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A Level H2 Geography Map Graph Data Skills Quiz

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Questions

A-Level Geography H2 Quiz - Map Graph Data Skills

Name: _________________________ Class: _________________________ Date: _________________________ Score: ________ / 50

Duration: 1 hour 15 minutes Total Marks: 50

Instructions:

This quiz contains 20 questions on Map, Graph & Data Skills.
Answer ALL questions in the spaces provided.
Marks for each question are indicated in brackets.
Where calculations are required, show your working clearly.
You may use a scientific calculator.

Section A: Map Interpretation and Cartographic Skills (Questions 1–5)

Total: 12 marks

1. Study the topographic map extract provided in Resource 1 (not reproduced here). The map shows a coastal area with contour lines at 20-metre intervals.

(a) State the six-figure grid reference of the trigonometrical station at the highest point shown on the map. [1]

Answer: _________________________

(b) Calculate the gradient between the trigonometrical station (from part a) and the bridge at grid reference 482315, given that the horizontal distance between them is 2.4 km. Show your working. [3]

Working:

Gradient: _________________________

2. Resource 2 shows a cross-section drawn from grid reference 450280 to 510320.

(a) Identify the landform feature represented by the depression between grid references 470295 and 490305. [1]

Answer: _________________________

(b) Explain how the contour pattern on the map would indicate this landform feature. [2]

3. Resource 3 is a satellite image of an urban area captured by a remote sensing platform.

(a) State the most likely type of remote sensing platform (satellite, aerial, or UAV/drone) used to capture this image, based on the spatial resolution and extent shown. Justify your answer. [2]

(b) Describe ONE advantage and ONE limitation of using this type of remote sensing data for monitoring urban sprawl. [3]

Advantage: ____________________________________________________________________

Limitation: ____________________________________________________________________

4. A student is conducting a geographical investigation and needs to create a choropleth map showing population density by planning area in Singapore.

(a) Explain the principle of data classification that should be applied when creating this choropleth map. [2]

(b) State ONE cartographic convention that should be followed when designing the map legend for this choropleth map. [1]

5. Resource 4 is a thematic map using proportional symbols to show the volume of container traffic at major ports in Southeast Asia.

(a) Identify the type of data represented by proportional symbols on this map (nominal, ordinal, interval, or ratio). Justify your answer. [2]

(b) Explain ONE advantage of using proportional symbols rather than a choropleth map to represent this data. [2]

Section B: Graph and Statistical Skills (Questions 6–10)

Total: 13 marks

6. Table 1 shows the mean monthly temperature and precipitation for a weather station in Southeast Asia.

Month	Jan	Feb	Mar	Apr	May	Jun	Jul	Aug	Sep	Oct	Nov	Dec
Temp (°C)	26.1	26.5	27.0	27.5	27.8	27.5	27.2	27.1	27.0	26.8	26.4	26.2
Precip (mm)	250	180	210	270	330	280	260	290	310	340	320	300

(a) Calculate the mean annual temperature for this station. Show your working. [2]

Working:

Mean annual temperature: _________________________ °C

(b) Calculate the total annual precipitation. [1]

Total annual precipitation: _________________________ mm

(c) Using the Köppen-Geiger climate classification system, identify the most likely climate type for this station. Support your answer with data from Table 1. [3]

7. A student collected data on river velocity at five equally spaced points across a river channel. The results are shown in Table 2.

Distance from left bank (m)	0.5	1.5	2.5	3.5	4.5
Velocity (m/s)	0.12	0.38	0.56	0.41	0.15

(a) Calculate the median velocity for this data set. [1]

Median velocity: _________________________ m/s

(b) Explain why the median is a more appropriate measure of central tendency than the mean for this data set. [2]

(c) Sketch a labelled cross-section graph showing velocity distribution across the river channel. Use the grid below. [3]

Velocity (m/s)
0.6 |
    |
0.5 |
    |
0.4 |
    |
0.3 |
    |
0.2 |
    |
0.1 |
    |
0.0 |____|____|____|____|____|____
    0    1    2    3    4    5
         Distance from left bank (m)

8. A researcher is investigating the relationship between annual rainfall and rice yield across 12 provinces. The Pearson correlation coefficient (r) is calculated as +0.78.

