Cambridge International AS & A Level

GEOGRAPHY 9696/31
Paper 3 Advanced Physical Geography Options May/June 2024
MARK SCHEME
Maximum Mark: 60

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 28 printed pages.

© Cambridge University Press & Assessment 2024 [Turn over

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level
descriptions for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

© Cambridge University Press & Assessment 2024 Page 2 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

A Level Geography 9696 (Paper 3 and Paper 4) specific marking instructions

Examiners must use the following annotations:

Annotation Meaning Use

Correct point Point-marked questions only:

Resource-based questions part (a)

Level 4 Levels-marked questions only:

Essay questions

Level 3 Levels-marked questions only:

Resource-based questions part (b), and
Essay questions

Level 2 Levels-marked questions only:

Resource-based questions part (b), and
Essay questions

Level 1 Levels-marked questions only:

Resource-based questions part (b), and
Essay questions

Level 0 – No creditable response Levels-marked questions only:

Resource-based questions part (b), and
Essay questions

Highlight Creditworthy part of an extended Levels-marked questions only:

response Resource-based questions part (b), and
Essay questions

Item level Short statement to justify the level given Levels-marked questions only:
comment for an essay, using wording from the Essay questions
mark scheme

Evaluative point Levels-marked questions only:

Essay questions

Omission or further development/detail All questions

needed to gain credit

Unclear or validity is doubted All questions

Developed point All questions

Appropriate example or case study All questions

given

Irrelevant All questions

Material that does not answer the All questions

question

© Cambridge University Press & Assessment 2024 Page 3 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Highlighting a significant part of an Levels-marked questions only:

extended response – to be used with Resource-based questions part (b), and
Essay questions
another annotation e.g. or

1. Diagram or essay plan has been 1. Any diagrams or essay plans

seen but no specific credit given

2. Additional page has been checked 2. All blank pages in the provided generic
answer booklet and/or extension answer
booklet(s).

Rubric error Optional questions only (place at start of

question not being credited):
Whole paper

Examiners must consider the following guidance when marking the essay questions:

Candidates are free to develop their own approach to the question and responses will vary depending
on the example(s) chosen. Whichever approach is chosen, essays which address the question and
support their argument with relevant examples will be credited. The direction of the response and
evaluation made will depend on the approach chosen, and any evaluation is therefore valid if argued
and based on evidence.

© Cambridge University Press & Assessment 2024 Page 4 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Answer questions from two different options.

Tropical environments

If answering this option, answer Question 1 and either Question 2 or Question 3.

Question Answer Marks

1(a) Fig. 1.1 shows a pyramid of biomass for a seasonally humid tropical 3
(savanna) ecosystem.

Describe the pattern of biomass stores shown in Fig. 1.1.

The main points are:

 Biomass stores decrease up the pyramid or stores are lower at higher
trophic levels
 The decrease is uneven/at an irregular rate of change
 Greatest proportional drop is at the top of the food chain
 Use of supporting data as evidence e.g. plants have 585 kg/m2; top
carnivores have 1.1 kg/m2.

1 mark for each relevant descriptive point.

© Cambridge University Press & Assessment 2024 Page 5 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

1(b) Explain the pattern you described in (a). 7

Biomass stores decrease at higher trophic levels due to inefficiency.

Available energy decreases at each successive level because:

 Producers (e.g. acacia, elephant grass) produce food energy for
consumers by photosynthesis
 Not all food sources are consumed e.g. some green plants die and add
nutrients to the soil, some vegetation is coarse and cannot be digested
 Losses from consumers (e.g. warthogs, gazelle) occur in excretion of
faeces/urine
 Biomass at all levels can be decayed by decomposers and so it is
unavailable to the next level
 Respiration loses occur at each level
 Top carnivores such as lions use much of their food for movement/activity
hunting herbivores such as zebra/impala.

Award marks based on the quality of explanation and breadth of the response
using the marking levels below.

Level 3 (6–7)
Response clearly explains the pattern described in (a). Response is well
founded in detailed knowledge and strong conceptual understanding of the
topic. Examples used are appropriate and integrated effectively into the
response.

Level 2 (3–5)
Response explains the pattern described in (a). Response develops on a
largely secure base of knowledge and understanding. Examples may lack
detail or development.

Level 1 (1–2)
Response explains the pattern described in (a). Knowledge is basic and
understanding may be inaccurate. Examples are in name only or lacking
entirely.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 6 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

2 Assess the relative importance of the processes involved in the 20

formation of different tropical karst landforms.

