Teachers Could Extend These Questions to Create More Detailed Tests Or Assessments

What do you know about...? Answers

These are short test-yourself questions for students to use to help them recall and apply important knowledge and understanding for each of the main topics covered in the four chapters. They can be used in conjunction with the checklists (chapter summaries) on pages 156–159 – each checklist has the same title as the ‘what do you know about…’ practice test.

Teachers could extend these questions to create more detailed tests or assessments.

CHAPTER 1 Page 39 What do you know about geography?

A. What is Geography? 1. ‘Earth writing’: the study of people and places. 2. The study of the natural or physical features of the Earth’s surface. 3. It helps us to understand what is happening on the Earth’s surface today. 4. Erosion, transportation and deposition. 5. (i) Large areas of the Earth which have characteristic types of flora and fauna. (ii) For example: tropical rainforests, hot deserts, polar, grassland (see Figure 1, page 102 for others). 6. The study of people, their cultures and their communities – how they live and work. 7. Less Developed Countries (LDCs) and More Developed Countries (MDCs). 8. (i) Human Development Index. (ii) It compares countries by using data on health, income and education. 9. It provides us with the food we need to survive and provides raw materials for other goods e.g. cotton for clothing. Forty per cent of the world’s population depend on farming to make a living. 10. (i) Tourism. (ii) Many people have more disposable income and paid holidays from work. It is now easier, cheaper and quicker to travel around the world – especially via air travel. 11. (i) The movement towards life on a world scale, all things becoming the same. (ii) The number of people that can be supported by the resources available. (iii) Not the same or equal; different.

B. Geographical Skills 1. As a linear scale; ratio or written statement.

2. Political; physical; composite; thematic (specialist). 3. They are composite maps which show a range of detailed information about locations, both physical and human. They use a common set of symbols. 4. The world (Earth) is a sphere – maps are flat. However they are drawn (the projection), they will therefore be inaccurate in some way. 5. (i) Each layer contains detailed information from data collected about a particular feature e.g. height of the land. Individual layers can be updated easily, or different layers added or removed. (ii) For example, organisations like local and national water companies (the Rijkswaterstaat in the Netherlands). The information provided by GIS could show where other services were located underground, so that if a road had to be excavated to mend a burst water main, other services could be avoided. Similarly, other utility companies (energy suppliers, telecommunications) could use this feature. 6. (i) A chart which has pairs of opposite views e.g. noisy/quiet. A simple scale is used, with zero in the centre. (ii) The tally system is a quick and easy way of recording larger numbers. A simple vertical mark is made for each item recorded. These are done in groups of four then crossed through for the fifth record. This makes it easy to total up in 5s. 7. A bi-polar chart can be used in a range of surveys to find out what people think about e.g. aspects of where they live. The tally system is useful when carrying out traffic counts. 8.

9. A label just names something – an annotation explains what it is/gives more detail. 10. NB. Answer is the labels, not annotations.

Headland

Steep cliff

Sandy beach Breaking waves

Large rocks and boulders

11. A description says what something is like or where it is found. An explanation gives more detail, e.g. how it was formed/what has happened.

12 A case study is a real or actual example of different places and types of physical and human geography. Having studied what hurricanes are and how they develop, Hurricane Katrina in the USA is an example of a case study = about a specific hurricane and its effects.

CHAPTER 2 Page 61 What do you know about Europe and the EU?

