You Need to Know

 What is geological time and what does it look like?  Where does carboniferous limestone, granite and chalk/clay fit in to it?

CARBONIFEROUS LIMSTONE formed 300 – 350 million years ago (mya) CARBONIFEROUS LIMSTONE formed 300 – 350 million years ago (mya) GRANITE Formed 250 – 430 mya GRANITE Formed 250 – 430 mya CHALK AND CLAY Formed 60 – 100 mya CHALK AND CLAY Formed 60 – 100 mya

(click on the pictures to link to a resource)

EXAM TECHNIQUE TIPS BE CAREFUL WITH 1/2/3 POINT MARKS. THEY MAKE UP ABOUT 40% OF YOUR PAPER SO GETTING THESE ‘EASIER’ QUESTIONS CORRECT CAN MAKE ALL THE DIFFERENCE! EXAM TECHNIQUE TIPS BE CAREFUL WITH 1/2/3 POINT MARKS. THEY MAKE UP ABOUT 40% OF YOUR PAPER SO GETTING THESE ‘EASIER’ QUESTIONS CORRECT CAN MAKE ALL THE DIFFERENCE! (What Could They Ask You? Click the red dots for a mark scheme/answers) What is the difference between an era and a period? (2) Using the geological time and the box of information, place the periods into the correct place (2) Fig 1

INFORMATION DEVONIAN1.8 TO 23 MYA NEOGENE359 TO 416 MYA JURASSIC146 TO 200 MYA BACK TO QUESTIONS BACK TO QUESTIONS

Answers Mark Scheme Mark Scheme BACK TO QUESTIONS BACK TO QUESTIONS ON TO NEXT SECTION ON TO NEXT SECTION Mark Scheme 1 mark per relevant point. Eras are longer lengths of time (1) whereas periods are smaller (1) There are several periods in an era (1) named example (1). Mark Scheme 1 mark per relevant point. Eras are longer lengths of time (1) whereas periods are smaller (1) There are several periods in an era (1) named example (1). What is the difference between an era and a period? (2) Using the geological time and the box of information, place the periods into the correct place (2)

You Need to Know

 What types of rocks are there and what are their characteristics?  What is the rock cycle?

CHARACTERISTICS  Crystals  Holes and spaces  Shiny/glass like  Minerals  Fine grains CHARACTERISTICS  Crystals  Holes and spaces  Shiny/glass like  Minerals  Fine grains EXAMPLES VIDEO FORMATION Intrusive igneous rocks are formed from magma that cools and solidifies within the crust. the magma cools slowly, and as a result these rocks are coarse grained Extrusive igneous rocks are formed at the crust's surface as a result of the partial melting of rocks within the mantle and crust. Extrusive Igneous rocks cool and solidify quicker than intrusive igneous rocks. Since the rocks cool very quickly, they are fine grained FORMATION Intrusive igneous rocks are formed from magma that cools and solidifies within the crust. the magma cools slowly, and as a result these rocks are coarse grained Extrusive igneous rocks are formed at the crust's surface as a result of the partial melting of rocks within the mantle and crust. Extrusive Igneous rocks cool and solidify quicker than intrusive igneous rocks. Since the rocks cool very quickly, they are fine grained

CHARACTERISTICS  Curved/bent foliation  Shiny crystals CHARACTERISTICS  Curved/bent foliation  Shiny crystals EXAMPLES VIDEO FORMATION Metamorphic rocks form deep in the earth where high temperature, great pressure, and chemical reactions cause one type of rock to change into another type of rock. Metamorphic rocks begin to form at kilometres beneath the earth's surface. They begin changing at temperatures of 100 degrees Celsius to 800 degrees Celsius FORMATION Metamorphic rocks form deep in the earth where high temperature, great pressure, and chemical reactions cause one type of rock to change into another type of rock. Metamorphic rocks begin to form at kilometres beneath the earth's surface. They begin changing at temperatures of 100 degrees Celsius to 800 degrees Celsius

CHARACTERISTICS  Contains fossils  Layered structure  Can contain cemented sand and pebbles  Usual has pores CHARACTERISTICS  Contains fossils  Layered structure  Can contain cemented sand and pebbles  Usual has pores EXAMPLES VIDEO FORMATION Igneous and metamorphic rocks are weathered and eroded, eventually being transported by rivers to the sea. The sediment is deposited on the sea floor and over time layers of sediment build. The bottom layers of sediment are compacted and cement together to form sedimentary rock. FORMATION Igneous and metamorphic rocks are weathered and eroded, eventually being transported by rivers to the sea. The sediment is deposited on the sea floor and over time layers of sediment build. The bottom layers of sediment are compacted and cement together to form sedimentary rock.

HEAT AND PRESSURE MELTING AND COOLING EROSION, DEPOSITION, COMPACTION, CEMENTATION HEAT AND PRESSURE EROSION, DEPOSITION, COMPACTION, CEMENTATION MELTING AND COOLING CAN YOU DESCRIBE THE LINKS BETWEEN THE ROCK TYPES?

Can you fit the characteristics into the correct rock type? LAYERED CURVED/BENT FOLIATION SHINY/GLASS LIKE BUBBLES/SPACES PEBBLES/SAND CRYSTALS MINERALS FOSSILS

(click on the pictures to link to a resource)

EXAM TECHNIQUE TIPS THINGS TO AVOID IN AN EXAM ANSWER! 1.BULLET POINTS 2.SLANG 3.TEXT SPEAK 4.LISTS 5.SARCASM 6.LEAVING QUESTIONS BLANK EXAM TECHNIQUE TIPS THINGS TO AVOID IN AN EXAM ANSWER! 1.BULLET POINTS 2.SLANG 3.TEXT SPEAK 4.LISTS 5.SARCASM 6.LEAVING QUESTIONS BLANK (What Could They Ask You? Click the red dots for a mark scheme/answers) Describe how the different rock types are linked(6) Describe the formation of sedimentary rock (4)

