(A) and (B) STUDENT CHOICE / OPEN ANSWERS

Workbook Answers Chapter 2

Chapter 2: Introducing Population Before You Start ...

1. (a) and (b) STUDENT CHOICE / OPEN ANSWERS

2. (a) and (b) STUDENT CHOICE / OPEN ANSWERS

3. (a) e.g. crowded; crowd; busy; mainly adults – some children; city; going to an event (most walking in the same direction); warm (shirtsleeves); noisy; daytime; European? (b) OPEN ANSWER (c) OPEN ANSWER (d) STUDENT CHOICE / OPEN ANSWERS

4. (a) A rapid increase in population totals in a short space of time (b) The world population doubled in that time to reach 7 billion in 2012

5. Many possible answers but main point should concern a country being able to provide enough resources for its people, whether basic needs for food, water and shelter or important facilities such as health care and education.

6. (a) STUDENT CHOICE / OPEN ANSWERS Should describe age differences; narrow street; bicycles etc. (b) China introduced a One Child Policy to slow down rapid population growth; now it has an increasingly ageing population – a third will be over 65 years by 2050.

7. (i) refugees (ii) displaced people (iii) people living in LDCs

2.1 Demography, distribution and density, pages 38-39

1. Demographics / demography

2. A range of answers possible including: • Countries have to plan ahead to have enough e.g. housing, schools, health services, pensions etc. • Demand for food, water, energy and other resources need to be met • To compare places

3. Canada (S) Brazil (S) Australia (S) India (D) Netherlands (D) China (D) Nigeria (D) Greenland (S) Japan (D) Norway (S)

4. STUDENT CHOICE / VARIED ANSWERS Students need to pick up the obvious link between (two named) sparsely populated regions e.g. deserts (Sahara), polar regions (Antarctica – though cannot be seen on this map is shown in Fig 2) and places with extreme climates or steep, high mountainous areas. Also (named) densely populated regions and e.g. the more moderate climate and relief of where they are located.

5. Answers should be about the uneven distribution of population within countries (for many of the same reasons as in the answer to Q4) = densely populated urban areas and sparsely populated rural/wilderness areas (mountains, tropical rainforest etc.)

6. (a) The number of people living there (b) Population density is the number of people living in a given area e.g. per km2. Populous is just the total number, irrespective of the size of an area.

7. Most populous top ten not on map =Indonesia, Nigeria, Bangladesh, Russia. Largest top ten, not in most populous list = Mexico, Germany, UK

8. (a)

Africa Asia Europe Oceania N. America S. America

2012 2 6 1 0 1 1 2050 3 5 0 0 1 1 (estm)

(b) Increase in Africa, decrease in Europe and Asia (c) • False Japan, Russia and Bangladesh are no longer in the top ten in 2050 • False China, India, USA, Pakistan, Brazil and Indonesia are the only countries in both top tens • True China will still be in the top two in 2050, despite a predicted decrease in population • True Nigeria’s population is likely to more than double by 2050

9. (a) Bigger in Figure 4: e.g. China; India; UK; Germany; Japan; Indonesia; Nigeria Smaller in Figure 4: e.g. Australia: Russia; Saudi Arabia (b) e.g. USA; Brazil; South Africa; Spain

2.2 Stages of growth and development, pages 40-41

1. (a) (i) an absolute number: the actual number e.g. the population has increased by 1 million in the last year (ii) a relative number: numbers in a form where comparison is easy e.g. as a percentage or ratio (b) They are much easier to compare e.g. the absolute number for births in one year for a country total cannot easily be compared in terms of increase in birth rate as it does not account for the existing population total. By using a relative number e.g. a percentage or per 1000 of the population, it is easy to see the real speed of growth and compare this to another country.

