Oathall Community College Geography Department GCSE revision Pack

Transcription

1 Oathall Community College Geography Department GCSE revision Pack This pack (along with the CGP GCSE Geography Revision guide you already have) is designed to be your revision toolkit for the GCSE Geography exams. What will you be tested on? The exams: You have two exams each worth 37.5% of your GCSE Paper 1 Physical Geography Water on the Land The Coastal Zone The Restless Earth Paper 2 Human Geography Population The Challenge of Urban Areas Tourism You have already completed your controlled assessment worth 25% of your GCSE. What does this pack contain? A list of possible revision techniques/styles - This will help to give you ideas about how to learn the information needed for the exam. A list of command words and definitions - This will help to make sure you fully understand what the exam questions are asking you to do. Checklists for each topic - Use this to make sure you have revised and are confident in all aspects of each topic. Update them as your revision progresses. A list of key geographical vocabulary for each topic - Learning this will make sure you are able to fully understand what the questions in the exam are asking you to do. Example past paper questions with model answers/mark schemes - These are good for testing your recall but also practicing exam technique and skills. They should help you identify topics/case studies and or specific skills that require further attention. It is a good idea to photocopy these so you can have more than one attempt at each question. Model answers will also help you to understand what a good answer looks like. 1

2 A booklet of all of the case studies you need for the exams - As you know case study detail is vital especially if you are aiming for the highest grades. This booklet will help you learn the case studies and can then be used to check your recall of them. A revision summary sheet for each topic - This has the main points needed for each topic. This will help you identify strengths and weaknesses in your revision and even on its own is an excellent resource the minimum you must know (those of you aiming for the highest grades will need more detail but this is an excellent starting point). Topic summary question sheets - A series of questions for each topic that will help you check your subject knowledge and identify gaps that need to be filled (based on and for use with the revision summary sheets) Also, please remember that you have the CGP revision guide which as an excellent tool for revision. Lots of the above resources are partly based on this revision guided (along with the two core textbooks we have used during the GCSE course). The aim being to ensure case studies, facts, figures etc are the same on all resources. The CGP revision guide is especially good for those of you who like diagrams and more colourful resources. The revision guide also has a really good set of questions at the end of each topic you can use to test yourself. There are other really useful resources available. We would gcsebitesize/geography (especially for visual learners) as it has many presentations and video clips which are really useful (one note of caution some case studies are different to the ones we have taught you). Also, by using appropriate key words in your search there are some excellent video clips available on youtube (many of which students may recognise from our lessons) that might also be helpful. 2

3 How to revise effectively for your Geography exam REVISON IS NOT JUST READING YOUR NOTES. If you only do this you will only retain 10% the info. Pay attention to case studies. They account for about 1/3 of the marks and precise, accurate knowledge of facts and figures is necessary to achieve the higher grades. Follow the 5 steps to success: 1. Complete the end of topic audits so you know where the gaps are 2. Go back over the info and highlight key points 3. Represent the info using the techniques shown in the table below 4. Remember the info without looking back 5. Use the info try to answer an exam question with and then without looking at the revision info. Mark your work by checking that you ve included all the info (using mark scheme/model answer). Useful revision techniques Revision technique What s involved Tick box I ve used this strategy once Tick box I ve used this strategy twice Flash cards Summarise case studies and refer to regularly. Include key facts/ precise data. Colour code the text into sections i.e. environmental/social and economic impacts of London Docklands Redevelopment. Look at an important diagram for 20 seconds e.g. a cross section of a meander. Then draw what you remember. The look at the cross section again to see what you missed and add in. Eventually draw the sketch without looking at the original cross section. Colour coding Memory test Key word test. Read out 10 definitions and say what the key word is. 3

4 Mind maps Practice exam questions Reading aloud Repeated writing Put a theme in the middle of an A3 piece of paper. Write sub themes around it with important ideas and case study information with specific facts and precise data. Stick the finished diagram somewhere visible and refer to it often i.e. fridge or bedroom wall. Practice writing responses. Look at past case study questions. Look at feedback from teacher on how you needed to improve on previous case studies that you have answered. Read a case study aloud then try to repeat all the facts and figures you remember without looking at the summary. Copy pieces of text more than one time (5 times would be appropriate (. Repetition will help to fix it in your memory. Key term flashcards/online games Create flashcards to enable you to learn key terms. On one side have the key term and on the reverse side write the definition. Get people to test you Go to to create online flashcards Physical learning You can make all sorts of games using this website. Have a look around the site and take your pick. Associate corners of your room (or any room) with a specific aspect f geography i.e. processes of erosion. Memorise features of that process in the corner with your notes. Watch geographical videos Geog revision websites Look at geography at the movies website. There are lots of relevant videos that you can watch and learn from i.e.gcse bitesize or Or There are even excellent clips on youtube if you do an appropriate search. Go to this revision website and test yourself at the end of topic quizzes and listen to the podcasts. Use your mobile phone Create sound bites by recording your voice. Listen to them again and again so you retain the info. Or film yourself reinacting a case study etc. 4

