Cambridge International AS & a Level Geography (9696) Scheme of Work

Scheme of Work

Cambridge International AS & A Level Geography 9696 Contents Cambridge International AS & A Level Geography (9696) Scheme of Work Introduction

Overview

This scheme of work provides ideas about how to construct and deliver a course. The Cambridge International AS and A level Geography syllabus has been broken down into teaching units for each paper with suggested teaching activities and learning resources to use in the classroom.

Recommended prior knowledge No prior knowledge is essential although some of the concepts will be familiar from prior Cambridge O Level/IGCSE® Geography studies.

Outline The units within this scheme of work are:

Paper 1 Physical Core Unit 1: Hydrology and fluvial geomorphology Unit 2: Atmosphere and weather Unit 3: Rocks and weathering

Paper 1 Human Core Unit 1: Population Unit 2: Migration Unit 3: Settlement dynamics

Paper 2 Physical Options Unit 1: Tropical environments Unit 2: Coastal environments Unit 3: Hazardous environments Unit 4: Arid and semi-arid environments

Paper 3 Human Options Unit 1: Production, location and change Unit 2: Environmental management Unit 3: Global interdependence Unit 4: Economic transition

V1.0 3 Cambridge International AS & A Level Geography (9696) Scheme of Work

Teacher support Teacher Support at http://teachers.cie.org.uk provides secure online teacher support materials with access to specimen and past question papers, mark schemes and other support materials. We offer online and face-to-face training; details of forthcoming training opportunities are posted on the website.

An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk The scheme of work is in Word doc format and will open in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at www.openoffice.org

Resources The up-to-date resource list for this syllabus can be found at www.cie.org.uk

Textbooks: Nagle, G and Guinness, P Cambridge International A and AS Level Geography Hodder Education, 2011 ISBN 9781444123166 Note: This text book is suitable for all units of the scheme of work and is referenced in the Learning resources column of this scheme of work.

Burtenshaw, D Economy and Development Philip Allan Updates, 2006 Carr M New Patterns, Process and Change in Human Geography Nelson Thornes, 1999 Cook, I Hordern, B McGahan, H Ritson, P Geography in Focus Causeway Press, 2000 Dicken, P Global Shift: Mapping the Changing Contours of the World Economy Sage Publications, 2010 Digby, B ed. Global Challenges Heinemann, 2000 Gillett, M & J Physical Environment: A Case Study Approach Hodder and Stoughton, 2003 Guinness, P and Nagle, G Advanced Geography: Concepts and Cases Hodder and Stoughton, 1999 Hart C Geography for AS Cambridge University Press, 2000 Heelas, R Tropical Environments: Contrasting Regimes and Challenges Nelson Thornes, 2001 Hill, M Advanced Geography Case Studies Hodder Arnold, 1999 Holmes, D Ecosystems and Biodiversity Philip Allan Updates, 2006 Hordern, B. Rivers & Coasts Phillip Allan Updates, 2006 Money, DC Weather and Climate Nelson, 2000 Nagle, G Advanced Geography Oxford University Press, 2000 Nagle, G Development and Underdevelopment Nelson, 1999 Nagle, G Tourism, Leisure and Recreation Nelson, 1999 O’Hare, G Soils, Vegetation and Ecosystems Oliver and Boyd, 1990 O’Hare, G, Sweeney, J, O’Hara, G The Atmospheric System: Introduction to Meteorology and Climatology Oliver & Boyd, 1986 V1.0 4 Cambridge International AS & A Level Geography (9696) Scheme of Work Prosser, R Human Systems Nelson, 1999 Prosser, R Leisure, Recreation and Tourism Collins, 2000 Prosser R, Raw M, Bishop V and Miller G Landmark AS Geograph, Collins, 2003 Regan, C 80:20 Development in an Unequal World 80/20 Educating & Acting for a Better World, 2006 Warburton, P Atmospheric Processes and Human Influences Collins, 2001 Warn, S A2 Geography Unit 4 Global Challenge Philip Allan Updates, 2006 Waugh, D Geography: An Integrated Approach 3rd edition Nelson Thornes, 2000 Widdowson, J; GCSE Geography in Focus; Hodder Murray, 2001 Witherick, M Development, Disparity and Dependence: A Study of the Asian Pacific Region Nelson Thornes, 1998 Witherick, M, Adams, K Cities & Urbanisation Philip Allan Updates, 2006 Woodfield, J Ecosystems and Human Activity 2nd edition Collins, 2000

Websites: www.politicsresources.net/official.htm links to government websites http://hdr.undp.org/en/ human development reports archive from 1990 http://rainforests.mongabay.com/ rainforest www.worldmapper.org/ world maps displaying www.migrationinformation.org/Resources/ migration www.weather-forecast.com/countries weather www.physicalgeography.net/ lots of different physical geography resources http://np.netpublicator.com/netpublication/n04578744/5 urban smart cities www.censusindia.net/ good census site for a LEDC www.rgs.org/OurWork/Schools/School+Members+Area/School+Members+Area.htm current news events linked to geography www.bbc.co.uk/news/world-asia-pacific-12722187 Japanese earthquake/tsunami

See scheme of work units for further, relevant web links.

® IGCSE is the registered trademark of Cambridge International Examinations.

V1.0 5 Cambridge International AS & A Level Geography (9696) Scheme of Work Paper 1 Physical core – Unit 1: Hydrology and fluvial geomorphology

T Syllabus ref Learning objectives e Suggested teaching activities Learning resources r

To understand hydrology H TS To introduce the idea of a system by analogy. Cambridge y Open systems e.g. car, computer, domestic water supply. International A and AS d Closed systems e.g. central heating, air conditioning. Level Geography Knowledge of the global r The global hydrological cycle – why is it a closed system? (Nagle and Guinness) hydrological cycle ol Figure 1:1 Page 1 o A Flow diagram - boxes for stores, arrows for flows. Could be shows the Global g completely blank or partially filled in. Same diagram to be filled in Hydrological Cycle y by teacher as discussion with class proceeds and they complete To understand the distinction H their diagrams. Written definition of global hydrological cycle between open and closed y comprising three ideas 1. Closed 2. Water 3. Scale. May or may systems d not contain volumes of water involved. Useful to suggest climatic r variation in volumes of water. ol o gi c al c y cl e

S y st e m O

V1.0 6 Cambridge International AS & A Level Geography (9696) Scheme of Work T Syllabus ref Learning objectives e Suggested teaching activities Learning resources r

p e n s y st e m C lo s e d s y st e m

C o m p o n e n ts : fl o

w s/ st o r e s/ in p u ts /o u t p u ts

1.1 The drainage basin An open system W TS Teacher builds up the drainage basin diagram with learners’ Cambridge system Appreciate that it is a spatial at input. International A and AS unit e A Compile a cross-sectional diagram or flow diagram of a Level Geography (a) The hydrological cycle r drainage basin. The pictorial version may be easier to appreciate (Nagle and Guinness) s than the flow diagram. Outline of surface, soil, rock, water table Pages 1–4 (b) Components of the h could be given or done from scratch. Sun, vegetation, urban drainage basin system e areas, water bodies and river channel added. Different colours Figure 1.2 Page 1 d used for flows, stores inputs and outputs to distinguish them. shows Drainage Basin C Learners could be introduced to flow diagram as consolidation. Hydrological Cycle Know its components - flows at stores, inputs, outputs c A The component groups of flows, stores, inputs and outputs Figure 1.5 Page 3 Understand the links between h could be coloured. shows Factors the components m affecting Infiltration Each component of the e A Learners write definitions of the processes. and Surface Run Off

system should be developed n Remember that the channel is t A Learners write an account of the drainage basin system. The Section 1:1 Activities an important store and flow a concept of discharge needs to be introduced at an early stage. Pages 3 and 4 within the basin system r e TS and A Whole group discussion about the details of all the Past papers Appreciate operation of some a processes at work within the system and factors that influence June 2010 Question 1 of the components e.g. P those processes and the inter-relationships between the June 2011 Question overland flow especially in r processes, e.g. soil moisture affects infiltration capacity, etc. 6(a) relation to climatic variations e ci TS Introduce the relationship between infiltration capacity and pi rainfall intensity is significant in producing different reasons for ta overland flow. If infiltration capacity is greater than rainfall intensity ti then the stores will fill before overland flow occurs. This situation o is typical of humid climates, e.g. UK. This type of overland flow is n known as saturated overland flow. If rainfall intensity exceeds In infiltration capacity then Hortonian (or infiltration excess flow) flow te occurs. The water cannot enter the ground so it runs straight off r the surface. This occurs in arid and semi-arid environments where c the rain is intense or in areas of impermeable surfaces. e p ti o n T h r o u g h fa

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p o r at io n E v a p o tr a n s pi r at io n G a u gi n g st at io n

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1.2 Rainfall –discharge To understand how a TS and A Begin with a theoretical diagram of the storm Cambridge relationships within drainage basin responds to a hydrograph. Label fully including the axes. Give some data and a International A and AS drainage basins given input of rainfall graph can be constructed. Level Geography (Nagle and Guinness) Ability to draw a hydrograph A This could be reinforced by a “living graph” exercise – give Pages 5–7 (labelled well) learners a basic outline of a hydrograph with a series of explanatory captions which need to be inserted/attached around Figure 1.9 Page 6 Understand the storm (flood) the diagram. This can be very effective way of promoting shows a Simple hydrograph discussion of the relative influence of different processes as well Hydrograph as a possible revision exercise. This could then be developed to The factors that influence the S look at the effects of different factors. Question 2 Section 1:2 hydrograph of a river t Activities Page 6 o A range of different hydrographs could then be shown as a  Understanding of r springboard to discussion about the factors which influence the Past papers factors m nature of hydrographs. November 2011

 Knowledge of a h Question 1 range of factors y Drainage basin characteristics: size, shape, drainage density, November 2009 d soil moisture, rock type, slope, vegetation, land use. It is worth Question 1  Understanding r emphasising that shape is a factor when area is the same. June 2011 Question the inter-relationships o Attenuated response in elongated basins whereas flashy in round 6(b) between the factors g ones.  Knowledge and r understanding of land use a Case studies could be effective in illustrating these general changes and their effects p principles. on inputs, outputs stores, h flows in the drainage basin L Suggested extension study: Detailed drainage basin and hydrographs a morphometry in terms of bifurcation ratios, etc. (This is not g essential as it is not specified in the syllabus.) ti TS Introduce the idea of permeability: ability to transmit water m and porosity: volume of pore space. The two are linked via the e connectivity of the pore space. If the pores are interconnected R then the rock/soil may be porous and permeable e.g. sandstone. If is the pores are tightly packed water holding is possible but in transmission is very slow e.g. clay. Optional - Introduce idea of a g pervious rock which is one which is permeable via joints and li bedding planes. m  Clays are porous but not permeable, b  sandstones are porous and permeable, F al  chalk is not as porous as clay and is permeable, li  limestone is pervious, but not porous. Analogies can n be used like sponges –real and synthetic and sieves. Links to g water tables, aeration zone and saturation zone. li m Study a range of annual hydrographs/river regimes to appreciate b the impact of climatic variations on discharge, e.g. comparison of P Mediterranean, arid, cool temperate, alpine hydrographs can be

e instructive. a k The important aspect here is how these factors and combination B of factors influence the nature of the response of the river. a Therefore they should be studied together with a selection of To appreciate annual s hydrographs. hydrographs/river regimes ef Develop ideas of how changes in these factors cause different lo responses and changes to the volumes and nature of the flows. w Human activities are a significant factor in influencing s hydrographs. It may be useful to include human activities in this Cambridge e section as well in terms of river basin management (1.4). Equally, International A and AS p human activities could be considered in that section only, e.g. land Level Geography a use changes such as deforestation, afforestation, pasture to (Nagle and Guinness) r arable farming or vice versa, dam and reservoir building, Figure 1:8 Page 6 at urbanisation – concrete surfaces are impermeable hence their Compares River io inability to transmit water therefore increased surface runoff. Make Regimes n sure learners can develop a full explanation, rather than assuming li that it can be assumed that concrete is impermeable. Water n abstraction and water quality should be consideration either as e part of a relevant case study or in general terms. Depending on Fl the river basin chosen, political factors may be relevant where the a river crosses international boundaries. s h y h y Cambridge d International A and AS r Level Geography o (Nagle and Guinness) g Table 1:3 Page 7 r shows Factors

a affecting Storm p Hydrographs h A tt e n u at e d p e a k

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1.3 River channel processes Dynamic equilibrium G TS In discussion with the group, the basic ideas and concepts can Cambridge and landforms  Knowledge and r be introduced. International A and AS The channel as a system understanding of channel a Level Geography variables di  Revise the concept of a system – inputs outputs, (Nagle and Guinness) e Pages 7–15  Relationships flows, discharge. Idea of moving water because of gradient, n between the variables therefore energy to carry out work. t Figure 1:11 Page 8  Ask what the work would be in a channel. o shows Hjulstrom curve f  Introduce idea of dynamic equilibrium with respect to c a river channel, e.g. adjustment of channel bed to transport its Figure 1:14 Page 10 h load. shows Meander a  Suggest that there would be a changing dynamic Formation n downstream as a result of a number of aspects of the channel n which vary, i.e. variables. Figure 1:16 Page 12 el  What are they and how may they change shows Waterfall b downstream? Formation and also e case study of Niagara d  Discharge. Define and use as a springboard for Falls L discussion of cross sectional area which links directly to o hydraulic radius via wetted perimeter. Look at two or three Figure 1:18 Page 13 a comparative diagrams of cross sectional area. shows Floodplains, d Levees and Bluffs Fluvial processes Introduce idea of how variable discharge can influence channel – efficiency by changing the level of water in the channel. (This idea Figure 1:19 Page 13 will be picked up again in relation to landforms like braided shows Deltas c channels). a  The other variables can be discussed once this has been Section 1.3 Activities p understood, to form the foundations of the succeeding Page 8, 11, 12 and 15 a sections on process and form

c  Channel roughness Geofile 529 Sept 2006 i River Channels  Gradient t Fieldwork y  Velocity Past papers  Competence June 2011 Question 1 a  Capacity June 2011 Question n 7(c) d  Friction/flow characteristics November 2011 Question 7 c A To reinforce all these ideas fieldwork or use of a sand tank June 2010 Question 7 o would be ideal. However if this is not possible then discussion of m measurement in the field in theory can aid understanding, e.g. p difficulty of measuring discharge in low / high flow conditions. Use e of orange peel and cork versus flow meters in terms of accuracy t and practicality. e Knowledge and n At the outset emphasise that these processes are influenced by Understanding of processes c the dynamics of the channel, interrelate and produce landforms of erosion e which will be the next section of the work. transportation and deposition Result from the energy possessed by the river. For processes of erosion, most authorities consider that abrasion and corrasion result from the action of the transported load. The Direction of erosion  load is the tool for erosion. Closest analogy ‘like sandpaper’. Assists in undercutting and bank caving. More especially linked to turbulent flow and potholes in river bed. Hydraulic action sheer power of water. Cavitation is the implosion of gas bubbles in turbulent flow causing shock waves and weakening the banks of the channel in particular. Both processes lead to bank caving.

Vertical, headward and lateral erosion should be covered, either D here, or in connection with landform development. is

c Processes of transportation can be done easily by means of one h diagram, which shows traction/bed load, saltation, suspension and a solution. Hjulstrom curve – link r between process and load g TS Hjulstrom curve e Begin with a diagram of the graph. Emphasise what it V demonstrates via the axes of the graph. Explanation can be done el by annotating the graph, highlighting critical erosion and o deposition velocities in relation to fraction of the load. Reasons ci why clay particles need such a high velocity when they are such ty small particles. Distinguish between entrainment and settling location of these curves on the graph. Entrainment (ability of the river to transport material) is the velocity line between erosion and transportation and the settling velocity marks the division between transportation and deposition. C h TS Use survey maps of Zimbabwe (Victoria Falls) and Port The nature of channels a Antonio as teaching tools. Very useful. For meandering channels n and floodplain characteristics. Discussion can focus on the Link between process and n contrasts and reasons for the contrasts. Conditions under which form el each occur, e.g. braided channels found in areas of variable ef discharge and large loads, whereas gradient variation causes  Straight fi meandering channels. ci  Meandering e Description, explanation and an example or examples of these  Braided n landforms is needed. Annotated diagrams can be a useful way of c condensing the material. The floodplain with its assemblage of Landforms y features can be considered as a section of work. This could be a C way of creating the link between the geomorphology and the Classification according to h human impact on the physical environment, i.e. the final section of processes of formation a work in this unit.  Erosional forms n

-waterfalls, gorges n  Meander el characteristics r o  Depositional – point u bars, floodplains, levées, g alluvial fans, deltas h n e Geofile 563 Jan 2008 s Deltas s C a p a ci ty C o m p et e n c e Fl o w s - la

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w la k e A ll u vi al fa n D el ta

1.4 The human impact Floods B Flood risk, prediction in terms of measurement like recurrence Cambridge  Knowledge of causes a intervals. (Prediction is often given insufficient attention and it may International A and AS of river flooding. (The unit n be examined in its own right). Level Geography is about fluvial processes kf (Nagle and Guinness) so examination questions ul Factors such as global warming and climate change could be Pages 15–23 refer to river flooding as l covered as factors influencing prediction and management. opposed to flooding by the di Inadvertent changes versus management strategies, which are Figure 1.29 Page 21 sea.) s part of possible amelioration, could be considered. shows Channel c Diversions  Understanding of h TS A case study would be the obvious way. River basin effects. Floods as a hazard a management and river channel management. There are many Section 1:4 Activities  Prediction r well-documented examples other than the Mississippi. The use of Pages 17, 18 and 22  Prevention g local examples is encouraged.  Amelioration e http://www.pbs.org/wg O Hard and soft engineering techniques bh/nova/flood/deluge.h  Management v General principles of physical geography could be the starting tml

e point for instance, increasing channel capacity, decreasing r discharge and then how the engineering schemes can achieve (Internet websites will b these objectives rather than just a catalogue of measures. provide up-to-date a Perhaps the catalogue can be the starting point and learners are material on the Three n asked what the objective is and then a classification can be drawn Gorges Dam scheme) k up. f Emphasise the impact of the human activities upon the physical Past paper u environment rather than the human activities as ends in November 2009 l themselves, i.e. hydrograph changes, modifications to channel Question 6(c) l and impact on discharges which then result in floods. The case di study could include consideration of human use of, and impact on, s floodplains. c h Note: Make sure there is an emphasis in the presentation on a channel flow, i.e. volume and velocity. Learners are expected to r be able to distinguish between flooding and channel flow and g appreciate what flooding is, i.e. over bankfull discharge. e

R e c u rr e n c e in te r

H a r d e n gi n e e ri n g S o ft e n gi n e e ri n g

a n a g e m e n t st r at e gi e s – w in g d y k e s, le v é e s, et c.