2. (a) • Low natural increase with little or no population growth = 4 • High natural increase leading to rapid population growth = 2 • Negative natural increase = decrease in population growth = 5 • Gradual fall in natural increase and population growth = 3 (b) Reasons given may vary but should be based on birth rates, death rates and growth rates and economic growth. Students should be encouraged to look these up (most are found in case studies in Book 2)

Country DTM Stage Reasons

Netherlands 4 China 3 Bangladesh 3 USA 4 Haiti 2 3. (a) The number of people coming into the country (in-migration) and he number leaving (out- migration) will obviously affect population totals. (b) The difference between in-migration and out-migration • life expectancy: the average number of years an individual can expect to live to from birth • infant mortality: the number of children who die before their first birthday, usually given as a figure per 1000 of population • healthcare: the availability of health professionals and services e.g. doctors, nurses, hospitals, clinics • transition: the move or change from one stage/position to another • resources: useful and/or essential items of use to us

4. STUDENT CHOICE / VARIED ANSWERS

2.3 Population structure, pages 42-43

Read page 42 and study Figure 1 1. (a)

(b) This is useful because it is economically active who provide a country’s wealth and pay taxes to help support the two groups of dependents (c) They are not always shaped like a pyramid, especially in MDCs today – so they are sometimes referred to as population graphs. However, when searching for data they are still mainly referred to as population pyramids. (d) (i) young dependents: the standard age range is 0-14. In most MDCs education is compulsory until ages 16 or even 18, and a large proportion continue studying through to 21 before entering the working population group. Most data still uses the lower range, but in many countries it does not really reflect when they stop becoming dependent. However, many children under 15 in LDCs are working and not at school – so it can be seen as an average figure. (ii) elderly dependents: people are living and working longer, with the retirement/pension age gradually increasing in MDCs beyond 64 years.

2. (i) In Figure 1 they are in 5 year bands or intervals; in Figure 3 data for each year is plotted. (ii) It is more accurate and easier to see and explain (sometimes short-term) changes from year to year.

DTM population Description of Example country plus stage structure shape population continent structure shape

Sudan, Africa

Philippines, Asia

India, Asia

Netherlands, Europe

Germany, Europe

4. (a) and (b)

5. (a) Stage 3 (b) NIC

2.4 World population change, pages 44-45

1. • STUDENT CHOICE OF GRAPH = Bar graph would be most appropriate • Data: 1-2 billion = 105 years; 2-3 = 35 years; 3-4 = 15 years; 5-6 years = 12 years; 7-8 = 20 years (estm); 8-9 = 25 years (estm). • Time taken to increase by 1 billion became increasingly more rapid from 1820 to 2010. It is estimated to start to slow down between 2010 and 2055

2. Industrialisation

3. Rapid population growth over the last 50 years is known as the population explosion. In 1950 about 67% of the population lived in LDCs. By 2050 this is predicted to rise to 85%. In the same year, the world’s population is likely to have almost reached 9 billion. The very poorest countries in the world are called least developed countries. By 2050 these countries are likely to be home to 2 billion (1 in 4) of the world’s population.

4. (a)

(b) Changes: • Asia: decrease by just over 7% • Europe: decrease by 13.5% (2/3rd current proportion) • Africa: increase by 10% (doubled) • S and C America: increase by 5% (trebled) • N America: increase by 4% (quadrupled) • Oceania: increase by 0.3% (more than doubled)

5. (a) STUDENT CHOICE e.g.Overpopulation: lack of resources; overcrowding; poverty; food shortages; unemployment Underpopulation: insufficient number of workers; economy suffers; possibly an ageing population (high demand on resources). (b) STUDENT CHOICE

2.5 Migration, pages 46-47

1. Range of answers possible including: • The majority move within their own continent = neighbouring/nearby countries. • In the case of EU countries in Europe they have the right to move within the EU • Many who migrate from Asia are from former colonies and moved when their countries became independent

2. Examples given may vary considerably • Economic: e.g. Poland to the UK • Temporary: e.g. people from Montserrat to Antigua or the UK • Permanent: e.g. Suriname and Indonesia to the Netherlands • Refugee: e.g. from Syria to Jordan and other neighbouring countries

3. EU citizens have the right to move freely between member countries

4. Picking vegetable crops (asparagus):

5. (a) Population totals need to take into account net migration – the difference in numbers between people moving into a country (in-migration) and those moving away (out-migration). In many countries this can make a significant difference. (b) Large numbers of people flee their home country when conflicts/wars occur. This is usually quite sudden and rarely easy to predict.

