Student Choice/Open Answers

Chapter 1

What is Geography?

Pages 8–9

STUDENT CHOICE/OPEN ANSWERS.

Pages 10–11

Many plants and animals can only live in certain climatic conditions – they need the right temperature and/or precipitation.

Plants:

• store water in fleshy stems.

• have long roots which stretch out horizontally close to the surface to collect as much water as possible.

Animals:

• burrow underground/under rocks.

• come out/feed only at night.

• may be cold-blooded/have scaly skins.

STUDENT CHOICE/OPEN ANSWERS.

Pages 12–13

STUDENT CHOICE/OPEN ANSWERS.

Answers may include:

crowded, noisy, cold, sad, dirty, frightening etc.

Pages 14–15

Possible answers (there are many others):

Primary / Secondary / Tertiary / Quaternary
oil rig worker / car mechanic / tour guide / computer programmer
pig farmer / baker / nurse / business advisor
fisherman / house builder / shop assistant / medical researcher

(a) The movement towards life on a world scale, all things becoming the same.

(b) STUDENT CHOICE/OPEN ANSWERS.

STUDENT CHOICE/OPEN ANSWERS.

Pages 16–17

(a) 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; human activity.

STUDENT CHOICE/OPEN ANSWERS – but may include: energy sources, e.g. fossil fuels; water; minerals/metals; food etc.

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.

Geographical Skills

Pages 20–21

(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).

1:10,000 – it is a much smaller scale, so is only 10 000 times smaller than reality, compared to

100 000 times smaller, so has room for far more detail.

Pages 22–23

STUDENT CHOICE/OPEN ANSWERS.

Pages 24–25

The ground would need to be dug up/excavated and you would need to avoid cutting through other services found underground, e.g. electricity cables.

Pages 26–27

• They are for different periods of time (half an hour and one hour); one is raw data/numbers, the other percentages.

• 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 pie chart (b).

STUDENT CHOICE/OPEN ANSWERS.

Pages 28–29

STUDENT CHOICE/OPEN ANSWERS.

Pages 30–31

• By 1987 most of the newly drained land has merged in with the existing land (red).

• Much of this new land is covered by crops and other vegetation.

• The size of Lake Ijssel is much smaller.

• In 1987 there is less bare soil (light blue) than in 1973.

STUDENT CHOICE/OPEN ANSWERS.

Pages 32–33

(i) Similarities – they both show:

• the inside or structure of a tropical storm.

• the rotation of the air.

• additional, detailed information using annotated labels.

• Differences:

• (a) shows a slice or section through the storm.

• However (b) gives a 2-D effect, showing depth or perspective, helping show the extent of the feature.

(ii) STUDENT CHOICE/OPEN ANSWERS.

STUDENT CHOICE/OPEN ANSWERS.

Largely student opinion, but should refer to global warming/climate change/the Earth getting hotter and suffering/unable to cope.

Pages 34–35

STUDENT CHOICE/OPEN ANSWERS.

Pages 36–37

Chapter 2
Europe (6) / Chapter 3
Weather and Climate (3) / Chapter 4
Water (4)
Energy in the
Netherlands / Hurricane Katrina / Water Wars 1: The Euphrates
Sustainable energy in the Netherlands / Flooding in the Netherlands / Water Wars 2: Israel and Palestine
Tourism in the EU’s Mediterranean countries / Weather and climate in the Netherlands / Too much water 1: Flooding in Pakistan
Tourism in Italy / Too much water 2: Rotterdam
Poland’s changing borders
Poland: migration

STUDENT CHOICE/OPEN ANSWERS.

Chapter 2

Europe: countries and borders

Pages 42-43

It is surrounded on three sides by water.

A pie chart or graph is the most suitable type of graph.

It is generally very warm, dry and sunny.

Pages 44–45

Russia, Turkey, Kazakhstan, Azerbaijan and Georgia

STUDENT CHOICE: but they need to make the link with climate and relief, i.e. sparsely populated areas are usually mountainous or have extreme climates. Densely populated areas are usually flat lowlands with more temperate climates. Named locations (countries/features) should be used.

Pages 46–47

Main changes include:

• More (usually smaller) countries.

• Empires like the Ottoman and Austria-Hungary are broken up.