The main karst landforms are:

 Cone karst/solution hollows
 Cockpit karst
 Tower karst
 Caves/stalactites/stalagmites

Processes involved in the formation of karst landforms include:

 Carbonation weathering due to dilute carbonic acid (a combination of
rainwater and atmospheric carbon dioxide) aided by lines of weakness
such as joints and bedding planes
 Solution due to humic acids (picked up as the rainwater moves down
through the decaying vegetation and the soil)
 Vertical and lateral fluvial erosion
 Tectonic uplift
 Cavern collapse
 Slope retreat

Different types of karst landforms tend to form under the influence of different
factors being dominant, including tectonic uplift, the limestone structure, and
height of the water table.

Cone karst is often the first stage of karst formation, with solution hollows
developing in wet tropical conditions. During the passage of time these
increase in size, often due to tectonic uplift and vertical erosion from rivers, to
form cockpits.

Where joints are close together, rainwater and the acids it carries can
permeate more effectively, resulting in more weathering of the rock. This may
be the case in the cockpits compared to the cones which may have wider
spaced joints.

Tectonic uplift may be involved in developing cone but not especially tower
karst. As the land rises, the water table falls, and weathering can continue
downwards.

Towers develop when there is differential erosion of adjacent geologies of

varying resistance. Limestone that is massively and horizontally jointed can
lead to tower karst. Tectonic uplift is absent or limited and the water table is
close to the surface.

Candidates may or may not refer to underground features where calcium

carbonate comes out of solution in dripping water and accumulates in caves.

Candidates may include labelled diagrams to aid explanation.

© Cambridge University Press & Assessment 2024 Page 7 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

2 Award marks based on the quality of the response using the marking levels
below.

Level 4 (16–20)
Response thoroughly discusses the relative importance of the processes
involved in the formation of different tropical karst landforms. An effective and
sustained evaluation with a sound conclusion. Response is well founded in
detailed exemplar knowledge and strong conceptual understanding of the
topic. Examples used are appropriate and integrated effectively into the
response.

Level 3 (11–15)
Response discusses the relative importance of the processes involved in the
formation of different tropical karst landforms. Response is broadly evaluative
in character, comprising some explanatory or narrative content and a
conclusion. Response develops on a largely secure base of knowledge and
understanding with the use of example(s).

Level 2 (6–10)
Response demonstrates some knowledge and understanding of the relative
importance of the processes involved in the formation of different tropical
karst landforms. Response is mainly descriptive or explanatory in approach
and contains a brief or thinly supported evaluation. Responses without the
use of example(s) to support the response will not get above the middle of
Level 2 (8 marks).

Level 1 (1–5)
Response makes a few general points about the relative importance of the
processes involved in the formation of different tropical karst landforms. A
descriptive response comprising a few simple points. Knowledge is basic and
understanding may be poor and lack relevance to the question set.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 8 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

3 ‘The most important factor influencing tropical climates is atmospheric 20

pressure.’

How far do you agree with this view?

Humid tropical climates are typically hot and wet, with maximum temperatures
>20 °C and mean monthly rainfall >50 mm for 8–12 months. Seasonally humid
tropical climates exhibit similar temperatures but different rainfall regimes,
with 1–7 months having a mean >50 mm.

Factors influencing the two tropical climates include:

 Latitude
 The shifting position of the ITCZ
 Air masses
 Monsoons
 Sub-tropical anticyclones
 Altitude
 Ocean currents
 Vegetation

The following is an indication of what could be discussed but should not be

expected in its entirety.

The latitude of humid tropical climates is typically 5–10 °N/S, with a fairly
constant high angle sun giving rise to both high temperatures and
convectional rainfall throughout most of the year. Insolation creates rising air/
zone of low pressure; the air descends to create a zone of high pressure.
Surface winds are the NE and SE trade winds, the Hadley cells are an
important factor in tropical climates.

The equatorial low-pressure zone (ITCZ) moves north and south during the
year, following the movement of the overhead sun. As the ITCZ moves it
takes the low pressure and the related rain belt with it. This has a major
influence on the humid tropical (savanna) climate, determining wet and dry
seasons. As the distance moved by the ITCZ is not the same every year, the
savanna lands closest to the hot deserts have very unreliable rainfall, leading
to occasional droughts. The movement of the ITCZ affects the direction and
track of winds being maritime or continental.

Monsoon climates are also reliant on pressure differences, but the movement
of the ITCZ, the position of the sub-tropical jet stream, and the influence of the
Himalayas (which reach almost to the tropopause) also have an effect.