A. Europe 1. It has been home to many important influential cultures and peoples throughout history, e.g. the Greeks, Romans and Ottoman Turks. The empires they created helped develop what we call ‘Western civilisation’ whose politics, education, arts and sciences have had global impacts. 2. Europe is a peninsula continent, bordered on three sides by water – The Arctic Ocean to the north; Atlantic Ocean to the west and Mediterranean Sea to the south. In the east, the Urals and Caucasus Mountains form a land border with Asia. 3. Latitude, altitude and distance from the sea. 4. (i) Few people living in an area – usually less than 50 per km2. (ii) Many people living in an area – often several hundred per km2. 5. Where two or more cities or urban areas join together to form one large urban area. The Randstad in the Netherlands is a good example. 6. Most border changes in Europe have occurred as the result of invasions, wars or changing policies and alliances between countries and empires. The two World Wars of the 20th century have been a major cause of changes. 7. The fall of the Berlin Wall, the subsequent reunification of East and West Germany and the break-up of the Soviet Union have had a major impact on Europe since 1989. The break-up of Yugoslavia after years of fighting has created many new countries. Czechoslovakia has split into two. Many former communist countries have adopted market economies and joined the EU, changing the balance of Europe from the time of the Cold War between east and west.

B. The European Union 1. It was formed after WW2 to enable countries to work together, initially France and the FDR (former enemies), to combine their coal and steel production in a common market. Others– Belgium, Netherlands, Italy and Luxembourg –were then invited to join. 2. The same six countries involved in the ECSC (question 1): France, FDR, Belgium, Netherlands, Italy and Luxembourg. 3. The EEC was formed as a trading organisation – operating free trade between members working in a common market.

4. (i) 12. (ii) 27. 5. Most western European countries are already members. Many eastern European countries now have market economies, are no longer communist states and want to be members of the EU. 6. Advantages: easier for businesses, industry and tourists as can all use the euro. Disadvantages: must work to common rules – cannot devalue if in economic difficulties e.g. Greece. 7. It is the main EU decision-making institution responsible for foreign policy, justice, security, defence, legislation and the budget. It has one minister from each EU member country. 8. • Reduce greenhouse gas emissions by 20% (in relation to 1990 levels). • Increase the share of renewable energy to 20%. • Ensure that 10% of all fuel used in vehicles is renewable. • Improve energy efficiency by 20%. 9. Competition – especially in goods and services – from newly industrialised nations, e.g. the BRICS. 10.

CHAPTER 2 Page 75 What do you know about EU countries?

A. Energy in the Netherlands 1. It currently gets over 80% of its energy from gas and coal (fossil fuels which are non-renewable/ finite). Fossil fuels create greenhouse gases, and the Netherlands is looking to greater use of cleaner, renewable energy sources. 2. The Netherlands has large reserves of natural gas in its gas fields, mainly under the North Sea but also under the mainland. It is the leading producer of gas in the EU. 3. A resource which is limited in amount. Fossil fuels like oil, coal and gas are finite resources. They cannot be replaced, so will eventually run out/be used up. 4. It does not produce greenhouse gases. 5. They are cheaper to construct and maintain than offshore wind farms and do not affect shipping. 6. May include: • Needs wind speeds of between 15–50 kph to generate energy • Can be noisy, especially in large groups • Cause visual pollution/spoil scenic areas of countryside • May be a hazard for birds and shipping • Often expensive to build and maintain. 7. From organic matter or biomass – animal and plant matter/waste.

B. Tourism in the Mediterranean and Italy 1. • Many people have more holidays and leisure time. • Air travel has made it quicker to travel almost everywhere. • Package holidays have helped reduce costs.

3. In 2000, 135 million tourists visited. This made it a very important contributor to the economies of many countries. There are over 5 million jobs related in some way to tourism in the Mediterranean, providing over 7% of the region’s GDP. 4. Local people have been provided with jobs and an income for the region. The infrastructure has improved – both for tourists and local people, part of the multiplier effect. Tourists/hotels restaurants need to be supplied with food and services, providing income for people like farmers as well as jobs in tourism. 5. Jobs may only be available for part of the year, so people have to find other work out of season and may have to move somewhere else. 6. In winter, the snow attracts tourists for winter sports holidays. In other seasons tourists come for e.g. the scenery, for hiking/walking and climbing. 7. It has many physical and human attractions including mountain, coastal and volcanic scenery plus hundreds of historic and religious buildings and World Heritage Sites.