(a) Interpret the strength and direction of this correlation. [2]

(b) Explain why a strong positive correlation does not necessarily indicate causation between rainfall and rice yield. [2]

9. A student conducted a chi-squared test to determine whether there is a significant association between land use type (residential, commercial, industrial) and air quality category (good, moderate, unhealthy) in an urban area. The calculated chi-squared value is 15.67. The critical value at the 0.05 significance level with 4 degrees of freedom is 9.49.

(a) State the null hypothesis for this test. [1]

(b) Using the chi-squared result, determine whether the null hypothesis should be rejected. Explain your reasoning. [2]

10. Table 3 shows the percentage of households with internet access in five countries for the years 2010 and 2020.

Country	2010 (%)	2020 (%)
Country A	22	68
Country B	45	82
Country C	71	95
Country D	8	34
Country E	55	89

(a) Calculate the percentage point increase for Country D between 2010 and 2020. [1]

Percentage point increase: _________________________

(b) Explain why Country D experienced the highest percentage increase (relative change) but not the highest percentage point increase. Support your answer with calculations. [3]

Section C: Data Presentation and Fieldwork Skills (Questions 11–15)

Total: 13 marks

11. A student is designing a fieldwork investigation to study the impact of tourism on coastal sediment characteristics at two beaches.

(a) State an appropriate research question for this investigation. [1]

(b) Describe a systematic sampling strategy that could be used to collect sediment samples along a beach profile. [3]

Risk: _________________________________________________________________________

Mitigation: ___________________________________________________________________

12. A student collected pebble size data at three sites along a river and wants to present the data using a comparative display.

(a) Explain why a box-and-whisker plot would be an appropriate method to present this data. [2]

(b) Describe how the interquartile range is represented on a box-and-whisker plot and what it indicates about the data distribution. [2]

13. Resource 5 is a scatter graph showing the relationship between distance from the CBD and average household income for 30 census tracts in a city. A line of best fit has been drawn.

(a) Describe the overall relationship shown by the scatter graph. [2]

(b) Identify ONE census tract that appears to be an outlier. Suggest a possible geographical reason for this outlier. [2]

14. A student used a bipolar semantic differential scale to assess environmental quality at 10 sites in an urban area. The scale ranged from -3 (very poor) to +3 (very good) across five indicators: litter, noise, greenery, building condition, and air quality.

(a) Calculate the mean environmental quality score for a site with the following indicator scores: litter (-1), noise (-2), greenery (+1), building condition (0), air quality (-1). Show your working. [2]

Working:

Mean score: _________________________

(b) Explain ONE advantage and ONE limitation of using a bipolar scale for environmental quality assessment. [3]

Advantage: ____________________________________________________________________

Limitation: ____________________________________________________________________

15. A student is writing the methodology section of a geographical investigation report.

(a) State TWO essential elements that should be included in a fieldwork methodology section. [2]

(b) Explain why it is important to include a justification for each method chosen. [2]

Section D: Integrated Data Analysis (Questions 16–20)

Total: 12 marks

16. Resource 6 is a triangular graph showing the employment structure (primary, secondary, tertiary sectors) for 15 countries at different levels of development.

(a) Using Resource 6, identify the approximate percentage of employment in the tertiary sector for a country with 10% primary and 30% secondary employment. [1]

Answer: _________________________ %

(b) Explain the relationship between level of development and employment structure as shown by the triangular graph. [3]

17. A student calculated the location quotient (LQ) for the manufacturing sector in three regions. The results are: Region X (LQ = 1.8), Region Y (LQ = 0.6), Region Z (LQ = 1.0).

(a) Interpret the location quotient value for Region X. [2]

(b) Suggest ONE possible reason why Region Y has a location quotient below 1.0. [1]

18. Resource 7 is a flow-line map showing the volume of trade between Country P and its five main trading partners. The width of each flow line is proportional to trade volume.

(a) Identify the type of data symbolisation used in this flow-line map. [1]

Answer: _________________________

(b) Explain ONE limitation of using flow-line width to represent trade volume data. [2]

19. A student is evaluating the reliability of secondary data sources for a geographical investigation on deforestation rates in Southeast Asia.

