Question bank › GCSE › GCSE Geography › Paper 1 Section A – The challenge of natural hazards

Natural hazards (tectonic, weather, climate change)

2 guides

Answer on paper first, then reveal the mark scheme one mark at a time.

9 marks · 12–13 minutes (including SPaG check)

9 + 3 marks – do earthquake effects depend more on development than on strength?

'The effects of an earthquake depend more on the level of development of the country affected than on the strength of the earthquake.'

Using examples, to what extent do you agree with this statement? [9 marks] [+3 SPaG marks]

What is being assessed
  • AO1: show knowledge of named places, environments and processes
  • AO2: show understanding of how and why things happen, and how factors interact
  • AO3: apply that knowledge to analyse, evaluate and reach a supported judgement
What examiners reward
  • Two named earthquakes in contrasting countries (e.g. an HIC and an LIC), with specific primary and secondary effects
  • Explaining WHY development changes effects: building standards, emergency response, healthcare, money for recovery
  • Recognising the other side: magnitude, depth, location, population density, time of day and secondary hazards
  • Separating different kinds of effect – deaths may fall with development while economic losses rise
  • A conclusion that answers 'more than' directly
LevelMarksWhat it looks like
Level 3 (Detailed)7–9Accurate, detailed knowledge of named places and processes is used purposefully. Explanation is thorough and linked back to the question. Evaluation weighs both sides and reaches a clear, justified conclusion about 'how far'.
Level 2 (Clear)4–6Relevant knowledge with some specific place detail. Explanation is clear but may be uneven. Some evaluation, but the conclusion may be asserted rather than fully supported.
Level 1 (Basic)1–3Generic or partly accurate knowledge with little place detail. Points are mostly descriptive, with little or no evaluation or judgement.
SPaG0–33 = spelling, punctuation and grammar consistently accurate, with precise subject terms used throughout; 2 = generally accurate with a good range of subject terms; 1 = reasonable accuracy with some subject terms; 0 = errors seriously hinder meaning or nothing relevant written.
How to plan it
  1. Intro-free start: contrast Chile 2010 (8.8, ~525 deaths) with Nepal 2015 (7.8, ~9,000 deaths)
  2. Explain how development reduced Chile's death toll and raised Nepal's
  3. Twist: economic losses – larger in Chile in dollars, far larger for Nepal relative to its economy
  4. Counter-argument: depth, location, timing and secondary hazards also mattered
  5. Judgement: agree to a large extent – development decides vulnerability, strength decides the size of the threat
Show the top-band model answer

The contrast between two well-known earthquakes strongly supports the statement. On 27 February 2010 an earthquake of magnitude 8.8 struck off the coast of central Chile, one of the most powerful ever recorded, yet around 525 people died1. On 25 April 2015 a magnitude 7.8 earthquake struck Nepal, releasing roughly 30 times less energy2, but nearly 9,000 people were killed. The weaker earthquake killed about 17 times as many people, which suggests that the country's level of development mattered more than the strength of the shaking.

Development explains much of this difference because it controls how vulnerable people are. Chile is a relatively wealthy country with a long history of earthquakes, including the 1960 Valdivia earthquake, the strongest ever recorded, so it has strict building codes that are enforced3. Most modern buildings flexed rather than collapsed, so primary effects such as deaths from collapsing buildings were limited. Chile's well-funded emergency services also responded quickly. In contrast, Nepal was a low-income country where many homes were built from unreinforced brick and stone, and building rules were poorly enforced, so hundreds of thousands of houses were destroyed and people were crushed inside them. Nepal's mountainous terrain and limited road network meant that landslides cut off villages, so rescue teams and aid took days to arrive4 and injured people went without treatment, increasing secondary effects.

However, development does not reduce every effect5. Chile's damage was estimated at up to around 30 billion US dollars, far more than Nepal's (around 7 billion US dollars) in absolute terms, because a richer country has more valuable buildings, roads and ports to lose. The real difference is in the ability to cope: Chile could afford to rebuild quickly, whereas Nepal's losses were equivalent to around a third of its annual GDP, so recovery was slow and depended heavily on international aid.

Other factors also shaped the effects, so the strength of the earthquake and its physical context still matter. Nepal's earthquake was shallow and its epicentre was on land, about 80 km from the capital Kathmandu, whereas Chile's epicentre was offshore. Secondary hazards also depend on physical geography: Chile's coast was hit by a tsunami, while in Nepal the earthquake triggered landslides and an avalanche at Everest Base Camp. Timing played a part too6: Nepal's earthquake happened around midday on a Saturday, the weekly day off, so schools were empty, which probably prevented many child deaths.