C. Poland’s borders and migrants 1. In 1634. In the 1770s, it was divided up between Austria, Prussia and Russia. 2. When people can no longer live in their own country – it may have been taken over or lost some of its land. This causes the displacement of many people. 3. (i) Access to the single market across the EU (ii) The ability to travel and work freely across the EU.

4. (i) High unemployment and inflation at home (ii) Jobs in the UK often better paid (iii) Money often sent back home to family. 5. Jobs which local people don’t want are filled. Wages paid are often relatively low. Taxes paid into the UK. 6. The Polish economy began to improve, with unemployment rates falling rapidly and wages improving. In the UK the recession meant fewer jobs were available and the pound was worth less than before when compared to the Polish currency. The Polish government also encouraged those with high skill levels to return.

CHAPTER 3 Page 95 What do you know about weather?

A. Weather 1. The Earth’s tilt and orbit around the Sun means that as you move away from the Equator, the weather changes and there are distinct seasons. In the northern hemisphere, in winter, the Sun is lower in the sky, so it is colder and there is less daylight. The opposite is true in summer when the Sun is much higher in the sky and it is much warmer with more daylight. 2. The higher the altitude above sea level, the colder it becomes. Rates vary, but in Western Europe, for every 150 metre rise, the temperature falls by 1oC. This means that even at the equator, if land is high enough, it will be cold enough to have snow on the ground all year. 3. Land and water heats up and cools down at different rates. Water cools up and cools down more slowly than land. During the day, places close to the sea are cooler than those inland – and vice versa. At night, they are warmer than places inland because water loses heat more slowly. Therefore, places close to the sea will have a lower temperature range than those inland. 4. STUDENT CHOICE but should include (in the same order) information from the labels from Figure 1, page 80 – but probably with some of them combined e.g. Figures 4 and 5. 5. A large block (mass) of air which can be stationary or move from place to place. They will have the characteristics of the place they move from e.g. an air mass moving south from the Arctic will be cold and moist. 6. The air travels across thousands of kilometres of warm ocean (Atlantic). 7. Warm air is lighter than the cold air ahead of it. The two do not mix together – instead the warm air rises above the cold air. As it rises it cools, condenses, forms clouds and falls as steady rain at the warm front. 8. An anticyclone. It brings hot, dry weather in summer and very cold weather and clear skies in winter. 9. Answers will vary in detail, but should list both traditional and digital methods and the instruments/equipment used, e.g. traditional weather station (Stevenson screen, rain gauge, anemometer, wind vane, thermometers etc.) v digital electronic recording/satellites etc. 10. Researches into weather and climate, sharing data with other meteorology organisations across the world, including the IPCC.

B. Extreme weather 1. Warm water above 27oC and low pressure.

2. High winds and flooding (via torrential rain or storm surges from the sea). (Rain can also cause landslides/mudslides). 3. They are very hard to predict as they form from thunderstorms and only last for a few minutes. 4. It is the central ‘eye’. This is completely still, calm air – compared to the very high wind speeds which surround it. 5. A range of consequences including: • Eighty per cent of the city was under floodwater • 1500 lost their lives • 50 levees were damaged and collapsed • One million people were displaced • Thousands lost their homes • Power was cut off • Floodwater became contaminated • Infrastructure was badly damaged • Businesses were destroyed and jobs lost. 6. They have the wealth, resources and expertise to forecast/predict certain natural disasters and evacuate people or take precautions to lessen its effects. They are able to rebuild afterwards. 7. The opposite pattern of weather occurs: Australia experiences high pressure and hotter, drier weather whilst South America experiences low pressure and colder, wetter weather. 8. The interval between El Niño events has been decreasing in recent years, whilst global temperatures have risen rapidly. 9. A major storm developed from a depression in the north west, coinciding with the high spring tide. 10. The water from the storm surge struck at night; there were no warnings given; the dykes could not cope with such a large surge of water. Few were aware what was happening – or how severe the problems were – so rescue was slow and hampered by a second wave of flooding the next day.

