Geography:You would be lost without it!

The impact of Tourism on the Inca Trail to Machu Picchu

2011-10-31T13:41:00.005Z

Learning Outcomes:
you WILL know where Machu Picchu is & what are its attractions to tourists
you SHOULD be able to explain the impact of visitor numbers, using sub headings social, economic & environmental
you MAY be able to descibe & evaluate management initiatives that have been implemented to manage the site & the impact of tourism.

Produce a piece of work (powerpoint, essay, poster......) that:
illustartes the location & attractions of Machu Piccu
explains how tourism is affecting Machu Piccu
identifes & evaluates attempts to manage the impact of tourism

Good starting points for research (hyperlinks):
UNESCO
Machu Piccu Travel
The Inca Trail & Machu Piccu Virtual Tour
If you choose a powerpoint it should be printed out in note format, 3 slides to a page.

Revising?

2011-10-24T16:08:00.001Z

If you are re-sitting unit 2 in particular you should be following events around the mediterranean with an earthquake in Turkey & now a
fresh eruption on mt.Etna.
http://t.co/RbWzm9ZL

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Half term homework

2011-10-21T16:04:00.001Z

Why does Nepal attract tourists? What impact does tourism have on Nepal?

For Tuesday 1st November. Have a good half term folks! Mrs J.

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Machu Picchu

2011-10-19T13:05:00.001Z

Mountain Tourism & Historic Tourism!
Where? What? How many visitors? What are the management issues? Who goes? How do they get there? Build up a research file!

Homework- historical tourism

2011-10-18T09:01:00.001Z

What are the most popular historical sites in the UK? What contribution do they make to the tourist industry? Include facts & figures. Include more details about one of them. For Friday.

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Olympic Tourism

2011-10-17T13:58:00.004Z

OK folks, Geographylost is back in business!

Research Essay: What might the effect of the London Olympics be on Tourism in the UK in 2012. Consider both the advantages & disadvantages of hosting a major event on the tourist industry. Refer to the effects of other major events as well as speculation & studies about 2012.
Note sources & include pictures/ statistics/ copies of adverts..... You will need to refer to a range of sources to provide a balanced answer.
The learning outcomes are:
WILL be able to list some of the possible impacts of the London Olympics to the Tourist Industry in the UK
SHOULD be able to explain what these effects may occur
MAY be able to use the experience of other Olympic Games (or major events) to support your answer

Try & include a source that could form part of a data response question on event tourism & include it (e.g. graph of tourist income in Sydney in 2000 compared with a non-Olympic year.
The task should be completed using WORD or PUBLISHER.

Revision sessions

2011-05-15T12:42:00.002Z

Coasts:

Thursday 19th May

Wednesday 25th May

Tuesday 7th June

Hostile World:

Thursday 16th June

ALL are 3.30 until 4.30, rm 2

People re-taking Coasts are VERY STRONGLY recommended to attend as many sessions as possible!!!!!

Tropical Storm Case Studies

2011-05-15T11:23:00.002Z

The wonderful Hurricane Song is here! Factually all correct, even if it does hurt your ears!

Hurricane Mitch -hit Central America & created killer landslides. Very heavy rainfall. Check here for more details.

Essential information on Hurricane Katrina can be found here

Hurricane Andrew was only the third category 5 Hurricane to make landfall in the USA & most of its damage was caused by the wind, making an interesting contrast with the other two tropical storms included here. This site gives a good overview of the behaviour & impact of the storm. Make suitable notes to enable you to make comparisons with Hurricane Katrina, Hurricane Mitch & Hurricane Hanna (the one in the text book).

Tropical Storms Lesson Two

2011-03-21T09:41:00.003Z

Tropical Storms Lesson Two is here for those absent on work experience. There is no expectation that you do the work but you might like to look through what was done in the lessons.

Tropical storms lesson 2

View more presentations from jacksonthree.

Hurricanes 18/03/2011

2011-03-16T13:13:00.003Z

Start to review & develop your understanding of Hurricanes using BBC Bitesize. Click here to go to the correct website. You must be able to explain in detail how a hurricane is formed. You must be able to draw the diagram showing the cross section of a hurricane. You should work through 'revise' & then go onto the videos & test sections. Ask the cover teacher for headphones when you need them & do loads of work. You need thorough notes in your books! Look at links on the side bar to other pages on Hurricanes.

Those on work experience may wish to read through the stuff.

Safer City: Using Google Earth

2011-03-01T18:13:00.003Z

Start by clicking on this link to load the Safer City Google Earth file. Have a good look around San Fransisco- click on the panoramas & webcams. Then have a look at the layer features, such as the 3-D buildings & terrain.

The next step is to look at the project layers which show the fault lines, the areas in danger from liquifaction & landslides. There is a live link to recent earthquakes.

Your task is to choose the safest location for a new hospital. Use a screen dump to produce a map & annotate it to explain your choice.

Wednesday 2nd Feb

2011-02-01T15:02:00.004Z

What you need to be able to do by the end of the lesson is to know the difference between Primary and Secondary hazards associated with volcanoes.You should be able to recall a range of hazards associated with specific volcanic eruptions.

You should have loads of opportunities to evidence good research skills!

You first need to decide & record in your books the different types of hazards associated with volcanic eruptions. This needs to be a fairly specific list (e.g. if you have not mentioned lahr flows its not good enough!)