Answers Mark Scheme Igneous or metamorphic rock is weathered and eroded and broken down. The sediment is transported by rivers to the sea. The sediment is deposited and builds in layers on the sea bed. As layers build, the bottom layers are compacted and cemented into sedimentary rock for example limestone. Level 1: Basic (1-2) Simple statements, lacks sequence e.g. sedimentary rocks form in layers, rock is eroded to form sedimentary Level 2: Clear (3-4) Developed points, clear sequence e.g. see above! Mark Scheme Igneous or metamorphic rock is weathered and eroded and broken down. The sediment is transported by rivers to the sea. The sediment is deposited and builds in layers on the sea bed. As layers build, the bottom layers are compacted and cemented into sedimentary rock for example limestone. Level 1: Basic (1-2) Simple statements, lacks sequence e.g. sedimentary rocks form in layers, rock is eroded to form sedimentary Level 2: Clear (3-4) Developed points, clear sequence e.g. see above! BACK TO QUESTIONS BACK TO QUESTIONS ON TO NEXT SECTION ON TO NEXT SECTION Mark Scheme The answer should focus on how sedimentary, igneous and metamorphic rock link. Igneous is weathered, transported and deposited on sea beds. The sediments pile up in layers and are compacted and cemented forming sedimentary. Sedimentary rock is subducted and exposed to intense heat and pressure forming metamorphic rock. This rock is then heated, melted and eventually cooled to form igneous rock. Level 1: Basic (1-4) Simple statements, little idea of links or cycle e.g. sedimentary rock can turn into metamorphic rock Level 2: Clear (5-6) Developed points, links rock types clearly, idea of cycle. Accurate rock cycle diagrams get 3 marks e.g. Igneous rock that is put under pressure and subjected to heat forms metamorphic rock Mark Scheme The answer should focus on how sedimentary, igneous and metamorphic rock link. Igneous is weathered, transported and deposited on sea beds. The sediments pile up in layers and are compacted and cemented forming sedimentary. Sedimentary rock is subducted and exposed to intense heat and pressure forming metamorphic rock. This rock is then heated, melted and eventually cooled to form igneous rock. Level 1: Basic (1-4) Simple statements, little idea of links or cycle e.g. sedimentary rock can turn into metamorphic rock Level 2: Clear (5-6) Developed points, links rock types clearly, idea of cycle. Accurate rock cycle diagrams get 3 marks e.g. Igneous rock that is put under pressure and subjected to heat forms metamorphic rock Describe how the different rock types are linked(6) Describe the formation of sedimentary rock (4)

You Need to Know

 What is weathering?  What are the types of weathering?  Which climates are most effective for weathering?

WEATHERING IS THE BREAKDOWN OF THE ROCK BY ELEMENTS OF THE WEATHER IN SITU (THE ROCK DOESN’T MOVE)

WEATHERING

HOT/WET CLIMATES RAINFORESTS HOT/WET CLIMATES RAINFORESTS HOT/WET CLIMATES RAINFORESTS HOT/WET CLIMATES RAINFORESTS LARGE TEMP VARIATIONS DESERTS LARGE TEMP VARIATIONS DESERTS WARM/WET CLIMATES IGNEOUS ROCK WITH MINERALS LAYERED SEDIMENTARY ROCK SEDIMENTARY ROCK, LAYERED SEDIMENTARY, LIMESTONE LARGE TEMP VARIATIONS MOUNTAINS LARGE TEMP VARIATIONS MOUNTAINS SEDIMENTARY ROCK, LAYERED

Read the following answer for the question below. Mark the answer and report SPECIFICALLY how the answer could be improved? “Describe the process of exfoliation” (4) Exfoliation is when layers peel of like a skin of an onion. This is why it is called onion-skin weathering. When a rock is in a desert it gets really hot in the day and really cold at night. This means the rock is always under stress and will eventually fall apart. “Describe the process of exfoliation” (4) Exfoliation is when layers peel of like a skin of an onion. This is why it is called onion-skin weathering. When a rock is in a desert it gets really hot in the day and really cold at night. This means the rock is always under stress and will eventually fall apart.

(click on the pictures to link to a resource)

EXAM TECHNIQUE TIPS THE TENDANCY IS TO IGNORE YOUR LITERACY SKILLS WHEN COMPLETING YOUR EXAM. EACH OF THE MARK SCHEMES HAVE SPECIFIC INSTRUCTIONS TO THE EXAMINER TO LOOK AT THE SPELLING AND GRAMMAR EXAMINERS HAVE A QWC (QUALITY OF WRITTEN COMMUNICATION) MARK. THIS CAN BE USED TO AWARD AN EXTRA MARK WITHIN A LEVEL…SO EMPLOY ALL THE LITERACY SKILLS YOU HAVE LEARNT! EXAM TECHNIQUE TIPS THE TENDANCY IS TO IGNORE YOUR LITERACY SKILLS WHEN COMPLETING YOUR EXAM. EACH OF THE MARK SCHEMES HAVE SPECIFIC INSTRUCTIONS TO THE EXAMINER TO LOOK AT THE SPELLING AND GRAMMAR EXAMINERS HAVE A QWC (QUALITY OF WRITTEN COMMUNICATION) MARK. THIS CAN BE USED TO AWARD AN EXTRA MARK WITHIN A LEVEL…SO EMPLOY ALL THE LITERACY SKILLS YOU HAVE LEARNT! (What Could They Ask You? Click the red dots for a mark scheme/answers) Describe the process of freeze thaw weathering (4) Using the pictures in figure 2, describe how rocks can be broken down? (4) FIG 2

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Answers Mark Scheme The answer needs to identify the three types of weathering, in this case biological weathering, freeze thaw and either solution/carbonation. The answer should focus on these types of weathering. Biological weathering is the action of plants and animals. The plant/animal can either grow or borrow through fractures or layers in the rock, breaking down the rock. Freeze thaw with the temperature changes and the continuous cycle of water freezing and thawing in cracks. Finally solution/carbonation with the action of water dissolving rock/minerals in rock. Level 1: Basic (1-2) simple statements, only deals with one of the types of weathering e.g. freeze thaw freezes water and breaks the rock Level 2: Clear (3-4) developed points, deals with at least two of the types of weathering (max 3 points if two types) e.g. Freeze thaw is when water freezes in cracks of rocks and expands by 7% putting stress and pressure on rocks. Mark Scheme The answer needs to identify the three types of weathering, in this case biological weathering, freeze thaw and either solution/carbonation. The answer should focus on these types of weathering. Biological weathering is the action of plants and animals. The plant/animal can either grow or borrow through fractures or layers in the rock, breaking down the rock. Freeze thaw with the temperature changes and the continuous cycle of water freezing and thawing in cracks. Finally solution/carbonation with the action of water dissolving rock/minerals in rock. Level 1: Basic (1-2) simple statements, only deals with one of the types of weathering e.g. freeze thaw freezes water and breaks the rock Level 2: Clear (3-4) developed points, deals with at least two of the types of weathering (max 3 points if two types) e.g. Freeze thaw is when water freezes in cracks of rocks and expands by 7% putting stress and pressure on rocks. BACK TO QUESTIONS BACK TO QUESTIONS ON TO NEXT SECTION ON TO NEXT SECTION Mark Scheme The sequence of the answer is the key to the answer. Water gets into cracks in rocks and when temperatures fall overnight it freezes and expands by 7%. This puts pressure on the rock and cause stress. In the day temperatures rise and the water thaws, releasing the pressure. This cycle continues and eventually the rock will fracture and pieces will fall away. Level 1: Basic (1-2) Simple statements, no sequence e.g. the rock freezes and breaks to pieces Level 2: Clear (3-4) Developed points, clear sequence given e.g. see above! Mark Scheme The sequence of the answer is the key to the answer. Water gets into cracks in rocks and when temperatures fall overnight it freezes and expands by 7%. This puts pressure on the rock and cause stress. In the day temperatures rise and the water thaws, releasing the pressure. This cycle continues and eventually the rock will fracture and pieces will fall away. Level 1: Basic (1-2) Simple statements, no sequence e.g. the rock freezes and breaks to pieces Level 2: Clear (3-4) Developed points, clear sequence given e.g. see above! Describe the process of freeze thaw weathering (4) Using the pictures in figure 2, describe how rocks can be broken down? (4)