5 Command Words When completing your GCSE Geography exams you must read the question carefully and answer it in the right way to make sure that you get as many marks as possible. Always use geographical terms in your answers e.g. compass directions, use the scale of the map, give grid references. Here are some of the command words that you may be given: Annotate - add notes or labels (detailed) to a map or diagram to describe/explain what it shows. Compare - look for ways in which features or places are similar and different. e.g. a city in an LEDC compared to a MEDC Complete - add to a map or graph to finish it off. Contrast - look for the differences between features or places. Define - explain what something means e.g. freeze-thaw. Describe - give details about what a map or diagram shows. What is it like. Discuss - usually wants a long answer, describing and giving reasons for or explaining arguments for and against. Draw - a sketch map or diagram with labels to explain something. Explain or account for - give reasons i.e. for the location or appearance of something. Factors - reasons for i.e. the location of something such as a factory. Give your ( or somebody else s) views- say what you or a particular group think about something, for example should limestone quarries be allowed in the Peak District. Identify - name, locate, recognise or select a particular feature or features, usually from a map, photo or diagram. 5

6 Label - add notes or labels to a map or diagram to explain what it shows. Mark - put onto a map or diagram. Name, state, list - give accurate details or features. Study - look carefully at a map, photo, table, diagram etc. and say what it shows. With reference to /refer to examples you have studied - give specific details about your case studies. With the help of/using the information provided - make sure you include examples from the information, including grid references if it is a map. 6

7 Restless Earth checklist Topic Understand and know Need more revision Do not understand The Earth s crust is unstable, especially at plate margins. I know the distribution of plates; the differences between continental and oceanic plates. Types of plates Destructive, constructive and conservative plate margins. Landforms at plate margins I know the location and formation of fold mountains, ocean trenches Types of volcanoes I know the location and formation of fold mountains, ocean trenches, composite volcanoes and shield volcanoes. How people use these landforms as a resource and adapt to the conditions within them. Alps case study I know the Alp case study of one range of fold mountains. The ways in which they are used farming, hydroelectric power, mining, tourism and how people adapt to limited communications, steep relief, poor soils. Volcanoes Case study MEDC Mt St Helens or Montserrat I know the case study of the volcanic eruption its cause; primary and secondary effects; positive and negative impacts; immediate and long term responses 7

8 Monitoring and predicting I know about monitoring and predicting volcanic eruptions. Supervolcanoes: Yellowstone Case Study I know the characteristics and locations of a supervolcano and the likely effects of an eruption both local and global. Location of earthquakes I know that earthquakes occur at constructive, destructive and conservative plate margins. Features and measurement of earthquakes I know the features of earthquakes epicentre, focus, shock waves and the measurement of earthquakes using the Richter and Mercalli Scales Kashmir or Haiti LEDC case study I know the case study of an earthquake in a poor part of the world I know the causes; primary and secondary effects; immediate and long-term responses Kobe, Japan or Italy (MEDC) case study I know the causes, effects and responses I can compare an earthquake in a poor country to one in a rich country. Contrasts in effects and responses will be clear Predict and prepare I know why there is a need to predict, protect and prepare and how this can be done. 8

9 Water on the land checklist Topic Understand and know Need more revision Do not understand I know the features of a river basin (watershed, confluence, source, mouth and drainage basin) How the shape of a river changes I know the long profile of a river and know how this cross section changes downstream Processes of erosion I know the four processes of erosion ( hydraulic action, abrasion, solution, attrition) Upland river landforms/features I know how waterfalls and gorges are formed in upland areas. I know how a v-shaped valley forms Methods of transportation and deposition I know the four methods of transportation (saltation, suspension, solution and traction) I understand how and why a river deposits its load. Middle/lower course features/landforms I know the features of and formation of meanders, ox bow lakes, flood plains, deltas and levees. Causes of flooding I know that rivers flood due to a number of physical and human causes. I know the causes of flooding: physical prolonged rain, heavy rain, snowmelt, relief; and human deforestation, building construction. 9

10 Increasing flood events over last 20 years I know that flooding appears to be an increasingly frequent event. The frequency and location of flood events in the UK in the last 20 years. MEDC flooding case study I know the Boscastle case study of flooding which is in a rich part of the world and LEDC flooding case study the Bangladesh case study in a poorer area the different effects of and responses to flooding. The discussion about the costs and benefits of hard and soft engineering debate I know about hard engineering strategies dams and reservoirs, straightening.(the River Tees as the case study) I know about soft engineering flood warnings, preparation, flood plain zoning, do nothing. The costs and benefits of these. Rivers are managed to provide a water supply. I know that in the UK there is an increasing demand for water; areas of deficit and areas of surplus; the need for transfer. I know the Kielder Water, Northumberland case study of a dam/reservoir and know the resulting economic, social and environmental issues and the need for sustainable supplies. 10

