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Gcse unit 1 revision-edited for 2014

This document provides information about GCSE Geography revision on dynamic planet topics. It includes case studies on volcanoes like Mt St Helens and Nyiragongo, as well as earthquakes in Kobe, Japan and Sichuan, China. There are exam focus questions on plate tectonics, hazards and management. Additional sections cover climate change in the past and future, threats to biomes, and conservation efforts. Review materials include theory, graphs to interpret, and guidance on key topics to know for the exam.

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Geography Revision Booklet GCSE Geography-Unit 1 Edexcel B Dynamic Planet
Topic 1:Restless Earth What you need to know: • Earth’s interior • Plates and plate margins • Volcanic and earthquake hazards • Hazard management
Info sheet Case Studies: Volcanoes Volcanoes: Mt St Helens, USA 1980 • Destructive plate margin (DPM), lateral blast, 57 killed, forests destroyed, tourism industry huge losses. • Mitigation – evacuation, scientists monitored gas emissions and earthquakes - an increase in either is a sign of an eruption. Nyiragongo, Congo 2002 • Constructive plate margin, hot runny lava began erupting and flowed 20km into the city of Goma, 100 dead, from poisonous gases and trapped in lava, 12500 homes destroyed. • Mitigation: 400 000 evacuated as the eruption was predicted, LEDC so aid was needed UN sent food, governments sent money and WHO sent medicines.
Case Studies: Earthquakes Earthquakes: Kobe, Japan 1995 • 7.2 on Richter Scale (RS), DPM, City of 1.1 million ( high population density), 5000 died, Soft ground made the shaking worse, fires, • Mitigation: Cross bracing, counter weights, deeper foundations, Earthquake training day, gas shut off switch. Sichuan, China 2008 • 8.0 on RS, Collision plate margin, PRIMARY EFFECTS (Caused instantly by the earthquake),70 000 died, 400 000 injured, 5 million made homeless. • SECONDARY EFFECTS (in the days and weeks after). aftershocks  buildings collapse. • Mitigation: LOCAL RESPONSES : Prime minister flew in, 50 000 soldiers helped dig for survivors, Helicopters used to reach the isolated,$1.5 billion donated by Chinese people, • INTERNATIONAL RESPONSES: Some countries sent money – UK $2 million, Finland sent 8000 tents, Indonesia sent medicines, Rescue teams from Russia and Hong Kong
Theory 1. How and Why do the Earth’s tectonic plates move? You need to be able to label the sections of the Earth. Try labelling this diagram and defining the key terms. What are convection currents? How do they work? Sketch an example and label it. This is a map of the plate boundaries. Below name the 4 different boundaries: 1. 2. 3. 4. In the boxes below draw each of the 4 boundaries and explain how they work. Do they create volcanoes or cause earthquakes?
Theory 2. What are the effects and management issues resulting from tectonic hazards? Hazards pose a threat to us, but not all hazardous events are disasters. This depends on 1. The type of hazards 2. The place’s vulnerability to hazards (LEDC, location, distance from volcano) 3. The ability or capacity to cope and recover from a hazardous event Primary Impacts= that place at the time of the event itself and are directly caused by it. Secondary Impacts= that follow the event, and are indirectly caused by it. Hazard Measurement: Earthquakes are measured by the RICHTER SCALE Volcanoes can be measured using the VEI (VOLCANIC EXPLOSIVITY INDEX) Management: Remember there are two ways to manage earthquakes this is being prepared (being ready for the event) and being able to reduce the impact (mitigation). We can also manage the impact of hazards by the following: • Building design (cross bracing, earthquake proof housing etc.) • Warning systems (especially in Tsunami prone areas and for areas with an erupting volcano) • Preparation days (such as in Japan) • Having a disaster management cycle incorporating RESPONSE and RECOVERY techniques.
Tsunamis • http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/tsunamis_rev1.sht ml (shows the process of how they form.) What causes a tsunami? When an earthquake, volcano or landslide happens on the ocean floor, water is displaced. This water forms a tsunami. When the waves reach shallower water: • their height can increase by several metres • the shallow water slows the wave • the waves get closer together 2004 Asian Tsunami Main impacts • A quarter of a million people died. • Two million people were made homeless. • People were swept away in the waters, which arrived rapidly and with little warning. • Thirteen countries were affected, the worst being Indonesia. • Mangrove swamps helped to act as a barrier to reduce the energy of the water in some areas. • Short-term aid, such as water purification tablets, temporary housing and medical supplies were given from international countries. • An early warning system between countries surrounding the Indian Ocean has been set up.
Case Studies Here you can make notes on the case studies you have studied. Make sure you use the Purple text book for extra examples and to fill out your notes. You must be able to say where the case study is LOCATED, IMPACTS, RESPONSE, WHY IT HAPPENED, EFFECTS. Mt St Helens, A Composite Cone Volcano Mount Nyiragongo, A Stratovolcano
Case Studies Here you can make notes on the case studies you have studied. Make sure you use the Purple text book for extra examples and to fill out your notes. You must be able to say where the case study is LOCATED, IMPACTS, RESPONSE, WHY IT HAPPENED, EFFECTS. Kobe Earthquake, Japan, 1995 Sichuan Earthquake, China, 2008
Case Studies Here you could make case study notes on the studies you have done in class.
Exam Focus 1. Describe two characteristics of the Mantle. 4 2. Which of the following best describes the crust? 1 – A thin layer of basalt on the earth’s surface – A hot molten area of iron and nickel. – An areas of solid material next to the core. – An solid layer that is made up of granitic and basaltic rocks. 3. Explain why tectonic plates move. 4 4. Using the map on slide 3 describe the distribution of earthquakes and volcanoes. 3 5. Outline one process that occurs at a constructive plate margin. 2 6. Describe the process of subduction. 3 7. Describe the features of a stratovolcano. 2 8. Outline the differences between primary and secondary impacts of earthquakes. 2. 9. For an earthquake you have studied, outline two features of that event. 4 10. How can people prepare for a volcanic eruption? 4 11. Define the term ‘dormant volcano’ 2 12. a. Describe two ways of making building safer in the developed world. 4 b. Describe two ways of making building safer in the developing world. 4 13. What is the difference between a primary and secondary hazard? 2 – Give an example of a primary volcanic hazard – Give an example of a secondary volcanic hazard – Give an example of a primary earthquake hazard – Give an example of a secondary earthquake hazard – Explain how earthquakes can lead to tsunamis
Topic 2: Climate and Change What you need to know: • Past ‘natural’ change • The impacts of past change • Present and future change • The future challenge
Graph data- describe and answer 1) How many warm periods does it show? 2) What is the length of time between now and the previous warm period ? 3)Describe the variations in the temperature graph. 4) Does the Earth warm up faster, or cool down faster? 1) How many warm periods does it show? 2) What is the length of time between now and the previous warm period ? 3)Describe the variations in the temperature graph.
How do we know climate was different in the past? • WEATHER = short term, day to day changes in the atmosphere. • CLIMATE = the average weather conditions over 30 years. How do we know climate was different in the past? • Fossils of animals and plants that no longer live in the UK. • Landforms left by glaciers • Samples from ice sheets in Antarctica. Ice sheets are made up of layers of ice, a layer for each year. Trapped in the ice sheets are air bubbles. Climatologists study the CO2 levels to reconstruct past climates. • How do we know climate has changed in the more recent past? • Old photos, paintings • Diaries • Newspapers • Recorded dates of blossoms, harvests and migration of birds. • Tree Rings Task: Look at the list can you explain how each helps us know how the climate was different?
Theory 1. How and why has climate changed in the past? You need to be able to describe how climate has changed over time both warm and cold periods have existed on Earth over the last 100 million years. Natural causes of climate change: make sure you know how these cause changes in our climate. 1. Orbital changes /MILANKOVITH CYCLES – Changes in the way the earth orbits the sun from circular to ellipse alters the amount of sunlight the earth receives- long-term 2. SUNSPOT THEORY – black areas on the sun’s surface. Some times there are more then they disappear. Spots mean greater activity and more solar energy being sent towards the earth  warmer - medium-term 3. ERUPTION THEORY – very large and explosive volcanic eruptions change earth’s climate. Ash and gas spread around the stratosphere and stop sunlight reaching the earth’s surface  cools the earth. Example is Mt Pinatubo, 1991, Philippines – reduced global sunlight by 10% and cooled the earth 0.5 degrees for a year - short-term THE LITTLE ICE AGE • Greenland Vikings ran out of food and died as temperatures fell. • In England there were ‘frost fairs’ on the river Thames when it froze. • Crops failed - ‘Great famine’ - Farmers died of hunger - Glaciers in the Alps grew and destroyed villages - They had to change their crops from wheat to potatoes How were ecosystems affected by climate change in the past? EXTINCTION OF MEGAFAUNA: Mega fauna are large animals that became extinct at the end of the last ice age (Pleistocene). These animals lived in North America and Europe (Including the UK). These animals included woolly mammoths, sabre-toothed tiger, large wolves and large beavers. As many as 135 species became extinct. :
Theory What are greenhouse gases? Imagine the world to be surrounded by a greenhouse. The glass is a mix of the gases: Chlorofluorocarbons, Nitrous Oxide, Methane and Carbon dioxide. The gases provide a shelter, letting heat in, but preventing most heat from escaping. TASK: Be able to sketch an accurate diagram of the greenhouse effect TASK: make 2 spider diagrams that show the human and natural causes of greenhouse gases. Use Pg. 34-35 to help. How have the levels of greenhouse gases changed over time? GLOBAL WARMING = a warming of the earth’s temperatures caused by the ENHANCED greenhouse effect (human’s have polluted the atmosphere so it is working more strongly). TASK: What is the difference between the GHE and the enhanced GHE Which countries produce the most co2? Why? HINT: think about the countries population, industry, development and then link to the amount of co2 they produce. How can we reduce co2? The Stern Review 2005 We should spend 2% our GDP now, reducing pollution OR the effects of global warming could decrease our GDP by 20%. ‘Spend now or pay later’. What can we do? • Decrease fossil fuel use. • Switch to ‘green energy’ – wind, solar, tidal. • Recycle more • Use cars less and public transport more. 1997 Kyoto Protocol = international agreement to cut CO2 emissions. • Some countries e.g. UK have cut emissions, others e.g. China haven’t. We need ALL countries to sign up.