You Need to Know

 How are rock distributed in the UK?  Case Study: Granite landscapes, Dartmoor  Tors and moorland  Case Study: Carboniferous limestone landscapes, Yorkshire Dales  Surface features: pavement, swallow hollows, resurgence, gorges, dry valleys  Case Study: Chalk/clay landscape, South Downs  Escarpments, vales, dry valleys and spring lines

CAN YOU DESCRIBE THE DISTRIBUTION OF GEOLOGY IN THE UK? (CLICK FOR ANSWERS) CAN YOU DESCRIBE THE DISTRIBUTION OF GEOLOGY IN THE UK? (CLICK FOR ANSWERS) Granite Small pockets in NE Scotland and SW England (click for limestone) Granite Small pockets in NE Scotland and SW England (click for limestone) Limestone Extensive areas in northern England and Ireland (click for chalk and clay) Limestone Extensive areas in northern England and Ireland (click for chalk and clay) Chalk and Clay Occur together in bands in the SE of England Chalk and Clay Occur together in bands in the SE of England

 How are rock distributed in the UK?  Case Study: Granite landscapes, Dartmoor  Tors and moorland  Case Study: Carboniferous limestone landscapes, Yorkshire Dales  Surface features: pavement, swallow hollows, resurgence, gorges, dry valleys  Case Study: Chalk/clay landscape, South Downs  Escarpments, vales, dry valleys and spring lines

What characteristics can you identify? PLATEAU TOR JOINTS CHANGEABLE CLIMATE MOORLAND HIGHLAND THIN SOIL

RESERVOIRS MILITARY TRAINING AREAS STEEP LAND HIGH PLATEAU SURFACE DRAINAGE TORS FARMS FARMLAND

STAGE 1 Magma is pumped into the Earth’s crust which cools to form intrusive granite STAGE 1 Magma is pumped into the Earth’s crust which cools to form intrusive granite STAGE 2 As the granite cools joints form in the granite. According to David Linton intensive chemical weathering of the granite in warm conditions produces rounded boulders set in a mass of decomposed granite rock known as ‘growan’. STAGE 2 As the granite cools joints form in the granite. According to David Linton intensive chemical weathering of the granite in warm conditions produces rounded boulders set in a mass of decomposed granite rock known as ‘growan’. STAGE 3 Finally the removal of the growan by weathering exposes the rounded boulders that make up the tors e.g. Bowerman’s Nose Tor. STAGE 3 Finally the removal of the growan by weathering exposes the rounded boulders that make up the tors e.g. Bowerman’s Nose Tor.

What is Moorland? Moorlands are upland areas with acidic, low-nutrient and often water- logged soils What is Moorland? Moorlands are upland areas with acidic, low-nutrient and often water- logged soils Why is Moorland Water-Logged? Granite is an IMPERMEABLE ROCK, which means water can’t flow through it! This means the ground on the moorland areas of Dartmoor are often water-logged! Why is Moorland Water-Logged? Granite is an IMPERMEABLE ROCK, which means water can’t flow through it! This means the ground on the moorland areas of Dartmoor are often water-logged! Why is the Soil Acidic? Granite moorland soil is very acidic. This is due to the deep chemical weathering of granite releasing minerals that are acidic in nature, this means the soils are infertile Why is the Soil Acidic? Granite moorland soil is very acidic. This is due to the deep chemical weathering of granite releasing minerals that are acidic in nature, this means the soils are infertile

Reverse Taboo! Look at the cards below, there are five words that could be used to help describe the hidden word. Can you work out what the hidden word is? TOR WEATHERING DAVID LINTON INTRUSIVE GRANITE GROWAN BOWERMAN’S NOSE TOR WEATHERING DAVID LINTON INTRUSIVE GRANITE GROWAN BOWERMAN’S NOSE MOORLAND ACIDIC SOIL WATER-LOGGED HIGHLAND IMPERMEABLE INFERTILE MOORLAND ACIDIC SOIL WATER-LOGGED HIGHLAND IMPERMEABLE INFERTILE DARTMOOR SOUTH-WEST NATIONAL PARK GRANITE MOORLAND RESERVOIRS DARTMOOR SOUTH-WEST NATIONAL PARK GRANITE MOORLAND RESERVOIRS

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EXAM TECHNIQUE TIPS WHEN ASKED TO ‘USE’ A FIGURE (ESPECIALLY A PICTURE) EXAMINERS WANT TO SEE THAT YOU HAVE GENUINELY USED THE PICTURE. THE EASIEST WAY TO ENSURE THIS IS BY DESCRIBING WHERE IN THE PICTURE THE FEATURE YOU ARE REFERRING TO IS USE PHRASES LIKE; AT THE FRONT, IN THE BACKGROUND, THE FRONT LEFT, BACK RIGHT ETC… EXAM TECHNIQUE TIPS WHEN ASKED TO ‘USE’ A FIGURE (ESPECIALLY A PICTURE) EXAMINERS WANT TO SEE THAT YOU HAVE GENUINELY USED THE PICTURE. THE EASIEST WAY TO ENSURE THIS IS BY DESCRIBING WHERE IN THE PICTURE THE FEATURE YOU ARE REFERRING TO IS USE PHRASES LIKE; AT THE FRONT, IN THE BACKGROUND, THE FRONT LEFT, BACK RIGHT ETC… (What Could They Ask You? Click the red dots for a mark scheme/answers) Describe how a tor forms (6) Using figure 3, describe the physical characteristics of the landscape (4) FIG 3