Then go onto this website which is a starting point for studying the recent volcanic eruption of Eyjafjallajokull in Iceland. Identify the primary hazards associated with this eruptive event. How did the affect a) the people b) the landscape? Name one secondary hazard associated with this eruption? How can you measure its impact? Write up the work in your exercise books. Feel free to stick in any material you find useful.

COMPLETE ALL TASKS BEFORE FRIDAY'S LESSON. Books will be collected in!

Keep a list of websites you have used.

Tectonics Tourist: Lesson 26th January 2011

2011-01-25T17:28:00.002Z

Complete a page for a tourist travel book for a geologically interested person to visit ONE of the following plate margin locations:
Iceland
The Red Sea
Washington State, USA
Phillipines
Tibetan plateau
California
The page must contain the following:
A location map
Pictures
Details of the plate margin & movement at that location
Details of any tectonic events within the last 30 years.

It should be printed off & stuck into your exercise books.

This website provides a good summary of the different types of plate margins

Hostile World

2011-01-20T14:10:00.002Z

There are three key questions in this unit:

Key Question: What are the causes and effects of earthquakes and volcanic eruptions and how do people prepare for and respond to them?
Key Question: What are the causes and effects of tropical storms and how do people prepare for and respond to them?
Key Question: What are the causes and effects of wildfires and how to people prepare for and respond to them?

The Unit 2 exam is in June!

Links for Year 9 revising for January exams

2010-12-17T09:25:00.002Z

The following weblinks will be invaluable when revising for your January Trial Exam:

BBC Bitesize

InternetGeography

S-Cool

Make sure that your revision is ACTIVE! make flash cards, mindmaps, posters, games (use http://www.classtools.net/ to make 'arcade style' revision games), PowerPoints. Use BBC Bitesize to test your knowledge & understanding.

You need to know:

What causes earthquakes, Where earthquakes happen, Kobe Earthquake (MEDC) & Haiti Earthquake (LEDC). Make sure you learn KEY TERMS & know the case studies in detail.

Some useful revision links

2010-11-30T19:04:00.002Z

Ready to revise?

Kent Coastal management Download this document. Save it... read it...!

This is a really useful link!

Don't forget BBC Bitesize or use this or this to revise the Holderness Coast.

Remember to make your revision ACTIVE not passive!

Games & Challenges to aid revision!

2010-11-22T18:16:00.002Z

These have been created by Year 10 for Year 10 whilst revising for Module 1. Click on the hyperlinks to go to the puzzle or games. More to come soon!
Matching Pairs
Manic Miner or other arcade games
Fruit Machine to help test key terms
Coastal Erosion Crossword

Coral Reefs

2010-11-06T07:02:00.004Z

Sorry I am a little late posting the homework! Watch this video clip please. The final written task is at the foot of the post.

The Great Barrier Reef Marine Park is a multiple-use area. It covers 344,000 square kilometres. Zoning helps to manage and protect the Marine Park so that all users can enjoy it, now and in the future. Zoning therefore helps to make sure that the Park is managed in a sustainable way.

Zoning Plans say what activities can happen where, both to protect the marine environment and to separate potentially conflicting activities. The current Zoning Plan was introduced in 2004.
The Preservation Zone - the Pink Zone - is a 'no go' area. A person cannot enter a Pink Zone unless they have written permission and extractive activities (eg. removing coral or fishing) are strictly prohibited. Research may occur in a Pink Zone, if it cannot be done elsewhere, but only if the research is relevant to, and a priority for, management. A permit is required to conduct research in this zone. The Pink Zone makes up less than 1% of the Great Barrier Reef Marine Park. Pink Zones provide high-level protection for special and unique places, habitats, plants and animals within the Marine Park and provides an undisturbed baseline for comparison with other zones.

The Marine National Park Zone - the Green Zone - is a 'no-take' area and extractive activities like fishing or collecting are not allowed without written permission from Marine Park authorities. Anyone can enter a Green Zone and participate in activities such as boating, swimming, snorkelling and sailing. Fishing gear, such as rods with attached hooks, must be stowed inboard the boat or in rod holders. All fishing apparatus must be out of the water. Anchoring is also allowed in a Green Zone, however in high use and sensitive areas use of a mooring may be necessary or there may be a no anchoring area defined by buoys. The Green Zone makes up about 33% of the Great Barrier Reef Marine Park.

Green Zones protect the biodiversity within the Great Barrier Reef Marine Park by protecting important breeding and nursery areas such as seagrass beds, mangrove communities, deepwater shoals and reefs. The size of fish within no-take areas will increase and these bigger fish will produce more offspring. Adult fish and their offspring are not confined to the no-take areas and can move into adjacent areas, creating a spillover effect that helps replenish fish stocks in areas where fishing is allowed.

The Scientific Research Zone - the Orange Zone - makes up less than 1% of the Park. It facilitates research, in areas primarily around scientific research facilities that are relatively undisturbed by extractive activities. The Orange Zone helps to manage research activities and separates research from conflicting, high impact activities. This helps to ensure research and data gathered within the Great Barrier Reef Marine Park is less influenced by human activity.

