AQA A-Level Geography Paper 1, June 2025: Question 4

Question 4 Glacial systems and landscapes

Total

Qu Part Marking guidance

marks

04 1 Outline processes which lead to the formation of solifluction lobes. 4

AO1=4

Point marked

Allow 1 mark per valid point with extra mark(s) for developed points (d).

For example:

Notes for answers

AO1

• The active layer (in a region experiencing permafrost) undergoes a

period of melting in the summer months (1).

• The active layer starts to slip under the force of gravity (1). This can

occur on gradients as low as 1 degree (1) (d).

• Daily frost heave also plays a role in the early summer months (1).

Here the soil particles are thrust towards the surface by the expansion

of the ice during cycles of freezing and thawing (1) (d).

• On some slopes a combination of these processes causes the

formation of terracettes (1).

• The lobe is formed when the front of the material slows when the

gradient lessens (1).

• The material behind the front continues to move causing a build of

material at the front and lobe shape forms (1) (d).

Max 3 if only one process is considered.

The notes for answers are not exhaustive. Credit any valid points.

04 2 Analyse the data shown in Figure 7. 6

AO3=6

AO3 – Responses should analyse the two data sets accurately, including

manipulation data, showing awareness of trends and relationships

between the two datasets.

Mark scheme

Level 2 (4–6 marks)

AO3 – Clear analysis of the quantitative evidence provided, which makes

appropriate use of data in support. Clear connection(s) between different

aspects of the data and evidence.

Level 1 (1–3 marks)

AO3 – Basic analysis of the quantitative evidence provided, which makes

limited use of data and evidence in support. Basic connection(s)

between different aspects of the data and evidence.

– A-LEVEL GEOGRAPHY – –

Notes for answers

AO3

• Interior Alaska is both warmer and has a narrower range of data

compared to Northern Alaska.

• There is clear evidence of warming across the two data sets. For

interior Alaska, the strong evidence is found in Old Man which has

warmed from around −3.1 °C to around −1.7 °C over a period of

around 36 years. This is an increase of temperature of around 1.4 °C.

• Livengood represents something of an anomaly for Interior Alaska. The

permafrost temperature remains at around 0.7 from 1983 to 2020 with

very little discernible variation.

• There is limited evidence to suggest any acceleration in the warming

more recently for Interior Alaska, with the exception of Old Man.

• When comparing the two data sets, most show a very slight cooling

between 2000 and 2002.

• The rate of increase in temperature is more noticeable for Northern

Alaska. For example, West Dock has an increase from −10 °C in 1978

to −7 °C in 2018, an increase of 3 °C.

• The biggest increase is found in Deadhorse, from −8.5 °C to −5.1 °C,

an increase of 3.4 °C over 32 years. Dead Horse also shows the most

fluctuation, particularly between 1978–1990 with four years showing a

decline in temperature. West Dock also experiences some significant

dips between 1983 and 1995.

• The overwhelming evidence is that the permafrost has become warmer

over the period for both data sets.

Credit any other valid analysis.

04 3 Using Figure 8 and your own knowledge, assess the challenges that 6

climate change is likely to pose in these alpine tundra regions. AO1=2

AO2=4

AO1 – Knowledge and understanding of the impact of climate change on

cold environments.

AO2 – Applies knowledge and understanding to the novel situation in

assessing the challenges of climate change on this landscape.

Mark scheme

Level 2 (4–6 marks)

AO1 – Demonstrates clear knowledge and understanding of concepts,

processes, interactions and change.

AO2 – Applies knowledge and understanding to this novel situation

offering clear assessment drawn appropriately from the context provided.

– A-LEVEL GEOGRAPHY – –

Connections and relationships between different aspects of study are

evident with clear relevance.

Level 1 (1–3 marks)

AO1 – Demonstrates basic knowledge and understanding of concepts,

processes, interactions and change.

AO2 – Applies limited knowledge and understanding to the novel

situation offering only basic assessment drawn from the context

provided. Connections and relationships between different aspects of

study are basic with limited relevance.

Notes for answers

AO1

• Physical characteristics of cold environments. Climate, soils and

vegetation (and their interaction).

• Concept of environmental fragility. Human impacts on fragile cold

environments over time and at a variety of scales. Recent and

prospective impact of climate change. Management of cold

environments at present and in alternative possible futures.

• Case study of a contrasting glaciated landscape from beyond the UK

to illustrate and analyse how it presents challenges for human

occupation.

AO2

• The temperature increase will effectively raise the tree line further up

the slope. This means that existing tundra vegetation species will

effectively be outcompeted over time. Those environmental niches

which exist on the upper slopes in the Alps, Pyrenees and Scandes will

be at risk of serious disruption. The Pyrenees, for example, is

expected to see a 74% decline in its tundra with a warming of just 1 °C

which is arguably already occurring.

• Warming further downslope will allow for the introduction of new

species including non-native species well acclimatised to the new

environment. This may lead to new invasive species colonising the

area. Those further affect the ecology and food webs particularly if

virulent pests colonise.

• Spring snowmelt is likely to be reduced. This recharge of freshwater

for the environment downslope will affect both aquatic life and the

supply of freshwater for people dependent on this annual event. HEP

schemes may also experience a detriment.

• Increased slope instability may result in damage to wildlife and greater

risks to people.

• Recreational activities such as skiing will be at risk of collapse in some

traditional locations.

• Assessment may consider scale of challenge or potential severity.

