GEOGRAPHY GEOGRAPHY. CfE. BrightRED Study Guide. CfE. ADVANCED Higher. Phil Duffy. BrightRED Study Guides. CfE ADVANCED Higher GEOGRAPHY.

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1 BrightRED BrightRED Stdy Gides Phil Dffy This BrightRED Stdy Gide is the ltimate companion to yor Advanced Higher Geography stdies! Written by or trsted athor and experienced Geography teacher, Phil Dffy, this book is fll-color and packed with clear and accessible information, excellent examples, activities and advice. Inside, yo will find: All the essential corse information arranged in easily digestible doble-page topic spreads. Detailed fll-color diagrams, illstrations and data boxes to make sre all that stdy sticks! Don t forget pointers offering advice on the key facts to remember, and on how to avoid common mistakes. DUFFY Things to do and think abot sections encoraging the reglar review of key points covered. Digital Zone activities and tests to spercharge yor learning efforts online! An index of key terms to help when revising. ht re s brig t f r Yo ightred with Br ides! Stdy G BrightRED Stdy Gide Twice winner of the IPG Edcation Pblisher of the Year award. BE BRIGHT BE READY Bright Red Pblishing s easy to se, high-qality edcational resorces are trsted by teachers and cstom designed to improve stdents stdy experience to help them to achieve their potential. To see more of what we do and stay p to date with all things Bright Red: follow s on Check ot the BrightRED Digital Zone for a world of tests, activities, links and more at! like s on facebook at visit s at or call s on we d be delighted to hear from yo! ADV Higher Geography Cover 4.3mm.indd 1 ISBN Don t forget to check ot the BrightRED Digital Zone 12/10/ :41

2 INTRODUCTION Introdction: Corse smmary COURSE SUMMARY This is a revision gide and will help to spplement yor corse notes from school/college for the Advanced Higher Geography corse. If yo stdied Higher Geography last year, yo will be familiar with a range of geographical skills. This year, yo will frther develop yor existing geographical skills and learn a wide range of new skills by ndertaking practical activities. The more organised yo are, the better yor project folio is likely to be. COURSE OVERVIEW Advanced Higher Geography has the following corse strctre: Geographical skills In this section of the corse, yo will be reqired to provide evidence of yor ability to: develop independent geographical research skills apply a wide range of research methods and fieldwork techniqes apply a wide range of statistical, graphical and mapping techniqes in an appropriate geographical context. This section will help yo to develop the wide range of skills reqired to sccessflly complete the corsework project folio: geographical stdy. Geographical isses In this section of the corse, yo will be reqired to provide evidence of yor ability to: Critically evalate viewpoints sing evidence from a wide range of sorces relating to a complex, crrent, geographical isse. This section will develop the wide range of skills reqired to sccessflly complete the corsework project folio: geographical isse. COURSEWORK The project folio is ndertaken throghot the corse and bilt p over time to be completed by the SQA sbmission date, which is sally in May. The project folio gives yo an opportnity to develop yor knowledge and nderstanding of geography at Advanced Higher level and to apply this knowledge and nderstanding to a stdy and isse of interest to yo. Yo are free to research any appropriate stdy and isse of yor own choice. For more details, refer to pp of this stdy gide. Project folio The project folio has 100 marks, two-thirds of the overall corse mark. The total mark will be distribted as follows: Section A: geographical stdy 60 marks Section B: geographical isse 40 marks Allows yo to demonstrate the ability to ndertake detailed research of Allows yo to demonstrate the ability to carry ot a critical evalation a geographical natre which ses primary and/or secondary sorces, to of a complex geographical isse by identifying viewpoints, from a gather and process data and report findings appropriately. wide range of sorces, relating to the isse, and evalating these In order to complete section A (geographical stdy), yo will: viewpoints in a way that allows valid conclsions to be drawn. jstify the choice of a complex geographical topic to research In order to complete section B (geographical isse), yo will: plan and carry ot detailed research, which cold inclde fieldwork jstify the choice of a crrent complex geographical isse to evalate the research techniqes and the reliability of data gathered critically evalate demonstrate a detailed knowledge and nderstanding