Year 11 Geography Paper 1 Global Geographical Issues Mock Exam Revision Booklet
Contents Page Topic Exam Command Words How to structure your answers Tectonics Checklist Tectonics Key Words Tectonics Revision Material Tectonics Practice Questions Tropical Cyclones Learning Checklist Tropical Cyclones Key Words Tropical Cyclones Revision Material Tropical Cyclones Practice Questions Development Dynamics Checklist Development Dynamics Key Words Development Dynamics Revision Material Development Dynamics Practice Questions Page Number
Command Word Identify/ Name/ State Exam Command Words Marks Meaning Example Question Sentence Starters/ Hints 1 Find/give a simple statement Identify the landform in the photo Define 1 Give the meaning Define the term fertility rate Calculate 1 or 2 Work out Calculate the mean age of a group of people Label 1 or 2 Print the name of/ Write on a map or diagram Draw 2 or 3 Sketch/ Draw a line Compare 3 Find the similarities and differences Label 2 features of the river in Figure 2 Draw a line to complete the graph in Figure 3 Compare the rate of population growth in 2 cities I can see. An example is This means. The term? means. Show your working out Use correct Geographical terminology Always draw in pencil This figure shows As you can see One similarity/ one difference that is evident Describe 2 or 3 What is it like/ Trends on graphs Describe the trends shown in Figure 1. Describe the increase in population Use PQE: Pattern Quantity Exceptions Use GCSE General Comment Specific Example or Exceptions Explain 2, 3 or 4 Give reasons why it happens Explain the formation of a meander PEE paragraphs This is because.. Suggest 2,3 or 4 Give a wellreasoned guess to explain Suggest reasons why flooding has become more frequent along this river One possible reason It may be that In some cases we might Assess 8 Weigh up which is most/least important Evaluate 8 Give a judgement: which is most/ least effective Select & Justify 12 Select and then give evidence to support Assess the need for coastal management along a stretch of coastline you studied Evaluate the methods used in collecting data in your fieldwork Select and justify the best option for the future of On one hand Some may suggest that The most important reason could be Evidence suggests Although In certain situations Contributed to Overall The reason for this Significant impacts However To conclude Some may suggest
How to structure your answers 1 mark Identify, State, Name, Define, Calculate, Label Write a simple sentence or just a few words 2 marks Calculate You must show your workings out Label Label/annotate at least 2 main things Draw Draw a diagram and label/annotate at least 2 main parts Describe state 2 things Explain Point, Explain Suggest Point, Development 3 marks Draw Draw a diagram and label/annotate at least 3 main parts Compare At least one difference and one similarity plus another of your choice Describe state 3 things Explain & Suggest Point & 2 development or Point, Development, Point 4 marks Explain & Suggest Point & Development x 2 8 marks 4 marks for explanation & 4 marks for use of evidence Assess Explanation Requires you to explain which you think is the most important aspect of something in relation to others. Give 4 reasons for your decision or opinion Use of evidence May require you to find evidence in a figure and/or use your own knowledge to give evidence for your decisions. Learn case studies and named examples. Evaluate E.g. Global responses to climate change are more important than local response because. Require you to explain how successful you think something is or has been. Give 4 reasons for your decision. E.g. India has been successful in managing the environmental impacts of slims in Mumbai because Require you to use your own knowledge of the world to answer the question and provide evidence. Learn case studies and named examples.