The UK Climate The UK has a temperate maritime climate – mild temps, rain all year. The UK is on a similar latitude (how close to the equator you are, the further north you go the cooler it gets) to Moscow (Russia), however Moscow has much colder winters (-10 ◦c), but warmer winters (20◦C). Factors Influencing UK climate: Latitude – The angle of the earth’s tilt and the shape of the earth mean the sun loses it’s intensity at it moves away from the “flat “ equator. Polar Front – See next page – This is the boundary between the cold polar air in the north and the warm tropical air to the south. It moves north and south, and therefore in winter the polar front moves south over the UK bringing polar and arctic air masses. In summer it moves north allowing tropical air masses to move up. Ocean Current - The UK is influenced by a warm ocean current called the North Atlantic Drift, which keeps us warmer than Moscow in the winter, but cooler than there in summer. One reason it rains so much in the UK is because rain forms where warm and cold air meet! Different parts of the UK mean slightly different conditions North and West of the UK have hills and mountains resulting in higher rainfall from relief rainfall. As they are further from the equator and with a higher relief they are also cooler. Southern and eastern areas are closer to the equator with a lower relief and away from the direct influence of the North Atlantic drift and therefore are warmer and drier. Climate Change This could lead to either; The polar front shifting north =warmer climate, drier in summer, wetter in winter Or The North Atlantic Drift could move or weaken leading to a cooler climate
UK Climate Ensure you can name these influences on the UK climate and say what they bring to the country.
2. What challenges might our future climate present us with? Case Studies Climate Change in the UK Climate Change and sea-level rise in LEDC’’s Egypt.
EXAM FOCUS 17 Describe the main feature of the UK’s climate today. (4)
Topic 3: Battle for the Biosphere What you need to know: • Location of biomes • Biomes as a ‘life support’ • Threats • Management Task: Describe the distribution of Tropical Rainforests Equator Biome = world scale ecosystem Biosphere = part of earth’s surface inhabited by living things
Theory 1. What is the value of the biosphere? You need to be able to describe a minimum of 4 different Biomes: You could revise the following but do revise more: 1. Deserts 2. Rainforests 3. Savannah 4. Deciduous You should be able to LOCATE them geographically, using BOTH longitude and latitude, give examples of countries in which they are located and describe the CLIMATE and CHARACTERISTICS. There are a number of different factors that influence where we find different Biomes these are…. Factor What is it? How Does it influence biomes? Latitude Altitude Continentality Temperature Precipitation Geology, Relief and Drainage Why do we need to protect the biosphere?
LOCAL FACTORS AFFECTING BIOMES: How local factors affect biomes: The biosphere acts as a life support system for the planet- it regulates the composition of the atmosphere, maintaining soil health and regulating the hydrological cycle. The biosphere provides humans with goods and services; complete the spider diagram below. Use page 44-45 to help. Food Raw materials Medicine
Theory 2. How have humans affected the biosphere and how might it be conserved? Few places on earth remain free from human interference. On the next page is an in- depth case study of Amazonia. You need to complete these parts as part of this question in the specification. Pollution and climate change bring stress and change: This includes the deliberate removal of forest to create space for agriculture is an example of direct human actions damaging the biosphere. How else can humans cause this? Pg. 49. How has the UK changed? You need to be able to discuss temperature raises and how the biosphere in the UK has changed over time. Think about how the wildlife in the UK has also been affected e.g. Bird species decline. CONSERVATION AT A GLOBAL SCALE: nearly 200 countries in the world are needing to sign agreements for conservation at a global-scale. TASK: make a table the shows all the conservation schemes globally that says what they aim to do and why. Pg. 53. Conservation at a local scale: biosphere management: It is important to sustainably manage all the biomes in the local areas as well as globally. This is because if you THINK LOCAL YOU CAN ACT GLOBAL. Everything has a knock-on effect. This is where you need to discuss a local case study- Biodiversity Opportunity Areas (BOA) - East Kent Woodlands & Downs (Challock) Key idea of BOA’s is to make the greatest gains can be made from habitat enhancement, restoration and recreation. Global Scheme Aims Why Needed
Case Studies AMAZON RAINFOREST: TRF indigenous people (lived there for many generations) - almost everything provided by the rainforest: Wood for cooking and building herbs for medicine food – nuts, fruit, meat, fish grow crops – shifting cultivation farm 1 area for a while then move to allow soil to regain its fertility. (sustainable process) BUT…Direct degradation from…. TNC’s exploit the TRF  logging for timber/paper  farming – palm oil for example  cattle ranches  mining for oil  governments building dams for HEP  roads This means… The soil is eroded and washed away  floods. Wildlife loses habitats Rivers become dirty and polluted And…. Global warming an indirect degradation threat as: Extinction rates have increased Plants flower earlier Bird migration patterns are changing Droughts and forest fires in 2005 and 2010 SUSTAINABLE MANAGEMENT – meeting the needs of the present without compromising the needs of future generations. Tropical Rainforests – make sure it isn’t used faster than it is renewed. Ways to do this… Zoning Educating local people Ecotourism Protected areas Only cut large trees NAMED EXAMPLE: Klum, Cameroon Republic: Sustainable Forest Reserve  an area of selective logging  tree nurseries to replace trees cut down (afforestation)  ecotourism  protected areas  crops grown beneath the trees instead of cutting them down.
Case Studies Use this page to make notes on any other case studies you have done in class time: A climate graph… The RED line graph = average temperature for each month. The blue bar graph = average rainfall for each month. Temperature range = difference between min and max temperatures.
EXAM FOCUS
Topic 4: Water World What you need to know: • Hydrological cycle • Human interference • Threats • Managing water resources Task: Describe the distribution of the places with physical water scarcity. THE HYDROLOGICAL CYCLE The hydrological cycle is a CLOSED SYSTEM – A finite amount of water going round and round. None is added or lost.
1. Why is water important to the health of the planet? The hydrosphere is made up of all water stores including oceans, rivers, lakes and streams. These interact and link together the atmosphere, lithosphere and biosphere. Without one you cant have the others- WHY? Unreliable water: compulsory case study= Sahel • Belt of semi-arid land south of the Sahara, Africa. • Rains usually 1 or 2 months a year. Total 250-450mm/yr. • Since 1970 rainfall has been below average. Some years 25% less than average. • Sometimes rainfall is so heavy when it does fall that most is lost as surface runoff leading to flooding. • Other years there is no rain at all  rivers dry up  water table falls  farmers crops fail  animals die  desertification  decreased food supplies  famine. Global warming means… • Less rain for some areas e.g. Sahel, More for Others e.g. UK • Increased rate of glacier melt • More extreme weather events  floods and storms and droughts. • Richer countries e.g. Kuwait, Saudi Arabia (profit from oil) can buy their way out of trouble e.g. desalination  turning sea water into fresh water (very expensive). • Developing countries rely on rainfall for their crops  + unstable  food insecurity and famine. Theory Task: Can you define all the words on this diagram?
Theory 2.How can water resources be sustainably managed? How can water be polluted? Humans put enormous pressure on rivers- they are used for transport, industry, drinking and sewerage disposal. The most damaging types of pollution are: How people intervene in the water cycle: • CLOUD SEEDING: making it rain • DEFORESTATION: Decreased interception  increased flooding • URBANISATION: Increased impermeable surfaces • OVERABSTRACTION: taking too much water from rivers and lakes • BUILDING DAMS AND RESERVOIRS • GLOBAL WARMING: melting glaciers Water can be managed on two scales; large and small scale. You need to know an example of each scale. You must think about SUSTAINABILITY when you are answering any question about management. Does it consider the SOCIAL, ENVIRONMENTAL, ECONOMIC and POLITICAL aspects? INTERMEDIATE TECHNOLOGY this is a management strategy that can be used in poorer countries. It allows them to install appropriate, small-scale practical solutions that local people can apply and maintain themselves. This includes: hand pumps, lined wells and rain barrels or pumpkin tanks.
