Syllabus for S4-5 Geography (Draft)
Introduction Geography is an indispensable knowledge that enables people to understand the Earth we are living in from a spatial and ecological perspective. It also provides a systematic framework for inquiry in order to find answers to questions about our surrounding world. Geography also contributes significantly to secondary school education. Through the study of people, place and environment, geography allows the integration of the natural and human dimensions of the world and provides students with a solid foundation to organize and construct the knowledge and concepts they have acquired from other natural science and humanities disciplines. As such, geography should play a vital role in school education regardless of whether the school is adopting independent subject teaching or subject integration. Facing the new situation of the 21 st Century, geographical education helps prepare our secondary school graduates to face such new challenges as population explosion, environmental pollution, economic transition, globalization, etc. On one hand, geographical education enables students to have a deeper understanding of our new world, new environment and new economy. On the other, it also provides sufficient opportunities for our students to develop basic competencies including problem-solving, high-order thinking, information processing, interpersonal skills, and so on. More importantly, through geographical inquiry, our students will be able to cultivate important qualities such as value clarification and value judgement that provides a good foundation for whole-person development. 2
Aims and Objectives Aims The aims of this curriculum is to enable student: 1. to recognize and understand the arrangement of phenomena and features on Earth as well as the inter-relationship and interaction among people, places and environments from a spatial and ecological perspective; 2. to develop geographical skills and basic competencies for further studies and life situations; and 3. to apply geographical knowledge and skills acquired for the betterment of individuals, the society, the nation and the world. Objectives In relation to the above aims, students should, after completing this curriculum, be able to: Knowledge and Understanding 1. know and understand spatial concepts such as location, distribution, pattern, etc. in order to analyze the spatial organization of natural and human phenomena and features within a geographical framework; 2. identify and explain the characteristics of the major natural systems of the Earth (climate, landforms, water bodies and others) and to analyze the interactions within and between these systems; 3. identify and explain the characteristics of the major human systems of the Earth (agriculture, settlement, industry and others) in order to achieve a sense of place and region; 4. explain how human activities alter natural environments and how natural systems influence human systems; 5. apply geographical knowledge to interpret the past and the present as well as to plan for the future; 3
Skills 6. master basic geographical skills, for example: 6.1 read and interpret a variety of maps at different scales; 6.2 interpret ground and aerial photographs to identify and analyze geographical information from them; 6.3 observe, measure and record data (including interview) systematically and accurately; 6.4 construct and test hypotheses in order to solve geographical problems; 6.5 use appropriate geographical terminology to present materials and arguments; 7. master basic inquiry skills, for example: 7.1 ask and identify questions from a geographical perspective; 7.2 locate and collect appropriate information and data from a variety of sources (including the Internet); 7.3 select and use appropriate format, such as text (reports, tables, summaries, etc.) and illustrations (diagrams, models, maps, sketches, statistical graphs, climatic graphs, etc.) to organize and present information and data; 7.4 use appropriate methods (e.g. analysis, synthesis, comparison, evaluation) to interpret information and data for making inferences and drawing conclusions. 7.5 evaluate the answers, solutions or conclusions drawn from inquiry 8. master basic competencies, such as communication, thinking, social and numeracy skills for geographical inquiry and life situations; Attitudes and Values 9. show interest in various natural and human characteristics; 10. appreciate the beauty of the Nature and the different living conditions of people; 11. show concern for the quality of the environment and take appropriate action to promote sustainable development; 12. cultivate a sense of belonging to their society and nation; 13. show respect for all peoples, their cultures, values and ways of life; and 14. be aware of the increasing global interdependence of peoples and nations, and understand the importance of international solidarity and cooperation. 4