(a) State TWO criteria that should be used to evaluate the reliability of a secondary data source. [2]

(b) Explain why using multiple secondary data sources can improve the validity of findings. [2]

20. Resource 8 is an isoline map showing annual rainfall distribution across a region. The isoline interval is 200 mm.

(a) State the rainfall value at Point X, which lies midway between the 1200 mm and 1400 mm isolines. [1]

Answer: _________________________ mm

(b) Explain how the spacing of isolines on this map indicates the rainfall gradient across the region. [2]

END OF QUIZ

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Answers

A-Level Geography H2 Quiz - Map Graph Data Skills: ANSWER KEY

Total Marks: 50

Section A: Map Interpretation and Cartographic Skills (Questions 1–5)

Total: 12 marks

1. (a) Six-figure grid reference of trigonometrical station: 495305 [1 mark] Marking note: Accept any reasonable six-figure reference consistent with the described map. Award 1 mark for correct easting and northing.

(b) Gradient calculation:

Height of trigonometrical station: 180 m (highest point on map with 20 m contour interval)
Height of bridge at 482315: 20 m (assuming bridge at river level near coast)
Vertical difference: 180 - 20 = 160 m
Horizontal distance: 2.4 km = 2400 m
Gradient = Vertical difference / Horizontal distance = 160 / 2400 = 1 / 15
Gradient expressed as 1:15 [3 marks] Marking note: Award 1 mark for correct vertical difference, 1 mark for correct formula/working, 1 mark for correct final gradient. Accept 1/15 or 1 in 15.

2. (a) Landform feature: River valley / V-shaped valley [1 mark] Marking note: Accept "valley" or "river valley."

(b) Explanation: The contour lines would form a V-shape pointing upstream/higher ground where they cross the river. The contour lines are closely spaced on the valley sides, indicating steep slopes, and the V-pattern points towards higher elevation. The depression is indicated by the river channel cutting into the landscape between the two grid references. [2 marks] Marking note: Award 1 mark for identifying V-shaped contour pattern, 1 mark for explaining how it indicates a valley (pointing upstream, close spacing indicating steep sides).

3. (a) Most likely platform: Satellite [1 mark] Justification: The image shows a large spatial extent (entire urban area visible) with moderate spatial resolution (individual buildings not clearly distinguishable but urban patterns visible). This is characteristic of satellite imagery (e.g., Landsat, Sentinel) rather than aerial photography (higher resolution, smaller extent) or UAV (very high resolution, very small extent). [1 mark]

(b) Advantage: Satellite imagery provides regular temporal coverage (repeat passes), enabling monitoring of urban sprawl over time through multi-temporal analysis. [1 mark] Limitation: Cloud cover can obscure the image, particularly in tropical regions, reducing data availability and consistency for time-series analysis. [1 mark] OR: Spatial resolution may be insufficient to detect small-scale urban changes or informal settlements at the urban fringe. [1 mark] Marking note: Accept any valid advantage and limitation with clear explanation. Award 1 mark for each.

4. (a) Data classification principle: Data should be classified into mutually exclusive classes using an appropriate classification method (e.g., equal interval, quantile, natural breaks/Jenks). The classification should group areas with similar population density values while ensuring the map effectively communicates spatial patterns without misleading the reader. The number of classes should typically be between 4-7 for readability. [2 marks] Marking note: Award 1 mark for identifying the need for classification into groups, 1 mark for explaining the principle of appropriate class intervals/grouping.

(b) Cartographic convention: The legend should use graduated shading from light (low density) to dark (high density), OR the legend should be clearly labelled with class boundaries and units (e.g., persons per km²). [1 mark] Marking note: Accept any valid cartographic convention.

5. (a) Data type: Ratio data [1 mark] Justification: Container traffic volume has a true zero point (zero containers means no traffic) and values can be meaningfully compared using ratios (e.g., Port A handles twice as many containers as Port B). This distinguishes it from interval data (no true zero) and ordinal data (ranked only). [1 mark]

(b) Advantage: Proportional symbols allow the reader to visually compare absolute magnitudes at specific point locations, whereas a choropleth map would require aggregating data to area units, potentially masking the actual port locations and introducing the modifiable areal unit problem (MAUP). Proportional symbols directly show the quantity at each port's location. [2 marks] Marking note: Award 1 mark for identifying the advantage, 1 mark for clear explanation.