Case Studies The Sahel-Unreliable water Where is the Sahel located? Why are there water shortages here? What are the impacts of this water shortage? What are the solutions?
Case Studies 3 Gorges Dam  large-scale water management Location of 3 Gorges dam: Background information: Problem Cost Benefit Create reservoirs Trap sediment Regulate river flow (maintain a suitable level) Small scale solutions… NGO’s (Non Governmental Organisations) e.g. WaterAid develop small scale solutions. APPROPRIATE/INTERMEDIATE SOLUTIONS: Schemes that meet the needs of local people and the environment in which they live. Within their technical ability – they can operate and maintain the scheme themselves. They can continue to run it when the NGO has left e.g. RAINWATER HARVESTING is….(Give definition) LOW COST PIT/COMPOSTING TOILETS are ….. (Give definition) BENEFITS DISADVANTAGES  Increased water supply  Recreational use  HEP – Industry  Habitat for water birds (in reservoir)  Fishing (in reservoir)  less navigation (no meanders)  loss of farmland/villages  people have to be relocated (1.4 million)  disease – stagnant water  loss of cultural sites  interferes with fish migration
Case Studies Here you need to add in any other case study notes you have Case study: NAMED EXAMPLE: DHAKA, BANGLADESH Old Zhimkhana – slum on disused railway station. No safe water or toilets. WaterAid constructed 6 tube wells and 2 new sanitation blocks  people are no longer continually ill they can run facilities themselves  moving out of poverty In the past women had to walk long distances to get water. Now they have safe water for drinking, cooking, washing and personal hygiene. Problems of small scale schemes… A huge number of people suffer from HIV/AIDS  too ill to operate. In general, Intermediate technology is more sustainable than large scale schemes. Handy Facts: Cover one of the case studies and write 5 facts in the fingers and thumb and a summary in the palm. You should try something similar with other case studies
EXAM FOCUS
Topic 5: Coastal Change and Conflict What you need to know: • Geology and landforms • Geomorphology and processes • Coastal erosion • Managing the coast The coastal zone=The area between the land and sea. Coasts are always changing.
Theory 1. How are different coastlines produced by physical processes? The shape of a coastline can be affected by two main things: geology and wave erosion. There are two types of coastline, define what they are: Concordant Coastline Discordant Coastline Coasts can also be formed by erosion: remember the anagram CASH to recite the types of erosion (MARINE PROCESSES): C A S H In your notes, draw a diagram that shows the landforms that are created by this type of erosion. WAVES  define these key terms in your notes: • Swash > Backwash > Destructive > Constructive > Fetch Coastal landforms can be made by EROSION or by DEPOSITION. The process of LONGSHORE DRIFT creates depositional features that include, beaches, spits, bars and tombolo’s. You need to have NAMED examples of one of these features e.g. Spurn Head, East Yorkshire
Theory Landforms at the coast can also be caused by cliff retreat. These features and landforms include WAVE-CUT NOTCHES AND PLATFORMS. At the Seven Sisters in Sussex, the cliffs are 160 metres high and the wave-cut platform extends 540 metres out to sea! WEATHERING there are 3 types of weathering also called SUB-AERIAL PROCESSES 1. Freeze thaw (mechanical) weathering ice or salt crystal growth can increase cracks in rocks causing stress 2. Chemical weathering Co2 dissolves in water causing acidic water- this can react with the minerals in rocks to dissolve it 3. Biological weathering roots of vegetation and burrowing animals can cause stress in rock cracks MASS MOVEMENT there are 2 forms of mass movement at the coast. These can dramatically change the coastline even overnight! 1. Rock fall sudden movements, rocks collect at the base 2. Slumping happens when the bottom of a cliff is eroded away by waves. The cliff can become weak and slide downwards. This can be triggered by heavy rain. This can be a rotational movement. How else can coastlines be affected? Fill in the notes below: 1. Changing sea levels and storm activity 2. Storms at sea causing coastal flooding
What processes are each of these diagrams about?
Theory 2. Why does conflict occur on the coast, and how can this be managed? There are many ways to manage coastal erosion and these are split into HARD and SOFT (holistic) ENGINEERING. Task: In your notes create a table the shows the advantages and disadvantages of each coastal management strategy. Examples of engineering include: HARD sea walls, groyne, rip rap, revetments, off-shore reefs SOFT or holistic approaches beach replenishment, managed retreat, cliff regrading Modern management…Holistic management  managing the whole stretch of coast and not just one place. Holistic management considers: • The needs of different groups of people • Economic costs and benefits • The environment of land and sea ICZM Integrated Coastal Zone Management this means treating a coastal zone as one managed planned development. Read pg. 81 to find out more. SMP – Shoreline Management Plans – for long stretches of coast. This should stop one place building groynes if it will effect down the coast. In the UK local councils and the Environment Agency pay for coastal defences. They choose from the following 4 options: 1. Hold the line sea defences stop erosion EXPENSIVE e.g.(Herne Bay). 2. Strategic Retreat gradually let the coast erode and move people away from risks. This may involve compensation for some people 3. Do nothing let nature take its course (e.g. Bishopstone) You may be asked about these options in the exam and be able to link them to a NAMED EXAMPLE. E.g. Barton on Sea .You also need to consider any CONFLICTS that might occur here
Case Studies NAMED EXAMPLE: CHRISTCHURCH BAY, BARTON-ON-SEA, S.COAST UK. Coastal Erosion because: SW winds have a 3000 mile fetch across the Atlantic. Bad weather, cliff foot erosion, weathering, heavy rain and building at the top of the cliff, weak soils made from boulder clay (similar to Bishopstone)… IMPACTS: • Homeowners could lose their homes to the sea. House values fall. Insurance money may be impossible to get. • Rapid cliff collapse = dangerous. • Some roads and infrastructure = destroyed therefore unusable. • Unattractive sea defences. The people of Christchurch Bay argued that they needed sea defences… They got: cliff regrading (lower angle of the slope), groynes, rip rap and revetments They got this…. To stop this
Coastal Flood Risk & Climate Change Rising Sea Levels • Some estimates of 30cm – 1 metre by 2100 due to thermal expansion and melting ice sheets • Those living in low lying areas could be in trouble e.g. Bangladesh, London, Essex, Maldives and Tuvalu in the Pacific Ocean. • High tides in spring and storm surges from hurricanes and depressions could cause huge amounts of damage. Storm Surge During our fieldwork, you will recall they were increasing the height of the sea defences, to try to prevent 1 in 200 year storms. Climate change could make these storms more frequent to 1 in 20 years Higher sea levels will lead to more erosion of places like Bishopstone, and the only choice will be to build new, higher defences or to retreat!
Case Studies Use this space to add notes on any other case studies you have done.
EXAM FOCUS
Topic 6: Extreme Environments What you need to know  The characteristics of extreme climates  How flora and fauna have adapted to these extremes  The cultural heritage of indigenous people and threats to it  The threat of climate change to extreme climates  How local and global action can protect against climate change
Polar Extremes Arctic – North of the Arctic Circle Antarctic – South of the Antarctic circle The suns rays are spread out at the poles reducing temperatures. Polar regions have low precipitation levels and this often falls as snow. The cold air sinks meaning there are few clouds and therefore little precipitation. Summers tend to be June to August. Winters account for the other 9 months.
Polar Flora and Fauna Adaptations Thin at top so bends in wind Cone shape to shed snow Shallow roots to avoid permafrost Needles to reduce moisture loss. Evergreen to take advantage of any sunlight Low to ground to avoid cold wind Pillow shape to trap warm air Flowers can twist to follow sun Tundra Biome Coniferous Forest Biome Animal Adaptations in Polar Bears, Seals and Arctic Foxes include: • Migration in Spring to the region and leaving before winter • Thick white fur – camouflage • Dens built and snow caves • Thick blubber for insulation Polar People 2 Types: Indigenous – Who still live traditionally, but many have moved to towns. Immigrants –Who have moved to work in mining, oil and gas drilling. Difficulties Faced: Extreme cold for months Darkness and isolation in winter Permafrost – which is a constant hazard as it can melt.
Building • Homes built on stilts or rest on gravel to stop heat melting the permafrost, and allow cold air to circulate. • Windows are triple glazed • Roofs are steep sloped to shed snow Homes built directly onto permafrost start to lean then fall Arctic clothing traditionally was made from animal skins hand sewn with sinew. Today hi-tech insulated clothing has replaced this. Transport – Driving is easier in winter as the ground is hard and frozen. Ice roads are used by trucks, snowmobiles, skis and dog sleds are also used Energy – Oil and gas a re used, renewables are not suited to polar areas. Energy demand is high. Farming and food – crop faming is not possible. Reindeer are herded by the Inuit. Food has to be imported and this is expensive Unique Cultures Many Arctic people have become ‘Westernised’. Some do keep the old traditions The Aluet people of Alaska know how to use every part of a seal or whale – even bones for weapons or needles The Nenets believe that rocks, trees and animals as well as people have souls and spirits. This respect for the natural environment is something we could all learn from. The Inuits are very sensitive to change in the Arctic, they know before others if there is change for the worse.