The Buffer Zone - the Olive-Green Zone - makes up about 3% of the Park. It provides for the protection and conservation of areas of the Marine Parks in their natural state, while allowing the public to appreciate and enjoy the relatively undisturbed nature of the area. Trolling for pelagic fish species is allowed in the Buffer Zone. However, all other forms of extractive activities such as bottom fishing and spearfishing are prohibited in this zone. Pelagic species include species of trevally, scad, queenfish, rainbow runner, dolphinfish, black kingfish or cobia, barracuda, sailfish, marlin, swordfish, mackerel, tuna, bonito, wahoo, small toothed jobfish and green jobfish.

The Conservation Park Zone - the Yellow Zone - allows for increased protection and conservation of areas of the Marine Park, while providing opportunities for reasonable use and enjoyment including limited extractive use. Most extractive activities are allowed in a Yellow Zone with additional restrictions for most fishing activities. Fishing activities allowed in a Conservation Park (Yellow) Zone include:

- limited line fishing (one hand-held rod or one hand-held line per person, with no more than one hook attached to that line)

- trolling (no more than three lines per person and up to six hooks combined total per person)

- limited spearfishing (snorkel only)

- bait netting

- limited crabbing (four crab pots, dillies or inverted dillies)

- limited collecting (includes oysters and bait, excludes take of coral (live or dead and anemones)

The Habitat Protection Zone - the Dark Blue Zone - provides for the conservation of areas of the Great Barrier Reef Marine Park by protecting and managing sensitive habitats and ensuring they are generally free from potentially damaging activities. Trawling is not permitted in the Habitat Protection Zone. The Zone continues to provide for reasonable use of areas and makes up about 28% of the Great Barrier Reef Marine Park.

The General Use Zone - the Light-Blue Zone - is to provide opportunities for reasonable use of the Great Barrier Reef Marine Park, while still allowing for the conservation of these areas. The General Use Zone in the Great Barrier Reef Marine Park is very similar to the Queensland (State) General Use Zone.

The Queensland Government manages commercial fishing in the Marine Park. The main management strategies are:

- limits on the number of fishing licences

- seasonal closures

- restrictions on the size of fishing boats

- restrictions on the length, mesh sizes and number of nets used

- limits on the number of hooks used

- limits on the numbers of traps such as crab pots used

- limits on the total allowable catch restrictions on the size of fish

Many organisations are researching the impacts of the zoning of the Marine Park.

TASK: Watch this video clip & answer this question
'How effective is the management of the Great Barrier Reef in protecting the reef area?' (6 marks)

More on Happisburgh

2010-10-19T16:13:00.004Z

Learning Outcomes

You will have responded to the comments in your book & completed the crossword to review your learning. Have you met the targets you set?

You should have completed additional research on Happisburgh...... collect headphones & watch this video and this video. Watch this news clip. Complete any additional research you think you require to answer this question:

Answer this question in your exercise book ' What is the effect of the policy of managed retreat on the village of Happisburgh?'

Action. Points

2010-10-06T05:28:00.001Z

Learning outcome; i will have reflected upon & improved my knowledge & understanding of key concepts.

Spend at least 15 minutes responding to the 'action point/s' highlighted in your books.
Print off your illustrated essay or PowerPoint (at no more than 2 slides per page, using handout form) & hand in.
Stick in all loose sheets!

Tick off topics already covered from summary sheets

*h/w from yesterday is for next Tuesday!

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Tuesday

2010-10-03T19:51:00.001Z

Hope you found the part past question ok. The photo in the question is of Hengistbury Head on the south coast of England. Your homework is to find out more about the landforms & processes on this stretch of coastline. There are loads of Internet resources, be selective & summarise on one sheet of A4!

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2010-09-29T05:31:00.001Z

These pictures were taken near Souter lighthouse near South Shields.

What coastal landforms are evident?

How do you think they were formed? Suggest the processes that may be at work?

Present your ideas in an essay, a movie or a PowerPoint. Use the Internet to research & check your understanding.

Include detailed annotation of the photos & additional diagrams.

Learning outcomes:
You know & can identify key Coastal landforms
You should be able to connect landforms & processes
You may be able to suggest the impact of factors such as rock type & fetch & prevailing wind,

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Coastal Erosion -developing your knowledge

2010-09-14T19:49:00.001Z

Use BBC classclips to review & develop your notes on coastal erosion. Also use BBC bitesize, s-cool, geographylearnontheinternet. Choose whatever format you like but it should include diagrams & photos & end up in your books so that you can learn it & do an exam question next Tuesday.

Another year, another group, another specification!

2010-08-29T08:17:00.002Z

Welcome to my new Year 10 group! You have made a great choice in opting to study Geography at GCSE! The course is AQA specification B. The first module is called 'The Coastal Environment' and we will be working to your first module exam on Thursday January 20th 2011! Don't plan to have flu, be on holiday or anything else on this day or in the week or so leading up to it!

The work that you did as part of your GCSE Humanities course will be a great foundation but don't worry, we will not just be going over old stuff, there is loads of great new Geography to uncover & learn. This blog is your online support (and 24/7 prompt & nag, if needed!) so call back often. You will be able to download copies of most of the material I use in class from here. Most of the documents will be saved as Google documents or similar (whatever gets through LLN filters at the moment!). Just follow the hyperlinks. Links are included to web sites as well, such as the one above to the AQA specification document on the AQA website.

Some posts will be for GCSE Humanities (year 8 & 9) but just ignore them if you like - it will be obvious, although up to date news items on stuff such as Hurricanes or Volcanic eruptions are relevant & should be of interest to all Geographers.
Mrs J.