Tectonics Checklist Learning Objective How do you feel? I understand the different layers of the earth and their characteristics I understand how the heat of the inner core drives convection currents and moves plates I understand the three main plate boundaries and their features. I also understand hotspots I understand how different volcanoes are formed and how they are different hazards I understand how earthquakes and tsunamis form I understand the primary and secondary effects of an earthquake in a MEDC and a LEDC I understand how earthquakes can be managed in a MEDC and a LEDC including Short Term and Long Term responses and the 3Ps Tectonics Key Words Keyword Aftershocks Aid Collision zones Conservative plate boundary Continental crust Definition a less-powerful earthquake which follows a morepowerful earthquake a result of the fault 'settling' into its new position short-term help such as food, given in emergency, or long-term help such as training in health care where two tectonic plates collide forming mountains fold mountains like the Himalayas where two tectonic plates are sliding alongside each other, in the same or different directions the part of the Earth s crust that makes up land, on average 30-50 km thick
Convection currents Convergent plate boundary Core Divergent plate boundary Economic impacts Epicentre Evacuate Focus Friction Geothermal Lava Lava flows Lithosphere Magma Magnitude Oceanic crust Plate Currents which transfer heat from one part of a liquid or gas to another. where two tectonic plates collide the centre of Earth, believed to be solid inside with a hot liquid outer core where two tectonic plates are moving away from each other impacts on the wealth of an area the point on the ground directly above the focus (centre) of an earthquake when people move from a place of danger to a safer place the point of origin of an earthquake the force which resists the movement of one surface over another heat from inside the Earth melted rock that erupts from a volcano lava flows at different speeds, depending on what it is made of. Lava flows are normally very slow and not hazardous but, when mixed with water, lava can flow very fast and be dangerous the cool and brittle uppermost layer of the Earth. It includes the very top of the mantle and, above this, the crust melted rock below the Earth s surface. When it reaches the surface it is called lava of an earthquake (how much the ground shakes), an expression of the total energy released the part of the Earth s crust which is under the oceans, usually 6-8 km thick where tectonic plates meet. There are three kinds
boundaries Predict Primary effects Probability Pyroclasts Relief effort Richter scale Secondary effects Seismometer Social impacts Stratovolcano Subduction Tectonic hazards Tectonic plate Volcanic Explosivity Index (VEI) of boundary a) divergent when two plates move apart b) convergent when two plates collide c) conservative when two plates slide past one another saying that something will happen in the future. A scientific prediction is based on statistical evidence the direct impacts of event, usually occurring instantly the chance of an event happening fragments of volcanic material that is thrown out during explosive eruptions help given by organisations or countries to help those facing an emergency a scale for measuring the magnitude of earthquakes the indirect impacts of an event, usually occurring in the hours, weeks, months or years after the event a machine for recording and measuring an earthquake using the Richter scale the impacts of an event upon people type of volcano characterised by steep sides, also known as a composite cone describes oceanic crust sinking into the mantle at a convergent plate boundary. As the crust subducts, it melts back into the mantle natural events caused by movement of the Earth s plates that affect people and property the Earth s surface is broken into large pieces, like a cracked eggshell. The pieces are called tectonic plates, or just plates measures the explosiveness of volcanic eruptions on a scale of 1 to 8
Tectonics Revision Material
Tectonics Practice Questions
1. Explain why radioactive is important to tectonics (2 marks) 2. Explain how volcanoes form over hotspots. Use an annotated diagram in your answer (4 marks) 3. Define the term tsunami (1 mark) 4. Explain how a tsunami is caused. Use a diagram in your answer. (4 marks) 5. Explain the secondary impacts of a named earthquake event that you have studied. (4 marks) 6. Explain the primary impacts of a named volcanic event in a developing country you have studied (4 marks) 7. Describe one preparation that could be made by people living close to a dormant volcano in case of eruption (2 marks) 8. Explain how convection currents contribute to plate movement (3 marks)
9. Explain two ways some earthquakes cause more damage and loss of life than others. (2 marks) 10. State two secondary impacts often caused by volcanic eruptions (2 marks) 11. Define the term short term relief (1 mark) 12. Describe how continental crust is different from oceanic crust. (2 marks) 13. Explain how volcanoes form away from plate boundaries (3 marks) 14. Describe the characteristics of shield volcanoes and composite volcanoes (3 marks) 15. Explain how earthwuakes are caused at convergent plate boundaries (3 marks) 16. Suggest why the effects of a tectonic hazard may be greater in an urban location than a rural one. (2 marks) 17. Scientists monitor gases and ground vibrations in tectonically active areas. Explain how this helps them to predict tectonic hazards (2 marks) 18. Preparation reduces the impact of tectonic hazards. Assess this statement using examples of hazards in countries of contrasting levels of development. (8 marks) Tropical Cyclones Checklist Learning Objective How do you feel? I understand where tropical cyclones are distributed in the world and how they form I understand how the global circulation of atmosphere leads to tropical cyclones and why they intensify/dissipate I understand the physical hazards that tropical cyclones can lead to and their impact on people I understand why some countries are more vulnerable to the impacts of tropical cyclones than others
