Thursday, 13 December 2007
Wednesday, 12 December 2007
The Earth’s crust is unstable and creates hazards.
Global distribution of continental plates.
Tensional and compressional margins.
The processes of plate movements should be understood and their role in the formation of fold mountains, earthquakes and volcanoes. Include characteristic features and formation of fold mountains, earthquakes (focus, epicentre) and volcanoes (composite and shield volcanoes).
Occurrence and measurement of earthquakes.
The interaction between people and the environments and hazards created by tectonic activity.
Description and explanation of human activity in one range of young fold mountains.
Study of one range of fold mountains e.g. tourism, farming, and HEP in the Alps or Rockies.
Case study of effects and responses to a volcanic eruption and an earthquake to include primary and secondary effects and the short medium and long term responses.
Two case studies are required, a volcanic eruption e.g. Montserrat and an earthquake eg. Kobe. Study to include the short, medium and long term responses of different interest groups e.g. local and national government, aid agencies etc.
Settlement issues in areas of tectonic activity – the advantages and disadvantages of settlement in areas of tectonic activity. Students should appreciate that areas affected by tectonic activity present both advantages and disadvantages for settlement e.g. the threat of a volcanic eruption versus the fertile soils for farming as on the slopes of Mount Etna or the threat of avalanches and difficulty of communications versus the valuable minerals able to be mined in the Andes mountains.
Variations in the effects of and responses to tectonic activity between rural and urban areas, and between MEDCs and LEDCs. A consideration of the values and attitudes of different interest groups.
Choice of earlier case studies from both an MEDC and LEDC will make it easier for students to appreciate these variations. Consideration may be given to differences in population densities, building materials, availability of emergency services, quality of communication networks, relative wealth etc. Values and attitudes to tectonic activity may include the unwillingness of some people to accept the hazard or the need to use the fertile soils through to those who would advise abandonment of areas prone to tectonic activity.
Tuesday, 4 December 2007
Transect One: Along the A58 from Wetherby via Collingham, Bardsey, Slaid Hill,Easterly Road area, Harehills to Leeds City Centre.
Transect Two: Along A64 (York Road) from the A1 (Bramham crossroads), via Seacroft, Cross Gates, Killingbeck, Burmantofts to Leeds City Centre.
Transect Three:From Harewood, along the A61, Alwoodly, Moor Allerton, Chapel Allerton, Chapletown to Leeds City Centre.
Transect Four: From Bramhope, along A669, via Adel, Weetwood and Headingley to Leeds City Centre.
Transect Five: From Menston, along A65, via Guiseley, Horseforth and Kirkstall to Leeds City Centre.
Transect Six: From Stanningley, via Pudsey, then A645 to Wortley & Armley to Leeds City Centre.
Transect Seven: A6110 from Morley via Churwell and Beeston to Leeds City centre
Transect Eight: A639 from Oulton via Hunslet to Leeds City Centre.
For your transect produce a series of PowerPoint slides. Each slide should be a 'collage' of pictures, call outs, adverts ........ showing the land use of a location along the route. The call outs may contain some facts & figures. Adverts could include adverts for shops in the location. The pictures should represent a range of land use including roads, parks, houses & industries as well as shops and services. You may wish to add text in the form of newspaper headlines.
The following websites may be useful (in addition to 'googling' the place name -add 'Leeds' after the name):
Up my street
Leeds City Council
BBC Where I live -Leeds
I will put a link to this post in the side bar.
Sunday, 25 November 2007
Thursday, 22 November 2007
Tuesday, 20 November 2007
Complete for next lesson.
Click on this link to watch 'Ice' based on Bill Bryson's work from the 'History of Nearly Everything'. You can watch it direct or download it but be warned, It is a very long download. It is interesting & in my opinion, well worth watching.
Freeze thaw and the processes of erosion – abrasion and plucking. The characteristics and formation of corries, aretes, pyramidal peaks, glacial troughs, ribbon lakes, hanging valleys, truncated spurs, boulder clay/till, moraines and drumlins.