Named example -Bourke, New South Wales, Australia Why is most of Australia desert? • The mountains that border the coast = a rain shadow effect. • The further west the winds blow the drier they become. Western Australia = the driest. • Living in the Australian Outback... • Barren • Sparsely populated • Desert/semi desert • Scattered cattle farms • A few dirt tracks • Summertime temperatures +40 degrees • Rain rare • Soil thin and infertile How do plants and animals survive? PLANTS… SUCCULENCE  plants store water in fleshy leaves, stems and roots. Water is captured and stored They quickly absorb water through their long roots Waxy stems and leaves make them waterproof. Spikes/toxic/camouflage  protect them against animals wanting to eat them. DROUGHT TOLERANCE During drought they shed their leaves Become dormant (asleep) DROUGHT AVOIDANCE Most of these survive one season, rapid life cycle and die after seeding. Seeds last years and only germinate when soil moisture is high.
Animals Bilby Perente Red Kangaroo • Nocturnal  shelters from the heat to avoid dehydration • Burrows for moister, cooler conditions • Obtains enough moisture from food  bulbs, insects etc.. • Digs burrows • Hibernates May- Aug to avoid cold • Low moisture needs • Hops (fast, energy efficient travel) • Feeds at dawn and dusk – air is cooler • Sleeps during the heat of the day • Dew = water intake • Rain triggers hormones so breeding only occurs during rains How do people cope? Managing Water Supplies… • Farmers have dams and reservoirs to store water for cattle and sheep to drink. • Boreholes used to tap underground water (aquifers beneath the ground are rocks that store water). • Most people don’t farm, they work in the mines. • They need a lot of energy to run air conditioning needed to make life more bearable. NAMED EXAMPLE: PRAIRIE HOTEL, PARACHILNA 2 Metres below the ground – cooled by the surrounding rocks. Solar panels for electricity  lights and fans Kitchen and bathroom water is recycled and used to water the gardens *Aboriginal people are tall and slender – an advantage in losing body heat.
Aboriginal Culture and Threats to it Culture – is about the traditions and lifestyles of particular groups e.g. Aboriginals in Australia FOOD: FRUIT : Bush tomatoes, SEEDS: Wattle seeds, GRUBS: Wichety grub MEAT: Wild animals e.g. crocodile BELIEFS AND LIFESTYLE – The land is sacred and to be protected. Hunting and gathering Create conditions for grubs > Dam rivers to catch fish Use fire to drive animals out so they can be hunted Craft based on hunting (boomerangs) or music (didgeridoos) Customs and stories never written down THREATS TO ABORIGINAL CULTURE Ayers rock (Uluru) is a sacred site for the Aborigines. It is also the most visited spot in Australia. NAMED EXAMPLE: Uluru World Heritage Site Aboriginal paintings etc. The number of visitors increases rapidly. 60% are from overseas. What problems do tourists bring? Aboriginal culture exploited for entertainment – Cultural dilution People come for the experience – climb the rock etc. rather than to learn about the Aborigines. Aborigines have no part in management of the tourist resort Tour guides ignore ‘awkward’ aboriginal history e.g. children taken forcibly from their parents until the ‘70s.  a new Aboriginal culture centre  educates people about aboriginal peoples  charges an admission fee which then goes to the community  creates jobs for Aboriginals  tourists do not climb Ayers rock (as it is sacred)
Threats to the Environment Extreme Environments are often Resource Rich The super Pit gold mine in Kalgoorlie is so large it can be seen from space. Iron Ore and Manganese are mined in Pilbara, Australia, increasing the demand for housing and water. Oil and gas is already exploited in the Arctic – Russia and Alaska This creates jobs and money but………. Mine waste and spoil heaps scar the landscape Mining uses a lot of water that is scarce in arid places & the water used ends up polluted Oil spills from the trans Alaskan pipeline and the Exxon Valdez disaster which killed 250000 sea birds Jobs forever? Many extreme environments suffer from ‘boom and bust’ If prices for gold, oil, coal etc. are high there are lots of jobs. If not high unemployment. Tourism in these places has dropped by 19% in 2011-2012. Droughts in Australia have caused out migration of farm workers to cities.
Threat of Climate Change If outback temperatures rise it would make it very difficult to live in.  more frequent droughts  more evaporation more bushfires It is estimated that rainfall will fall in Southern Australia, leading to DESERTIFICATION The threat of El Nino (the reversal of normal air currents across Australia which brings drought to Australia every 5-7 years) Every 5-7 years instead of winds bringing rain from the Pacific, El Nino reverses everything. The winds blow WE and by the time the winds reach the east = dry = drought. Most severe droughts are linked to El Nino. The impacts of 2006/7 drought (short term): Severe water shortages Queensland More dust storms and bush fires for New South Wales Farmers New South Wales lose 80% income The impacts of climate change (long term): Farms abandoned and rural communities destroyed In 2002 drought reduces exports $1 billion (Australian dollars) 14% bird species and 25% mammals could be extinct by 2100. Local Action to CC NAMED EXAMPLE: Burkina Faso, Africa, Sahel Badly affected by drought, Deforestation and over use of the land  unable to grow enough food to feed themselves. No trees to bind the soil together so when it rained the soil was washed away.  in 1979 Oxfam project  farmers encouraged to build diguettes – a line of stones across the land. Slows rainwater and lets it soak in. trap soil and decrease soil erosion. The diguettes were a success. Almost everyone in the village had improved crop yields. It’s an example of intermediate technology –Materials found locally. Labour free. Cheap solution.
Global Action on CC NAMED EXAMPLE: Oxfam working in Zambia to help people adapt to drought Trains them to use conservation farming Only requires moderate but constant farm work. Suits HIV+ as otherwise too weak. Conservation farming… Plough only where you plant instead of all of the land  less soil erosion and moisture only evaporates from the parts that have been dug. Spread the planting over a year instead of all at once. Several crops mixed together(Multi-cropping ). All land used – none wasted between rows of crops. If one crop fails there are others so no one starves. The Kyoto (Japan) Summit (Hugh conference to discuss CC) In 1997 to cut greenhouse gases by 5.2% by 2012-141 countries signed up. 181 by 2008. GROUP 1 = signed and meeting targets e.g. UK, France GROUP 2 = signed but not meeting – Canada, Denmark GROUP 3 = Signed but not set targets – China, India and other LEDC’s. MEDC’s produce most emissions and LEDC’s should to be given time to develop targets. GROUP 4 = didn’t sign e.g. USA (the world’s biggest polluter) and Australia (later signed when they had a change of Prime Minister) • Reducing emissions can affect a countries economy as they may not have power or ways to transport the produce any other way. They will lose money. • Some countries sell energy e.g. oil, reducing emissions could make them poorer
EXAM FOCUS
Case Study Challenge List as many case studies as you can remember Restless Earth Climate and Change Battle for the biosphere Water World Coastal Change and Conflict Extreme Climates
Case Study Challenge List as many case studies as you can remember Fast Facts – 3 facts about each case study……..Go!
Case Study Challenge Which case study for which question??? Question Case Study For a volcanic eruption in an MEDC………. How can people in LEDC’s prepare for earthquakes? Using examples explain how climate change has affected people and ecosystems Describe how CC may have impacts on an LEDC Explain how people can conserve a biome you have studied Using examples at different scales explain some ways of conserving threatened biomes For a large scale water management you have studies describe its impacts Describe a small scale water management project Using named examples describe how coastal management can cause conflict at the coast Giving examples, explain how people cope with living in an extreme climate Using examples explain how people can overcome problems of drought, in one extreme climate you have studied Using examples, explain the value of traditional culture in extreme parts of the world
• Using one of the handy facts or key facts sheets complete a sheet for your weakest case study. • Do the same for your strongest • How do they compare? Case Study Challenge Strengths and Weaknesses
Knowledge Top up…… 1. Go to the Edexcel website www.edexcel.org.uk 2. Click : Qualifications> GCSE from 2009> Geography B> Question papers 3. Select higher or foundation Revision: • Case study work on handy facts or key fact sheets • Use revision guide to revise • Exam questions from the case study challenge sheet • Exam papers
Case Studies Restless Earth Volcanoes: • Nyirogongo • Mt St Helens Earthquakes: • Kobe • Sichuan Tsunami: • 2004 Asian, Sumatra Climate and Change • Little Ice Age • Medieval Warm Period Changing conditions in: • UK • Egypt
Case Studies Battle for the Biosphere Amazon rainforest: • Conservation • Products and services Global policies: • Ramsar • CITES Local initiatives • Biodiversity Opportunity Areas (BOA) - East Kent Woodlands & Downs (Challock) Water world The Sahel Three Gorges Dam • Environmental Water Sources • Great Artesian Basin, Australia Access • Ethiopia, Tigray province
Case Studies Coastal Conflicts and Change: Management • Christchurch Bay • Herne Bay Erosion + landforms • Holderness coast Extreme Environments- Cold and Hot: Arctic • Inuvik, Canada Hot desert • Bourke NSW, Australia

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Gcse unit 1 revision-edited for 2014

  • 1.
  • 2.
    Topic 1:Restless Earth Whatyou need to know: • Earth’s interior • Plates and plate margins • Volcanic and earthquake hazards • Hazard management
  • 3.