CHAPTER 3 Page 113 What do you know about climate?

A. World climates and biomes 1. Weather is what is happening in the atmosphere in any one place at any one time. Climate is the average weather for a place calculated over a 25–30 year period. 2. It gets colder as you move from low (Equator) to high (poles) latitudes. Students may use a range of locations to support this. 3. The climate in mountain areas is still influenced by latitude, but the altitude will determine exactly how different the climate of a specific mountain area differs from the surrounding region. 4. Consistently high temperature (above 25oC) all year. High precipitation levels with six very wet months of 200 mm or more, and a less wet six months between 100–200 mm. This must be a tropical climate. 5. Like hot deserts they are quite arid regions – with very little annual precipitation. 6. The characteristics of a transitional climate varies from one ‘end’ of its region to the other. A savanna climate has a hot, wet tropical rainforest on one end, and dry, arid desert at the other. 7. Hot desert. This is a type of cactus. It is perfectly adapted for arid regions, storing water in its thick, fleshy main stem and protected from animals by its prickles. 8. The type of climate is the major factor influencing what types of flora and fauna can live in a region. 9. Temperate because of its latitude – temperate regions are located between polar and tropical regions; maritime because the sea has a major influence on its climate.

B. Changing climates 1. Old paintings, drawings and illustrations; books/written work; tree rings; ice cores; Ice Ages; changes in solar activity; ocean currents; volcanic activity. 2. Volcanic eruptions release ash and dust into the atmosphere, reflecting sunlight back out into space and causing temperatures to fall, e.g. when Mount Pinatubo erupted in 1991, there was a slight drop in global temperatures until 1995. 3. They trap returning solar radiation, keeping the Earth warm. Without them, temperatures would be between 20–30oC lower.

4. Industrial processes and the burning of fossil fuels; vehicle and aircraft emissions; widespread deforestation and burning/clearing land/vegetation. 5. • Decaying vegetation and organic matter • Rice fields • Wetlands. 6.

Forests use up CO2, so the greater the forest area, the more CO2 is used and not released into the atmosphere. 7.

It could take between 50–100 years for the high levels of, e.g. CO2 already in the atmosphere to decrease to levels where it was no longer contributing to temperature increase. 8. Some areas may become too dry to farm – or lowland areas flooded by rising sea levels. Some areas, e.g. Greenland might gain as ice melts, allowing land to be cultivated. Warmer temperatures in, e.g. the Netherlands and UK would allow crops like citrus fruits to be grown. 9. If temperature rises by 1–2oC, rainfall may increase or, if totals remain the same, patterns may change and the rain which does fall could be in much heavier showers. More ‘warm weather’ crops could be grown outside. Rising sea levels will be a major threat to the country, with the need to raise and strengthen sea defences.

CHAPTER 4 Page 127 What do you know about the world’s water?

A. Distribution and access 1. (i) 97.5%. (ii) 2.5%. 2. Best method would be a divided bar graph e.g. ) % (

t n e c r e P

3. Clouds; snow and ice; lakes, rivers and oceans; underground in rocks/groundwater. 4. • Water is not evenly distributed across the world. • It costs money to provide clean water. • MDCs use more water, e.g. at home and in industry – up to 200 times more per capita than LDCs. • The world’s population is continuing to grow – the amount of water available per person is therefore decreasing. 5. Student choice from question 4 6. To halve world poverty by 2020.

7. Money has been spent on improvements in India and China, helped by their fast-growing industrial economies. Sub-Saharan Africa is still the poorest region in the world with little money to spend on developing infrastructure. 8. It contaminates water which causes widespread sickness and death, especially of children, from preventable conditions such as diarrhoea.

