Sunday, 20 January 2008
Monday, 14 January 2008
Paper 1
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?
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.
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.
Tuesday, 8 January 2008
How to Revise!
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!
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!
Thursday, 13 December 2007
Wednesday, 12 December 2007
Preparing to revise Tectonics!
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.
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
Year 8: Land Use in Leeds
-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.
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.
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