of the topic ndertake wider backgrond reading from a wide range of sorces being stdied from wider reading relating to the geographical isse se a wide range of appropriate techniqes to process the gathered smmarise a wide range of viewpoints on the complex information geographical isse analyse all the information that has been gathered, and processed, to critically evalate each of the viewpoints identify and explain relationships reach reasoned conclsion(s) spported by a wide range of reach reasoned conclsion(s) spported by a wide range of evidence. evidence. Sorce: SQA Advanced Higher Geography Corse Specification. QUESTION PAPER 50 MARKS The exam lasts for 2 hors and 30 mintes and is made p of three sections, as otlined in the table. Qestions will sample from across the corse content that is, skills, knowledge and nderstanding (for more details, see pp ) QUESTION GEOGRAPHICAL SKILL NUMBER 1 Map interpretation: Extended-response qestions of 2 6 marks. Using a 1:25000-scale Ordnance Srvey (OS) map and other spplementary items (for more details, see pp. 92 and 93) 2 Data-gathering and processing techniqes: Extended-response qestions of 2 6 marks Qestions may se spplementary items spplied with the qestion paper (for more details, see pp. 94 and 95) 3 Geographical data-handling: Extended-response qestions of 2 6 marks Qestions will assess the interpretation and analysis of a given set of data, inclding statistical data, to evalate the techniqes sed and their effectiveness in explaining geographical relations (for more details, see pp. 94 and 95) HOW THIS GUIDE CAN HELP YOU NUMBER OF QUESTIONS TO BE ATTEMPTED Attempt all qestions Attempt all qestions Attempt all qestions MARKS ALLOCATED (50 MARKS TOTAL) 20 marks 10 marks 20 marks There is no shortct to passing any corse at Advanced Higher level. To obtain a good pass reqires consistent and reglar revision over the dration of the corse. The aim of this stdy gide is to help yo to achieve sccess by providing yo with concise and engaging coverage of the Advanced Higher Geography corse material. We recommend that yo se this stdy gide in conjnction with yor class notes to revise each skill area, to prepare for assessments, to prepare yor sbmission of the project folio (stdy and isse) and to prepare for the final examination. As yo work throgh the pages of this stdy gide, think abot the potential for links within and between the varios geographical techniqes: data-gathering techniqes in physical geography (pp. 8 23) data-gathering techniqes in hman geography (pp ) statistical techniqes (pp ) graphical techniqes (pp ) mapping techniqes (pp ) corsework (geographical stdy and geographical isse) (pp ) the qestion paper (pp ). To respond to qestions in the exam, yo are expected to flly se the spplied spplementary items and yor atlas to extract as mch detail as possible to allow yo to respond by writing well-developed answers within the context of the qestion. Yo need to practise doing qestions nder timed conditions. The last thing yo want is to rn ot of time in the examination. Remember yo can se an atlas in the examination. 4 5

3 Data-gathering techniqes PHYSICAL BEACH-PROFILE ANALYSIS Refer to the generic eqipment list on pp. 8 and 9. Check ot the clips at to learn more abot beach profiling and sing an Abney level. Check ot the links at to learn more abot planning and carrying ot fieldwork. Head to the Digital Zone to watch a video on how to se a clinometer. To find ot how to make a pantometer, head to Check ot the clip at to learn more abot how to draw a beach profile. PURPOSE To measre the transverse profile (shape and morphology) of a beach from a fixed point set p behind the beach down to the low water mark. Profiles taken at different times and locations can be compared to illstrate and qantify changes in beach width, height, volme and shape. They can also be sed to show the relationships between the beach profile and other factors for example, the rock type, cliff profile and sediment size or shape. EQUIPMENT The specific eqipment needed to complete a beach-profile analysis incldes: a tape measre an Abney level and clinometer or pantometer METHODOLOGY ranging poles a compass a recording sheet. Refer to both the generic advice on pp. 8 and 9 and the following specific points. This techniqe is, by its natre, a grop activity. Yo mst ensre that yo are involved in all aspects of the techniqe to be able to claim that the research is yor work shared with others. First, yo need to set p yor profile locations. Decide an appropriate sampling strategy sing the gidance on p. 9. Locate sampling points along the beach by visally noting the main changes in slope angle along the profile, and se