Year: 9 / 10 / 11 Term: 1a Topic: Global Climate System

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Year: 9 / 10 / 11

Term: 1a

Topic: Global Climate System

Lesson Concepts

1. Global circulation system

2. Core Text:

Edexcel GCSE (9-1) Geography B

Investigating Geographical Issues by

Rob Bircher, Michael Chiles et. al.

Key Words:

Global

The earth

Atmosphere

The air above our heads - mass of swirling

gases, liquids and solids such as carbon

dioxide, oxygen, water vapour and ash.

Circulation

Circular air movements called cells. These cells

all join together to form the overall circulation

of the earth’s atmosphere.

High

pressure

Air that is sinking towards the ground

Low pressure

Air that is rising from the grounds surface

Jet Stream

Form mostly at the boundaries of the main

circulation cells and can affect the movement

of other weather systems.

Coriolis

Effect

The Earth is rotating underneath the winds

above and causes the winds to follow a curved

path not a straight one (see top left diagram).

Atmospheric

pressure

This is the weight of the air and the force it

exerts on the ground

ITCV

Inter-tropical Convergence Zone

Alliance

Atmospheric circulation

The movement of the air within the three types of cells (Hadley, Ferrel and

polar) is controlled by heating and cooling of the Earth by the suns radiation

(see top left diagram). The three cells move the air around the Earth on a

conveyor belt (see bottom left diagram).

At the equator the suns radiation is most intense as there is a thinner

atmosphere and small surface area to distribute the heat (hot air is rising here).

At the poles the suns radiation is less intense because there is a larger surface

area and a thicker atmosphere (cold air is sinking).

Atmospheric pressure (see diagram below)

Low Pressure = Warm energised air rises and exerts less pressure on the

ground.

High Pressure = Cold air sinks towards the ground because it has less energy

and exerts more pressure on the ground.

High pressure causes arid areas (Algeria) and low pressure causes high rainfall

areas (Singapore).

Oceanic circulation (see diagram left below)

Surface ocean currents are driven by the wind across the top of the water,

whereas deep ocean currents are driven by water sinking and rising because of

temperature changes. Surface currents move warm water from the tropics to

the poles. The water cools at the poles and sinks to the depths of the ocean and

these currents transfer the cold water back towards the tropics to heat a rise

again.

Alliance

Jet stream between two cells where there is a temperature difference.

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Year: 9 / 10 / 11

Term: 1a

Topic: Climate Change

Lesson Concepts

1. Natural causes of global

climate change.

2. Evidence for natural climate

change.

3. Human causes of global climate

change.

4. Evidence for human climate

change.

5. Possible consequences of

climate change.

Core Text:

Edexcel GCSE (9-1) Geography B

Investigating Geographical Issues by

Rob Bircher, Michael Chiles et. al.

Key Words:

Quarternary

period

The last 2.6

million years of

this planet’s

history.

Milankovitch

cycles

Natural changes

to the Earth’s

orbit.

Greenhouse

gases

Carbon dioxide

and methane trap

some of the heat

radiated from the

Earth’s surface.

Natural causes of climate change:

Scotland.

1. Milankovitch cycles -

Eccentricity – orbit of the Earth changes shape every

100,000 years meaning sometimes the sun is closer to Earth

(interglacial) or further away (glacial).

Axial tilt – The poles are rotated approx. 23 degrees from

vertical. Over 40,000 years the angle changes. Seasons

become more pronounced.

Precession – Earth wobbles on its axis similar to a spinning

top and the direction of the axis changes affecting the

seasons.

2. Solar variation – suns radiation varies.

3. Volcanism – ash and dust blocking radiation.

4. Surface impact – cosmic material dust blocking radiation.

5. Greenhouse effect – Naturally occurring gases in the

atmosphere trapping heat from the suns radiation.

Human causes of climate change:

Increased greenhouse effect from:

1. Energy – Increase in

population means high

demand of electricity and

burning fossil fuels.

2. Industry – Income increase

means high demand for

production of consumer

goods, meaning industrial

growth and use of fossil

fuels.

3. Transport – Affordability of

cars and flights meaning

more burning of fossil fuels.

4. Farming – High population

meaning high food demand.

Cattle and rice production

causes methane to be

released, which is a

greenhouse gas.

Evidence for natural climate change:

1. Ice cores – Ice builds up over hundreds of thousands of

years in Greenland and Antarctica. It can be 3,000

metres deep. Ice is formed in layers – one per year. Air

bubbles are trapped in the ice containing samples of the

atmosphere for each year so levels of CO2 can be

measured. Also, water has different isotopes depending

on temperature and these are also frozen into the ice

block.

2. Tree rings – Each ring on tree represents one year. Rings

are wider in warmer, wetter climates and narrower in

colder, drier climates. Timber in old buildings and

fossilised trees can be used to measure climate.

