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Secondary 1 Geography Fieldwork Quiz
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Questions
Secondary 1 Geography Quiz - Fieldwork
Name: ___________________________
Class: ___________________________
Date: ___________________________
Score: ______ / 40
Duration: 45 minutes
Total Marks: 40
Instructions:
- Answer all questions in the spaces provided.
- Write your answers clearly in pen.
- For questions requiring diagrams or maps, refer to the image placeholders provided.
- The number of marks is given in brackets [ ] at the end of each question or part question.
Section A: Fieldwork Planning & Inquiry Process (10 marks)
1. A group of Secondary 1 students wants to investigate how the amount of litter varies at different locations around their school compound. State one suitable geographical question they could ask for this fieldwork investigation. [1]
2. The students decide to collect data at five different sites around the school. Identify two factors they should consider when selecting these sites to ensure a fair comparison. [2]
3. Before going out to collect data, the students prepare a risk assessment. State two potential risks they might face during this litter survey and suggest one precaution for each risk. [2]
Risk 1: ______________________________________________________________________
Precaution: ___________________________________________________________________
Risk 2: ______________________________________________________________________
Precaution: ___________________________________________________________________
4. The students use a quadrat (a 1 m × 1 m square frame) to count litter pieces at each site. Explain why using a quadrat improves the reliability of their data compared to simply estimating the amount of litter by sight. [2]
5. After collecting data, the students want to present their findings. State one advantage and one disadvantage of using a bar graph to show the number of litter pieces at each site. [2]
Advantage: ___________________________________________________________________
Disadvantage: _________________________________________________________________
6. The students conclude that "the canteen area has the most litter because students are messy." Suggest one reason why this conclusion may not be fully supported by their data alone. [1]
Section B: Data Collection Techniques & Equipment (14 marks)
7. During a fieldwork investigation on traffic flow near a school, students use a tally chart to record vehicle types. State two advantages of using a tally chart for this purpose. [2]
8. The same students measure noise levels at different distances from a busy road using a sound level meter.
<image_placeholder> id: Q8-fig1 type: diagram linked_question: Q8 description: A diagram showing a sound level meter being held at arm's length by a student, with a busy road in the background. The meter displays a reading in decibels (dB). Include labels for: student, sound level meter, road, direction of traffic, distance markers (10m, 20m, 30m from road). labels: student, sound level meter (showing dB reading), busy road, traffic direction arrow, distance markers (10m, 20m, 30m) values: sound level meter reading: 78 dB; distances: 10m, 20m, 30m from road edge must_show: correct positioning of meter at ear height, clear distance markers, road with traffic flow indication </image_placeholder>
(a) State the unit of measurement shown on the sound level meter. [1]
(b) The students take three readings at each distance and calculate the average. Explain why taking multiple readings and calculating an average improves the accuracy of their results. [2]
9. A student uses a clinometer to measure the angle of slope at a hillside site during a physical geography fieldwork.
<image_placeholder> id: Q9-fig1 type: diagram linked_question: Q9 description: A labelled diagram showing a student using a clinometer to measure slope angle. Include: student at bottom of slope, clinometer sighting line to a ranging pole at top of slope, angle marked (θ), horizontal distance marked, vertical height marked. labels: student, clinometer, ranging pole, slope angle (θ), horizontal distance, vertical height values: slope angle θ = 18°; horizontal distance = 20 m must_show: correct clinometer usage posture, clear angle marking, ranging pole vertical </image_placeholder>
(a) Name the two main pieces of equipment needed (other than the clinometer) to measure the slope angle using this method. [2]
(b) If the horizontal distance is 20 m and the slope angle is 18°, calculate the vertical height gain. Show your working. (Use tan 18° ≈ 0.325) [2]