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Answers Mark Scheme The photograph shows and can be used to imply several physical features, these include; tor, highland, moorland, thin soils, acidic soils, plateaus. Focus of the answer should NOT just be on listing the physical features but also describing them. Level 1: Basic (1-2) Simple statements, possibly a list of features e.g. there is a tor, there is highland all around Level 2: Clear (3-4) developed points, DESCRIBES the features, makes reference to where in the picture e.g. there is a tall, rounded tower of rocks called a tor in the background of the picture Mark Scheme The photograph shows and can be used to imply several physical features, these include; tor, highland, moorland, thin soils, acidic soils, plateaus. Focus of the answer should NOT just be on listing the physical features but also describing them. Level 1: Basic (1-2) Simple statements, possibly a list of features e.g. there is a tor, there is highland all around Level 2: Clear (3-4) developed points, DESCRIBES the features, makes reference to where in the picture e.g. there is a tall, rounded tower of rocks called a tor in the background of the picture BACK TO QUESTIONS BACK TO QUESTIONS ON TO NEXT SECTION ON TO NEXT SECTION Mark Scheme First stage is where magma is pumped into the crust, cools forming intrusive granite rock. During cooling fractures causing joints. Due to deep chemical weathering the granite rock is decayed and the rounded rocks of the tor are surrounded by growan. Due to weathering the growan is removed and the rounded boulders are exposed to the surface which is the tor Level 1: Basic (1-4) Simple statements, no evidence of sequence e.g. tors are formed from granite, they are rounded by weathering Level 2: Clear (5-6) developed points, clear sequence e.g. magma is pumped into the crust and cools forming intrusive granite…etc Mark Scheme First stage is where magma is pumped into the crust, cools forming intrusive granite rock. During cooling fractures causing joints. Due to deep chemical weathering the granite rock is decayed and the rounded rocks of the tor are surrounded by growan. Due to weathering the growan is removed and the rounded boulders are exposed to the surface which is the tor Level 1: Basic (1-4) Simple statements, no evidence of sequence e.g. tors are formed from granite, they are rounded by weathering Level 2: Clear (5-6) developed points, clear sequence e.g. magma is pumped into the crust and cools forming intrusive granite…etc Describe how a tor forms (6) Using figure 3, describe the physical characteristics of the landscape (4)

 How are rock distributed in the UK?  Case Study: Granite landscapes, Dartmoor  Tors and moorland  Case Study: Carboniferous limestone landscapes, Yorkshire Dales  Surface features: pavement, swallow hollows, resurgence, gorges, dry valleys  Case Study: Chalk/clay landscape, South Downs  Escarpments, vales, dry valleys and spring lines

VIDEO 1 VIDEO 1 VIDEO 2 VIDEO 2

ROCK OUTCROPS (SCAR) ROCK OUTCROPS (SCAR) HIGHLAND MAINLY DRY LANDSCAPE THIN SOILS CHANGEABLE CLIMATE JOINTS BEDDING PLANES What characteristics can you identify?

DRY LANDSCAPE ROCK OUTCROPS ROCK OUTCROPS GORGES RESURGENT STREAMS RESURGENT STREAMS FARMLAND SETTLEMENTS

LIMESTONE ROCK IS PERMEABLE!

VIDEO

STAGE 1 Limestone areas are scoured by glaciers so the rock is exposed on the surface STAGE 1 Limestone areas are scoured by glaciers so the rock is exposed on the surface STAGE 2 Weak carbonic acidic rainwater falls onto the limestone and a chemical reaction takes place. Limestone is dissolved and washed away in solution STAGE 2 Weak carbonic acidic rainwater falls onto the limestone and a chemical reaction takes place. Limestone is dissolved and washed away in solution

STAGE 1 Streams run along impermeable rock until it meets permeable limestone STAGE 1 Streams run along impermeable rock until it meets permeable limestone VIDEO

STAGE 1 Streams run through permeable limestone STAGE 1 Streams run through permeable limestone STAGE 2 The stream will eventually dissolve the limestone until it hits permeable rock STAGE 2 The stream will eventually dissolve the limestone until it hits permeable rock

STAGE 1 As streams dissolve cave and caverns within the limestone the rock above can become unstable STAGE 1 As streams dissolve cave and caverns within the limestone the rock above can become unstable

STAGE 1 Limestone solution can seep through to the roof of cavern and caves and form a drip on the ceiling STAGE 1 Limestone solution can seep through to the roof of cavern and caves and form a drip on the ceiling VIDEO

Can you beat the computer at Grand National? QUESTION 4 WHAT LIMESTONE FEATURE HANGS DOWN FROM THE ROOF OF CAVERNS? STALACTITE QUESTION 4 WHAT LIMESTONE FEATURE HANGS DOWN FROM THE ROOF OF CAVERNS? STALACTITE QUESTION 3 NAME THE CASE STUDY AREA FOR LIMESTONE ? YORKSHIRE DALES QUESTION 3 NAME THE CASE STUDY AREA FOR LIMESTONE ? YORKSHIRE DALES QUESTION 5 WHAT IS THE NAME OF THE PROCESS THAT FORMS LIMESTONE FEATURES ? CARBONATION QUESTION 5 WHAT IS THE NAME OF THE PROCESS THAT FORMS LIMESTONE FEATURES ? CARBONATION QUESTION 6 WHAT IS THE NAME OF THE GAP BETWEEN CLINTS ON A LIMESTONE PAVEMENT ? GRYKE QUESTION 6 WHAT IS THE NAME OF THE GAP BETWEEN CLINTS ON A LIMESTONE PAVEMENT ? GRYKE QUESTION 7 NAME AN EXAMPLE OF A SWALLOW HOLE IN THE YORKSHIRE DALES ? GAPING GHYLL QUESTION 7 NAME AN EXAMPLE OF A SWALLOW HOLE IN THE YORKSHIRE DALES ? GAPING GHYLL QUESTION 1 WHAT IS THE NAME OF THE FEATURE THAT IS FORMED WHEN A STALACTITE AND STALAGMITE JOIN ? PILLAR QUESTION 1 WHAT IS THE NAME OF THE FEATURE THAT IS FORMED WHEN A STALACTITE AND STALAGMITE JOIN ? PILLAR QUESTION 8 WHAT IS THE NAME GIVEN TO A STREAM THAT EMERGES FROM LIMESTONE BACK TO THE SURFACE ? RESURGENT STREAM QUESTION 8 WHAT IS THE NAME GIVEN TO A STREAM THAT EMERGES FROM LIMESTONE BACK TO THE SURFACE ? RESURGENT STREAM QUESTION 2 NAME AN EXAMPLE OF A LIMESTONE PAVEMENT? MALHAM COVE QUESTION 2 NAME AN EXAMPLE OF A LIMESTONE PAVEMENT? MALHAM COVE COMPUTER SCORED 5 FURLONGS COMPUTER SCORED 5 FURLONGS