Altitude has a minor effect. The Andes in Ecuador reduce the temperatures
considerably, making these mountainous areas much cooler than the nearby
Amazon lowlands. In East Africa, the higher altitude of the Kenyan/Ethiopian
highlands, disrupts the normal global pattern, leading to a savanna climate,
not the equatorial climate one would expect. In tropical areas where there are
mountains along the east coast, e.g. Brazil, the mountains make the trade
winds rise, producing heavier rainfall than normal, with a rain-shadow effect
further inland (e.g. the Sertão in Brazil).

© Cambridge University Press & Assessment 2024 Page 9 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

3 Seasonally humid tropical climates tend to occur at slightly higher latitudes

where the influence of shifts in the position of the ITCZ cause variations in the
direction of winds and the influence of air masses, which create more
seasonal differences, especially in rainfall. The length of their drier season
increases with latitude.

Candidates may conclude that atmospheric pressure has an important

influence on tropical climates but because pressure is a result of latitude and
insolation, it may not necessarily be the most important factor. The influence
of latitude is, therefore, most significant and closely related to the shifting
position of the ITCZ. The other factors are less important, including
atmospheric pressure which relates to the high pressure of sub-tropical
anticyclones resulting from sinking air which is essentially unsaturated, and its
role in affecting the direction and track of winds being maritime or continental.

Award marks based on the quality of the response using the marking levels
below.

Level 4 (16–20)
Response thoroughly discusses the view that the most important factor
influencing tropical climates is atmospheric pressure. An effective and
sustained evaluation with a sound conclusion. Response is well founded in
detailed exemplar knowledge and strong conceptual understanding of the
topic. Examples used are appropriate and integrated effectively into the
response.

Level 3 (11–15)
Response discusses the view that the most important factor influencing
tropical climates is atmospheric pressure. Response is broadly evaluative in
character, comprising some explanatory or narrative content and a
conclusion. Response develops on a largely secure base of knowledge and
understanding with the use of example(s).

Level 2 (6–10)
Response demonstrates some knowledge and understanding of the view that
the most important factor influencing tropical climates is atmospheric
pressure. Response is mainly descriptive or explanatory in approach and
contains a brief or thinly supported evaluation. Responses without the use of
example(s) to support the response will not get above the middle of Level 2 (8
marks).

Level 1 (1–5)
Response makes a few general points about the view that the most important
factor influencing tropical climates is atmospheric pressure. A descriptive
response comprising a few simple points. Knowledge is basic and
understanding may be poor and lack relevance to the question set.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 10 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Coastal environments

If answering this option, answer Question 4 and either Question 5 or Question 6.

Question Answer Marks

4(a) Fig. 4.1 shows erosion rates along a section of a barrier island near 3
Lagos, Nigeria, 2001–13.

Describe the pattern of erosion rates shown in Fig. 4.1.

The main points include:

 Erosion rates decrease west to east/or erosion rates increase east to
west.
 Rate of decline decreases with distance eastwards/major decline from
sites 1 to 4
 Gradual decline between sites 4 and 9
 There is an anomaly at site 10 (5.4 m/year)
 Highest value is at site 1 (22.8 m/year), lowest value is at site 10
(5.4 m/year)
 The range is 17.4 m/year

1 mark for each descriptive point. Use of supporting data as evidence.

© Cambridge University Press & Assessment 2024 Page 11 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

4(b) Suggest two reasons for the pattern you described in (a). 7

There are likely to be a number of inter-related reasons for the pattern and the
variable rates of the processes within it. The answer should be related to the
pattern described.

Possible reasons include variations in:

 Wave energy – high energy is likely to lead to high rates of erosion near
the start and lower energy and lower rates of erosion towards the end,
destructive/constructive waves
 Wind – wind speed and direction (length of fetch) will influence the levels
of wave energy; sites at the start may face a longer fetch, whilst sites
further east may be sheltered by a headland
 Configuration of the coast (wave refraction) and offshore depths
 Nature of materials such as sand/shingle
 Longshore drift – may be moving sediment eastwards reducing net
erosion
 Human activity – installation of sea walls may limit erosion further
eastwards; if there are groynes at the east end, they will disrupt
longshore drift depriving the west of the island of sediment and so
increased erosion
 Nature of coastal vegetation – e.g. mangroves. If they grow well, the roots
will hold beach together and reduce erosion. Mangroves to the west may
be less healthy/been destroyed.

Credit variation in rock type to a maximum of Level 2.

Award marks based on the quality of explanation and breadth of the response
using the marking levels below.

Level 3 (6–7)
Response clearly explains two reasons for the pattern described in (a).
Response is well founded in detailed knowledge and strong conceptual
understanding of the topic. Examples used are appropriate and integrated
effectively into the response.

Level 2 (3–5)
Response explains two reasons or clearly explains one reason (max. 4) for
the pattern described in (a). Response develops on a largely secure base of
knowledge and understanding. Examples may lack detail or development.