V1.0 39 Cambridge International AS & A Level Geography (9696) Scheme of Work Paper 1 Physical core – Unit 2: Atmosphere and weather

2.1 Local energy budgets A basic appreciation of the T TS Introduce by a temperature/height diagram to show vertical Cambridge vertical structure of the r structure of the atmosphere. International A and AS atmosphere o Level Geography p A Annotate with troposphere, tropopause, stratosphere. (Nagle and Guinness) An appreciation of the o Emphasise the troposphere as the region of the weather. Pages 24–30 atmosphere as a heat s Temperature inversion acting as a cap on rising air at the engine p tropopause. Nearly all atmospheric moisture is contained in the Figure 2.3 Page 25 h troposphere. shows Local Energy e Budget Daytime r TS Idea that the atmosphere is an engine powered by the sun. e Inputs must be balanced by outputs or overall heating/cooling may Figure 2.6 Page 26 To understand that T result. shows Night Time incoming solar radiation r Energy Budget must be balanced by o Local energy budgets. outgoing radiation p Input-output analysis using daytime and night- time energy Figure 2.8 Page 28 o models. shows Temperature p Inversion a The ‘day model’ and ‘night model’ energy budget form the Diurnal spatial and temporal u basis of 2.1 and need full discussion and explanation of Section 2:1 Activities variations in energy budgets s albedo, the role of clouds as reflectors, scatterers and Pages 25, 29 and 30 Methods of heating e absorbers of light/heat. Different clouds perform different S functions. Geofactsheet 167 A Knowledge and tr Simple Guide to understanding of local at Day model Energy Budgets diurnal energy budgets o Transfers of heat: evaporation, sensible heat transfer, s incoming solar radiation, long wave radiation, surface Geofile 543 April 2007 p absorption Albedo and Energy h Budgets

e Night model r Transfers of heat: long wave radiation, sensible heat transfer, Past paper e heat supply to the surface, condensation, production of dew. November 2011 Methods of heating. Radiation, conduction, convection. Use Question 8(b) analogies with which the learners can readily identify. Radiators, air conditioning, a Bunsen burner flame under a beaker of water, which they may have used in the physics lab., or pan of boiling water.

 Distinguish between latent heat and sensible heat E transfers. n Latent heat – involves phase change e.g. gas to liquid. e Energy is “stored” or “released”. r Sensible heat – energy gain or loss without a phase g change. Water vapour does not undergo a phase change. y b This section of work can be kept fairly straightforward if the u daytime and night-time budgets are used. Need not occupy too d many lessons. g et A Consolidate by asking questions based on one or both of the E diagrams. v 1. Draw a fully labelled diagram to show the ‘day model’ of a radiation balance in the earth’s energy budget. p 2. Describe and explain the effect of cloud cover on the earth’s o heat energy budget. r 3. Leave some energy transfers blank. Learners have to fill them at in and then describe two ways in which the local energy budget io might be different at night. n These questions test knowledge and understanding. C o

n d e n s at io n

A lb e d o R ef le ct io n S c at te ri n g

C o n d u ct io n C o n v e ct io n R a di at io n - lo n g w a v

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L a t e n t

t r a n s f e r S e n s i b l e

h e a t

t r a n s f

2.2 The global energy Weather phenomena M TS Introduce the simple idea of energy surplus and deficit. High Cambridge budget associated with local energy is temperatures at the equator and low temperatures at the poles. International A and AS budgets t, This can be demonstrated by giving learners a map of average Level Geography f annual distribution of insolation received. By shading areas of less (Nagle and Guinness) 2 2  Understanding of o than 150W/m in one colour and over 225W/m in another, it Pages 31–39 the global energy budget g, raises several points for discussion, e.g. low values over equator d due to high amounts of cloud cover. Figure 2.12 Page 31 e shows Earth’s Energy  Reasons for w Differing temperature patterns produce differential atmospheric Budget differential heating on a , pressure. How are the differences balanced? Air movement – global scale, i.e. why is it te winds (and ocean currents). Leads into discussion of the general Figure 2.19 Page 36 hot at the equator and cold m circulation of the atmosphere. shows Ocean at the poles? p  Discuss the tri-cellular model of the general circulation of Conveyor Belt e the atmosphere r Figure 2.21 Page 38  Discuss details of the model at shows Coriolis Force u  Learners should know and understand something of the r three cells, know which are thermally direct and which Figure 2.23 Page 39  Global pattern of e thermally indirect and why. shows Rosby Waves pressure and winds in  Learners should be able to map the world wind belts v (which will include the pressure belts too, probably). Section 2:2 Activities  Understanding e  Learners should understand how the model helps to Pages 34, 37, 35 and that temperature variations r explain the pattern of winds. Therefore it is necessary to know 39 produce pressure and si about the forces which act on the air, the Coriolis and pressure winds o gradient forces and the resolution of those forces. Influence of Useful satellite n the rotation of the earth and deflection of air. Relationship photographs s between temperature and vertical and horizontal air www.metoffice.gov.uk movement, i.e. high pressure is subsiding air and low pressure is rising air. Geofile 552

 Introduce the idea that general circulation involves upper Anticyclones air movement as well as surface wind. Some explanation and clarification of these upper air movements in simple terms may Past papers be required. June 2011 Question 8(b) A General circulation diagram can be drawn and annotated. November 2011 Testing of understanding can be done using questions and partly Question 2 completed diagrams for the learner to fill in. June 2010 Question 8(b)  Introduce idea of effect of circulation on global Manifestation of the general distribution of surface temperature and pressure probably circulation in the form of world H using maps. maps of sea level temperature a and pressure dl  Use a world map to show the distribution of isotherms e for summer and winter, i.e. January and July. y  Use a world map to show the distribution of isobars for c summer and winter, i.e. January and July. el  Learners write a description emphasising patterns and Knowledge and l anomalies. understanding of the factors F Learners can pick out similarities and differences across the that influence local variation e globe. within the global pattern rr el  Learners give an explanation of pattern. Factors: c latitude/seasons and day and night. Highlight anomalies by el relating back to the general circulation. Some of the reasons l may not be accounted for on a global scale therefore this is the link into the next section of work on micro/local scale

variations. A t A An exercise to consolidate – analysis of satellite photographs. m o TS Explanation of models as simplifications of reality. Leads into s local variations. Factors influencing these local changes. p

h  Ocean currents – influence of cold and warm currents on e temperatures and wind patterns in coastal locations across the r globe. Learners will need a map of ocean currents with names, i direction of flow and characteristics. c  Proximity to the sea – specific heat capacity of water compared with land surfaces. Relate to temperature and c pressure patterns and anomalies. i r  Altitude c  Aspect u  Length of day and night and seasons l  Cloud cover a t  Prevailing winds i o n

IT C Z H ig h p r e s s u r e

L o w p r e s s u r e

C o ri o li s f o r c e P r e s s u r e

g r a d i e n t f o r c e G e o s t r o p h i c

f o r c e F e

rr el ’s L a w T r a d e w in d s D ol d r u m s P ol a r fr o n t

et st r e a m R o s s b y w a v e s U p p e r w e st e rl ie s

2.3 Weather processes To understand phase change F Meso scale winds Cambridge and phenomena o  Föhn/Chinook winds link to orographic rainfall and rain International A and AS

h shadow areas. Level Geography n (Nagle and Guinness) w Micro scale winds Pages 40–48 in  Land and sea breezes d Figure 2.27 Page 42 O TS Well annotated diagrams may suffice or diagrams with shows the Fohn Effect r paragraphs of explanation of processes responsible for formation. o TS Introduce diagram to show phase changes of water in the Figure 2.32 Page 45 To understand adiabatic g atmosphere – description and definitions. shows Types of temperature change and r Precipitation relationship between actual air a Explanation of ways in which phase changes can occur: temperature and that of rising p Section 2:3 Activities  Temperature change air h Pages 42, 45 and 48 i  Increase amount of water vapour The link between air mass c  Introduce idea of relative humidity and absolute stability and weather humidity Satellite photos of all conditions r areas of the world as a Ways in which cooling can occur: well as local and i radiation/adiabatic, conduction, convection regional weather n information: f Explanation of adiabatic changes as a fundamental principle. www.metoffice.gov.uk/ a l Air mass stability – introduced using diagrams. Well annotated, Past papers l fully labelled diagrams are a good way of describing the conditions June 2011 Question R and a springboard for explanation. Explain DALR and SALR – the 8(a) ai rates and reasons for the different rates. Relationship between November 2011 n ELRs and ALRs. Question 8(a) s June 2010 Question 2 h A Give two or three different ELRs to be plotted on graph paper a and then ask the learners to plot the adiabatic lapse rates. Need d to give dew point temperature /condensation level. They can then o draw conclusions about the stability of each air mass. Once

w understanding of stability and instability is secure, include conditional instability.

A One exercise which can be used to test understanding is to give a diagram of a situation of orographic uplift, with labels to be attached at appropriate points to explain why differences in temperature and humidity occur on opposite sides of a K hill/mountain. This is also a useful reinforcement/revision exercise at for explaining orographic uplift mechanisms. a b TS Some general thoughts on points to include for comprehensive How these changes produce at coverage of this unit: weather phenomena like dew, ic Introduce weather phenomena. This can be done by association etc. w with each air mass type or by dealing with forms of precipitation in and including cloud formation. The way in which this is d approached is largely personal preference. A n Description, explanation – should be linked to conditions in which a they can be found. Use diagrams where possible and include as b much detail as is realistic in the time available, e.g. distinction at between advection and radiation fogs. ic w Rainfall in A brief coverage of Bergeron-Findeisen and coalescence theories. d Types – frontal, orographic and convectional rainfall are easily incorporated with air mass stability. W at Distinguish between winter and summer stability and associated e weather conditions. Cloud type related to air mass stability. r Anticyclones. v

a p o u r H u m id it y E v a p o r at io n C o n d e n s at io n S u

bl i m at io n D e p o si ti o n

A d i a b a t i c

c o o l i n g

A d i a b a t i c

l a p s e

r a t e

( A L R ) E n v ir o n

m e n t a l l a p s e r a t e ( E L R ) D e w

p o i n t te m p

e r a t u r e C o n d e n s a t i o n le v e l D A L R S A L R S

ta bi lit y In s t a b il it y C o n d it i o n a l i n s t a b il it y

C o n d e n s at io n/ h y g r o s c o pi

c n u cl ei

A n ti c y cl o ni

c c o n di ti o n s H o a r fr o st R i m e D e w A d v e ct io n/ r a

di at io n f o g R ai n H ai l S n o w

2.4 The human impact Wider context of the whole C TS This unit could be introduced using energy budgets – global Cambridge unit –concerns local and lo and local to link the two parts together and to link back to other International A and AS global energy budgets. It is u parts of the unit and the atmosphere as a system. Level Geography divided into two sections: d (Nagle and Guinness) s Greenhouse effect Pages 45–54 Greenhouse effect – T Causes – natural gases in the atmosphere. Identify these and the local and global e consequence of their presence – emphasise that it is a natural Figure 2.38 Page 48 m process. What would happen without it? Discuss how and why shows The Urban microclimates p human activity has had an impact. Diagrams are useful. It may be Greenhouse Effect  Understand the e necessary/essential to put the ozone layer in context here greenhouse effect both r because there is often confusion between the greenhouse effect Figure 2.43 Page 52

natural and man-made a and ozone depletion. Relate the greenhouse effect to possible shows Processes in an  Causes and t global warming/cooling. A section on climatic change is Urban Heat Island consequences of the u necessary. greenhouse effect r Figure 2.4 Page 54 e A Consequences of global warming should be discussed – it is shows Change in  Urban in important that learners appreciate that the issue is a matter of Climate Caused by microclimates – v conjecture and that the consequences may be far-reaching but Urbanisation knowledge of e not certain. characteristics, r Section 2:4 Activities understanding of s TS Introduce general principles – starting with the concept of the Pages 51 and 54 causes and i heat island and using this as a springboard for the other consequences. o phenomena. Inter-relationships between temperature, wind Geofile 567 January Relationships between n speed, humidity, precipitation and pollution should be 2008 Forest the individual weather s emphasised. Microclimates conditions, e.g. G temperature, wind r A Using a case study would be ideal e.g. London, Los Angeles, Past papers speed and humidity e which are well documented in the textbooks. However, it is worth June 2011 Question e noting that urban microclimates vary according to urban areas’ 8(c) n size, shape and location. These factors can be built into study, November 2011 h e.g. Tokyo, Mexico City and Chicago may exhibit different Question 8(c) o characteristics because of their particular sites. Distortions of June 2010 Question u pattern within the urban area are also worthy of consideration, 8(c) s e.g. effects of the River Thames and Lea Valley in London. June 2008 Question e 7(c) Note: It is important to appreciate the comparison between rural e and urban microclimates. Relative climatic data and an f assessment and comparison between day and night would be f particularly useful. e c t G

r e e n h o u s e

g a s e s C li m at ic c h a n g e – gl o b al w

a r m in g /c o ol in g A t l a n t i c

c o n v e y o r E l N iň o/

L a N iň a

S p e c i f i c

h e a t

c a p a c i t y A lb e d

o U r b a n

h e a t

i s l a n d A n o m al ie s

Paper 1 Physical core –Unit 3: Rocks and weathering

3.1 Knowledge of global C TS Begin with basic structure of the earth. Cambridge Elementary plate tectonics distribution of lithospheric r Then a map of global distribution of plates –describe – linear on International A and AS plates u continental margins/coastal, i.e. not random or scattered. The Level Geography st map could be annotated. Emphasise the idea of pattern globally. (Nagle and Guinness) , Pages 55–62 m Define a tectonic plate – key points: a – it is a slab of lithosphere Figure 3.1 Page 55 Knowledge of different types n – it moves shows the Earth’s of plate boundary tl Interior e, Explain reasons for movement – convection currents in the c mantle. Figure 3.4 Page 57 o Brief reference to evidence that plate movement has occurred in shows Plate r the past – use of atlas maps, especially the S. America /Africa Boundaries e “fit”. (Be careful not to launch into a long discussion about Li ‘continental drift’). Figure 3.5 Page 58 t shows Types of Plate h Boundaries o TS Consider each plate boundary and describe and explain s processes. Consider landforms associated with each type of Figure 3.6 Page 59 Knowledge and understanding p boundary/margin. Diagrams are the best way of keeping the shows Sea Floor of the processes and h material manageable and easy to understand. Spreading landforms associated with e each type of boundary r Learners should see how the two major types of margin are Section 3:1 Activities e complementary, i.e. ridge push and slab pull balance each other Pages 58, 59, 60 and A out, so that the crust does not become progressively larger. Idea 61 st of a system once more. Geofile 554 Plate h Boundaries Himalayas

e and Pacific USA. n Rates of movement equivalent to the growth of a finger nail. o Geofile 526 Sept 2006 s This part of the unit could, and probably should, be illustrated by Hot spots in Plate p reference to specific plate boundaries. e.g. Nazca-South Tectonics h American plate, mid-Atlantic ridge, Pacific-Eurasian-Philippine e (island arcs/trenches). Past papers r June 2011 Question e San Andreas Fault. Although not specified, conservative margins 9(c) and collision zones can be useful additions to this section. November 2011 D Question 9(b) iv June 2010 Question e 9(c) r November 2010 g Question 3 e n t/ c o n st r u ct iv e m a r gi n

s C o n v e r g e n t/ d e st r u ct iv e m a r gi n s

C o n v e c

t i o n

c u r r e n t s R id g e p u s h S la b p ul l S e a

l o o r

s p r e a d i n g

Is la n d a r c s S u b d u c t i o

n z o n e s O c e a n tr e n c h e s

B e n i o f f

z o n e s

T r a n s f o r m fa u l t s S e i s m i c a c t i v i t y V o

l c a n i c a c t i v i t y S h al lo w /d e e p f o c u s e a rt h

q u a k e s F o l d

m o u n t a i n s

M i d - o c e a n

i d g e s

C o n s e r v at iv e

m a r g i n s C ol li si o n z

o n e s

3.2 Knowledge and understanding F TS Introduce the classification of weathering processes. Define Cambridge Weathering and rocks of major physical and r weathering – ‘breakdown of rocks in situ (where they are)’. International A and AS chemical weathering e Emphasise the idea that no transport is involved and the Level Geography processes e importance of moisture being present. You can go on to develop (Nagle and Guinness) z the idea of erosion and then denudation so that learners see the Pages 63–69 e- processes in context. Use annotated diagrams where possible. t Photographs can help hugely in explaining how the processes Figure 3:12 Page 65 h operate. Photographs from past question papers can be a useful shows Peltier’s a tool. Diagram w a A Can be reinforced by a matching exercise – process and Section 3:2 Activities ct description – a simple but often effective means of generating Pages 64, 66, 68 and io discussion and encouraging thought about the processes, 69 n/ especially when produced on slips of paper which can be F physically rearranged and classified into sets representing r physical/chemical/weathering/erosion. Past papers o June 2011 Question st Discuss whether biological agents justify a separate category of 9(a) and (b) s weathering or whether these agents carry out physical/chemical November 2011 h processes, e.g. tree roots, humic acids, organisms, etc. Question 3 at June 2010 Question te You can introduce the human impact here and discuss increased 9(a) and (b) Appreciation of the role of ri carbonation – solution on buildings, etc. to cover part of 3.4. November 2010 biological agents in n Question 9(a) and (c) weathering processes g The end products should be linked. (This is important and is often E forgotten by learners). Therefore physical weathering tends to xf produce block disintegration, and chemical weathering, granular

ol disintegration. ia ti TS Introduce the ways in which factors such as climate, o vegetation, soils, rock lithology, relief and time may influence Related end products of the n weathering processes. Fundamentally, climate and rock lithology processes W are the two key factors. Climate plays an overarching role et because it influences other factors like vegetation and soils. ti n A Peltier diagram should form the basis for class discussion and g/ then questions can be set on it. Can be annotated with processes. Knowledge and understanding d Learners are not required to be able to draw it from memory. of the factors which influence r Latitudinal variation of regolith depth illustrates role of climate in weathering processes yi weathering processes and can be related to the areas on the A detailed appreciation of the n Peltier diagram. role of climate as a factor g S TS Introduce the characteristics of granite and limestone. p Processes that influence them. Granite – hydrolysis, limestone – h carbonation and solution. Introduction of the idea of contrasts e between weathering in the tropics and temperate latitudes could r be included as a preparation for Paper 2 Tropical environments o option, if this is to be studied. However it is not essential for this i unit. d a Impact of human activity in areas like the Yorkshire Dales, UK l would provide material for the human impact on weathering and w mass movement here. Footpath erosion, removal of clints from Properties of two rocks – e limestone pavements for landscape gardening, may be useful granite and limestone a additions for 3.4. t Resultant landforms are not h required here, see Paper 2 e Tropical environments for r