I understand how countries prepare for and respond to tropical cyclones I understand how the effectiveness of preparation and response varies between a MEDC and a LEDC Key Words Keywords Aid Coriolis force Cumulonimbus clouds Economic impacts Eye of the storm Hurricane Predict Primary effects Probability Relief effort Risk zone Saffir-Simpson hurricane scale Secondary Definition short-term help such as food, given in emergency, or long-term help such as training in health care a strong force created by the Earth's rotation. It can cause storms, including hurricanes tall clouds created by the condensation of water vapour impacts on the wealth of an area the centre of a storm, consisting of calm, descending dense air the term given to a tropical cyclones in the USA and Caribbean saying that something will happen in the future. A scientific prediction is based on statistical evidence the direct impacts of event, usually occurring instantly the chance of an event happening help given by organisations or countries to help those facing an emergency areas assessed upon the likelihood of hazardous events happening, such as storm surges a scale that classifies hurricanes into five different categories according to their wind strength the indirect impacts of an event, usually occurring in
effects Social impacts Storm surge Tropical cyclone Typhoon the hours, weeks, months or years after the event the impacts of an event upon people a rapid rise in the level of the sea caused by low pressure and strong winds an area of low pressure with winds moving in a spiral around a calm central point called the eye of the storm winds are powerful and rainfall is heavy term given to a tropical cyclone in the western North Pacific Revision Material
Tropical Cyclones Practice Questions 1. Developed countries provide much better protection against tropical cyclones than developing or emerging countries. Assess this statement with reference to named examples. (8 marks) 2. Explain how tropical cyclones form. (3 marks) 3. Explain one reason why some tropical storms intensify into cyclones (2 marks) 4. Explain the physical hazards associated with tropical cyclones. (3 marks) 5. Explain one reason why tropical cyclones present a particular danger to low-lying coastlines (3 marks) 6. Describe the human impact cyclones can have (2 marks) 7. Suggest why some countries are more vulnerable than others to the impact of tropical cyclones (2 marks) 8. Using a named example, describe one method used to prepare for future cyclones (2 marks)
9. Explain why the impact of tropical cyclones is greater in some places (3 marks) 10. State two features of tropical cyclones (2 marks) 11. State the main physical characteristic of the hurricane that is measured to give its category rating. (1 mark) 12. State two physical hazards of tropical cyclones (2 marks) 13. Explain one longer term impact on people that may results from a tropical cyclone (2 marks) 14. Describe two impacts that tropical cyclones can have on the environment (4 marks) Development Dynamics Learning Checklist Learning Objective How do you feel? I understand the contrasting ways to define development and how to measure development. I understand how countries at different levels of development have difference in their demographic data. I understand the causes and consequences of global inequalities: social, historical, economic and political. I understand how Rostow s modernisation theory and Frank s dependency theory explain why countries develop over time. I understand that characteristics of top-down and bottom up strategies in terms of their scale, aims, funding and technology. I understand the advantages and disadvantages of different approaches to development.(ngo, IGO, TNC) I understand the site, situation and connectivity of the megacity and its significance, in a national, regional and global context.
I understand the broad political, social, cultural and environmental context of a city example in its region and globally. I understand that key economic trend in globalisation since 1990. I understand the role of globalisation and government policy in the development of India. I understand how rapid economic change has contributed to demographic change, caused urbanisation and created different regions. I understand how the positive and negative impacts of development and globalisation I understand the impacts of economic development and globalisation on the environment. I understand how rapid economic development has changed the geopolitical influence and relationships with the EU and USA I understand the conflicting views of the costs and benefits of changing international relations and the role of foreign investment (TNC s) in the economic development. Key Words Biogas Keyword Definition a gas produced by the breakdown of organic matter, such as manure or sewage, in the absence of oxygen. It can be used as a biofuel Bottom-up development Cash crops Colonisation Commodities Containerization Core region Cycle of poverty experts work with communities to identify their needs, offer assistance and let people have more control over their lives, often run by non-governmental organisations crops sold for cash, directly from farmers to be exported and traded on global markets when another country takes over a foreign land and applies a system of power items of value that can be traded for money the transport of goods using container ships areas within a country that are important economic hubs, with high levels of employment and technological innovation a set of factors that cause continuous poverty unless intervention is made