Syllabus Content and Time Allocation It is proposed that thematic studies is to be adopted as the approach for structuring the syllabus framework. This syllabus is divided into two parts themes and issues. The themes component of the syllabus will include six themes. The main purpose of this part is to help students acquire and construct basic geographic knowledge and concepts in a systematic way. In turn this can provide students with a solid foundation for further academic study in post-secondary level as well as the base for investigating the geographic issues proposed in the second part of the syllabus. The criteria for selecting the themes are as follows: 1. The themes should include all the major geographic knowledge and concepts and provide a balanced coverage of physical and human geography; 2. After the completion of the study of these themes, students should have acquired basic geographic knowledge, concepts and skills that could be used to meet the need of daily life. At the same time, they should also be provided with a concrete foundation to pursue the post-secondary geography curriculum that will be more academic and abstract in nature; AND 3. Each of the themes should provide the essential foundation for investigating the geographical issues proposed in the second part of the syllabus. The issues component is comprised of six issues which aims at helping students develop inquiry and thinking skills. It also aims at providing opportunities for students to apply what they have acquired to real life situations. The criteria for selecting the issues are as follows: 1. The issues should include local, national and global-scale studies; 2. The content scope of each issue (both the depth and the breadth) should be approximately the same; 3. The issues should be contemporary ones, capable of drawing persistent public attention for a reasonable period of time. 4. Issues selected should avoid overlapping with those suggested in the junior secondary syllabus; AND 5. Each issue should be related to at least one of themes in the first part of the syllabus. 5
This syllabus is compiled on the assumption that schools will allocate a minimum of 150 teaching periods for geography (at least 4 periods per week). Schools are advised to assign a double lesson to the teaching of geography at least once a week. It is recommended that fourteen teaching periods should be assigned for each theme and nine teaching periods should be assigned for each issue. Students on average would be able to complete the whole syllabus content within 138 teaching periods. Teachers should exercise their own discretion to allocate the remaining time for various purposes, such as catering for the more extensive needs of students, provision of guidance for the academically less able students, carrying out more in-depth inquiry of a particular issue, or employment of a greater variety of teaching strategies. 6
Teaching Approach In teaching this syllabus, teachers are advised to integrate the teaching of issues and themes rather than to treat the two as separate items. It is suggested that teachers can first guide their students to carry out issue inquiry and in turn help them to study the related themes during the inquiry. On the other hand, teachers can also begin with the study of the theme and then guide students to inquire the related issues. As these two approaches have their own merits and demerits, teachers should not adhere strictly to any one of them but are advised to select the one that can best suit the interest, needs and ability of their students as well as the changes in teaching environment. To facilitate teachers in the design of teaching plans, the following table is an attempt to match the issues and themes suggested in this syllabus in a one-to-one combination mode for teachers reference. Issues Food and Hunger Untie the Traffic Knot Climatic Anomalies Employment Issue Power Problem The Trouble of Water Too Much and Too Little Themes Agriculture Cities Climate Industry Landforms and Endogenetic Processes Landforms and Exogenetic Processes Teachers should note that the above-mentioned suggestion is not the only possible way of combining the teaching of issues and themes. Teachers are advised to exercise discretion to develop their own ways to suit specific classroom situations. Teachers need not adhere to the one-to-one combination method, but can also consider integrating several different issues and themes in their teaching. In the following pages, two examples showing the integration of issues and themes in the teaching of this syllabus to illustrate the recommended teaching approach are given for teachers reference. 7
From Issue Enquiry to Thematic Study Guiding Questions What is wrong in Sahel? What are the other regions that also suffer from the same problem? What is famine? What are the similarities found in the countries affected by famine? Where is Sahel? What are the characteristics of its natural environment? How does the natural environment affect agriculture in Sahel? Where is South California? What are the characteristics of its natural environment? Why are the agricultural characteristics of Sahel so different from those of South California despite of their similar natural environment setting? In what ways does technology affect the agriculture in the two regions? Is technology a panacea for improving agricultural production? Why are there some regions having surplus food production whereas other regions are suffering from famine? Is famine a natural or man-induced disaster? Can international aids help those countries affected by food shortage and famine effectively? Or are they just doing bad job with good motives? Why should we bother about the famines in other countries or regions? Explanatory Note on Learning Content Regions frequently affected by famine Characteristics of regions frequently affected by famine Definition of famine Physical and human factors leading to the occurrence of famine The location of Sahel Characteristics of the natural environment in Sahel The main components of agricultural system (simple input-output model) Relationship between