Changing coastal environments: past paper questions
Real questions on changing coastal environments
The newest 20 of 225 written questions. Open one to see it on the real paper.
- 0460/04 · Specimen 2027 · Q1a[3]
Describe the general relationship between the distance along the beach and the mean length of pebbles.
See it on the paper → - 0460/04 · Specimen 2027 · Q1b[3]
Describe the general relationship between the distance along the beach and the total roundness index score.
See it on the paper → - 0460/04 · Specimen 2027 · Q1c[5]
Explain the differences in pebble roundness along the beach, referring to the processes of erosion.
See it on the paper → - 0460/04 · Specimen 2027 · Q1d[1]
Identify the coastal protection method being studied in Table 1.3.
See it on the paper → - 0460/04 · Specimen 2027 · Q1e[4]
Describe the students’ views on the coastal protection method studied in Table 1.3, using evidence from the table.
See it on the paper → - 0460/04 · Specimen 2027 · Q1f[4]
Compare the students’ views on the effectiveness of groynes and sea walls in protecting the coast, using evidence from Table 1.4.
See it on the paper → - 0460/04 · Specimen 2027 · Q1g[6]
Evaluate the success of the coastal protection methods studied, using the results from Table 1.4.
See it on the paper → - 0460/11 · October/November 2025 · Q3a(i)[1]
Describe the location of the sand dunes shown in Fig. 3.1.
See it on the paper → - 0460/11 · October/November 2025 · Q3a(ii)[2]
Which two of the following statements best describe the area of sand dunes shown in Fig. 3.1? Tick (3) the two correct statements in the table. tick (3) bare sand with no vegetation growing flat land with a wave cut platform lowland area with gentle slopes mainly covered by marram grass with some patches of sand steepl...
See it on the paper → - 0460/11 · October/November 2025 · Q3a(iii)[3]
Suggest how the sand dunes shown in Fig. 3.1 were formed.
See it on the paper → - 0460/11 · October/November 2025 · Q3a(iv)[4]
The process of longshore drift is occurring along the beach shown in Fig. 3.1. Describe the process of longshore drift.
See it on the paper → - 0460/11 · October/November 2025 · Q3b(i)[3]
Describe the characteristics of the headlands shown in Fig. 3.2.
See it on the paper → - 0460/11 · October/November 2025 · Q3b(ii)[5]
Suggest how the bay and headlands shown in Fig. 3.2 have been formed.
See it on the paper → - 0460/11 · October/November 2025 · Q3c[3]
For a named coastal area you have studied, describe the hazards faced by people as a result of natural processes. Name of coastal area (iii) Explain why earthquakes occur on conservative (transform) plate boundaries. (iv) Describe two methods which people use to make buildings ‘earthquake proof’. For each method explai...
See it on the paper → - 0460/23 · October/November 2025 · Q5a(ii)[2]
Which two of the following statements describe the climate of Jambi, Indonesia? Tick (3) only two boxes. (ii) tick (3) There is a cold season. There is a hot season. Temperatures are high throughout the year. There is a high annual range of temperature. Annual rainfall is high. Annual rainfall is low.
See it on the paper → - 0460/23 · October/November 2025 · Q5b[2]
Fig. 5.2 shows the world distribution of areas with an equatorial climate. 1 23 2 °N Tropic of Cancer 0° Equator 1 23 2 °S Tropic of Capricorn Key equatorial climate Fig. 5.2 Describe the distribution of the areas with an equatorial climate.
See it on the paper → - 0460/23 · October/November 2025 · Q5c[1]
Explain one way that vegetation adapts in areas that experience an equatorial climate.
See it on the paper → - 0460/11 · May/June 2025 · Q3c[7]
For a named area you have studied, describe the impacts of tropical storms. Name of area
See it on the paper → - 0460/21 · May/June 2025 · Q3a[4]
Using Fig. 3.1 to help you, label four coastal features on Fig. 3.2.
See it on the paper → - 0460/21 · May/June 2025 · Q3b[4]
Suggest how feature A shown in Fig. 3.1 is likely to change in the future. Give reasons for your answer.
See it on the paper →
What examiners said
A full range of answers were evident. Some excellent responses described the impacts fully and clearly, including place detail, with candidates having chosen an area with which they were familiar, e.g. from Central America or the Caribbean. Weaker responses tended to at least gain Level 1 marks through simple references to death, destruction of homes, etc. The strongest responses contained a range...
— Examiner report, May/June 2025, 0460/11 Q3(c) (Cambridge)
This question was based on the topic of coasts and featured a photograph of a classic coastal landscape in France. Accompanying this was a student’s field sketch of the area. Candidates were asked to label four coastal features on the sketch but some labelled fewer than four and some labelled more. It was important that an arrow was used to show exactly what was being labelled to avoid ambiguity....
— Examiner report, May/June 2025, 0460/21 Q3(a) (Cambridge)
To a certain extent, if candidates did not correctly identify the arch in part (a) then they may have had difficulty with suggesting how and why the feature would change in the future. Despite this, most did have some knowledge of coastal process although many lost marks through not refining their answer. Marks were only awarded for what will happen to the arch in the future, yet over half of cand...
— Examiner report, May/June 2025, 0460/21 Q3(b) (Cambridge)
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