them. i n g D il at at io n S a lt c r y s t a ll i s a ti o n H y d r at io n

H y d r ol y si s C a r b o n at io n S ol u ti o n O xi d at io n

C h el at io n H u m ic a ci d

E ff e ct s o f a ci d r ai n

G r a n ul a r di si n te g r at io n B lo c k di si n te g r at io n

J oi n ts Be dd in g pl an es C o m p

o si ti o n S tr u ct u r e

3.3 To understand that slopes are In TS Introduce using a diagram of the slope as a system with inputs Cambridge Slope processes and systems t and outputs. Consequent form is dynamic, as the result of International A and AS development e processes. Look at relationship between internal strength and Level Geography  Knowledge of slope r external forces producing shear stress. If stress greater than (Nagle and Guinness) form n strength, then movement occurs. Pages 70–78  Understanding of a mass movement l Critical angle of rest for different particle sizes/shapes. Result This includes case st and slope form. studies on Pages 75,  Knowledge and r 76, 77 and 78 understanding of De Definition of mass movement: processes of mass n ‘Movement of material downslope under the influence of gravity’. Figure 3.24 Page 73 movement g There is no other agent of movement, but slope wash and/or the shows Soil Creep  Understanding of the t presence of soil water may assist the process. Understanding of relationship between h the role of water. Figure 3.26 Page 74 process and form S Classification of slope processes shows Falls  Knowledge and h A triangular diagram is the best way of discussing the variety of understanding of the e processes. Conditions for each type of process. Figure 3:27 Page 75 factors that influence slope a shows Slides processes r A Learners can plot some of the processes for themselves to

st demonstrate their understanding. Learners need to learn about Figures 3.30 and 3.31 r each of the major processes and be aware of the resultant slope Page 76 shows e forms. E.g. rotational slip may be a slide along a slip plane with a Slumps and Flows s flow at the toe if there is clay at the base of the slope. So there s will be a compound slope profile possible with concave and Section 3: 3 Activities B convex elements. Pages 71 and 72 o u Note: It is important that learners realise that differences in Geofile Jan 2008 l slope processes produce differences in slope form, Hillslope Hydrology d i.e.angle/gradient, shape, characteristics. The factors are e similar to those that influence weathering – climate, soil, Past papers r vegetation, rock lithology especially mixed lithology (e.g. June 2011 Question 3 c chalk overlying clay). Introduce gradient (influences the November 2011 o shear stress) and aspect. Should be seen as part of the slope Question 9(a) n as an open system. June 2010 Question 3 t November 2010 r Learners should understand the role of climate in influencing rates Question 9(b) o of weathering. This is usually little appreciated by learners. l Emphasise and study this part of the topic. l e d sl o p e s C o n c a

v e sl o p e C o n v e x sl o p e F r e e fa c e

H e a v e Fl o w

F al l S li d e sl u m p S oi l c r e e p L a n d sl id e M u d sl id e

A v al a n c h e R o ta ti o n al sl ip D e b ri s sl id e D e b ri s a v

al a n c h e

3.4 The human impact Understanding that human Human activities which affect weathering and slope processes Cambridge activity may have a significant may be: International A and AS impact on weathering and  intentional (e.g. mining, quarrying, spoil heaps, stabilising Level Geography slope processes slopes, coastal management) (Nagle and Guinness) Pages 78–86  unintentional (e.g. effects of acid rain, deforestation, overgrazing by animals, landslides where favelas have been Section 3:4 Activities built on steep slopes) Pages 79, 82 and 86 Impacts may be positive, i.e. prevent movement, or negative and Past paper reduce internal strength/increase external stress. Examples are November 2011 available in many textbooks, but the use of local examples is Question 9(c) encouraged. They are often much easier for learners to understand, remember and use.

Paper 1 Human core – Unit 1: Population

1.1 Population distribution and D Distinguish between these two definitions. Essential to an Natural increase as a density is understanding of overpopulation and underpopulation. They are component of population tr fundamental to an understanding of spatial distributions. change ib Global distribution showing densities is the ideal starting point. u Aerial photos of people sitting on a beach can be a useful ti teaching aid – people are rarely evenly distributed. Also o introduces choropleth maps as a technique. Could also show n topological map of the data. a c TS Introduce basic terminology: birth rate, death rate, mortality Knowledge and understanding r rates, fertility rates and replacement level. Cambridge of natural increase and natural o International A and AS decrease of population and s Introduce the idea of overall population growth/decline through the Level Geography how this leads to population s equation. (Nagle and Guinness) change a Pop change = Natural increase/decrease +/- migration Pages 87–92 n To understand replacement a Spatial distribution of population growth rates, i.e. global Geofactsheet 175 level to maintain populations r distribution. Look at statistics to compare growth rates for different Global Population e countries and groups of countries, e.g. more economically Trends to 2050 a developed countries (MEDCs) and less economically developed Population Bomb or D countries (LEDCs). Birth of Death? e Table 1.2 Page 89 n A This could be an opportunity for learners to practise si interpretation of choropleth maps. Figure 1.6 Page 90 ty Explanation of birth rates and death rates. Emphasise the role of o factors and the ways in which they may change over time. Geofactsheet 562 Jan f 2008 Population: US

p Note: Gender is also an important part of the population change Update o argument. p Contrast population decline in Scandinavia and Continental Section 1.1 Activities ul Europe with rapid increase of population in some LEDCs. Page 89,91 and 93 at io Structure of population Past papers Factors that influence birth n TS Population pyramids Nov 2011 Question rate and death rate Description – Compare two basic shapes: the wide based-steep 4(a) and (b) sided, low, narrow topped pyramid of LEDCs and the wider based, Nov 2010 Question Economic, social straight sided, higher, wider topped pyramid of MEDCs. 4(a) and (b) environmental and political factors (a long list). Ideally Could also consider rural and urban pyramids and regional they should be supported by variations, e.g. South coast of England with an ageing population facts, countries and data, to C is narrow-based and relatively wide at the top. Annotate with illustrate and exemplify r explanation and discuss the characteristics showing higher Cambridge u pyramid = longer life expectancies. International A and AS d Level Geography e Consider a range of different age/sex pyramids which have (Nagle and Guinness) Knowledge and bi particular characteristics, for instance illustrating the following Pages 93-96 understanding of contrasting rt factors: influence of wars, baby booms, HIV/AIDS, etc. e.g. population structures h France, UK, and countries in Africa. Figure 1.12 Page 93 r Also stage of technological development will link to the shows contrasting at demographic transition model (DTM). pyramid shapes. e C Note: Remember to include migration as part of the reasoning. Figure 1.13 page 94 r shows an annotated u pyramid. d e Geofile 500 Sept 2005 d Demographic Change e and Population Policy at in India and China:

h r The International Data at Base of the US e Census Bureau is an F excellent resource: e www.census.gov/ipc/w rt ww/idb ili ty r Geofactsheet at Contemporary e Population Issues: 3 M Case Studies: China, o Italy and India rt Section 1:1 Activities al Page 95 it y Past papers r June 2010 Question at 4(a) e Nov 2010 Question N 10(a) and (b) at u r al in c r e a s

e P o p ul at io n c h a n g e M ig r at io n R e pl a c e m e n t le v

A g e/ s e x p y r a m id In fa n

t m o rt al it y r at e Li fe e x p e ct a n c y D e p e n d e n c y r

at io A g e- s p e ci fi c bi rt h r at e/ d e at h r at e C o h o rt

1.2 Demographic transition Historical growth of population D Historical perspective – the demographic transition Cambridge e A model to show the stages in population growth over time. International A and AS

m Level Geography o TS Annotated diagram can be the best way to approach the (Nagle and Guinness) g model. Pages 96–104 r a A Learners should draw it for themselves. It concentrates their Section 1:2 Activities p minds and engages them directly with the material. Pyramids to Page 98 and 100 hi illustrate each stage plus examples of countries in each stage. c Emphasise the fact that it is a model and a simplification of reality. Figure 1.15 Page 96 tr Application to contrasting countries, e.g. the UK and China. shows Demographic a Transition Model n Consider the usefulness and limitations of the model. (This critical si appraisal is important.) Take into consideration application to Past papers ti cities as well as countries and remember that the model does not June 2010 Question o have migration built in. 4(b) n November 2010 1. Compare population pyramids for each stage of the model Question 4(c) 2. Consider different methods of depicting the transition June 2009 Question 3

Links to development should be considered throughout.

Relationship to population change should be borne in mind throughout the teaching of this unit and mentioned frequently.

Stage 5 of the model. Discuss with reference to specific countries.

This may be inserted wherever it is felt appropriate.

TS and A Debate/discussion ideal on the subject of ageing populations. Suggested title: Ageing population: a blessing or a problem?

Prediction of ageing populations

Discussion about limited value of prediction.

Case Study of Ageing Population in Japan Page 10

Geofactsheet 196 – The Globalisation of Ageing

A g ei n g p o p ul at io n s

1.3 Appreciation of a debate C Malthusian theory Cambridge Population-resource between the pessimists and a Using a series of diagrams. By increasing the population level it International A and AS

relationships the optimists, or ecologists rr can be seen that resources are exceeded. Level Geography versus economists yi (Nagle and Guinness) n Consider Paul Simon’s view (economist and optimist) and that of Pages 105–113 g Paul Ehrlich (environmentalist and pessimist) c Lead into a discussion of consequences of rapid uncontrolled Section 1:3 Activities a population increase. Limitations of the theory. Pages 110,111 and p 113 a Solutions ci  Manage population growth Figure 1.40 Page 112 ty compares views  Increase production – land under cultivation, yield per P hectare o Past papers p June 2008 Question 9 Introduce Boserup’s more optimistic model of changing Knowledge and understanding ul November 2009 technology. of basic concepts relating at Question 10 population to resources io Look at a graph of population in relation to GDP per person to n ascertain concepts of over-, under- and optimum population. c To understand sustainability ei TS It is important that case study material is geared to the control li of growth and the management of the results of change as stated n in the syllabus. g It is also important to understand that these are relative concepts; P discovery of new resources/technology could relieve o overpopulation whilst maintaining the same absolute numbers, but p the quality of life would improve. ul at Look at relationship between population growth and growth of io food production. Compare arithmetic increase of food production n with geometric increase of population (Malthus). b o Introduce idea of carrying capacity of land in relation to its o Case studies of population.

m Bangladesh – a overpopulation and n Canada – d underpopulation. c r Use other local a examples if more s suitable. h F a m in e C o n st r ai n ts , e. g. w a r, h a z a

O v e r p o p ul at io n U n d e r p o p ul

at io n O p ti m u m p o p ul at io n

S u st ai n a bi lit y C a rr yi n

g c a p a ci ty F o o d s h o rt a g e S u b si st e n c e fa r m in g

A p p r o p ri at e te c h n ol o g y In te r m e di at e te c h n ol o

D e s e rt ifi c at io n P ol lu ti o n Q u al it y o f lif e G r e e

n R e v ol u ti o n E c ol o gi c al f o o t p ri n ts

1.4 A case study of any one History of population growth and change. Cambridge The management of natural country, may be an LEDC or Substantiate with population data. International A and AS increase an MEDC. Study population structure birth rate and death rate. Life Level Geography expectancies. Analysis of change over time and discussion of (Nagle and Guinness) Appreciation of population reasons. Pages 114–118 gives change within chosen country a case study of China. Note: Death rate is a vital component of population change and is

Difficulties and management often forgotten by learners when discussing management/policies Section 1:4 Activities solutions for controlling population growth i.e. managing natural increase. Page 118

Population policies e.g. China ‘one child’ policy, Singapore, Past papers Russia, Germany, UK, Italy or home country. June 2009 Question Consequences: especially discussion of success and/or failure 9(c) e.g. gender imbalance, ageing, rural/urban migration. The June 2008 Question controls, the changes and then how the country has managed the 10 changes.

Paper 1 Human core – Unit 2: Migration

2.1 Migration as a component Knowledge of the meaning of M Definition of migration to exclude all movements of less than Cambridge of population change migration ig one year, e.g. holidays and commuting (correctly termed International A and AS r circulation, rather than migration). Migration should involve a more Level Geography at or less permanent change of residence. (Nagle and Guinness) io Pages 119–126. n TS Patterns of migration global, continental, national scales. Pages 124 and 125 P Good introduction by using a world map. provide a case study u of Brazil s A Learners describe the patterns and then attempt to explain h them. Figure 2.2 and 2.3 fa Page 120 shows push ct Causes: Physical (environmental), social, economic, political and and pull factors o historical factors influencing migration. Out of that discussion a r need for classification may evolve. Challenge the learners to think s of reasons for the global patterns of migration and then see if they P can suggest some reasons. Often it is a good idea to set some ul preparatory reading so that they have the foundations on which to l build in the lesson. fa ct Causes: Economic, social, environmental and political reasons. o r Impacts on both receiving and source regions. s C Emphasise links with population structure and Unit 1 Population. o n

st r ai n ts In te r v e ni n g o b st a cl e s B a rr ie r s

2.2 Internal migration Appreciation of movement R Processes of migration Cambridge within, as opposed to u Different ways in which people migrate. International A and AS between, countries r Theories and models: stepped or stepwise-migration, gravity Level Geography al model, Lee’s migration model. (Nagle and Guinness) - Can be related to types of migration. Pages 126–134

u Rural-urban migration in LEDCs (and MEDCs) r Urban-rural/counter-urbanisation in MEDCs (and LEDCs) Lee’s model of b Causes/impacts of intra-urban migration. e.g. Harare –rural-urban migration is covered a migration on Page 121 n U Make links to settlement hierarchy with Settlement dynamics in Section 2.2 Activities r mind. Page 133 and 135 b a Past papers n June 2009 Question - 10 r Nov 2011 Question 11 u (a) and (b) r al In tr a- u r b a n In te r- u r b a n S

te p p e d

m ig r at io n

2.3 International migration Knowledge of types of V Classification of migration forced and voluntary with Cambridge migration leading to ol examples. International A and AS classification u Level Geography n A This lends itself to a sorting exercise, where learners discuss (Nagle and Guinness) To understand reasons for ta and classify a number of examples of international migration. This Pages 135–142 migration in relation to an r could include causes, push factors, pull factors and consequences individual and mass migration y and/or specific examples of migration. In sorting the different Case study of London F elements, useful discussion usually occurs and may generate Pages 141 and 142 o further enquiries. r Section 2.3 Activities c A Distinguish carefully between refugees and economic migrants. Page 136, 139 and e 140 d TS Who migrates? (i Consider the characteristics of the individuals who migrate. Geofile Sept 2007 n Behavioural model of migration. Migration From Poland v Definition of migrability i.e. the likelihood of an individual to to the UK ol migrate from one area to another. Reflects his/her socio-economic u status, physical and psychological make-up, etc. n Mobility usually expresses the ability to move e.g. access to Past papers

ta transport. June 2011Question 5 r Possible examples include: June 2011 Question y) Natural disasters e.g. Montserrat 10(a) and (b) Voluntary economic migration e.g. Mexico to USA Nov 2011Question 5 Emigration culture e.g. Ireland S Cultural diversification e.g. immigration to Australia o Refugees e.g. Iraq, African states, Afghanistan, the Vietnamese u boat people, Jewish people to Israel r Malaysia c North Africa to Europe e a r e a R e c ei vi n g a r e a In te r n at io

n al m ig r at io n R ef u g e e A s yl u m s e e k e r E c o n o m ic

m ig r a n t

M ig r a bi lit y

M o bi lit y

2.4 A case study of Knowledge and understanding In TS Causes: economic, social, environmental, political. Cambridge international migration of a case study of one te Character International A and AS international migration stream r Scale Level Geography n Pattern (spatial) (Nagle and Guinness) at Impacts on source area and receiving area. Should consider Pages 143–147

io economic, social, environmental and political impacts. Use facts Mexico case study n and statistics to support the arguments. including line graphs, al data tables and m The case study can be related to different aspects of migration choropleth maps ig e.g. forced/ voluntary, long/short term, long/short distance. r Teachers may choose a local example which may be particularly Section 2.4 Activities at accessible to learners. Page 147 io n Note: that the syllabus does not insist on management of the Past paper M population movement/resultant change, but it may be included. Nov 2010 Question ig 11(b) r at www.refugeecouncil.or io g.uk n www.spareroomsforref st ugees.com r www.statistics.gov.uk e www.unhcr.ch a www.sln.org.uk/geogra m phy M a s s m ig r at io n

C a u s e s C h a r a ct e ri st ic s S c al e P at te r n I m p a ct s

S o u r c e a r e a R e c ei vi n g a r e a

Paper 1 Human core – Unit 3: Settlement dynamics

Syllabus ref Learning objectives Suggested teaching activities

General introduction R TS Provide two images: 1. Rural 2. Urban u Challenge the class to define the terms on the basis of the Knowledge and understanding r attributes shown by each image. Usually photographs are the of the distinction between al most appropriate images, but it could be a passage from a novel, urban and rural U a cartoon, a painting, a poem, etc. Be inventive. r b A A spider diagram could be built up from the image and other a characteristics added as the class think of ideas associated with www.learningtolearn._ n urban and rural environments. spiderdiagramsl It does not take long but is an effective way of introducing the new unit.

Relationships between TS Introduce the idea of rural and urban areas as systems with settlements inputs and outputs in order to maintain the links with the physical core. Suggest that they are both subject to change and processes that result in change over time. Hence the unit title ‘Settlement dynamics’.

S et tl e m e n

t F u n ct io n

3.1 Changes in rural To understand the reasons for R Start by revising work already covered in Unit 2. Population on Cambridge settlements and consequences of growth u the move. Here emphasise the impact on urban growth rather International A and AS or decline of rural settlement r than population change. Level Geography or rural area al (Nagle and Guinness) - Case study of a rural settlement or rural area Pages 148–158. This A case study of a rural u This can be selected from an MEDC or LEDC. It is ideal if the provides background settlement or rural area is r example can be a local one familiar to the learners. and Isle of Purbeck required b case study (Pages a Impacts of the two directional movements should be emphasised. 155–158 and Section n Management of issues in the rural settlement or rural area 3.1 Activities Page m resulting from growth (or decline). 158) ig r The case study should have detail about location (nationally, Figure 3.5 Page 151 at regionally, and locally), size, functions, land use, population shows Model of io structure (if possible), reasons for decline and/or growth. Growth and Figure 3.6 n Accessibility, changing nature of economic activity, population Page 151 shows U change, trends, e.g. counterurbanisation, perceptions of rural life. Model of Depopulation r b Textbooks have good examples, which can be supplemented by Page 158 provides a a other sources, e.g. maps and aerial photographs. suggested field work n activity based on this - Rural deprivation and poverty may be included in either LEDC or topic. r MEDC examples, e.g. lack of infrastructure, lack of services: u financial, health, education. Geofile 570 Jan 2008

r Changing lifestyles e.g. commuting, teleworking. Bagston Hill (UK): A al Changing economic activity: tourism, farm diversification as Case Study of Village m possibilities for a rural area. Suburbanization. ig Much depends upon the choice of case study. r Any development strategies which are relevant to the chosen Past paper at example, or of general application, can be considered. Nov 2011 Question 6 io n Note 1: These case studies do not always fit the questions ideally. Check past papers when selecting case study material.