physical factors and agriculture Agricultural characteristics in Sahel Physical factors affecting nomadic herding in Sahel Location of South California Characteristics of the natural environment in South California Characteristics of irrigation farming in South California Physical factors affecting agriculture in South California Relationship between human factors and agriculture Agricultural systems of nomadic herding and irrigation farming Similarities and differences of agriculture in Sahel and South California Reasons for the differences in agricultural characteristics between Sahel and South California Impact of technology on agriculture in Sahel and South California Positive and negative impact of technology on agriculture Factors determining agricultural productivity Physical and human factors leading to famine Possible ways in solving the problem of famine Types of international aids Problems resulted from international aids Impact of famine on the affected region Global impact of famine Possible individual actions in helping people in regions affected by famine 8
From Thematic Study to Issue Enquiry Guiding Questions Explanatory Note on Learning Content What are the differences between nomadic herding in Sahel and irrigation farming in South California? Where is Sahel? Where is South California? What are the characteristics of the natural environments in these two regions? How does the natural environment affect agriculture in these two regions? Why does the agricultural characteristics vary in these two regions of similar natural environment setting? Is technology a panacea for improving agricultural production? What is the negative impact of technology on agriculture in these two regions? Sahel has been frequently affected by famine. How does this problem relate to the local technological level? What are the other regions that are also frequently affected by famine? What are the similarities that can be found in Sahel and these countries? The main components of agricultural system (simple input-output model) The agricultural system of nomadic herding and irrigation farming Location of Sahel and South California Characteristics of the natural environments in Sahel and South California Relationship between physical factors and agriculture Physical factors affecting agriculture in Sahel Physical factors affecting agriculture in South California Similarities and differences of agriculture in Sahel and South California Relationship between human factors and agriculture Reasons for the differences in agricultural characteristics between Sahel and South California Positive and negative impact of technology on agriculture Technological impact on agriculture in Sahel and South California Definition of famine Physical and human factors leading to famine Factors determining agricultural productivity Regions frequently affected by famine Characteristics of regions frequently affected by famine Is famine a natural or man-induced disaster? Reasons for famine to occur frequently Can international aids help those countries affected by food shortage and famine effectively? Or are they just doing bad job with good motives? Why should we bother about the famines in other countries or regions? Possible ways to solve the problem of famine Types of international aids Problems resulted from international aids Impact of famine on the affected region Global impact of famine Possible individual actions in helping people in regions affected by famine 9
Themes 10
Agriculture The characteristics of different agricultural landscapes in the world have always been shaped by the interaction among physical and human factors. During the past decades, owing to technological advancement, human beings have gained greater control over the natural environment. Thus, the importance of physical factors on agriculture has been reduced drastically whereas technology is playing a more important role. Using agricultural technology as the organizing concept, this topic aims at investigating how different technological inputs produce different agricultural characteristics in two different areas with similar natural environment. The focus of this topic is to examine how human beings use technology to overcome the agricultural constraints posed by physical and human factors, how variation in technological level determines agricultural characteristics, and the positive and negative impact of agricultural technology on agricultural activities. Knowledge and concepts Agricultural system (simple input-output model) Physical and human factors affecting agriculture The use of agricultural technology to overcome agricultural problems The relationship between agricultural technology and agricultural characteristics Problems caused by overuse of agricultural technology Skills Identify the main characteristics and patterns of different agricultural activities from aerial photos, and recognize the characteristics and patterns on maps showing the same area Design questionnaire for interviewing local farmers about the impact of natural environment and technology on agricultural activities Select appropriate methods to collect information about nomadic herding and irrigation agriculture Select and organize appropriate materials (e.g. graphs, photos, statistical data and video clips) to describe the similarities and differences of nomadic herding and irrigation farming Summarize the positive and negative impact of technology on agriculture from the information collected from various sources Values/ Attitudes Understand the limitation of agricultural technology Be aware of the advantages and disadvantages of technology Show concern to difficulties encountered by people in other areas, and take action to help them Case studies Suggested no. of periods Nomadic herding in Sahel and irrigation farming in South California 14 periods 11
