Chapter 1: What is geography?
Introducing Geography … before you start!
1.
STUDENT CHOICE/OPEN ANSWERS.
2.
STUDENT CHOICE/DISCUSSION.
3.
(a)Answers may include: lava, liquid, crater, fire, hot, rock.
(b)STUDENT CHOICE. Should comment on ‘One’ in terms of what people/places have in common/share.
4.
STUDENT CHOICE/OPEN ANSWER.
5.
(i)Maps.
(ii)STUDENT CHOICE/OPEN ANSWER.
6.
(a)STUDENT CHOICE.
(b)STUDENT CHOICE/DESCRIPTION.
7.
TrueThere are lots of people here – it is crowded.
TrueThere are not many children.
FalseThis photo is taken in a poor country.
FalseThis place is very cold.
FalseMost of these people are on the way to work.
FalseIt is a quiet place.
EXTENSION TASK
Answers may include:
•Crowded: all you can see are people – not even the ground!
•Few children: only a few visible – others may be hidden in the crowd
•People all seem to be well dressed
•People are in t-shirts – warm weather
•People are casually dressed – not in work clothes
•Very crowded so likely to be noisy
1.1 Physical geography 1, pages 8–9
1.
(a)STUDENT CHOICE.
(b)STUDENT CHOICE/GLOSSARY CHECK.
2.
It helps us to understand what is happening on the Earth (both underneath and on the surface) today, e.g. the results of tectonic activity.
3.
STUDENT CHOICE.
4.
Definitions from the glossary on pages 152–155
•Erosion: the wearing away of something, e.g. waves eroding the coast
•Transport: to carry or move from place to place
•Deposition: when material is transported then dropped somewhere else
5.
(a)Waves carry sediments,transporting them along the coast, e.g. in Figure 2.
(b)Rivers cut down into rocks, eroding the land and forming valleys, e.g. Figure 3.
(c)Rivers and waves both transport sediments great distances before depositing them.
6.
STUDENT CHOICE/OPEN ANSWERS.
1.2 Physical geography 2, pages 10–11
1.
Answers may include: sun, snow, rain, hot, cold, wet, dry, humid, wind, cloud, fog – and many others
2.
The average or normal weather for a place
3.
(a)Answers may include: polar, tropical, temperate, desert/dry/arid, savanna, tundra - and others
(b)Large areas of the world with different or characteristic types of flora and fauna (plants and animals)
(c)They are smaller and often more specialised, e.g. a pond or lake, a coral reef etc.
4.
Many plants and animals can only live in certain climatic conditions – they need the right temperature range and/or precipitation levels.
5.
Include:
•Store water in fleshy stems
•Long roots which stretch out horizontally close to the surface to collect as much water as possible.
6.
Description or labels should include:
•Cold blooded – can cope with extremes of temperature
•Thick scaly skin retains moisture
•Hide under rocks or burrow into ground out of the sun.
7.
(a)Coral reefs need warm water between 18° and 26°C. Water must also be clear and clean: pollution can damage coral. It also needs to be quite shallow, between 10 and 50 metres deep.
(b)Pollution; rising temperatures; damage from human activity e.g. fishing and tourism.
8.
(a)STUDENT CHOICE.
(b)STUDENT CHOICE/OPEN ANSWERS.
EXTENSION TASK
STUDENT CHOICE/OPEN ANSWERS.
1.3 Human geography 1, pages 12–13
1.
(a)STUDENT CHOICE/OPEN ANSWERS.
(b)STUDENT CHOICE/GLOSSARY CHECK.
2.
Urbanisation, settlement, communities
3.
Human geography is about people and places.
The world’s population today is over 7 billion, but they are not evenly distributed.
Most people live in large, built-up urban areas.
People often move from the rural countryside to cities to find work.
4.
(a)The movement of people from place to place.
(b)Create multicultural societies; bring a richness to an area, e.g. through different cultures, languages and religions.
5.
STUDENT CHOICE/OPEN ANSWERS.
6.
MDCHave a high Human Development Index (HDI)
MDCHave ahigh life expectancy
LDCChildren may only have a few years in school
LDCOften work as subsistence farmers, e.g. Figure 5
MDCUsually have a good quality of life
LDCContain some of the world’s poorest people
1.4 Human geography 2, pages 14–15
1.
STUDENT CHOICE/OPEN ANSWERS.
2.
Place the jobs / industries below the table under the correct heading
Primary / Secondary / Tertiary / Quaternaryoil rig worker / car mechanic / tour guide / computer programmer
pig farmer / baker / nurse / business advisor
fisherman / house builder / shop assistant / medical researcher
3.
(a)STUDENT CHOICE/OPEN ANSWERS.