3. Historical sources – personal diaries, paintings and

religious records could describe or show the climate for

a certain time period e.g. Anglo-Saxon Chronicles

890-1100 record drought or heavy rain.

Evidence for human climate change:

Steep rise in atmospheric temperatures

from 1950s to the present.

Rapid rise in temperature associated

with rise in C02 since 1950s - more rapid

than records from last 400,000 years.

Sea level rise by 20cm since 1900.

Recently, rises are 3.2mm a year caused

by melting glaciers and ice caps, and

thermal expansion of sea water.

Temperature increase is 0.1 degrees.

Arctic sea ice decrease from warmer

global temperatures and cannot be

explained by natural cycles of the artic.

Changes are too rapid to be natural.

Consequences of climate change:

1. Rising sea levels causing coastal

flooding e.g. Maldives

2. Stronger and more frequent

tropical cyclones cause greater

destruction.

3. Pests and diseases more

widespread.

4. Food supplies potentially affected

by changes in farming practices.

5. Water supply problems caused by

loss of glaciers.

6. Longer and more frequent

droughts.

7. More frequent and heavier

precipitation causes more flooding.

8. Biodiversity lost in the oceans and

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Year: 9 / 10 / 11

Term: 1a

Topic: Tropical cyclones

Lesson Concepts

1. How are extreme weather

events increasingly hazardous

for people?

2. Formation of tropical cyclones

3. Impacts on people and

environments

4. Vulnerablity

5. Preparing and responding to

cyclones

6. Case studies

Core Text:

Edexcel GCSE (9-1) Geography B

Investigating Geographical Issues by

Rob Bircher, Michael Chiles et. al.

Key Words:

Tropical

cyclone

Large-scale, rotating

storms that form over

the oceans in tropical

areas. AKA hurricanes,

typhoons, cyclones

Alliance

Structure of tropical cyclone

-

Above the cyclone is a dense covering of cirrus cloud, caused

by a massive uplift of warm, moist air into the atmosphere



this canopy makes the cyclone difficult to spot

-

Rain bands swirl round the centre (high banks of cloud which

produce heavy rain and strong winds

-

Centre



the eye, surrounded by the eye wall

-

Eyewall rises 15km into the atmosphere and has the heaviest

rain and strongest winds

-

The eye has no wind and blue skies



where the air is falling

back down to Earth’s surface – a zone of high pressure

1. Formation of tropical cyclones

-

Form in tropical areas



high temperatures cause air to rise and rising

air causes thunderstorms



sometimes these storms group together,

creating a strong flow of warm, rapidly rising air,

which in turn produces an area of extreme low

pressure

-

In order for these storms to become a tropical

cyclone it needs…



moist, warm (above 26.5°) air, season with

warmest ocean water, converging winds,

formation away from the equator so the coriolis

effect will cause the storm to rotate

-

As the storm rotates, winds accelerate inwards

and upwards, making depression stronger and

forming a tropical cyclone.

-

The eye is dry and calm, because it’s the only

part where the air is sinking.

-

All northern hemisphere cyclones spin

anti-clockwise, and southern spin clockwise

-

Formed in the ‘souce area’ and follow direction

of winds and ocean currents (west in NH)

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Subject: Geography

Year: 10

Term: 1a

Topic: Tectonics (1B)

Topic:

Lesson Sequence

1.

Earth’s structure

2.

Convection currents +

plate boundaries

3.

Volcanoes

4.

Volcanoes – case studies

5.

Earthquakes

6.

Earthquakes – case

studies

Key Assessments

1.

Exam paper 1

2.

Past Exam paper.

Core Texts

Edexcel Geography B (9-1)

John Hopkin (ed.); Pearson

Key Words

lithosphere Made of the earth’s crust and upper mantle seismometer An instrument that measures movements of the ground, especially during earthquakes

asthenosphere The upper layer of then Earth’s mantle, below the lithosphere, in which convection currents cause tectonic plate movement

epicentre The point at the Earth’s surface directly above the earthquake’s focus

subduction zone The zone where one tectonic plate sinks (subducts) under another

lahars A mudflow r3esulting from ash mixing with melting ice or water – a secondary hazard for a volcano

faults A fracture or break in rocks focus The point in the Earth’s crust where the earthquake

begins

plate boundary The margin at which two plates meet convection current Circular current of heat in the mantle pyroclastic flow A lethal hot mixture of broken rocks and gases that races down

the sides of a volcano

radioactive decay The process where natural radioactive materials in the Earth’s rocks break down, giving out energy and heat as they do so

primary impact the immediate effects of a natural hazard, caused directly by it hotspots A section of the Earth’s crust where plumes of magma rise, weakening the crust; these re usually away from plate boundaries

secondary impact The knock-on, or indirect, effects of a volcanic eruption or earthquake that take place on a longer time-scale

supervolcano A colossal volcano that erupts at least 1000km3 _{of material}

tsunami Giant sea wave travelling at high speed ‘vog’ Volcanic smog

Types of Plate Boundaries

Type Description Features Examples

Convergent Plates collide into each other (ocean + ocean) Composite volcanoes; fold mountains; deep trenches

 Collision Plates collide into each other (ocean + continental) ‘’ Mount St Helens (Washington, U.S.A.)