11 Checklist of understanding COASTAL ZONE Weathering I know weathering processes and can compare/contrast them: mechanical/chemical Mass Movement I know what mass movement is sliding and slumping. Constructive and destructive waves I know the characteristics of constructive and destructive waves Processes of erosion I know the processes of erosion hydraulic power, abrasion, attrition and solution. Landforms resulting from erosion I know the characteristics and formation of: -headlands and bays,(isle of Purbeck, Dorset) -cliffs and wave cut platforms,(forkand in Dorset) -caves, arches and stacks. (Old Harry, Stack) (Durdle Door arch) Processes of transportation I know the processes of deposition - longshore drift, traction, saltation, suspension and solution Deposition I know the reasons for deposition and the features it creates: -Beaches -Spit (Spurn Point) -Bars (Looe Bar, Cornwall) I understand and know I need more revision I do not understand 11

12 Coastal flooding causes and effects I know the reasons for rising sea level global warming and thermal expansion A case study to illustrate the economic, social, environmental and political impacts of coastal flooding. Case study -London or Maldives Coastal Erosion and Management Holderness, East Yorkshire I know a case study of an area of recent or threatened cliff collapse rates of coastal erosion; -reasons why some areas are susceptible to undercutting by the sea and collapse - how people may worsen the situation -the impact on people s lives and the environment Coastal Management strategies: Hard and Soft I know about the advantages and disadvantages of hard engineering strategies i.e. sea walls, groynes and rock armour and soft engineering i.e. beach nourishment. Coastal Habitat Essex Marshes or Studland Bay I know a case study of a coastal habitat its environmental characteristics; -the resulting habitat -species that inhabit it and reasons why. I know the strategies to ensure the environment is conserved, But also allow sustainable use 12

13 Check list for revision Population Population change over time I know about the exponential rate of world population growth I know that countries pass through different stages of population growth as shown in the five stages of the Demographic Transition Model I know about changing population structure. Strategies been tried by countries experiencing rapid population growth. I know the social, economic and political implication of population change and the need to achieve sustainable development. The effectiveness of population policies adopted in different countries since the 1990s to include birth control programmes and other strategies adopted. Case studies I know about China s birth control policy since the 1990s. I know about Kerala, India or Indonesia - a non birth control population policy Ageing population I know about the relationship between the population structure and population decline and the impact on the future economic development. I know about the problems associated with an ageing dependent population. Case studies I know about the British government s strategies to cope with an ageing population and the incentives suggested for encouraging an increase in its birth rate. I know about France and the problems and strategies in one EU country with an ageing population. Understand and know Need more revision Do not understand 13

14 Migration I know about how migration is a result of decision making push and pull factors which can have positive and negative impacts. I know about economic movements within the EU, refugee movements to the EU and the impacts of such movements. Case studies of migration from Poland to UK and Africa to Spain. 14

15 Check list for revision URBAN ENVIRONMENTS Urbanisation I know what urbanisation is - the different pace and causes of urbanisation in the rich and poor world. Urban models I can recognize urban models for cities in LEDC s and MEDC s Urban zones and functions I know the names and characteristics of different urban zones in LEDC s and MEDC s Urban Issues in rich countries Housing in MEDC s I know why there is a housing crisis? The attempts to satisfy the increased housing needs of the population in different parts of the city. Advantages and disadvantages of brown field and green field sites Inner city problems in MEDC s I know the problems that the inner cities face and the impact of Government strategies from the 1990s on the inner city (city Challenge). Case studies: Hulme, Manchester or LDDC (London Docklands Development Corporation) Cultural mix/ethnic segregation I know why there is ethnic segregation and some strategies to prevent ethnic segregation Improving the CBD MEDC s I know why CBD s have declined and what solutions there are to prevent and put a stop to these problems Case studies: Brighton, Manchester (tram system) Birmingham, Newcastle (revitalized shopping centres) Understand and know Need more revision Do not understand 15

16 Sustainable city I know what sustainable is and know the characteristics of a sustainable city. Environmental the importance of conserving the historic and natural environment. Use of Brownfield sites. Reducing and safely disposing of waste. Providing adequate open spaces. Social including local people in the decision-making process. Provision of an efficient public transport system. Case study: BedZED in South London: Carbon neutral development or Curitiba in Brazil Squatter settlement I know what a squatter settlement is (favela s/shanty towns) and the characteristics of squatter settlements. I know the effect on the lives of the people of living in squatter settlements Squatter settlement solutions I know the attempts by the inhabitants themselves to improve squatter settlements over time -Self Help, -Site and Service -and Local Authority schemes to improve squatter settlements Case study: Rio de Janeiro, Brazil. Rochina is the largest favela I know the Favela Bairro government programme to improve the quality of life of favela residents. Or Kibera in Nairobi, Kenya 16

17 Urban issues in poorer countries LEDC s urbansiation and industrialisation I know the effects of rapid urbanisation and industrialisation Problems water pollution (LEDC) I know the cause and effect of water pollution I know the strategies for management Problems waste disposal (LEDC) I know the cause and effects of waste disposal I know the strategies for management of waste disposal 17