Section B: Graph and Statistical Skills (Questions 6–10)

Total: 13 marks

6. (a) Mean annual temperature:

Sum of monthly temperatures: 26.1 + 26.5 + 27.0 + 27.5 + 27.8 + 27.5 + 27.2 + 27.1 + 27.0 + 26.8 + 26.4 + 26.2 = 323.1
Mean = 323.1 ÷ 12 = 26.925°C (accept 26.9°C) [2 marks] Marking note: Award 1 mark for correct sum, 1 mark for correct division and final answer.

(b) Total annual precipitation:

Sum: 250 + 180 + 210 + 270 + 330 + 280 + 260 + 290 + 310 + 340 + 320 + 300 = 3,340 mm [1 mark]

(c) Climate type: Af (Tropical Rainforest) [1 mark] Supporting data: All months have mean temperatures above 18°C (coldest month is January at 26.1°C), meeting the criterion for tropical climate (A). Annual precipitation is 3,340 mm, and no month receives less than 60 mm (driest month is February at 180 mm), indicating no dry season, which classifies it as Af rather than Am or Aw. [2 marks] Marking note: Award 1 mark for correct classification, 1 mark for temperature evidence, 1 mark for precipitation evidence. Must reference both temperature and precipitation criteria.

7. (a) Median velocity:

Ordered data: 0.12, 0.15, 0.38, 0.41, 0.56
Median (middle value) = 0.38 m/s [1 mark]

(b) Explanation: The median is more appropriate because the data set is small (n=5) and the velocity distribution is asymmetrical (higher velocities in the centre, lower at the banks). The median is not affected by extreme values, whereas the mean would be pulled towards the lower values at the banks. With only 5 data points, the median provides a more robust measure of central tendency. [2 marks] Marking note: Award 1 mark for identifying small sample size or asymmetrical distribution, 1 mark for explaining robustness to extreme values.

(c) Cross-section graph: [3 marks] Marking note: Award 1 mark for correctly labelled axes (Distance from left bank on x-axis, Velocity on y-axis), 1 mark for accurately plotted points (0.5m→0.12, 1.5m→0.38, 2.5m→0.56, 3.5m→0.41, 4.5m→0.15), 1 mark for smooth curve showing higher velocity in centre and lower at banks. The graph should show a roughly parabolic shape.

8. (a) Interpretation: The correlation coefficient r = +0.78 indicates a strong positive correlation between annual rainfall and rice yield. This means that as rainfall increases, rice yield tends to increase, and the relationship is relatively consistent across the 12 provinces. [2 marks] Marking note: Award 1 mark for identifying "strong" (r > 0.7), 1 mark for identifying "positive" direction.

(b) Explanation: Correlation does not imply causation because there may be confounding variables that influence both rainfall and rice yield. For example, provinces with higher rainfall may also have better soil quality, more irrigation infrastructure, or higher fertiliser use. Additionally, the relationship could be coincidental or influenced by a third factor (e.g., government agricultural subsidies in wetter regions). To establish causation, controlled experiments or additional evidence would be needed. [2 marks] Marking note: Award 1 mark for identifying confounding variables/third factor, 1 mark for explaining why this means causation cannot be assumed.

9. (a) Null hypothesis (H₀): There is no significant association between land use type and air quality category in the urban area. [1 mark] Marking note: Accept any clear statement of no association/independence.

(b) Decision: Reject the null hypothesis [1 mark] Reasoning: The calculated chi-squared value (15.67) is greater than the critical value (9.49) at the 0.05 significance level with 4 degrees of freedom. This means the probability of obtaining this result by chance is less than 5% (p < 0.05), so the result is statistically significant. There is sufficient evidence to conclude that there is a significant association between land use type and air quality category. [1 mark] Marking note: Award 1 mark for correct decision, 1 mark for comparing calculated value to critical value and explaining significance.

10. (a) Percentage point increase for Country D: 34 - 8 = 26 percentage points [1 mark]

(b) Explanation: Country D experienced the highest relative percentage increase because it started from a very low base (8%). The relative increase is calculated as ((34-8)/8) × 100 = 325% increase. In contrast, Country C had the highest percentage point increase (95-71 = 24 percentage points) but a much lower relative increase ((95-71)/71) × 100 = 33.8% increase because it started from a higher base. This demonstrates that percentage point change and percentage (relative) change measure different things: absolute change versus proportional change. [3 marks] Marking note: Award 1 mark for calculating relative increase for Country D, 1 mark for comparing with another country, 1 mark for explaining the distinction between absolute and relative change.

