1. Write your own description, with examples, for:

   • Physical / mechanical weathering

   • Chemical weathering

   • Biological weathering

   • Mass movement

   • Wave erosion

   • Wave transport

   • Wave deposition

2. How can Van’t-Hoff’s Law help us compare the rate of chemical weathering between tropical and temperate climates?

3. Why does biological weathering not exactly fit the definition of ‘weathering’?

4. What is the difference between regolith and bedrock?

5. Describe the likely geology of a coastline where slumping is common.

6. Describe the relationship between particle size and settling velocity.

7. Suggest reasons for this relationship.

Marram grass is a pioneer species that grows on sand dunes. It has long roots and a vertically growing stem that grows up through the sand.

Sand dunes are easily damaged by visitors and are blown by the wind.

Planting marram grass is useful in helping sand dune ecosystems to recover from damage. Use your knowledge of vegetation succession on sand dunes to explain how. (4 marks)

1. Sketch the main outline of the barrier beach in 1984.
2. Read the text to identify when major changes occurred and find the related image in the sequence.
3. Use different colours to mark each significant change of position on your sketch.
4. Write a paragraph to discuss the possible reasons for these changes over time.

• Central tendency (mean, median, mode) p.87
• Proportions p.89
• Dispersion p.91
• Cost-benefit analysis p.94
• Spearman's Rank p.96
• Chi-squared p.100
• Mann-Whitney U test p.111

• https://www.theccc.org.uk/publication/policy-note-flood-and-coastal-erosion-risk-management-spending/
• https://www.geography.org.uk/write/MediaUploads/Book%20downloads/TSG_Coasts_Chapter6_North_Norfolk_SMP.pdf
• http://www2.north-norfolk.gov.uk/smp6/files/KLN_SMP_Non_Technical_Summary_Revised-final.pdf

1. How does a peat bog store carbon?
2. Peat bogs account for what percentage of Earth's surface?
3. What is threatening peat bogs?
4. How do peat bogs start to emit carbon dioxide?
5. What management strategy can reduce CO2 emissions from peat bogs?

Add labels to show the coastal features.

How might this coastline change in the next 20 years?

What might cause this change? (explain the processes at work)

(These are thoughtful questions, in paragraph form, which might include disagreements, about what you thought were the most interesting ideas in the articles/videos.)

Be prepared to read out your thought questions as part of a discussion when we meet.

These ideas will get you started:

1. 'The coast' is a distinct place with unique features and characteristics. What makes the coast special or unique?

2. Have you visited the coast? Where was it? What did you do while you were there? What did you see?

3. How do you think a coast changes in one hour? What about one day, one year, or one thousand years?

4. Energy moves into, out of, and within a coast as it changes. Where does this energy come from and what form does it take?

5. Material also moves in, out and within a coast as it changes. Where does this material come from and what does it look like?

(These are thoughtful questions, in paragraph form, which might include disagreements, about what you thought were the most interesting ideas in the articles/videos.)

Be prepared to read out your thought questions as part of a discussion when we meet.

These questions will get you started:

1. How does the sea change through the seasons from Spring to Winter?

2. Coastlines are made of different rock types. What does this do to the coast?

3. Are coasts affected by the position of the Sun and the Moon?

4. Does water move in predictable patterns at the coast?

(These are thoughtful questions, in paragraph form, which might include disagreements, about what you thought were the most interesting ideas in the articles/videos.)

Be prepared to read out your thought questions as part of a discussion when we meet.

These questions will get you started:

1. Where does sand on a beach come from?

2. Why does sand pile up in some places to create beaches?

3. How do sand dunes get so high?

4. Do rivers affect the coast?

5. What happens to a sandy or pebbly beach if the sea level rises? What if the sea level falls?

6. Why is sand so useful to humans?

(These are thoughtful questions, in paragraph form, which might include disagreements, about what you thought were the most interesting ideas in the articles/videos.)

Be prepared to read out your thought questions as part of a discussion when we meet.

These ideas will get you started:

1. How does energy and material move around the coast? Where does it come from? Where does it go?

2. Geomorphic processes alter the coast (weathering, mass movement, wave/fluvial/aeolian erosion, transport, and deposition).

3. How are distinct landforms created by erosion?

4. How are distinct landforms created by deposition?

(These are thoughtful questions, in paragraph form, which might include disagreements, about what you thought were the most interesting ideas in the articles/videos.)

Be prepared to read out your thought questions as part of a discussion when we meet.

These ideas will get you started:

1. We can see coastlines as 'high energy' (usually rocky) and others as 'low energy' (usually estuarine). Each have different landforms.

2. What physical factors might influence landforms on these different coasts?

3. How do you think landforms might interact on these different coasts?

4. How might the landforms change over time? E.g. cliffs collapse in seconds, beach profile changes seasonally, spits grow over millennia.

(These are thoughtful questions, in paragraph form, which might include disagreements, about what you thought were the most interesting ideas in the articles/videos.)

Be prepared to read out your thought questions as part of a discussion when we meet.

These ideas will get you started:

1. Why do sea levels fall when the global climate cools?

2. What do you think happens to the coast when sea levels fall?

3. How might the landforms continue to change after sea level falls?

(These are thoughtful questions, in paragraph form, which might include disagreements, about what you thought were the most interesting ideas in the articles/videos.)

Be prepared to read out your thought questions as part of a discussion when we meet.

These ideas will get you started:

1. Why do sea levels rise when the global climate warms?

2. What do you think happens to the coast when sea levels rise?

3. How might geomorphic processes change at the coast after sea levels rise?

(These are thoughtful questions, in paragraph form, which might include disagreements, about what you thought were the most interesting ideas in the articles/videos.)

Be prepared to read out your thought questions as part of a discussion when we meet.

These ideas will get you started:

1. Why might humans want to control landscapes at the coast?

2. What methods have humans used to control the coast and have they worked?

3. What are the consequences of controlling (or attempting to control) the coast?

(These are thoughtful questions, in paragraph form, which might include disagreements, about what you thought were the most interesting ideas in the articles/videos.)

Be prepared to read out your thought questions as part of a discussion when we meet.

These ideas will get you started:

1. What sort of economic opportunities are available at the coast?

2. How can these economic activities affect the processes and flows of material/energy?

3. How might coastal landforms change as a result of the economic activity?