Theme: Agriculture Regions with Low Technology Level 1. Factors affecting agriculture 2. Characteristics of agricultural technology and agricultural system 3. Agricultural problems and solutions Case Study: Nomadic herding in Sahel Agricultural Technology Regions with High Technology Level 1. Factors affecting agriculture 2. Characteristics of agricultural technology and agricultural system 3. Agricultural problems and solutions Case Study: Irrigation farming in South California 12
Tropical Arid Climate More Developed Region Less Developed Region Technology Irrigation farming in South California Nomadic herding in Sahel Other factors affecting agricultural characteristics Positive and negative impact of technology on agriculture 13
Cities Using the dominant urban development processes found in cities all over the world as the organizing concept, this topic attempts to examine how urbanization and suburbanization influence the appearance of cities. Urbanization is more obvious in cities of less developed countries (LDCs) whereas suburbanization is more commonly found in cities of more developed countries (MDCs). This topic aims at analyzing and comparing the different urban patterns of the above two types of cities. Moreover, students can develop their analytical skills to find out how urbanization and suburbanization are related to the morphology of cities. In this way, students can understand the main factors leading to the different internal structures of cities and analyze how urban growth and development bring about urban problems such as housing, transport and pollution. Knowledge and concepts Urban system simple input-output model Urbanization and suburbanization: processes and characteristics City morphology: internal structure, land use pattern and other characteristics of cities in less developed and more developed countries Factors affecting the morphology of cities Urban problems brought by urbanization and suburbanization Skills Identify different types of land use from photos and land use maps Construct land use maps during field study (e.g. school surrounding) Collect information about the population and land use of Sydney and Rio de Janeiro from various sources, e.g. the Internet and library Draw diagrams to compare the city morphology in more developed and less developed countries and list out their characteristics, similarities and differences in table form Draw sketch maps showing the distribution of urban land uses in Sydney and Rio de Janeiro with the aid of aerial photos and maps, and identify the characteristics of the distribution patterns and analyze the causes Conduct questionnaire survey (including questionnaire design and interview) to find out the reasons why people move from urban districts to new towns Values/ Attitudes Develop interest in other places, people and communities Show concern for the problems caused by urbanization and suburbanization Understand and be aware of other people s problems Case studies Suggested no. of periods Sydney and Rio de Janeiro 14 periods 14
Theme: Cities Cities in Less Developed Countries dominated by Urbanization 1. Morphology 2. Factors affecting internal structure of cities 3. Urban problems Case Study: Rio de Janeiro Urban Processes Cities in More Developed Countries dominated by Suburbanization 1. Morphology 2. Factors affecting internal structure of cities 3. Urban problems Case Study: Sydney 15
Dominant Urban Processes More Developed Regions Less Developed Regions Other factors Suburbanization Urbanization Other factors City Morphology in More Developed Countries City Morphology in Less Developed Countries Related Urban Problems Related Urban Problems 16
Climate The atmosphere can be compared as a giant heat engine. The energy required for its operation comes from insolation. Owing to the different angles of incidence, there is an uneven distribution of insolation on the Earth's surface. This forms the energy surplus zones in the low latitudes and the energy deficit zones in the middle and the high latitudes. With reference to the uneven distribution of insolation, this topic starts by dividing the Earth into two major climatic regions the low-latitude region and the middle and high-latitude region. Students will first study the climatic characteristics of these two regions and will then be guided to find out the major factors, in addition to insolation, that affect the climates of these two regions. Subsequently, two areas of similar latitudes will be chosen from each of the two regions for students to investigate why climate varies in areas of similar latitudes. The main aim of this topic is to help students understand the major factors affecting climate and their complex interrelationship through inquiry learning. Knowledge and concepts Insolation distribution pattern on the Earth s surface Relationship between insolation and the global distribution pattern of temperature, precipitation, wind and pressure Major climatic characteristics in the low-latitude region as well as the middle and high-latitude region Other major factors, in addition to insolation, that affect the climates of the low-latitude region as well as the middle and high-latitude region Reasons for climatic variations