these as the basis for sections within the profile (e.g. A B, B C, C D in the diagram). Yo can sketch a rogh profile to indicate the break of slope points. At each sample point, identify and stake the reference point (H) sing a ranging pole. Take a photo to record the position of this point for ftre reference. Using a clinometer and ranging poles to measre the angle of a beach profile. Use yor compass to work ot the bearing/orientation of the profile line. This will be perpendiclar to the beach face. Place a ranging pole at the end of the profile line (A). Point A shold ideally be the low tide mark (0 m), or as close to this as is safe. Maintain the bearing as yo progress along the profile. For each section, se the Abney level and clinometer to take a bearing. Read and record the slope angle (ii) between points. The bearing mst be taken at a point on the ranging pole at point A that coincides with the eye level of the person sing the Abney level and clinometer. Yo mst aim the Abney level and clinometer at the same level on the ranging pole at point B. Use the stripes on the ranging poles to help. Measre the grond distance of the section (O), and record this information with the slope angle. Repeat this process for each identified break in slope. If appropriate for yor research, write down as many comments and observations as possible (e.g. grain size, bedform, debris lines or berm crest). Pantometers can be sed by one person, and the slope can be srveyed systematically at short, reglar intervals. contd Read slope here Protractor Srveying the morphology of a beach sing a pantometer and ranging poles. Data collected by either method can be sed to create a beach profile. BEACH-PROFILE DATA SHEET Site Name: Irvine Beach Profile 3 Date: 18/12/17 Srveyors: M Smith & J Smart Observations: e.g. Lots of debris on the beach washed p from last week s storm Measrement down from the top of the reference mark: 1.01 metres Beach segment Length of segment (metres) Slope angle (degrees & mintes) A B B C C D D E E F F G G H H I A (ii) O B C Data-gathering techniqes: Beach-profile analysis D E F G Example of a beach-profile analysis data record sheet. CONSIDERATIONS AND LIMITATIONS Safety is a major consideration when carrying ot fieldwork on a beach. Tides and the time yo need or have to carry ot fieldwork mst be careflly checked and assessed. Working in grops to carry ot several profiles along the beach at the same time and then sharing the reslts is an appropriate and efficient methodology. A balance needs to be strck between the time available and the need for a nmber of profiles across the width of the beach to ensre the validity of yor reslts. To record accrate angle readings, the ranging poles need to be held straight and not allowed to sink into the sand. User error, or a lack of familiarity with sing a clinometer, can prodce invalid readings. The pantometer mst be kept vertical when taking readings. THINGS TO DO AND THINK ABOUT Refer to the generic advice on pp. 8 and 9 and the following specific points. Think abot the possible links that beach-profile analysis may have with other geographical techniqes in this stdy gide. For example: combining beach-profile analysis with pebble analysis, soil analysis and vegetation analysis to compare different sections of the same beach or sections of different beaches for example, a sand beach compared with a pebble beach (pp ) H Compter software may assist yo in analysing yor collected data for example, the X Y scatterplot in Excel or similar spreadsheets (X = distance, Y = angle between sections). Check yo have sfficient data to process if not, go gather more! Evalate yor research and consider whether the data collected is sfficient to meet the needs of yor initial research qestions. If not, yo may need to carry ot frther field research. TEST Test yorself on beach profiles on or Digital Zone at combining beach-profile analysis, pebble analysis and vegetation analysis with environmental-qality srvey and perception stdies to carry ot a beach-qality srvey (pp ) statistical testing, sch as mean pebble size or the Spearman rank correlation coefficient (pp ) graphical, sch as bar or scatter graphs (pp ) mapping, sch as annotations, cross-sections, transects and beach profiles (pp ) 10 11