Recognise and describe glacial features on Ordnance Survey maps and photographs The human uses of an upland glaciated area to include farming, forestry and tourism. The social, environmental and political issues currently affecting upland glaciated areas and the management strategies for contemporary issues re conservation and sustainability e.g. grants for conservation, Stewardship schemes, repair and maintenance of footpaths, eco-friendly new developments as examples of contemporary solutions. The conflicts that arise out of the values and attitudes of different interest groups in upland glaciated areas.
One case study e.g. the Lake District, Alps, Rockies, Himalayas is advised to enable students to describe and explain the human uses of the landscape in upland glaciated areas.
Wednesday, 14 November 2007
Sunday, 11 November 2007
Friday, 9 November 2007
Use geographically terminology correctly
Explain key ideas in detail (within an extended piece of writing)
Explain key ideas, justifying a point of view
Describe and explain key ideas
Make effective use of case studies
You may make the target more specific where it is appropriate (e.g. ..... when answering data type questions) or ....in Rivers....
You may express targets in your own words.
You may identify one additional 'organisational' target if appropriate.
Enter them in your planner (around p 20???)
You will be expected to complete a more detailed PDSA exercise in the lesson. The hyperlink will take you back to an earlier post on this. It is vital that you consider WHAT you are going to do to meet the target set! 'Try harder' doesn't promote change!
Sunday, 4 November 2007
Friday, 2 November 2007
Tuesday, 23 October 2007
Sunday, 14 October 2007
Wednesday, 26 September 2007
Wednesday, 19 September 2007
Tuesday, 18 September 2007
Wednesday, 12 September 2007
Tuesday, 11 September 2007
Thursday, 23 August 2007
Wednesday, 27 June 2007
All of the 'posts' to date refer to our 'old' EDEXCEL A specification, however many of the them will be relevent to your learning & so will stay & may be linked to. You are encouraged to visit often! I will post at least twice a week, linking to the lessons & at other times. Documents (WORD & Powerpoint) will be available via links to 4shared.com or slideshare.net & you are welcome to make your own copies to support your learning.
I will occasionally set homework based upon material or links posted on the blog & if I am ever absent I will support the sub lesson with a blog post. Develop a blogging habit!Explore the other Boston Spa Geography blogs & some of the other fantastic Geography blogs that exist.
Sunday, 17 June 2007
Saturday, 16 June 2007
Tuesday, 5 June 2007
Not too sure about the tune but good to review the Mt Pinatubo case study (volcanic activity, LEDC).
There are movies relating to the Kashmir Earthquake (earthquake activity, LEDC) linked to earlier in the blog.
Try this to review Mt St Helens (& of course listen to 'ole St Helens'
This is a very stark reminder of the short term impact of the Kobe Earthquake (MEDC quake)
Sunday, 3 June 2007
Tuesday, 22 May 2007
Tuesday, 15 May 2007
........Physical World = none!
Human World = Leeds & Rio de Janerio.
Economic World the agriculture case studies are Bradley Farm, as an example of agricultural change within the EEC and of course, Intensive Rice Farming in South East Asia! For the industrial location examples we studied the M4 corridor (with Swindon in detail) & Dyson. Natural World: Deforeststion in Paupa New Guiniea.
Look at the specific blog posts on all of these to help with learning these case studies.
Friday, 11 May 2007
Wednesday, 9 May 2007
• Located on the south coast, in Greek territory, near the dividing line with the Turkish section of Cyprus.
• Tourist numbers have risen steeply – from 47,000 in 1975 to 2.25 millions in 2000
• In 1988 tourist income estimates at £880 millions
• Cyprus Tourist Office has encouraged this growth, including resorts becoming specialist – Ayia Napa is a young person’s resort
• Climate here is 30 deg C in August with just 10mm of rain, in January 17 deg. C & 75mm of rain
• Ayia Napa is a purpose-built resort, catering for young people
• Nearby waterpark opened 1996
• Nearby marine park – swimming with dolphins
• Local historical and archaeological features
• Tourism in Cyprus provides 20% of GDP (income) and employs 40,000 people.
