Transcript Easter-GCSE-Geog-Revision-Lecture-2015

Plan for the morning
10.00
10.55
11.05
11.55
Arrive – General introduction + Restless Earth
Break
End break – Water on the Land
End
1. Introduction: What are examinations all about?
“I understand taking tests aren’t fun.”
George W. Bush, Former President of the USA.
• Examinations are NOT meant to be easy (fun?), but
they are meant to be do-able.
• They are actually designed to do a task – which is..?
(tell the person next to you…)
they………….... allow you to
demonstrate what you understand
and what you know about Geography
To give yourself the best chance to do this to the best of your ability, you
must:
1. PLAN your revision and PLAN your time
2. PRACTISE exam questions and
3. PREPARE your exam technique ...
2. The aims of today’s session:
A) Recap on the structure of Paper 1.
B) Learn the meanings and importance
of question command words.
C) Know how longer questions are
marked.
D) Recap the content of The Restless
Earth Unit.
E) Recap a section of Water on the
Land - the Flooding part, including
case studies.
F) Discuss some top revision tips and
revision resources.
The session is NOT about
• Attending today and thinking
my revision has been done.
• Thinking you will get the
answers to the questions
today.
• Relying on me/us to do all the
planning, practise and
preparation for you.
Structure of the Unit 1 (Physical) exam
Unit 1 is divided into two sections (A and B) and
seven topics:
Section A
• The Restless Earth
• Rocks, Resources and Scenery
• Challenge of Weather and Climate
• The Living World
Exam Structure:
• 1 Hr 30 mins = total of 90 mins
• 75 marks in total.
• You answer three questions, one from Section A
and one from Section B plus free choice of one
other.
• You answer the questions on the TOPICS YOU
HAVE STUDIED.
Section B
• Water on the
• Ice on the Land
Land
• The Coastal Zone
TUESDAY 19th
May
Command Words – they command that you know
them.
Correct responses to command words:
1. Describe...paint a picture using words, say what something is like.
2. What is meant by…give the meaning of a definition or concept.
3. Compare....the similarities and differences.
4. Comment on…give your opinion, or state what the evidence shows.
5. Using only…will refer to a figure (diagram, sketch, table of data,
map extract or photo).
6. Why, explain, suggest reasons...give reasons.
7. Contrast....the differences.
Longer questions are level marked
• For questions worth more than 4 marks, your answer
is judged to be basic (level 1) or clear (level 2).
• For answers worth 9 marks, a detailed (level 3)
standard is used to mark your answer.
LEVEL 1 ANSWERS SHOW....
LEVEL 2 ANSWERS SHOW...
....you have a basic knowledge and
understanding of the topic.
...you have good knowledge and clear
understanding of the topic.
....you won’t have used many key
geographical words.
...you’ll have used some key geographical words.
....your answer won’t be linked together or
have much structure.
...you have structured your answer well and
linked some of your ideas together.
LEVEL 3 ANSWERS SHOW...
...you have answered and linked your answer to all of the command words in the
question.
...you have used named example/s of places in your answer to provide background
to your answer, even without being asked.
...your answer is well structured. You have defined the key terms, hit the command
words and used a range of geographical key words.
...you have given a detailed answer, linking ideas together.
Consider this question & the answer....
Use a case study to describe the 2 responses to a tsunami (8 marks).
Now you mark both of the efforts on the back sheet of your booklet.
‘The Indian Ocean Boxing Day tsunami in 2004, caught thousands of people living along the
low lying coastal zones of SE Asia and Africa unaware . Holidaymakers were on beaches in
Phuket, Thailand and fled as the wave approached. They tried to get to higher storeys in hotels,
out of the way of the wave. In Banda Aceh, the first area to be hit, hospitals couldn’t cope and
people were left untreated in corridors. After, there were many bodies that had to be buried
quickly so that disease would not spread. Mass graves were dug, as the scale of the disaster was
so large; on an international scale. Aid agencies brought in water purification tablets and tents
for survivors. The Disasters Emergency Committee spent £40m on rebuilding projects in Sri
Lanka and Indonesia, following a major appeal for aid. A new Indian and Pacific Ocean tsunami
warning system became operational in 2006, so that warning of future tsunamis can be given.
