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GCSE GEOGRAPHY REVISION 2010 (PCH)
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GCSE GEOGRAPHY REVISION 2010 (PCH)

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  • 1. GCSE GEOGRAPHY 2010 Mr Cornish
  • 2. Unit A1: Providing for population change Population dynamics theory: Natural increase =
  • 3. Unit A1: Providing for population change LEDC Youthful Population: Malawi • Facts and figures • Causes • Effects (social, economic and environmental) • Management
  • 4. Unit A1: Providing for population change MEDC Aging Population: Germany • Facts and Figures • Causes • Effects (social and economic) • Management
  • 5. Unit A1: Providing for population change LEDC Migration: Various countries to Malawi • Facts and figures • Causes • Effects (social, economic and environmental) • Management
  • 6. Unit A1: Providing for population change MEDC Migration: Turkey to Germany • Facts and Figures • Causes (Political, social and economic) • Positive Effects (social and economic) • Negative Effects (social and economic)
  • 7. Unit A1: Providing for population change Resources: Theory renewable vs non renewable Malthus’ Theory Boserup’s Theory
  • 8. Unit A1: Providing for population change Thermal power Station: Drax Coal Fired power Station, Yorkshire, UK • Detailed Location Factors (why was it built there?) • Impact on local environment (pollution, aesthetics) • Impact globally (CO2 and global warming)
  • 9. Unit A1: Providing for population change Power in LEDC: Biogas plant in Gujarat, N.W India • Location (why is it built there?) • How does it work? • Why is it sustainable? • Impact on local environment and community
  • 10. Unit A2: Planning for Change (Settlement) MEDC Settlement theory: – Need for new homes (Divorce, immigration and getting married older) LEDC Settlement theory: – Rural to urban migration push and pull factors and natural increase lead to a rapid increase in the number of people living in cities. vs
  • 11. Unit A2: Planning for Change (Settlement) LEDC City: Sao Paulo – Location – Push and pull factors – How fast is it growing? – Impacts of growth on people, and the environment. – Description of life in a favela – What is being done to improve the quality of life?
  • 12. Unit A2: Planning for Change (Settlement) MEDC Transport and Waste Management: London – Facts and figures – What are the problems with waste and transport in London – How are they being managed? – Are they sustainable? How and why?
  • 13. Unit A2: Planning for Change (Employment) Employment theory:
  • 14. Unit A2: Planning for Change (Employment) TNC and Campaign against Child labour: Primark – Why is Primark a TNC? – Why has it decided to “go global” – What are the impacts of Primark producing it’s clothes in india? (Social economic and environmental) – What is the problem of Primark using child labour? – What are charities doing to campaign against the use of Child labour for Primark?
  • 15. Unit A2: Planning for Change (Employment) Change in Employment in UK Town or City: Reading – Location of Reading (impact on employment) – History of employment (Beer Bulbs and Biscuits) – Reasons for change – Location of new hi-tech business parks – Rise in Out of town shopping and entertainment – The Oracle centre built to fight back – Lots of facts and figures!
  • 16. Unit A3: Coping with Env. Change (Coasts) Coasts theory: Processes
  • 17. Unit A3: Coping with Env. Change (Coasts) Coasts theory: Coastal management
  • 18. Unit A3: Coping with Env. Change (Coasts) Stretch of Coastline: Orfordness to Walton on the Naze Low lying coastline (spit) • Location • Processes • Effects Eroding coastline (cliffs) • Location • Geology •Processes •Causes • Effects
  • 19. Unit A3: Coping with Env. Change (Coasts) Coastal Conflict: Daintree, Queeensland NE Australia – Location – Ecosystems (2 world heritage sites) – Stakeholders – Causes of conflict
  • 20. •Structure of earth •convection currents •Location of E&V Unit A3: Coping with Env. Change (tectonics) Tectonics theory
  • 21. Unit A3: Coping with Env. Change (tectonics) Tectonics theory: plate boundaries
  • 22. Unit A3: Coping with Env. Change (tectonics) Earthquake Case study: Sichuan, 2008 – Detailed Location – Causes – Effects (economic, social and environmental) – Management (short term and long term)
  • 23. Unit A3: Coping with Env. Change (floods) Theory: Hydrological Cycle
  • 24. Unit A3: Coping with Env. Change (floods) Theory: Flood hydrographs
  • 25. Unit A3: Coping with Env. Change (floods) MEDC Case Study: Boscastle, Cornwall, UK 2004 •Location •Causes •Effects (economic, social and environmental) •Management (short term and long term)
  • 26. Unit A3: Coping with Env. Change (floods) LEDC Case Study: Bangladesh, Asia, 1998 •Location •Causes •Effects (economic, social and environmental) •Management (short term and long term)
  • 27. Unit B4: Water (Option unit) Water theory vs
  • 28. Unit B4: Water (option unit) Large Scale Water management scheme: Aswan Dam & Lake Nasser, River Nile, Egypt – Background to Water in Egypt – Location- why was it needed here? – What are the physical characteristics of the location? – What were the positive effects of the scheme (social, economic and environmental) – What were the negative effects of the scheme (social, economic and environmental)
  • 29. Unit B4: Water (option unit) Pollution of inland lake or river: Aral Sea, Kazakhstan/ Uzbekistan. – Location of lake, rivers and nearby cities – Causes of pollution (Shrinkage due to cotton and pollutants from industry and city) – Effects of pollution (Social, environmental, economic) – Management of pollution- “The Aral Vision”
  • 30. Unit C7: Recreation and Tourism Theory • How and why has tourism changed through time?
  • 31. Unit C7: Recreation and Tourism EU National Park: The Lake District NP, Cumbria, UK – Detailed location – How many people visit? – Why is the landscape special? – What recreational activities can you do? – What are the effects of tourism (Social, environmental and economic) – How is tourism being managed?
  • 32. Unit C7: Recreation and Tourism Ecotourism: Campfire Project, NW Zimbabwe – Location of Zimbabwe and the Binga district. – Background to social and economic issues in Zimbabwe – Reasons for why the project was set up – Effects of the project (environmental, social and economic) – Why is this project a good example of sustainable tourism?
  • 33. DME 2010 • Collect at break or lunch from PCH on Tuesday and read through before Wednesday’s lesson • It cannot be on Water or Rec & Tourism so make sure you revise these before Tuesday!

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