18 Check list for revision Tourism Growth of Tourism I know the reasons for the global increase in tourism. I know why cities, mountains and coastal areas popular for tourism I know the economic importance of tourism to countries in contrasting parts of the world. UK Tourism I know the contribution of tourism to the UK economy. I know the factors that affect visitor numbers to the UK. I know that the tourist area life cycle model shows how visitor numbers change. (BUTLER MODEL) Case study I know how Blackpool fits into the BUTLER MODEL I know the reasons for its growth as a tourist destination. I know the effectiveness of strategies to cope with the impact of large numbers of tourists. I know how plans to ensure the continuing success of the tourism industry in the area. UK Tourism case study Lake District I know where the Lake District is and the human and physical reasons why people go there I know about the problems that tourists create I know the plans to make sure it keeps on attracting tourists Understand and know Need more revision Do not understand 18

19 Mass Tourism I know the meaning of mass tourism. I know the general positive and negative impacts of mass tourism CASE STUDY: KENYA I know this case study of an established tropical tourist area which attracts large numbers of visitors. I know the positive and negative effects of mass tourism on the economy and environment. I know the strategies for maintaining the importance of tourism in the area and reducing its negative effects. Extreme Environments I know why tourists are attracted to the extreme environments I know that there is an increased demand for adventure holidays. I know the impact of tourism on an extreme environment. CASE STUDY- ANTARCTICA I know why Antarctica is popular with tourists I know what the environmental impacts have been I know what strategies have been done to ensure that Antarctica is protected from damage done by tourists. Eco tourism I know the need for and what stewardship and conservation means CASE STUDY Tataquara Lodge, Brazil I know the environmental, social and economic benefits that ecotourism brings I know how the Tataquara Lodge ecotourism development contributes to sustainable development. 19

20 The Restless Earth Glossary Unstable crust Crust Continental Crust Oceanic Crust Plate Plate Margin Mantle Convection currents Subduction Collision Destructive margins Constructive margins Conservative margins Plate margins Landforms at plate boundaries Fold Mountains Ocean trenches Composite volcano Shield volcano How people use fold mountains Subsistence Terraces Irrigation The outer layer of the earth Thicker and less dense crust Thinner and more dense A section of the earths crust The boundary where two plates meet The dense, mostly solid layer between the outer core and the crust The circular currents of heat in the mantle The sinking of oceanic crust at a destructive margin The meeting of two plates of continental crust. They are both the same type so they buckle. Where to plates are moving towards one another Where two plates move away from one another and new crust is created When two plates are moving sideways past one another Where two plates meet Large mountain ranges where rock layers have been crumpled as they have been folded together Deep section of the ocean, usually where an oceanic plate is sinking underneath a continental plate A steep sided volcano that is made of a variety of materials such as lava and ash A broad volcano that is mostly made up of lava Farming to produce food and other resources for the farmers own family Steps created in the hillside to create areas of flat land Artificial watering of the land 20

21 Hydroelectric power (HEP) Volcanoes affecting people Natural Hazard Primary effects Secondary effects Aid Lahars Vent Supervolcano Supervolcano Caldera Fissures Geothermal Geyser Hot spot The use of flowing water to turn turbines to generate electricity An occurrence over which people have little control, which poses a threat to people s lives and possessions. This is different from a natural event as volcanoes can erupt in an unpopulated are without being a hazard. The immediate effects of the eruption, caused directly by it. The after effects that occur as an indirect effects of the eruption on a longer timescale Money, food, training and technology given by richer countries to poorer ones, either to help with an emergency or to encourage long-term development. The secondary effects of a volcanic eruption are mudflows resulting from ash mixing with melting ice or water The opening -usually central and single in a volcano from which magma is emitted A mega colossal volcano that erupts at least 1,000km of material The depression of the supervolcano marking the collapsed magma chamber Extended openings along a line f weakness that allows magma to escape Water that is heated below the ground, which come to the surface in a variety of ways A geothermal feature in which water erupts into the air under pressure A section of the earth s crust where plumes of magma rise, weakening the crust. These are away from plate boundaries 21

22 Earthquakes Earthquake Focus Richter scale Epicentre Shockwaves Mercalli Scale Preparing for earthquakes The three P s Prediction Protection Preparation Tsunami Tsunami A sudden and brief period of ground shaking The point in the earth s crust where the earthquake originates A logarhythmic scale used for measuring earthquakes based on scientific recordings of the amount of movement The point on the earths surface directly above the focus Seismic waves generated by an earthquake that pass through the earths crust A means of measuring earthquakes by describing and comparing the damage done, on a scale of I to XII The collective term for prediction, protection and preparation Attempts to prepare for an event when are where it will happen based on current knowledge Construction buildings so that they are safe and will not collapse Organising activities and drills so that people know what to do in the event of an earthquake A special type of wave where the entire depth of the sea or ocean is set in motion by an event, often an earthquake, which displaces the water above it creating a big wave. 22