– A-LEVEL GEOGRAPHY – –

Credit any other valid assessment.

04 4 With reference to a glaciated landscape that you have studied, to 20

what extent has erosion been the dominant process shaping the AO1=10

landscape? AO2=10

AO1 – Knowledge and understanding of the processes and landscapes

in glacial environments.

AO2 – Applies knowledge and understanding to show how the processes 27

link directly to the creation of the glaciated landscape.

Notes for answers

AO1

• Geomorphological processes – weathering: frost action, nivation; ice

movement: internal deformation, rotational, compressional, extensional

and basal sliding; erosion: plucking, abrasion; transportation and

deposition.

• Erosional and depositional landforms: corries, arêtes, glacial troughs,

hanging valleys, truncated spurs, roches moutonnées. Characteristic

glaciated landscapes.

• Origin and development of landforms and landscapes of glacial

deposition: drumlins, erratics, moraines, till plains. Characteristic

glaciated landscapes.

• Case study(ies) of glaciated environment(s) at a local scale to illustrate

and analyse fundamental glacial processes, their landscape outcomes

as set out above and engage with field data.

AO2

• The direction of the response will depend on the choice of supporting

material.

• Expect to see some definition of terms such as abrasion and plucking

as these are the main tools of erosion by glaciers.

• These processes combined with the sheer force of the moving ice are

responsible for the formation of a large number of interlinked landforms

such as corries, ridges, pyramidal peaks, glacial troughs hanging

valleys and truncated spurs. Within the valley there is also likely to be

reference to roche moutonnées. All of these are clearly products of

glacial erosion.

• However, during the development of these landforms, more

sophisticated responses should point towards other processes. For

instance, most agree that the corrie starts out as a nivation hollow and

cannot develop into a corrie without ice compression and then

movement under gravity. Processes such as basal sliding, internal

deformation and rotation are therefore essential in forming a corrie and

later, a valley glacier.

• Furthermore, the role of glacial transport and deposition is vital in

explaining a host of other characteristic features of the glaciated

landscape. Drumlins, erratics, moraines and till plains are all formed

by the action of the melting ice as it reaches wa–A-LEVEL GEOGRAPHYrmer temperatu–res in –

either lower lying land or lower latitudes. Expect to see some

reference to the moraine dammed ribbon lakes which are characteristic

28 features of the glaciated valley floor.

• The role of weathering should also be considered not least in the

formation of scree slopes.

• Some may even consider eustatic sea level change and its importance

in shaping the landscapes of the fjords and / or Dalmatian coastlines.

• Whatever the argument there should be some awareness that it is not

just erosion which has led to the formation of these highly distinctive

landscapes. – A-LEVEL GEOGRAPHY – –

Credit any other valid assessment.

Marking grid for Question 04.4

Level/ Criteria/Descriptor

Mark

Range

Level 4 • Detailed evaluative conclusion that is rational and firmly based on knowledge and

(16–20 understanding which is applied to the context of the question (AO2).

marks) • Detailed, coherent and relevant analysis and evaluation in the application of

knowledge and understanding throughout (AO2).

• Full evidence of links between knowledge and understanding to the application of

knowledge and understanding in different contexts (AO2).

• Detailed, highly relevant and appropriate knowledge and understanding of place(s)

and environments used throughout (AO1).

• Full and accurate knowledge and understanding of key concepts and processes

throughout (AO1).

• Detailed awareness of scale and temporal change which is well integrated where

appropriate (AO1).

Level 3 • Clear evaluative conclusion that is based on knowledge and understanding which is

(11–15 applied to the context of the question (AO2).

marks) • Generally clear, coherent and relevant analysis and evaluation in the application of

knowledge and understanding (AO2).

• Generally clear evidence of links between knowledge and understanding to the

application of knowledge and understanding in different contexts (AO2).

• Generally clear and relevant knowledge and understanding of place(s) and

environments (AO1).

• Generally clear and accurate knowledge and understanding of key concepts and

processes (AO1).

• Generally clear awareness of scale and temporal change which is integrated where

appropriate (AO1).

Level 2 • Some sense of an evaluative conclusion partially based upon knowledge and

(6–10 understanding which is applied to the context of the question (AO2).

marks) • Some partially relevant analysis and evaluation in the application of knowledge and

understanding (AO2).

• Some evidence of links between knowledge and understanding to the application of

knowledge and understanding in different contexts (AO2).

• Some relevant knowledge and understanding of place(s) and environments which is

partially relevant (AO1).

• Some knowledge and understanding of key concepts, processes and interactions and

change (AO1).

• Some awareness of scale and temporal change which is sometimes integrated where

appropriate. There may be a few inaccuracies (AO1).

Level 1 • Very limited and/or unsupported evaluative conclusion that is loosely based upon

(1–5 knowledge and understanding which is applied to the context of the question (AO2). 29

marks) • Very limited analysis and evaluation in the application of knowledge and

understanding. This lacks clarity and coherence (AO2).

• Very limited and rarely logical evidence of links between knowledge and understanding

to the application of knowledge and understanding in different contexts (AO2).

• Very limited relevant knowledge and understanding of place(s) and environments

(AO1).

• Isolated knowledge and understanding of key concepts and processes (AO1).

• Very limited awareness of scale and temporal change which is rarely integrated where

appropriate. There may be a number of inaccuracies (AO1).

Level 0 • Nothing worthy of credit.

(0 marks)