Section C: Data Presentation and Fieldwork Skills (Questions 11–15)

Total: 13 marks

11. (a) Research question: "How does tourism intensity affect sediment size and sorting along beach profiles at Beach A (high tourism) and Beach B (low tourism)?" [1 mark] Marking note: Accept any clear, focused research question linking tourism to coastal sediment characteristics. Must include both independent variable (tourism) and dependent variable (sediment characteristics).

(b) Systematic sampling strategy: Establish transect lines perpendicular to the shoreline from the backshore to the low-water mark. Collect sediment samples at regular intervals (e.g., every 5 metres) along each transect using a quadrat or sampling frame. At each sampling point, collect a standardised volume of sediment (e.g., top 5 cm within a 25 cm × 25 cm quadrat). Record the GPS coordinates and distance from the shoreline for each sample point. Repeat at multiple transects along each beach to ensure representativeness. [3 marks] Marking note: Award 1 mark for describing transect/regular interval approach, 1 mark for specifying sampling method details, 1 mark for addressing representativeness/replication.

(c) Risk: Drowning or being caught by strong waves/tides while sampling near the water's edge. [1 mark] Mitigation: Check tide times before fieldwork and sample during low tide. Work in pairs or groups with one person watching for waves. Establish a safe distance from the water's edge and wear appropriate footwear. [1 mark] Marking note: Accept any valid risk with appropriate mitigation. Award 1 mark for risk, 1 mark for specific mitigation.

12. (a) Explanation: A box-and-whisker plot is appropriate because it allows visual comparison of the distribution of pebble sizes across the three sites. It displays the median, interquartile range, and range for each site simultaneously, enabling comparison of central tendency, spread, and skewness. This is more informative than simply comparing means, as it reveals within-site variability and potential outliers. [2 marks] Marking note: Award 1 mark for identifying comparative capability, 1 mark for explaining what the plot shows (median, IQR, range).

(b) The interquartile range (IQR) is represented by the box in the box-and-whisker plot, extending from the first quartile (Q1) to the third quartile (Q3). The length of the box indicates the spread of the middle 50% of the data. A larger box indicates greater variability in pebble sizes at that site, while a smaller box indicates more consistent pebble sizes. The IQR is a measure of dispersion that is resistant to outliers. [2 marks] Marking note: Award 1 mark for describing the box as representing IQR, 1 mark for explaining what IQR indicates about data distribution.

13. (a) Overall relationship: The scatter graph shows a positive relationship between distance from the CBD and average household income. As distance from the CBD increases, household income tends to increase, suggesting that higher-income households are located in suburban areas farther from the city centre. [2 marks] Marking note: Award 1 mark for identifying positive relationship, 1 mark for describing the spatial pattern.

(b) Outlier: A census tract located close to the CBD but with high household income (e.g., a gentrified inner-city neighbourhood) would appear as an outlier above the line of best fit. [1 mark] Geographical reason: This could be due to gentrification, where higher-income households have moved into formerly low-income inner-city areas, renovating properties and increasing average income. Alternatively, it could be a luxury high-rise development in the city centre attracting affluent residents. [1 mark] Marking note: Accept any plausible outlier identification with geographical justification.

14. (a) Mean environmental quality score:

Sum of scores: (-1) + (-2) + (+1) + (0) + (-1) = -3
Mean = -3 ÷ 5 = -0.6 [2 marks] Marking note: Award 1 mark for correct sum, 1 mark for correct division and final answer.

(b) Advantage: The bipolar scale allows assessment of both positive and negative environmental quality, providing a balanced range that captures gradations from poor to good. This enables more nuanced analysis than a unipolar scale. [1 mark] Limitation: The scale is subjective and relies on the assessor's perception. Different assessors may assign different scores to the same site, reducing inter-rater reliability. The meaning of "0" (neutral) may also be interpreted differently by different assessors. [1 mark] Marking note: Accept any valid advantage and limitation. Award 1 mark for each with clear explanation.

15. (a) Two essential elements:

Description of data collection methods (e.g., sampling strategy, equipment used, procedures followed) [1 mark]
Justification for methods chosen (e.g., why systematic sampling was used, why specific equipment was selected) [1 mark] Marking note: Accept any two valid methodology elements. Award 1 mark each.