Level 1 (1–2)
Response explains one or two reasons for the pattern described in (a).
Knowledge is basic and understanding may be inaccurate. Examples are in
name only or lacking entirely.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 12 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

5 Assess the relative importance of the factors influencing the formation 20

of coastal saltmarshes and mangroves.

Coastal saltmarshes are influenced by:

 Low energy environments such as in estuaries and behind spits
 Deposition of fine-grained material
 Flocculation of clay in salt water
 The inter-tidal zone – develop on mudflats, exposed to the air at low tide
which allows halophytes to grow
 Initial growth of algae
 The role of halophytic vegetation trapping sediment and raising the level,
reducing the time it is covered by the tide
 Vegetation succession as the marsh develops

Mangroves are influenced by:

 The inter-tidal zone, though intertidal range can be much smaller, can
tolerate roots being above water for some of the day.
 The role of halophytic mangrove trees in trapping sediment
 The greater rigidity of trees provides protection from storm surges and
tsunami
 High temperatures
 Exposure (do not necessarily need sheltered coasts)

Candidates may conclude that the factors are similar e.g. both require
mudflats for their initial development and that the halophytic nature of both
vegetations is key. The greater resistance of mangroves to higher energy
levels enables them to develop in a wide range of tropical environments,
whilst coastal saltmarshes only develop in low energy environments such as
estuaries, behind spits and barrier islands.

Award marks based on the quality of the response using the marking levels
below.

Level 4 (16–20)
Response thoroughly discusses the relative importance of the factors
influencing the formation of coastal saltmarshes and mangroves. An effective
and sustained evaluation with a sound conclusion. Response is well founded
in detailed exemplar knowledge and strong conceptual understanding of the
topic. Examples used are appropriate and integrated effectively into the
response.

Level 3 (11–15)
Response discusses the relative importance of the factors influencing the
formation of coastal saltmarshes and mangroves. Response is broadly
evaluative in character, comprising some explanatory or narrative content and
a conclusion. Response develops on a largely secure base of knowledge and
understanding with the use of example(s).

© Cambridge University Press & Assessment 2024 Page 13 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

5 Level 2 (6–10)
Response demonstrates some knowledge and understanding of the relative
importance of the factors influencing the formation of coastal saltmarshes
and/or mangroves. Response is mainly descriptive or explanatory in approach
and contains a brief or thinly supported evaluation. Responses without the
use of example(s) to support the response will not get above the middle of
Level 2 (8 marks).

Level 1 (1–5)
Response makes a few general points about the relative importance of the
factors influencing the formation of coastal saltmarshes and/or mangroves. A
descriptive response comprising a few simple points. Knowledge is basic and
understanding may be poor and lack relevance to the question set.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 14 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

6 ‘The characteristics and formation of fringing reefs, barrier reefs, and 20

atolls are very different.’

How far do you agree with this view?

Characteristics vary and include:

 Fringing reefs – close to the land, outer reef edge capped with algae,
broad reef flat and a sand-floored ‘boat channel’ nearest the shore
 Barrier reefs – further from shore, separated by a wide, deep lagoon,
broader in size and continuous sometimes broken into sections at river
mouths
 Atoll reefs – confined to the flanks of submerged volcanic islands, they
rise from their volcanic foundations and support small islands of wave-
borne debris

Formation varies with reef type:

 Fringing reefs – relatively straightforward evolution as they grow seaward
from the land. May develop into barrier reefs if sea level rises.
 Barrier reefs – rely on sea level rise or land subsidence. If sea level rise
or land subsidence is slow, the reef grows upwards forming a larger reef
and lagoon; grows outwards over time, limited by the depth of the water
further offshore.
 Atoll reefs – if the (volcanic) island subsides or sea level rises to cover it,
an atoll develops. New coral can grow around the edges whilst inside,
above the old island, quiet water exists as a lagoon, and sedimentation
occurs.

Main hypotheses could be:

 Darwin-Dana – coral reefs grow upwards from submerging land usually
volcanic islands. Thus, the three reef types might form in sequence.
Probably not relevant in the Caribbean as little evidence for submergence.
 Murray – as fringing reefs develop, pounded by waves, coral fragments
accumulate on the seaward side thus gradually advances into the sea
leaving a lagoon behind.
 Daly – development of the reef on a submerged platform such as a former
wave cut surface and coral keeps pace with rising sea level and is
colonised by coral when suitable depths occur. This really only concerns
the formation of atolls.

Candidates may conclude that all coral reefs develop in similar oceanic
condition, however, their individual characteristics vary due to the different
rates of processes involved and change over time.

