Centre Number Candidate Number Candidate Name

NAMIBIA SENIOR SECONDARY CERTIFICATE

GEOGRAPHY ORDINARY LEVEL 6137/3

PAPER 3 2 hours
Marks 60 2021

Additional Materials: Non-programmable calculator

Protractor
Ruler

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INSTRUCTIONS AND INFORMATION TO CANDIDATES

V
• Write your Centre Number, Candidate Number and Name in the spaces at the top of this page.

E
• Write your answers and working on the Question Paper in the spaces provided.

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• Write in dark blue or black pen.
• You may use a soft pencil for any diagrams, graphs or rough working.

Y
• Do not use correction fluid.
• Do not write in the margin For Examiner’s Use.

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• Answer all questions.

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• All working must be clearly shown.

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• Sketch maps and diagrams should be drawn whenever they serve to illustrate an answer.

D
• The number of marks is given in brackets [ ] at

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the end of each question or part question.
• You may use a non-programmable calculator. For Examiner’s Use

O
1
2
Total

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Checker

This document consists of 15 printed pages and 1 blank page.

Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE

© MoEAC/DNEA 6137/3/21 [Turn over

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For
Examiner’s
1 A group of Geography students was investigating the effects of groynes on a Use
beach. A groyne is shown in Photograph A.

north side

south side

Photograph A

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For
Examiner’s
(a) State three safety precautions that the students should take when doing Use
fieldwork on the beach.

1.....................................................................................................................

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(b)  (i) Complete Fig. 1, below, to show the movement of a pebble by
longshore drift.
Plan view of movement of beach material by longshore drift

north south

beach • • •

pebble
• • • •
waves
Key approach
position of
•pebble
the beach sea

Fig. 1

[2]
(ii) Write the following labels in the correct boxes on Fig. 1.
Direction of longshore drift
Direction of the prevailing wind [1]
(iii) Explain the process of longshore drift.

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For
Examiner’s
(c) The students decided to investigate the following hypotheses. Use

Hypothesis 1: Groynes reduce the movement of material along a beach.

Hypothesis 2: Groynes affect the beach profile.
(i) First, the students investigated the direction and rate of longshore
drift. To do this, they painted 50 pebbles from the beach in bright
red paint and left them in a group where the waves were coming up
the beach.
Suggest why the students painted the pebbles.

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(ii) Later, the students measured the distance each pebble had been
moved along the beach, and they measured the long axis of each
pebble, as shown on the sketch below. The results are summarised in
Table 1.

Table 1

Longshore drift and pebble movement

Distance from starting Number of pebbles Average length of long
point (m) axis (cm)
0−9 3 5.9
10 − 19 10 5.3
20 − 29 14 5.1
30 − 39 13 4.6
40 − 49 8 4.0
50 − 59 2 3.2

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For
Examiner’s
Result of longshore drift Use
16

14

12

10
Number of
pebbles 8

0
0-9 10-19 20-29 30-39 40-49 50-59
Distance from starting point (m)
Fig. 2

Use the information from Table 1 to complete Fig. 2 by filling in the

missing bar. [2]

(iii) What does Table 1 and Fig. 2 indicate about the impact of longshore
drift on the movement of pebbles?

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For
Examiner’s
(d) Look again at Photograph A. The students took measurements every five Use
metres along the groyne away from point X down the beach.
At each five metre point they measured from the top of the groyne to the
beach material on both the north and south side, as shown on Fig. 3 below.

North of
groyne

South of
groyne
tape

beach
material beach
groyne material

Fig. 3

The measurements are shown on Table 2 below.

Table 2

Measurement from top of groyne to beach material

Distance from X (m)
North side (m) South side (m)
0 0 0.9
5 0.3 1.2
10 1.1 1.5
15 0.9 1.3
20 0.8 1.2
25 0.5 1.3
30 1.2 1.4
35 1.5 1.6
40 1.5 1.7
45 1.6 1.8
50 1.7 1.9
55 1.8 1.9
60 1.9 2.0
Average 1.1

(i) Estimate the average measurement for the top of the groyne to the
beach material on the south side of the groyne.
Choose your estimate from the following and write your answer on Table 2.
1.2m 1.5m 1.9m [1]

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For
Examiner’s
(ii) Use the data from Table 2 to complete Fig. 4 below. Draw in the bars Use
for 5m and 10m on the south side of the groyne.

Build up of beach material either side of a groyne

0.0 0.0
Measurement from
top of groyne (m)

0.5 0.5

1.0 1.0

1.5 1.5

2.0 2.0
0 5 10 15 20 25 30 35 40 45 50 55 60
Distance from point X (m)
Key
north side south side
of groyne of groyne

[2]
Fig. 4
(iii) What conclusion could the students make about Hypothesis 1:
Groynes reduce the movement of material along a beach? Use data
from Table 2 and Fig. 4 to support your answer.