6. Conflicts can suddenly create large numbers from the host country, and raise a family Some migrants choose to take up citizenship between the ages of 20 and 30 Economic migrants are typically in the country they move to Some migrants choose to marry partners of migrants and refugees

7. (a) Any three of the following: • By bringing different traditions to the new country • Marrying partners in the host country • Opening their own shops and businesses • Children mixing in school

(b) Variety of answers e.g. • Advantage: has all the rights the citizen of that country has • disadvantage: may lose their original identity/attachment to their home country 2.6 Case Study: Population in the Netherlands 1, pages 48-49

1. Describe only (not explain):

2. (a) (Not drawn here to exact graph paper size)

(b) The graph shows steady growth from 1900 to 1960, doubling between 1900 and 1950. During this period life expectancy continued to increase, whilst it was still common for families to have 4 or 5 children. Following a baby boom after the end of WW2 growth between 1970 and 2000 slows down, especially after 2000. Growth after 2010 is predicted to slow down more, with very small increases of about 0.5 million every ten years until 2043, partly the result of an ageing population. At some point between 2043 and 2053 the population is expected to start to fall.

3. STUDENT CHOICE/DISCUSSION It is important to know the structure because it is just one group, the economically active or working group, who earn money to keep the economy growing and pay taxes to help support the young and elderly dependents. It also helps a country decide what facilities are needed e.g. schools, hospitals, care homes etc. Examples will vary.

4. • 1950: Stage 3 = elongated pyramid shape, still wider at base then narrowing after age 5. • 2013: Stage 4 = narrowing base, ‘bulge’ between 40 to 65 years; increasing number of elderly

2.7 Case Study: Population in the Netherlands 2, pages 50-51

1. Figure1 (page 49) and Figure 1 (page 50) show how the population structure in 2013 is likely to change by 2050.

Useful words: life expectancy ageing health healthcare growth rate

2. (a) Problems: • Less workers to fill jobs/pay taxes/ earn money for the economy/fund pensions • More care homes and health facilities needed = more funding • Appropriate housing and social facilities needed (b) Solutions: • Raise pension/retirement age / work longer and/or attract more migrant workers; incentivise couples to have more children • Increase taxes (not popular!) • Change in type of housing and community facilities being built

3. • More women work, so marry later and have fewer children – many only want one • Family planning/birth control widely available. Can choose when want children • Both parents usually work – become used to joint income/good lifestyle: having children is expensive = change in lifestyle

4. (a) The replacement level will not be met, so there could be a lack of workers and the economy may suffer in the future – especially with an increasing proportion of elderly dependents. (b) Offer incentives e.g. longer maternity leave; more facilities for young children; marry earlier; higher child benefit. Attract migrants to settle and have families.

5. STUDENT RESEARCH / SURVEYS

2.8 Too Many People, page 52

1. Answer should include: • Extra pressure to provide enough resources for people e.g. energy • Shortage of essentials such as housing, water and sanitation • Difficulty in providing infrastructure e.g. transport • Need for more health care and education facilities

2. (a) If girls are educated they often: • Want/have a career • Marry later so have less children • Be aware of and take advantage of family planning (b) If they are empowered – have equal rights, can vote, have a choice when to have children etc. – many choose to have a small family.

3. Variety of answers but the image shows happy, affluent parents and child in attractive setting. The government hopes that couples will identify with this positive spin on having just one child.

2.9 Case Study: China, pages 53-55

1. There is a clear link between extreme climate/mountains/deserts and sparsely populated regions in the north and west and the densely populated lowland areas in the east. Students should explain these links – better answers will give a variety of named landscapes, climates and named locations.