10. Students investigate water quality in a school pond. They measure temperature, pH, and dissolved oxygen.
<image_placeholder> id: Q10-fig1 type: table linked_question: Q10 description: A table showing water quality measurements at three sites in a school pond. labels: Site, Temperature (°C), pH, Dissolved Oxygen (mg/L) values: Site A (near inlet): 28.5, 7.2, 6.8; Site B (middle): 29.0, 6.8, 5.2; Site C (near outlet): 28.0, 7.5, 7.1 must_show: clear column headers, three rows of data, units in headers </image_placeholder>
(a) Which site has the highest dissolved oxygen level? [1]
(b) Suggest one reason why dissolved oxygen levels might differ between Site A and Site B. [2]
11. During a human geography fieldwork, students conduct a questionnaire survey about residents' use of a neighbourhood park. State one advantage and one disadvantage of using a questionnaire for this investigation. [2]
Advantage: ___________________________________________________________________
Disadvantage: _________________________________________________________________
12. The students use systematic sampling to select every 5th person entering the park. Explain one limitation of this sampling method. [2]
13. A student sketches a field sketch of a river channel during fieldwork.
<image_placeholder> id: Q13-fig1 type: figure linked_question: Q13 description: A field sketch of a river channel showing: river bank, water surface, direction of flow, meander, slip-off slope, river cliff, vegetation on banks. Annotated with labels and measurements. labels: river bank, water surface, flow direction arrow, meander, slip-off slope, river cliff, vegetation values: channel width: 4.2 m; bank height: 1.5 m (river cliff side), 0.5 m (slip-off slope side) must_show: annotated field sketch style (not photograph), clear labels, scale indication, orientation arrow </image_placeholder>
State three features that should be included in a well-annotated geographical field sketch. [3]
Section C: Data Presentation, Analysis & Evaluation (16 marks)
14. Students collect data on the number of plastic bottles found at 5 sites along a beach.
<image_placeholder> id: Q14-fig1 type: chart linked_question: Q14 description: A bar graph showing number of plastic bottles at 5 beach sites. labels: Site 1, Site 2, Site 3, Site 4, Site 5 (x-axis); Number of Plastic Bottles (y-axis) values: Site 1: 12; Site 2: 28; Site 3: 45; Site 4: 19; Site 5: 8 must_show: clear bars for each site, labelled axes with units, title "Plastic Bottles Collected at Beach Sites" </image_placeholder>
(a) Complete the bar for Site 3 on the graph above if it is missing. [1]
(b) Calculate the mean number of plastic bottles per site. Show your working. [2]
(c) The students claim that "Site 3 has the most plastic bottles because it is nearest to the picnic area." State one additional piece of evidence they would need to support this claim. [1]
15. The students also measure the length of the longest axis of 20 pebbles at a river site to investigate attrition.
<image_placeholder> id: Q15-fig1 type: table linked_question: Q15 description: A frequency table of pebble lengths. labels: Pebble Length (cm), Frequency values: 1-2 cm: 3; 3-4 cm: 5; 5-6 cm: 7; 7-8 cm: 4; 9-10 cm: 1 must_show: grouped frequency table with clear class intervals and frequencies </image_placeholder>
(a) Identify the modal class for pebble length. [1]
(b) Calculate the estimated mean pebble length. Show your working. [3]
16. Students present their fieldwork findings on a map using proportional circles to show the amount of litter at different sites.
<image_placeholder> id: Q16-fig1 type: map linked_question: Q16 description: A base map of a school compound with 5 sites marked (A, B, C, D, E). Proportional circles of different sizes at each site representing litter count. labels: Site A, B, C, D, E; proportional circles; scale for circles (e.g., 1 cm = 10 pieces); north arrow; title values: Site A: 50 pieces (circle diameter 5 cm); Site B: 20 pieces (2 cm); Site C: 80 pieces (8 cm); Site D: 10 pieces (1 cm); Site E: 40 pieces (4 cm) must_show: base map outline, 5 labelled sites, proportional circles correctly sized, scale/legend, north arrow </image_placeholder>
(a) State one advantage of using proportional circles on a map to present this data. [1]
(b) State one limitation of this presentation method. [1]
17. After completing their fieldwork on soil infiltration rates, students write an evaluation. State two aspects of the fieldwork methodology they should evaluate. [2]
18. The students' hypothesis was: "Infiltration rate is faster on grassed areas than on paved areas." Their results support this hypothesis.
Explain why it is important to refer back to the original hypothesis when writing a fieldwork conclusion. [2]
19. A student suggests that to improve the fieldwork, they should "collect more data." Explain why this suggestion is too vague and give one specific way the data collection could be improved. [2]
20. During a coastal fieldwork, students measure wave frequency by counting waves breaking per minute. They repeat this at high tide and low tide.