    Info sheet Case Studies:Volcanoes Volcanoes: Mt St Helens, USA 1980 • Destructive plate margin (DPM), lateral blast, 57 killed, forests destroyed, tourism industry huge losses. • Mitigation – evacuation, scientists monitored gas emissions and earthquakes - an increase in either is a sign of an eruption. Nyiragongo, Congo 2002 • Constructive plate margin, hot runny lava began erupting and flowed 20km into the city of Goma, 100 dead, from poisonous gases and trapped in lava, 12500 homes destroyed. • Mitigation: 400 000 evacuated as the eruption was predicted, LEDC so aid was needed UN sent food, governments sent money and WHO sent medicines.
  • 4.
    Case Studies: Earthquakes Earthquakes:Kobe, Japan 1995 • 7.2 on Richter Scale (RS), DPM, City of 1.1 million ( high population density), 5000 died, Soft ground made the shaking worse, fires, • Mitigation: Cross bracing, counter weights, deeper foundations, Earthquake training day, gas shut off switch. Sichuan, China 2008 • 8.0 on RS, Collision plate margin, PRIMARY EFFECTS (Caused instantly by the earthquake),70 000 died, 400 000 injured, 5 million made homeless. • SECONDARY EFFECTS (in the days and weeks after). aftershocks  buildings collapse. • Mitigation: LOCAL RESPONSES : Prime minister flew in, 50 000 soldiers helped dig for survivors, Helicopters used to reach the isolated,$1.5 billion donated by Chinese people, • INTERNATIONAL RESPONSES: Some countries sent money – UK $2 million, Finland sent 8000 tents, Indonesia sent medicines, Rescue teams from Russia and Hong Kong
  • 5.
    Theory 1. How andWhy do the Earth’s tectonic plates move? You need to be able to label the sections of the Earth. Try labelling this diagram and defining the key terms. What are convection currents? How do they work? Sketch an example and label it. This is a map of the plate boundaries. Below name the 4 different boundaries: 1. 2. 3. 4. In the boxes below draw each of the 4 boundaries and explain how they work. Do they create volcanoes or cause earthquakes?
  • 6.
    Theory 2. What arethe effects and management issues resulting from tectonic hazards? Hazards pose a threat to us, but not all hazardous events are disasters. This depends on 1. The type of hazards 2. The place’s vulnerability to hazards (LEDC, location, distance from volcano) 3. The ability or capacity to cope and recover from a hazardous event Primary Impacts= that place at the time of the event itself and are directly caused by it. Secondary Impacts= that follow the event, and are indirectly caused by it. Hazard Measurement: Earthquakes are measured by the RICHTER SCALE Volcanoes can be measured using the VEI (VOLCANIC EXPLOSIVITY INDEX) Management: Remember there are two ways to manage earthquakes this is being prepared (being ready for the event) and being able to reduce the impact (mitigation). We can also manage the impact of hazards by the following: • Building design (cross bracing, earthquake proof housing etc.) • Warning systems (especially in Tsunami prone areas and for areas with an erupting volcano) • Preparation days (such as in Japan) • Having a disaster management cycle incorporating RESPONSE and RECOVERY techniques.
  • 7.
    Tsunamis • http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/tsunamis_rev1.sht ml (showsthe process of how they form.) What causes a tsunami? When an earthquake, volcano or landslide happens on the ocean floor, water is displaced. This water forms a tsunami. When the waves reach shallower water: • their height can increase by several metres • the shallow water slows the wave • the waves get closer together 2004 Asian Tsunami Main impacts • A quarter of a million people died. • Two million people were made homeless. • People were swept away in the waters, which arrived rapidly and with little warning. • Thirteen countries were affected, the worst being Indonesia. • Mangrove swamps helped to act as a barrier to reduce the energy of the water in some areas. • Short-term aid, such as water purification tablets, temporary housing and medical supplies were given from international countries. • An early warning system between countries surrounding the Indian Ocean has been set up.
  • 8.
    Case Studies Here youcan make notes on the case studies you have studied. Make sure you use the Purple text book for extra examples and to fill out your notes. You must be able to say where the case study is LOCATED, IMPACTS, RESPONSE, WHY IT HAPPENED, EFFECTS. Mt St Helens, A Composite Cone Volcano Mount Nyiragongo, A Stratovolcano
  • 9.
    Case Studies Here youcan make notes on the case studies you have studied. Make sure you use the Purple text book for extra examples and to fill out your notes. You must be able to say where the case study is LOCATED, IMPACTS, RESPONSE, WHY IT HAPPENED, EFFECTS. Kobe Earthquake, Japan, 1995 Sichuan Earthquake, China, 2008
  • 10.
    Case Studies Here youcould make case study notes on the studies you have done in class.
  • 11.
    Exam Focus 1. Describetwo characteristics of the Mantle. 4 2. Which of the following best describes the crust? 1 – A thin layer of basalt on the earth’s surface – A hot molten area of iron and nickel. – An areas of solid material next to the core. – An solid layer that is made up of granitic and basaltic rocks. 3. Explain why tectonic plates move. 4 4. Using the map on slide 3 describe the distribution of earthquakes and volcanoes. 3 5. Outline one process that occurs at a constructive plate margin. 2 6. Describe the process of subduction. 3 7. Describe the features of a stratovolcano. 2 8. Outline the differences between primary and secondary impacts of earthquakes. 2. 9. For an earthquake you have studied, outline two features of that event. 4 10. How can people prepare for a volcanic eruption? 4 11. Define the term ‘dormant volcano’ 2 12. a. Describe two ways of making building safer in the developed world. 4 b. Describe two ways of making building safer in the developing world. 4 13. What is the difference between a primary and secondary hazard? 2 – Give an example of a primary volcanic hazard – Give an example of a secondary volcanic hazard – Give an example of a primary earthquake hazard – Give an example of a secondary earthquake hazard – Explain how earthquakes can lead to tsunamis
  • 12.
    Topic 2: Climateand Change What you need to know: • Past ‘natural’ change • The impacts of past change • Present and future change • The future challenge
  • 13.
    Graph data- describeand answer 1) How many warm periods does it show? 2) What is the length of time between now and the previous warm period ? 3)Describe the variations in the temperature graph. 4) Does the Earth warm up faster, or cool down faster? 1) How many warm periods does it show? 2) What is the length of time between now and the previous warm period ? 3)Describe the variations in the temperature graph.
  • 14.
    How do weknow climate was different in the past? • WEATHER = short term, day to day changes in the atmosphere. • CLIMATE = the average weather conditions over 30 years. How do we know climate was different in the past? • Fossils of animals and plants that no longer live in the UK. • Landforms left by glaciers • Samples from ice sheets in Antarctica. Ice sheets are made up of layers of ice, a layer for each year. Trapped in the ice sheets are air bubbles. Climatologists study the CO2 levels to reconstruct past climates. • How do we know climate has changed in the more recent past? • Old photos, paintings • Diaries • Newspapers • Recorded dates of blossoms, harvests and migration of birds. • Tree Rings Task: Look at the list can you explain how each helps us know how the climate was different?
  • 15.
    Theory 1. How andwhy has climate changed in the past? You need to be able to describe how climate has changed over time both warm and cold periods have existed on Earth over the last 100 million years. Natural causes of climate change: make sure you know how these cause changes in our climate. 1. Orbital changes /MILANKOVITH CYCLES – Changes in the way the earth orbits the sun from circular to ellipse alters the amount of sunlight the earth receives- long-term 2. SUNSPOT THEORY – black areas on the sun’s surface. Some times there are more then they disappear. Spots mean greater activity and more solar energy being sent towards the earth  warmer - medium-term 3. ERUPTION THEORY – very large and explosive volcanic eruptions change earth’s climate. Ash and gas spread around the stratosphere and stop sunlight reaching the earth’s surface  cools the earth. Example is Mt Pinatubo, 1991, Philippines – reduced global sunlight by 10% and cooled the earth 0.5 degrees for a year - short-term THE LITTLE ICE AGE • Greenland Vikings ran out of food and died as temperatures fell. • In England there were ‘frost fairs’ on the river Thames when it froze. • Crops failed - ‘Great famine’ - Farmers died of hunger - Glaciers in the Alps grew and destroyed villages - They had to change their crops from wheat to potatoes How were ecosystems affected by climate change in the past? EXTINCTION OF MEGAFAUNA: Mega fauna are large animals that became extinct at the end of the last ice age (Pleistocene). These animals lived in North America and Europe (Including the UK). These animals included woolly mammoths, sabre-toothed tiger, large wolves and large beavers. As many as 135 species became extinct. :
  • 16.