Demographic data Dependency ratio Development indicators Economic liberalisation Emerging countries Emerging economies Fertility rate Footloose Foreign Direct Investment (FDI) Frank s dependency theory Global north Global south Gross Domestic Product (GDP) Globalisation High Income Countries (HICs) Human Development Index (HDI) Industrialisation Infant mortality Infrastructure Inter-Governmental Organisations (IGOs) all data linked to population e.g. birth rate, death rate etc. the proportion of people below (aged 0-14) and above (over 65) normal working age. The lower the number, the greater the number of people who work and are less dependent measures of how a country is improving when a country's economy is given the freedom of a 'market economy', consumers and companies decide what people buy based on demand a country with high-to-medium human development, and recent economic growth countries that have recently industrialised and are progressing towards an increased role in the world economy average number of births per woman term used to describe companies that are able to locate anywhere there is high-quality communication links unrestricted flows of capital (money) from one country to another theory developed by economist André Frank that describes development using two types of global region (core and periphery) a group of wealthy countries found mainly in the Northern hemisphere a group of less wealthy countries found mainly in the Southern hemisphere the total value of *goods and *services produced by a country in one year increased connections between countries countries where employment is dominated by tertiary and quaternary sectors a standard means of measuring human development where a mainly agricultural society changes and begins to depend on manufacturing industries instead number of children per 1000 live births who die before their first birthday the basic services needed for an industrial country to operate e.g. roads, railways, power and water supplies, waste disposal, schools, hospitals, telephones and communication services governments and agencies working together
Intermediate technology Irrigation Knowledge economy Level of development Maternal mortality Life expectancy Low Income Countries (LICs) Middle Income Countries (MICs) Multiplier effect New economy Newly Industrialising Countries (NICs) Non-governmental organisations (NGOs) Outsourcing Population structure Primary products Rostow s theory Quaternary sector Rural-urban migration Secondary products Secondary sector uses low-tech solutions using local materials, labour and expertise to solve problems is the artificial watering of land that allows farming to take place an economy based on specialised knowledge and skill means a country's wealth (measured by its GDP), and its social and political progress (e.g. its education, health care or democratic process in which everyone can vote freely number of mothers per 100 000 who die in childbirth average number of years a person can expect to live countries where employment is dominated by the primary sector e.g. farming countries dominated by the secondary sector (manufacturing), which often have large reserves of raw materials which has encouraged investment and growth e.g. Brazil and Chile when people or businesses move to an area and invest money on housing and services, which in turn creates more jobs and attracts more people economy based on the sale of services, rather than manufactured products the name given to countries that have very recently started to rapidly develop, such as Hong Kong, Singapore and Malaysia (the Asian Tigers ) NGOs work to make life better, especially for the poor. Oxfam, the Red Cross and Greenpeace are all NGOs using people in other countries to provide services if they can do so more cheaply e.g. call centres the number of each sex in each age group (e.g. 10-14), usually displayed in a population pyramid diagram raw materials theory by Walt Rostow about the economic growth of countries employment based on highly specialised knowledge and skill the movement of people from the countryside to the cities, normally to escape from poverty and to search for work manufactured goods employment based in manufacturing
Subsistence farming Tariff Terms of trade Tertiary sector Top-down development Trans National Companies (TNCs) World Trade Organisation (WTO) where farmers grow food to feed their families, rather than to sell additional cost added to the price of traded goods means the value of a country's exports relative to that of its imports employment based on services when decision-making about the development of a place is done by governments or large companies those which operate across more than one country a global organisation dedicated to making trade between countries easier Development Dynamics Revision Material
Development Dynamics Practice Questions 1. Explain some of the problems of only using economic measures of development (4 marks) 2. Explain why GDP per capita is a better indicator of development than just GDP (2 marks) 3. Identify two problems with Rostow s modernisation theory (2 marks) 4. Explain why the dependency theory assumes that developing countries will never become developed countries (4 marks) 5. Explain one way that governments contribute to globalisation (2 marks) 6. Explain the disadvantages of TNC investment in developing or emerging countries (4 marks) 7. Define GDP per capita (1 mark)
8. State two differences between the population structures in developed and developing or emerging countries (2 marks) 9. Describe how Rostow s theory can be used to help understand economic growth over time (3 marks) 10. Suggest why Frank s dependency theory may not apply to some countries today (3 marks) 11. State two characteristics of top-down development (2 marks) 12. Explain the positive impacts globalisation has had on different groups of people (4 marks) 13. Many TNCs have located their operations in emerging countries. Suggest how people in emerging countries can benefit from TNCs (3 marks) 14. Explain one feature of the political context of the emerging country you have studied (3 marks) 15. Describe how the natural environment and culture of your emerging country case study has influences its economic development (3 marks) 16. Explain the impact of globalisation on the environment of emerging countries (3 marks) 17. Referring to a named example, describe how levels of development vary within a country (2 marks) 18. For a named emerging country, assess to what extent globalisation had had a positive impact on the quality of life for the people living there (8 marks)