Note 2: This section should include management of the issues which will be dependent on the case study chosen of course. What is essential is the management responses to the issues identified: attempted solutions, successes and failures. They may be past, present and future.

C o u n te r u r b a ni s at io n R

u r al g r o w t h/ d e cl in e C o m m u ti n g T el e w o r ki n g F

a r m di v e r si fi c at io n S u st ai n a bl e d e v el o p m e n t R

u r al c o n fli ct s A ff o r d a bl e h o u si n g

3.2 Urban trends and issues Knowledge of process of U TS Suggest that so far the study has been a static one and now it Cambridge of urbanisation urbanisation r is necessary to consider the processes. International A and AS b Level Geography Knowledge and understanding a Growth links to the idea of urbanisation. (Nagle and Guinness) of the processes associated n Definition Distinguish between urbanisation (the concentration of Pages 158–168 with urbanisation g population into urban areas) and urban growth (growth in r population numbers and/or physical expansion of the urban area). Section 3.2 Activities o Emphasise the distinction between these two terms. Page 161, 163,166

w and 168 t Causes and consequences of urbanisation in LEDCs and h MEDCs. Table 3.3 Page 160 shows World’s Largest P Settlements change over time Cities 1960/2008 r Growth – introduce the idea of the primate city with a definition. o Suggest the idea of rank-size simply. Do not need detail, but it Figure 3.18 Page 161 c helps to endorse the idea of primacy. shows World Urban e Population in 2005 s s MEDCs e.g. UK Figure 3.25 Page 165 e Historical background – 19thc urbanisation and industrialisation, gives Model of s: i.e. shift from primary to secondary industry, rural-urban migration Gentrification U as a consequence. Growth of the inner city, suburbanisation. r Outward unplanned growth - urban sprawl. 20th and 21st century Geofactsheet 165 b car culture in the USA could be mentioned for comparative Change and Conflict in a purposes. the Rural Urban Fringe ni A Annotate a diagram to show the rural-urban continuum. s Will include intra-urban migration, link to 2.2 Internal migration Geofactsheet 169 at (within a country) London: Contrasting io Suburbs n TS Introduce the idea of a hierarchy of settlement within a country C using the rank-size rule. Emphasise the idea of a theory and o application to reality. Case studies to show applicability. Local u case study might be appropriate. Past papers n June 2011 Question 6 Concept of a world city te Definition/classification of cities. The concept of a world city. Nov 2011 Question Growth r Global hierarchy of world cities of differing status e.g. alpha, beta 12(a) and (b) Causes u and gamma world cities. June 2010 Question 6 Hierarchy of world cities r Causes of world city growth: economic, social, political. b a

ni s at io n R e- u Geofile 546 April 2007 r Shanghai Coping with b Megacity Status a ni s at io n S u b u r b a ni s at io n

a u s e s: P u s h - p ul l fa ct o r s

C o n s e q u e n c e s: U

r b a n s p r a w l R u r al - u r b a n fr in g e R u r al - u r b

a n c o n ti n u u m U r b a n r e n e w al

P ri m at e ci ty R a n k- si z e r ul e

W o rl d ci ty W o rl d ci ty

hi e r a r c h y M e g a ci ty M e g al o p ol is

3.3 The changing structure Knowledge and understanding B Consequences of the processes: urban structure Cambridge of urban settlements of the structure and dynamics id TS Introduce bid-rent theory to establish location of the concentric International A and AS of urban areas - rings. A simple graph of land value plotted against distance from Level Geography r the centre (PLVI) demonstrates changing land use across the (Nagle and Guinness) Be able to link processes e urban area. Pages 169–177 studied in 3.2 to outcomes of n urban structure 3.3 t A Need to explain and a graph can be built up and annotated. Section 3.3 Activities t Pages 173 and 177 h TS The idea of a model to simplify the complexities of the reality of

e land use in the urban area. The models are not examined but may Figure 3.30 Page 169 o help understanding. e.g. Burgess, Hoyt, Harris and Ullman, shows Zonal, Sector r models developed for urban areas in LEDCs. and Multi-Nuclei y Models S Consider the pattern, details of characteristics of each area, e.g. p housing density, type, age, etc. Land use: residential, retail, Figure 3.32 Page 170 at manufacturing, services. shows Bid Rent ia Theory l Vertical, as well as horizontal, functional zonation e.g. in the c CBD office space above ground floor retail. Figure 3.33 Page 171 o Character and function of the CBD should be emphasised, shows Mann’s m distinction between core and frame is appropriate. Structure of British City p et Note: Urban fieldwork is not compulsory, but questions may test Figure 3.41 Page 175 iti skills and enquiry (Assessment Objective 3) and therefore shows the Key o knowledge of fieldwork methods is needed. Features of the CBD n P Reasons: invasion and succession may not only be the result of Geofile September L economic and social factors, but also political factors, e.g. 2007 Delimiting the V planning and changing government policy. For example, CBD I Johannesburg illustrates well how the post-apartheid government ( resulted in corporate business relocating to a northern suburb Past paper p (Sandton), whilst the CBD was invaded by the black population June 2008 Question e who succeeded in taking over the high-rise, high value locations in 11 a the CBD with their small businesses (often ground floor retail and June 2009 Question 5 k first floor services) and informal economy. (a) and (b) la n These are the processes responsible for the urban structure d outlined above. v al TS Change in urban areas u Counterurbanisation, re-urbanisation and gentrification need to be

e introduced and discussed. in te Counterurbanisation (movement into rural area beyond the urban r limit) should be distinguished from suburbanisation, which s involves centrifugal movements to the suburbs of population and e other functions, including ct  retail – out of town shopping and hypermarkets in io suburban locations, n  manufacturing and service industries moving to outer ) edge of urban space i.e. suburban locations F u Reasons for the changes: economic, social, political n TS Consider the reasons why residential segregation develops ct Cambridge within urban areas, e.g. race, ethnicity, language, religion, inertia, io International A and AS income/ability to pay, the local property market (landlords, n Level Geography gatekeepers), planning decisions, etc. al (Nagle and Guinness) z Pages 163–166 A Ask learners to consider the advantages and disadvantages of o living in a segregated area such as a particular neighbourhood, n ghetto or cultural enclave. at io n

U r Geofile 538 January b 2007 Reflections on a Urban Segregation n and Residential st Differentiation r u

ct u r e C B D In n e r ci ty S u b u r b U r b a n d e p ri v at io n

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ni s at io n G e n tr ifi c at io n U r b a n r e n e w al C o u n te r u

r b a ni s at io n

3.4 The management of B Consequences of urbanisation: Cambridge urban settlements r International A and AS o  Use of vacant land – building on brownfield or greenfield Level Geography w sites (Nagle and Guinness) n Pages 178–181  Housing fi Squatter Settlements el  Congestion - transport in Sao Paulo d  Pollution Activities Section 3.4 si  Unemployment Page 181 te G There are four sections for case study here (a) shanty towns Cambridge r and/or squatter settlement in an LEDC; (b) the provision of International A and AS e infrastructure for a city; (c) the inner city in an MEDC; and (d) Level Geography e strategies for reducing urbanisation in LEDCs. (Nagle and Guinness) n Pages 181–184 fi It may be possible to choose a case study of a city which can Provision of el address two or more of these aspects, if covered in enough detail. Infrastructure in Cairo d Section 3.4 Activities si Inner city in an MEDC Page 184 te This could be taught using a case study such as the London Docklands, Birmingham or Glasgow, UK or New York and Los Cambridge P Angeles, USA. Emphasis is on difficulties of inner city areas and International A and AS e attempted solutions. Level Geography

d Management may include specific strategies or initiatives and (Nagle and Guinness) e local authority planning policy. Pages 185–188 st Inner City of a MEDC ri LEDCs – Inner London a It may be possible to select a case study of shanty towns and/or Section 3.4 Activities ni squatter settlement, which can also be used to consider strategies Page 188 s for reducing urbanisation. There must be management of the at shanty/squatter area also. Cambridge io International A and AS n TS Causes: rural-urban migration. Push-pull factors, cross Level Geography U reference to MEDCs as well. (Nagle and Guinness) r Pages 188–190 b  Environmental factors e.g. land use and productivity Strategies for a Reducing Urbanisation  Social factors e.g. characteristics of the population n in China r  Economic factors e.g. prospect of employment Section 3.4 Activities e  The attraction of the urban area should be considered. Page 190 n This links back to migration and carrying capacity in Units 2.2 e and 1.3 Geofactsheet 180 w Global Patterns of al Consequences of urbanisation in LEDCs Slum Housing D Informal settlements - shanty towns/squatter settlements e Location, characteristics, problems management of these areas Past papers c within the urban structure. Nov 2010 Question 12 e Nov 2011 Question n Distinguish between slums of despair and slums of hope. The 12(c) tr latter are the location of site and services schemes, housing al improvement, stronger social structures, etc. is at A Analyse a map of location of informal settlements io Could compare a photograph of a squatter settlement with that of n an inner city area - describe, annotate and explain.

In fr TS Compare the structure of an LEDC city with that of an MEDC a city. st Geofile 514 Jan 2008 r A Put the two idealised models on one page and discuss and Housing Solutions in u annotate. The LEDC model will vary depending on location e.g. LEDC Cities ct SE Asian city or Latin American city u r TS Management of rapid urbanisation in LEDCs. e  Self help housing schemes G  Infrastructure improvement r e  Traffic management schemes to reduce pollution e - Land use planning for the future n - Rural development strategies b - Appropriate technology el t Provides the link back into Changes in rural settlement, Unit 3.1. N e w Cambridge T International A and AS o Level Geography w (Nagle and Guinness) n Pages 171–172

Geofile 515 January 2006 Sustainable Cities

In f o r m al s et tl e m e n t S h a n ty t o

w n S q u at te r s et tl e m e n t S lu m s o f d e s p ai r S lu m s

o f h o p e S el f- h el p s c h e m e s S it e a n d s e r vi c e s

s c h e m e s R u r al g r o w t h p ol e s T o p - d o w n o r b

o tt o m - u p st r at e gi e s

Paper 2 Physical options – Unit 1: Tropical environments

Introduction B Study a world map of the major biomes of which the tropical Cambridge The intention is to convey an io rainforest (TRF) and savanna are two. International A and AS overview of the option at the m Level Geography outset. e Consider latitudinal distribution. (Nagle and Guinness) E Figure 1.1 Page 191 Main climatic types, biomes q Relate to the global climate map and global population shows Tropical and their locations in the u distribution. Climates tropics at o Emphasise the humid tropics/low latitudes and links between the A comprehensive ri sub-sections of climate, vegetation and soils in the syllabus website: al through these maps. www.discoveramazoni cl a.co.uk/ i A Give climate data for selected stations e.g. equatorial climate m (humid tropical), savanna climate seasonally humid tropical), www.worldclimate.com at monsoon climate. Plot data, describe in detail climatic e characteristics of each as a lead in to explanation. S a Why are the tropics an issue? v Brief, general discussion of wilderness areas, outstanding physical a environments, biodiversity, resources, endangered species, the n threats posed by indiscriminate exploitation and the need for n conservation. Possible development of links to Advanced Human a Options Unit 2 Environmental management and 3.3 about tourism. cl i m at

e M o n s o o n C li m at e

1.1 Tropical climates To understand the H The foundations will have been laid at AS through Unit 2 Cambridge characteristics of and a Atmosphere and weather. See 2.2 Earth-atmosphere energy International A and AS variations in tropical climates dl budget and general circulation, etc. Level Geography and their causes e (Nagle and Guinness) y Explanation of climates Pages 191–202 C Good starting point – general circulation of the atmosphere. Focus el on the Hadley cell. Formation of Section 1.1 Activities l ITCZ, low pressure at the Equator, descending air at 30˚ N and S, Pages 191,193,194, IT producing high pressure. Air masses, associated wind belts – 195 and 197 C trade winds. Migration of thermal equator according to the Z seasons. Relate to the resultant changing position of pressure and Figure 1.4 Page 193 A wind belts, on-shore/offshore winds and resultant rainfall. shows ITCZ and ir Relationship of earth to sun as it moves to produce seasonal Surface Winds m variations in temperature. Ocean currents have an influence. a Figure 1.6 Page 196 s Examples shows the Asian s 1. West Africa aptly demonstrates the change from equatorial to Monsoon J savanna climate with seasonal variation in rainfall. It may be et appropriate to introduce the West African ecocline (vegetation Figure 1.7 Page 196

st transect) to demonstrate links between climate, vegetation and shows Rainfall in India r human activities. e Past papers a 2. Indian sub-continent Monsoon climate. Sub-tropical jet stream November 2011 m and relation to surface conditions. Question 2(a) T June 2010 Question h Well annotated maps can be very useful for both examples and 1(a) e can be used in an examination answer for explanatory purposes. November 2010 r Question 2(a) m al e q u at o r

1.2 Tropical ecosystems Introduction to the concept of E Vegetation Cambridge an ecosystem. c This section needs an introduction to the ecosystem as a concept, International A and AS o and its structure, functioning and development over time. Soil Level Geography To understand the s characteristics and formation is also included. Focus on TRF and (Nagle and Guinness) characteristics of and y Savanna ecosystems. Pages 202–214 processes within tropical st rainforest and savanna e Biomass – total mass of living organisms present in an area. Section 1.2 Activities vegetation m Expressed as mass per unit area measured as dry weight. It is a Pages 204, 207, 214 P weight, compared with productivity, which is a rate. la Figure 1.3 Page 202 n Productivity – rate of energy production, usually on an annual shows Mean Net t basis. Gross Primary Productivity (GPP) total energy production Primary Productivity c including respiration. Net Primary Productivity (NPP) is the total and Biomass o amount of energy transferred from sunlight into organic matter

m (photosynthesis) minus the energy lost via respiration. It is Figure 1.14 Page 203 m expressed as a rate g/m²/yr. shows Model of u Succession ni Food chain/webs ty Figures 1.24 and 1.25 C Trophic levels – a feeding level within a food chain from which Page 208 shows li energy is lost. Biodiversity a term used to describe the variety of Gersmehl’s Nutrient m species, both floral and faunal within an ecosystem. Cycle and Nutrient a Cycles in a Tropical x Nutrient cycling – Gersmehl diagrams. Rainforest v Plant succession, climax vegetation, plagioclimax, seres, prisere, e sub-seres, plagioseres seral stages, sub-climax. Figure 1.22 Page 202 g shows Vegetation et Tropical rainforests – structure, characteristics, adaptations, Structure of a Tropical at nutrient cycling. Relationship to climate/reasons for the nature of Rainforest and Figure io the forest/large biomass/high productivity, etc. 1.30 Page 211 shows n Savanna Nutrient P Could introduce case study material here and consider both Cycle. la human and physical factors which determine the nature of the gi forest, or it can be done as a separate section after all the theory ‘The Rain Forest o is covered. Familiarity with secondary succession and how it Paradox’ Geography cl differs is important. Review Sept 1998 i pp.7–9 m Savanna a Characteristics, adaptations of vegetation to seasonal variation of Geo Factsheet 25 x rainfall, nutrient cycling, productivity rates. Comparison with TRF Energy Flow and v and explanation of differences. Spatial variation of vegetation Nutrient cycling in e (ecocline) north to south across the savanna in West Africa to Tropical Rainforests g demonstrate the spatial variation in seasonal rainfall. et Past papers at Soils June 2011 Question 1 io Basic background detail if soils have not been studied previously. November 2011 n Definition of soil, composition, structure. Question 1(b)

S November 2011 u Factors which influence soil formation – climate, vegetation, Question 2(a) To understand the factors b relief, fauna, geology, time. June 2010 Question affecting soil formation and - 2(a) characteristics cl Soil forming processes – precipitation-evaporation ratios, November 2010 i leaching and upward capillary action; gleying, ferrallitisation, Question 1(a) m laterisation, calcification, duricrusts. a x Soil profiles for tropical soils – Oxisol/latosols/ferrallitic soils. Cambridge v Familiarity with at least one tropical soil. Well annotated diagram International A and AS e will fulfil requirements. Level Geography g (Nagle and Guinness) et Catena is a down slope sequence of soils which reflects Figure 1.27 Page 210 at differences in drainage conditions. The influential factors are slope shows Savanna Soils io angle, water table, aspect, vegetation and climate. Rock type is and Figure 1.28 shows n constant. a Soil Catena in the B Savanna. io Note: See Cambridge Example Candidate Responses (Standards m Booklet) at http://teachers.cie.org.uk for an excellent candidate a response/possible model answer to a question on catenas. s s Human impact on tropical soils should be covered either here or in P the final section of the unit. r o d u ct iv it y G r

o s s P ri m a r y P r o d u ct iv it y N et P ri m a r y P r o d u ct iv

it y T r o p hi c le v el s N u tr ie n t c y cl in g G e r s m e hl di a g

r a m B io di v e r si ty S e r e

S oi l p r o fil e L e a c hi n g C a pi ll a

r y a ct io n G le yi n g L at e ri s at io n F e rr al lit is at io n D u ri c r

u st C at e n a

1.3 Tropical Landforms To understand the processes E The theme of this section of work should emphasise the link Cambridge of tropical weathering and xf between process and form. It will be familiar from AS work. See International A and AS their effect on landforms of ol the AS Level scheme of work 3.2 Weathering and rocks and 3.3 Level Geography granite and limestone in the ia Slope processes and development. (Nagle and Guinness) tropics ti Pages 214–222 o Weathering processes n Section 1.3 Activities D Physical – Exfoliation, dilatation, crystal growth, frost action. Pages 215 and 217 il at Chemical – Hydrolysis, hydration, carbonation. Reminder of the Figure 1.37 Page 216 io Peltier diagram. Also latitudinal variation of weathering depths – shows Peneplanation n link to basal surface of weathering. and Figure 1.38 shows H Pediplanation y Factors influencing weathering rates – Van’t Hoff’s Law, d importance of water, rock structure – joint pattern – increasing Figure 1.43 Page 218 r surface area and allows ingress of water. Influences both rate and shows Tor Formation ol amount of weathering. and Figure 1.47 Page y 220 shows Karst si Granite – Characteristics of granite composition and structure. Scenery s Weathering of granite: hydrolysis. Weathering front-basal surface, H joint pattern, corestones, saprolite. Excellent images of

y landforms: d Evolution of landforms – Etchplanation theory: deep weathering; www.geoimages.berke r exhumation by stripping – reasons for stripping, i.e. climate ley.edu at change, fluvial activity, vegetation removal, cyclical nature of the io stripping. Pediplanation – uplift of a pediplain; vertical fluvial www.siue.edu/GEOGR n incision; pediment formation and role of water in lateral planation APHY/ONLINE/Gillesp C of these surfaces and relation to parallel retreat of slopes. Link to ie.htm a Unit 4.2 Processes producing desert landforms. www.istrianet.org r b Landforms – Pediplains, etchplains: inselbergs, ruwares, Past papers o bornhardts, koppies/kopjes, tors. June 2011 Question n 2(a) at Limestone – Characteristics of limestone composition and November 2011 io structure. Joint pattern, bedding planes and vertical joints. Question 1(a) n Permeability. June 2010 Question T 1(b) o Weathering process – Carbonation-solution. November 2010 r Question 2(b) In Tropical karst limestone forms – Emphasise vertical nature of s the weathering to produce scale of these landforms. el b Landforms – Cockpit karst, tower karst, mogotes. e r g E tc h pl ai n P e

di pl ai n T r o pi c al k a r st T o w e r k a r st C o c k pi t k a r st

1.4 Sustainable To acquire in-depth S The big idea in this section is sustainability in relation to the Cambridge management of tropical knowledge and understanding u functioning of the physical environment and human use of that International A and AS environments of one st environment in order to maintain its resources. Carrying capacity, Level Geography tropical environment, ai soil erosion, leaching, infertility. Link to human activities. (Nagle and Guinness) focusing on: n Management strategies. Discussion should include evaluation of Pages 223–226 • its location – use of a the success of the management. sketch maps bi Zoning, biosphere reserves, conflicts which arise. Good images at: • the issue affecting lit www.nasa.gov sustainability y Case study: TRF ecosystem or savanna ecosystem • the strategies Focus on Brazilian employed to increase Tropical rainforest (TRF) rainforest: sustainability Deforestation, problems associated within the physical www.inpe.br • the relative success of environment: soil erosion, leaching, consequent infertility, those strategies (i.e. breakdown of nutrient cycles, loss of productivity NPP. Changing Geography Review positive and negative albedo, implications for global climate change. Therefore extend November 2003 aspects) local effects to global impact. Also forests as carbon sinks, link to pp.24–6 atmospheric pollution and climate change. Loss of agricultural ‘Desertification in potential. Carrying capacity, sustainable population levels, Southern Africa’ indigenous populations. Human activities: agriculture – sustainable bush fallowing, commercial large scale agriculture – Geography Review plantations, ranching. Other activities: mining, tourism, September 1996 ecotourism. Biofuels. It is important that soils are treated as part of the system from the point of view of management. Geo Factsheet 24 The Causes of Aridity Optional discussion activity – Mature TRF produces as much CO2 as it absorbs. It is only when the forest is growing that it acts Geo Factsheet 28 as a sink. Apparently it would be best to chop down all the TRF, Desertification: use the wood for building and replant so that the TRF regrows, Causes and Control absorbing more CO2? Scale of human activity scale of climate change that might result – local, global. Past papers November 2011