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For
Examiner’s
(e) Next, the students did an investigation to see how the groynes affect the Use
beach profile (Hypothesis 2).
The students used the following equipment.
• Two ranging poles
• A clinometer
• A tape measure
• A recording sheet

(i) Describe how they would measure a beach profile to get the results
shown in Table 3. You may draw a sketch to help you.
Table 3
Data for beach profile

Distance from high Angle of slope (degrees)

water mark (m) North side of groyne South side of groyne
0 to 9 19 8
10 to 19 8 7
20 to 29 14 6
30 to 39 10 6
40 to 49 14 5
50 to 59 9 4

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For
Examiner’s
(ii) The students plotted their results to create the beach profiles shown Use
in Fig. 5.

Beach profiles

North side of groyne

Height

0 10 20 30 40 50 60 sea
Distance from high water mark (m)

South side of groyne

Height

0 10 20 30 40 50 60 sea
Distance from high water mark (m)
Fig. 5

Describe two differences between the beach profiles north and south
of the groyne.

1...........................................................................................................

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2...........................................................................................................

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(iii) What conclusion could the students reach about Hypothesis 2
Groynes affect the beach profile?

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For
Examiner’s
(f) Later, the students discussed their beach fieldwork and how they could Use
have improved the accuracy and reliability of their results.
State three suggestions they could have made.

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[31]

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BLANK PAGE

Question 2 on page 12

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For
Examiner’s
2 Geography students investigated traffic flow in and around the centre of a Use
town. A simplified map of an area studied is shown on Fig. 6. The students
proposed to investigate two hypotheses.
Hypothesis 1: The amount of traffic is highest in the centre of the town and
decreases away from the centre.
Hypothesis 2: Traffic flow will change during the day.

Total amount of traffic

V U

S
Q

R
N

Centre of the town

Not to Scale 0 200m

Key

road
site

Total amount of
traffic
Fig. 6

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For
Examiner’s
(a) Suggest how and why the amount of traffic is often a problem in the centre Use
of towns.

How

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Why................................................................................................................

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(b) The traffic was counted three times during a weekday. A student at each
site counted vehicles for five minutes at 8:30, 13:00 and 16:30. The results
of the traffic survey are shown in Table 4.

Table 4

Site Distance 08:30 08:30 13:00 13:00 16:30 16:30 Total

in metres Away Towards Away Towards Away Towards
from Centre from P P from P P from P P
(P)
P 0 140 56 93 289
Q 200 31 81 14 16 44 14 200
R 250 7 26 2 8 11 10 64
S 420 19 46 8 14 35 22 144
U 580 9 30 6 7 19 10 81
V 470 33 60 25 29 69 40 256

(i) A tally system was used for recording the vehicles passing each student.
Suggest two reasons why this is a suitable recording method.

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(ii) Using the data from Table 4, draw proportional squares to show the
total number of vehicles at Sites S and U on Fig. 6. [4]

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For
Examiner’s
(iii) Describe the changes in total traffic as distance from the centre of the Use
town increases.

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(c) Study Fig. 7 showing flow diagrams for traffic flow at Sites U and V.

08:30 13:00 16:30

A T A T A T

Site V

Site U

Key Scale
A - Away from town centre (Site P) 2 vehicles = 1 mm.
T - Towards town centre (Site P)

Fig. 7

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For
Examiner’s
(i) Compare the traffic flow during the day at Site U with that at Site V. Use

You should state data (Table 4) to support your comparison.

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(ii) If a similar flow diagram was drawn for Site Q for 16:30, state in mm
the width of the flow diagram for both towards and away from the
centre of the town.

Towards................................................................................................

Away.................................................................................................... [1]
(iii) Calculate the percentage of traffic recorded at Site R at 8:30 travelling
towards the town centre as a proportion of the total passing Site R.

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(d) Students decided to investigate land use to see if a link existed between
land use and traffic flow.
(i) Outline two examples of how traffic flow may be linked to land use
in a town.

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For
Examiner’s
(ii) Describe in detail a method the students could use to collect data Use
about the land use of this town.

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(e) Write a conclusion to this investigation into traffic flow. It should include
• comments on both hypotheses 1 and 2.
• data evidence to support your conclusions.
• critical evaluation of the data collection methods used in the investigation.

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[29]

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permission from the copyright holder. The Namibian Government Copyright Act allows copyright material to be used limitedly and fairly
for educational and non-commercial purposes.

The Directorate of National Assessment and Examinations operates under the auspices of the Ministry of Education, Arts and Culture
in Namibia.

© MoEAC/DNEA 6137/3/21

309537