(b) Importance of justification: Justification demonstrates that the methods were appropriate for answering the research question and that the student has considered alternative methods and made informed choices. It shows understanding of methodological strengths and limitations, and allows the reader to assess the validity and reliability of the data collected. Without justification, the methodology lacks academic rigour. [2 marks] Marking note: Award 1 mark for linking justification to research question appropriateness, 1 mark for explaining how it supports validity/reliability.

Section D: Integrated Data Analysis (Questions 16–20)

Total: 12 marks

16. (a) Tertiary sector percentage: 60% [1 mark] Marking note: On a triangular graph, the three sectors must sum to 100%. If primary = 10% and secondary = 30%, then tertiary = 100 - 10 - 30 = 60%.

(b) Relationship: The triangular graph shows that countries at higher levels of development tend to have higher tertiary sector employment and lower primary sector employment. Developed countries cluster near the tertiary apex (high tertiary, low primary), while developing countries cluster near the primary sector apex (high primary, low tertiary). This reflects the sectoral shift model: as countries develop, employment moves from primary (agriculture, mining) to secondary (manufacturing) to tertiary (services). Middle-income countries show intermediate positions with higher secondary sector employment. [3 marks] Marking note: Award 1 mark for identifying the pattern (higher development → higher tertiary), 1 mark for explaining the sectoral shift, 1 mark for referencing the triangular graph positions.

17. (a) Interpretation: A location quotient of 1.8 for Region X means that the manufacturing sector is 1.8 times more concentrated in Region X than in the reference region (usually the national average). This indicates that Region X specialises in manufacturing and has a higher share of manufacturing employment than the national average. An LQ > 1 suggests the region exports manufactured goods to other regions. [2 marks] Marking note: Award 1 mark for explaining LQ > 1 means higher concentration, 1 mark for interpreting specialisation/export orientation.

(b) Reason for Region Y (LQ = 0.6): Region Y may have an economy dominated by other sectors such as agriculture (primary) or services (tertiary), resulting in a below-average concentration of manufacturing. Alternatively, Region Y may have experienced deindustrialisation, with manufacturing employment declining relative to other regions. [1 mark] Marking note: Accept any plausible geographical reason.

18. (a) Data symbolisation type: Proportional/graded flow lines [1 mark] Marking note: Accept "flow-line mapping" or "proportional symbolisation."

(b) Limitation: Flow-line width can be difficult to read accurately when there are large differences in trade volumes. Very wide lines for major trading partners may overwhelm the map and obscure smaller flows or base map details. Additionally, the human eye is not good at accurately comparing the widths of lines, especially when they are curved, making precise quantitative comparison difficult. [2 marks] Marking note: Award 1 mark for identifying a limitation, 1 mark for explaining why it is problematic.

19. (a) Two criteria:

Source credibility/authority: Who collected the data? Is it from a reputable organisation (e.g., FAO, World Bank, government agency) or an unknown source? [1 mark]
Data currency/timeliness: When was the data collected? Is it recent enough to be relevant for the investigation? Deforestation rates change over time, so outdated data may be unreliable. [1 mark] Marking note: Accept any two valid criteria. Award 1 mark each.

(b) Explanation: Using multiple secondary data sources allows triangulation—comparing data from different sources to check for consistency. If multiple independent sources report similar deforestation rates, confidence in the findings increases. If sources disagree, the student can investigate reasons for discrepancies (e.g., different methodologies, definitions of "forest," or time periods). This process improves the validity of conclusions by reducing reliance on a single potentially biased or inaccurate source. [2 marks] Marking note: Award 1 mark for explaining triangulation/cross-checking, 1 mark for linking to improved validity.

20. (a) Rainfall at Point X: 1,300 mm [1 mark] Marking note: Point X lies midway between the 1200 mm and 1400 mm isolines, so the interpolated value is 1300 mm.

(b) Explanation: Closely spaced isolines indicate a steep rainfall gradient (rapid change in rainfall over a short distance), while widely spaced isolines indicate a gentle gradient (gradual change in rainfall over a longer distance). The spacing of isolines on the map reveals where rainfall changes abruptly (e.g., near mountain ranges due to orographic effects) versus areas where rainfall is relatively uniform. [2 marks] Marking note: Award 1 mark for explaining close spacing = steep gradient, 1 mark for explaining wide spacing = gentle gradient, with geographical context.

END OF ANSWER KEY