Credit material on conditions for growth.

© Cambridge University Press & Assessment 2024 Page 15 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

6 Award marks based on the quality of the response using the marking levels
below.

Level 4 (16–20)
Response thoroughly discusses the view that the characteristics and
formation of fringing reefs, barrier reefs, and atolls are very different. An
effective and sustained evaluation with a sound conclusion. Response is well
founded in detailed exemplar knowledge and strong conceptual
understanding of the topic. Examples used are appropriate and integrated
effectively into the response.

Level 3 (11–15)
Response discusses the view that the characteristics and formation of fringing
reefs, barrier reefs, and atolls are very different. Response is broadly
evaluative in character, comprising some explanatory or narrative content and
a conclusion. Response develops on a largely secure base of knowledge and
understanding with the use of example(s).

Level 2 (6–10)
Response demonstrates some knowledge and understanding of the view that
the characteristics and formation of fringing reefs, barrier reefs, and atolls are
very different. Response is mainly descriptive or explanatory in approach and
contains a brief or thinly supported evaluation. Responses without the use of
example(s) to support the response will not get above the middle of Level 2 (8
marks).

Level 1 (1–5)
Response makes a few general points about the view that the characteristics
and formation of fringing reefs, barrier reefs, and atolls are very different. A
descriptive response comprising a few simple points. Knowledge is basic and
understanding may be poor and lack relevance to the question set.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 16 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Hazardous environments

If answering this option, answer Question 7 and either Question 8 or Question 9.

Question Answer Marks

7(a) Fig. 7.1 shows pyroclastic flows from Soufrière Hills volcano, 4
Montserrat, on 8 January 2010.

Describe the pattern of pyroclastic flows shown in Fig. 7.1.

The main features of the pattern are:

 Flows radiate from the volcano in most directions
 More flows to the north than south
 None in south-east quadrant
 Varying length of flows/longest in a northern direction
 Longest flow is in Belham Valley
 Varying width of flows, though most are linear/thin and narrow
 Follow river valleys e.g. Belham
 Largest/widest flow is Fort Ghaut, about 1.5 km/fan shaped flow
 Do not start at the very peak but from places on the sides, sometimes as
much as 600 m below the summit (Fort Ghaut).

Can use latitude and longitude for location.

1 mark for each descriptive point. Use of map evidence for maximum marks.

© Cambridge University Press & Assessment 2024 Page 17 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

7(b) Explain how pyroclastic flows are formed. 6

Pyroclastic flows are rapidly moving mixtures of air and gases and very hot
volcanic fragments, usually of ash formed from explosive eruptions at
destructive plate boundaries in highly acidic magma.

 Column collapse – the column of lava, ash, and gases/incandescent ash

clouds expelled from a volcano during an eruption loses its upward
momentum due to cooling and falls back to the ground, flowing down the
sides of the volcano
 Side/flank eruptions occur when a lava plug blocks a volcanic vent, and
gas charged lava can escape through a gap in the volcano’s flank,
leading to a hot, incandescent cloud of gas and fine particles (like hot
sand), which also flows rapidly downhill due to its high density
 Pyroclastic flows can also form when a lava dome or lava flow becomes
too steep and collapses. The fragments mix with air and flow rapidly
downslope due to gravity. The largest most dense particles remain near
the base of the flow.
 In all cases, the flow stays close to the ground, following the relief and so
generally flow down existing valleys.

Award marks based on the quality of explanation and breadth of the response
using the marking levels below.

Level 3 (5–6)
Response clearly explains how pyroclastic flows are formed. Response is well
founded in detailed knowledge and strong conceptual understanding of the
topic. Examples used are appropriate and integrated effectively into the
response.

Level 2 (3–4)
Response explains how pyroclastic flows are formed. Response develops on
a largely secure base of knowledge and understanding. Examples may lack
detail or development.

Level 1 (1–2)
Response describes how pyroclastic flows are formed. Knowledge is basic
and understanding may be inaccurate. Examples are in name only or lacking
entirely.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 18 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

8 Assess the extent to which impacts of hazards resulting from 20

atmospheric disturbances vary.

Impacts of both large-scale and small-scale atmospheric disturbances are on

both life and property. In both cases this may include the human response in
terms of management – prediction, preparedness, monitoring, and perception
of risk. The impacts will vary depending on the type of hazard involved.
Comparison could be in terms of variation associated with specific
disturbances or between different types of disturbance.