<image_placeholder> id: Q20-fig1 type: table linked_question: Q20 description: A table comparing wave frequency at high tide and low tide. labels: Time, Wave Frequency (waves/minute), Wave Type (constructive/destructive) values: High tide: 14 waves/min, destructive; Low tide: 8 waves/min, constructive must_show: two rows for high/low tide, columns for time, frequency, wave type </image_placeholder>
(a) Using the data above, state the relationship between wave frequency and wave type. [1]
(b) Explain why wave frequency differs between high tide and low tide at the same location. [2]
End of Quiz
Answers
Secondary 1 Geography Quiz - Fieldwork (Answer Key)
Total Marks: 40
Section A: Fieldwork Planning & Inquiry Process (10 marks)
1. A group of Secondary 1 students wants to investigate how the amount of litter varies at different locations around their school compound. State one suitable geographical question they could ask for this fieldwork investigation. [1]
Answer: How does the amount of litter vary with distance from the canteen? / Which area of the school compound has the highest concentration of litter? / Is there a relationship between litter amount and proximity to bins?
Marking: 1 mark for any valid geographical question that is investigable, specific to the context, and focuses on spatial variation or pattern.
Teaching Note: A good geographical question for fieldwork should be specific, measurable, and focus on a spatial pattern or relationship. Avoid yes/no questions.
2. The students decide to collect data at five different sites around the school. Identify two factors they should consider when selecting these sites to ensure a fair comparison. [2]
Answer:
- Sites should represent different land uses / human activity levels (e.g., canteen, field, car park, garden, corridor)
- Sites should be similar in size / area sampled (e.g., all 1 m × 1 m quadrats)
- Sites should be sampled at the same time of day / under similar weather conditions
- Sites should be distributed across the school compound (spread)
Marking: 1 mark each for any two valid factors.
Teaching Note: Fair comparison in fieldwork requires controlling variables (same method, same time, same area) while varying the factor being investigated (location/land use).
3. Before going out to collect data, the students prepare a risk assessment. State two potential risks they might face during this litter survey and suggest one precaution for each risk. [2]
Answer:
Risk 1: Tripping / slipping on uneven ground or wet surfaces → Precaution: Wear covered shoes with good grip; walk carefully
Risk 2: Contact with sharp/hazardous litter (broken glass, needles) → Precaution: Wear gloves; use litter pickers; do not touch with bare hands
Risk 3: Weather exposure (sunburn, heat exhaustion, rain) → Precaution: Wear hat, sunscreen, bring water; postpone if lightning
Risk 4: Traffic near school gates / car park → Precaution: Stay within school boundaries; adult supervision
Marking: 1 mark per risk-precaution pair (must be linked).
Teaching Note: Risk assessments should identify specific hazards relevant to the location and activity, with practical precautions.
4. The students use a quadrat (a 1 m × 1 m square frame) to count litter pieces at each site. Explain why using a quadrat improves the reliability of their data compared to simply estimating the amount of litter by sight. [2]
Answer:
- A quadrat standardises the sampling area (1 m²) at every site, ensuring the same area is surveyed each time.
- It reduces subjectivity / human error from visual estimation, making counts more objective and repeatable.
- It allows for quantitative data (actual counts) rather than qualitative estimates.
Marking: 1 mark for standardised area / controlled sampling area; 1 mark for reduced subjectivity / objectivity / repeatability.
Teaching Note: Reliability in fieldwork means the method produces consistent results if repeated. Standardised equipment (quadrats, tape measures, meters) is key.
5. After collecting data, the students want to present their findings. State one advantage and one disadvantage of using a bar graph to show the number of litter pieces at each site. [2]
Answer:
Advantage: Easy to compare quantities across sites visually; clear discrete categories; simple to construct and read.
Disadvantage: Does not show spatial distribution / location on a map; only shows 5 discrete bars, not continuous data; can be misleading if scale is manipulated.
Marking: 1 mark for valid advantage; 1 mark for valid disadvantage.
Teaching Note: Bar graphs are ideal for comparing discrete categories (sites). For spatial data, located proportional symbols or choropleth maps are better.
6. The students conclude that "the canteen area has the most litter because students are messy." Suggest one reason why this conclusion may not be fully supported by their data alone. [1]
Answer:
- The data shows amount of litter, not cause (correlation ≠ causation).
- Other factors could explain it: lack of bins, wind blowing litter there, cleaning schedule, non-student users.
