Cambridge International AS & A Level: Geography 9696/33

Cambridge International AS & A Level
GEOGRAPHY 9696/33
Paper 3 Advanced Physical Geography Options May/June 2023
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 2023 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 26 printed pages.
© UCLES 2023 [Turn over

9696/33 Cambridge International AS & A Level – Mark Scheme May/June 2023
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 descriptors
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.
Marks awarded are always whole marks (not half marks, or other fractions).
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.
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.
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).
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.
© UCLES 2023 Page 2 of 26

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

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

Essay questions

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

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

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

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 mean precipitation data for two tropical locations. 4
Compare the precipitation patterns for Location A and Location B

shown in Fig. 1.1.
The main points are:

 Location A has a higher max. 483 mm in Dec whereas Location B has a
max. 446 mm in July
 Location B has a lower min. than Location A Jan to Apr whereas
Location A has a min. 99 mm in Feb
 Location B has a higher range: 446 mm vs 384 mm
 Location A has its wettest period in Oct–Dec, whereas Location B is
wettest in Jun–Sep
 Location A is more evenly spread through the year with 99 mm + in
each month whereas Location B has a distinctive dry season from Nov-
May with almost no rainfall, whilst
 Location A has a higher overall total than Location B: 2766 mm vs
1439 mm
Credit any valid points; four points for 4 marks.

Must have explicit comparison and use of data, either precipitation or
months, as evidence for maximum.

PUBLISHED
1(b) Suggest why the precipitation patterns for Location A and Location B 6
in Fig. 1.1 are different.
A number of factors may be of relevance here. Some information in Fig. 1.1

provides clues, whilst candidates may apply knowledge and understanding
to these particular locations.
Key suggestions include:

 Location A is strongly affected by convectional rainfall as it is located
near the equator (6°N)
 Latitude: linked to the position and movement of the ITCZ, with Location
B having a higher latitude (19°N vs 6°N) and so more seasonal
precipitation
 Monsoon: Location B may come under the influence of moist, maritime
air streams from the south during June/July/August
 Location A will be influenced by two monsoon seasons, the south-west
monsoon June-August and the north-east monsoon November to
March.
 Prevailing wind direction: these may differ between the two locations
and may/may not be blowing over a continental track at particular times
of year
 Air masses: linked to wind direction
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 differences in precipitation patterns.
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 differences in precipitation patterns. Response
develops on a largely secure base of knowledge and understanding.
Examples may lack detail or development.
Level 1 (1–2)
Response describes aspects of the precipitation patterns. Knowledge is
basic and understanding may be inaccurate. Examples are in name only or
lacking entirely.
Level 0 (0)
No creditable response.

PUBLISHED
2 ‘Climate is the most important factor influencing the vegetation 20

characteristics of seasonally humid tropical (savanna) ecosystems.’
How far do you agree with this view?
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.
Factors influencing the vegetation of seasonally humid tropical (savanna)

ecosystems include:
 Climate: precipitation and temperature, with moisture availability a key
control
 Latitude: variations in the type of savanna vegetation with increasing
latitude, linked to climatic conditions
 Soils: depth, fertility, water-holding capacity
 Human activity: including farming, settlement, population growth
 Fire: including natural as well as human induced
 Relief: influence of altitude and aspect causing local differences
A key issue is that vegetation varies from savanna grassland to parkland to

woodland depending upon moisture availability, which may be influenced by
climate, relief and water sources.
Award marks based on the quality of the response using the marking levels
below.
Level 4 (16–20)
Response thoroughly discusses the view that climate is the most important
factor influencing the vegetation characteristics of seasonally humid tropical
(savanna) ecosystems. 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 climate is the most important factor
influencing the vegetation characteristics of seasonally humid tropical
(savanna) ecosystems. 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
influence of climate on the vegetation characteristics of seasonally humid
tropical (savanna) ecosystems. 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).

PUBLISHED
2 Level 1 (1–5)
Response makes a few general points about climate/and or vegetation of
seasonally humid tropical (savanna) ecosystems. 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)

PUBLISHED
3 Using a case study, evaluate the attempted solutions to the problems 20

of sustainable management within a tropical environment ecosystem.
Problems include:
 Illegal logging
 Commercial agriculture, including monoculture, ranching, plantations
 Population pressures
 Climate change
 Fire
 Capital requirements
Solutions include:
 National Parks/nature reserves
 Socially responsible logging
 Sustainable tourism/ecotourism
 Quotas
 Afforestation/reforestation schemes
 Education
Criteria for evaluating success should be established. These might include

economic, social, and environmental aspects of sustainability.
below.
Level 4 (16–20)
Response thoroughly discusses a wide range of solutions to the problems of
sustainable management within a tropical environment ecosystem and
explicitly links them to the problems. 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 a range of solutions and makes links to the problems
of sustainable management within a tropical environment ecosystem, albeit
implicitly. 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).