23 Water on the land Glossary River basins and discharge Source Mouth Tributaries Confluence Drainage Basin Channel Discharge Upper Course of a River V shaped valley Upper course Interlocking spurs Hydraulic action Abrasion Solution Attrition Transportation Traction Saltation Suspension Solution Waterfall Where the river begins Where the river ends Smaller rivers Where tributaries join the main river Area drained by its river and tributaries The area which contains the river Volume of water passing through a river measuring station measured in cumecs A steep sided and narrow valley caused by the vertical erosion found in the upper course Found in the mountains and the hills Areas of hard rock which the river flows around The force of the water breaks rock particles away from the river channel The river carries particles of sand and silt and moves pebbles and boulders at high flow, This material rubs against the bed and banks of the river wearing it away River water dissolves some types of rock i.e. chalk and limestone Eroded rocks picked up by the river smash into one another and break into smaller fragments. Large particles like boulders are pushed along the river bed by the force of water Pebble sized particles are bounced along the river bed by the force of water Small particles like silt and clay are carried along by the water Soluble materials dissolve in the water and are carried along A steep drop in the course of a river 23

24 Gorge A waterfall retreats to create a steep sided gorge Plunge pool Middle course of a river Meander River cliff Slip off slope Ox bow lake Lower course of a river Flood plain Meander migration Levees Hydrographs Area found at the base of a waterfall Bend in the river Steep bank on the side of a river caused by erosion A gentle slope where sand and pebbles are deposited A semi circular lake on the floodplain of a river The wide valley floor on either side of the river Meanders moving across the flood plain to make it wider Natural embankments (raised bits) along the edges of river channels Hydrograph Peak discharge Lag time Rising limb Falling limb Discharge Impermeable Porous Deforestation Urbansiation A graph to show hw discharge at a certain point changes over time The highest discharge the period of time you re looking at Te delay between the peak rainfall and peak discharge The increase in river discharge as rainwater flows into the river The decrease in river discharge as the river returns to normal level The volume of water that flows in a river per second and is measured in cumecs (cubic metres per second) A rock that does not allow water to soak through it Rock that has spaces between particles Cutting down trees Increase in the proportion of people living in cities, resulting in their growth 24

25 Flashy Relief Flooding Flood Hard engineering Soft engineering Dams and reservoirs A hydrograph that responds quickly to a period of rain so that it characteristically has a high peak and short lag time Height and shape of the land When a river bursts its banks Man made structures built to control the flow of rivers and reduce flooding Schemes set up using knowledge of the river and its processes to reduce the chance of flooding. Huge wall built across a river and a artificial lake (dam) is formed behind it Channel straightening The rivers course is straightened meanders are cut out Flood warnings TV, newspaper and radio broadcasts put out by the Environment agency Preparation Buildings are modified to prepare for floods Flood plain zoning Restrictions are places to prevent building on parts of the river 25

26 The coastal zone- Glossary Coastal weathering and erosion Fetch Beach Swash Backwash Constructive wave Destructive wave The distance of open water over which the wind can blow A deposit of sand or shingle at the coast, often found at the head of a bay The forward movement up the beach The backward movement of water down a beach when the wave has broken A powerful wave with a strong swash that surges up the beach A wave formed by a local storm that crashes down on a beach and has a powerful backwash Weathering Mechanical weathering Chemical weathering Mass movement Mass movement Rock fall Landslide Mudflow Rotational slip Coastal erosion processes Hydraulic power Corrasion Solution The breakdown of rocks without changing its chemical composition freeze that weathering The breakdown of rock by changing its chemical composition Is the shifting of rocks and loose material down a slope Fragments of rock break away from the cliff face of ten due to free-thaw weathering Blocks of rack slide downhill Saturated soil and weak rock flows down a slope A slump of saturated soil and weak rock along a curved surface The sheer power of the waves breaks rock away The effect of rocks being flung by a cliff by powerful waves The dissolving of rocks such as limestone and chalk 26

27 Attrition Transportation Traction Solution Saltation Suspension Longshore drift Landforms caused by erosion Headland Bay Wave-cut platform Wave-cut notch Cave Arch Stack Deposition landforms Spit Salt marsh Bar Coastal Management Hard Engineering Soft engineering The knocking together of pebbles, making them gradually smaller Heavy particles rolled along the seabed The transportation of dissolved chemicals A hopping movement of pebbles along the seabed Lighter particles carried (suspended) in the water The transport of sediment along a stretch of coastline caused by waves approaching the beach a an angle A bit of land jutting out into the sea A broad coastal inlet often with a beach A wide gently sloping rocky surface tat he foot of a cliff A small indentation (notch) cut into a cliff roughly at the level of high tide caused by concentrated marine erosion at this level A hollowed out feature at the base of an eroding cliff A headland that has been partly broken through by the sea to form a thin roofed arch An isolated pinnacle of rock sticking out of the sea A finger of new land made from sand and shingle, jutting out into the sea from the coast Low lying coastal wetland mostly extending between high and low tide A spit that has grown across a bay Building artificial structures such as sea walls aimed at controlling erosion A sustainable approach to managing the coast without using artificial structures 27