4 Data-processing techniqes: Choropleth maps Data-processing techniqes CHOROPLETH MAPS Refer to the detailed information on pp. 64 and 65 for the eqipment needed to draw a choropleth map. Use the link on the Digital Zone to find ot more abot choropleth maps. PURPOSE Global soil degredation Pacific Choropleth maps are one of the most widely sed techniqes in displaying geographical data. Choropleth maps se a system of color, greyscale, or line-density shading, to illstrate how the density of the data changes from area to area. They are maps on which areas are shaded according to a pre-arranged key. Each shading, or color type, represents a range of vales or bands, allowing the ser to identify similarities and differences. They are especially appropriate for showing standardised data sch as rates, densities or percentages. Atlantic Indian Pacific Key: Very degraded soil Stable soil Degraded soil Withot vegetation Scale 1 : Sorce: UNEP, International Soil Reference and information Centre (ISRIC) Example of a choropleth map. Choropleth maps can be sed to represent: density information expressed per nit area for example, poplation per sqare kilometre differences in area data for example, land ownership differences in land se for example, the amont of recreational land or type of forest cover the percentage of eligible voters for example, voters per ward or constitency tax rates expressed as percentages. polarised ranges, whereby categories clster towards one (or both) ends of the range of vales for example, to highlight deprivation, yo might decide that the most prosperos 80% of areas are one shade, bt the most deprived areas are highlighted by having different shades for the poorest 20, 10 and 5% of areas intervals designed to reflect the natral breaks in the data sets for example, if data vales tend to clster into distinct grops, yo may wish to adjst the ranges so that all those areas falling into a particlar grop are shaded in the same color. At the simplest level, arithmetic classes are obtained by dividing the range of vales by the nmber of classes. This method has problems if the data is skewed; it is important that no single class occpies too large an area. 6. Choose a logical system of shading or coloring for example: for monochrome maps, se graded tones from light (low) to dark (high) for colored maps, se a gradation of color along a range, rather than having completely nrelated colors for each category note that it is not easy for readers to distingish more than for shades of one color se light colors for low vales and darker colors for high vales be aware that certain colors may have natral associations (e.g. red with debt) white is generally sed to indicate areas where data is missing or navailable it is therefore inadvisable to se white to represent any part of yor range of actal vales. 7. Add a key, title, scale, compass direction and the data sorce to the map. ANALYSING A CHOROPLETH MAP When analysing choropleth maps, yo shold be able to explain, within the context of the qestion/data, the spatial patterns illstrated in the mapped data with reference to relevant backgrond geographical knowledge and nderstanding. Any anomalos reslts shold be explained by referring to other sorces or research. To flly appreciate the displayed data, always consider the natre of the map s constrction and se an atlas to obtain a wider perspective, taking into accont that: the vales in each area are average vales and do not take into accont other factors (e.g. relief, climate and economic activity) bondaries between areas are artificial divisions between the colors, whereas, in reality, the change will be more gradal the completed map hides any variation within an area. Shaded maps can emphasise large areas mch more than small ones for example, highlighting rral areas over rban areas. Follow the links at to sites that provide good information, examples and tests for choropleth maps. TEST Head to to test yorself on choropleth maps. Follow the link on the Digital Zone for the Geographical Base Map Library. Use the link at to help yo nderstand the types of choropleth maps that exist and which type to choose for yor data. Watch the video How to make a choropleth map at to see how to constrct this type of map. CONSTRUCTING A CHOROPLETH MAP Use the following gide and the video on the Digital Zone to help yo to constrct a choropleth map: 1. Draw or sorce a base map with defined areas linked to a data set for example, a map of New Zealand showing farming areas or regions. 2. Calclate standardised vales for the areas on the base map (e.g. the farming areas). 3. Record these vales in a table for reference for example, a table showing farming regions and the nmber of cows. 4. Review the spread of vales and decide the appropriate nmber of bands to best illstrate the data. A balance needs to be made between: too few bands, which cold over-generalise the data and provide little visal information to analyse too many bands, which cold make the map overcomplicated and therefore making it difficlt to recognise and meaningflly analyse differences in color or shading. 