PUBLISHED
3 Level 2 (6–10)
Response demonstrates some knowledge and understanding of solutions to
the problems of sustainable management within a tropical environment
ecosystem, but there is limited linkage to the problems. 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 solutions without the
necessary focus on their impact on the problems. A descriptive response
Level 0 (0)

PUBLISHED
Coastal environments
4(a) Fig. 4.1 shows a model of how waves change as they move towards 4
the shore.
Describe the changes in waves shown in Fig. 4.1 as they move towards
the shore.
The main points that could be made are:

 Wave height/amplitude increases
 Wavelength decreases
 Wave steepness increases
 Orbit of molecules advances faster in its upper part
 Orbits become less circular/more oblate
 Wave crest advances over wave base nearer the shore/wave breaks
nearer the shore
 Wave interval gets shorter
Four accurate points for 4 marks.
4(b) Explain the changes you described in (a). 6
As waves more towards the shore they enter shallower water. This subjects
the orbiting molecules at the wave base to friction and their speed of
movement is slowed. This causes waves to bunch up and reduces their
wavelength. The faster moving water near the sea surface piles up,
increasing wave height. Eventually, the crest of the advancing wave starts to
spill over the lower part and eventually the wave breaks. The key, therefore,
is the effect of friction on the molecules at the base.

Level 3 (5–6)
Response clearly explains the changes to the waves. 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 changes to the waves. Response develops on a
largely secure base of knowledge and understanding. Examples may lack
detail or development.
Level 1 (1–2)
Response describes the changes to the waves. Knowledge is basic and
understanding may be inaccurate. Examples are in name only or lacking
entirely.
Level 0 (0)

PUBLISHED
5 Assess the role of sea level change in the formation of coastal 20

landforms.
Sea level change may include:

 Rise and fall
 Isostatic and eustatic
 Historic and recent
Landforms strongly influenced by sea level change include:

 Raised beaches and relic cliffs
 Rias, fjords, Dalmatian coasts
 Tombolos and barrier beaches
Candidates may argue that whilst sea level is influential in the formation of
the landforms listed above, it has little or no influence on the formation of
many others.
below.
Level 4 (16–20)
Response thoroughly discusses the role of sea level change in the formation
of coastal 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 role of sea level change in the formation of coastal
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 role of
sea level change in the formation of coastal landforms. Response is mainly
descriptive or explanatory in approach and contains a brief or thinly

PUBLISHED
5 Level 1 (1–5)
Response makes a few general points about the role of sea level change in
the formation of coastal 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)

PUBLISHED
6 Evaluate the extent to which threats to coral reefs can be successfully 20

managed.
Threats to coral reefs include:

 Global warming
 Sea level rise
 Acidification
 Crown of Thorns Starfish
 Pollution
 Physical damage
Management strategies include:

 Global reduction in greenhouse gas emissions
 Limiting human activities such as fishing and blasting
 Protection e.g. MPAs
 More sustainable tourism
 International co-operation and funding of initiatives
 Education
 Monitoring and enforcement
below.
Level 4 (16–20)
Response thoroughly discusses the extent to which threats to coral reefs
can be successfully managed. An effective and sustained evaluation with a
sound conclusion. Response is well founded in detailed exemplar
Level 3 (11–15)
Response discusses the extent to which threats to coral reefs can be
successfully managed. Response is broadly evaluative in character,
Level 2 (6–10)
Response demonstrates some knowledge and understanding of the threats
to coral reefs and how they can be successfully managed. Response is
mainly descriptive or explanatory in approach and contains a brief or thinly

PUBLISHED
6 Level 1 (1–5)
Response makes a few general points about the threats to coral reefs and
how they can be managed. A descriptive response comprising a few simple
points. Knowledge is basic and understanding may be poor and lack
Level 0 (0)

PUBLISHED
Hazardous environments
7(a) Fig. 7.1 shows a diagram of a mass movement. 4
Describe the characteristics of the mass movement shown in Fig. 7.1.
The characteristics of the mass movement are:

 The curved/concave/rotational slip plane/rupture surface
 Stepped surface
 The presence of multiple/vegetated slumped blocks
 Each with a steep scar
 The scars are approximately 10 m height
 Flatter/low angled toe of material at their base
 The toe stretches 30–40 m
 The overall length of the mass movement is about 50 m in total
 The mass movement involves several rock strata/layers
Four points for 4 marks. Use of evidence from the diagram for maximum.