28 Sea wall Groynes Rock armour Concrete or rock barrier placed at the foot of a cliff or at the top of a beach. Timber or rock structures built out to sea from the coast Piles of large boulders duped at the foot of a cliff. Beach nourishment Dune regeneration Marsh creation (managed retreat) Salt marshes Salt marsh Pioneer plant Vegetation succession The addition of sand or shingle to an existing beach to make it higher and broader Dunes provide buffers to the sea. Marram grass is planted to strengthen dunes and help them develop Involved allowing low-lying coastal areas to be flooded by the sea to become salt marshes Are areas of periodically flooded in lying coastal wetlands The first plant species to colonise an area that is well adapted to living in a harsh environment A sequence of vegetation species colonizing an environment 28

29 Population glossary Age structure the proportion of each age group in a population Birth rate the number of babies born per 1000 people per year Death rate the number of deaths per 1000 people per year Dependency ratio the balance between people who are independent (work and pay tax) and those who depend on them Emigrant someone leaving their country of residence to move to another country European Union (EU) a group of countries across Europe that work as though they were a country without barriers Gender structure the balance between males and females in a population Immigrant someone entering a new country with the intention of staying their Infant mortality the number of babies that die under a year of age per 1000 live births Life expectancy the number of years a person is expected to live Migration the movement of people from one permanent home to another Natural change the difference between the birth and death rates. Expressed as a percentage Natural increase the birth rate exceeds the death rate Push factors negative aspects of place that encourage people to move Pull factors opportunities that encourage people to move Segregation occurs where people of a particular ethnic group choose to live with others from the same ethnic group Zero growth a population in balance. Birth rate is equal to death rate so there is no increase or decrease in population 29

30 Changing urban environments - Glossary Urbanisation Urbanisation Rural-urban migration Push factors Pull factors Industrial Revolution Agricultural Revolution Parts of the city CBD Inner city The suburbs The rural-urban fringe Urban issues for MEDCS(More economically developed countries) Household Brownfield site Greenfield site Urban Developments Corporation(UDC) A process where an increasing proportion of the population are living in towns and cities A process in which people move from the countryside to the towns Negative things that make you move away from an area Positive things that make you want to live in an area Happened in 19 th Century where jobs created in new factories Happened in 19 th Century when machines replaced labour on farms Central Business District, the main shopping and service area usually found in the middle of a city The area around the CBD usually build before 1918 in the UK. The housing areas found towards the edge of the city This is the part right at the edge of a city where there are both urban land uses (factories) and rural land uses (farms) You find fewer, larger homes too. A person living alone, or two or more people living at the same address Land that has been built on before and is about to be cleared and reused often found in the inner city Land that has not been built on before, usually in the countryside on the edge of a built up area Set up in the 1980 s and 1990 s using public funding to buy land and improve inner areas of cities, partly by attracting private investment 30

31 City Challenge Regeneration Sustainable community Quality of life Park and ride scheme Segregation Issues for people in LEDC s ( less economically developed countries) Squatter Settlements A strategy n which local authorities had to design and submit a bid for funding, competing against other councils. The also had to become part of a partnership involving the local community and private companies who would fund part of the development. Improving an area Community (offering housing, employment and recreation opportunities) that is broadly in balance with the environment and offers good quality of life. How good a persons life is as measured by things such as quality of housing, environment, access to education, health care, how secure people feel and how contented and satisfied they feel with their lifestyle, A bus service runs to key places from car parks. Located on the edge of busy areas in order to reduce traffic flows and pollution, Where people of a particular ethnic group choose to live with others from the same ethnic group, separate from other Areas of cities (usually on the outskirts) that are built by people of any materials they can find on land that does not belong to them. Such settlements have different names in different parts of the world (favela in Brazil) and they are often known as Shanty Towns. Informal Sector That part of an economy where jobs are created by people to try an get an income (e.g. shoe shining, mending bicycles) and are not recognized by official figures. 31

32 Self- help scheme Site and Service Schemes Industrialisation Disposal of waste Recycling Air pollution Water pollution Sustainable Urban Living Sustainable city Sustainability Urban sprawl Incineration These involve the government and local people working together to improve life in the settlement. The government supplies building materials and local people use them to build their own homes. Where land is divided into individual plots and water, sanitation, electricity and basic track layout are supplied before any building by residents begins. A process in which an increasing proportion of the population are employed in the manufacturing sector of the economy Safely getting rid of unwanted items such as solid waste Collection and reprocessing of products such as paper, glass, plastic and mobile phones instead of throwing it away Putting harmful substances into the atmosphere such as carbon dioxide Putting poisonous substances into water courses such as sewage, industrial effluent and harmful chemicals An urban area where residents have a way of life that will last a long time. The environment is not damaged and the economic and social fabric, due to local involvement is able to stand the test of time. Development that preserved the future resources, standards of living and the needs of future generations The uncontrolled outward expansion of the built up area of a town and city Getting rid of waste by burning it on a large scale at selected sites. 32