Hazards from large-scale atmospheric disturbances (cyclones, hurricanes,

typhoons) include:
 Storm surges
 Coastal flooding
 Intense rainfall leading to severe river floods and mass movement
 High winds

High winds cause damage to infrastructure and property; flying debris is also
a hazard. Heavy rain causes river flooding, surface flooding and landslides.
Flooding damages property, drowns people, sweeps cars away, and pollutes
drinking water supplies. Storm (tidal) surges have similar impacts but as they
are saltwater, can inflict longer term damage to soils making farmland infertile.
Landslides can occur suddenly and can destroy properties built on slopes.

Hazards from small-scale atmospheric disturbances (tornadoes) include:

 Intense precipitation (rain and hail)
 High winds
 Pressure imbalances

High winds damage property, fell trees, destroy infrastructure such as

telephone and electricity cables, and can lift vehicles. The high speed of the
flying debris makes it extremely dangerous. The intense low pressure, arriving
suddenly, can make a building explode outwards due to the much higher
pressure inside the building. The impacts are, as a result, total devastation,
but over a relatively small area.

© Cambridge University Press & Assessment 2024 Page 19 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

8 Impacts of hazards may vary because they can be reduced by a variety of

mitigation strategies:

Large-scale atmospheric disturbances (cyclones, hurricanes, typhoons) are

relatively slow moving, can be tracked by satellite, and warnings can be
issued well in advance of their arrival. Evacuation measures are well planned
in places such as the USA and because people move to safer, inland areas,
the death toll is usually much reduced. Damage can be reduced if residents
board-up their windows and if building codes are in place to ensure buildings
are structurally sound. Embankments can prevent river flooding of residential
areas and coastal defences can prevent storm surges moving inland. A well
organised disaster management agency (such as FEMA in the USA) can
issue the warnings, organise the preparations (in advance) and deal with the
damage afterwards. However, in LICs/MICs the impacts are often much
worse because the disaster management agencies may be underfunded or
non-existent, warnings are ineffective, buildings can be fragile (shanty
dwellings), and embankments might not be high enough or are not built. Relief
and recovery are also less effective, often relying on foreign aid (which takes
a long time to arrive) and allowing secondary hazards such as disease (e.g.
cholera) to take hold.

Small-scale atmospheric disturbances (tornadoes) – the main way to mitigate

the impacts is to monitor the super-cell thunderclouds which produce the
tornadoes, provide real-time warning via radio, sirens or mobile phone and
encourage people to get out of the tornadoes path (a relatively short journey)
or to go into their (already prepared) tornado cellar. This reduces death but
not damage. Despite these strategies, people still die, and the death and
damage can be much greater in LICs/MICs where warnings are less effective,
and people are less well prepared.

Candidates may conclude that impacts are similar from both types of
atmospheric disturbance due to some similarity in the hazards e.g. strong
winds, but that the scale and exact nature of the impacts do very between the
two, influenced by factors such as the level of income of the affected area.
There will also be variation within each type.

© Cambridge University Press & Assessment 2024 Page 20 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

8 Award marks based on the quality of the response using the marking levels
below.

Level 4 (16–20)
Response thoroughly discusses the extent to which impacts of hazards
resulting from atmospheric disturbances vary. An effective and sustained
evaluation with a sound conclusion. Response is well founded in detailed
exemplar knowledge and strong conceptual understanding of the topic.
Examples used are appropriate and integrated effectively into the response.

Level 3 (11–15)
Response discusses the extent to which impacts of hazards resulting from
atmospheric disturbances vary. Response is broadly evaluative in character,
comprising some explanatory or narrative content and a conclusion.
Response develops on a largely secure base of knowledge and
understanding with the use of example(s).

Level 2 (6–10)
Response demonstrates some knowledge and understanding of the extent to
which impacts of hazards resulting from atmospheric disturbances vary.
Response is mainly descriptive or explanatory in approach and contains a
brief or thinly supported evaluation. Responses without the use of example(s)
to support the response will not get above the middle of Level 2 (8 marks).

Level 1 (1–5)
Response makes a few general points about the extent to which impacts of
hazards resulting from atmospheric disturbances vary. A descriptive response
comprising a few simple points. Knowledge is basic and understanding may
be poor and lack relevance to the question set.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 21 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

9 Using a case study, evaluate the problems of sustainable management 20

of a hazardous environment.

Candidates may choose an environment with tectonic, mass movement or

atmospheric hazards. They may even choose a multi-hazard environment.
If more than one case study, mark all and take the best one.