This system was crucial in the reaction time of eastern Japanese coastal settlements during the
April 2011 tsunami. The system allowed a 15 minute reaction window of time which the
Japanese authorities used to try to evacuate many of the coastal settlements, such as Sendai’.
How would this be marked?
Level 1 (Basic) 1–4 marks
•
•
•
•
•
•
Simple statements, perhaps list like at lower end.
Some idea about what ecotourism is.
Some idea about how tourism can be sustainable.
Knowledge of basic information
Simple understanding
Few links; limited detail; uses a limited range of specialist terms
Level 2 (Clear) 5–8 marks
•
•
•
•
•
•
•
Develops statements.
Links are clearly made between the idea of ecotourism and how it can lead
to sustainable development.
There are examples of this.
There may be the beginnings of explanation.
Knowledge of accurate information
Clear understanding
Level 3 (Detailed) 8–9 marks
•
•
•
•
Fully developed statements.
Will have a clear structure – likely to be determined by time scale
Detailed understanding, supported by relevant evidence and exemplars
Well organised, demonstrating detailed linkages and the inter-relationships between
factors
• Range of ideas in a logical form; uses a range of specialist terms where appropriate
• Well structured response with effective use of sentences. Few spelling, punctuation
and grammatical errors.
D) The
Living
World:Earth:
Revision
The
Restless
Overview
Topic
Recap
What you need to know...
1) The structure of the interior of the earth.
2) How plate tectonics work.
3) The three types of plate boundaries, named examples and how they work.
Relationship of Tectonic Activity to Plate Margins
Plate Margin
Movement of Plates
Constructive
(Spreading or Divergent margins)
Divergent: two plates moving away from
each other.
Destructive
(Convergent)
(1) Subduction
Convergent: two plates moving towards
each other.
Not at a plate boundary.
New crust is formed from upwelling
magma:
 mid-oceanic ridges;
 shield volcanoes;
 shallow focu.s earthquakes;
• rift valleys.
Continental rift valleys
1a) Oceanic to oceanic: trenches,
island arcs, explosive composite cone
volcanoes, earthquakes .
1b) Oceanic to continental: trenches,
fold mountains, explosive volcanoes,
earthquakes.
(2) Collision
Conservative
Tectonic Features
2) Continental to continental: fold
mountains.
Passive: Two plates shearing past each
other.
Hot Spots: may be near the
centre of a plate.
Examples
Mid Atlantic ridge.
Divergent spread of .
East African rift valley
On the margins of Pacific plate, with
subduction under other, separate
sections of the plate – trench.
Andean type: Nazca plate subducting
under South American plate.
Himalayan type: Indian plate colliding
with Eurasian plate.
San Andreas Fault:Pacific plate and
North American plate.
Shallow focus earthquakes. strong)
Shield volcanoes
Hawaii island chain and the
Yellowstone Supervolcano.
A key website to get to grips with
how plate boundaries work....
• http://www.learner.org/interactives/dynamicearth/plate.html
Landforms Found at Plate Boundaries
Earthquakes
The Restless Earth Case Studies
• You need to revise the following case studies for the exam:
Fold Mountain Area
- The ways in which the area is used: farming, HEP, mining, tourism
and how people adapt to live in an upland environment.
Volcanic Eruption & 2 Earthquakes
2.1 Volcanic = primary and secondary causes, effects and responses.
2.2 LEDC Earthquake Vs MEDC Earthquake. Specific causes; primary
and secondary effects; immediate and long term responses – the need
to predict, protect and prepare.
Tsunami
- The causes, effects and responses of a tsunami event.
Tsunamis
- http://news.bbc.co.uk/1/hi/sci/tech/7533972.stm
- http://www.bbc.co.uk/news/science-environment-12739417
Tsunami
http://www.bbc.co.uk/learningzone/clips/tsunami-prone-pacific/14057.html
Consider this question & answer....