• Majority of countries belong to two opposing alliances – NATO (west) and Warsaw Pact (east).

The changes were mainly the result of the two World Wars.

This question is incorrectly posed in the Student’s Book. The question was intending to ask for a comparison between 1900 and the present.

The answer to the intended question could include:

Similarities:

The following countries (and borders) are the same

• Norway, Sweden, Finland, Denmark, UK/GB and N Ireland/Ireland; Netherlands, Belgium, Luxembourg, France, Spain, Portugal, Switzerland, Italy

Differences:

• Many more countries

• Austria-Hungarian and Ottoman Empire have split up

• Germany split into Germany and Poland

• Greece is larger

New independent countries include:

• Estonia, Latvia, Lithuania, Ukraine, Turkey, Slovakia, Czech Republic, Moldovia.

Pages 48–49

They are only available for certain parts of the year, e.g. working in cafes in summer in tourist resorts; harvesting crops when ripe etc.

The destinations of displaced peoples from the former Yugoslavia

The European Union

Pages 50–51

Following World War II in particular, both peace and co-operation (the ability to work together) were needed for Europe to recover and rebuild.

STUDENT CHOICE.

Pages 52–53

Answers should include some or all of: freedom of movement of people, goods, services and money across EU member countries.

One currency (system of money) used across all Eurozone members – in this case, the euro.

The question asks students to draw a graph using all the data in Figure 3: although useful for comparisons it would be a rather large graph and quite time consuming. It may be easier to select (or ask students to select) 8–10 countries only. Which ones to choose could be discussed in groups or as a class?

Pages 54–55

STUDENT CHOICE/OPEN ANSWERS.

The European Commission / The European Council (EP) / The Council of the
European Union
Puts forward new laws. / Approves laws and the EU budget. / It’s the EU’s main decision-making institution.
Suggests directives and regulations. / Supervises the work of the Commission. / Responsible for foreign policy, justice, security, defence, laws and the budget.
Its commissioners represent the EU internationally.

Pages 56–57

• Fossil fuels are non-renewable/finite so will run out (not sustainable).

• They give off greenhouse gases.

• Europe imports most of its fossil fuels, so it is dependent upon other countries, many of which are unstable politically, e.g. in the Middle East.

NB –a good energy mix would include an increasing proportion of renewable sources of energy.

A range of possible answers including:

• installing double or triple glazing

• loft, roof and wall insulation

• insulation/lagging pipes and boilers

• energy saving bulbs.

Pages 58–59

A range of descriptions including:

• Japan’s share of world trade in goods and services is roughly the same (6/7%).

• The US has the second highest share of world trade in goods and services (14% and 18%).

• The EU has by far the biggest share of both (except ‘others’) with 17% and 28% and is a significant world ‘player’.

• China has almost 10% of the world trade in goods, and nearly 6% in services.

Answers may include:

• more jobs/work available across the EU.

• EU citizens can travel to and work freely in member countries.

STUDENT CHOICE/OPEN ANSWERS. Answers may include:

Advantages:

• Common currency within Eurozone – good for people and businesses.

• Strength on world market of a currency supported by many countries.

Disadvantages:

• Tied to a central/common currency valuation, e.g. cannot devalue.

• Have to comply with Eurozone agreements/regulations or could jeopardise EU membership, e.g. Greece.

EU case studies

Pages 62–63

It is a good idea to use a variety of energy types as prices and availability changes, especially as non-renewable resources start to run out. It also allows the development of cleaner, renewable sources as technology changes and greenhouse gas emissions are cut. It helps if countries do not have to import energy, as it can make them vulnerable to political situations.

Its own reserves of oil and gas are decreasing: it needs to replace these with cleaner alternative to reduce greenhouse gas emissions.

Pages 64–65

STUDENT CHOICE/OPEN ANSWERS. Should discuss both advantages and disadvantages (Figure 4 page 65)

A large proportion of biofuels today come from crops specifically grown for the purpose, e.g. oilseed rape. There are concerns that more land will be used for this, rather than to grow food, as it may be more profitable. Using waste materials from food and other crops/sources would help overcome this

and the fear that food prices will rise as farmland decreases. It would also be a good use of what is now just bio-waste.