5. The following will assist yo in deciding how to band the data depending on the type of information being mapped: fixed intervals where a data set has meaningfl thresholds for example, 0 9, fixed intervals based on mathematical relationships (e.g. percentiles) yo cold se qintiles, whereby the bottom 20% of vales fall into one class and the next 20% into another, and so on contd CONSIDERATIONS/LIMITATIONS OF CHOROPLETH MAPS Advantages are visally effective can show a large amont of information and general patterns have levels of shading/color that represent a range of vales have gropings that can be flexible to accommodate the spread of vales have categories that provide a clear visal comparison of patterns illstrate case-and-effect interpretations from the map data choropleth maps se averages, so can be sed to compare areas, regions or contries. THINGS TO DO AND THINK ABOUT Refer to the generic advice for graphs on pp. 64 and 65 and the following specific points. Think abot the possible links that choropleth maps have with other geographical techniqes in this stdy gide. Check ot the links on the Digital Zone abot sing geographical information systems. Disadvantages the interval/class size needs to be chosen careflly it can be difficlt to distingish between different shades there cold be variations choropleth maps are often not sitable for showing total vales proportional symbol overlays (pp. 70 and 71) are one soltion to this problem

5 Corse assessment PROJECT FOLIO GENERAL ADVICE ON THE PROJECT FOLIO Check ot the following resorces at geographical-stdy flow diagram glossary of terms ideas for a potential topic IB Geography ten-step plan Harvard gide to sing sorces Find links to these docments listed at Carrying ot an rban landse srvey. PURPOSE OF THE PROJECT The prpose of this project folio is to demonstrate challenge and application by reqiring the candidate to draw on and apply skills, knowledge and nderstanding within the context of research relating to a geographical stdy and isse. This may be related to areas candidates have stdied in class if they wish, bt they are free to research any appropriate geographical stdy and isse. Sorce: SQA Advanced Higher Geography Project folio General Assessment Information The project folio will allow yo to develop yor independent research skills by: identifying an appropriate complex topic for the stdy and/or an isse to research planning a programme of research researching, collecting and recording information evalating, synthesising and analysing information or evidence nderstanding approaches to organising, presenting and referencing findings in an appropriate geographical style. WHAT YOU NEED TO KNOW Before contining, go to pp. 4 7 in this gide and read all the information and advice again. The advice and gidance contained within the following pages will assme that: yo want to achieve the maximm nmber of marks allocated for each of the criteria yo have acqired the relevant geographical skills and techniqes otlined in the pages of this stdy gide and can apply those skills and techniqes appropriately within the context of yor chosen geographical stdy and geographical isse yo have access to, have read thoroghly and will refer to the advice and gidance in the following SQA docmentation: Advanced Higher Geography Corse Assessment Specification (C733 77) General Assessment Information for Advanced Higher Geography Gidance on Conditions of Assessment for Corsework corsework.pdf Advanced Higher Geography Corse/Unit Spport Notes Advanced Higher Geography Project folio Assessment Task This docment is kept on the SQA secre website. Ask yor teacher/lectrer for a printot of this resorce becase it was designed to be shared with candidates as part of the Advanced Higher Geography learning experience. Verification and Corse Reports sefl gidance and advice based on actal candidate responses in a particlar year SQA Understanding Standards Exemplification of Candidate Responses and Mark Allocation designed for teachers and markers, bt also of se to candidates Section A: geographical stdy (60 marks) Corse assessment: General advice on the project folio To be sccessfl, yo will need to: A. jstify the choice of a complex geographical topic to research (4 marks) B. plan and carry ot detailed research, which cold inclde fieldwork (10 marks) C. evalate the research techniqes and reliability of the data gathered (8 marks) D. demonstrate a detailed knowledge and nderstanding of the topic being stdied from wider reading (8 marks) E. se a wide range of appropriate techniqes to process the gathered information (10 marks) F. analyse all the information that has been gathered and processed to identify and explain relationships (12 marks) G. reach reasoned conclsion(s) spported by a wide range of evidence (8 marks). The completed geographical stdy shold be no more than 3000 words in length (exclding any text sed on the front covers, in the list of contents, any annotations to illstrations, the references, the bibliography and the appendices). The word cont mst be sbmitted by the candidate with the completed project folio (stdy). Refer to pp (data-gathering techniqes) and pp (data-processing techniqes). Section B: geographical Isse (40 marks) To be sccessfl, yo will need to: A. jstify the choice of a crrent complex geographical isse to critically evalate (4 marks) B. ndertake wider backgrond reading from a wide range of sorces relating to the geographical isse (8 marks) C. smmarise a wide range of viewpoints on the complex geographical isse (10 marks) D. critically evalate each of the viewpoints (10 marks) E. reach a reasoned conclsion spported by a wide range of evidence (8 marks). The completed geographical isse shold be no more than 1800 words in length (exclding any text sed on the front covers, in the list of contents, any annotations to illstrations, the references, the bibliography and the appendices). The word cont mst be sbmitted by the candidate with the completed project folio (isse). See the listed web links to assist yo with yor critical evalation. Yo need to respond to all the criteria in both the geographical stdy (criteria A G) and the geographical isse (criteria A E). However, the starting point is not choosing/ jstifying a title (criterion A), bt rather to begin by doing some research/backgrond/ wider reading (stdy criteria B and D; isse criterion B) to develop ideas abot which topic/isse yo might choose. LAYOUT OF THE PROJECT A critical skill is to nderstand how yor findings shold be presented in sch a way as to be clear and reliable and to reflect a relevant geographical style. There is no single way to achieve this; and yo shold consider different possible approaches to organising and referencing yor work. WORKING WITH OTHERS It might be helpfl to work with others for some of the time when yo are researching yor stdy or isse for example, when carrying ot fieldwork. Any grop fieldwork shold be acknowledged in yor stdy. It is important that the evidence yo prodce is yor own work. Think abot the connections between the criteria in the stdy and the isse. If the word cont for the geographical isses essay exceeds the maximm by 10%, then a penalty may be applied. Evalate yor responses as yo progress throgh the stdy and the isse. Check ot the following resorces at For detailed advice, refer to the Advanced Higher Geography Corse/Unit Spport Notes, pp , bllet point 5. Find the link at Check ot the resorces at. If the word cont for the geographical stdy exceeds the maximm by 10%, then a penalty may be applied. FORMAT OF THE PROJECT FOLIO The project folio consists of two parts: the geographical stdy and the geographical isse. contd THINGS TO DO AND THINK ABOUT The links on the Digital Zone will take yo to sefl academic resorces providing general help, details of how to ndertake a critical evalation and essay-writing advice

6 BrightRED BrightRED Stdy Gides Phil Dffy This BrightRED Stdy Gide is the ltimate companion to yor Advanced Higher Geography stdies! Written by or trsted athor and experienced Geography teacher, Phil Dffy, this book is fll-color and packed with clear and accessible information, excellent examples, activities and advice. Inside, yo will find: All the essential corse information arranged in easily digestible doble-page topic spreads. Detailed fll-color diagrams, illstrations and data boxes to make sre all that stdy sticks! Don t forget pointers offering advice on the key facts to remember, and on how to avoid common mistakes. DUFFY Things to do and think abot sections encoraging the reglar review of key points covered. Digital Zone activities and tests to spercharge yor learning efforts online! An index of key terms to help when revising. ht re s brig t f r Yo ightred with Br ides! Stdy G BrightRED Stdy Gide Twice winner of the IPG Edcation Pblisher of the Year award. BE BRIGHT BE READY Bright Red Pblishing s easy to se, high-qality edcational resorces are trsted by teachers and cstom designed to improve stdents stdy experience to help them to achieve their potential. To see more of what we do and stay p to date with all things Bright Red: follow s on Check ot the BrightRED Digital Zone for a world of tests, activities, links and more at! like s on facebook at visit s at or call s on we d be delighted to hear from yo! ADV Higher Geography Cover 4.3mm.indd 1 ISBN Don t forget to check ot the BrightRED Digital Zone 12/10/ :41