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EXAM TECHNIQUE TIPS ALL FEATURES FORMED IN CARBONIFEROUS LIMESTONE IS ESSENTIALLY BY THE SAME PROCESS…CARBONATION IF YOU LEARN CARBONATION OFF BY HEART THEN YOU CAN’T GO FAR WRONG WITH ANSWER A FORMATION QUESTION ON CARBONIFEROUS LIMESTONE. REMEMBER… RAIN WATER…ABSORBS CO₂…WEAK CARBONIC ACID…PRECIPITATES ONTO LIMESTONE…CHEMICAL REACTION…WASHED AWAY IN SOLUTION EXAM TECHNIQUE TIPS ALL FEATURES FORMED IN CARBONIFEROUS LIMESTONE IS ESSENTIALLY BY THE SAME PROCESS…CARBONATION IF YOU LEARN CARBONATION OFF BY HEART THEN YOU CAN’T GO FAR WRONG WITH ANSWER A FORMATION QUESTION ON CARBONIFEROUS LIMESTONE. REMEMBER… RAIN WATER…ABSORBS CO₂…WEAK CARBONIC ACID…PRECIPITATES ONTO LIMESTONE…CHEMICAL REACTION…WASHED AWAY IN SOLUTION (What Could They Ask You? Click the red dots for a mark scheme/answers) Describe and explain the formation of a limestone pavements(4) Explain how carbonation plays an integral part of the formation of limestone features (4)

Answers Mark Scheme Carbon dioxide is absorbed by rainwater and forms a weak carbonic acid. This acidic rain precipitates onto the carboniferous limestone and a chemical reaction takes place. The calcium carbonate reacts with the rainwater to for calcium bicarbonate, which is limestone solution. This can then be washed away, leaving the rock dissolved. Level 1: Basic (1-2) Simple statements, no sequence to process e.g. rainwater falls onto the limestone and it dissolves. Level 2: Clear (3-4) Developed points, clear sequence, max 3 marks if chemical equation written out e.g. rainwater absorbs carbon dioxide and creates a weak carbonic acid…etc Mark Scheme Carbon dioxide is absorbed by rainwater and forms a weak carbonic acid. This acidic rain precipitates onto the carboniferous limestone and a chemical reaction takes place. The calcium carbonate reacts with the rainwater to for calcium bicarbonate, which is limestone solution. This can then be washed away, leaving the rock dissolved. Level 1: Basic (1-2) Simple statements, no sequence to process e.g. rainwater falls onto the limestone and it dissolves. Level 2: Clear (3-4) Developed points, clear sequence, max 3 marks if chemical equation written out e.g. rainwater absorbs carbon dioxide and creates a weak carbonic acid…etc BACK TO QUESTIONS BACK TO QUESTIONS ON TO NEXT SECTION ON TO NEXT SECTION Mark Scheme The focus of the question should be on the sequence and also the link between description and explanation. Carbonation is the main process in the formation of limestone pavement. Glaciers scour the land exposing flat areas of limestone. Weakness called joints are attacked by acidic rainwater and are enlarged to form wide gaps called grykes. The large blocks in between are called clints and it is these two features that together form the distinct limestone pavement. Level 1: Basic (1-2) Simple statements, lacks sequence and possibly only describes e.g. rainwater erodes limestone, it forms a big block of limestone called a pavement Level 2: Clear (3-4) Developed points, clear sequence of process e.g. Carbon dioxide is absorbed by rainwater and precipitates onto limestone blocks which were exposed by glacial scouring…etc Mark Scheme The focus of the question should be on the sequence and also the link between description and explanation. Carbonation is the main process in the formation of limestone pavement. Glaciers scour the land exposing flat areas of limestone. Weakness called joints are attacked by acidic rainwater and are enlarged to form wide gaps called grykes. The large blocks in between are called clints and it is these two features that together form the distinct limestone pavement. Level 1: Basic (1-2) Simple statements, lacks sequence and possibly only describes e.g. rainwater erodes limestone, it forms a big block of limestone called a pavement Level 2: Clear (3-4) Developed points, clear sequence of process e.g. Carbon dioxide is absorbed by rainwater and precipitates onto limestone blocks which were exposed by glacial scouring…etc Describe and explain the formation of a limestone pavements(4) Explain how carbonation plays an integral part of the formation of limestone features (4)

 How are rock distributed in the UK?  Case Study: Granite landscapes, Dartmoor  Tors and moorland  Case Study: Carboniferous limestone landscapes, Yorkshire Dales  Surface features: pavement, swallow hollows, resurgence, gorges, dry valleys  Case Study: Chalk/clay landscape, South Downs  Escarpments, vales, dry valleys and spring lines

CHALK ESCARPMENT CLAY VALE CLAY VALE SPRING LINE SCARP SLOPE SCARP SLOPE DIP SLOPE DIP SLOPE

STAGE 1 CHALK AND CLAY ARE FORMED IN ALTERNATE BANDS STAGE 1 CHALK AND CLAY ARE FORMED IN ALTERNATE BANDS STAGE 2 TECTONIC ACTIVITY SHIFTS THE BANDS SO THEY ARE AT AN ANGLE TO THE SURFACE STAGE 2 TECTONIC ACTIVITY SHIFTS THE BANDS SO THEY ARE AT AN ANGLE TO THE SURFACE

POROUS IMPERMEABLE WATER PASSES THROUGH THE PORUS CHALK TO THE JUNCTION OF WHERE THE CHALK MEETS THE CLAY. A STREAM THEM EMERGES AT THIS POINT CALLED A SPRING LINE