PUBLISHED
7(b) Suggest two physical causes of the mass movement you described in 6
(a).
Valid causes may include:

 Bands of different rock, which might be a mix of permeable and
impermeable
 Steep gradient, with significant shear stress
 Limited vegetation cover, reduces absorption of water and with few
roots to increase shear strength by binding
 Heavy rainfall input, increasing weight and reducing friction
 Earthquake, causing ground shaking and destabilisation
The answer should be specifically related to this mass movement.
Understanding of the relationship between shear stress and shear strength

will aid explanation. Answers linking to characteristics of the movement may
indicate a high level of understanding.

Level 3 (5–6)
Response suggests two valid causes of the mass movement. 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 suggests at least one valid cause of the mass movement.
understanding. Examples may lack detail or development.
Level 1 (1–2)
Response suggests at least one valid cause of the mass movement.
Knowledge is basic and understanding may be inaccurate. Examples are in
name only or lacking entirely.
Level 0 (0)

PUBLISHED
8 ‘Volcanic hazards have a greater impact on lives than on property.’ 20
To what extent do you agree with this view?
Volcanic hazards include:

 Nuées ardentes
 Lava flows
 Mudflows, lahars
 Volcanic landslides
 Pyroclastic flows
 Ash fallout
 Liquefaction
 Gases/acid rain
Impacts include:
 On lives – death, injury, decrease in quality of life, bereavement, civil
disobedience/loss of governmental control
 On property – damage, destruction, homelessness, loss of employment,
disruption to infrastructure and services
Candidates may argue that certain hazards affect lives more than property
and vice versa. They may also acknowledge that impacts vary depending
upon the level of economic development in the location. They may
distinguish between primary and secondary impacts.
below.
Level 4 (16–20)
Response thoroughly discusses whether volcanic hazards have a greater
impact on lives than on property. An effective and sustained evaluation with
a sound conclusion. Response is well founded in detailed exemplar
Level 3 (11–15)
Response discusses whether volcanic hazards have a greater impact on
lives than on property. Response is broadly evaluative in character,

PUBLISHED
8 Level 2 (6–10)
Response demonstrates some knowledge and understanding of the impact
of volcanic hazards on lives and property. 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 impact of volcanic hazards
on lives and/or property. A descriptive response comprising a few simple
points. Knowledge is basic and understanding may be poor and lack
Level 0 (0)

PUBLISHED
9 Assess the extent to which latitude determines the global distribution 20

of areas most at risk from atmospheric disturbances.
Factors which influence the global distribution of areas most at risk from
large-scale disturbances include:
 Latitude: within tropical low pressure belt but away from the equator
 Oceanic origin: to supply moisture
 Westward movement with a polewards deflection
 Ocean temperature: min. 27°C ocean temperature needed for heat
energy to a significant depth
 Coriolis force: drives direction of movement westwards
Factors which influence the global distribution of areas most at risk from
small-scale disturbances include:
 Interaction of contrasting wind systems
 Supply of moisture
 Instability and lift
 Wind shear
 Mesocyclone development
 Large, flat expanse of land
 Areas at risk are localised and largely unpredictable
Candidates may distinguish between the different scale of the disturbances

and note the influence of different factors.
below.
Level 4 (16–20)
Response thoroughly discusses the extent to which latitude determines the
global distribution of areas most at risk from atmospheric disturbances.
An effective and sustained evaluation with a sound conclusion. Response is
well founded in detailed exemplar knowledge and strong conceptual
Level 3 (11–15)
Response discusses the extent to which latitude determines the global
distribution of areas most at risk from atmospheric disturbances. 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).

PUBLISHED
9 Level 2 (6–10)
Response demonstrates some knowledge and understanding of the global
distribution of areas most at risk from atmospheric disturbances and the
influencing factors. 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 global distribution of areas
most at risk from atmospheric disturbances. A descriptive response
Level 0 (0)

PUBLISHED
Hot arid and semi-arid environments
10(a) Fig. 10.1 is a photograph which shows a landscape in a semi-arid 4

environment, Anza-Borrego Desert, California, USA.
Describe the main landforms shown in Fig. 10.1.
The main landforms include:

 Steep mountain front
 Bare mountain front
 Numerous deep gullies and small valleys/wadis
 Conical, bare alluvial fans at the base of the mountain front
 Alluvial fan contains multiple channels
 Which coalesce to produce a continuous alluvial feature/bahada
 Flatter, low lying pediment zone in the foreground
 Barely vegetated pediment zone in the foreground
Four points for 4 marks. Use of evidence from the photograph for maximum.