• Use a case study to describe the responses to a tsunami (8 marks). Now you mark it.
‘The Indian Ocean Boxing Day tsunami in 2004, caught thousands of people living
along the low lying coastal zones of SE Asia and Africa unaware . Holidaymakers
were on beaches in Phuket, Thailand and fled as the wave approached. They tried to
get to higher storeys in hotels, out of the way of the wave. In Banda Aceh, the first
area to be hit, hospitals couldn’t cope and people were left untreated in corridors.
After, there were many bodies that had to be buried quickly so that disease would
not spread. Mass graves were dug, as the scale of the disaster was so large; on an
international scale. Aid agencies brought in water purification tablets and tents for
survivors. The Disasters Emergency Committee spent £40m on rebuilding projects
in Sri Lanka and Indonesia, following a major appeal for aid. A new Indian and
Pacific Ocean tsunami warning system became operational in 2006, so that warning
of future tsunamis can be given. This system was crucial in the reaction time of
eastern Japanese coastal settlements during the April 2011 tsunami. The system
allowed a 15 minute reaction window of time which the Japanese authorities used to
try to evacuate many of the coastal settlements, such as Sendai’.
Water on the Land:
Flooding Revision Overview
What is Flooding?
• Flooding can be defined as: when the level of water in a river rises so high, it overflows its banks on to the
surrounding land.
• Rivers flood naturally in their lower course.
• You need to know the physical and human factors which may cause a river to flood.
Physical Factors
People using the
toilet to much
Building on a flood
plain
Deforestation
Snowmelt
Human Factors
Relief of land
Prolonged Rainfall
An ice cream
shortage
Heavy rainfall
Flooding Case Studies
MEDC Case Study: Cumbria Oct 2009
LEDC: SE Asia; Bangladesh
Physical and Human
Physical and Human
Day/ time of flooding. (Short Timescale)
Day / time of flooding (Short Timescale)
Weekly – Monthly impacts/damage
Weekly – Monthly impacts/damage
Immediate Responses
At the time methods, used to attempt to
reduce the primary effects
At the time methods, used to attempt to
reduce the primary effects
Long Term Responses
Longer term methods / ways of managing Longer term methods / ways of managing the
the secondary effects
secondary effects
Causes
Primary Effects
Secondary Effects
Question of short term or long term? Effect or
response?
Effects
Responses
Food and drink centres
set up in school gyms
Education of children
impacted
People were evacuated
Disease due to spreading
water-borne diseases
Aid from international
charities
Stress – related illnesses
Roads and railways
flooded
More investment in had
engineering
5,000 deaths
Flooded fields reduced
crop output severely
Community groups set
up to provide emotional
support
F) Revision Top Tips
• Focus on the topics/areas you do not remember much about. Target revision for those areas.
• Use post-it-notes to do key word tests. You can put post-it-notes up in your home to keep testing
your retention of the theory.
• Learn case studies by completing tables /mindmaps in detail. Memorise the info and test yourself on
trying to complete it.
• Use the websites to browse instead of sitting on social network sites wasting time.
• Make sure you get a good night’s sleep the night before your exam.
• Get up early and make sure you have some breakfast. Your body needs fuel, as well as your brain.
• MAKE SURE YOU HAVE THE CORRECT EQUIPMENT FOR YOUR EXAM.
Helpful Websites
• www.geog.biz
• http://www.bbc.co.uk/schools/gcsebitesize/geography/
• http://www.bbc.co.uk/learningzone/clips/topics/secondary.shtml#geography
Unit 2 is on the 3rd June btw
Managing the UK’s Water
• You need to know:
– Why the demand for water is different across the UK = highest populated areas do not
match the areas of highest rainfall.
– Creates supply and demand issue.
– UK population is increasing = amount of water used has increased by 50% over the last
25 years.
– Water is transferred from areas of surplus water to areas of deficit.
– Issues of water transfer.
– How people can try to reduce their demand for water.
– A case study of a reservoir in the UK that supplies water is required.
– What are the SEEP impacts of the reservoir?