    Theory What are greenhousegases? Imagine the world to be surrounded by a greenhouse. The glass is a mix of the gases: Chlorofluorocarbons, Nitrous Oxide, Methane and Carbon dioxide. The gases provide a shelter, letting heat in, but preventing most heat from escaping. TASK: Be able to sketch an accurate diagram of the greenhouse effect TASK: make 2 spider diagrams that show the human and natural causes of greenhouse gases. Use Pg. 34-35 to help. How have the levels of greenhouse gases changed over time? GLOBAL WARMING = a warming of the earth’s temperatures caused by the ENHANCED greenhouse effect (human’s have polluted the atmosphere so it is working more strongly). TASK: What is the difference between the GHE and the enhanced GHE Which countries produce the most co2? Why? HINT: think about the countries population, industry, development and then link to the amount of co2 they produce. How can we reduce co2? The Stern Review 2005 We should spend 2% our GDP now, reducing pollution OR the effects of global warming could decrease our GDP by 20%. ‘Spend now or pay later’. What can we do? • Decrease fossil fuel use. • Switch to ‘green energy’ – wind, solar, tidal. • Recycle more • Use cars less and public transport more. 1997 Kyoto Protocol = international agreement to cut CO2 emissions. • Some countries e.g. UK have cut emissions, others e.g. China haven’t. We need ALL countries to sign up.
  • 17.
    The UK Climate TheUK has a temperate maritime climate – mild temps, rain all year. The UK is on a similar latitude (how close to the equator you are, the further north you go the cooler it gets) to Moscow (Russia), however Moscow has much colder winters (-10 ◦c), but warmer winters (20◦C). Factors Influencing UK climate: Latitude – The angle of the earth’s tilt and the shape of the earth mean the sun loses it’s intensity at it moves away from the “flat “ equator. Polar Front – See next page – This is the boundary between the cold polar air in the north and the warm tropical air to the south. It moves north and south, and therefore in winter the polar front moves south over the UK bringing polar and arctic air masses. In summer it moves north allowing tropical air masses to move up. Ocean Current - The UK is influenced by a warm ocean current called the North Atlantic Drift, which keeps us warmer than Moscow in the winter, but cooler than there in summer. One reason it rains so much in the UK is because rain forms where warm and cold air meet! Different parts of the UK mean slightly different conditions North and West of the UK have hills and mountains resulting in higher rainfall from relief rainfall. As they are further from the equator and with a higher relief they are also cooler. Southern and eastern areas are closer to the equator with a lower relief and away from the direct influence of the North Atlantic drift and therefore are warmer and drier. Climate Change This could lead to either; The polar front shifting north =warmer climate, drier in summer, wetter in winter Or The North Atlantic Drift could move or weaken leading to a cooler climate
  • 18.
    UK Climate Ensure youcan name these influences on the UK climate and say what they bring to the country.
  • 19.
    2. What challengesmight our future climate present us with? Case Studies Climate Change in the UK Climate Change and sea-level rise in LEDC’’s Egypt.
  • 20.
    EXAM FOCUS 17 Describethe main feature of the UK’s climate today. (4)
  • 21.
    Topic 3: Battlefor the Biosphere What you need to know: • Location of biomes • Biomes as a ‘life support’ • Threats • Management Task: Describe the distribution of Tropical Rainforests Equator Biome = world scale ecosystem Biosphere = part of earth’s surface inhabited by living things
  • 22.
    Theory 1. What isthe value of the biosphere? You need to be able to describe a minimum of 4 different Biomes: You could revise the following but do revise more: 1. Deserts 2. Rainforests 3. Savannah 4. Deciduous You should be able to LOCATE them geographically, using BOTH longitude and latitude, give examples of countries in which they are located and describe the CLIMATE and CHARACTERISTICS. There are a number of different factors that influence where we find different Biomes these are…. Factor What is it? How Does it influence biomes? Latitude Altitude Continentality Temperature Precipitation Geology, Relief and Drainage Why do we need to protect the biosphere?
  • 23.
    LOCAL FACTORS AFFECTINGBIOMES: How local factors affect biomes: The biosphere acts as a life support system for the planet- it regulates the composition of the atmosphere, maintaining soil health and regulating the hydrological cycle. The biosphere provides humans with goods and services; complete the spider diagram below. Use page 44-45 to help. Food Raw materials Medicine
  • 24.
    Theory 2. How havehumans affected the biosphere and how might it be conserved? Few places on earth remain free from human interference. On the next page is an in- depth case study of Amazonia. You need to complete these parts as part of this question in the specification. Pollution and climate change bring stress and change: This includes the deliberate removal of forest to create space for agriculture is an example of direct human actions damaging the biosphere. How else can humans cause this? Pg. 49. How has the UK changed? You need to be able to discuss temperature raises and how the biosphere in the UK has changed over time. Think about how the wildlife in the UK has also been affected e.g. Bird species decline. CONSERVATION AT A GLOBAL SCALE: nearly 200 countries in the world are needing to sign agreements for conservation at a global-scale. TASK: make a table the shows all the conservation schemes globally that says what they aim to do and why. Pg. 53. Conservation at a local scale: biosphere management: It is important to sustainably manage all the biomes in the local areas as well as globally. This is because if you THINK LOCAL YOU CAN ACT GLOBAL. Everything has a knock-on effect. This is where you need to discuss a local case study- Biodiversity Opportunity Areas (BOA) - East Kent Woodlands & Downs (Challock) Key idea of BOA’s is to make the greatest gains can be made from habitat enhancement, restoration and recreation. Global Scheme Aims Why Needed
  • 25.
    Case Studies AMAZON RAINFOREST: TRFindigenous people (lived there for many generations) - almost everything provided by the rainforest: Wood for cooking and building herbs for medicine food – nuts, fruit, meat, fish grow crops – shifting cultivation farm 1 area for a while then move to allow soil to regain its fertility. (sustainable process) BUT…Direct degradation from…. TNC’s exploit the TRF  logging for timber/paper  farming – palm oil for example  cattle ranches  mining for oil  governments building dams for HEP  roads This means… The soil is eroded and washed away  floods. Wildlife loses habitats Rivers become dirty and polluted And…. Global warming an indirect degradation threat as: Extinction rates have increased Plants flower earlier Bird migration patterns are changing Droughts and forest fires in 2005 and 2010 SUSTAINABLE MANAGEMENT – meeting the needs of the present without compromising the needs of future generations. Tropical Rainforests – make sure it isn’t used faster than it is renewed. Ways to do this… Zoning Educating local people Ecotourism Protected areas Only cut large trees NAMED EXAMPLE: Klum, Cameroon Republic: Sustainable Forest Reserve  an area of selective logging  tree nurseries to replace trees cut down (afforestation)  ecotourism  protected areas  crops grown beneath the trees instead of cutting them down.
  • 26.
    Case Studies Use thispage to make notes on any other case studies you have done in class time: A climate graph… The RED line graph = average temperature for each month. The blue bar graph = average rainfall for each month. Temperature range = difference between min and max temperatures.
  • 27.
  • 28.
    Topic 4: WaterWorld What you need to know: • Hydrological cycle • Human interference • Threats • Managing water resources Task: Describe the distribution of the places with physical water scarcity. THE HYDROLOGICAL CYCLE The hydrological cycle is a CLOSED SYSTEM – A finite amount of water going round and round. None is added or lost.
  • 29.
    1. Why iswater important to the health of the planet? The hydrosphere is made up of all water stores including oceans, rivers, lakes and streams. These interact and link together the atmosphere, lithosphere and biosphere. Without one you cant have the others- WHY? Unreliable water: compulsory case study= Sahel • Belt of semi-arid land south of the Sahara, Africa. • Rains usually 1 or 2 months a year. Total 250-450mm/yr. • Since 1970 rainfall has been below average. Some years 25% less than average. • Sometimes rainfall is so heavy when it does fall that most is lost as surface runoff leading to flooding. • Other years there is no rain at all  rivers dry up  water table falls  farmers crops fail  animals die  desertification  decreased food supplies  famine. Global warming means… • Less rain for some areas e.g. Sahel, More for Others e.g. UK • Increased rate of glacier melt • More extreme weather events  floods and storms and droughts. • Richer countries e.g. Kuwait, Saudi Arabia (profit from oil) can buy their way out of trouble e.g. desalination  turning sea water into fresh water (very expensive). • Developing countries rely on rainfall for their crops  + unstable  food insecurity and famine. Theory Task: Can you define all the words on this diagram?
  • 30.
    Theory 2.How can waterresources be sustainably managed? How can water be polluted? Humans put enormous pressure on rivers- they are used for transport, industry, drinking and sewerage disposal. The most damaging types of pollution are: How people intervene in the water cycle: • CLOUD SEEDING: making it rain • DEFORESTATION: Decreased interception  increased flooding • URBANISATION: Increased impermeable surfaces • OVERABSTRACTION: taking too much water from rivers and lakes • BUILDING DAMS AND RESERVOIRS • GLOBAL WARMING: melting glaciers Water can be managed on two scales; large and small scale. You need to know an example of each scale. You must think about SUSTAINABILITY when you are answering any question about management. Does it consider the SOCIAL, ENVIRONMENTAL, ECONOMIC and POLITICAL aspects? INTERMEDIATE TECHNOLOGY this is a management strategy that can be used in poorer countries. It allows them to install appropriate, small-scale practical solutions that local people can apply and maintain themselves. This includes: hand pumps, lined wells and rain barrels or pumpkin tanks.
  • 31.
    Case Studies The Sahel-Unreliablewater Where is the Sahel located? Why are there water shortages here? What are the impacts of this water shortage? What are the solutions?
  • 32.