(b)STUDENT CHOICE/OPEN ANSWERS – but likely that the majority will be tertiary or quaternary. Could prompt a class discussion as to why.
4.
tradeto buy and sell goods or services
importto buy goods in from other countries
exportto sell goods to other countries
marketthe people who buy goods
5.
(i)people have more holidays
(ii)people have more disposable income
(iii)easier to travel anywhere
(iv)cheaper to travel
(v)quicker to fly anywhere in the world (in any order)
6.
(a)the movement towards life on a world scale, all things becoming the same
(b)Transport: it has become easier to travel further and more quickly.
(c)Trade: as people travelled further they started to want things not found in their own countries,
e.g. food.
(d)Technology: has helped develop transport methods, e.g. flying. Also communications – the
World-Wide Web(www) etc.
(e)
7.
STUDENT CHOICE but may include:
•Figure 3: Goods can be transported anywhere, e.g. via containers; we can buy products from all round the world.
•Figure 4: Air travel allows us to travel almost anywhere very quickly and buy the same products in most countries.
•Figure 5: High-tech goods like mobile phones are used across the world, especially helping people in remote rural areas.
8.
(a)STUDENT CHOICE.
(b)STUDENT CHOICE/OPEN ANSWERS.
EXTENSION TASK
STUDENT CHOICE/OPEN ANSWERS.
1.5 Geography: the big picture, the big issues, pages 16–17
1.
(a)Destruction/damage in the Amazon rainforest in Brazil. Trees cut down leaving tree stumps and bare soil, very little vegetation.
(b)Logging for timber or clearing land for mining, farming, housing or roads.
(c)Human activity.
2
(a)Immediate effects: deaths, injuries, buildings damaged or destroyed, roads blocked
(b)Long term effects: economic losses – businesses closed/jobs lost, homelessness, damaged infrastructure, the cost of rebuilding.
(c)Knowing where plates are, how they move and where they meet.
3.
There are many Big Issues but the main ones involve change, sustainability, inequality and conflict. They include an increasing population and how to feed, house and provide them with the resources they need, changing climates; pollution and planning for change.
4.
(a)Finite = limited. Earth is limited in resources and sustainability. We will use it up = it is not infinite.
(b)The number of people that can be supported by the resources available. If we go beyond this, there would not be enough resources to support the population.
5.
(a)STUDENT CHOICE/OPEN ANSWERS. Answers may include: energy sources, e.g. fossil fuels; water; minerals/metals; food etc.
(b)STUDENT CHOICE/OPEN ANSWERS. Should include whether there is a substitute/alternative to named resources.
6.
(a)Should include some, if not all, of: change, sustainability, inequality, conflict, resources, population growth, climate change, pollution, greenhouse gases/effect, carrying capacity, life expectancy, mitigation, adaption.
(b)STUDENT CHOICE.
EXTENSION TASK
STUDENT CHOICE.
Introduction to geographical skills … before you start!
1.
STUDENT CHOICE/OPEN ANSWERS.
2.
Below are some typical responses – there will be others
Item / How a geographer might use this:Compass / Give general directions
Give bearings
Mobile phone / Take photos/videos, give compass direction/GPS, use maps
Record sounds/interviews
Use a range of apps for specific purposes
Map / Locate places or features
Plan or describe routes
Describe locations, land use and landscapes
Questionnaire / Ask specific questions about a place/behaviour, e.g. visiting a shopping centre or local sports centre
Seek opinions about something, e.g. a new wind farm or road
Camera / Take photos to illustrate aspects of geography/change
Record a landscape to make a sketch or diagram from
1.6 Maps 1: understanding scale pages 20–21
1.
Figure 1 is a political map which shows the world’s continents
Figure 2 is an international map which shows the countries of Europe
Figure 3 is a regional map of the Netherlands
Figure 4 is a local map which shows part of Amsterdam
2.
(i)title
(ii)direction (north arrow/simple compass rose)
(iii)scale
(iv)key (if required)
3.
(a)Both have title, north arrow and linear scale. Both are political maps.
(b)Figure 2 is a bigger scale, so shows less detail than Figure 3 (or vice versa).
4.
(a)ratio
written statement
linear scale
1:10,000
(b)It is in a much smaller scale, so is only 10000 times smaller than reality, compared to
(c)100 000 times smaller, so has room for far more detail.
5.
(a)
Locations / Distance in km / Direction travelledAmsterdam to Maastrict / 50 / SE (SSE)
Maastrict to Groningen / 260 / NE (NNE)
Groningen to The Hague / 190 / SW
The Hague to Utrecht / 60 / E
Utrecht to Assen / 140 / NE
(b)
(i)Allow answers between 270–300 km
(ii)Allow 600–680 km.