33 Tourism- Glossary Ecotourism Butler model Carrying capacity Tourism that focuses on protecting the environment and the local way of life. Also known as green tourism Shows the life cycle of a tourist area or resort exploration involvement development consolidation stagnation rejuvenation or decline The level of tourist activity which can be sustained in the long term without creating problems for people or the environment. Honeypot Mass Tourism National Park Stewardship Conservation A location attracting a large number of tourists who, due to their numbers, place pressures on the environment and people. Tourism on a large scale to one country or region. This equates to the Development and Consolidation phases of the Butler tourist resort life-cycle model Natural area of land or sea designated to exclude exploitation protect ecological integrity provide recreational opportunities The personal responsibility for looking after things. In this case the environment. The careful and planned use of resources in order to manage and maintain the environment for future generations 33

34 How to Use this Booklet GCSE Geography Case Study Booklet You need to get the information in these case studies into your long term memory. The best way to achieve this is to go over the case studies as many times as possible using as many different strategies as possible. Your aim should be to reduce the detailed case studies to brief basic notes or a mind map, before expanding these notes back out again to a more detailed account. Notes and mind maps can be referred to for last minute revision. Paper 1 Case Studies and Landforms Water on the Land Flooding (MEDC) - Boscastle floods 2004 Flooding (LEDC) Bangladesh floods 2004 Water transfer project NE England Kielder Water Long Profile of the River Tees - management River valleys Meanders and ox-bow lakes Waterfalls High Force Waterfall on the River Tees Levees Floodplain The Coastal Zone Holderness - Mapleton cliff erosion and management Swanage - bays and headlands. Studland Bay coastal habitat and management London and the Thames coastal flooding and protection (You only need the Maldives of Thames) Coastal flooding Maldives (You only need the Maldives of Thames) Cliffs and wave cut platforms Caves, arches, stacks Spits and bars. The Restless Earth Earthquake in LEDC Haiti (you only need Haiti or Kashmir) Earthquake in LEDC Kashmir (you only need Haiti of Kashmir) Earthquake in MEDC Kobe (You only need Kobe or L Aquila) Earthquake in MEDC L Aquila, Italy (You only need Kobe or L Aquila) Asian Tsunami

35 Volcano Mt St Helens (you only need Mt St Helens or Montserrat) Volcano Montserrat (you only need Mt St Helens or Montserrat) Fold mountains the Alps Plate boundaries destructive, constructive Paper 2 Case Studies The Challenge of Urban Areas Kibera LEDC shanty towns (you only need Kibera or Rio) Rio de Janeiro shanty towns (you only need Kibera or Rio) Inner city regeneration (City Challenge) London Docklands (You only need Docklands or Hulme) Hulme (Manchester) City Challenge (inner city regeneration) (You only need Docklands or Hulme) CBD problems and improvements Sustainable settlements Curitiba, Brazil (you only need BedZed or Curitiba) Sustainable settlements BedZed, London (you only need BedZed or Curitiba) Tourism British coastal resort (Butler Model) Blackpool UK National Park Lake District Mass tourism (tropical) - Kenya Ecotourism Tataquara Lodge, Brazil Adventure (extreme tourism) Antarctica Population China s one child policy population control (birth) Kerala, India population control (non birth) ) (You only need Kerala or Indonesia) Indonesia population control (non birth) (You only need Kerala or Indonesia) Demographic transition model Ageing population UK (you only need France or UK) Ageing population France (you only need France or UK) EU migration Poland to UK Refugees in the EU African countries to Spain 35

36 PAPER 1 Water on the Land V-shaped Valleys 1. River channels erode vertically (downwards) 2. The river erodes downwards by the processes of hydraulic action (the washing effect of the running water) and abrasion (the rubbing effect of stones, sand etc carried by the river and bashed against the beds and banks). 3. As the channel is deepened weathering breaks off pieces of rock from the top of the deepening channel. Processes such as freeze-thaw (water in cracks and faults freezes overnight as the temperature drops below 0º C, the ice expands and prises open the crack) and biological weathering (burrowing animals and plant roots) are important. These loose bits of rock move down the slope (mass movement) as rockfalls, slides, slumps or soil creep. 4. As the channel cuts down the valley sides are opened up by weathering and mass movement. I.e. upper course of the River Tees Meanders and meander migration 1. A meander is a bend in a river. 2. All rivers bend. As the water goes round the meander the main current is forced onto the river s outer bank. Here erosion is at a maximum. 3. Hydraulic action, the washing effect of the moving water, and abrasion (the rubbing effect of stones, sand etc carried by the river and bashed against the beds and banks) undercuts the outer bank to create an overhang. 4. With no support the overhang collapses to create a vertical river cliff. 5. The river transports away the eroded material and the sequence of events is repeated. At the same time, deposition on the inner bank creates a beach like feature called a slip off slope. 6. This because the water on the inner bank is shallow and the increased friction slows down the speed of the water resulting in a loss of energy and deposition. 7. Erosion of the outer bank together with deposition of the inner bank results in meander migration. 36