Pages 66–67

Tourism has grown generally as people have more leisure time, paid holidays and travel is cheaper and easier. The Mediterranean region has a range of attractions:

• sunny, dry summer climates

• large, attractive coastline

• many historic buildings

• mountains which attract walkers, climbers and those interested in winter sports.

Benefits:

• a wide range of jobs/employment opportunities

• income for the host country

• improved infrastructure for tourists also benefits locals

• the multiplier effect.

Problems:

• many jobs are seasonal and low paid

• tourists tend to concentrate in certain (honeypot) locations

• strain on resources, e.g. water, transport, health treatment

• conflict with locals, e.g. those who have limited access to water

• impact on the environment – waste, pollution, erosion etc.

Pages 68–69

(i) Historic buildings, e.g. Rome’s Colosseum; the Vatican and other World Heritage sites; art and architecture e.g. Venice.

(ii) Winter sports; hiking/walking; climbing; beach/water sports; volcanoes; the canals of Venice.…there are many others!

World Heritage Sites: a place (natural or man-made) that is defined by UNESCO as being of special cultural or physical significance

World total = 962 Italy total = 47

Pages 70–71

Many people can become displaced (millions across Europe after World War II), no longer having a real ‘home’ country.

• To access the single market.

• Attract investment and support to help develop the economy.

• To travel and work freely in other EU countries.

Pages 72–73

Use/adapt information from Figure 2, page 72.

• Push factors: high unemployment and inflation, housing shortages.

• Pull factors: jobs, higher wages (often enough to send money home), ‘better’ lifestyle (bright lights etc.)

Figure 4, page 73 may help.

• Bring a different culture to the UK – enriches the UK’s multicultural society.

• Set up shops and businesses which help the UK economy.

Chapter 3 Weather and Climate

Weather

Pages 78–79

STUDENT CHOICE/OPEN ANSWERS.

4oC

Hemispheres: from ‘half a sphere’ = the Earth is divided into two hemispheres (North and South) by the equator.

Heat islands: areas of land which are warmer than the surrounding areas.

Micro-climates: small areas which have slightly different climates from the surrounding area.

Pages 80–81

STUDENT CHOICE but should include (in the same order) information from the labels from Figure 1 page 80 – but probably with some of them combined, e.g. Figures 4 and 5.

The water is not lost, it ‘cycles’ around, e.g. it rains, the rain falls onto the ground, it drains into seas and oceans, evaporates, forms clouds and rains again.

(i) Relief rainfall

(ii) Frontal rainfall

Most rain comes from low pressure systems (depressions) which cross the Atlantic Ocean. There is no high ground in the way as most rain comes from the west, so relief rainfall is rare.

Pages 82–82

They take on the characteristics of the land/water beneath them. As these change over the year (seasons), the air mass above will have different characteristics, e.g. much colder in winter.

It would become colder and may even bring snow.

(a) (i) A: Depression or cyclone
(ii) B: Anticyclone

(b) 964–1028 millibars

Winds always blow from areas of high pressure to areas of low pressure.

Pages 84–85

STUDENT CHOICE/OPEN ANSWERS.

STUDENT CHOICE/OPEN ANSWERS – may include TV/radio/internet/newspapers.

Although satellite technology allows forecasters to see what is happening now, it is difficult to be 100% accurate when predicting how fast or in what direction individual weather systems may move, so forecasts can be wrong. Sudden changes can also occur, e.g. movements of the jet stream.

Extreme Weather

Pages 86–87

May include the one below (but there are many other individual countries):

Hurricanes / Tropical cyclones / Typhoons
Caribbean + e.g.s / India / North Australia
Gulf of Mexico + e.g.s / Bangladesh / Japan
Central America + e.g.s / Sri Lanka / Philippines
Southern USA / Madagascar / Oceania Islands e.g.s
Northern parts of South America + e.g.s / East Africa + e.g.s / Indonesia

STUDENT CHOICE/OPEN ANSWERS, but should have changes in the correct sequence.

(i) Strong winds rotating around a central point; very destructive.

(ii) Tropical storms are big air masses which also bring torrential rain and flooding from the storm surges they create. They originate over warm oceans and may travel thousands of kilometres. Tornadoes are small, localised and last for a few minutes. They form from intense thunderstorms