- No data on student behaviour was collected (only litter counts).
Marking: 1 mark for any valid reason highlighting the gap between data (litter quantity) and claimed cause (student behaviour).
Teaching Note: Fieldwork conclusions must be evidence-based. Avoid inferring causes without direct evidence.
Section B: Data Collection Techniques & Equipment (14 marks)
7. During a fieldwork investigation on traffic flow near a school, students use a tally chart to record vehicle types. State two advantages of using a tally chart for this purpose. [2]
Answer:
- Quick and easy to record data in real time as vehicles pass.
- Reduces counting errors (groups of 5 are easy to total).
- Allows simultaneous recording of multiple categories (car, bus, motorcycle, lorry, bicycle).
- Provides immediate frequency totals for each category.
Marking: 1 mark each for any two valid advantages.
Teaching Note: Tally charts are ideal for counting discrete events in fieldwork (traffic, pedestrians, litter types, species).
8. The same students measure noise levels at different distances from a busy road using a sound level meter.
(a) State the unit of measurement shown on the sound level meter. [1]
Answer: Decibels (dB)
Marking: 1 mark for "decibels" or "dB".
(b) The students take three readings at each distance and calculate the average. Explain why taking multiple readings and calculating an average improves the accuracy of their results. [2]
Answer:
- Reduces the effect of random errors / anomalies (e.g., a sudden loud horn, temporary lull in traffic).
- Gives a more representative value of the typical noise level at that distance.
- Increases reliability / precision of the measurement.
Marking: 1 mark for reducing random errors/anomalies; 1 mark for more representative/reliable value.
Teaching Note: Accuracy = closeness to true value. Repeated measurements and averaging minimise random fluctuations.
9. A student uses a clinometer to measure the angle of slope at a hillside site during a physical geography fieldwork.
(a) Name the two main pieces of equipment needed (other than the clinometer) to measure the slope angle using this method. [2]
Answer:
- Ranging pole (or ranging rod) — held vertically at the upslope point
- Tape measure (or measuring tape) — to measure horizontal distance between student and ranging pole
Marking: 1 mark each for ranging pole and tape measure.
Teaching Note: The clinometer measures the angle; the ranging pole provides a sighting target at eye level; the tape measure gives the horizontal distance (needed if calculating height).
(b) If the horizontal distance is 20 m and the slope angle is 18°, calculate the vertical height gain. Show your working. (Use tan 18° ≈ 0.325) [2]
Working:
Vertical height = horizontal distance × tan(slope angle)
= 20 m × tan 18°
= 20 × 0.325
= 6.5 m
Answer: 6.5 m
Marking: 1 mark for correct formula/substitution; 1 mark for correct answer with unit (m).
Teaching Note: In right-angled triangle trigonometry: tan θ = opposite/adjacent. Here, opposite = vertical height, adjacent = horizontal distance.
10. Students investigate water quality in a school pond. They measure temperature, pH, and dissolved oxygen.
(a) Which site has the highest dissolved oxygen level? [1]
Answer: Site C (near outlet) — 7.1 mg/L
Marking: 1 mark for correct site identification (Site C) with or without value.
(b) Suggest one reason why dissolved oxygen levels might differ between Site A and Site B. [2]
Answer:
- Site A (near inlet) has flowing water entering, which aerates the water / increases oxygen mixing.
- Site B (middle) is more stagnant, with less turbulence and possibly more decomposition by bacteria using up oxygen.
- Temperature difference: Site B is slightly warmer (29.0°C vs 28.5°C), and warmer water holds less dissolved oxygen.
Marking: 1 mark for identifying a relevant factor (flow/aeration, temperature, decomposition, photosynthesis); 1 mark for explaining the link to dissolved oxygen.
Teaching Note: Dissolved oxygen is affected by temperature (inverse relationship), turbulence/aeration (positive), photosynthesis (positive, daytime), and respiration/decomposition (negative).
11. During a human geography fieldwork, students conduct a questionnaire survey about residents' use of a neighbourhood park. State one advantage and one disadvantage of using a questionnaire for this investigation. [2]
Answer:
Advantage: Can collect data from many people quickly; standardised questions allow easy comparison/quantification; relatively low cost; respondents can answer anonymously (more honest).