Divergent Plates separate from each other Shield volcanoes; mid-ocean ridge; rift valley Mauna Loa, Hawaii (U.S.A.)

Conservative Plates slide past each other (Violent) earthquakes San Andreas fault line

Case Studies - VOLCANOES

 Developed country – KILAUEA ERUPTIONS, HAWAII U.S.A., (2011)

 Emerging country – PINATUBO ERUPTION, PHILILPPINES, (1991)

Case studies - EARTHQUAKES

 Developed country - TOHOKU EARTHQUAKE, JAPAN, (2011)

 Developing country – HAITI EARTHQUAKE, (2010)

Earth Structure

1. Crust – thinnest outer layer

2. Mantle – thickest layer, under the crust. 3. Outer core – made of liquid iron; dense. 4. Inner core – made of solid ball; dense.

Types of Crust

 Continental – land crust

 Oceanic – under water crust

Types of Lava

 Andesitic lava – erupts from composite volcanoes.  Basaltic lava – erupts from shield volcanoes.

Types of Volcanoes

 Shield volcano - curved shape, less violent but more frequent eruptions

 Composite volcano – cone-like shape, very violent and less frequent eruptions.

MEASRING EARTHQUAKES  Richter scale

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Subject: Geography

Year: GCSE

Term: 1a

Topic: Development Dynamics

Lesson Sequence

1.

Defining and measuring

development

2.

Causes and consequences of

global inequalities

a.

Modernisation

theory (Rostow)

b.

Dependency theory

(Frank)

3.

Development approaches

4.

India: location

5.

India: context

6.

India: economy

a.

Globalisation

7.

India: economic growth on

society

8.

India: environment

9.

India: international role

10.

India: conflicting views

Key Assessments

1.

Exam paper 1

2.

Past Exam paper.

Core Texts

Edexcel Geography B (9-1)

John Hopkin (ed.); Pearson

Key Words birth rate

The number of live births per 1000 population per year.

Gross National Income (GNI) per

capita

The total income of the country, including that made outside the country by its companies and

corporations, divided by the number of inhabitants, to give average income per person

composite index

An index, such as the HDI, which is calculated from several

different measures. Human Development

Index (HDI)

A measure of people’s quality of life using social measures of development, based on life expectancy, education and standard of living

Corruption Perception Index

A ranking of countries according to perceived levels of

corruption. infant mortality rate

The number of deaths of infants under one year of age per 1000 live births per year

death rate The number of deaths per 1000 population per year. life expectancy Average number of years that a newborn child can

expect to live

debt

Money owed by a country, to private creditors (e.g. commercial banks) or to international agencies such as the world Bank or IMF.

maternal mortality rate

The annual number of deaths of women from pregnancy-related causes per 100,000 live births

demographic indicators

Measures related to the population, such as birth and death

rate and rate of natural increase. migration

The long-term movement of people (or animals) within or between countries

demographic transition

A model of how counties’ population structures often changeover time as they develop.

natural population decrease

Birth rate higher than death rate, growing the population

development The economic or social progress a country or people makes. population pyramid A bar chart arranged vertically, which shows the

distribution of a population by age and sex

development gap

The difference in income and the quality of life in general

between the richest and poorest countries in the world. purchasing power

parity (PPP)

A way of adjusting Gross National Income to allow for the differences in whatUS$1 can buy in different countries

Gini coefficient A way of measuring inequality in a country: the higher the value

of the Gini coefficient, the more unequal a country is total fertility rate

The average number of children born per woman in a country

Gross Domestic Product (GDP)

per capita

The total value of goods and services produced by a country in a year per head of population

Important points to remember:  There are different ways to measure

development in a country / region. These include: measuring GDP / GNI / HDI / Corruption Perception Index etc.

Population pyramids:

 Wide base = youthful population and a very high fertility rate

 Narrow base = ageing population

 Population ‘bugles’

 Life expectancy

 Increasing / decreasing population  Infant mortality rates

 Death / birth rates

Also  Demographic Transition Model (DTM)

CAUSES OF GLOBAL INEQUALITIES  Physical environment  History (colonialism)

 Political and economic policies (open economies)  Social investment CONSEQUENCES OF GLOBAL INEQUALITIES  Economic  Social  Environmental  Political  Migration:

Types of development approaches  Bottom-up

 Top-down

Key Inquiry Questions



How do we define and measure development?