in areas of similar latitudes Impact of climate on human beings (on their livelihood and production) Skills Identify the climatic characteristics and distribution pattern from climatic maps and graphs Compare the microclimate of urban and rural areas within a longer period of time through the collection of urban and rural weather data (e.g. temperature, precipitation, humidity) from a number of field trips Locate and select from different information sources in order to collect appropriate climatic information and data Plot climatic graphs according to climatic data Highlight the climatic characteristics, similarities and differences of two different climatic regions using climatic graphs/ maps and other appropriate presentation methods (e.g. text and table) Compare the global distribution pattern of insolation, temperature, precipitation and pressure from climatic graphs and identify the relationship among them Values/ Attitudes Case studies Suggested no. of periods Realize the impact of climate on people s ways of living Show concern for the impact of climatic changes on the global environment and our future generation Appreciate the self-regulatory system of the natural environment Low-latitude region: Tropical humid climate (Malaysia) Tropical arid climate (Somalia) 14 periods Middle and high-latitude region: West-coast maritime climate (coastal areas in West Europe) Temperate continental climate (inland region in East Europe) 17
Theme: Climate Energy Surplus Zone Low-latitude Regions: 1. Climatic characteristics and causes 2. Factors affecting climate 3. Case Studies: Tropical Humid Climate Tropical Arid Climate Energy Deficit Zone Middle and High-latitude Regions: 1. Climatic characteristics and causes 2. Factors affecting climate 3. Case Studies: West-Coast Maritime Climate Temperate Continental Climate Starting from Insolation 18
Starting from Insolation Uneven Distribution of Insolation Energy Surplus Energy Deficit Low-latitude Regions Middle and Highlatitude Regions Climatic Characteristics Other major climatic factors in addition to insolation Case Studies: Tropical Humid Climate Tropical Arid Climate Case Studies: West-coast Maritime Climate Temperate Continental Climate Why does climate vary in regions of similar latitudes? 19
Industry Industrial location is focus in the study of industry. This topic chooses changing industrial location as the organizing concept in order to investigate the change of industrial locational factors through time, especially in view of the immediate and obvious impact of recent technological advancement in production and transportation on industrial location. Iron and steel industry is regarded as the mother of industry. Since the start of the 19th century, it has experienced several drastic locational shifts due to technological breakthrough. Therefore, it is the best example for studying changing industrial location. Information technology industry is another very important industry but the factors affecting its location are totally different. The change in the location of the former is because of the replacement of one dominating factors by another. Production is still being concentrated on a particular site (single-point production). On the other hand, information technology industry is not confined by any particular locational factor and its production site is not confined to a particular city or region (multi-point production). The industry has been developing towards a transnational enterprise model with emphasis on human resource and research and development and its production being cross-regional or cross-national. Teachers should note that the focus of this topic is on industrial location. Iron and steel industry and information technology industry are only examples for investigation. Therefore, there is no need to go into details on the production processes and characteristics of the two industries. Knowledge and concepts Industrial system simple input-output model Industrial locational factors Impact of technology and transportation on industrial location Other locational factors with increasing significance in recent years: human resources, research and development Changing location of iron and steel industry and its causes Changing location of information technology industry and its causes Characteristics of multi-point and transnational production mode and the reasons for its occurrence Impact of industrial relocation and change in production mode (e.g. urban decay and unemployment) Skills Draw maps to illustrate the changing location of iron and steel industry and information technology industry Formulate hypothesis on the impact of industrial relocation to workers and other industries within the industrial area and verify it through questionnaire survey in the field Collect information on iron and steel industry and information technology industry from various sources (e.g. the Internet) Contrast the main locational factors of iron and steel industry and information technology industry using various appropriate presentation modes (such as table, graph and computer presentation) Organize the first-hand and second-hand materials collected in order to analyze the impact of industrial relocation on workers and the society 20
Values/ Attitudes Case studies Suggested no. of periods Be aware of the human efforts in developing modern industries Recognize the effort of human beings on the development of modern industry Appreciate the far-reaching impact of technological development Recognize the trend of globalization Understand and show concerns to problems caused by the changes in industrial location Information technology industry in U.S.A Iron and steel industry in China 14 periods 21