    Case Studies 3 GorgesDam  large-scale water management Location of 3 Gorges dam: Background information: Problem Cost Benefit Create reservoirs Trap sediment Regulate river flow (maintain a suitable level) Small scale solutions… NGO’s (Non Governmental Organisations) e.g. WaterAid develop small scale solutions. APPROPRIATE/INTERMEDIATE SOLUTIONS: Schemes that meet the needs of local people and the environment in which they live. Within their technical ability – they can operate and maintain the scheme themselves. They can continue to run it when the NGO has left e.g. RAINWATER HARVESTING is….(Give definition) LOW COST PIT/COMPOSTING TOILETS are ….. (Give definition) BENEFITS DISADVANTAGES  Increased water supply  Recreational use  HEP – Industry  Habitat for water birds (in reservoir)  Fishing (in reservoir)  less navigation (no meanders)  loss of farmland/villages  people have to be relocated (1.4 million)  disease – stagnant water  loss of cultural sites  interferes with fish migration
  • 33.
    Case Studies Here youneed to add in any other case study notes you have Case study: NAMED EXAMPLE: DHAKA, BANGLADESH Old Zhimkhana – slum on disused railway station. No safe water or toilets. WaterAid constructed 6 tube wells and 2 new sanitation blocks  people are no longer continually ill they can run facilities themselves  moving out of poverty In the past women had to walk long distances to get water. Now they have safe water for drinking, cooking, washing and personal hygiene. Problems of small scale schemes… A huge number of people suffer from HIV/AIDS  too ill to operate. In general, Intermediate technology is more sustainable than large scale schemes. Handy Facts: Cover one of the case studies and write 5 facts in the fingers and thumb and a summary in the palm. You should try something similar with other case studies
  • 34.
  • 35.
    Topic 5: CoastalChange and Conflict What you need to know: • Geology and landforms • Geomorphology and processes • Coastal erosion • Managing the coast The coastal zone=The area between the land and sea. Coasts are always changing.
  • 36.
    Theory 1. How aredifferent coastlines produced by physical processes? The shape of a coastline can be affected by two main things: geology and wave erosion. There are two types of coastline, define what they are: Concordant Coastline Discordant Coastline Coasts can also be formed by erosion: remember the anagram CASH to recite the types of erosion (MARINE PROCESSES): C A S H In your notes, draw a diagram that shows the landforms that are created by this type of erosion. WAVES  define these key terms in your notes: • Swash > Backwash > Destructive > Constructive > Fetch Coastal landforms can be made by EROSION or by DEPOSITION. The process of LONGSHORE DRIFT creates depositional features that include, beaches, spits, bars and tombolo’s. You need to have NAMED examples of one of these features e.g. Spurn Head, East Yorkshire
  • 37.
    Theory Landforms at thecoast can also be caused by cliff retreat. These features and landforms include WAVE-CUT NOTCHES AND PLATFORMS. At the Seven Sisters in Sussex, the cliffs are 160 metres high and the wave-cut platform extends 540 metres out to sea! WEATHERING there are 3 types of weathering also called SUB-AERIAL PROCESSES 1. Freeze thaw (mechanical) weathering ice or salt crystal growth can increase cracks in rocks causing stress 2. Chemical weathering Co2 dissolves in water causing acidic water- this can react with the minerals in rocks to dissolve it 3. Biological weathering roots of vegetation and burrowing animals can cause stress in rock cracks MASS MOVEMENT there are 2 forms of mass movement at the coast. These can dramatically change the coastline even overnight! 1. Rock fall sudden movements, rocks collect at the base 2. Slumping happens when the bottom of a cliff is eroded away by waves. The cliff can become weak and slide downwards. This can be triggered by heavy rain. This can be a rotational movement. How else can coastlines be affected? Fill in the notes below: 1. Changing sea levels and storm activity 2. Storms at sea causing coastal flooding
  • 38.
    What processes areeach of these diagrams about?
  • 39.
    Theory 2. Why doesconflict occur on the coast, and how can this be managed? There are many ways to manage coastal erosion and these are split into HARD and SOFT (holistic) ENGINEERING. Task: In your notes create a table the shows the advantages and disadvantages of each coastal management strategy. Examples of engineering include: HARD sea walls, groyne, rip rap, revetments, off-shore reefs SOFT or holistic approaches beach replenishment, managed retreat, cliff regrading Modern management…Holistic management  managing the whole stretch of coast and not just one place. Holistic management considers: • The needs of different groups of people • Economic costs and benefits • The environment of land and sea ICZM Integrated Coastal Zone Management this means treating a coastal zone as one managed planned development. Read pg. 81 to find out more. SMP – Shoreline Management Plans – for long stretches of coast. This should stop one place building groynes if it will effect down the coast. In the UK local councils and the Environment Agency pay for coastal defences. They choose from the following 4 options: 1. Hold the line sea defences stop erosion EXPENSIVE e.g.(Herne Bay). 2. Strategic Retreat gradually let the coast erode and move people away from risks. This may involve compensation for some people 3. Do nothing let nature take its course (e.g. Bishopstone) You may be asked about these options in the exam and be able to link them to a NAMED EXAMPLE. E.g. Barton on Sea .You also need to consider any CONFLICTS that might occur here
  • 40.
    Case Studies NAMED EXAMPLE:CHRISTCHURCH BAY, BARTON-ON-SEA, S.COAST UK. Coastal Erosion because: SW winds have a 3000 mile fetch across the Atlantic. Bad weather, cliff foot erosion, weathering, heavy rain and building at the top of the cliff, weak soils made from boulder clay (similar to Bishopstone)… IMPACTS: • Homeowners could lose their homes to the sea. House values fall. Insurance money may be impossible to get. • Rapid cliff collapse = dangerous. • Some roads and infrastructure = destroyed therefore unusable. • Unattractive sea defences. The people of Christchurch Bay argued that they needed sea defences… They got: cliff regrading (lower angle of the slope), groynes, rip rap and revetments They got this…. To stop this
  • 41.
    Coastal Flood Risk& Climate Change Rising Sea Levels • Some estimates of 30cm – 1 metre by 2100 due to thermal expansion and melting ice sheets • Those living in low lying areas could be in trouble e.g. Bangladesh, London, Essex, Maldives and Tuvalu in the Pacific Ocean. • High tides in spring and storm surges from hurricanes and depressions could cause huge amounts of damage. Storm Surge During our fieldwork, you will recall they were increasing the height of the sea defences, to try to prevent 1 in 200 year storms. Climate change could make these storms more frequent to 1 in 20 years Higher sea levels will lead to more erosion of places like Bishopstone, and the only choice will be to build new, higher defences or to retreat!
  • 42.
    Case Studies Use thisspace to add notes on any other case studies you have done.
  • 43.
  • 44.
    Topic 6: ExtremeEnvironments What you need to know  The characteristics of extreme climates  How flora and fauna have adapted to these extremes  The cultural heritage of indigenous people and threats to it  The threat of climate change to extreme climates  How local and global action can protect against climate change
  • 45.
    Polar Extremes Arctic –North of the Arctic Circle Antarctic – South of the Antarctic circle The suns rays are spread out at the poles reducing temperatures. Polar regions have low precipitation levels and this often falls as snow. The cold air sinks meaning there are few clouds and therefore little precipitation. Summers tend to be June to August. Winters account for the other 9 months.
  • 46.
    Polar Flora andFauna Adaptations Thin at top so bends in wind Cone shape to shed snow Shallow roots to avoid permafrost Needles to reduce moisture loss. Evergreen to take advantage of any sunlight Low to ground to avoid cold wind Pillow shape to trap warm air Flowers can twist to follow sun Tundra Biome Coniferous Forest Biome Animal Adaptations in Polar Bears, Seals and Arctic Foxes include: • Migration in Spring to the region and leaving before winter • Thick white fur – camouflage • Dens built and snow caves • Thick blubber for insulation Polar People 2 Types: Indigenous – Who still live traditionally, but many have moved to towns. Immigrants –Who have moved to work in mining, oil and gas drilling. Difficulties Faced: Extreme cold for months Darkness and isolation in winter Permafrost – which is a constant hazard as it can melt.
  • 47.
    Building • Homes builton stilts or rest on gravel to stop heat melting the permafrost, and allow cold air to circulate. • Windows are triple glazed • Roofs are steep sloped to shed snow Homes built directly onto permafrost start to lean then fall Arctic clothing traditionally was made from animal skins hand sewn with sinew. Today hi-tech insulated clothing has replaced this. Transport – Driving is easier in winter as the ground is hard and frozen. Ice roads are used by trucks, snowmobiles, skis and dog sleds are also used Energy – Oil and gas a re used, renewables are not suited to polar areas. Energy demand is high. Farming and food – crop faming is not possible. Reindeer are herded by the Inuit. Food has to be imported and this is expensive Unique Cultures Many Arctic people have become ‘Westernised’. Some do keep the old traditions The Aluet people of Alaska know how to use every part of a seal or whale – even bones for weapons or needles The Nenets believe that rocks, trees and animals as well as people have souls and spirits. This respect for the natural environment is something we could all learn from. The Inuits are very sensitive to change in the Arctic, they know before others if there is change for the worse.
  • 48.