How do demographic data vary at different levels of

development?



What are the causes and consequences of global inequalities?



How do development theories explain development?



Are top-down or bottom-up approaches to development more

successful?

Case study: India



How has India’s development been influenced by its location

and global links?



How are globalisation and other changes in the economy

linked to India’s development?



What impacts has rapid economic change in India had on its

people and environment?

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Subject: Geography

Year: GCSE Term: 1a

Topic: Challenges of an

Urbanising World

Topic:

Lesson Sequence

1.

Urbanisation trends

2.

Socio-economic changes

and urbanisation

3.

Varying urban economies

4.

Changing cities

5.

Mumbai: megacity

6.

Mumbai: structure

7.

Mumbai: rapid growth

8.

Mumbai: opportunities

9.

Mumbai: challenges

10. Mumbai: quality of life

11. Mumbai: top-down

12. Mumbai: bottom-up

Key Assessments

1.

Exam paper 1

2.

Past Exam paper.

Core Texts

Edexcel Geography B (9-1)

John Hopkin (ed.); Pearson

Key Words

Central Business

District (CBD)

The central area of a city, where land use is dominated by department stores, specialist and variety good stores, offices, cinemas, theatres and hotels

projection

An estimate of future numbers or situation based the trend at the moment

counter-urbanisation

The movement of people and employment from major cities to smaller settlements and rural areas located beyond the city, or to more distant towns and cities

pull factor

Something that attracts people to a place

de-industrialisation

The decline of industrial activity in a region or in an _economy

push factor

Something that encourages people to leave a place

formal employment

Jobs where people work for regular pay, have _{employment rights and pay taxes}

regeneration

Reviving the economy or environment of a run-down _area

informal employment

Unofficial work, often without regular pay and _{employment rights (or payment of taxes)}

rural-urban

migration

The movement of people from countryside to towns and cities

major city

A city with a population of at least 200,000 inhabitants

socio-economic

process

Change which is related to people and jobs, money or trade

megacities

A very large city with a population of over ten million _people

spatial

How features, resources and activities are arranges on _{the Earth’s surface}

microfinance

Tiny loans and financial services to help the poor – _{mostly women – start businesses and escape poverty}

suburbanisation

The outward spread of the built-up area, often at a lower _{density compared with the older parts of the town}

migration

The long-term movement of people (or animals)within _{or between countries}

urban economy

The structure of businesses and jobs in a city

primate cities

The largest city in a country which dominates its _{economy, politics and often infrastructure}

urbanisation

The increase in the percentage of people living in towns _{and cities, causing them to grow}

MUMBAI CASE STUDY Mumbai: Opportunities  The rise of the service sector

 Dharavi industries  Infrastructure benefits Mumbai: Challenges  Rapid expansion  Traffic congestion  Housing o Chawls o Squatter settlements

 Living with slums

 Working conditions

Mumbai: top-down strategies  Gorai Garbage Site Closure Project

 The Mumbai monorail

Mumbai: bottom-up strategies  SPARC and community toilet blocks

 Hamara Foundation

 Agora Microfinance India

Key Inquiry Questions

1.

Why is the world becoming increasingly urbanised?

2.

How do social and economic changes lead to

urbanisation?

3.

Why are urban economic different in developing,

emerging and developed countries?

4.

Why and how do cities change over time?

Case Study: Mumbai

5.

What makes Mumbai a megacity?

6.

How has Mumbai’s structure developed?

7.

Why has Mumbai grown so rapidly?

8.

What are the opportunities of living in Mumbai?

9.

What are the challenges of living in Mumbai?

10.

Why are there differences in quality of life in Mumbai?

11.

Can top-down strategies make Mumbai more

sustainable?

12.

Can bottom-up strategies make Mumbai more

sustainable?

Factors influencing

urban land use:



Accessibility



Availability



Cost



Planning

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Subject: Geography

Year: 9

Term: 1A

Topic: Coastal change and

Conflict

Topic:

Lesson Sequence

1/2. Geology and past

processes in the physical

landscape of the UK

3. How physical processes

have created distinctive

landscapes in the UK

4. How human processes have

created distinctive landscapes

in the UK

5. Physical and human effects

on landscapes

6. KA1

7/8. Waves and geology

9. Coastal landform creation

10. How climate affects

coastal retreat

11. Climate affecting

coastlines continued

12. Revision for KA1

13. KA2

Key Assessments

KA1: Key words and

processes test

KA2: Past exam paper

Core Texts: Geography B (9-1)

text book

Key Words:

Geology: the different types of rocks that make up an area

Erosion: the wearing away and removing of material by a moving force

Deposition: a process where sediments are dropped by the waves (or glacier or river) that carried them Agriculture: the practice of farming

Forestry: the practice of planting, managing or caring for forests

Sub-aerial processes: processes acting on the Earth’s surface, including weathering and mass movement Weathering: the breakdown and decay of rock by natural processes acting on rocks, on cliffs and on valley sides Concordant coast: the type of coast where the rock type runs parallel to the coastline

Discordant coast: a coast where bands of hard and soft rock lie at right angles to the coastline forming headlands and bays Joint: a vertical crack within a layer of rock

Saults

Key processes

Wave types:

 Constructive waves: light winds and short fetches. Waves have less energy and deposition. They are low in height and

widely spaced. Swash is stronger than backwash- material is carried up the beach.

 Destructive waves: strong winds and long fetches. Waves are powerful and cause erosion. Waves are tall and steep and

closely spaced. Backwash is stronger than swash so rocks and pebbles are carried back out to sea.

Erosion processes:

Attrition: pieces of rock knock into each other. Material gets smaller and smaller, eventually turning into sand

Abrasion: waves pick up rocks and sand and throw and scrape them against the rock surface. This wears away the rock

Hydraulic action: large waves break against a cliff. They compress air into a crack and eventually break it, making it bigger

Solution (or corrosion): seawater dissolves some of the rocks minerals, causing breakdown of the rocks

Rock types:

Sedimentary rocks: formed of small particles that have been eroded, transported and deposited in layers, or from the remains

of plans and animals, for example limestone and chalk.

Igneous rocks: created by volcanic activity when magma or lava cools, forming hard rocks, for example granite

Metamorphic rocks: existing rocks that have been changed by extreme pressure or heat. They are made of layers of crystals

which are very hard, for example slate.

UK

Upland areas: harder, resistant rocks that erode slowly. E.g. igneous and metamorphic rocks found in Scotland.

Lowland landscapes: softer, younger sedimentary rocks. E.g. coniferous limestone formed 300 million years ago when Britain was

surrounded by warm tropical seas – lots of plant and animal life, skeletons formed layers on sea bed.

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Subject: Geography

Year: GCSE Term: 1a

Topic: The UK’s Evolving

Human Landscape

Topic:

Lesson Sequence

1.

Human landscape key

elements

2.

UK migration

3.

UK economy

4.

Globalisation effects

5.

Birmingham: site

6.

Birmingham: structure

7.

Birmingham: migration

8.

Birmingham: inequality

9.

Birmingham: challenges

10. Birmingham: changes

11. Birmingham: regeneration

12. Birmingham: sustainability

13. Birmingham:

interdependence

Key Assessments

1.

Exam paper 1

2.

Past Exam paper.

Core Texts

Edexcel Geography B (9-1)

John Hopkin (ed.); Pearson

Key Words

Comprehensive

Development Ares

(CDAs)

Areas, usually in the inner city, where the whole urban landscape was demolished before being

rebuilt on a planned basis

interdependence

decentralisation

Moving away from the centre of the city / town

marginal

Minimal or barely sufficient to support something, e.g. _{poor quality land that makes farming harder}

de-industrialisation

The decline of industrial activity in a region or in an _economy

privatisation

The sale of state-owned assets to the private sector

eco-housing

Homes built to a high standard in terms of design,

space and energy efficiency

site

The actual location of the settlement on the Earth, composed of the physical characteristics of the landscape specific to the area

Foreign Direct

Investment (FDI)

Overseas investment in physical capital by

transnational corporations

situation

The location of a place relative to its surroundings and other places

free trade

Trade without tariffs or import duties

studentification

The gradual change (social and environmental) in an area of a city by the arrival of increasing numbers of students and the conversion of older, often 19th century, houses into student flats by subdividing large properties

gentrification

The process by which older (often run down) parts of the city, often close to the city centre, become culturally desirable, so wealthier people move in and change the area

sustainability

Development which meets the needs of the present without compromising (limiting) the ability of future generations to meet their own needs

globalisation

The increasing interconnectedness and interdependence of the word economically, culturally and politically

transnational

corporations

(TNCs)

A firm that owns or controls productive operation in more than one country through foreign direct investment

Index of Multiple

Deprivation (IMD)

Measures 38 items grouped under seven main headings: income, employment, health, education, crime, access to services and living environment

BIRMINGHAM CASE STUDY  Site and situation

 Connectivity and global importance

 Structure

 Migration: causes and impacts

 Deprivation and inequality

 Challenges:

o Slum clearance and redevelopment

o Economic decline and decentralisation

 Changes:

o Rural-urban fringe and economic growth

o Gentrification and studentification

 Regeneration  Sustainability

o Recycling and eco-housing

o Green transport and green spaces

 Interdependence with rural areas

Key Inquiry Questions

1.

