2.3

[3]

To investigate Hypothesis 2: Infiltration is faster on the beach than on the wave-cut platform, the students measured the rate at which water infiltrated (soaked into) the ground. Their method is described in Fig. 2.4.

How to measure infiltration

Fig. 2.4 for Question 2

(i)

The students made their measurements at four points (A–D) along each profile from the sea to the cliff. To make their results reliable they measured infiltration three times at each point. Their results are shown in Table 2.2.
On Fig. 2.5 below plot the results of measurement 3 at points A and B along the beach profile.

Table 2.2

[2]

(ii)

What conclusion would the students make about Hypothesis 2: Infiltration is faster on the beach than on the wave-cut platform? Tick your decision below

[1]

(iii)

Use evidence from Fig. 2.5 and Table 2.2 to support your conclusion to (d)(ii).

[2]

(iv)

Which one of the following pairs correctly explains the difference between the infiltration times on the beach and the wave-cut platform? Look at Fig. 2.1 (below) to help you to answer.

[1]

The students wanted to find out what people thought about coastal protection in the area. They produced a questionnaire which is shown in Fig. 2.6).

The results of the questionnaire are shown in Table 2.3.

Table 2.3
Results of the questionnaire

Question 1: Are you aware that the cliffs are being eroded?

Question 2: Do you think that the cliffs should be protected against erosion by the sea?

Question 3: Coastal protection is very expensive. Do you think it is worth spending so much money?

Question 4: Which one of these protection methods would you prefer to be used?

Question 5: Who do you think should pay for the protection work?

(i)

Use the results of Question 4 to complete the divided bar graph in Fig. 2.7 below.

[2]

(ii)

Use the results of Question 5 to complete the pie graph in Fig. 2.8 below.

[2]

(iii)

Write a report about coastal protection based on what the students found out from their questionnaire. Refer to the results in Table 2.3 but do not copy them out.

[4]