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Year 9: Revise Urban Geography

2010-03-22T12:01:00.000Z

The powerpoint can be downloaded from here

Residential Environments

2010-02-23T13:26:00.000Z

Look here for notes

Urbanisation

2010-02-01T08:23:00.006Z

See the powerpoint here
If the BBC website link from within the powerpoint doesn't work, then click here to go direct to the BBC

Agriculture question: Mark Scheme

2010-01-25T13:15:00.001Z

Question 3 : Agriculture
3 (a) 3x1
Evidence for commercial – outputs sold / milk sent to dairy / calves sent
to market
(3 marks)
Evidence for pastoral – 36 cows / animal feed / twice daily milking /
calves / silage
Evidence for intensive– it covers only 12 hectares (must be only)
3 (b) (i) From top: 1 mark for one correct, 2 for two correct, 3 for all correct. (3 marks)
Z X Y W
3 (b) (ii) 1x2
Fall off in yields due to loss of soil. Largely subsistence farmers who
have to grow their own food so suffer famine and malnutrition.
Fall off in income.
(2 marks)
3 (b) (iii) Can be MEDC or LEDC. (4 marks)
Level 1 (Basic) (1-2 marks)
Simple listing of different methods aimed at reducing soil erosion.
Contour ploughing. Magic stones. Growth of cover crops etc.
Crop rotation 1 fallow. Replanting hedges. Shelter belts. Controlled
grazing.
Level 2 (Clear) (3-4 marks)
Linked statements showing some description and indication of how the
method can reduce soil erosion.
Ploughing around the slope instead of up and down the slope reduces
the surface runoff. The growth of cover crops means that the soil is
protected from the heavy rainfall.
3 (c) Level 1 (Basic) (1-2 marks) (4 marks)
Simple statement listing the advantages without showing why this leads
to the increased amount of organic produce being grown.
Concern about chemicals getting into the food chain. Customer
demand. Encouragement from supermarkets. Increased demand. EU
grants.
Level 2 (Clear) (3-4 marks)
Linked statements show why there has been an increased output
Publicity given to healthy eating means there is a greater customer
demand for organic produce. Increased demand because growing
awareness of the dangers of chemicals getting into the food chain.
Supermarkets recognising the increased demand are encouraging
farmers to grow more.
AQA GCSE Mark Scheme, 2009 June series – Geography A
11
3 (d) Level 1 (Basic) (1-3 marks) e.g. plantation agriculture (9 marks)
Simple statements which are likely to be largely generic or do not relate
to a specific farming system. Does not deal with physical and human
factors.
High rainfall. Flat land. Deep soils. High temperatures. Cheap labour.
MEDC maximum Level 1
Level 2 (Clear) (4-6 marks)
Linked statements showing the impact of the physical and human
factors on the farming system.
There are high temperatures required for the growing of rubber. The
rubber has to be collected everyday so there is a need for a large
supply of cheap labour.
Need both physical and human factors for the top of Level 2.
Level 3 (Detailed) (7-9 marks)
Case study exemplar with a range of human and physical factors.
The rubber plantation Malaysia is owned by the TNC Firestone. There
is a well developed infrastructure which allow the rubber to be refined
as soon after it has been tapped from the rubber tree. The
temperatures reach 27 0C and the annual rainfall is 2000mm. There is
a large labour force of Malays and Chinese which is important because
it is a very labour intensive production system. Modern fertilizers, weed
killers and insecticides are used.
Total 25 marks

Exam Words

2009-05-12T14:00:00.001Z

Exam Command Words[1]

Publish at Scribd or explore others:

Acid Rain

2009-04-29T20:01:00.001Z

Acid Rain Mystery

Publish at Scribd or explore others: Study Guides, Notes, School Work

Revise Extreme Weather

2009-04-26T14:50:00.002Z

Hurricanes, Cyclones & Typhoons - you can find a simple overview by clicking on the link. The important thing to concentrate on is HOW they affect people. You should be able to discuss both STORMS & DROUGHT. Examples of extreme storms could be from an LEDC such as Mozambique or an MEDC such as the United States of America. Hurricane Katrina would be an excellent MEDC example. You will find alot of additional information about storms (Hurricanes) on the sidebar.

Global Warming Task

2009-04-24T13:09:00.001Z

Leeds might become a coastal resort by 2030 because....
The reasons for this are....
This could happen because.....

Global Warming Mystery

2009-04-24T13:05:00.001Z

Global Warming Mystery Leeds Global Warming Mystery Leeds suejacksonthree

Publish at Scribd or explore others: School Work Books poetry children

Revise Rio

2009-04-22T13:47:00.003Z

Rio de Janerio

Publish at Scribd or explore others: Study Guides, Notes, School Work Uncategorizable-Unca History

Italian Earthquake

2009-04-06T12:11:00.003Z

As you revise earthquakes you should follow the events of todays Italian earthquake. Go to the BBC news site & follow the links. What happened? Who did it affect? Where did it happen?

Play to Learn! Revise Urban Geography

2009-04-02T14:23:00.002Z

Click here for full screen version

Or make your own games on www.clastools.net

Chicken's fry, Eagles fly!

2009-03-28T14:24:00.000Z

Urban growth & change: Revision

2009-03-26T08:11:00.002Z

Revise

Publish at Scribd or explore others: Academic Work

Volcano task: Year 8

2009-03-26T07:58:00.002Z

Dear Professor……………..