Why are population, economic activity and settlements key elements of the

human landscape?

2.

How is the UK economy and society linked to and shaped by the wider world?

3.

What is the impact of globalisation, trade and investment, and migration?

Case Study: Birmingham

4.

How is Birmingham, a major UK city, changing?

5.

What are the causes and impacts of changes in its structure, economy and

population in different parts of the city?

6.

How can life in the city be improved?

7.

How is the city interdependent with its surrounding rural areas?

8.

What are the challenges and opportunities of change in rural areas?

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Subject: Geography

Year: GCSE Term: 1a

Topic: People and the

Biosphere

Topic:

Lesson Sequence

1.

Biomes and ecosystems

2.

Local factors affecting

biomes

a.

Altitude

b.

Rock type

c.

Soils

d.

Drainage

3.

Abiotic / biotic

interactions

a.

Weathering

b.

Photosynthesis

c.

Nutrient cycle

4.

Life support system

5.

Over-exploitation of

resources

6.

Malthus / Boserup

Key Assessments

1.

Exam paper 1

2.

Past Exam paper.

Core Texts

Edexcel Geography B (9-1)

John Hopkin (ed.);

Pearson

Key Words

abiotic

The non-living parts of an ecosystem

_fauna

Animals

absorption

The process of taking something in, such as moisture _{in the soil by the roots of plants}

fertiliser

Chemical added to soil to increase its fertility

affluence

Great wealth or abundance

_flora

Plants

bio-chemical

weathering

The process of rocks being broken down by chemicals produced by living things, such as acidic droppings

Green

Revolution

A 20th_{century development where new varieties of} crops and better technology led to dramatic increases in crop yields in some developing countries

biofuels

Fuel made from plant oils and waste materials and can be used to power diesel vehicles and generate electricity

impermeable

fauna

Rocks that are impermeable, like clay, do not allow water to pass through them

biological

weathering

The process of rocks being broken down by living

things

indigenous

Communities that have rights based on their historical ties

biome

A global-scale ecosystem, such as a tropical _{rainforest or taiga forest}

intercept/

interception

The process where vegetation catches rainfall on its leaves and branches

bio-physical

weathering

The process of rocks being physically broken up by

living things such as tree roots

Inter-tropical

_Convergence

Zone (ITCZ)

A belt of low pressure around the Earth just north and south of the Equator, where warm, moist trade winds come together

biotic

The living parts of an ecosystem

_irrigation

Addition of water to farmland by artificial means

boreal

A type o forest found in high northern latitudes, also

called the taiga

open-cast

mining

Type of mining that extracts resources from open quarries rather than digging tunnels underground to reach mineral deposits

carrying capacity

The maximum population of a species an ecosystem _{can support}

peat bog

A wet, spongy area where the soil is made up of _{decayed pant material}

coniferous

Having needles instead of leaves: most coniferous _{trees have cones and are evergreen}

permeable

Rocks that are permeable, like chalk, allow water to _{pass through them}

consumerism

An economy or society based on people consuming _{large amounts of goods or services}

photosynthesis

The chemical process in plants where water, carbon _{dioxide and sunlight are used to produce glucose}

deciduous

Having leaves that fall off in the autumn and grow _{again in spring}

precipitation

Water vapour condensed in the atmosphere which _{falls as rain, snow, sleet or hail}

deforestation

Permanently removing forest so the land can be _{used for something else}

regulate

To bring under control through rules or laws

diurnal temperature

range

The difference between the highest day

temperature and lowest night temperature

savanna

Tropical grassland with scattered bushes and trees, one of the world’s major biomes

ecosystem

The connections between the living things (plants and animals) and non-living things (water, soil) in a particular place

selective plant

breeding

Developing plants with particular characteristics, such as resistance to drought or ests

epidemic

An outbreak of disease that spread rapidly to many _people

succulent plant

A plant with thick leaves that can store water

erosion

The wearing away and removal of material by a moving force, such as a river, a breaking wave or

glacier

Yield

The amount of crops produced by a particular area

 What global factors affect biome distribution and characteristics? And, how can we explain the distribution and characteristics of biomes?

 What local factors affect biomes? And, how do the biotic and abiotic components of biomes interact? / how does the biosphere act as a life support system?

 How can increasing use of resources lead to over-exploitation? And, Malthus or Boserup: whose theory of population and resources is most convincing?

Key Inquiry Questions

(10)

Subject: Geography

Year: GCSE

Term: 1a

Topic: Forests Under Threat

Topic:

Lesson Sequence

1.

TRF and the equatorial

climate

a.

Nutrient cycle

b.

Adaptations

2.

Taiga and the subarctic

climate

a.