EXTENSION TASK
STUDENT CHOICE/OPEN ANSWERS.
1.7Maps 2: types of map, pages 22–23
1.
(a)STUDENT CHOICE/OPEN ANSWERS.
(b)STUDENT CHOICE/OPEN ANSWERS.
2.
STUDENT CHOICE OF MAP/OPEN ANSWERS.
3.
(a)A line on a (topographical) map joining together places of equal height.
(b)Spot height.
4.
The lines forming the squares are numbered, allowing us to locate places using them to give map coordinates/grid references.
5.
(a)1 km2
(b)30 km2 (approx.)
6.
(a)Unfortunately an error in printing means the answers are already in place – as below.
(b)
Symbol / Meaning / Symbol / Meaning/ Windmill / / Pumping station
` / Contour line / / Main road (red)
/ Railway line / / Signpost
/ Religious building (red) / / Mixed forest (blue on green)
/ Houses / / Hospital (white on blue)
/ Wind turbine / / Post office (red)
(c)The answers can be checked using the key on page 23.
EXTENSION WORK
STUDENT CHOICE/OPEN ANSWERS.
1.8 Maps 3: making maps, pages 24–25
1.
Lines of latitude run from east to west around the Earth.
Lines of longitude run from the North pole to the South pole.
The Equator is at latitude 0o. It divides the world into two halves or hemi-spheres.
The prime meridian is the line of longitude at 0o.
2.
3.
Most of the maps we use are flat, but the Earth is a sphere.
4.
(i)accurate: the shapes of the continents
(ii)inaccurate: the size of the continents
EXTENSION WORK
The Mercator map …
The Peters map …
5.
(a)
No. / City / Country / Latitude and Longitude1 / Amsterdam / Netherlands / 52°N 4°E
2 / Rio de Janeiro / Brazil / 22°S 43°W
3 / Tokyo / Japan / 35°N 139°E
4 / Honolulu / Hawaii, USA / 21°N 157°W
5 / Sydney / Australia / 33°S 151°E
6 / Rome / Italy / 41°N 12°E
7 / Seoul / South Korea / 37°N 126°E
8 / Beijing / China / 39°N 116°E
9 / Cairo / Egypt / 30oN 31oE
10 / Quito / Ecuador / 0oS 78oW
11 / Windhoek / Namibia / 22oS 17oE
12 / Karachi / Pakistan / 24oN 67oE
13 / Paramaribo / Surinam / 5oN 55oW
14 / Warsaw / Poland / 52oN 21oE
15 / Reykjavik / Iceland / 64oN 21oW
16 / Lagos / Nigeria / 6oN 3oE
EXTENSION WORK
STUDENT CHOICE/OPEN ANSWERS
5.
Geographical Information Systems.
Remotely by satellite. Produces digital maps which can be updated constantly.
6
3Extra detail is added, e.g. colour to show lowland, mountains, rivers and lakes.
2 Natural features like the height, shape and type of land are mapped.
4Further information is included, e.g. roads, buildings etc.
1Distance, height and other basic measurements are collected.
(a)STUDENT CHOICE/OPEN ANSWERS.
(b)STUDENT CHOICE
For example:
•A bus company: roads, traffic signals; housing; businesses; other transport facilities.
•A water company: underground features, e.g. cables, pipes, drains; roads; surface features, e.g. rivers, transport links; slope.
•People planning a new store: transport links, e.g. bus routes; housing/population density; other similar stores.
EXTENSION WORK
RESEARCH/STUDENT CHOICE/OPEN ANSWERS.
1.9 Data 1: data collection, pages 26–27
1.
(a)Answers may include: to make maps; support ideas; show patterns and trends; show changes; prove and disprove hypotheses.
(b)It must be accurate and reliable, e.g. a well-known company or organisation.
2.
(a)The bigger the sample, the more it is likely to represent the majority view.
(b)If you are undertaking a traffic survey, a main road will have busy and quiet times. If you are looking at numbers visiting a tourist site, especially one relying on the weather, this will also vary from season to season.
3.
(a)They represent different periods of time (half an hour versus an hour); one is raw numbers, the other percentages.
(b)Multiply (a) x 2 to give figures per hour; convert the raw numbers to percentages. A second pie chart could then be drawn and compared directly with (b).
4.
(a)Studying the environment first hand, i.e. going to the area you are studying.
(b)Answers may include: collecting data via surveys and questionnaires; sketching/photos; observation; measuring, e.g. width, speed and depth of a river.
5.
STUDENT CHOICE/OPEN ANSWERS.
6.
(i)subjective: opinion/thinking – cannot be measured.