Savanna Question 2(b) Rainfall reliability, drought, desert margins –Sahel – use the West June 2010 Question African example again. Overpopulation, nomadic pastoralism, 2(b) indigenous populations, changes to sedentary agriculture, way of November 2010 life, pressure on the natural environment. Desertification e.g. Question 1(b) Sahara margins – Sahel. Possible aspects – Masai, Fulani tribes. Tourism – National Parks and the impact of safaris. Management strategies. Water availability.

There is case study material in many textbooks. It might be advisable to study both TRF and savanna if time allows. One could always be set as a research exercise, provided that a guide to the structure is provided by means of side headings. Learners may enjoy this sort of task. If structure is not indicated sheaves of undigested internet research may appear. PowerPoint presentations can be a useful method of presentation, in which the whole group can share, provided they are kept short and the technology is available. Pasoh Forest Malaysia has all the necessary ingredients of physical environment and human activities which threaten the natural environment and conservation/protection measures/management.

V1.0 161 Cambridge International AS & A Level Geography (9696) Scheme of Work Paper 2 Physical options – Unit 2: Coastal environments

2.1 Wave, marine and sub- To understand that coasts are W Sections 2.1 and 2.2 are very closely linked such that in studying Cambridge aerial processes the meeting point of land, sea a waves it is sensible to study their impact on beaches or other International A and AS and atmosphere and that all v depositional features. Level Geography three affect the nature of the e (Nagle and Guinness) coastline h Waves Pages 227–234 ei Definition of a wave Waves are oscillation of the water surface. g Make the point that the water does not move forward. Figure 2.1 Page 227 To understand the process h shows Water acting upon the coastline t, Wave terminology Wave height, length, frequency, crest, and Movement le trough. This can be done by means of a diagram. n Figure 2.2 Page 228 g Formation and size of a wave shows Wave t 1. Wind velocity Terminology h, 2. Depth of water fr 3. Fetch i.e. the distance that the wind has travelled across the Figure 2.3 Page 228 e water surface, influences the nature of the wave. Waves possess shows Types of q energy; therefore have the ability to carry out processes. Breaker u e Zones – breaker, surf and swash. Figure 2.4 Page 228 n shows Constructive c Breaking waves Waves break when the water depth is too Waves y, shallow to support the whole oscillation. c Swash Forward movement of water up the beach. Backwash Figure 2.5 Page 229 r movement of water down the beach. shows Destructive e Relative strength of the two influences the nature of the wave. Waves st Constructive waves/swell waves Swash is greater than , backwash – large fetch, long wave length, low height, found on Figure 2.8 page 230 tr low gradient beaches, low energy waves which deposit material. shows Wave

o Destructive waves/storm waves Backwash is greater than Refraction u swash – short fetch, short wave length, high waves and g frequency, found on steeply sloping beaches, high energy waves Figure 2.9 Page 231 h which erode. shows Longshore Drift F Low energy coasts et High energy coasts Figure 2.12 Page 223 c shows Sediment Cells h Wave refraction – link to headlands and bays. Variations in water S depth – deeper water around headlands, concentration of erosion Section 2.1 Activities w whereas deposition in bays. Wave refraction off the end of a spit – Pages 229 and 234 a link to deposition and recurved ends of the spit. s www.geography@btint h Relationship between wave type and beach profile Learners ernet.co.uk is the best B should understand the relationship between the two wave types website for links. a and beach profiles. Explain how beaches may be in a state of Recommended for all c dynamic equilibrium because the steeper profile produced by aspects of coasts. k swell waves will cause destructive waves which comb material w down the beach and may deposit if offshore. This will reduce the www.s-cool.co.uk also a gradient of return to constructive waves. Will introduce ideas of has links. s erosion, transportation and deposition of material. Beach profiles h may show significant variation between the stormy seasons and Past papers C less stormy seasons due to variations in wave energy and November 2010 o dominant wave type, linked to wind direction. Question 3(a) n June 2009 Question st One approach to the study of processes is via the sediment cell. A 4(a) r unit of study which considers a section of coastline in terms of an u ‘open’ system and dynamic equilibrium between erosion and ct deposition, sources/inputs and sinks/outputs, of sediment. iv Sources of sediment: weathered cliffs, beach material, offshore e bars, river sediment, in-drift of material from adjacent littoral cell, w beach nourishment. Sinks: offshore bar, beaches (could be in the a form of a spit), sand dunes, out-drift to next sediment cell.

v Transport along the cell (LSD, longshore drift) current and tidal e action within the cell. Cells are ideal units for study of coastal D management – link to 2.4 and the landforms in 2.2. e st Marine processes r Waves as agents of: u Erosion ct iv Hydraulic action or impact i.e. the sheer force of the waves e exerts a pressure which can be up to 30000kg/sq.m in storms. w a Wave quarrying (cavitation) is the compression of air in v openings in the rocks at the coast as the wave hits. e Decompression takes place as the wave recedes. This process W weakens the structure and increases surface area for other forms a of erosion. Therefore large blocks can be ‘quarried’ (removed from v the cliff face). Also known as quarrying. e r Corrasion/abrasion in which the load carried by the breaking ef waves acts as a tool, rather like sandpaper, smoothing the rock. r Important in producing the notch at the cliff base and in shaping a wave cut platforms. ct io Attrition reduction in calibre of the load carried by waves as n abrasion occurs between the particles. S e Solution is active in calcareous rocks like chalk and limestone di where carbonation-solution creates soluble material which is m carried away by the waves. e n t

c el l H y d r a ul ic a ct io n W a v e q u a rr yi n g (c a vi ta ti o n

) C o rr a si o n/ a b r a si o n A tt ri ti o n S ol u ti o n

2.2 Coastal Landforms of To understand that coasts are C This section is closely linked to Section 2.1 and so the two parts Cambridge Cliffed and Constructive the meeting point of land, sea lif could well be integrated. International A and AS Coasts and atmosphere and that all f Level Geography three affect the nature of the p Landforms produced due to coastal erosion (Nagle and Guinness)

coastline r Pages 234–245 o Cliffed coastlines fil Figure 2.15 Page 235 e Erosion shows Caves, Arches, Is Evolution of a typical cliff profile: cliff, notch, abrasion/wave cut Stacks and Stumps o platform, beach. st Figure 2.18 Page 238 at Cliffs should be studied in profile (cross section) and plan. This is shows Wave Cut ic an important distinction which should be known. Platforms /e u Form Figure 2.20 Page 237 st Factors influencing cliff form: shows Factors in Cliff at i. Sub-aerial processes of weathering and mass movement. Stability ic Detail about processes e.g. frost shattering, carbonation- S solution, hydrolysis – those processes which typify the coast Section 2.2 Activities tr rather than weathering itself. Similarly with mass movement. Pages 238, 240, 241, at ii. Lithology and rock structure 242, 244 and 245 a iii. Isostatic and eustatic changes D iv. Human activity Figure 2.25 Page 239 ip shows Beach Deposits S Simple form: h Vertical cliffs in massive resistant rock, e.g. chalk, limestone, Figure 2.28 Page 240 o granite. shows Depositional r Features e Complex/composite form – Mixed lithology which have pl undergone rotational slip. Figure 2.31 Page 242 at shows Formation of f Slope over-wall cliffs actively eroded cliff base and a contrasting Barrier Island o upper slope of ‘dead’/degraded cliff between 5 and 50˚ which r represents past periglacial processes when sea level was lower. Figure 2.34 Page 243 m Rise in sea level has produced new vertical cliff face. shows Sand Dune B Succession and Figure

a Influence of dip of strata – horizontal, vertical, seaward and 2.36 shows Salt Marsh y landward dipping. Formation H Geo Factsheet 129 e Active and inactive cliffs – the latter are dominated by sub-aerial The Impact of a processes. Structure and dl Lithology on Coastal a Shore platforms – raised beaches and degraded clifflines, linked Landforms n to sea level change. Development of spits may lead to degraded d clifflines as wave attack is prevented. Annotation of photographs Geo Factsheet C can be a useful exercise. Human activities may be introduced Number 145 April a here, e.g. building on cliff tops may be a contributory factor in cliff 2003 Coastal v collapse/rotational slip. deposition e www.curriculum- A Headlands and bays and their relationship to lithology along a press.co.uk r section of coast. Plan and headland profile: evolution of landforms c produced due to erosion on the headland (deep water, wave Geofile 544 April 2007 h refraction, concentration of erosion on the headland: caves, Salt marsh S arches, stacks). Deposition: Having considered headlands and Ecosystems ta focused on erosion, the logical progression is into bays, and c deposition, shallow water and breaking waves. Geo Factsheet 160 k The Importance of L Marine processes Wetlands o Transportation the direction of movement is related to direction n of the prevailing wind and direction faced by the coast. Material Past papers g may be carried up and down the beach if the prevailing wind is at June 2011 Question s right angles to the coast, or along beach if the wind approaches at 3(b) h an oblique angle. June 2011 Question o 4(a) and (b) r Longshore drift (LSD) Longshore currents may be important in November 2011 e bays where wave refraction is significant. Question 4(a) d June 2010 Question ri Deposition If swash is greater than backwash – beaches are 3(b)

ft constructed/built up and if longshore drift is taking place then June 2010 Question S beaches are built along the shore. 4(a) w June 2009 Question a Coastal landforms of constructive coasts 4(b) s h Beaches should be studied in profile (cross section) and plan. B Gradient, variation in calibre of material from cliff to low tide, storm a beach, berm, offshore bar. Relate back to wave type – c constructive/destructive and swell and storm profiles, 2.1. k w Micro-features – ripples, cusps, runnels. Formation of these a features and understanding of processes operative to produce s these small features. h B Beaches that develop due to longshore drift: e Spits a c Simple spit is a fairly long narrow straight ridge of sand shingle h with one end attached to the mainland and one end in open water. p r Compound spits which have laterals/recurved laterals. o Evolution of spits. fil e Bars A bar has both ends attached to the mainland. Usually has a S lagoon behind it, e.g. Slapton Sands and Slapton Ley (lagoon pi behind the bar), Devon, UK. t (s Offshore bars and relationship to spits and longshore drift. e.g. i Chesil beach, Dorset, UK, in which offshore material deposited m during the Pleistocene has moved inland as a result of the pl Flandrian transgression (post glacial rise of sea level). e

a Tombolos n d Barrier islands relationship to offshore bars. c o Coastal sand dunes –formation, form and plant succession in m relation to stabilisation of the sand. p o Estuaries – deposition, mudflats. u n Salt marshes may be considered in relation to spits and tidal d sedimentation in estuaries. Plant succession in so far as the B vegetation stabilises the sediment. a r Throughout links can be made to 2.4. Human activity is relevant T and important in influencing the stability and long term nature of o these landforms. Depositional landforms in particular are unstable m and fragile environments. b ol o S a n d d u n e s S al t

m a r s h E st u a r y

S w a s h al ig n e d c o a st s

D ri ft al ig n e d c o a st s

2.3 Coral reefs To understand the formation, C Formation and development Cambridge characteristics and distribution o Understanding of a coral polyp - a single organism living in a International A and AS of coral reefs, along with the r symbiotic relationship with zooxanthellae/algae. Ability of coral to Level Geography necessary conditions for coral al build reefs by production of calcium carbonate. Reef form related (Nagle and Guinness) growth p to algal variety. This is necessary basic understanding, although Pages 245–250 ol questions are likely to focus on reef form and theories of y formation. Section 2.3 Activities p Pages 247 and 250 S Conditions for growth of coral: y Figure 2.37 Page 247 m Temperature 23–25˚C shows World bi Water depth less than 25m but not exposed to air Distribution of Coral o Light for photosynthesis Reefs ti Salinity required c Clean, clear water sediment free Figure 2.38 Page 247 r Well-oxygenated water produced by strong wave action shows Fringing Reefs, el Global distribution of coral Barrier Reefs and at Tropical seas between Tropics of Cancer and Capricorn. Offshore, Atolls

io on eastern and western continental and island margins. n Geofile 519 April 2006 s Forms of reefs Coral Reefs hi Fringing; barrier; atolls. Demonstrate links between the three p forms. Past papers A June 2011 Question lg Theories of formation 3(a) a Darwin, Daly and Murray. November 2011 e Question 4(b) F Darwin is the best documented and demonstrates the evolution ri from fringing through barrier to atoll. Limited spatial application. n Will include causes and effects of sea level change on reefs – gi may link directly to human activity. Coral reefs would be an n excellent example to use for sustainable management of a section g of coastline, see 2.4. However, alone, a reef cannot exemplify all r the aspects of human impact which require study, so it needs to e be used in addition to one or more other case studies. ef B a rr ie r r e ef A t ol l

2.4 Sustainable To acquire in-depth S One stretch of coastline Cambridge management of coasts knowledge and understanding u This should be of manageable length i.e. not the whole south International A and AS of one st coast of the UK. A littoral cell is a useful unit for study. Ideally it Level Geography coastal environment, ai includes both cliffs and depositional features resulting from (Nagle and Guinness) focusing on: n longshore drift. Consideration of balance between natural Pages 250–260 • Its location – use of a processes and human influences. Management strategies. including case studies sketch maps bi • The issue affecting lit Coastal protection measures Geo Factsheet sustainability y Hard and soft engineering, integrated planning e.g. SMPs Number 141 • the strategies C (Shoreline Management Plans), government policy, managed Holderness Coast employed to increase o retreat, ‘do nothing’. Conflicts and local issues which may arise. (UK) A study of coastal sustainability a Cost-benefit analysis of alternative protection measures. management • the relative success of st Sustainable management may involve more than coastal www.curriculum- those strategies (i.e. al protection, i.e. zoning of human activities, marine reserves, limits press.co.uk positive and negative p on fishing. aspects) r Past papers o A range of case studies may be considered more appropriate November 2011 te which illustrate particular threatened landforms e.g. coral reefs, Question 3(b) ct spits, salt marshes (see below). However, ideally, learners should June 2010 Question io appreciate the balance of processes along a section of coastline 4(b) n and be able to evaluate the advantages and disadvantages of the November 2010 H possible solutions, which may involve both physical protection and Question 4(b) a human utilisation of a stretch of coastline. A coral reef coastline June 2009 Question r may not offer sufficient coverage of all aspects of this unit so that, 3(b) d whilst it exemplifies a coastal area under threat, the range of e landforms is somewhat restricted and it is advisable to consider n examples of other stretches of coastline, too. gi n Note: Be careful about the use of textbook case study material e which may not be familiar to the learner. Start with a well labelled e map so that they have a spatial context; try to find photographs as ri well. Maps can be a useful and time-saving means of describing a

n coastline provided the detail is included. g S o ft e n gi n e e ri n g

V1.0 176 Cambridge International AS & A Level Geography (9696) Scheme of Work Paper 2 Physical options – Unit 3: Hazardous environments

Introduction H General introduction to hazards Links to The intention is to convey an a volcanoes: overview of the option at the z Definitions of terms Hazard and disaster. www.geography outset. a @btinternet.co.uk r Relationship between the physical event and human Main types of hazard, d population Where the two overlap – that is the hazard/disaster. Newspapers are forecasting (prediction) and T an excellent human response e Classification of hazards: resource: ct Tectonic or crustal – Volcanic activity and earthquakes (3.1) www.guardian.co. o Geomorphological – a range of mass movements, landslides, uk ni mudflows and avalanches (3.2) c Atmospheric – tropical storms and tornadoes (3.2) Should also www.Vulcan.wr.u G include coastal and river flooding. sgs.gov e o Factors which influence the impact of hazards such as: www.adpc.ait.ac.t m economic (e.g. level of development); social (e.g. ethnic groups, h o education); physical (e.g. magnitude and frequency); political (e.g. r aid, international relations); psychological (e.g. perception of risk). www.volcanoes.c p Location – Start with a world map showing relationship between om h hazards and population distribution and densities. Annotate, ol highlight multi-hazardous zones. Discuss level of economic o development and likely variations in impact and response. gi c Encourage learners to keep diaries of hazardous events as al they occur throughout their course. Newspaper cuttings, A television/radio news; current internet sources. They should t record date, time, magnitude, location, cause, impact, scale m of response –short term/longer term; local, national, global.

o s Introduce idea of increasing frequency of hazardous events and p numbers affected. Reasons: Global warming? Population h increase? Relationship between magnitude and frequency; e recurrence intervals. ri c Prediction – Precaution, protection, prevention, preparedness, costs, benefits, aid, insurance, perception – acceptance – deterministic view where the environment is in control, adaptation, dominance i.e. ‘technological fix’ – the opposite of acceptance, so human control of the environment by engineering and technology. Discussion of this philosophical issue may generate interest and further enquiry. Management strategies which involve technological fix acceptance and/or adaptation. Discussion would include assessment of costs and benefits of strategies chosen. Forecasting and prediction of hazards, e.g. weather/tropical storms. Differences in response due to variations in levels of wealth, economic and technological development.