37 Ox-bow lake 1. As the water goes round the meander the main current is forced onto the river s outer bank. Here erosion is at a maximum. 2. Hydraulic action, the washing effect of the moving water, and abrasion (the rubbing effect of stones, sand etc carried by the river and bashed against the beds and banks) 3. Where the outer banks of two meanders are close together the erosion of these outer banks will over time (continued lateral erosion) create a narrow (swan) neck of land separating the meanders. 4. Eventually this narrow neck of land will be broken through (when the river has more energy i.e. during a flood). 5. The old meander will be abandoned to become an ox-bow lake. 6. i.e. middle and lower course of the River Tees Waterfalls and gorges 1. A waterfall occurs when a river drops over a vertical slope. 2. The most common cause of a waterfall occurs when a hard cap rock is lying over a layer of weaker rock. 3. Where this happens the river quickly erodes a step into the weaker rock by hydraulic action (the washing effect of the running water) and abrasion (the rubbing effect of stones, sand etc carried by the river and bashed against the beds and banks). 4. As he step becomes deeper the splashing water will start to cut back into the weaker rock undercutting the harder cap rock. 5. Without any support the harder cap rock will collapse (rockfall). 6. Attrition reduces the fallen boulders and they will be transported away by the river. 7. The sequence of undercutting and rockfall will continue and the waterfall will retreat back upstream. 8. As it does so it leaves behind a valley with vertical sides called a gorge. 9. The foot of a waterfall always has a deep pool eroded by the powerful falling water. This is called a plunge pool. 10. i.e. High Force Waterfall on the River Tees 37

38 Floodplains 1. A floodplain is the wide flat area of land next to a river channel. 2. It is most commonly found in the river s lower course. 3. As its name suggests it is regularly flooded. 4. It is made of mud deposited by the river, this mud is called alluvium. 5. The mud is deposited in two ways, and it is these two ways that explain the formation of the floodplain. 6. When the river floods across its valley the water on the valley floor slows down and often stops moving altogether. This loss of energy means that mud transported in suspension is deposited onto the flood plain. 7. River meanders erode on their outer banks and deposit on their inner banks. This means that a river channel is constantly shifting back and forth across the flood plain. This is called meander migration. As the meanders migrate they leave behind a slip off slope made of mud (alluvium). Over time this builds up a floodplain of alluvium. The formation of Levees 1. A levee is a raised bank of deposited material that runs alongside a river channel in a river s lower course. 2. They are usually only found in a river s lower course 3. In times of flood the river will spill over its banks onto the surrounding flood plain. 4. The river starts to deposit its load across the flood plain as it looses energy. 5. Levees are formed because more material is deposited next to the channel than anywhere else. This is because of two reasons. 6. The river will deposit the largest material (gravel, shingle etc) as soon as it can because it requires more energy to move it than silt does. This means it is deposited next to the river as soon as the flood starts. 7. Not all floods are big floods, some are small floods and only cover a small part of the flood plain (the part next to the river). This means that during a small flood material is only deposited next to the river. 8. This means that more material is deposited next to the flood plain than anywhere else to build up levees. Boscastle Floods (MEDC)

39 Causes of the Flood: Physical Causes 1. The flood took Boscastle entirely by surprise it was a flash flood. (A flash flood is one where the lag time is very short). The rain ran across the surface (surface run off) and got into the river quickly. 2. A major factor is the location of the village, within the Valency valley. The Valency is normally a quiet stream, following a steep descent to the sea. 3. The Valency valley has very steep sides. (How did this affect run off and lag time?) 4. The entire South-West of the country had been battered with stormy weather over the days leading up to the flood on the 16 th of August (What would the soil be like after all this rain? And how would this affect run off/infiltration?) 5. The 16 th was a very hot day, with clear skies in the morning and high temperatures for much of the day. The combination of high temperatures and the abundance of surface water, coupled with moist winds off the sea and the effects of the local relief (Bodmin Moor) caused a great deal of moist, warm air to rise upwards quickly causing rapid condensation and torrential downpour. 6. The formation of storm clouds was rapid and soon Boscastle was overshadowed by a massive storm cloud. By early afternoon, the rain had started, and within a few hours a massive mm 75mm of rain fell in two hours. 7. When the water flow in the river was met by the water down from the moors through the steep valley the sheer volume of water in such a small space at once caused the Valency to burst its banks and cause the exceptional level of damage in the village. Human Causes 1. Human activity is hardly responsible in any way for the floods. They appear to have been a chance event, caused by an unfortunate configuration of wind and cloud patterns on the day. But the damage caused by the floods can be attributed partially to several human causes. 39