The small Caribbean island of Mont Isle is planning to hold a major celebration in three months time. The island is ten miles long and is part of an arc of islands typical of the Caribbean. At one end of the island is a tall, beautiful, cone-shaped mountain; a composite volcano which the local people call Poco-poco.
The mountain is over 1000 metres tall and is also known as a strato volcano. The capital city of Iguana Cay is located at the base of the mountain in the middle of the island. No one living on the island remembers any volcanic activity coming from Poco-poco.

The mayor, Jose Cruz, is concerned that tourists may not come to the celebration because of other volcanic eruptions on nearby islands. He needs an expert volcanologist to give him a briefing on volcanoes so he can give an explanation to any worried tourists and to the local and international press.

Due to your reputation as an esteemed volcanologist you have been selected to submit a report. The tasks you need to cover are outlined below. The mayor is an intelligent and educated man, however he is also very busy. Your report will therefore need to explain the complexities of volcanic eruptions in a clear and straightforward way. You should also aim to use pictures/diagrams/maps wherever possible to help clarify your writing.

USE THE MARK SCHEME ON YOUR SHEET to make sure you include sufficient detail!

You may use any book or magazine in your classroom (or in the library). Your primary resource will be the Internet. Do NOT do a search for volcanoes!

Use only the two Internet web sites listed below this paragraph. Warning, do not look for Mont Isle, Iguana Cay, or Poco-poco; they do not exist. However, volcanoes and islands like them exist throughout the Caribbean. The Volcanoes in the Learning Web is maintained by the U S Geological Service. This site is an excellent overview of the subject and includes cutaway drawings as well as some great photos The Volcano World is a site sponsored by NASA. One of the features of this site is the Ask a Volcanologist section. You can send a question to be answered by a Volcano scientist. (click on the links to quickly get to these sites)

Year 8:Mt St Helens & Harry Trueman

2009-03-19T14:02:00.001Z

Revise Population

2009-03-19T13:54:00.002Z

This is the first 'Revision'post for Year 9 students taking the exam in May. There will be plenty more the help you!

Watch this movie to revise the Demographic Transition Model.

Look at the links on the Year 8 sidebar for further posts/materials to help you.

Try this to test the basics for paper 1

2008-06-01T13:29:00.000Z

Click here for full screen version

Practice tectonic questions

2008-04-29T17:15:00.002Z

| View | Upload your own

Tectonics: Past Question

2008-04-28T14:43:00.000Z

Tectonic Activity: What you need to know!

2008-04-23T08:02:00.002Z

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.
Characteristic features and formation of fold mountains, earthquakes (focus, epicentre) and volcanoes (composite and shield volcanoes).
Occurrence and measurement of earthquakes:
The link between earthquakes and plate boundaries to be understood.
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.

There are a significant number of earlier posts on the management of tectonic activities. Use the spec. to 'traffic light' your knowledge & understanding. Remember that the questions can highlight VERY specific areas of the spec. e.g. shield volcanoes!

Lets get back to basics! Skills needed here.....

2008-04-13T08:49:00.004Z

There are several areas of skills outlined in the spec. that may be specifically tested on Paper 1. They are:

Basic Skills
Labelling and annotation of diagrams, maps, graphs, sketches etc.
Drawing sketches from photographs and in the field.
Photographs: candidates should be able to use and interpret aerial/oblique and satellite photographs of rural and/or urban landscapes.

Cartographic (map) Skills
Atlas maps: recognising and describing distributions and patterns of both human and physical features.
Sketch maps: draw, label, understand and interpret sketch maps.

Ordnance survey maps: 1:25 000 or 1:50 000 scale, recognise symbols, four and six figure grid references, straight line and winding distances; direction, draw and annotate cross-sections, height and degree of slope, simple contour patterns, patterns of vegetation and land use; patterns of communications; location, shape and pattern of settlement; different land use zones of settlements; infer human activity from map evidence; using maps in association with photographs

Graphical Skills (In coursework AND in the exam)
Construct line, bar, scattergraphs and pie diagrams.
Complete a variety of graphs and maps including choropleth, isoline and proportional symbols.
Interpret a variety of graphs including those located on maps and topological diagrams.

*Additional enquiry and ICT skills are outlined in the specification but are covered principally in learning activities and in the coursework specifically.

We will spend the first couple of lessons of the revision programme practicing these skills. The subject specific material will be drawn from a full range of topics to give you a feel for what specific topics you need to give most attention to.

We will start with the big picture, drawing them to be precise. There are a number of excellent websites that remind you how to draw a 'fieldsketch'. It is unlikely that you will have to draw one from scratch in the exam but you may well be asked to annotate one (label it IN DETAIL).

This website is a great place to start as it also covers River Landforms & Flooding, plus Tourism.

Coastal Management

2008-03-17T12:05:00.002Z

The specification mentions the following:
Coastal management issues – coastal erosion and tourism. The social, environmental and
political problems caused by coastal erosion and tourism e.g. cliff collapse, coastal flooding, problems of resorts. It states that students should be aware of small scale exemplars of coastal areas where management issues occur. Such examples may include the Holderness coast (erosion), a Spanish resort and Bangladesh (coastal flooding). This includes the problems caused and their impact on different groups such as locals, governments and visitors.

You also need to know about the strategies used to solve problems such as coastal defences e.g. groynes, sea walls, extending the tourist season and providing new facilities. The different values and attitudes of interested groups to coastal protection strategies and tourist developments and which strategies constitute sustainable development.