Differentiate between forecast and prediction: Forecast is a relatively imprecise statement of time place and nature of the expected event’ Prediction is a relatively precise statement of time place and ideally the nature and size of the event i.e. a precise forecast’

Human response to hazards Introduction to basic ideas of risk and vulnerability: Risk – exposure of people to a hazardous event. Vulnerability – the ability of a person or group to anticipate, cope with and recover from the impact of a natural hazard.

It may be that these ideas are best conveyed through case study

material, rather than as general principles. This is a matter of individual choice and resources. However the ideas form the guidelines which can be followed in each of the units of this option.

3.1 Hazardous To understand the distribution, C Activity related to tectonic plates: Cambridge environments resulting causes and characteristics of o Definition/description i.e. lithospheric plates International A and AS from crustal (tectonic) tectonic hazards n Global distribution – Relate to plate boundaries – global Level Geography movement st distribution of tectonic plates. Definition of a tectonic plate; activity (Nagle and Guinness) To understand the difficulty of r related specifically to plate margins. Add reminder about Pages 261– 274 prediction and the variations u relationship to population distribution. in impact and human ct Not random, linear, coastal. Figure 3.1 Page 261 responses iv Types of plate margin – Convergent/destructive; shows Plates, Plate e, divergent/constructive; conservative/passive. Boundaries, d Causes of plate movement – Convection currents relate to Volcanoes and e direction of movement – slab pull at the destructive margins and Earthquakes st slab push at the mid-oceanic ridges. Relation between crustal r creation (divergent margin) and crustal destruction (convergent Figure 3.2 Page 262 u margin). Rates of movement. shows Hotspots ct Clear well annotated diagrams are ideal here – ones that can be iv reproduced easily. Figure 3.6 page 268 e shows Types of a Activity associated with tectonic movements: Eruption n Volcanic activity – Relationship between plate margin and type d of activity. Figure 3.1 Page 264 c Destructive margins – Explosive activity, pyroclastic flows/nuées shows the Mercalli o ardentes, ash fallout, acid viscous lava flows. Scale n Resultant landforms – Dome volcanoes – high, steep-sided, s narrow cones. Figure 3.3 Page 263 e Constructive margins – Less explosive activity – fluid, basic, shows Seismic Waves r basalt lava flows, fire fountaining, lava bombs e.g. Iceland. v Resultant landforms: shield cones – low, gently-sloping, wide Section 3.1 Activities

at cones. Pages 267, 270, 271 iv Conservative margins – Little vertical displacement, largely and 274 e horizontal movement, produces earthquakes. Link to next section pl on earthquakes. Geofile 554 Sept 2006 at Emphasise hazardous nature of the activity: pyroclastic flows, lava Plate Boundaries e flows and bombs, fire fountaining and lahars. Location especially Himalayas and Pacific m ‘Pacific Ring of Fire’. USA a Hot spots e.g. Pacific plate. These are ‘plumes’ of molten r material from the mantle which are ejected on the surface far from Geofile 526 Hot spots gi a plate boundary. They tend to produce isolated activity and can in Plate tectonics n occur on continents as well. Evolution of a Theory s. D Secondary activity: Use key words iv Lahars – mudflows. Link to 3.2. A lahar is a type of mass for search e movement. Best example is Nevado del Ruiz in Colombia, 1985 engine, e.g. r case study, page 271. Montserrat g Climate change – as the addition of dust to the atmosphere Volcanic e results in temporary cooling, e.g. Mt Pinatubo. observatory n Prediction – monitoring indications of imminent activity such as t, harmonic tremors, bulges in the cone, geochemical changes, Geofile 536 Jan 2007 c gravitational changes, temperature changes, satellite monitoring. Physical Disaster o Reduction – control, hazard mapping, building structures. Warning systems n v British Geological e Human response to volcanic activity Survey: r Case studies best exemplify this section. Highlight the physical www.earthquakes g causes and nature of the activity. The example should be closely .bgs.ac.uk e tied to the relevant plate boundaries so that the causes and nature n of the eruption are clearly known and understood. The links can Use key words of t be made to the impact on the population. Two case studies which location of an a contrast the type of activity and level of economic development of earthquake to n the country would be ideal. locate factual

d information on p Earthquakes the internet. In a Definition of terms: focus, epicentre, seismic waves. the case of a s recent event CNN si Measurement of earthquakes: Richter (magnitude) and Mercalli and the BBC are v (intensity) scales. Seismograph (instrument) seismogram (print useful sources of e out of magnitude of seismic waves). up-to-date pl information. at Causes: Link to conservative plate boundaries, fault lines. e Appreciate that the effects extend beyond the immediate plate Geo Factsheet b boundary. September 2002 o Ground movement, landslides. Number 133 u Other physical factors may compound the impact: Earthquakes: n geological conditions; liquefaction. Why do some d places suffer a Management of the hazard more than ri Prediction Seismic gap theory. Monitoring of earthquake zones – others? e use of instruments. s Hazard mapping; community preparedness, e.g. Earthquake Geofile 513 Jan 2006 H Awareness Day in Japan; hard engineering: earthquake proof The Asian Tsunami o building structures are an example of technological fix. t Geo Factsheet 179 s Human response to earthquakes Tsunamis – Rare but p Two contrasting case studies – Earthquakes of similar magnitude, Devastating o one in an LEDC and one in an MEDC. ts Good examples: Iran 2003 and California 2003. Geo Factsheet 194 P Kobe 1995 is an excellent example of an earthquake which had a Tsunami + 1 – An y huge impact on a country seemingly prepared. Provides many Analysis of the r issues for discussion and is well documented. Examples should Response o relate to the particular plate boundary and contain factual detail. cl Issues of the causes, hazardous nature and impact of the event Past papers a should be at the core of the study. Scale is a useful framework: June 2011 Question 6

st area affected; long and short term impacts. November 2011 ic Question 5 N Awareness of secondary events e.g. mass movements: landslides June 2009 Question u and mudflows. Link with 3.2 mass movements. These activities 5(a) é can compound the hazard. June 2008 Question e 6(b) s Tsunamis a Definition – popularly known as tidal waves, but not linked to tides. r Causes and formation, link to earthquakes. d Nature of hazardous activity associated with tsunamis. e Japan tsunami March 2011 is well documented with extensive n video and photographs. te Indian Ocean (‘the Asian Tsunami’) Dec 2004. s A ci d/ vi s c o u s la v a B a si c/ fl ui

d la v a L a h a r

Japan earthquake map: video reports: www.bbc.co.uk/n ews/world-asia- pacific-12722187

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pi c e n tr e S ei s m ic w a v e M a g ni t u d e Li q u ef a ct io n T

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3.2 Hazardous To understand the causes and Fl Slope processes Cambridge environments resulting characteristics of hazardous o Revision of theoretical work covered in Paper 1 Physical Core Unit International A from mass movements mass movements w 3.3 (slope processes and development). and AS Level S Focus for this unit should be on hazardous nature of the activity, Geography To understand the difficulty of li especially management. This section may be short because (Nagle and prediction and the variations d foundations were laid in the AS course and case study material Guinness) Pages in impact and human e has been covered already. 274–281 includes responses F case studies. al Causes of mass movements: l 1. Physical – Idea of downslope movement of material under the Section 3.2 A influence of gravity. Activities Pages v Relationship between internal strength of, and external stress on, 276, 277 and 278 al weathered material on a slope. a 2. Human mismanagement. Figure 3.23 Page n 279 shows c Nature and speed of the movement Classification of h Classification of processes: flows, slides and falls. Speed of flows; Avalanches e mixed lithology – rotational slip. R Figure 3.24 Page o Landslides and mudflows 276 shows ta Avalanche Impact ti Lahars link to previous section – volcanic activity. Link to river

o flooding. CyberSpace n Avalanche al Avalanches will be new material. Nature of avalanches: slab-dry Center: sl and snow-wet. Causes: conditions for avalanche formation. www.csac.org ip Precaution, prevention, control. Avalanches as hazards: human responses. Geo Factsheet Number 143 Case studies will illustrate the above main points: Vaiont Dam, Avalanches Italy; Aberfan, South Wales 1966; Holbeck Hall, Scarborough, UK. January 2003

Note: Geofile Number This section may appear short. This is for two reasons. 435 September 1. The theoretical side of the section on processes may have been 2002 Avalanche covered in the AS Physical Core, Rocks and weathering 3.3 and Management 3.4 (to some extent). 2. The case study material may also be linked closely to section National 3.4 in this syllabus, the sustainable management of a hazardous Hurricane Center: environment resulting from mass movement. www.nhc.noaa.go v

Past papers November 2011 Question 6(a) June 2007 Question 5(a)

3.3 Hazard resulting from To understand the distribution, T Tropical storms (cyclones) Cambridge atmospheric disturbances causes and characteristics of r Definition International A and AS tropical cyclones and o Classification Hurricanes, cyclones and typhoons. Level Geography tornadoes pi (Nagle and Guinness) c Location Map to show global location and areas most at risk. Pages 282–289

To understand the difficulty of al prediction and the variations st Formation Conditions for formation. Understanding of processes Figure 3.29 Page 283 in impact (and associated o of instability, adiabatic changes of temperature, release of latent shows Distribution of phenomena) and human r heat. Link to AS Unit Atmosphere and weather 2.1 and 2.2. Tropical Storms responses m ( Weather conditions High winds, heavy rainfall and storm surges Figure 3.28 Page 282 T may result in flooding and landslides. Link to hazardous nature of shows the Formation r the physical event. The weather elements and the way in which of a Tropical Storm o they are hazardous are important. pi Section 3.3 Activities c Cross section of a tropical storm - fully labelled and annotated. Pages 285 and 289 al ) Magnitude and frequency These hazards have considerable Geofile 516 April 2006 C potential to damage life and property. Location may be an Hurricane Katrina y important factor – e.g. barrier islands of the eastern seaboard of cl the USA. Geofile 530 Sept 2006 o Hurricanes Rita and n Prediction Arguably tropical storms and tornadoes are the most Katrina and the after e predictable of all these physical events. Forecasting technology, effects H seasonal pattern of the storms. However it is notoriously difficult to u guarantee track and speed of movement. Reminder about Geofile 500 Sept 2005 rr distinction between forecasting and prediction. Hurricane Season in ic the Caribbean a Precaution Evacuation, protection: coastal and river defences n against flooding, drills, land use planning/zoning. Insurance, Resources for e perception of the risk. learners, schools and In teachers: st Two contrasting case studies one in an MEDC, one in an www.curriculum- a LEDC. Hurricane Isabel Autumn 2003 – eastern seaboard of the press.co.uk bi USA. (Other well documented ones are Gilbert and Andrew) and lit Hurricane Mitch 1998 – Central America. Geo Factsheet y The causes and secondary effects, e.g. storm surges, high winds, Number 162

L coastal flooding should be highlighted as these are specifically Hurricanes: A at mentioned in the syllabus. The impact of the storm and the Predictable e response to the event should be emphasised. Population Hazard? n densities, perception of the risk and contrasting levels of t empowerment to control the environment, can be highlighted in Images of h the contrasting choices. tornadoes: e Recent examples: Cyclone Nargis, Irrawaddy delta, Burma May www.chaseday.c at 2008. Useful because of the political implication of the rescue and om/tornadoes.ht A management of the aftermath. m . di a Tornadoes Frequently asked b Definition A tornado is a short-lived, violently rotating, narrow, questions about at funnel-like column of cloud that reaches the ground from a tornadoes: ic cumulo-nimbus cloud. It is associated with intense low pressure www.spc.noaa.go C conditions. v/faq/tornado u Formation m Measurement of magnitude – Fujita Tornado scale. World ul Meteorological o Organization: - www.wmo.ch ni m Geo Factsheet Jan b 2006 192 Tornadoes u s Past papers T June 2011 Question 3 o June 2009 Question 6 r n a d o

3.4 Sustainable To acquire in-depth M Case studies incorporated at each stage will fulfil the requirements Cambridge management in hazardous knowledge and understanding ul for this section of work. Therefore a separate section may not be International A and AS environments of contrasting ti needed. Level Geography hazardous environments, pl (Nagle and Guinness) focusing on: e General guidance on case studies: Pages 289–300 • location – use of H 1. Knowledge of the cause and nature of the event and its sketch maps a location is fundamental. In the case of tectonic hazards, the See case study of the • the hazard or multiple z nature and location of the plate boundary is essential. Bam earthquake, Iran, hazards a 2. The information should be focused under side headings. December 2003. • the strategies r 3. Annotated maps and diagrams which are reproducible in employed to predict and d Geo Factsheet examination conditions are ideal. reduce impact (manage the Z September 2002 hazard) o 4. Factors that influence the impact of the hazard -physical, Number 137 West • the relative success of n economic, social, political. Discussion and awareness of Sussex: A Multiple those strategies (i.e. e causes and factors that influence magnitude and response Hazard Zone? positive and negative are important, e.g. nature of the underlying material in an aspects) earthquake can magnify the event. Political tensions may Past papers potentially influence availability of aid, e.g. Iran 2003. November 2011 5. Time scale i.e. short term and long term view of factors Question 6(b) and impacts should be considered. June 2009 Question 5(b) Link made between the physical event and the human November 2009 response.Case studies which contrast an MEDC with an LEDC Question 5(b) provide useful material for discussion of human response to the physical event.

Evaluation of the impact in terms of magnitude and timing of the physical event, preparedness, precautionary measures, prevention and control measures need consideration. e.g. hard engineering schemes. More sustainable precautionary measures,

impact on the landscape/environment. Reality of accurate prediction in the future. Importance of technological fix.

Management of the hazard after the event and preparation for the next hazardous event, e.g. Montserrat 1995 or impact of Mt Pinatubo on global climate.

Multiple Hazard Zones could provide a useful vehicle for this section, e.g. California, Iceland, New Zealand. Local examples are always preferable, if applicable.

Learners are expected to cover a range of hazards and be able to appreciate the human responses and management strategies, as well as the impact of the physical event itself, e.g. timing, location and scale of the event. Kobe 1995 would be a useful example. China 2008, 7.2 on the Richter scale, was interesting because of primary and secondary impacts. Learners should be aware of long term effects not always obvious at the time. These include psychological trauma; loss of family members, possessions and livelihoods; economic effects.

Some questions focus on the prediction and management of hazards/hazardous environments. Case studies of contrasting environments and levels of economic development serve to illustrate answers very well.

Paper 2 Physical options – Unit 4: Arid environments

4.1 The distribution and To understand the causes of A Introduction climatic characteristics of aridity, low (seasonal) rainfall ri hot arid and semi-arid and the reasons for unreliable d Definition of arid and semi-arid. Cambridge environments rainfall. This understanding to S Traditional criterion: annual rainfall amount International A and AS be related to distribution and e Arid: less than 250mm per annum (year) Level Geography other climatic characteristics m Semi-arid: 250–500mm per annum (year) (Nagle and Guinness) i- Pages 301–307 a Definitions now use P:PET ratios (Precipitation:Potential ri EvapoTranspiration) and the aridity index. Geo Factsheet 24 The d Arid: 0.03–0.2mm P:PET ratio Causes of Aridity H Semi-arid: 0.2–0.5mm P:PET ratio a In semi-arid areas rainfall may vary up to 40% above or below the Figure 4.1 Page 301 dl mean. shows Global e Aridity index: –100 (areas with no precipitation (ppt)) Distribution of Arid y 0 (areas where P=PET) +100 (areas where P>PET). Arid areas Areas C are between -40 and -100 and semi-arid areas are between -20 el and -40. Figure 4.3 Page 303 l shows the Causes of IT Global distribution of hot deserts. World map is an ideal teaching Aridity C aid. Z Table 4.3 page 305 C Distribution shows Climate Data o  Latitude (high altitude deserts within the area) for some Arid Cities n  West coast – influence of cold ocean currents, e.g. ti Past papers Humboldt, Benguela currents n November 2011 e  Continental interiors Question 7(a)

n November 2010 ta Characteristics of an arid climate Question 7(a) lit Temperatures: annual, diurnal range, rainfall annual amounts, y variability, convectional rainfall, flash floods P:E ratios. P Rainfall reliability, water availability, effective precipitation, soil le moisture budgets, albedos. is High wind energy environments. t o Causes of aridity c 1. Descending limb of Hadley cell, related winds. (Seasonal e movement of the thermal equator – ITCZ) relate to latitudinal n distribution, e.g. Sahara desert e 2. Offshore ocean currents, relate to global distribution map, P e.g. Namib desert lu Rain shadow areas, relate to continental interiors and high vi 3. al mountains, e.g. Andes Patagonia, Rockies To understand that arid and 4. Continentality, e.g. Gobi desert semi-arid regions today have had different climates in the Past climates past and that this affects Climate change – Pleistocene period – continental ice sheets in current landforms and water Northern Hemisphere. ‘Pluvials’, wet periods – result of migration availability of wind and pressure belts south. Therefore North Africa influenced by mid-latitude rainfall and southern edge of Sahara migrated into the savannas. i.e. weathering, erosion and landforms. Archaeological evidence should be separated from geomorphological evidence.