Theme: Industry Iron and Steel Industry 1. Heavy industry 2. Raw material-oriented to market-oriented 3. Single-point production 4. Industrial inertia Information Technology Industry 1. Light industry 2. Footloose Industry 3. Transnational enterprise with advanced technology 4. Multi-point production 5. Human resources and research and development Changing Locational Factors 22
Changing Locational Factors Traditional Factors (raw material and power) Technological Factors New Factors (research and development) Locational changes in iron and steel industry (from material-oriented to market- oriented) Locational changes in information technology industry (from national to transnational) Impact of changes in industrial location and production model 23
Landforms and Endogenetic Processes Endogenetic processes refer to the processes generated within the Earth s interior. They force the Earth s crust to converge, diverge or shear. These in turn give rise to folding, upward and downward displacement, and faulting that will occasionally be accompanied by volcanic eruptions and earthquakes. The major landforms found on the Earth s surface are mainly the results of the endogenetic and the exogenetic processes. This topic adopts plate tectonics as the organizing concept to explain how plate movement resulting from endogenetic processes creates the mountain systems and other large-scale landforms in East Asia and Pacific region. Teachers should note that the focus of this topic is to enable students understand the relationship between plate tectonics and endogenetic processes (mainly folding, faulting and vulcanicity) from a macro perspective. Students should be able to acquire basic knowledge on the formation and characteristics of the major macro-scale landforms formed by these processes, such as fold mountains, island arcs, volcanic belts, rift valleys and mid-oceanic ridges. Teacher should help students integrate the knowledge acquired in this topic with those of another topic Landforms and Exogenetic Processes to develop a complete knowledge framework. In this way, student can understand how the major landforms on the Earth are formed. Knowledge and Concepts Endogenetic processes brief description of folding, faulting and vulcanicity Plate structure and movement in East Asia and Pacific Resultant landforms of plate convergence fold mountain, island arc and volcanic belt: formation and characteristics Resultant landforms of plate divergence sea-floor spreading, oceanic ridge and rift valley: formation and characteristics Overall relationship among plate movement, endogenetic forces and landforms in Asian Pacific region Impact of endogenetic forces on human activities (e.g. distribution of mineral resources and resulting natural hazards, such as earthquakes and volcanic eruptions) Skills Identify landforms from contour maps, relief maps and photos locate landform features to be observed during field study with the aid of maps and photos Select appropriate maps and information for conducting geological or geomorphologic field study Describe the formation and characteristics of a designated landform using diagrams, photos and other information or data as supplement Carry out a project study on the formation and characteristics of a particular landform feature observed in field trip to understand the relationship between its formation on one hand and plate movement and endogenetic processes on the other Values/ Attitudes Case studies Suggested no. of periods Appreciate different natural environment Understand the extremely close interrelationship among various natural processes Be aware of the constraints and problems caused by natural environment East Asia and Pacific region (from Himalayas to Easter Islands) 14 periods 24
Theme: Landforms and Endogenetic Processes Constructive Plate Boundary 1. Faulting 2. Vulcanicity 3. Resultant landform features: sea-floor spreading, mid-oceanic ridges and rift valleys Plate Movement Destructive Plate Boundary 1. Folding 2. Faulting 3. Vulcanicity 4. Resultant landform features: Fold mountains, island arcs, and volcanic belts 25
Plate Movement Convergence Divergence Plate collision Sea-floor spreading Eurasian Plate (continental plate ) + Indo Australian Plate (oceanic plate) Eurasian Plate (continental plate) + Pacific Plate (oceanic plate) Nazca Plate (oceanic plate ) + Pacific Plate (oceanic plate) Fold mountain (Himalayas) Island arcs (Japan/ the Philippines) Mid-oceanic ridges (Easter Island) Resultant phenomena: volcanic activities and earthquakes 26