Cause & Effect of Coastal Erosion

2008-03-17T09:48:00.002Z

Follow this link to produce a stunning summary diagram of the cause & effect of coastal erosion.
Play (yes play!) the match up waves game to test your understanding of the work you did last lesson.
This website gives a good overview of the understanding that you need for the physical geography aspect of the coasts topic.

Start 'Coasts' (without me)

2008-03-11T18:37:00.002Z

This is the first part of the specification:

Constructive and destructive waves. Processes of erosion (hydraulic power, corrosion, corrasion; attrition; transport (traction, saltation, suspension, solution, longshore drift) and deposition. Landforms and characteristic features and formation of wave cut platforms, cliffs, caves, arches,
stacks, beaches, spits in the context of an example of an erosional coastline and a depositional coastline.

MOST of this should be familier from work in Year 8

Use your text book to complete notes on Constructive & Destructive Waves & the processes of erosion. Use text book and/or http://www.s-cool.co.uk/ and/or this website. Record your notes into your exercise books. Include diagrams!!!!

HOMEWORK: Listen to the podcast on this site if you haven't been able to do so in class. Do podcasts help you learn? Could you record your own? Great for audio/kinesthetic learners.

I took this photo last summer in the Scottish Hebrides!

First student video!

2008-03-10T19:24:00.004Z

This is an awesome video Dom! See me tommorow - I think a Headteachers stamp is inorder, don't be content with publication on the worldwide web! There are a couple of 'tippos' but they don't detract from the video. This is a great way to revise! (This has taken an hour to download onto blogger!)

Using SAMLEARNING

2008-02-24T11:23:00.002Z

Education Leeds subscribes to 'SAMLEARNING' as Boston Spa Students are aware. The material for GCSE Geography is very sound & even if you have a high target grade you will benefit from reviewing & revising topics using SAMLEARNING. Your homework for this session is to complete the two assigned tasks on Urbanisation in MEDC & LEDC countries. Go to www.samlearning.com & log-in. Your teaching group (11E) has tasks assigned to it. It will count towards your SAMLEARNING challenge hours BUT it is NOT optional!

Urbanisation

2008-02-19T22:08:00.001Z

| View | Upload your own

The powerpoint contains useful hyperlinks

Settlement Hierarchy

2008-02-06T09:31:00.000Z

Test yourself -with thanks to geographyalltheway!

Settlement Hierarchy

2008-02-05T21:25:00.000Z

View Upload your own

Work through the slides & tasks. Watch out for hyperlinks!

The last leg........ unless we decide to cover 'coasts' too!

2008-01-27T16:59:00.000Z

The last section of the specification that we HAVE to cover is settlement.
It includes:
Site . dry and wet point, aspect, shelter, defence, resources and communications. Many siting factors important in the past are now no longer important due to technological change. Settlements with a favourable site especially in respect of communications e.g. gap towns, route
centres and bridging points often grew into trading centres.

Size . the hierarchy of settlement linked to population size, services and sphere of influence.

Function . types of settlements and how their function may change over time.

Urban morphology models of an MEDC and LEDC city , contrast in morphology. This includes detailed study of one MEDC & one LEDC city. We will mainly study LEEDS & Rio de Janairo.

The characteristics of the urban zones . the CBD, inner city, suburbs and rural urban fringe in the MEDC and the CBD, high class sector, shanty towns in the LEDC.
Definition and causes of urbanisation.

The different pattern of urbanisation in MEDCs and LEDCs.

The problems of urbanisation.

Social, economic, environmental issues in the CBD and inner city in MEDCs and in the shanty towns in LEDCs.

Contemporary solutions to problems of the CBD and inner cities in MEDCs and to shanty towns in LEDCs to achieve sustainable development.

Tasks

Site and SituationWhen we talk about the site of a settlement, we are refering to the land on which the hamlet, village, town or city is built. A number of site factors would have been important when choosing the inital site of a settlement. These would have included the relief of the land; the availability of natural resources; water supply and the fertility of the surrounding land.We also talk about the situation of a settlement, this is the location of a place relative to its surroundings (which may include other settlements, landscape features such as rivers, uplands etc.)

What factors have infuenced the SITE and SITUATION of Boston Spa?

Start with factors that affect the site & situation of settlements. The S Cool Revision site is really good for this (or use the text books). You need notes on the factors that determine the site & situation of a settlement. DO NOT JUST PRINT OUT from S-Cool! Then answer the question about Boston Spa. Complete this plus homework task before the next lesson.

Homework: Watch this! Its a production by BBC schools in Northern Ireland & its examples are from Northern Ireland but it will provide an excellent review of the introduction to the topic.

2008-01-20T15:50:00.000Z

Paper 1

2008-01-14T14:45:00.000Z

Skills, Rivers, Glaciation, Plate Tectonics! All of the details for these sections are now outlined on the blog. There are a number of posts about the physical aspects of Rivers & Glaciation, but less on the human aspects of these topics. All aspects of earthquakes & volcanoes are covered BUT not fold mountains.

Rivers: What do you need to know?

2008-01-14T14:39:00.000Z

Long and cross profiles, processes of erosion (hydraulic power, corrosion, corrasion, attrition), transport (traction, saltation, suspension, solution) and deposition.

The characteristics and formation of waterfalls, gorges, meanders, ox-bow lakes, levees, flood plains and deltas.

