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OCR A LEVEL
GEOGRAPHY
2O25 OCR A Level Geography H481/
Physical systems
Verified Question paper with Marking
Scheme combined
INSTRUCTIONS
- Use black ink. You can use an HB pencil,
but only for graphs and diagrams.
- Write your answer to each question in
the Answer Booklet. The question numbers
must be clearly shown.
- Fill in the boxes on the front of the
Answer Booklet.
- Choose one option in Section A and
answer all the questions for that option.
Answer all the questions in Section B.
INFORMATION
- The total mark for this paper is 66.
- The marks for each question are shown
in brackets [ ].
- Quality of extended response will be
assessed in questions marked with an asterisk
Oxford Cambridge and RSA
Tuesday 13 May 2025 – Morning
A Level Geography
H481/01 Physical systems
Time allowed: 1 hour 30 minutes
You must have:
- the OCR 12-page Answer Booklet
- the Resource Booklet (inside this document)
You can use:
- a ruler (cm/mm)
- a scientific or graphical calculator
INSTRUCTIONS
- Use black ink. You can use an HB pencil, but only for graphs and diagrams.
- Write your answer to each question in the Answer Booklet. The question numbers must be
clearly shown.
- Fill in the boxes on the front of the Answer Booklet.
- Choose one option in Section A and answer all the questions for that option. Answer all the
questions in Section B.
INFORMATION
- The total mark for this paper is 66.
- The marks for each question are shown in brackets [ ].
- Quality of extended response will be assessed in questions marked with an asterisk (*).
- This document has 8 pages.
ADVICE
- Try to answer every part of each question you choose.
- Read each question carefully before you start your answer.
© OCR 2025 [601/8576/4] OCR is an exempt Charity
DC (ST) 330193/3 Turn over
Option B – Glaciated Landscapes
(a) Explain the influence of flows of energy in the formation of a drumlin. [8]
(b) Study Table 2 , which shows valley erosion rates along a glacier in India.
Table 2 Valley erosion rates along a glacier in India
Location
Rate of erosion
(m / year)
Zanskar 1 80
Jobri 30
Bilare Bhang 30
Drang Drung 90
Bhurpu 50
Hamtah 80
Nikarchu 90
Shankalpa 50
Pindari 64
Poting 50
(i) Using Table 2 , calculate the mean rate of erosion.
Show your workings. [2]
(ii) The standard deviation for the rate of erosion in Table 2 is 21.7.
State what this indicates about the dispersion (spread) of the data set. [2]
(iii) Explain why standard deviation is a more accurate measure of dispersion (spread) than range
and interquartile range. [2]
(c) Study Fig. 2 , a periglacial landscape in Iceland.
With reference to Fig. 2 , explain the influence of one geomorphic process in forming landform B
(patterned ground). [3]
(d)* ‘Periglacial landscape systems are influenced more by human activity than glacial landscape
systems.’
To what extent do you agree with this statement? [16]
© OCR 2025 H481/01 Jun25 Turn over
Option C – Dryland Landscapes
(a) Explain the influence of flows of energy in the formation of a linear dune. [8]
(b) Study Table 3 , which shows canyon erosion rates in a dryland landscape in China.
Table 3 Canyon erosion rates in a dryland landscape in China
Location
Rate of erosion
(m / year)
Xi’an 3.
Yinchan 3.
Milan 1.
Hami 0.
Turpan 2.
Korla 3.
Yinang 1.
Kashi 0.
Shache 2.
Lhasa 1.
(i) Using Table 3 , calculate the mean rate of erosion.
Show your workings. [2]
(ii) The standard deviation for the rate of erosion in Table 3 is 1.11.
State what this indicates about the dispersion (spread) of the data set. [2]
(iii) Explain why standard deviation is a more accurate measure of dispersion (spread) than range
and interquartile range. [2]
(c) Study Fig. 3 , a dryland landscape in Chad.
With reference to Fig. 3 , explain the influence of one geomorphic process in shaping landform C
(nivation hollow). [3]
(d)* ‘Dryland landscape systems are influenced more by human activity, due to water supply issues, than by
economic activity.’
To what extent do you agree with this statement? [16]
© OCR 2025 H481/01 Jun
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© OCR 2025 H481/01 Jun
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© OCR 2025 H481/01 Jun
GCE
Geography
H481/01: Physical systems
A Level
Mark Scheme for June 2025
Oxford Cambridge and RSA Examinations
OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications
to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas,
GCSEs, Cambridge Nationals, Cambridge Technicals, Functional Skills, Key Skills, Entry Level qualifications,
NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training,
administration and secretarial skills.