Overall, I agree with the statement to a large extent7. Strength, depth and location decide the size of the hazard, but the level of development decides how many people are harmed by it. A magnitude 8.8 earthquake in Chile killed far fewer people than a 7.8 in Nepal, which shows that development is the more important factor for human effects, even though wealthier countries may suffer larger economic losses in absolute terms.

1. Precise case-study facts (date, magnitude, deaths) set up the comparison immediately – strong AO1.
2. Uses the logarithmic magnitude scale correctly to show Chile's quake was far stronger – sophisticated AO2.
3. Links development to a specific mechanism rather than just saying 'Chile is richer'.
4. Chain of reasoning from terrain to secondary effects – developed explanation for Level 3.
5. Evaluation: shows that the answer depends on the type of effect – the nuance examiners look for.
6. Brings in a factor that is neither strength nor development, showing balanced evaluation.
7. A clear 'how far' judgement that is justified with evidence from both case studies.
Where marks are usually lost
  • Describing the two earthquakes one after the other without ever comparing them
  • Saying LICs 'don't care' or 'are poor' without explaining the mechanism (building quality, response, healthcare)
  • Mixing up primary effects (caused directly by shaking) and secondary effects (caused later, e.g. landslides, disease, loss of income)
  • Ignoring the strength part of the statement, so there is no evaluation
  • Inaccurate case-study figures – it is better to round (e.g. 'nearly 9,000') than to invent precise numbers
6 marks · 7–8 minutes

6 marks – explain how mitigation and adaptation manage climate change

Explain how mitigation and adaptation can be used to manage climate change. [6 marks]

What is being assessed
  • AO1: show knowledge of places, environments and processes
  • AO2: show understanding by explaining how and why, in developed chains of reasoning
What examiners reward
  • Clearly distinguishing mitigation (reducing the causes) from adaptation (responding to the effects)
  • At least two strategies of each type, each explained – how it works and what difference it makes
  • Specific examples (e.g. the Paris Agreement, the Thames Barrier)
  • Developed chains of reasoning rather than a list
LevelMarksWhat it looks like
Level 3 (Detailed)5–6Accurate, specific knowledge (named place or example where asked) is used to give a developed explanation, with clear links between cause and effect and the question set.
Level 2 (Clear)3–4Relevant knowledge and some explanation, but links are partial or one-sided, or place detail is limited.
Level 1 (Basic)1–2Basic, generic or isolated points with little explanation or place detail.
How to plan it
  1. Define mitigation, then explain 2 strategies with examples (alternative energy, international agreements, afforestation, carbon capture)
  2. Define adaptation, then explain 2 strategies (flood defences, drought-resistant crops, water supply)
  3. Keep each point to: strategy → how it works → effect on climate change or on people
Show the top-band model answer

Mitigation means reducing the causes1 of climate change by cutting greenhouse gas emissions or removing carbon dioxide from the atmosphere. One method is switching from fossil fuels to renewable energy such as wind and solar power. These produce electricity without burning carbon, so less carbon dioxide enters the atmosphere and the enhanced greenhouse effect is weakened2. The UK closed its last coal-fired power station, Ratcliffe-on-Soar, in 2024. A second method is international agreements. In the 2015 Paris Agreement3, almost every country agreed to try to keep global warming well below 2°C, so countries set targets to cut emissions. Planting trees (afforestation) also helps, because trees absorb carbon dioxide during photosynthesis and store it as carbon.

Adaptation means changing how we live so that people are less affected by the impacts of climate change that cannot be avoided. As sea levels rise, coastal and estuary areas face more flooding, so flood defences are built or improved4. For example, the Thames Barrier protects central London from storm surges and is part of a long-term plan to keep London safe as sea levels rise this century. In farming, drought-resistant crop varieties and more efficient irrigation allow farmers to keep producing food as rainfall becomes less reliable, which protects food supply and incomes5.

Mitigation therefore tackles the long-term cause, while adaptation reduces the harm that climate change is already causing.

1. Accurate definition shows the key concept straight away (AO1).
2. Complete chain of reasoning – exactly what moves an answer into Level 2.
3. Named, accurately dated example adds specific support.
4. Links the adaptation strategy to a specific climate change impact.
5. Explains the effect of the strategy on people, not just what the strategy is.
Where marks are usually lost
  • Mixing up the two terms – flood defences are adaptation, not mitigation
  • Listing strategies ('solar panels, trees, Paris') without explaining how each reduces emissions or harm
  • Writing about the causes or evidence of climate change instead of its management
  • Only covering one of the two approaches when the question asks for both

Stuck on this topic?

Book a free 30-minute session on WhatsApp and we'll find exactly which step is costing you the marks. Or build a timed paper on it.

Free 30-minute session