River basin management issues – the causes and effects of flooding in river basins in the context of both LEDCs and MEDCs. Mississippi and Bangladesh.

The short, medium and long term strategies used to attempt to manage the floods.

Contemporary issues concerning use of ‘hard’ v ‘soft’ strategies and attempts to
achieve sustainability.

The social, economic, environmental and political issues that have an impact upon
strategies and the values and attitudes of interested groups.

Look at Geography Room (A level blog) for notes/ powerpoints on the two river basin management case studies.

How to Revise!

2008-01-08T20:57:00.000Z

I have 'booted' this post up. There are plenty of subject specific posts in the blog. I will highlight some of the key ones.

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 techniquesMake it stick -go over stuffLook ,cover, write, checkFill diagrams in from memoryUse highlightersMake 'expert cards'Make jigsaws -separate terms & meanings then match them upPractice exam questionsUse online revision siteslisten to podcasts (eg on Biitesize), record your ownTeach a topic to someone elsePost other techniques that work as a comment to this blog!Visit this (and other) Geog Blogs..... Often!

Rivers Revision quiz

2007-12-13T13:10:00.000Z

-from Wednesday's lesson. 'Traffic Light' your learning

Preparing to revise Tectonics!

2007-12-12T10:56:00.000Z

Tectonic Activity: This is what the specification includes! 'Traffic Light' your learning!

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.

Year 8: Land Use in Leeds

2007-12-04T19:43:00.000Z

-sorry Year 11, this isn't for you!

These are the transects:
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):
Yorkshire Post
Wetherby News
Up my street
Leeds City Council
BBC Where I live -Leeds
I will put a link to this post in the side bar.

An animated glacier

2007-11-25T14:24:00.001Z

Best website yet!

Glacier

2007-11-25T10:34:00.000Z

How glaciers form and flow

2007-11-22T15:19:00.000Z

The text book doesn't cover this aspect in any detail. Read & summarise.

Exercise in Corrie Appreciation!

2007-11-20T19:08:00.000Z

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.

All Iced Up: Glaciation

2007-11-20T18:39:00.000Z

This is what the spec. states for the required learning:
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.

Great stuff!

Energy Consumption and Pollution

2007-11-14T15:02:00.001Z

This is the powerpoint from today's lesson -looks a little different as I have used a different 'host' for the document. Scroll down the sidebar to view.

Year 8 GCSE Humanities groups

2007-11-11T10:51:00.000Z

This blog has been running really successfully for nearly a year. The blog has had a very specific aim, that is to support my GCSE Geography groups. The posts either include material used in the lesson so that students can have another look at them & possibly make their own copies for revision purposes or they support additional work to be undertaken by the students. Some of the posts will be of use to Year 8 students, especially those with high target grades & I will label such posts for Year 8 as well as Year 11. In addition I have created a special 'sidebar' for links to materials that are useful/ important just for Year 8 so that they will be easy for you to find. You will be told if material is on the blog. It would have been great to do a blog just for you but..... there ARE only 24 hours in my days!!!!!

Knabs Ridge Windfarm

2007-11-11T10:33:00.000Z

What are the arguments for and against windpower? The first three turbines from the controvisal Knabs Ridge windfarm, just to the west of Harrogate are now clearly visable & a little photo shoot by Mrs J on Saturday shows you what it looks like. The Powerpoint looks at the issues surrounding the windfarm & forms the basis of the lesson. Look up other proposed windfarms, such as the offshore windfarm proposed at Redcar, close to the River Tees estuary or the huge Isle of Lewis windfarm in the Scottish Islands, as well as the Hook Moor windfarm near Wetherby.

| View | Upload your own

Learning Targets

2007-11-09T11:16:00.000Z

Choose at least two 'Learning Targets' based from this list of 'Knowledge and Understanding' objectives:
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!

Tidal surge 'poses grave danger'.

2007-11-09T08:11:00.001Z

Follow the news as a tidal surge threatens to flood parts of Eastern England.

Follow this link to the BBC news site.

New Learning!

2007-11-04T12:02:00.000Z

Well done to all of you for meeting the coursework deadline! Work now begins on the second part of the 'Managing Resources' unit!

View Upload your own

The deadline for the leaflet (ILA task) is Wednesday.

Managing Energy Resources

2007-11-02T12:14:00.000Z

You already have the 'Learning outline' for this module, which will be our focus for the next three to four weeks (depending on how quickly you 'get it'!). This is a 'learning record' for this part of the Managing Resources module. Use a copy of the record to monitor & check your learning.

Coursework: More online help

2007-10-23T10:21:00.000Z

Your coursework should be nearing completion!!!! Use this powerpoint as a final check (or to help you if you are stuck or unsure!). Remember that it MUST be complete by Friday Nov. 2nd.

| View | Upload your own

Use your time well!

2007-10-14T08:21:00.000Z

You should all be in a position to now complete your assignments/ coursework. If you need maps they are in the box in room 48. You can come along to room 48 on Thursday or Friday lunchtime to ask about any problems or if you want your hypothesis 3 title checking (or mention it during the parents evening appointment). See me on Thursday morning if you need a parents evening appointment. I will be somewhere around the Year 11 area/ office. The deadline is 1.00 lunchtime on Friday 2nd November, delivered to room 48 & signed off by yourself!

Good web site!