Can you unjumble the anagrams of the key words and define them? CORPSE’S PAL CHEAP TERMS CLANK OLD PIPES CAVE ALLY IN GIRL PENS SCARP SLOPE DIP SLOPE CHALK ESCARPMENT SPRING LINE CLAY VALE

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EXAM TECHNIQUE TIPS MAKE SURE YOU CAN DRAW A CROSS SECTION OF A CHALK ESCARPMENT AND LABEL IT! THE MOST IMPORTANT POINTS ARE… 1.DISTINGUISH CLEARLY BETWEEN CHALK AND CLAY 2.LABEL SCARP SLOPE, DIP SLOPE, CLAY VALE AND CHALK ESCARPMENT AT THE MINIMUM 3.ENSURE YOUR SCARP SLOPE IS STEEP AND DIP SLOPE IS GENTLE IN YOUR CROSS SECTION! EXAM TECHNIQUE TIPS MAKE SURE YOU CAN DRAW A CROSS SECTION OF A CHALK ESCARPMENT AND LABEL IT! THE MOST IMPORTANT POINTS ARE… 1.DISTINGUISH CLEARLY BETWEEN CHALK AND CLAY 2.LABEL SCARP SLOPE, DIP SLOPE, CLAY VALE AND CHALK ESCARPMENT AT THE MINIMUM 3.ENSURE YOUR SCARP SLOPE IS STEEP AND DIP SLOPE IS GENTLE IN YOUR CROSS SECTION! (What Could They Ask You? Click the red dots for a mark scheme/answers) Describe and explain the formation of a chalk escarpment?(4) Explain why spring lines occur at the base of an escarpment? (4)

Answers Mark Scheme Focus of the answer is on the difference between chalk and clay in terms of drainage and the relative positions. The chalk is a porus rock, because the pore spaces are connected, so lets water flow through it. This means streams flow through the chalk. Clay is impermeable meaning water can’t flow through it, because the pore spaces are not connected. At the point where the chalk and clay meet, the stream emerge at the surface. This point is called the spring line. Level 1: Basic (1-2) Simple statements, no sequence e.g. chalk lets water flow through, clay doesn’t let water flow through etc... Level 2: Clear (3-4) Developed points, sequence is clear, links description and explanation e.g. see above! Mark Scheme Focus of the answer is on the difference between chalk and clay in terms of drainage and the relative positions. The chalk is a porus rock, because the pore spaces are connected, so lets water flow through it. This means streams flow through the chalk. Clay is impermeable meaning water can’t flow through it, because the pore spaces are not connected. At the point where the chalk and clay meet, the stream emerge at the surface. This point is called the spring line. Level 1: Basic (1-2) Simple statements, no sequence e.g. chalk lets water flow through, clay doesn’t let water flow through etc... Level 2: Clear (3-4) Developed points, sequence is clear, links description and explanation e.g. see above! BACK TO QUESTIONS BACK TO QUESTIONS ON TO NEXT SECTION ON TO NEXT SECTION Mark Scheme The answer should focus on the sequence of the process as well as matching description and explanation. The process; alternate layers of chalk and clay are tilted by tectonic activity, the different erosion rates of chalk and clay create the chalk escarpment. Level 1: Basic (1-2) Simple statements, no sequence e.g. escarpments are formed from chalk, it erodes slower than clay etc.. Level 2: Clear (3-4) Developed points, clear sequence, match description to explanation e.g. Chalk erodes at a slower rate because it is a hard rock, this results in a steep scarp slope at the front of the escarpment…etc Mark Scheme The answer should focus on the sequence of the process as well as matching description and explanation. The process; alternate layers of chalk and clay are tilted by tectonic activity, the different erosion rates of chalk and clay create the chalk escarpment. Level 1: Basic (1-2) Simple statements, no sequence e.g. escarpments are formed from chalk, it erodes slower than clay etc.. Level 2: Clear (3-4) Developed points, clear sequence, match description to explanation e.g. Chalk erodes at a slower rate because it is a hard rock, this results in a steep scarp slope at the front of the escarpment…etc Describe and explain the formation of a chalk escarpment?(4) Explain why spring lines occur at the base of an escarpment? (4)

You Need to Know

 Granite  Economic Use Case Study: Aberdeen, Building Stone  Land Use  Carboniferous Limestone  Economic Use Case Study: Cement Production, Hope  Land Use Case Study: Malham, Tourism  Chalk and Clay  Economic Use Case Study: London, Aquifer  Land Use Case Study: South Downs, Farming

Aberdeen is known as the ‘Granite City’ due to its extensive use as a building stone. The colourful rock was attractive to build with and was used by the Victorians. Granite is resistant to pollution, bird droppings and frost. It doesn’t deteriorate in bright sunlight and always looks brand new VIDEO

Military Training Dartmoor provides rugged, challenging area to train. Military Training Dartmoor provides rugged, challenging area to train. Reservoirs Highland area with frequent rainfall and impermeable rock Reservoirs Highland area with frequent rainfall and impermeable rock Tourism Walking and hiking area around the tors. Stunning scenery Tourism Walking and hiking area around the tors. Stunning scenery Farming Pasture land in the valleys for sheep farming Farming Pasture land in the valleys for sheep farming

 Granite  Economic Use Case Study: Aberdeen, Building Stone  Land Use  Carboniferous Limestone  Economic Use Case Study: Cement Production, Hope  Land Use Case Study: Malham, Tourism  Chalk and Clay  Economic Use Case Study: London, Aquifer  Land Use

Located on outskirts of Castleton in Peak District National Park. Supplies 2million tonnes of limestone/yr to nearby Hope cement works. Quarry & cement works employs 182 local people. Quarry is estimated to have reserves for next 30yrs, so is devising plans for restoration Located on outskirts of Castleton in Peak District National Park. Supplies 2million tonnes of limestone/yr to nearby Hope cement works. Quarry & cement works employs 182 local people. Quarry is estimated to have reserves for next 30yrs, so is devising plans for restoration Cement Making Process Limestone is taken from a quarry. It is the major ingredient needed for making cement. Smaller quantities of sand and clay are also needed. Limestone, sand and clay contain the four essential elements required to make cement. The four essential elements are calcium, silicon, aluminium and iron. Cement Making Process Limestone is taken from a quarry. It is the major ingredient needed for making cement. Smaller quantities of sand and clay are also needed. Limestone, sand and clay contain the four essential elements required to make cement. The four essential elements are calcium, silicon, aluminium and iron.