It is also responsible for developing new specifications to meet national requirements and the needs
of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into
the establishment to help towards the development of qualifications and support, which keep pace
with the changing needs of today’s society.
This mark scheme is published as an aid to teachers and students, to indicate the requirements of the
examination. It shows the basis on which marks were awarded by examiners. It does not indicate the
details of the discussions which took place at an examiners’ meeting before marking commenced.
All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes should be read in conjunction with the published question papers and the report on the
examination.
© OCR 2025
Oxford Cambridge and RSA Examinations
H481/01 Mark Scheme June 2025
Multiple-Choice Question Responses
When a multiple-choice question has only a single, correct response and a candidate provides two responses (even if one of these responses is correct), then no
mark should be awarded (as it is not possible to determine which was the first response selected by the candidate).
When a question requires candidates to select more than one option/multiple options, then local marking arrangements need to ensure consistency of approach.
Contradictory Responses
When a candidate provides contradictory responses, then no mark should be awarded, even if one of the answers is correct.
Short Answer Questions (requiring only a list by way of a response, usually worth only one mark per response)
Where candidates are required to provide a set number of short answer responses then only the set number of responses should be marked. The response space
should be marked from left to right on each line and then line by line until the required number of responses have been considered. The remaining responses
should not then be marked. Examiners will have to apply judgement as to whether a ‘second response’ on a line is a development of the ‘first response’, rather
than a separate, discrete response. (The underlying assumption is that the candidate is attempting to hedge their bets and therefore getting undue benefit rather
than engaging with the question and giving the most relevant/correct responses.)
Short Answer Questions (requiring a more developed response, worth two or more marks )
If the candidates are required to provide a description of, say, three items or factors and four items or factors are provided, then mark on a similar basis
- that is downwards (as it is unlikely in this situation that a candidate will provide more than one response in each section of the response space).
Longer Answer Questions (requiring a developed response)
Where candidates have provided two (or more) responses to a medium or high tariff question which only required a single (developed) response and not crossed
out the first response, then only the first response should be marked. Examiners will need to apply professional judgement as to whether the second (or a
subsequent) response is a ‘new start’ or simply a poorly expressed continuation of the first response.
- Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the candidate has
continued an answer there, then add the annotation ‘SEEN’ to confirm that the work has been seen and mark any responses using the annotations in section 11.
H481/01 Mark Scheme June 2025
- There is a NR ( No Response ) option. Award NR (No Response):
- if there is nothing written at all in the answer space
- OR if there is a comment which does not in any way relate to the question (e.g., ‘can’t do’, ‘don’t know’)
- OR if there is a mark (e.g., a dash, a question mark) which is not an attempt at the question.
Note: Award 0 marks – for an attempt that earns no credit (including copying out the question).
- The RM Assessor comments box is used by your Team Leader to explain the marking of the practice responses. Please refer to these comments when checking
your practice responses. Do not use the comments box for any other reason.
- Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the marking period. The
report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive criticism of the question paper/mark
scheme is also appreciated.
- For answers marked by levels of response:
To determine the level – start at the highest level and work down until you reach the level that matches the answer To
determine the mark within the level , consider the following
Descriptor Award mark
On the borderline of this level and the one below At bottom of level
Just enough achievement on balance for this Above bottom and either below middle or at middle of level (depending on number of marks
level available)
Meets the criteria but with some slight Above middle and either below top of level or at middle of level (depending on number of marks
inconsistency available)
Consistently meets the criteria for this level At top of level
H481/01 Mark Scheme June 2025
- Subject Specific Marking Instructions
INTRODUCTION
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:
- the specification, especially the assessment objectives
- the question paper and its rubrics
- the mark scheme.
You should ensure that you have copies of these materials.
You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR booklet Instructions
for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking: Notes for New Examiners.
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.
USING THE MARK SCHEME
Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and ends with the
awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of differentiation and positive achievement can be
addressed from the very start.
This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best guesses’ about how
the question will work out, and it is subject to revision after we have looked at a wide range of scripts.
The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and that all Examiners
understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and administrative procedures will be
confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’ responses and achievements; the co-ordination scripts then become
part of this Mark Scheme.
Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of responses and
achievement that may be expected.
In your marking, you will encounter valid responses which are not covered by the Mark Scheme: these responses must be credited. You will encounter answers which fall
outside the ‘target range’ of Bands for the paper which you are marking. Please mark these answers according to the marking criteria.
H481/01 Mark Scheme June 2025
Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always be prepared
to use the full range of marks.