4.2 Processes producing To understand the processes H Emphasise link between process and form throughout, also link Cambridge desert landforms of weathering, erosion, o back to climate in 4.1 and link to hydrological regimes, which International A and AS transportation and deposition rt could be the starting point here, because the topic straddles Level Geography in arid and semi-arid o climate and landforms. (Nagle and Guinness)

environments and their effect ni Pages 307–314 on landforms a Desert environment hydrology n Water flows and stores, groundwater, predominance of Hortonian Section 4.2 Activities o overland flow because rainfall intensity invariably exceeds Pages 309 and 311 v infiltration capacity. Hydrographs, water budgets. e Brief mention of perennial and ephemeral water courses, surface Figure 4.8 Page 208 rl stores, oases, playa lakes, exotic rivers with seasonal flows. Wadi shows Wind Erosion a flows. Groundwater stores. Aquifers, fossil groundwater. n Should make links with human activities e.g. semi-arid areas like Figure 4.9 Page 310 d the Sahel in 4.4. Water availability, tapping of groundwater shows Sand Dune fl supplies – wells, etc., irrigation. Types o w Processes – Throughout there has to be discussion about these Figure 4.14 Page 313 P processes, the extent to which they dominate arid areas and the shows Desert e factors that influence the processes. Landforms r e Weathering Excellent images of n Physical – Exfoliation – conductivity of rocks, coefficients of the landforms: ni expansion of different mineral of different sizes and colours. www.geoimages.berke al Peeling of surface layers of rock – curvilinear sheets. May be ley.edu E aided by dilatation/pressure release. Relate to diurnal range of p temperature. Link to water – episodic rainfall, upward capillary Past papers h movement of water as a catalyst of the process. Exfoliation June 2011 Question 7 e domes, bornhardts, in semi-arid areas. November 2011 m Salt weathering Question 8(a) e Frost shattering in high altitude deserts. June 2010 Question 8 r – Figure 4 is useful al Chemical – limited because of lack of water but present. resource A Hydration especially in arid areas. Greater chemical weathering q in semi-arid areas due to greater vegetation cover producing ui organic acids to facilitate processes. fe End products of weathering.

r Block and granular disintegration – link back to the process. E xf Erosion, transportation and deposition – by the agents wind ol and water ia Link to landforms at every stage. ti Erosion – abrasion, deflation. o Transportation – suspension, saltation, traction. Deposition n Erosion and transportation – chief agent wind. S Process of abrasion – produces mushroom or pedestal rocks. al Discussion about role of wind, transportation of sand particles. t Concentration within a metre or less of the surface. Changing w view, it is now thought that the role of water and chemical e weathering is important. Yardangs and zeugen can be mentioned at but structure as well as wind may be an influential factor. h Deflation – erosion of sand to produce deflation hollows. e Dimensions large – other factors –structural and then chemical ri processes once the hollow has reached the water table. n Deposition – sand dunes. Reasons for deposition, reduction in g wind velocity, initiator of velocity reduction – changing gradient of F the surface (an obstacle), changing atmospheric conditions. r o Variety of form according to local conditions st Barchans, seif (linear), transverse, star, etc. s Annotated diagrams are an ideal way to present the description of h these landforms. at te Specified landforms Wadis, alluvial fans, arroyos, pediments, ri piedmont zones, bahadas, salt lakes, playas, inselbergs. A n diagram is ideally suited. g H Landforms produced due to the action of water y Wadis and arroyos – flash-floods, relate to discharges and

d relative importance of erosion, amount of load and debris r removal. at io A typical desert profile – mountain front with embayments, n knick, pediment with veneer of alluvial material, bahada B (peripediment), playa. lo c Evolution of the profile – theories of formation k Pediplanation To include parallel retreat of slopes (scarp retreat) di and pedimentation, i.e. the formation and extension of the si pediment. n Theories of pedimentation: te (i) An erosional feature as the result of lateral planation by stream g and sheet floods r (ii) the possible role of the pediment as a transportational slope. at io Discussion of scarp retreat as the result of weathering and n formation of a boulder controlled slope which retreats parallel to G itself over time, thus extending the pediment, as opposed to the r undercutting of the mountain front by lateral corrasion. Relate the a theories to the form of the desert cross profile e.g. the slightly n concave pediment seems to indicate the action of running water. ul Residual masses of mesas, buttes, inselbergs. These masses a represent different stages in the evolution of pediplanation. r Importance of climatic change in the evolution of desert landforms di – pluvials, wetter period coincidental with the glacials of the si Pleistocene –movement south of mid latitude rainfall, southern n extension of the desert into the savanna. te g Evidence for climate change ranges from geomorphological to r geological to archaeological. Link to 4.1. at

io n P e d e st al r o c k Y a r d a n g Z e u g e n D ef la ti o n B

a r c h a n s, s ei f (li n e a r) , tr a n s v e r s e a n d st a r d

u n e s W a di s A ll u vi al fa n s A rr o y o s P e di m e n ts P ie d

m o n t z o n e s B a h a d a s S al t la k e s P la y a s In s el b

e r g s P e di pl a n at io n P e di m e n ta ti o n

4.3 Soils and vegetation Introduction to the concept of B Functioning and structure of the ecosystem Productivity – NPP Cambridge an ecosystem. io nutrient cycling. Low biomass productivity. Biodiversity, trophic International A and AS di levels/food chain. Fragility/resilience: two theories – fragile Level Geography v because food chains are simple or resilient because the (Nagle and Guinness) e organisms are highly adapted. Pages 314–322 r To understand the si Vegetation – Characteristics and adaptations to high temperature Figure 4.15 Page 314 characteristics of and ty and drought and salinity in soils and soils generally, shallow and shows Model of

processes within arid and T nutrient deficient. Distinguish between physical and physiological Nutrient Cycling in a semi-arid vegetation and r drought. Desert fauna o p Adaptations of plants to aridity: Figure 4.16 Page 315 hi - strategies to reduce water loss shows Plant c - strategies to maximize water take-up Adaptations to Drought le strategies to reduce overheating v - Figure 4.17 Page 317 el - strategies to reduce reproduction in times of adverse shows a Model of B conditions Desertification io m Animals – Characteristics and adaptations to food shortages, ‘Plant distribution in a high temperature and drought the Sonoran Desert’ s Jane Dove Geography To understand the factors s Soils – Evaporation is greater than precipitation therefore there is Review Nov 2001 affecting soil formation and B upward movement of water by capillary action. Halomorphic/saline pp.10–13 Excellent characteristics io soils – process of salinisation, i.e. evaporation of water to produce source. m saline crusts. a Other resources for s A typical desert soil – shallow, grey, saline and nutrient poor. Desertification are s Discuss learners’ expectations of desert soils and reasons. Soil included in 4.4. p formation processes including salinisation r Solonchaks, solonetz, solod, important to appreciate and account Past papers o for the variations. Creation of duricrust. June 2011 Question To understand the causes, d 8(a) effects and possible solutions u Desertification November 2011 to desertification and soil ct Causes of desertification – human activity or natural causes: Question 7(b) degradation iv opportunity for individual research of factors and class debate. November 2011 it Question 8(b) y  overcultivation June 2010 Question 7 C  overgrazing November 2010 a Question 7(b)  deforestation V1.0 202 Cambridge International AS & A Level Geography (9696) Scheme of Work T Syllabus ref Learning objectives e Suggested teaching activities Learning resources r

pi  population changes including migration ll  climate change a r  others y a Case study – Sahel is a classic example and there are good ct examples in China. io n Soil degradation S Causes of soil degradation – human activity or natural causes: al opportunity for individual research of factors and class debate. in (May be linked with desertification but they are distinct.) Links is well with salinisation especially where excessive irrigation used. at Natural causes made worse by human activities leading to soil io erosion soil exhaustion etc in fragile environments. Once causes n and the intricate inter-relationships are understood, learners to S devise ways of overcoming some of the issues. ol o n c h a k S ol o n et z D u

ri c r u st D e s e rt ifi c at io n S oi l d e g r a d at io n

4.4 Sustainable To acquire in-depth S One possibility is a case study to include problems of Cambridge

management of arid and knowledge and understanding u desertification and its management in a sustainable fashion and International A and AS semi-arid environments of one st possibly water supply and the management of that supply. It Level Geography tropical environment, ai should illustrate some of the problems of the physical environment (Nagle and Guinness) focusing on: n and relate these to human activity and the ways in which the Pages 323–226 • Its location – use of a problems of rainfall reliability and drought have been overcome, sketch maps bi e.g. dams and reservoir schemes, tapping of groundwater Geofile Number 446 • The issue affecting lit supplies, tube wells, irrigation. The process of desertification, Drought and sustainability y typical of the arid margins (semi-arid areas like the Sahel in sub- Desertification in India • the strategies Saharan Africa) is a useful vehicle for discussion of the and Pakistan April employed to increase combination of physical factors (lack of rainfall) and human 2003 sustainability activities responsible for environmental degradation and the need • the relative success of for sustainable measures. Drought response in those strategies (i.e. southern Zambia positive and negative Possible case studies include: Richard Byrne aspects)  Gezira Irrigation scheme Sudan Geography Review Jan 2000 pages 22–24  Tunisia – water management  Drought in Zambia Water Management in  Nile Valley – the best documented example in Tunisia Woodland and accessible texts Hill Geography Review  Drought in the semi-arid Sahel (sub-Saharan Africa) Sept 2001 pages10– Online information is readily available if key words are put 14 into the search engine. Desertification in Note: It is essential to have one case study that deals with the Southern Africa issue of desertification. Thomas and Dougill Geography Review Nov 2003 pages 24–7

Geofile 339 Desertification

Desertification: www.un.org/ecosocde v/geninfo/sustdev/dese rt.htm

Geo Factsheet 28 Desertification: Causes and Control

Geo Factsheet 191 Soil Degradation: A Creeping Concern?

Geo Factsheet 199 Water Issues in the Middle East

General websites on deserts with images and factual information: www.tooter4kids.com/ Desert/sahara_desert. htm

www.oxfam.org.uk/coo lplanet/ontheline/explo re/nature/deserts/dese rts.htm

www.geo.ua.edu/intro0 3/wind.html

www.earthobservatory. nasa.gov/Newsroom/N ew Images

Excellent photos at:

www.geog.nottingham. ac.uk/~michele/resear ch/geomorphology/san d.htm

http://pubs.usgs/gip/de serts/dunes

www.geo.arizona.edu

www.terragalleria.com/ arizona/monument- valley/picture

Cactus plants: www.rivenrock.com

An essay on the Gezira Irrigation scheme: www.courseworkbank. co.uk

www.wadmedani.com/ english/gezira_scheme

Past papers June 2011 Question 8(b) November 2010 Question 8(b)

V1.0 208 Cambridge International AS & A Level Geography (9696) Scheme of Work Paper 3 Human Options – Unit 1: Production, location and change

1.1 To understand the concept of L Introduce the idea of classifying agricultural production systems Cambridge Agricultural systems an agricultural system a and the basis for classification. International A and AS and food production n Level Geography d Idea of inputs, outputs and throughputs. (Nagle and Guinness) - Pages 327–339 u A blank systems diagram could be filled in by learners as each including case studies s input, output and process is referred to. This would help to e reinforce the links between each. Figure 1.9 Page 332 A shows the Agricultural r System a bl Past papers e June 2009 Question 1 P June 2010 Question 1 Knowledge and understanding a November 2008 of factors affecting agricultural st Main factors to be covered are physical (land/relief, soil, climate, Question 1(a) land use and practices o hazards), social (e.g. population pressure, cultural practices, r inheritance laws, education, health), economic (e.g. motive, al money/capital, labour force, distance from market), and political S (e.g. government policy, NGO assistance, aid, debt). Think about u positive and negative factors. Classification is essential. b Study of examples of si intensive and extensive st The basic principles underlying the Von Thünen model may be agricultural production e introduced, but there is no need to learn the model in detail. It is n important to link it to intensive and extensive farming systems. c e Two case studies: C It may help learners if the cases chosen are accessible to them

o from their own context or home country. Other possible case m studies include for 1. Intensive wet rice cultivation and for 2. m Dairying. e r ci al L a n d te n u r e Ir ri g at io n E x p o rt p r o d u ct

io n E xt e n si v e In te n si v e P r o d u ct iv it y In p u ts O u t p u

ts T h r o u g h p u ts S u b s y st e m s

In te n si fi c at io n Ext e n

s i o n o f Cult i v a ti o n

E xt e n si v e In te n si v e

1. A ra bl e s y st e m 2. P a st or al s y st e m

1.2 The management of To understand the nature of A Agricultural change may occur as a result of government policy or Cambridge agricultural change agricultural change – g because of external factors such as population pressure, profit International A and AS intensification of production r motivation or climate change. Level Geography and extension of cultivation i (Nagle and Guinness) The syllabus requires a case c Modern technology has introduced controversial methods such as Pages 339–345 study of one country at two u GM crops. Alternatives include organic farming. different scales: l The choice of case studies ideally should be as local and familiar Geo Factsheet 75 t as possible. Sept 1999 To understand agricultural u Climate Change and change at the scale of the r In a global economy, farmers are affected by external factors. Vegetation

holding or producer a In MEDCs farmers are exploring alternatives to intensive farming. l It is important to stress the difference between increasing yield per Geofile 541 April 2007 To understand agricultural hectare and increasing land area under cultivation. Both The Globalisation of change at the national scale c strategies are possible, but may not go hand in hand, one or the Food Production h other may be the preferred option depending on the location. a Various farming n Teaching should focus on the need for change, difficulties in issues: g bringing about change, management issues and evaluation of www.defra.gov.uk/ e attempted solutions. In Linking environment n Possible case studies – agricultural change in South Africa or in and farming: o Eastern Europe. www.leafuk.org v at Geo Factsheet 105, io January 2001 The n Crisis in British Agri Farming c ul Past papers t June 2011 Question u 1(b) r November 2011 al Question 1(b) dev el o p m e n t Agri c

ul t u r al refo r m Agri c ul t u r al exte n si o n B io te c h n ol o g y (L in k

to A S U ni t 1. 3 P o p ul at io n- re s o ur c e re la ti o n s hi p s) Ir ri g

at io n A g ri b u si n e s s D iv e r si fi c at io n

1.3 To understand the reasons for T The differences in location factors for old “heavy” industries such Cambridge Manufacturing and related industrial location h as steel or shipbuilding compared to modern “light” or “footloose” International A and AS service industry e industries could be a useful starting point. This could be Level Geography stimulated by two locational diagrams. Simulation exercises can (Nagle and Guinness) f be very useful here. They can be produced imaginatively by the Pages 345–355 a teacher therefore as many variables as desired can be built in. c Consider the relative roles of the various factors and link factors to Section 1.3 Activities t productivity. Pages 346, 348 and o 350

r The theories of Weber, Lösch, Smith (spatial margins to Figure 1.26 Weight s profitability) and the Product Life Cycle model could be presented Loss Diagram Page to the learners in a comparative form, perhaps with sufficient 345 o discussion to ensure that the concepts behind them are f understood. Figure 1.29 Transport Costs and Distance p Note: Learners do not need to be able to draw or recall the Page 347 r content of the models and theories, but should be able to interpret o a diagram based on one of the above. Figure 1.32 d Economies and u Optional extension study – Models and theories of industrial Diseconomies of Scale c location. These are not specified in the syllabus therefore it is Page 349 t possible to omit. The decision can be individual and may depend i on available time. Geo Factsheet 172 o The Challenge of n Globalisation

( Geo Factsheet 198 l Global Trends in FDI a n Geo Factsheet 161 d The Global Shift , Geo Factsheet 94 April l 2000 Research & a Development Parks b o Past papers u June 2011 Question r 2(a) , November 2011 Question 2(a) c June 2010 Question

a 2(a) p November 2010 i Question 2 t a l ,

m a r k e t s )

P h y s i c a l f a c t o r s

e . g .

r e l i e f ,

s i t e ,

m a t e r i a l s

E c o n o m i c

f a c t o r s

e . g .

l a b o u r

s u p p

c a p i t a l ,

t r a n s p o r t ,

c o m m u n i c a

t i o n s P o l i t i c a l f a c t o r s

e . g .

g o v e r n

m e n t

p o l i c y ,

i n s t a b i l i t y

To study the processes A The emphasis needs to be on leading to industrial change, g  Character growth and development: gl  Location agglomeration and linkages o  Organisation m  Productivity e r The location factors have changed over time due to factors which at include new technology and competition.

io n Case studies of industrial change could be introduced, such as global shift in the steel industry. Fun ct Looking at past questions does indicate areas of the syllabus that io need attention to detail. n al Case study 1 – Industry in Maharashtra, India link a Case study 2 – Industrial development in South Korea g e Case study 3 – High-tech industry in the UK s: H Case study 4 – The US manufacturing belt o ri Case study 5 – The Rise of the Pacific Rim To understand the character, z and reasons for the o Cover advantages and disadvantages of EPZs and industrial development, of industrial n estates in detail. estates and export processing ta zones (EPZs) l Case studies need to be compared and consolidated. Learners li should look for similarities of approach in the successful countries. n Examples could be mentioned from Mauritius, China, Mexico and k much of SE Asia. a g e V e rt ic al li

n k a g e F o r w a r d s li n k a g e B a c k w a r d s li n k a g

In d u st ri al in e rt ia E c o n o m i e s o f scal e Dise c o n o m ie s

o f scal e G lo b al is at io n G lo b al s hi ft F o r e i g n

d i r e c t

i n v e s t m e n t

( F D I )

In d u s t r i

e s t a t e

E x p o r t

p r o c e s s i n g

Z o n e

( E P Z )

To learn about the importance In In the economies of many LEDCs, a large informal sector exists.Local examples may also be of the informal sector f available and should be used (manufacturing and services) o The informal sector is often associated with those who migrate where possible. r from rural areas to urban areas who live in informal housing. m Unable to find work in the formal sector, they find, or create, work al in the informal sector. s e Definition of the informal sector: ct o  Characteristics r  Materials used Man  Profile of the labour force u  Location(s) f  Lack of regulation a c Consider how the informal sector may or may not be a t springboard for industrial development or future employment. u Dynamism of the sector. ri n g i n d u s tr

y S e r vi c e in d u st r y

1.4 To understand the basis of In Governments try to control and develop their resources by Cambridge The management of industrial policy in one country d planning industrial development. International A and AS industrial change u Level Geography To evaluate the success of st It is useful to study policy priorities (type of industry, location), (Nagle and Guinness) the policy ri changes in policy over time and difficulties or issues in industrial Pages 355–360 Case al change in the chosen country. Study of India is at Case study 1 – the industrial and economic development of Geo Factsheet 154 io Singapore Structural Change in n the Ruhr (Germany) D Case study 2 – Spatial changes in China’s industrial structure ei Past papers n Case study 3 – Industry in the North East of England June 2011 Question d 2(b) u Note: Evaluation is a crucial aspect of the case study as it tests November 2011 st learners’ higher order skills. Question 2(b) ri June 2010 Question al 2(b) is

at io n R ei n d u st ri al is at io n R e gi o n al d i s p a r i t i e s Dev

el o p m e n t z o n e s E n te r p ri s e z o n e s B u si n e s s p

a r k s S ci e n c e P a r k s

V1.0 236 Cambridge International AS & A Level Geography (9696) Scheme of Work Paper 3 Human options – Unit 2: Environmental management

2.1 To understand the differences S Classification of resources: renewable and non-renewable. Cambridge Sustainable energy supplies between renewable and non- u Facts and statistics for energy use can be taken from an atlas. International A and AS renewable energy resources st Level Geography ai Analysis of trends in use of energy should be a starting point e.g. (Nagle and Guinness) n energy demand and supply in a country in 2005 and 2020. It is Pages 361–374 covers a important that there is detail about each of the sources of energy Section 2.1 bi in this section. Focus on a particular source of energy – lit requirements for production, location, contribution to energy Geo Factsheet 76 y budget, etc. Sept 1999 – R Geothermal Energy e Suggested case studies: n USA – energy alternatives for the future Includes items on e Wind farms in Europe – a topical issue nuclear energy and the w greenhouse effect: a www.uic.com.au/educ bl ation.htm e e Past papers n Section 2.1 Questions: e November 2011 r Question 3(a) g June 2010 Question y 3(a) N November 2010 o Question 3 n - r

e n e w a b l e

e n e r g y E n e r g y

b u d g e t F o s si

l f u el s H y d r o - e l e c t r i c

p o w e r

( H E P ) S

ol a r e n e r g y B io f u el s Ti d al p o w e r W in d p o w e r N

u cl e a r p o w e r T e c h n ol o g y

To understand why levels of D This section is focused on supply and demand and the Table 2.1 Page 362 supply and demand for energy e relationships between them. shows Factors resources vary at the national m Affecting the Supply of level a Maps and statistics can be studied to show that the main Energy n producers of energy are not necessarily the main consumers. d S Local case studies are encouraged and often highly effective. u p pl y R

e s o u r c e

e n d o w m e n t T e c h n ol o g y E n e r g y

F a ct o r s t h at in fl u e n c e e n e r g y p ol ic y e. g.

le v el of d e v el o p m e nt , c a pi ta l, e n er g y p ol ic y, e n vi ro

n m e nt al c o n c er n s, K y ot o ta rg et s, et c.