Problems of sustainable management include:

 Generic problems of achieving a balance between social, economic and
environmental needs
 Social issues – include protecting people’s lives, property and well-being
 Economic issues – as cheap as possible, in terms of construction and
maintenance, protect areas which contribute most to national economy
(cost-benefit analysis)
 Environmental issues – avoid environmental damage, try to enhance
rather than destroy
 Generic problems of short-term vs long-term management approaches
 Challenges of prediction and/or prevention
 Perceptions of risks involved
 Lack of education (which may include rural vs urban divide)
 Limited economic development in some locations
 Challenges of population – size, age structure (which influence spending
needs of the country e.g. schools), density e.g. rural vs urban
 Existing land use and economic activity – e.g. afforestation vs agriculture,
resettlement of coastal areas vs fishing
 In a multi-hazard environment (e.g. Philippines), must prioritise hazard
types by frequency/magnitude. Frequency e.g. typhoons may affect funds
available due to a cycle of restoration/repair before the next disaster
 Weak/ineffective governance
 Some impacts of hazards are positive e.g. mineral resources, energy,
tourism

© Cambridge University Press & Assessment 2024 Page 22 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

9 Award marks based on the quality of the response using the marking levels
below.

Level 4 (16–20)
Response thoroughly discusses the problems of sustainable management of
a hazardous environment. An effective and sustained evaluation with a sound
conclusion. Response is well founded in detailed exemplar knowledge and
strong conceptual understanding of the topic. Examples used are appropriate
and integrated effectively into the response.

Level 3 (11–15)
Response discusses the problems of sustainable management of a
hazardous environment. Response is broadly evaluative in character,
comprising some explanatory or narrative content and a conclusion.
Response develops on a largely secure base of knowledge and
understanding with the use of example(s).

Level 2 (6–10)
Response demonstrates some knowledge and understanding of the problems
of sustainable management of a hazardous environment. Response is mainly
descriptive or explanatory in approach and contains a brief or thinly supported
evaluation. Responses without the use of example(s) to support the response
will not get above the middle of Level 2 (8 marks).

Level 1 (1–5)
Response makes a few general points about the problems of sustainable
management of a hazardous environment. A descriptive response comprising
a few simple points. Knowledge is basic and understanding may be poor and
lack relevance to the question set.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 23 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Hot arid and semi-arid environments

If answering this option, answer Question 10 and either Question 11 or Question 12.

Question Answer Marks

10(a) Fig. 10.1 is a photograph which shows a hot arid landscape in Namibia. 4

With the aid of a labelled diagram, describe the main physical features
of landform A shown in Fig. 10.1.

Candidates should interpret Fig. 10.1 to identify and describe the main
features of landform A. A labelled diagram should be used.

Candidates may describe:

 Crescentic shape (barchan) sand dune
 Long, narrow horns/ridges on either side
 One horn longer than the other
 One steep (possibly leeward side)
 One less steep (possibly windward side)
 Bare/smooth surface

1 mark for each descriptive point. Max. 2 marks if no labelled diagram.

© Cambridge University Press & Assessment 2024 Page 24 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

10(b) Explain the formation of landform A shown in Fig. 10.1. 6

Landform A is a barchan or parabolic sand dune. They form in areas with

adequate sand supply, unidirectional winds and a lack of vegetation to
stabilise the sand. They often form on top of stoney surfaces, allowing the
sand to migrate. Creep and saltation transport sand up the windward slope.
As sand accumulates on the crest it eventually exceeds the angle of repose,
causing miniature avalanches down the slip-face which restore equilibrium.
In barchans the windward face is typically under 20°, while the leeward face is
steeper, typically 32°, the angle of rest of the dry sand particles. The wind
blowing up the windward face is speeded up by compression as the air is
squeezed by the rising dune and erosion predominates – the sand moving up
this slope is replaced by sand coming in from the flat surface to windward.
Once over the crest, the wind slows and eddies, encouraging deposition on
this leeward side. In this way, dunes advance in the direction of the prevailing
wind. The lower height of accumulation at the edges results in horns
developing as sand there is able to move faster.

In parabolic dunes similar processes apply but the horns and the dune face in
opposite direction to the wind. They are formed from blowout dunes where the
erosion of vegetated sand leaves a U-shaped depression. The photograph is
a barchan but there may be some confusion.

Award marks based on the quality of explanation and breadth of the response
using the marking levels below.

Level 3 (5–6)
Response clearly explains the formation of landform A shown in Fig. 10.1.
Response is well founded in detailed knowledge and strong conceptual
understanding of the topic. Examples used are appropriate and integrated
effectively into the response.

Level 2 (3–4)
Response explains the formation of landform A shown in Fig. 10.1. Response
develops on a largely secure base of knowledge and understanding.
Examples may lack detail or development.

Level 1 (1–2)
Response describes the formation of landform A shown in Fig. 10.1.
Knowledge is basic and understanding may be inaccurate. Examples are in
name only or lacking entirely.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 25 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

11 Using a case study, evaluate the solutions to the problems of 20

sustainable management in either a hot arid or semi-arid environment.