PUBLISHED
10(b) Suggest how water has influenced the formation of two of the 6
landforms you described in (a).
The answer will depend upon which landforms are chosen. The emphasis
should be on the influence of water-based processes such as erosion,
transportation and deposition on the formation of the landforms. The role of
water in weathering, and mass movement, may also be considered.
Process-landform links include:

 Gulley/wadi/valley – fluvial erosion, with steep relief and, perhaps,
intense rainfall, producing high energy flow. Lack of vegetation results
in sediment availability and fluvial transportation which aids rates of
abrasion and downcutting.
 Alluvial fan/bahada – fluvial deposition occurring due to change in
gradient at base of mountain front and resultant loss of energy. Largest
sediment deposited first resulting in conical shape. Braiding is likely on
the fan as channels become clogged with deposited sediment which
was being transported. Fans merge as they increase in width over time.
 Pediment – lateral planation with accumulated water able to erode
weathered rock with debris not bound by vegetation.

Level 3 (5–6)
Response offers a valid explanation of the formation of two landforms.
Response is well founded in detailed knowledge and strong conceptual
Level 2 (3–4)
Response offers a valid explanation of the formation of at least one
landform. Response develops on a largely secure base of knowledge and
understanding. Examples may lack detail or development.
Level 1 (1–2)
Response offers some explanation of landform formation. Knowledge is
basic and understanding may be inaccurate. Examples are in name only or
lacking entirely.
Level 0 (0)

PUBLISHED
11 ‘Desertification is caused more by human factors than by natural 20

factors.’
How far do you agree with this view?
Factors causing desertification include:

 Human – overgrazing, overcultivation, deforestation, population
pressures, settlement, war
 Natural – unreliable rainfall/drought, poor soil fertility, high rates of soil
erosion, climate change, natural fires
Overall, desertification is thought to be a natural process which is intensified

by human activity. The human factors have become increasingly intense in
recent years, especially driven by population growth pressure. Climate
change can be natural but recently has been anthropogenic.
below.
Level 4 (16–20)
Response thoroughly discusses the extent to which desertification is caused
more by human factors than by natural factors. 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 desertification is caused more by
human factors than by natural factors. 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
Level 2 (6–10)
Response demonstrates some knowledge and understanding of the extent
to which desertification is caused more by human factors than by natural
factors. 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).

PUBLISHED
11 Level 1 (1–5)
Response makes a few general points about the causes of desertification. 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)

PUBLISHED
12 Assess the relative importance of the causes of aridity. 20
Causes of aridity include:

 Subtropical high pressure – stable, subsiding air meaning a lack of
convection and precipitation
 Continentality – locations a long distance from the sea lack moisture in
the air
 Ocean currents – cold off-shore currents can result in temperature
inversion which limits condensation in the air above, with limited
precipitation apart from some fog
 Rain shadow effect – dominant winds rise up and over relief barriers
causing precipitation and moisture loss on the windward side and
adiabatic warming on the leeward side
 Human activity – desertification from overuse of soils and over-
abstraction of water can exacerbate aridity
below.
Level 4 (16–20)
Response thoroughly discusses the relative importance of the causes of
aridity. 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 causes of aridity.
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 causes
of aridity. 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 causes of aridity. 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)

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© UCLES 2023 [Turn over

Generic Marking Principles

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

GENERIC MARKING PRINCIPLE 5:

GENERIC MARKING PRINCIPLE 6:

© UCLES 2023 Page 2 of 26

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:

Level 4 Levels-marked questions only:

Level 3 Levels-marked questions only:

Level 2 Levels-marked questions only:

Level 1 Levels-marked questions only:

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

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

Evaluative point Levels-marked questions only:

Omission or further development/detail All questions

Unclear or validity is doubted All questions

Developed point All questions

Appropriate example or case study All questions

Irrelevant All questions

Material that does not answer the All questions

© UCLES 2023 Page 3 of 26

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

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

Rubric error Optional questions only (place at start of

© UCLES 2023 Page 4 of 26

Answer questions from two different options.

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

Question Answer Marks

Compare the precipitation patterns for Location A and Location B

The main points are:

Credit any valid points; four points for 4 marks.

© UCLES 2023 Page 5 of 26

Question Answer Marks

A number of factors may be of relevance here. Some information in Fig. 1.1

Key suggestions include:

Award marks based on the quality of explanation and breadth of the

© UCLES 2023 Page 6 of 26

Question Answer Marks

2 ‘Climate is the most important factor influencing the vegetation 20

How far do you agree with this view?

Factors influencing the vegetation of seasonally humid tropical (savanna)

A key issue is that vegetation varies from savanna grassland to parkland to

© UCLES 2023 Page 7 of 26

Question Answer Marks

© UCLES 2023 Page 8 of 26

Question Answer Marks

3 Using a case study, evaluate the attempted solutions to the problems 20

Criteria for evaluating success should be established. These might include

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