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?
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
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)
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!