If more than one case study, mark all and take the best one.

Problems of sustainable management usually involve desertification in one

form or other. Specific problems include:
 Overgrazing
 Deforestation
 Overcultivation
 Population pressure

Many of these issues are related to:

 High wind energy environments
 Seasonal variations and unpredictable levels of precipitation/possible
effects of climate change
 Low biomass productivity
 Salinisation as a result of overirrigation
 Perceptions of risks involved
 Lack of education
 Limited economic development in some locations
 Weak/ineffective governance
 Local conflicts

Solutions to the problems include:

 Development of local craft industries supporting the local economy
 Breeding programmes for crops and animals that are more sustainable
 Ecotourism
 Sustainable methods of resource exploitation
 National Parks and conservation areas
 Regulations to reduce the harmful use of the chosen environment
 Education programmes around population
 Education programmes around farming techniques, e.g. encourage mixed
farming, prevent overgrazing, contour ploughing
 Tree planting projects to act as shelter belts/provide earnings/food – e.g.
Great Green Wall
 Alternatives to fuelwood e.g. stoves

© Cambridge University Press & Assessment 2024 Page 26 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

11 Award marks based on the quality of the response using the marking levels
below.

Level 4 (16–20)
Response thoroughly discusses the solutions to the problems of sustainable
management in either a hot arid or semi-arid environment. An effective and
sustained evaluation with a sound conclusion. Response is well founded in
detailed exemplar knowledge and strong conceptual understanding of the
topic. Examples used are appropriate and integrated effectively into the
response.

Level 3 (11–15)
Response discusses the solutions to the problems of sustainable
management in either a hot arid or semi-arid environment. Response is
broadly evaluative in character, comprising some explanatory or narrative
content and a conclusion. Response develops on a largely secure base of
knowledge and understanding with the use of example(s).

Level 2 (6–10)
Response demonstrates some knowledge and understanding of the solutions
to the problems of sustainable management in either a hot arid or semi-arid
environment. Response is mainly descriptive or explanatory in approach and
contains a brief or thinly supported evaluation. Responses without the use of
example(s) to support the response will not get above the middle of Level 2 (8
marks).

Level 1 (1–5)
Response makes a few general points about the solutions to the problems of
sustainable management in either a hot arid or semi-arid environment. A
descriptive response comprising a few simple points. Knowledge is basic and
understanding may be poor and lack relevance to the question set.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 27 of 28

9696/31 Cambridge International AS & A Level – Mark Scheme May/June 2024
PUBLISHED

Question Answer Marks

12 Assess the extent to which aridity is caused by the rain shadow effect. 20

Causes include:
 Rain shadow effect – creating aridity in the lee of relief barriers. Air rises,
cools and condenses causing precipitation on the windward side. As air
descends on the leeward side, it is already drier, and warms further
reducing relative humidity
 Cold ocean currents – which limit evaporation and cause relatively dry air
to blow onto the land
 Descending air of the Hadley Cell – creating sub-tropical high pressure
and a lack of rising/cooling air to cause condensation
 Continentality – with limited availability of moisture due to long distances
from the moisture sources provided by oceans

Candidates may conclude that the rain shadow effect, as with cold ocean
currents, is a local factor causing aridity whereas the Hadley Cell and
continentality are more global scale causes.

Award marks based on the quality of the response using the marking levels
below.

Level 4 (16–20)
Response thoroughly discusses the extent to which aridity is caused by the
rain shadow effect. An effective and sustained evaluation with a sound
conclusion. Response is well founded in detailed exemplar knowledge and
strong conceptual understanding of the topic. Examples used are appropriate
and integrated effectively into the response.

Level 3 (11–15)
Response discusses the extent to which aridity is caused by the rain shadow
effect. Response is broadly evaluative in character, comprising some
explanatory or narrative content and a conclusion. Response develops on a
largely secure base of knowledge and understanding with the use of
example(s).

Level 2 (6–10)
Response demonstrates some knowledge and understanding of the extent to
which aridity is caused by the rain shadow effect. Response is mainly
descriptive or explanatory in approach and contains a brief or thinly supported
evaluation. Responses without the use of example(s) to support the response
will not get above the middle of Level 2 (8 marks).

Level 1 (1–5)
Response makes a few general points about the extent to which aridity is
caused by the rain shadow effect. A descriptive response comprising a few
simple points. Knowledge is basic and understanding may be poor and lack
relevance to the question set.

Level 0 (0)
No creditable response.

© Cambridge University Press & Assessment 2024 Page 28 of 28