To examine trends in the A good starting point is graphs and data. Figure 2.7 Page 372 patterns of energy Relate to changes in technology. Trends in shows Primary Energy consumption in LEDCs and consumption.Comparison of statistics for present demand/ supply Consumption MEDCs and future demand/supply, e.g. for 2005 and 2020. Possible comparison of LEDCs and MEDCs. This could be picked up as part of the case study (2.2).

To understand the Envi All energy production has some environmental impact (including Global warming: environmental impact of r renewables). Fuel extraction and electricity production create www.iclei.org

energy production, transport o industrial waste, transport may spill crude oil, etc. This can be and usage at the local scale n demonstrated by use of case studies e.g. Exxon Valdez oil spill or Other links on this m the Trans-Alaska pipeline which has great effects on the natural website explore e environment. Nuclear energy has distinct actual and potential alternative energy n impacts locally which may impact wider areas e.g. Chernobyl. sources and their ta effects. l Note: Impact on people (human impact) is not needed. imp a ct Nat u r al envi r o n m e n t P ol lu ti o n D e g r

a d at io n C o n s e r v at io n

To understand the Data of carbon dioxide emissions and levels of www.uic.com.au/educ environmental impact of deforestation can be analysed, considering ‘Carbon sinks’, and a ation.htm energy production, transport link made to Tropical environments, Physical Options Unit 1. deals with Australian and usage at the global scale Could compare burning fossil fuels with nuclear energy, which uranium may be seen as “clean” but has other possible dangers. Cambridge International A and AS Level Geography (Nagle and Guinness) Pages 373 and 374 offer case studies

2.2 To examine and evaluate the D One case study is sufficient as long as it covers both scales, e.g. Cambridge The management of energy supply of electrical energy in e of Zimbabwe and Kariba (HEP). Teachers may develop more International A and AS supply one country at two scales m than one case study, e.g. the home country and a contrast (LEDC Level Geography a or MEDC). (Nagle and Guinness)

1. Overall energy strategy n Pages 374–378 Case (national) d It is anticipated that the scheme studied will be from the same Study of China 2. Named, located energy S country as the strategy, to offer greater detail and depth. scheme (local) u Past papers p November 2011 pl Question 3(b) y June 2010 Question E 3(b) n e Geo Factsheet 95 April r 2000 UK Energy – g Update y g a p P r o d u ct io n L o c at io n

2.3 Environmental To understand the nature and Env Industries in all four sectors can pollute land, air and water. Cambridge

degradation causes of the many types of ir International A and AS pollution o Definition, classification and causes and sources of pollution as an Level Geography n introduction. Can use spider diagram to brainstorm the topic. Add (Nagle and Guinness) To distinguish pollution from m water as a resource to the discussion. Could link to AS Unit 1 Pages 378–392 cover environmental degradation e Hydrology through water quality, abstraction, etc. Could Physical Section 2.3 n Options, Unit 4 Arid and semi-arid environments. t Past papers a June 2010 Question l 4(a) d November 2010 e Question 4 g r a d a ti o n

L a n d p ol lu ti o n A ir

p ol lu ti o n W at e r p ol lu ti o n

M a y al s o in cl u d e: N oi s e

p ol lu ti o n V is u al P ol lu ti o n

To analyse the factors which P Degradation of rural environments occurs in both MEDCs and Question 4 November have led to degradation of o LEDCs. 2011– Land rural environments p Degradation ul Suggested case study from home country or any context which Causes and consequences of at learners can readily understand. misuse or overuse of rural io land n p r e s s u r e

S oi l e r o si o n L a n d d e g r a d at io n D ef o r e st at io n D

e s e rt ifi c at io n P o o r

f a r m i n g

p r a c t i c e s

To examine and evaluate R Case study – Basilicata, Italy, is a very good, up-to-date case www.desire- policies designed to improve e study to use. his.eu/es/descargas/d the quality of degraded rural cl oc_view/322-highlight- environments a conclusions-rendina- m study-site Rendina at study site, Basilicata, io Italy n L a n d r ef o r m S oi l c o n s e r v at io n A ff

o r e st at io n E n v i r o n m e n t a l l y

S e n s i t i v e

A r e a s

( E S A s ) W a st e di s p o s al

To understand the relative U Case study 6 – inner city areas Geo Factsheet 121 success or failure of policies rb Case study 7– São Paulo, Brazil January 2002 Urban designed to address urban a Case study 8 – London Docklands Problems in Rio de environmental degradation n Janeiro re Case studies are a matter of individual choice. g e n

er at io n U rb a n re d e v el o p m e nt

Knowledge of risk factors E Identifying: affecting environments, x Risk factors: general risk factors e.g. population pressure and environmental protection a specific risk factors (to time and/or place) e.g. road building policies and their impact m project. Awareness of the need for some form of environmental pl protection. e Measures: proposed or taken. s Outcomes: relative success/failure. Unexpected effects, further m needs, etc. a y Study of the Earth summits of Rio de Janeiro 1996 and Kyoto in 1997 and the targets of the Kyoto Protocol. cl Possible link back to AS Unit 2 Atmosphere and weather, 2.4 The u human impact

d e: N at io n al P a r k s N at u r e r e s e r v e s M in in g a g r

e e m e n ts Tro pi c al r ai n f o r e st (TR F ) E c o t o u ri s m E a

rt h s u m m it s K y o t o p r o t o c ol CO2 e m is si o n s targ et s

2.4 The management of a To acquire detailed F This section may be covered by reference to any case study of a Cambridge degraded environment knowledge of one degraded a teacher’s or learner’s choice. International A and AS environment ct Level Geography or Factors, causes, problems, issues, management strategy, (Nagle and Guinness) s attempts or initiatives, and relative success or failure are the key Pages 392–396 th elements. at Geo Factsheet 91 April c Note: Ensure that the chosen case study has all the attributes 2000 Cardiff Bay a needed. It is advisable to check the wording of past questions in Redevelopment, UK u order to select a case study that fulfils the question requirements. s Past paper e June 2007 Question a 4(b) n d in fl u e n c e d e gr a d at io n: e c

o n o m ic , s o ci al , e n vi ro n m e nt al , p ol iti c al . P o si ti v

e a n d n e g at iv e.

V1.0 263 Cambridge International AS & A Level Geography (9696) Scheme of Work Paper 3 Human options – Unit 3: Global interdependence

3.1 To examine the nature of I This topic could be introduced by reference to an atlas and the Cambridge Trade flows and trading global patterns of trade m use of world outline maps. International A and AS patterns p Level Geography o (Nagle and Guinness) rt Pages 397–408 covers s Section 3.1 E x Past papers p Section 3.1 Questions: o November 2011 rt Question 5(b) s Fl June 2010 Question 1 o November 2010 w Question 5 s P at te r n s o f tr a d e

B al a n c e o f tr a d e

To understand why current T World trade is organised into trading blocs, based mainly on Geo Factsheet 117 trade patterns have been r economic or historical associations. This topic could be Sept 2001 The North influenced by past events a introduced by using a matching exercise with the various blocs’ American Free Trade di acronyms e.g. ASEAN, and their definitions – see map in Waugh Agreement (NAFTA) n p.560 g bl Suggested case studies: o NAFTA, OECD and GATT. c V Learners can explore economic, social, environmental and Factors affecting global trade is political factors. It helps to identify short term and long term ib changes and internal and external factors. le i m p o rt s/

e x p o rt s In vi si bl e i m p o rt s/ e x p o rt s P r o d u ct lif e c

y cl e P r o te ct io ni s m R e s o u r c e e n d o w m e n t L o c

at io n al a d v a n ta g e T r a d e a g r e e m e n t W o rl d T r

a d e O r g a ni z at io n ( W T O )

To appreciate the nature of Ti Global trade has been influenced strongly by the rise of the NICs recent and current changes in g and of the Pacific Rim countries. global patterns of trade e r e c o n o m ie s P a

ci fi c R i m e c o n o m ie s N I C s R I C s B R I C

To understand the role of F Free ports encourage trade to develop, e.g. Manaus, Brazil. The best source of innovation in changing trading r information is from practices e Should study the issues surrounding fair trade. Definition. Who company websites. e benefits? Why? Negative and positive outcomes in both MEDCs p and LEDCs. Issues of tariffs, child labour, unfair/comparative TV programmes e.g.

o advantage. Recent publicity in MEDCs. Channel 4 Dispatches rt programme Blood s Many products are now available as fairly traded items. Role play Sweat and T-Shirts. can be used to explore the perspectives of producers, consumers Available on DVD: and middlemen. Learners could find one product which is fairly http://planetgreen.disc F traded and/or one which is unfairly traded and write a profile to overy.com/tv/blood- ai present to the class. sweat-tshirts/ r tr A good magazine a source is d NEW Internationalist. It e has a left wing political bias and is informative Nature for the whole unit.

Geo Factsheet 163 The Way Ahead for Burkina Faso. E t New Internationalist: hi www.newint.org c al tr a d e

3.2 Aid and debt as concepts A Some of these overlap. A brainstorming session, spider diagram Cambridge Debt and aid and their id or family tree to distinguish could be useful. Expand to include International A and AS management T definitions and examples which are essential for full answers. Level Geography y At some stage it would help to hold a class discussion or debate (Nagle and Guinness)

p about the relative merits of trade versus aid and debt. It may be Pages 408–418. e sensible to mention this early on, so learners make the link back Includes case study of s to trade. Consider the topic in relation to donor and recipient Water Aid in Mali. o countries. f Figure 3.25 page 413 ai Distribution and direction of aid globally. Compare with trade and shows Cycle of d with GDP map of development (the indices are closely Poverty B connected). il Figure 3.26 Page 413 Distribution of aid at Aid as grants. shows Different Types Appreciation of organisations e Aid as loans which lead to debt, i.e. debt as an outcome of aid of International Aid. and institutions that distribute r donation. aid al Capital projects for development. e.g. HEP schemes. Section 3.2 Activities ai A critical appreciation of aid in terms of its impacts on receiving Pages 412 and 418 d countries (e.g. positive/negative; short-term and longer term; Factors that influence aid M spatially). Past papers donation ul June 2011 Question 5 til June 2011 Question Advantages and at 6(a) disadvantages of aid donation e November 2011 for recipient and donor r Question 5(a) countries al ai Advantages/disadvantages of d the different types of aid. E Factors that influence aid m donation economic, social e political e.g. Oil crisis 1973 r Aid and debt g e n c

y ai d R el ie f ai d D e v el o p m e n t ai d Ti e d ai d S h o rt a n

d lo n g te r m ai d

D e b t D o n o r c o u n tr y R e ci pi e

n t c o u n tr y

A id a g e n ci e s W o rl d B a n k I M F N G O

s C h a ri ti e s

Appreciation of debt T Since 2005 the issue of debt cancellation has arisen at the G8 UN Development h summits, e.g. held at Gleneagles, Scotland, 2005. Report on MDGs 2005 e Follow the arguments. M New Internationalist ill Crippling debt and inability to even pay back the interest on the Oct 2005, excellent Appreciation of debt e debt means that LEDCs are unable to invest in development and articles on NGOs. relief/cancelling of debt n so endure poverty, etc. ni Geo Factsheets Causes u There are many ways to tackle this topic but it lends itself to 186 MDGs Nature m debate, discussion and evaluation. It must be rooted in factual 78 Third World Debt Problems D knowledge. The resources should help although many are not 201 Sustainable e available in textbook form and require imaginative research. Development in v The scale needed is national; a study of a single country would Ecuador el give depth, with other examples as contrast and to ensure that all o the issues are covered. Geofile 471 2004 p Action Aid in Africa m e Geofile 453 2003 n Sustainable t Development in South G Africa o al Geofile 528

s Development ( Indicators M D New Internationalist: G www.newint.org s) For proportional maps: www.worldmapper D e For animated graphs b comparing t development c indicators: a www.gapminder. org n c Make poverty history: el www.makepovertyhist la ory.org ti o n D e b t c ri si s D e b

t r el ie f

L o b b yi n g a n d p r e s s u r e g r o u p s G

8 S u m m it s

3.3 To understand the nature of T It is useful to reach a consensus as to what tourism is – this could Cambridge The development of tourism o be done by a brainstorming session, from which it should emerge International A and AS international tourism u that there are many kinds of activity which could be classed as Level Geography ri tourism. Distinguish between leisure and recreation. (Nagle and Guinness) s Make the link to trade. Pages 418–426 m In Section 3.3 Activities vi Page 420, 422 425 si and 427 bl e Past papers e Section 3.3 Questions: x June 2011 Question p 6(b) o November 2011 rt Question 6(a) T June 2010 Question 6 e November 2010 rt Question 6(a) ia r y/ s e

r vi c e in d u st r y

The growth of tourism –social, D Reference to a thematic atlas map of tourist origins and Geo Factsheet 1 Sept economic and political factors e destinations could form the basis for a discussion of global 1996 International that have influenced its nature m patterns of tourism. Tourism and growth a (This is a little dated n but a good talking d point.) fa ct o r s e. g. in c o m e, ti m e

a v ai la bl e S u p pl y fa ct o r s e. g. c h ar te r fli g ht s, p a c k a

g e h ol id a y s F a ci lit at in g fa ct o r s e. g. el e ct ro ni c c o m m

u ni c at io n, a d v er ti si n g, th e m e di a, gl o b al is at io n

To study the changes in the P Use statistics for tourism destinations for different years to analyse patterns of origin and le the rate of growth in international tourism and to find out the destination of international a patterns.

tourists s u r e p e ri p h e r y

M o d el s o f t o u ri s m Li fe c y cl e

m o d el ( B ut le r)

A suggestion: discuss the learners’ own experiences of holiday destinations (if applicable) and their perceptions as gathered from the media. The intention is to lead into the idea of the life cycle model. The life cycle model could be presented and appropriate case study examples could be used to demonstrate its application (and predictions?).

To examine the economic, L Case study – environmental impact of tourism. Local examples Geo Factsheet 81 social and environmental e are encouraged as they are readily relevant and familiar. It is January 2000 Tourism impacts of tourism on the a essential that both positive and negative environmental impacts in Southern France receiving countries/ tourist k on tourist destinations are included. Perception of impacts should destinations a be discussed. g The impacts must include e Appreciation that tourism may be an unstable industry, subject to impacts on: M rapid change. Economies ul Learners may be able to contribute experience of this from their Societies ti own lives or home areas. Use could be made of news reports Environments pl about the impacts of terrorist acts on tourism (e.g. Bali) or hazards ie (e.g. the Asian tsunami). r ef Local familiar case studies are recommended, but it is essential fe that they contain facts, statistics, locations and, preferably, a map.

ct Case study – Growth of tourism in Australia C Case study – News report: effects of terrorism on tourist trade in a Egypt. rr yi n g c a p a ci ty H o n e y p o t si te s

S u st ai n a

bl e t o u ri s m

To examine the nature of C The tourism industry is dynamic, constantly redefining what Geo Factsheet 112 recent developments in a tourism is and diversifying the tourism product. April 2001 Can tourism rr Ecotourism work? yi Case study 1 – Nature tourism in Costa Rica n Case study 2 – Tourism in Thailand g Case study 3 – Tourism in Kenya c a p a ci ty E c o t o u ri s m G r

e e n t o u ri s m H e ri ta g e t o u ri s m C ul t u r al t o u ri s

m W il d e r n e s s t o u ri s m A d v e n t u r e t o u ri s m

S u st ai n a bl e t o u ri s m E t hi c al t o u ri s m

3.4 To examine and evaluate the The case study may best be located somewhere which is familiar Cambridge The management of a complex nature of the impacts to, or readily understood by, learners. International A and AS tourist destination of tourism on one specific Level Geography tourist area or resort, to Emphasis should be given to management issues at all stages. (Nagle and Guinness) illustrate Pages 427–430 Suggested case studies, as a guide: provides a case study

Growth of Jamaica. Development Case study 1 – Tourism in South Africa Issues of sustainability Case study 2 – Malham, Yorkshire Dales National Park, UK Geo Factsheet 103, Impacts January 2001 The need to protect areas Managing US National Case study 3 – Canada Parks Case study 4 – Antarctica Case study 5 – Tourism in Brazil, Iguaçu Past paper November 2010 Question 6(b)

V1.0 291 Cambridge International AS & A Level Geography (9696) Scheme of Work Paper 3 Human options – Unit 4: Economic transition

4.1 National development Classification of economic P This section could be introduced by showing a series of slides or Cambridge activity – knowledge that ri photographs of people at work in different occupations, leading to International A and AS economic activity can be m a general discussion of the basis for classification. If too simplistic Level Geography classified into primary, a at this level, statistical analysis could be done. (Nagle and Guinness) secondary, tertiary and r Pages 431–442 quaternary sectors y There is little agreement in the textbooks about the classification: in this makes an excellent point for discussion after learners have Figure 4.1 Page 431  Nature of these d completed research as an out of class activity. shows Food Industry’s sectors u Product Chain  Activities in these st Discussion could be linked to the Clark Fisher sector model of (illustrates primary, sectors r development. secondary, tertiary and y quaternary)  Role of each sector E A follow-up exercise could utilise triangular graphs, or a series of in development xt pie charts, to compare the distribution pattern of employment Figure 4.2 Page 432 r structures in different countries and/or change over time. gives a Triangular a Graph of Employment ct Structures iv e Figure 4.3 Page 433 in shows the Sector d Model u st Figure 4.6 and Table ri 4.3 page 435 shows e Worldwide GNI PPP s per capita

M Figure 4.7 Page 436 a shows Human n Development Index u fa Figure 4.15 Page 440 ct shows Stages of u Development V1.0 293 Cambridge International AS & A Level Geography (9696) Scheme of Work T Syllabus ref Learning objectives e Suggested teaching activities Learning resources r

M Figure 4.7 Page 436 a shows Human n Development Index u fa Figure 4.15 Page 440 ct shows Stages of u Development V1.0 305 Cambridge International AS & A Level Geography (9696) Scheme of Work

Cambridge International Examinations 1 Hills Road, Cambridge, CB1 2EU, United Kingdom tel: +44 1223 553554 fax: +44 1223 553558 email: [email protected] www.cie.org.uk