2007-09-26T08:55:00.001Z

For a range of data & information on the Yorkshire Dales have a look here!

Pathway to success!

2007-09-19T21:10:00.000Z

Well done to all of you who took part in the Celebration evening last night. Build on the success of Year 10 & you will have a great year. The class of 2008 will be fantastic!

Kenya

2007-09-18T18:30:00.000Z

Why do tourists visit Kenya? What impact might this trip have? On the environment? On people? On the economy? Good or bad?

Create a model set of case study notes & learn carefully.

Grassington Maps

2007-09-12T13:37:00.000Z

I have uploaded all of the maps here. They have been scanned & saved into one word document. Copy what you need into a fresh word document or whatever you require. I will sort out how to orientate the surface graph using Excel. If you want to do coursework at lunchtime them Wednesday is the 'formal' workshop day, but one of the Geography teachers is usually in room 48 at lunchtime, so pop along.

The class of 2008: Coursework!

2007-09-11T20:01:00.000Z

The data & some of the maps required for the Grassinton coursework completion are available on K drive & by following these links to 4shared.com, which is a file sharing site.

environmental quality data tuesday

environmental quality data friday

maps (some)

land use data

land use data 2006

questionnaire data (all groups)

traffic count data (friday)

traffic count data (tuesday)

Let me know if you have problems with any of the links or data sets.

We will re-afirm deadlines in the lesson.

Fantastic!

2007-08-23T18:44:00.000Z

Just in case anyone should call in here, well done! The GCSE Geography results are the best in school in terms of a*-c grades, and they are the best GCSE results overall that the school has ever had!

Time to move on!

2007-06-27T12:20:00.000Z

The class of 2007 have left -hopefully most will return to do A level Geography in September -and it is now time to do a little housekeeping & re-establish the blog as a place to support quality learning in Geography for a new cohort of students. This is a welcome to the group I will inherit from the wonderful Mrs R. who goes on leave to produce a new little geographer!

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.

Leavers Celebration Class 2007

2007-06-17T10:21:00.000Z

All of the photos I took & have downloaded can be found here: (http://www.flickr.com/photos/sue_jackson/sets/72157600379477650/) I will add more later! There are just under 100 at the moment, but I don't have any of the ballon launch or the final assembly. Spread the word!

A last word!

2007-06-16T08:22:00.000Z

If any of my GCSE group read this..... I hope you had a great Leavers Celebration. I really enjoyed putting it all together for you all. I just spotted the comment on the last post! Thank you! If any group was going to sing happy birthday to me I am glad it was you! You have been an absolute pleasure to teach. I hope that many of you do continue to study Geography next year, but if you don't, remember you can never escape...... 'Geography is everywhere', infact 'You would be lost without it!'. I will add the link to the Celebration Day photos when I have downloaded them to Flickr. Thank you. Mrs J.

Countdown to paper 2

2007-06-05T18:12:00.000Z

Check these out!
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)

Revision Breakfast!

2007-06-03T14:49:00.000Z

Don't forget -from 7.30 onwards in Room 48, we provide the food. Get into the 'geography way' for a flying start to Paper 1!

Check out Mr White's Revision guides on 'Mr White does Geography' -see link at the side!

Its coming to an end!

2007-05-22T20:39:00.000Z

Very best wishes to you all. You deserve your target grades (or higher). Thank you! Hope to see many (most?) of you in AS Geography! Don't forget the Revision Breakfast on June 4th (from 7.30). We provide the breakfast! Mrs J

Paper One Case Studies.....again!

2007-05-15T12:36:00.000Z

These are the specific named examples that you need to know for Paper One
........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.

Growth of a tourist resort: Aspects of theory

2007-05-11T17:02:00.000Z

Not my work! Covers the stuff on the growth of a tourist resort really well! Thanks Rich!

More information on Yosemite

2007-05-11T11:39:00.000Z

Look at this CNN report for some of the issues. The Barcelona Field Study centre site is also worth a look. The Yosemite Falls project gives details of a specific scheme & includes impact details that can be easily summarised.

Kashmir Earthquake

2007-05-11T11:35:00.000Z

Need to know: Cause of the quake, short & Long term impact, short & long term management strategies & issues

What do you need to know? Ayia Napa

2007-05-09T09:02:00.000Z

The impact that tourism has had on people and their environment in an MEDC Ayia Napa, Cyprus

• 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

Sustainable Tourism in Yosemite

2007-05-09T08:57:00.000Z

Another Managing Tourism Case Study looking at sustainable tourism in the Yosemite National Park, USA.

Mountain Tourism

2007-05-09T08:25:00.000Z

The slideshow will outline the knowledge & understanding required for the Nepal Mountain Tourism case study as part of the Managing Tourism section of paper 2.

Mountain Tourism

2007-05-08T13:22:00.000Z

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
and
Explain the effects of the growth of tourism on different groups of people in the area.

Managing Tourism

2007-05-08T13:11:00.000Z

Click here to take survey to assess the progress that you are making in your revision of the 'Managing Tourism' section of Paper 2. This is usually question three. The alternative is 'Managing Urban Areas' which you should NOT attempt!!!!!

BBC uses the word... geographers!!!!! Enjoy!

2007-04-30T20:29:00.001Z

Earthquake in......Kent!

2007-04-29T09:13:00.000Z

Worth a look but not a case study!

Coasts material to follow...... probably

2007-04-25T19:44:00.000Z

Where were you?