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5.1.1 R1: Read and understand texts

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Question 5

Reading a tree’s calendar

An original explanatory article about tree-ring crossdating.

Counting tree rings looks like a simple journey backwards through time. If each visible band represented one year without exception, a patient person could count and finish. Tree-ring research has to deal with a more demanding relationship between growth and the calendar.

A ring can be locally absent in a particular year, so a sample does not always show every year which passed. In other circumstances, growth within one year can produce a false band which might be mistaken for another annual boundary. A total can consequently look exact while placing the sequence in the wrong years.

Crossdating uses patterns rather than relying only on the number of rings. Researchers compare sequences of wider and narrower growth within and between samples. A distinctive arrangement can be matched with a chronology whose years are already established. An apparent gap or additional band can then be investigated in relation to a longer pattern.

The comparison is powerful because one tree does not have to supply every clue alone. A year which is difficult to identify in one sample may be represented more clearly in another. Combining evidence can reveal where a simple count has slipped, without pretending that every sample is equally complete.

Established sequences can also be connected with older material where their patterns overlap. This is how a chronology can extend beyond the lifetime of a single living tree. The method depends on the match, not merely on a piece of wood looking ancient.

The lesson is not that counting is useless. Counts form part of examining the material. The difficulty arises when a convenient total is treated as a complete calendar before the evidence has been compared. A carefully checked pattern can connect growth with particular years; an impressive-looking number alone cannot guarantee that connection.

Explain why the article presents crossdating as more dependable than relying only on a simple ring count.

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Markscheme

5.1.1 R1: Read and understand texts Questions

  1. IGCSE
  2. /English Language
  3. /5.1.1 R1: Read and understand texts

80 exam-style questions on Oxford AQA IGCSE English Language 5.1.1 R1: Read and understand texts. Each one has a worked solution and a mark scheme showing where the marks go.

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