VIDEO Environmental Impacts + Walk ways are built to Malham Cove to channel tourists off sensitive areas + The area is designated a National Park, protecting it by law - Footpath erosion on the path to Gordale - Littering by tourist Environmental Impacts + Walk ways are built to Malham Cove to channel tourists off sensitive areas + The area is designated a National Park, protecting it by law - Footpath erosion on the path to Gordale - Littering by tourist Economic Impacts + Boosts local economy of Malham by hundreds of thousands per year + Local business open up to cater for tourists e.g. Malahm Café -Malham residents over-relient on tourist money -Catering for tourist e.g. car parks cost local council money Economic Impacts + Boosts local economy of Malham by hundreds of thousands per year + Local business open up to cater for tourists e.g. Malahm Café -Malham residents over-relient on tourist money -Catering for tourist e.g. car parks cost local council money Social Impacts + Regular income from tourist boost quality of life in the village + Job security in Malham village e.g. Blacksmith’s - Overcrowding of the small Malham village - Traffic congestion on the narrow Cove Road Social Impacts + Regular income from tourist boost quality of life in the village + Job security in Malham village e.g. Blacksmith’s - Overcrowding of the small Malham village - Traffic congestion on the narrow Cove Road

 Granite  Economic Use Case Study: Aberdeen, Building Stone  Land Use  Carboniferous Limestone  Economic Use Case Study: Cement Production, Hope  Land Use Case Study: Malham, Tourism  Chalk and Clay  Economic Use Case Study: London, Aquifer  Land Use

The rocks underneath London form a basin called a syncline (dip) Water soaks into the chalk where it exposed on either side of London (Chilterns) and percolates through to form a giant underground reservoir on top of the impermeable clay. This has provided London’s water supply for hundreds of years and is carefully managed to ensure that it is used sustainably.

Advantages for Farming The chalk escarpment is perfect for sheep farming due to the poor pasture being suitable for sheep Clay vales retain water, are flat and fertile. Ideal for Arable farming (cereal crops) and diary farming Advantages for Farming The chalk escarpment is perfect for sheep farming due to the poor pasture being suitable for sheep Clay vales retain water, are flat and fertile. Ideal for Arable farming (cereal crops) and diary farming Limitations for Farming The highland chalk soil (on the escarpment) is thin and infertile so is poor arable (crop) farming land Steep scarp slope is inaccessible to farming equipment Limitations for Farming The highland chalk soil (on the escarpment) is thin and infertile so is poor arable (crop) farming land Steep scarp slope is inaccessible to farming equipment

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EXAM TECHNIQUE TIPS BEWARE THE S! READING THE EXAM QUESTION IS VERY IMPORTANT. ONE AREA THAT CATCHES A LOT OF PEOPLE OUT IS THE USE OF THE LETTER S...FOR EXAMPLE 1)Using an example you have studied…(this question wants you to focus on ONE case study) 2)Using examples you haver studied…(this question wants you to use TWO OR MORE case studies) EXAM TECHNIQUE TIPS BEWARE THE S! READING THE EXAM QUESTION IS VERY IMPORTANT. ONE AREA THAT CATCHES A LOT OF PEOPLE OUT IS THE USE OF THE LETTER S...FOR EXAMPLE 1)Using an example you have studied…(this question wants you to focus on ONE case study) 2)Using examples you haver studied…(this question wants you to use TWO OR MORE case studies) (What Could They Ask You? Click the red dots for a mark scheme/answers) Using examples you have studied, describe how chalk and clay landscapes are used by humans(6) Describe the impacts of tourism on a landscape you have studied (8)

Answers Mark Scheme Focus of the is question should be on the positive and negative economic, social and environmental effects. Most common case study will be Malham. Positive impacts include boosts to economy, improved infrastructure for Malham, Job creation, business opportunities, protected environmental status. Negatives can include footpath erosion, expense of up-keeping facilities, traffic congestion. Level 1: Basic (1-4) Simple statement, possibly no case study, lacks any development of points, no balance between positives/negatives e.g. tourist drop lots of litter and jam up roads Level 2: Clear (5-6) Begins to develop points, use of case study, more balance between positive and negative e.g. Traffic in Malham can cause problems for the locals as the roads are narrow Level 3: Detailed (7-8) Developed points, clear case study, balance between positive and negatives e.g. A negative impact in Malham is the congestion of the narrow Cove Road. This causes disruption for locals Mark Scheme Focus of the is question should be on the positive and negative economic, social and environmental effects. Most common case study will be Malham. Positive impacts include boosts to economy, improved infrastructure for Malham, Job creation, business opportunities, protected environmental status. Negatives can include footpath erosion, expense of up-keeping facilities, traffic congestion. Level 1: Basic (1-4) Simple statement, possibly no case study, lacks any development of points, no balance between positives/negatives e.g. tourist drop lots of litter and jam up roads Level 2: Clear (5-6) Begins to develop points, use of case study, more balance between positive and negative e.g. Traffic in Malham can cause problems for the locals as the roads are narrow Level 3: Detailed (7-8) Developed points, clear case study, balance between positive and negatives e.g. A negative impact in Malham is the congestion of the narrow Cove Road. This causes disruption for locals BACK TO QUESTIONS BACK TO QUESTIONS ON TO NEXT SECTION ON TO NEXT SECTION Mark Scheme The answer will probably focus on farming in the South Downs and aquifers in London. South Downs has several types of farming. On the clay vales there is extensive arable farming with cereal crops and diary farming. On the chalk escarpments there is sheep farming on the poorer pasture land. The quality of Clay being impermeable and chalk porous means they create aquifers. London draws it water supply through drilling bore holes. Level 1: Basic (1-4) Simple statements, possibly no examples used or only focusing on ONE example e.g. There is sheep farming on chalk and clay, they grow cops on clay Level 2: Clear (5-6) Developed points, clear use of more than one case study e.g. London uses the natural water holding capability of the porous chalk, which lies on top of the impermeable clay Mark Scheme The answer will probably focus on farming in the South Downs and aquifers in London. South Downs has several types of farming. On the clay vales there is extensive arable farming with cereal crops and diary farming. On the chalk escarpments there is sheep farming on the poorer pasture land. The quality of Clay being impermeable and chalk porous means they create aquifers. London draws it water supply through drilling bore holes. Level 1: Basic (1-4) Simple statements, possibly no examples used or only focusing on ONE example e.g. There is sheep farming on chalk and clay, they grow cops on clay Level 2: Clear (5-6) Developed points, clear use of more than one case study e.g. London uses the natural water holding capability of the porous chalk, which lies on top of the impermeable clay Using examples you have studied, describe how chalk and clay landscapes are used by humans (6) Describe the impacts of tourism on a landscape you have studied (8)

You Need to Know

 Case Study: Hope Quarry, Derbyshire  Where is Hope Quarry  Economic, environmental and social impacts  How are quarries managed?  Management of extraction  Restoration

Hope Quarry Located in the Peak District National Park close to the village of Castleton Exploits the natural carboniferous limestone in the region Hope Quarry Located in the Peak District National Park close to the village of Castleton Exploits the natural carboniferous limestone in the region

Local economy relies upon the quarry to provide income for 182 local people and their families. Closure of the quarry would have a dramatic negative impact on the local economy for example the possible closure of small businesses. Local economy relies upon the quarry to provide income for 182 local people and their families. Closure of the quarry would have a dramatic negative impact on the local economy for example the possible closure of small businesses.