• In winter hotel occupancy is down to 30%, so the CTO is trying to promote the island for all seasons
• Local people have moved away from the noise and bad behaviour to a site at the top of the hill – leaving their home village to the tourists
• Massive building programmes have changed the nature of the area and put a strain on services, such as sewage and electricity
• Developments have threatened beach turtle habitats and they have moved away
• CTO trying to market island for agro-tourism (sustainable), golfing. Conference and business destinations, upmarket resorts and are building marinas
Tuesday, 8 May 2007
Complete this question (8 marks)
For a mountain area in an LEDC that you have studied (name it)
Describe the physical & human attractions that led to the development of tourism
Explain the effects of the growth of tourism on different groups of people in the area.
Sunday, 29 April 2007
Wednesday, 25 April 2007
Tuesday, 24 April 2007
The specification states:
The characteristics of valleys can be changed by glaciation.
The build up of ice and the formation of corries.
The changes to the river valley characteristics: U-shaped valleys, truncated spurs, hanging valleys, ribbon lakes, moraines, pyramidal peaks.
Students are not expected to know about ice ages or the processes involved in ice formation beyond the build up and compaction of snow. Knowledge of case studies will not be required in the exam.
Students are expected to be able to describe the landforms specified, and explain their formation in terms of the processes involved. They should be able to construct annotated diagrams of the landforms and recognise the landforms specified on OS maps and in photographs.
View the Glaciation Revision Powerpoint to 'traffic light' your knowledge & understanding.
Monday, 23 April 2007
Thursday, 19 April 2007
Tuesday, 17 April 2007
Common Agricultural Policy
hill farmer allowance schemes
wet rice farming
Tuesday, 27 March 2007
What does the specification say?
Characteristics of farm systems:
The broad physical, economic, political and human factors affecting a farmer’s choices.
students should - Classify farms using the terminology in the content. Explain the factors that influence farmer’s choices.
case study: A study from the EU to consider changes affecting farm systems.
students should - Recall specific information about a study of a farming system in the EU, to include the affect of government policies and scientific advances
case study: Rice farming in the Philippines
students should - Recall specific information about a study of intensive wet rice farming, to include any advances that have taken place.
Thursday, 22 March 2007
Population:The balance between birth and death rate. Change due to migration.
Students should be able to recognise the global change in population over the past 2000 years and the contribution that birth and death rates make to this change and identify differences between the birth and death rates of MEDCs and LEDCs and the effect of migration.
Check out this website:
Institut national d'études démographiques. The animations and diagrams are excellent.
Age 14 - 16
GCSE Bitesize Geography
27 MAR '07 04.00 - 06.00 120 minutes
28 MAR '07 04.00 - 06.00 120 minutes
28 MAR '07 02.00 - 04.00 120 minutes
29 MAR '07 02.00 - 04.00 120 minutes
28 MAR '070 4.00 - 06.00 120 minutes
29 MAR '07 4.00 - 06.00 120 minutes
and if you miss them then...
Age 14 - 16
GCSE Bitesize Geography
Global Issues 26 APR '07 02.00 - 04.00 120 minutes
Human geography 25 APR '07 02.00 - 04.00 120 minutes
Physical geography 25 APR '07 04.00 - 06.00 120 minutes
Wednesday, 21 March 2007
Land use map of Rio
Model of Brazilian cities
The problems of Rio de Janeiro include:
Shanty towns often located on unsuitable & often hazardous sites.
Residents lack tenure of the land they live on – most squatter settlements are built illegally.
High concentrations of the poorest people in society.
High levels of unemployment & very low incomes.
Unsanitary living conditions – no access to clean water supplies of sewage disposal.