Nutrient cycle

b.

Adaptions

3.

Differences: TRF vs taiga

a.

Climate graphs

b.

Food webs

4.

TRF threats

5.

Taiga threats

6.

TRF protections

a.

CITES

b.

REDD

7.

Taiga protections

Key Assessments

1.

Exam paper 1

2.

Past Exam paper.

Core Texts

Edexcel Geography B (9-1)

John Hopkin (ed.); Pearson

Key Words

acid precipitation

Also called acid rain. When industrial air pollution causes water vapour in the atmosphere to become

acidic and fall as acid precipitation

leaching

When minerals are washed downwards through soil by rainwater

afforestation

The planting of trees where there was none before, _{or they had been cut down}

litter

A layer on the forest floor made up of leaves and other _{dead organic material}

biodiversity

The variety of living species in an ecosystem or area

migration

The long-term movement of people (or animals)within _{or between countries}

biomass

The mass (weight) of all the living things in an _ecosystem

nutrient cycle

The transfer of nutrients around different parts of an _ecosystem

canopy

The continuous layer of tall trees ehich shades the _{forest floor}

nutrient

Mineral or chemical that plants and animals need to _{grow and thrive}

CITES

Convention on International Trade in Endangered _{Species of Wild Flora and Fauna}

prehensile

Able to grip. For example, a monkey with a prehensile _{tail can hold on to branches with its tail}

climate graph

A graph showing the average temperature and _{rainfall at a particular place}

productivity

A measure of the biomass of an ecosystem; all its biotic _components

commercial

agriculture

Farming in which crops are grown for sale

REDD

Reducing Emissions from Deforestation and Forest Degradation

deforestation

Permanently removing forest so that land can be _{used for something else}

remote sensing

Using satellites or aerial photography to provide _{information on land use over large areas}

direct threat

When there is a direct cause between one thing happening and the damage being caused to something else

soil

The layer above bedrock in which plants grow

ecosystem stress

Factors, which can be natural or human-produced, which put pressure on ecosystem productivity and processes; ecosystems can tolerate some changes but if the change is too big, or goes on too long, then damage starts to occur

subarctic climate

A climate zone that runs around the northern

hemisphere, just south of the Arctic Circle (at a latitude of around 66° north)

ecotourism

Tourism that minimises harmful impacts on the environment and which aims to use tourism to help local communities

subsistence

agriculture

Farming in which crops are grown for the farmer’s own use, to feed their family

emergent

Very high trees that grow another ten metres or

more above the tropical rainforest canopy

sustainable

forestry

When trees are cut down for timber and they are replaced by nee trees, ideally with species that are naturally part of that ecosystem rather than non-native species

equatorial climate

The constantly wet and hot climate of regions near

the Equator

sustainable

_rainforest

management

Managing a rainforest so that the way it is used now does not use up its resources and will allow future generations t use it the same way

food web

Nutrients and energy absorbed by plants are passed _{along a line of living things}

taiga

A forest ecosystem in the sub-arctic regions of Canada, _{Russia, Scandinavia and Alaska (USA); boreal forest}

indirect threats

When there is not a direct cause between one thing happening and another thing being damaged

_rainforest

tropical

Forest that grows in the constantly hot and wet climate zone near the Equator; abbreviated as TRF

 How does the tropical rainforest reflect the equatorial climate? And, how does the taiga reflect the subarctic climate?

 How different are the climates of the tropical rainforest and the taiga?

 What are the threats to the tropical rainforest? And, what are the threats to the taiga?

 How can a tropical rainforest be protected? And, how can the taiga wilderness be protected?

Key Inquiry Questions

(11)

Subject: Geography

Year: GCSE Term: 1a

Topic: Consuming Energy

Resources

Topic:

Lesson Sequence

1.

Classifying energy

resources

2.

Uneven resource

distribution / patterns

3.

Rising demand for oil

4.

Oil and geopolitics

5.

Exploiting ecologically

sensitive / isolated areas

6.

Energy efficiency

7.

Alternative energy

a.

Solar

b.

Wind

c.

Tidal

d.

Biomass / Nuclear

e.

Geothermal

f.

Water (hydro)

8.

Changing attitudes

Key Assessments

1.

Exam paper 1

2.

Past Exam paper.