(ii) objective: something which is known (factual) – can be measured.
7.
(a)Open Questions: Location; Day/date/time; How far away do you live?; How long did it take you to get here?
Closed Questions: Have you travelled here from home today?; Do you live in the local area?;
Can you give me the name (town/village)/postcode of where you live?
(b)STUDENT CHOICE.
1.10 Data 2: graphs, pages 28–29
1.
Visual; easy to read/see patterns/compare.
2.
Type of bar graph / Description / Use(s)Single / •Data is shown by a single shaded bar or block. / •Easy to read.
•Can be used for unconnected data.
Multiple or composite / •Uses two or more bars, usually blocked together.
•One set of x–y axis used for different data. / •Compares similar data directly.
•Easy to read.
•Changes and trends very clear.
Divided / •Single bar or block used.
•Usually represents 100% (rather like a rectangular pie chart!)
•Divisions made to show data / •When more than one used can show differences or changes and trends.
•Clear, easy visual comparison of data.
•Easier to draw than pie charts.
3.
•Birth rate, death rate, natural increase.
•In 1960 the birth rate is 52 per 1000. This decreases slightly to 51 in 1970, and again to 50 in 1980. There is a larger decrease by 1990 as it drops to 46. However, by 2000 it has stopped falling.The trend over the first 30 years is a gradual decrease of 6 births per 1000, before remaining the same between 1990 and 2000.
•Natural increase is 19% in 1960. It rises to 22% in 1970 and 26% in 1980. It is at its highest (27%) in 1990 before falling to 20% in 2000. The overall pattern or trend is of steady increase from 1960–1990, then a large decrease by 2000.
4.
(a)Used when there is a link between the data.
(b)This is so approximate readings can be made along the line between the actual data with some degree of accuracy.
5.
(a)Number of farms in the Netherlands
(b)The pattern is one of steady decline from over 400,000 farms in 1950 to 70,000 in 2010. Good answers will refer to a slowing down of the increase using data from the graph.
6.
7.
•Graph A starts at zero lorries per day, Graph B starts at 100 lorries per day.
•In graph B, it looks as though there were twice as many lorries in 2008 compared to 2012 – in reality there were 200 compared to 300. If you do not notice that the graph does not start at zero, it is easy to get the wrong visual impression.
•Sometimes those who are showing data may want to make it look as though things have changed a lot – or vice versa, depending on the data – despite what the real numbers show.
1.11 Images 1: photos and sketches,
pages 30–31
1.
(a)They often show a great deal of information and in a more accessible way than just text.
(b)STUDENT CHOICE/OPEN ANSWER.
(c)STUDENT CHOICE/OPEN ANSWER –probably because the student has seen images or a TV programme/DVD/Video material about it, i.e. a visual image rather than just reading about it.
2.
(i)They can show large areas from space
(ii)They can show developing weather systems or hazards like hurricanes
(iii)They can be compared to show changes, patterns or trends
3.
More of the land is covered by crops and vegetation.1987
The land has been drained.1973
You can see the river Ijssel very clearly.1987
There is bare soil to the south east of Amsterdam.1973
This image was taken in summer.1987
South Flevoland has almost no bare soil.1987
4.
A labelled image just names what the different objects are: an annotated image explains in detail, e.g. how it was formed, what it does etc.
5.
(a)STUDENT CHOICE: include size, shape, special features and where they are found.
(b)STUDENT CHOICE.
(c)STUDENT CHOICE.
6.
(a)
(b)STUDENT CHOICE/OPEN ANSWERS.
7.
STUDENT CHOICE/OWN ANNOTATIONS.
1.12 Images 2: diagrams and cartoons,
pages 32–33
1.
They are often simplified and drawn in sequence – before/during/after, e.g. frost shattering in Figure 3, page 32. They are particularly good at showing how a physical feature is formed by different processes altering the existing landscape. This ‘theory’ can then be applied to actual examples in the landscape.
2.
STUDENT CHOICE/OPEN ANSWERS.
3.
(a)Both show:
•the inside or structure of a tropical storm.
•the rotation of the air.
•additional, detailed information using annotated labels.
(b)a shows a slice or section through the storm, whilst b gives a 2-D effect, showing depth or perspective, helping show the extent of the feature.
(c)STUDENT CHOICE/OPEN ANSWERS: but should favour b as it shows more.
4.
STUDENT CHOICE/OPEN ANSWERS.
5.
The whale has a plastic bottle in the air over its blow hole – the message is that the water/ocean is polluted by, e.g. plastic waste.
6.
(a)STUDENT CHOICE/OPEN ANSWER.
(b)STUDENT CHOICE/OPEN ANSWERS.
Writing 1: answering questions and research, pages 34–35