Disadvantage: Low response rate; questions may be misunderstood; limited depth (no follow-up); sampling bias (only those willing/available); self-reported data may be inaccurate.
Marking: 1 mark for valid advantage; 1 mark for valid disadvantage.
Teaching Note: Questionnaires are good for breadth (many respondents), interviews for depth (detailed understanding).
12. The students use systematic sampling to select every 5th person entering the park. Explain one limitation of this sampling method. [2]
Answer:
- May introduce bias if there is a hidden pattern (e.g., every 5th person is a jogger passing at regular intervals, or families entering together).
- Not truly random — depends on the starting point and the order of arrival.
- May miss certain user groups who enter at different times or frequencies.
Marking: 1 mark for identifying a limitation (bias/pattern, not random, misses groups); 1 mark for explanation.
Teaching Note: Systematic sampling is practical but assumes the population list/order is random. If there's periodicity matching the interval, bias occurs.
13. A student sketches a field sketch of a river channel during fieldwork. State three features that should be included in a well-annotated geographical field sketch. [3]
Answer:
- Title / description of what the sketch shows
- Orientation (north arrow)
- Scale (approximate)
- Key geographical features labelled (e.g., river cliff, slip-off slope, flow direction, vegetation, bank material)
- Annotations explaining processes or features (not just labels)
- Frame / border
Marking: 1 mark each for any three valid features.
Teaching Note: A field sketch is a simplified, annotated drawing — not a work of art. It must communicate geographical information clearly: location, scale, direction, key features, and processes.
Section C: Data Presentation, Analysis & Evaluation (16 marks)
14. Students collect data on the number of plastic bottles found at 5 sites along a beach.
(a) Complete the bar for Site 3 on the graph above if it is missing. [1]
Answer: Bar for Site 3 drawn to height representing 45 bottles (consistent with y-axis scale).
Marking: 1 mark for correctly drawn bar at correct height.
(b) Calculate the mean number of plastic bottles per site. Show your working. [2]
Working:
Mean = (Sum of all values) ÷ (Number of sites)
= (12 + 28 + 45 + 19 + 8) ÷ 5
= 112 ÷ 5
= 22.4
Answer: 22.4 bottles per site (accept 22.4 or 22)
Marking: 1 mark for correct sum (112) and division by 5; 1 mark for correct answer.
Teaching Note: Mean = total ÷ count. Always show working for calculation questions.
(c) The students claim that "Site 3 has the most plastic bottles because it is nearest to the picnic area." State one additional piece of evidence they would need to support this claim. [1]
Answer:
- Data showing the distance of each site from the picnic area (to confirm Site 3 is closest).
- Observational evidence of picnic users littering / bins overflowing at Site 3.
- Comparison with a control site (similar distance but no picnic area).
Marking: 1 mark for any valid additional evidence linking location to cause.
Teaching Note: Claims about causation require evidence of both proximity AND mechanism (behaviour, bin provision, wind direction).
15. The students also measure the length of the longest axis of 20 pebbles at a river site to investigate attrition.
(a) Identify the modal class for pebble length. [1]
Answer: 5–6 cm (frequency = 7, the highest)
Marking: 1 mark for correct class interval.
(b) Calculate the estimated mean pebble length. Show your working. [3]
Working:
Step 1: Find midpoint of each class
1–2 cm → 1.5 cm
3–4 cm → 3.5 cm
5–6 cm → 5.5 cm
7–8 cm → 7.5 cm
9–10 cm → 9.5 cm
Step 2: Multiply midpoint × frequency
1.5 × 3 = 4.5
3.5 × 5 = 17.5
5.5 × 7 = 38.5
7.5 × 4 = 30.0
9.5 × 1 = 9.5
Step 3: Sum of (midpoint × frequency) = 4.5 + 17.5 + 38.5 + 30.0 + 9.5 = 100
Step 4: Estimated mean = Sum ÷ Total frequency = 100 ÷ 20 = 5.0 cm
Answer: 5.0 cm
Marking: 1 mark for correct midpoints; 1 mark for correct Σ(fx) and total frequency; 1 mark for correct final answer with unit (cm).
Teaching Note: For grouped data, use midpoints. Estimated mean = Σ(fx) / Σf. Always show the midpoint column and fx column.
16. Students present their fieldwork findings on a map using proportional circles to show the amount of litter at different sites.