Very poor access to medical services & high rates of disease (eg cholera) & high mortality rates.
High endemic levels of crime and violence as a result of poverty & lack of economic opportunities.
Poor locked into a downward spiral of poverty & poor health.
Many different schemes have bee tried to solve the shanty town problem, with varying degrees of success:
Post on schemes to improve conditions in the Favelas will follow soon!
Exams looming? No need to panic, just get organised!
Find somewhere quiet to work, somewhere that you feel comfortable.
Take frequent breaks, work in short bursts. Every 30 minutes or so, change topic or subject.
When you're revising, the trick is to be active.
That means not simply reading your books and hoping that it'll sink in, but
actually doing something with the information.
But what should I actually do?
You may find some of these links useful!
Think carefully about the questions that are asked - How will you manage your time? Where is the best place to revise? What do you need to revise? What are the different techniques that can be used for revision? How can I concentrate when I am revising?
The first link is to the Aston University student support site. Don't be put off by this - the issues are the same for University Students. The second link is to 'Know it all' which is a site that I mentioned for the trial exams.
What are the stages of revising a topic?
Stage 1 - get your material together. Make sure you have all the course handouts and copies of all the key readings, and that you know where the notes you took during the course are
Stage 2 - get a feel for the course. Read over the handouts and your own notes
Stage 3 - look at previous exam papers (see Student information)
Stage 4 - select your topics for revision (see above)
Stage 5 - the solid work
Remember what type of learner you are & work to your strengths.
Use different techniques
Make it stick -go over stuff
Look ,cover, write, check
Fill diagrams in from memory
Make 'expert cards'
Make jigsaws -separate terms & meanings then match them up
Practice exam questions
Use online revision sites
listen to podcasts (eg on Biitesize), record your own
Teach a topic to someone else
Post other techniques that work as a comment to this blog!
Visit this (and other) Geog Blogs..... Often!
Tuesday, 20 March 2007
Settlement: There are two parts to this part of the course.
What the specification says:
1. The siting of settlements Physical and economic factors affecting the location, shape and growth of settlements- Students should be able to describe and explain the physical and economic factors that affect the location, shape and growth of settlements.
2. Urban structure - a comparison between two cities. A study of one urban area in an MEDC and one in an LEDC to describe and explain the characteristics and locations of the CBD, twilight zone, industrial areas and different residential zones.Students should -be able to recall and explain the characteristics and locations of the CBD, twilight zone, industrial areas and different residential zones in one named MEDC city.
Our chosen case studies are Leeds & Rio de Janeiro. The text book examples are Reading and Bangalore.
You need to be able to draw an annotated sketch map of the two cities, showing different land use zones & explaining how the zones have developed.
This is a detailed account of the Urban Geography of Leeds
For a description of the different zones in Rio de Janeiro click on this link.
You need to know the theory of urban land use & a knowledge of bid rent theory would be good.
The Barcalona Field Studies Centre website provides a useful summary, along with the usual Bitesize & S Cool websites.
Bid rent theory is a geographical theory that refers to how the price and demand on land changes as the distance towards the CBD (Central Business District) increases.
It states that different land users will compete with one and other for land close to the city centre. This is based upon the idea that retail establishments wish to maximise their profitability, so they are much more willing to pay more for land close to the CBD and less for land further away from this area. This theory is based upon the reasoning that the more accessible an area, the more profitable it is going to be.