Landforms and Exogenetic Processes Erosion is the most significant part of the exogenetic processes in shaping the landforms on the Earth s surface. Large-scale landforms produced by erosion can be found on nearly every corner of the Earth. There are four types of erosion, namely fluvial, glacial, wave and wind erosion, among which fluvial erosion is the most common. Strictly speaking, any type of erosion, regardless of its erosional agent, can be further divided into three processes, i.e. breakdown, carriage and removal. Moreover, when erosion comes to a stop, it will be followed immediately by the process of deposition. Because of this commonality, this topic adopts fluvial process as the organizing concept to help students master the basic knowledge of river erosion and deposition, and to understand how they change along the river course from high mountains to the seashore. A complete conceptual framework can then be composed to explain the formation and characteristics of resultant landforms at different parts of the river. With such a framework developed in mind, it is hoped that students will find it easier to learn the other three types of erosion in the future. Knowledge and concepts Basic operation of water cycle River system (simple input-output model) Fluvial erosion, transportation and deposition types, characteristics and resultant landforms Similarities and differences of fluvial erosion, transportation and deposition at different river courses and the reasons for such similarities and differences Impact of river system on human activities (e.g. irrigation, flooding and transportation) Skills Identify landforms produced by fluvial erosion and deposition from photos and maps Observe landforms produced by fluvial processes during field trip Collect information and data about the characteristics of river, such as discharge, velocity, size and shape of load in the field trip Describe the formation and characteristics of one fluvial erosional feature and one fluvial depositional feature with the aid of annotated diagrams, photos and other information or data Analyze and explain the similarities and differences of erosional landforms found at different parts of a river based on the volume and velocity of discharge as well as the size and shape of load at the upper, middle and lower courses of the river Draw longitudinal profiles for different river courses Values/ Appreciate the beauty of the Nature Attitudes Understand the constraints and problems imposed by natural environment on human activities Case study Suggested no. of periods Changjiang 14 periods 27
Theme: Landforms and Exogenetic Processes Erosion 1. Types 2. Characteristics 3. Resultant landforms 4. Factors affecting erosion 5. Similarities and differences of erosion at different river courses Transportation 1. Types 2. Characteristics 3. Resultant landforms 4. Factors affecting transportation 5. Similarities and differences of transportation at different river courses Fluvial Processes (from high mountain to the seashore) Deposition 1. Types 2. Characteristics 3. Resultant landforms 4. Factors affecting deposition 5. Similarities and differences of deposition at different river courses 28
Fluvial Processes Where does water come from? (Water Cycle) River System Upper Course Middle Course Lower Course Fluvial erosion, transportation and deposition types, characteristics and resultant landforms Fluvial erosion, transportation and deposition types, characteristics and resultant landforms Fluvial erosion, transportation and deposition types, characteristics and resultant landforms Similarities and differences of fluvial processes at different river courses and the reasons for such similarities and differences Impact of river system on human activities 29
Issues 30
Food and Hunger What is famine? Where do most famines occur? What are the similarities found in countries frequently affected by famine? Why are there some regions having surplus food production whereas other regions are suffering from famine? Is famine a natural or man-induced disaster? Can international aids help those countries affected by food shortage and famine effectively or are they just doing bad job with good motives? Why should we bother about the famines in other countries or regions? Climatic Anomalies Why is our city getting hotter and hotter? Why is our winter getting shorter and shorter? Why is our weather pattern different from the past? Are these changes naturally caused or related to the rate and scale of urbanization in Hong Kong? What is heat island effect? What are the causes? What changes does it bring to the weather of Hong Kong? How do these changes affect us? 31
Untie the Traffic Knot In which parts of Hong Kong does traffic congestion frequently occur? What are the causes? How does the Hong Kong Government improve the local transport condition? How effective are these measures? Is the recent mass transit system strongly promoted by the government a panacea for solving transport problems? Is traffic congestion an unavoidable by-product of economic prosperity? Employment Issue What is Min Gong Chao (labour flow)? How is it formed? What characteristics of population structure and mobility in China does it reveal? What is the impact of Min Gong Chao? How does the Chinese government handle this problem? Is the mobility of working population an inevitable consequence of economic development? Is the negative impact it brings forth unavoidable? 32
The Trouble of Water Too Much and Too Little Why are there frequent floods in East China? Why does the flow of Huanghe dry up? What s wrong with the water cycle in the whole of China? What are the causes of these problems? What consequences do they bring forth? What does moving water from the south to the north mean? Can it ease the abovementioned problems? Are there any other alternate solutions? Power Problem Why are most of the large cities in China being misty in winter? How does this relate to the major types of fuels currently used in China? How is coal formed? What is the distribution pattern of coalfields in China? Why do some regions with rich coal reserve still suffer from inadequate power supply? What is the impact of using coal as the main fuel on the environment? Which one is a better way to generate electricity in Southeast China, thermal power or hydro-electric power? 33