(a) State one advantage of using proportional circles on a map to present this data. [1]
Answer:
- Shows both location (where) and quantity (how much) on the same map.
- Allows visual comparison of magnitude across sites at a glance.
- Retains spatial context (distances, patterns, clusters).
Marking: 1 mark for any valid advantage.
(b) State one limitation of this presentation method. [1]
Answer:
- Circles may overlap in dense areas, obscuring data.
- Difficult to read exact values without a legend/scale.
- Area perception is non-linear (doubling diameter quadruples area) — can mislead if not scaled by area.
- Not suitable for continuous data or showing change over time.
Marking: 1 mark for any valid limitation.
Teaching Note: Proportional circles must be scaled by area (not diameter) to be accurate. Overlap is a common issue in dense urban fieldwork.
17. After completing their fieldwork on soil infiltration rates, students write an evaluation. State two aspects of the fieldwork methodology they should evaluate. [2]
Answer:
- Equipment accuracy / suitability (e.g., infiltrometer type, timer precision)
- Sampling strategy (number of sites, site selection, replication)
- Control of variables (soil moisture, vegetation cover, slope, compaction)
- Data recording consistency (same person timing, same method each time)
- Number of repeats / sample size
- Time of day / weather conditions during data collection
Marking: 1 mark each for any two valid methodological aspects.
Teaching Note: Evaluation focuses on how data was collected (methodology), not just results. Consider reliability, validity, accuracy, and limitations.
18. The students' hypothesis was: "Infiltration rate is faster on grassed areas than on paved areas." Their results support this hypothesis. Explain why it is important to refer back to the original hypothesis when writing a fieldwork conclusion. [2]
Answer:
- The hypothesis guides the entire investigation (question, method, data collected). The conclusion must answer the question posed.
- It shows whether the evidence supports or refutes the predicted relationship, completing the enquiry cycle.
- Without referring to the hypothesis, the conclusion is just a description of results, not a geographical conclusion.
Marking: 1 mark for hypothesis guiding the enquiry / framing the question; 1 mark for conclusion needing to test/answer the hypothesis.
Teaching Note: Geographical enquiry cycle: Question/Hypothesis → Plan → Collect → Present → Analyse → Conclude → Evaluate. The conclusion must link back to the start.
19. A student suggests that to improve the fieldwork, they should "collect more data." Explain why this suggestion is too vague and give one specific way the data collection could be improved. [2]
Answer:
Why vague: "More data" does not specify what data, where, how, or why it would improve the investigation. It could mean more sites, more repeats, more variables, longer time — each has different implications.
Specific improvement (any one):
- Increase the number of replicate measurements at each site from 3 to 5 to improve reliability.
- Add more sampling sites along a transect to better show the spatial pattern.
- Extend data collection over different weather conditions / seasons to test consistency.
- Measure an additional variable (e.g., soil moisture, compaction) to explain infiltration differences.
Marking: 1 mark for explaining vagueness; 1 mark for a specific, actionable improvement.
Teaching Note: Good evaluation suggestions are specific, feasible, and linked to a identified limitation.
20. During a coastal fieldwork, students measure wave frequency by counting waves breaking per minute. They repeat this at high tide and low tide.
(a) Using the data above, state the relationship between wave frequency and wave type. [1]
Answer: Higher wave frequency (14/min) is associated with destructive waves; lower wave frequency (8/min) is associated with constructive waves.
Marking: 1 mark for correctly stating the inverse relationship.
(b) Explain why wave frequency differs between high tide and low tide at the same location. [2]
Answer:
- At high tide, water is deeper at the shore, so waves break later / closer to the beach with more energy, often as plunging/destructive waves (higher frequency, steeper).
- At low tide, waves break further offshore on a gentler slope (or sandbar), losing energy gradually, forming spilling/constructive waves (lower frequency, longer wavelength).
- Tide level changes the effective beach gradient and water depth at the breaking point, altering wave behaviour.
Marking: 1 mark for linking tide level to water depth/breaking point; 1 mark for linking to wave type/frequency mechanism.
Teaching Note: Constructive waves: low frequency (6–8/min), long wavelength, low height, gentle beach. Destructive waves: high frequency (10–14/min), short wavelength, high height, steep beach. Tide affects where waves break relative to beach profile.
End of Answer Key