    Named example -Bourke,New South Wales, Australia Why is most of Australia desert? • The mountains that border the coast = a rain shadow effect. • The further west the winds blow the drier they become. Western Australia = the driest. • Living in the Australian Outback... • Barren • Sparsely populated • Desert/semi desert • Scattered cattle farms • A few dirt tracks • Summertime temperatures +40 degrees • Rain rare • Soil thin and infertile How do plants and animals survive? PLANTS… SUCCULENCE  plants store water in fleshy leaves, stems and roots. Water is captured and stored They quickly absorb water through their long roots Waxy stems and leaves make them waterproof. Spikes/toxic/camouflage  protect them against animals wanting to eat them. DROUGHT TOLERANCE During drought they shed their leaves Become dormant (asleep) DROUGHT AVOIDANCE Most of these survive one season, rapid life cycle and die after seeding. Seeds last years and only germinate when soil moisture is high.
  • 49.
    Animals Bilby Perente RedKangaroo • Nocturnal  shelters from the heat to avoid dehydration • Burrows for moister, cooler conditions • Obtains enough moisture from food  bulbs, insects etc.. • Digs burrows • Hibernates May- Aug to avoid cold • Low moisture needs • Hops (fast, energy efficient travel) • Feeds at dawn and dusk – air is cooler • Sleeps during the heat of the day • Dew = water intake • Rain triggers hormones so breeding only occurs during rains How do people cope? Managing Water Supplies… • Farmers have dams and reservoirs to store water for cattle and sheep to drink. • Boreholes used to tap underground water (aquifers beneath the ground are rocks that store water). • Most people don’t farm, they work in the mines. • They need a lot of energy to run air conditioning needed to make life more bearable. NAMED EXAMPLE: PRAIRIE HOTEL, PARACHILNA 2 Metres below the ground – cooled by the surrounding rocks. Solar panels for electricity  lights and fans Kitchen and bathroom water is recycled and used to water the gardens *Aboriginal people are tall and slender – an advantage in losing body heat.
  • 50.
    Aboriginal Culture andThreats to it Culture – is about the traditions and lifestyles of particular groups e.g. Aboriginals in Australia FOOD: FRUIT : Bush tomatoes, SEEDS: Wattle seeds, GRUBS: Wichety grub MEAT: Wild animals e.g. crocodile BELIEFS AND LIFESTYLE – The land is sacred and to be protected. Hunting and gathering Create conditions for grubs > Dam rivers to catch fish Use fire to drive animals out so they can be hunted Craft based on hunting (boomerangs) or music (didgeridoos) Customs and stories never written down THREATS TO ABORIGINAL CULTURE Ayers rock (Uluru) is a sacred site for the Aborigines. It is also the most visited spot in Australia. NAMED EXAMPLE: Uluru World Heritage Site Aboriginal paintings etc. The number of visitors increases rapidly. 60% are from overseas. What problems do tourists bring? Aboriginal culture exploited for entertainment – Cultural dilution People come for the experience – climb the rock etc. rather than to learn about the Aborigines. Aborigines have no part in management of the tourist resort Tour guides ignore ‘awkward’ aboriginal history e.g. children taken forcibly from their parents until the ‘70s.  a new Aboriginal culture centre  educates people about aboriginal peoples  charges an admission fee which then goes to the community  creates jobs for Aboriginals  tourists do not climb Ayers rock (as it is sacred)
  • 51.
    Threats to theEnvironment Extreme Environments are often Resource Rich The super Pit gold mine in Kalgoorlie is so large it can be seen from space. Iron Ore and Manganese are mined in Pilbara, Australia, increasing the demand for housing and water. Oil and gas is already exploited in the Arctic – Russia and Alaska This creates jobs and money but………. Mine waste and spoil heaps scar the landscape Mining uses a lot of water that is scarce in arid places & the water used ends up polluted Oil spills from the trans Alaskan pipeline and the Exxon Valdez disaster which killed 250000 sea birds Jobs forever? Many extreme environments suffer from ‘boom and bust’ If prices for gold, oil, coal etc. are high there are lots of jobs. If not high unemployment. Tourism in these places has dropped by 19% in 2011-2012. Droughts in Australia have caused out migration of farm workers to cities.
  • 52.
    Threat of ClimateChange If outback temperatures rise it would make it very difficult to live in.  more frequent droughts  more evaporation more bushfires It is estimated that rainfall will fall in Southern Australia, leading to DESERTIFICATION The threat of El Nino (the reversal of normal air currents across Australia which brings drought to Australia every 5-7 years) Every 5-7 years instead of winds bringing rain from the Pacific, El Nino reverses everything. The winds blow WE and by the time the winds reach the east = dry = drought. Most severe droughts are linked to El Nino. The impacts of 2006/7 drought (short term): Severe water shortages Queensland More dust storms and bush fires for New South Wales Farmers New South Wales lose 80% income The impacts of climate change (long term): Farms abandoned and rural communities destroyed In 2002 drought reduces exports $1 billion (Australian dollars) 14% bird species and 25% mammals could be extinct by 2100. Local Action to CC NAMED EXAMPLE: Burkina Faso, Africa, Sahel Badly affected by drought, Deforestation and over use of the land  unable to grow enough food to feed themselves. No trees to bind the soil together so when it rained the soil was washed away.  in 1979 Oxfam project  farmers encouraged to build diguettes – a line of stones across the land. Slows rainwater and lets it soak in. trap soil and decrease soil erosion. The diguettes were a success. Almost everyone in the village had improved crop yields. It’s an example of intermediate technology –Materials found locally. Labour free. Cheap solution.
  • 53.
    Global Action onCC NAMED EXAMPLE: Oxfam working in Zambia to help people adapt to drought Trains them to use conservation farming Only requires moderate but constant farm work. Suits HIV+ as otherwise too weak. Conservation farming… Plough only where you plant instead of all of the land  less soil erosion and moisture only evaporates from the parts that have been dug. Spread the planting over a year instead of all at once. Several crops mixed together(Multi-cropping ). All land used – none wasted between rows of crops. If one crop fails there are others so no one starves. The Kyoto (Japan) Summit (Hugh conference to discuss CC) In 1997 to cut greenhouse gases by 5.2% by 2012-141 countries signed up. 181 by 2008. GROUP 1 = signed and meeting targets e.g. UK, France GROUP 2 = signed but not meeting – Canada, Denmark GROUP 3 = Signed but not set targets – China, India and other LEDC’s. MEDC’s produce most emissions and LEDC’s should to be given time to develop targets. GROUP 4 = didn’t sign e.g. USA (the world’s biggest polluter) and Australia (later signed when they had a change of Prime Minister) • Reducing emissions can affect a countries economy as they may not have power or ways to transport the produce any other way. They will lose money. • Some countries sell energy e.g. oil, reducing emissions could make them poorer
  • 54.
  • 55.
    Case Study Challenge Listas many case studies as you can remember Restless Earth Climate and Change Battle for the biosphere Water World Coastal Change and Conflict Extreme Climates
  • 56.
    Case Study Challenge Listas many case studies as you can remember Fast Facts – 3 facts about each case study……..Go!
  • 57.
    Case Study Challenge Whichcase study for which question??? Question Case Study For a volcanic eruption in an MEDC………. How can people in LEDC’s prepare for earthquakes? Using examples explain how climate change has affected people and ecosystems Describe how CC may have impacts on an LEDC Explain how people can conserve a biome you have studied Using examples at different scales explain some ways of conserving threatened biomes For a large scale water management you have studies describe its impacts Describe a small scale water management project Using named examples describe how coastal management can cause conflict at the coast Giving examples, explain how people cope with living in an extreme climate Using examples explain how people can overcome problems of drought, in one extreme climate you have studied Using examples, explain the value of traditional culture in extreme parts of the world
  • 58.
    • Using oneof the handy facts or key facts sheets complete a sheet for your weakest case study. • Do the same for your strongest • How do they compare? Case Study Challenge Strengths and Weaknesses
  • 59.
    Knowledge Top up…… 1.Go to the Edexcel website www.edexcel.org.uk 2. Click : Qualifications> GCSE from 2009> Geography B> Question papers 3. Select higher or foundation Revision: • Case study work on handy facts or key fact sheets • Use revision guide to revise • Exam questions from the case study challenge sheet • Exam papers
  • 60.
    Case Studies Restless Earth Volcanoes: •Nyirogongo • Mt St Helens Earthquakes: • Kobe • Sichuan Tsunami: • 2004 Asian, Sumatra Climate and Change • Little Ice Age • Medieval Warm Period Changing conditions in: • UK • Egypt
  • 61.
    Case Studies Battle forthe Biosphere Amazon rainforest: • Conservation • Products and services Global policies: • Ramsar • CITES Local initiatives • Biodiversity Opportunity Areas (BOA) - East Kent Woodlands & Downs (Challock) Water world The Sahel Three Gorges Dam • Environmental Water Sources • Great Artesian Basin, Australia Access • Ethiopia, Tigray province
  • 62.
    Case Studies Coastal Conflictsand Change: Management • Christchurch Bay • Herne Bay Erosion + landforms • Holderness coast Extreme Environments- Cold and Hot: Arctic • Inuvik, Canada Hot desert • Bourke NSW, Australia