2. (a)

(b) Increase decrease rapid slow steady

3. (a) To try reduce birth rates and keep a rapidly growing population to under 1.2 billion by 2000 (b) May be others, but main ones are: Advantages: • By reducing and slowing the growth rate, food and other resources would not be in short supply • Space in urban areas was very limited – smaller families were easier to house

Disadvantages: • Families valued boys more highly than girls – if the first born was a girl they may be abandoned • There was pressure to have an abortion if the baby was a girl – sometimes women were forced into this • This led to a gender imbalance in the ratio of boys to girls – the policy created a 118:100 ratio in favour of boys • With only one child, it became difficult for them to care for two sets of elderly parents

4. (a) When there is a larger ratio of one gender v the other. In China this is more boys/males than girls/females

(b) The One Child Policy. Imbalance caused because many parents favoured boys who would look after them in old age and, in rural areas, work the land. This led to girls being aborted or abandoned leading to a gender imbalance of 118 boys to 100 girls. 5. (a) (i) In 1970 the population structure showed was a classis pyramid shape, apart from a smaller number in the 10-14 age group. By 2010 the structure had changed, with a gradual decrease in the numbers between 0-19 (the result of the One Child Policy – though students have not been asked to give reasons). There are also people over 85 years old (ii) By 2025 estimates show a ‘bulge’ in the structure at ages 30-59. Numbers in age groups 5-29 are all about the same, with slightly less in the bottom 0-4 group. The number of elderly (over 65) is expected to have grown significantly. (iii) By 2050 estimates show a more top-heavy structure, especially above 59 years. Numbers are fairly consistent, below 49 years – an almost straight-sided shape, narrowing slightly between 0- 19 years. It shows an ageing population. (b) • True There were over 3 million fewer workers in 2012 compared to 2011 • False Improved health care and reduced life expectancy means people live longer • False By 2050, half the population will be over 65 years of age • False 9-3-7 refers to 90% elderly living at home, 7% in private care and 3% in state care • True The elderly living in rural areas are likely to suffer most

2.10 Vulnerable populations, vulnerable people, page 56

1. STUDENT CHOICE / OPEN ANSWER

poverty conflict natural hazards Diseases/epidemics

lack of food civil war tsunami cholera poor healthcare ethnic cleansing volcanic eruption malaria low life expectancy political unrest earthquake typhoid no income HIV/AIDS

Named example(s)

Sub-Saharan Africa former Yugoslavia Haiti Uganda Syria Namibia

3. (a) For any of the four reasons given for Q1 = poverty, disease, conflict or natural hazards (b) This can cause problems if there are not enough economically active people (workers) to support the rest of the population or to earn money for the country

4. Some people do not officially ‘belong’ to any country – they are stateless In 2012 there were nearly 10 million refugees and 900,000 asylum seekers An IDP is someone forced to leave their own home, but who still lives in the same country Asylum seekers are people waiting to be given official refugee status

5. (a) In 1951 to help the million refugees created by WW2 to return home (b) Students will need to research this on the UNHCR web site www.unhcr.org

6. (a) and (b) STUDENT CHOICE / OPEN ANSWERS Students will need to research this on the UNHCR web site www.unhcr.org

2.11 Case Study: Syria, pages 58-59

1. (a) The conflict began following a peaceful protest in Deraa in the south of Syria in March 2011. Local people were angry about the arrest and torture of a group of local children who had written political slogans on walls. The locals protested on the streets and were fired upon by government security forces – four people were killed. During their funerals a fifth person was killed. The army moved in and homes were shelled. More deaths followed and hundreds were arrested. The unrest quickly spread across the country. More troops were mobilised and the conflict escalated. (b) • Constant danger to life from guns, shells and explosives • Houses and business destroyed • Basic essentials – food, water, shelter, schools, hospital etc. all difficult to find/access • Millions have fled abroad or are IDPs

2. (a) and (b) STUDENT CHOICE / ANSWER

3. STUDENT RESEARCH / DATA UPDATE

4. (a) and (b) • Overwhelmed by the number of refugees arriving (daily) – need food, water and shelter • Many with high level needs – badly injured, traumatised, orphaned children • Cost to host country and pressure on its own resources and that of aid organisations

5. (a) STUDENT CHOICE /ANSWER (b) • People from the same towns and villages are moving their tents next to one another. • Shopkeepers are setting up stalls or providing services e.g. makeshift coffee shops and barbers