Core Texts

Edexcel Geography B (9-1)

John Hopkin (ed.); Pearson

Key Words

alternative energy

resources

Energy resources that are alternatives to using fossil

fuels

fracking

A process that involves drilling down into the Earthand using a high-pressure water mixture to release gas trapped inside rock

biofuels

Fuel made from plant oils and waste material and can be used to power diesel vehicles and generate

electricity

groundwater

Water stored underground in rocks and soil

biomass

The mass (weight) of all the living things in an _ecosystem

hydro-electric

power (HEP)

The use of fast flowing water to turn turbines which produce electricity

bitumen

A black, sticky, tarry substance

_{kinetic energy}

Energy generated as a result of movement

carbon footprints

Measurement of all the greenhouse gases an individual produces expressed as tonnes (or kilogram) or carbon dioxide equivalent

non-renewable

Sources of energy such as coal, oil or natural gas – that cannot be ‘remade’. It would take millions of years for them to form again

combined heat and

power (CHP)

generators

An efficient method of generating electricity and using the head from the process

OPEC

The Organisation of the Petroleum Exporting Countries is an inter-governmental organisation for oil producers and exporters. When they work together, its members have immense power to influence oil prices /supplies.

congestion

The large volume of slow-moving traffic that clogs _{up roads}

recyclable

Energy resources, including biofuels and nuclear, that _{can be reused, so will last into the future}

ecological footprint

A measure of the impact of human activities, expressed as the area of productive land and water required to produce the goods consumed and the wastes generated

renewable

A natural resource such as timber or solar energy that will be regenerated by the environment

flow resource

Resources such as wind, HEP or tidal energy that is _{used as it occurs then replaced}

reserve

The estimated amount of resources left which can be _extracted

fossil fuel

Energy resource such as coal, oil or natural gas that was formed from the remains of plants and animals that lived millions of years ago

stock resource

A non-renewable resource like coal that can be used only once, so it will eventually run out

KEY POINTS

Resource classifications:

 Renewable, non-renewable and recyclable

 Fossil fuels vs alternative energy resources

Distribution factors:  Geology

 Relief and climate

 Accessibility and development

Patterns / variations of use:

 Economic development and sectors

 Traditional fuel sources

Using energy wisely:

 Reducing energy demand

 Energy-efficient transport systems

Changing attitudes:

 Stakeholders: TNCs, climate scientists, governments, consumers and environmental groups.

Key Inquiry Questions

1. How can we classify energy resources?

2. What a the environment impacts of extracting these resources?

3. Why is access to energy resources uneven around the world?

4. Can we cope with the rising demand for oil?

5. How are oil supplies and prices affected by geopolitics?

6. Why are we exploiting ecologically sensitive and isolated areas?

7. How can be more energy efficient?

8. What are the costs and benefits of alternatives to fossil fuels?

9. How are attitudes to energy and environmental issues changing?

Mini-case study – The East Siberia-Pacific Ocean (ESPO) geopolitics of oil

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Geography Knowledge Organiser

–

Year 10

–

Term 2a

–

Development Dynamics (India)

Development

Development Gap

GDP per Capita

The economic or social progress a country or

people make.

The difference in income and the quality of life in general between the richest and poorest

countries in the world.

The total value of goods and services produced by a country in a year, divided by the population.

GNI per Capita Human Development Index

_{Composite Index}

The total income of a country, including that made outside the country by its companies,

divided by the population.

A measure of people’s quality of life using social

measures of development (life expectancy, education, standard of living).

An index, such as the HDI, which is calculated

from several different measures.

Gini Coefficient

Developing Country

Emerging Country

A way of measuring inequality in a country – the higher the value of the Gini Coefficient, the more

unequal the country.

A country with low human development.

A country with high or medium human

development.

Developed Country

Demographics

Population Pyramids

A country with very high human

development.

Measures related to the population, such as birth and death rate and rate of natural increase.

A bar chart arranged vertically, which shows the distribution of a population by age and sex.

Birth Rate

Death Rate

Inequality

The number of people born per 1000

population per year.

The number of deaths per 1000 population

per year.

The state of not being equal, especially in

status, rights, and opportunities.

Globalisation

Modernisation Theory

Dependency Theory

The increasing interconnectivity and interdependence of the world economically,

culturally, and politically.

A theory base on the economic history of a number of developed countries, which go through distinct

economic and social changes as they progress.

A theory which blames the relative underdevelopment of the developing world on

the exploitation by the developed world.

Top-Down Development Transnational Corporation Foreign Direct Investment

Development where decisions are made by governments or large companies to promote

large scale, expensive projects.

TNC

–

a firm that owns or controls productive

operations in more than one country.

FDI

–

overseas investment in physical capital

by TNCs.

Multiplier Effect

Bottom-Up Development Non-Government _Organisation

Spins-offs from one growing business,

allowing other businesses to grow as well.

Development that involves people and communities in the decision making, offering

small scale projects.

NGO – a national or international private organisation, which is distinct from governmental

or inter-governmental agencies.

Sustainable Development

Remittances

Fair Trade

Development which meets the needs of the present without compromising the needs of the

future.

Money sent back by migrants to their families

in the home community.

Producers in developing countries being given a fair deal by buyers in developed countries.