The different land users all compete with one and other for the more accessible land. The amount that they are willing to pay is called Bid Rent. As a direct result of this, a pattern of concentric rings of land use develops. It could be assumed that, according to this theory, the poorest houses and buildings will be on the very outskirts of the City (the suburbs), as that is the only place that they can afford to occupy. However, in modern times this is rarely the case, as many people prefer to trade off the accessibility of being close to the CBD, and move to the edges of the settlement, where it is possible to buy more land for the same amount of money (as Bid Rent states). Likewise, lower income housing trades off greater living space for greater accessibility to employment. For this reason low income housing is found in the inner city, and high income housing is at the edges of the settlement (from Wikipedia)
Monday, 19 March 2007
Friday, 16 March 2007
Thursday, 15 March 2007
There is a great website that summarises all you need to know about anticyclones. It is important that you realise that different weather conditions are associated with these systems according to the season, so follow the buttons for WINTER and SUMMER on the website. Make appropriate notes in your exersise book & summarise on EXPERT cards. The website can be found by following this link
Friday, 9 March 2007
Wednesday, 7 March 2007
Tuesday, 6 March 2007
Don't forget to do the hazards quick quiz!
Thursday, 1 March 2007
Wednesday, 28 February 2007
'With reference to a tropical storm that you have studied, describe & explain its short & long term impacts on people ' (9 marks)
.....and yes, the post on Hurricane Mitch DOES say how many people were killed & made homeless!
Make sure that all of your follow up work on Natural Hazards is complete. Make summary notes (you choose the format) & LEARN! I will set a review task (some might call it a test!) in a couple of weeks! You have been warned!
Saturday, 24 February 2007
Friday, 23 February 2007
Thursday, 22 February 2007
Mitch formed in the western Caribbean Sea on October 22, and after drifting through extremely favorable conditions, it rapidly strengthened to peak at Category 5 status, the highest possible rating on the Saffir-Simpson Hurricane Scale. After drifting southwestward and weakening, the hurricane hit Honduras as a minimal hurricane. It drifted through Central America, reformed in the Bay of Campeche, and ultimately struck Florida as a strong tropical storm.
Due to its slow motion from October 29 to November 3, Hurricane Mitch dropped historic amounts of rainfall in Honduras and Nicaragua, with unofficial reports of up to 75 inches (1900 mm). Deaths due to catastrophic flooding made it the second deadliest Atlantic hurricane in history; nearly 11,000 people were killed with over 8,000 left missing by the end of 1998. The flooding caused extreme damage, estimated at over $5 billion (1998 USD, $6 billion 2006 USD). Hurricane Mitch was the deadliest Atlantic hurricane since the Great Hurricane of 1780, displacing the Galveston Hurricane of 1900 as the second-deadliest on record. Nearly eleven thousand people were confirmed dead, and almost as many reported missing. Deaths were mostly from flooding and mudslides in Central America, where the slow-moving hurricane and then tropical storm dropped nearly 3 feet (900 mm) of rain. The flooding and mudslides damaged or destroyed tens of thousands of homes, with total damage amounting to over $5 billion (1998 USD, $6 billion 2006 USD), most of which was in Honduras and Nicaragua.
Winds are reported to be in the range of 100mph-130mph (160km/h-200km/h).
The country is still struggling to cope with the effects of recent floods. An estimated 120,000 Mozambicans have already been driven from their homes.
Tuesday, 20 February 2007
Thursday, 8 February 2007
Wednesday, 7 February 2007
Tuesday, 6 February 2007
Monday, 5 February 2007
Tuesday, 30 January 2007
Sunday, 28 January 2007
Tuesday, 23 January 2007
Friday, 19 January 2007
Wednesday, 17 January 2007
Saturday, 13 January 2007
The examiner states "A typical C candidate would be expected to write several level two responses for Q1(d), Q2(c), Q4(b)(iii) and Q4(d) but it was my experience that this was not often the case. Many of the answers are very general without any specific case study material andhave remained at level one even when their theory has been good." The examiner goes on to write "Similarly the typical A candidate would be expected to write several level three responses but this is not always the case."
I have been careful to teach & highlight the case studies required in the specification. Make sure that you recognise the opportunities to use this knowledge & understanding. You will have seen this school based GCSE site during lessons. If you click here it will take you to their revision site, which is great (wish I could do this-but at least I found it!). This will remind you again where the case studies are & give you some additional material to help you review your learning.