LEVELS OF RESPONSE QUESTIONS:
The indicative content indicates the expected parameters for candidates’ answers, but be prepared to recognise and credit unexpected approaches where they show
relevance.
Using ‘best-fit’, decide first which set of level descriptors best describes the overall quality of the answer. Once the level is located, adjust the mark
concentrating on features of the answer which make it stronger or weaker following the guidelines for refinement.
Descriptor Award mark
On the borderline of this level and the one below At bottom of level
Just enough achievement on balance for this Above bottom and either below middle or at middle of level (depending on number of marks
level available)
Meets the criteria but with some slight Above middle and either below top of level or at middle of level (depending on number of marks
inconsistency available)
Consistently meets the criteria for this level At top of level
Be prepared to use the full range of marks. Do not reserve (e.g.) highest level marks ‘in case’ something turns up of a quality you have not yet seen. If an answer gives
clear evidence of the qualities described in the level descriptors, reward appropriately.
Quality of extended response will be assessed in questions marked with an (*). Quality of extended response is not attributed to any single assessment objective
but instead is assessed against the entire response for the question.
H481/01 Mark Scheme June 2025
AO1 AO2 AO3 Quality of extended
response
with some link between rational
conclusions and evidence.
Reasonable Some sound knowledge that Knowledge and understanding Quantitative, qualitative There information has
demonstrates partially shown is partially applied to the and/or fieldwork skills are some relevance and is
developed understanding context of the question, in order used in a mostly suitable presented with limited
that is relevant to the to form a: way with a sound level of structure. The information
demands to the question. competence but may lack is supported by limited
Awareness of the meaning Sound analysis that shows some precision. evidence.
of the terms in the question. accuracy.
Sound interpretation that shows
some accuracy.
Sound evaluation that offers
generalised judgments and
conclusions, with limited use of
evidence.
Basic Limited knowledge that is Knowledge and understanding Quantitative, qualitative The information is basic
relevant to the topic or shows limited application to the and/or fieldwork skills are and communicated in an
question with little or no context of the question in order used inappropriately with unstructured way. The
development. to form a: limited competence and information is supported
Confusion and inability to precision. by limited evidence and
deconstruct terminology as Simple analysis that shows the relationship to the
used in the question. limited accuracy. evidence may not be
clear.
Simple interpretation that shows
limited accuracy.
Un-supported evaluation that
offers simple conclusions.
H481/01 Mark Scheme June 2025
Question Answer Mark Guidance
(a) Explain the influence of flows of energy in the 8 Indicative content:
formation of a salt marsh. (^) AO1 x8 AO1 – 8 marks
Knowledge and understanding of the reasons for the
Level 3 (6-8 marks) influence of flows of energy (e.g. thermal, kinetic,
Demonstrates thorough knowledge and understanding gravitational) in the formation of a salt marsh could
of the influence of flows of energy in the formation of a potentially include:
salt marsh. (AO1). • As a spit develops across a river mouth kinetic
This will be shown by including well-developed ideas
energy in the channel reduces as the spit
creates a barrier reducing speed causing
with a clear appreciation of the reasons for the increased deposition
influence of flows of energy in the formation of a salt
- In the widening sheltered area behind the spit,
marsh. kinetic energy continues to reduce causing
Level 2 (3-5 marks)
continued fluvial deposition creating mud flats
exposed at low tide Demonstrates reasonable knowledge and
- On the margins of the salt marsh fluvial currents understanding of the reasons for the influence of flows
have higher kinetic energy (greater speed) as of energy in the formation of a salt marsh.
they can flow out to sea – these are likely to
This will be shown by including developed ideas with change with the tide
some appreciation of the reasons of the influence of • Flocculation of clay particles creates flocs which
flows of energy in the formation of a salt marsh. (^) are heavier and require more energy to move
Level 1 (1-2 marks)
- Over time energy levels in the salt marsh
change as vegetation develops through thermal
Demonstrates basic knowledge and understanding of energy from the sun. This produces more
the reasons for the influence of flows of energy in the friction, causing lower velocities and increased
formation of a salt marsh (AO1). deposition as kinetic energy lowers
This will be shown by including simple ideas and with
- After further succession and development of
creeks faster flow and greater kinetic energy will no or limited appreciation of the reasons for the
be found here as there is less friction influence of flows of energy in the formation of a salt
- Salt marshes can also form in gently sloping marsh.
inter-tidal zones where kinetic energy reduces
0 marks due to friction leading to vertical deposition and
No response or no response worthy of credit. salt marsh formation