Supplies 2million tonnes of limestone/yr to nearby Hope cement works. Quarry & cement works employs 182 local people. Supplies 2million tonnes of limestone/yr to nearby Hope cement works. Quarry & cement works employs 182 local people.

Brings government investment into the area to provide good road links for quarry transport to use.

Noise from quarry operations can disturb local people during blasting. The visual impact of the quarry can be an issue for some local people. Noise from quarry operations can disturb local people during blasting. The visual impact of the quarry can be an issue for some local people.

Noise from blasting will cause disruption to wildlife and local people (also a social impact). There will be negative impact on the visual beauty of the area as the quarry is impossible to screen off due to its size. Noise from blasting will cause disruption to wildlife and local people (also a social impact). There will be negative impact on the visual beauty of the area as the quarry is impossible to screen off due to its size.

Huge amounts of energy are required to produce cement from limestone, this has a huge carbon footprint.

Landscaping & tree planting have reduced visual impact of quarry. 2003, planted 7,000 trees to offset carbon emissions. £15mil spent on improved transport – rail used to reduce heavy traffic. 1 train = 57 lorries. Efforts have been made to reduce dust. One old quarry is now managed as a wetland reserve.

VIDEO

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EXAM TECHNIQUE TIPS ITS ALL ABOUT YOUR LOGIC! AT TIMES IN EXAM SITUATIONS COPING WITH THE STRESS AND STRAIN CAN RESULT IN GOING BLANK! DO NOT PANIC! LOGICALLY TRY TO WORK OUT A CASE STUDY OR AN EXAMPLE WHICH WILL BUMP YOUR WORK UPTO A LEVEL 3! ITS NOT ‘MAKING THINGS UP’ IS USING YOUR KNOWLEDGE AND UNDERSTANDING! EXAM TECHNIQUE TIPS ITS ALL ABOUT YOUR LOGIC! AT TIMES IN EXAM SITUATIONS COPING WITH THE STRESS AND STRAIN CAN RESULT IN GOING BLANK! DO NOT PANIC! LOGICALLY TRY TO WORK OUT A CASE STUDY OR AN EXAMPLE WHICH WILL BUMP YOUR WORK UPTO A LEVEL 3! ITS NOT ‘MAKING THINGS UP’ IS USING YOUR KNOWLEDGE AND UNDERSTANDING! (What Could They Ask You? Click the red dots for a mark scheme/answers) Describe how quarries can be restored? (4) Using an example you have studied describe and explain the environmental and social impact of a quarry(8)

Answers Mark Scheme Focus of this answer will be on Hope Quarry. Impacts should be both positive and negative. Environmental impacts can include noise, air pollution, visual pollution, destruction of habitats and restoration into wildlife areas. Social impacts can include jobs, multiplier effect for business, quality of life increase, congestion. Level 1: Basic (1-4) Simple statements, no development, possiby no case study, only focuses on one aspect e.g. people can get jobs, quarries create noise Level 2: Clear (5-6) Begins to develop. May use case study area, more balance between aspects e.g. Noise pollution from the quarry blast can cause problems for the locals Level 3: Detailed (7-8) Developed points, case study and balance between aspects e.g. in Castleton the blasts from Hope Quarry can cause severe noise pollution making locals lives unhappy Mark Scheme Focus of this answer will be on Hope Quarry. Impacts should be both positive and negative. Environmental impacts can include noise, air pollution, visual pollution, destruction of habitats and restoration into wildlife areas. Social impacts can include jobs, multiplier effect for business, quality of life increase, congestion. Level 1: Basic (1-4) Simple statements, no development, possiby no case study, only focuses on one aspect e.g. people can get jobs, quarries create noise Level 2: Clear (5-6) Begins to develop. May use case study area, more balance between aspects e.g. Noise pollution from the quarry blast can cause problems for the locals Level 3: Detailed (7-8) Developed points, case study and balance between aspects e.g. in Castleton the blasts from Hope Quarry can cause severe noise pollution making locals lives unhappy BACK TO QUESTIONS BACK TO QUESTIONS ON TO NEXT SECTION ON TO NEXT SECTION Mark Scheme Answer will focus on how quarries can be turned into wildlife parks, golf courses or outdoor pursuit centres for diving and rock climbing etc. No necessity for a case study Level 1: Basic (1-4) Simple statements, no development e.g. quarries are filled back in Level 2: Clear (5-6) Begins to develop points e.g. quarries can be used for outdoor pursuits such as rock climbing up the quarry face or if the hole is flooded, scuba diving. Mark Scheme Answer will focus on how quarries can be turned into wildlife parks, golf courses or outdoor pursuit centres for diving and rock climbing etc. No necessity for a case study Level 1: Basic (1-4) Simple statements, no development e.g. quarries are filled back in Level 2: Clear (5-6) Begins to develop points e.g. quarries can be used for outdoor pursuits such as rock climbing up the quarry face or if the hole is flooded, scuba diving. Describe how quarries can be restored? (4) Using an example you have studied describe and explain the environmental and social impact of a quarry(8)

“Ask yourself one question…if its not going to be today, when is it going to be? There comes a time when you have to ‘Seize the Day’, to shout out at the top of your voice ‘Now is my time’, to look in the mirror and know that TODAY IS THE DAY I START TO WRITE MY FUTURE. But it takes effort and effort is between you and you…. effort is between you and you. If you want greatness, if you want success…it wont find you, no one will give it you…so go NOW and grab it for yourself. ‘Prepare your minds for the best that life has got to offer’” We wish you good luck…The Geography Dept