B. Water consumption 1. (i) USA, Spain, Guyana, Italy. (ii) Agriculture – a large consumer of water – is important in these countries. 2. May include: personal hygiene (washing, bathing, flushing toilets); leisure (gardening, etc.); cooking; domestic appliances (dishwashers, washing machines, etc.). 3. Las Vegas and Phoenix are in the desert state of Arizona. Most water comes from underground sources and is being consumed at a far faster rate than can be replenished/replaced = unsustainable. 4. (i) Graph A. (ii) Graph B. In Graph A, a smaller proportion is used for agriculture and more used for industry and in the home. Graph B has over 80% used for agriculture – an indication that these are low/middle income countries with economies heavily reliant on agriculture. 5. It enables a constant supply of water for crops when there are dry spells. It also provides water for crops grown in glasshouses where irrigation is essential. 6.

Type of How it works Efficiency (amount of water irrigation used)

Flood Whole (usually gently sloping) Inefficient – uses large quantities of fields are flooded by water water, much of which may be lost stored then released from via evaporation. irrigation ditches.

Sprinkler/boom Large sprinkler systems, often Fairly efficient – less water used on long booms and with wheels than in flood irrigations and to move them around to where sprinklers can be moved to where they are needed. they are needed.

Drip System of pipes with valves Efficient – valves can be opened or which can control the amount shut as required and supply of water released to each individual plants plant.

7. Virtual water is used in the processing or manufacturing, e.g. it cannot usually be seen. It may be used to dilute, clean or wash raw materials; for cooling; in other parts of the factory; transport; in each of the different components used to make the final product, e.g. 400 000 litres of virtual water to produce a small car; 2000 to make a T shirt. Student examples may vary. 8. It is used directly to turn turbines in order to generate hydro-electric power or produce wave/tidal energy. It is used to produce steam in thermal power stations powered by coal and oil. It is used as a coolant in nuclear power stations.

CHAPTER 4 Page 139 What do you know about water in the Netherlands?

A. Landscape, supply and reclamation 1. At that time a vast lowland area stretched from what is the Netherlands today across what is now the North Sea. As temperatures rose and more ice melted, sea levels also rose, separating the UK from the Netherlands and mainland Europe by the North Sea. This helped form the new landscape of the Netherlands both along its coast and inland. 2. The river delta in the south is formed where the rivers Meuse, Rhine and Scheldt enter the North Sea. As you travel north, an area of sand dunes stretches 120 km from the Hook of Holland. Further north are the West Frisian Islands, tidal lagoons and mud flats. 3. (iii) Small artificial hills. (iv) They were built as safe areas above the flood levels. 4. Its location on a major river delta on the western edge of mainland Europe has helped it develop its ports and industries. This location also encouraged expeditions by ship in the 16th and 17th centuries to the rest of the world, discovering new lands, resources and trading partners. This has continued to the present day following the Industrial Revolution in Western Europe, e.g. goods from the Ruhr in Germany exported via Rotterdam. 5. (i) As early as 1250 (in Delft), followed by hundreds more working together to try to solve common local problems. (ii) The management of water resources, flood control and the treatment of waste water in urban areas. 6. Flooding and changes in temperature and rainfall patterns. Action will be needed to safeguard the country’s water supplies from problems this may cause. 7. Student choice. Annotations should explain how the polder is created. 8. • To protect against North Sea flooding • Create polders to increase farmland and food security • Improve water management by creating the freshwater Lake Ijssel.

B. Flood protection 1. A shorter coastline is easier to protect and maintain via sea defences. 2. The floods of 1953.

3. • The coastline was shortened by 700 km. • New roads, tunnels and bridges were built, linking to previously isolated areas like Zeeland. • The movement of water in and out of the area could be controlled. • More freshwater was available. • New nature reserves and recreation areas were created. 4. If the water level in dykes is too high, it can seep into the polders and the land can become waterlogged. 5. Fences stop people walking on the dunes and eroding them Wind blows from the sea

Sand from the beach blows inland

Sand piles up at back Marram grass is of beach planted – roots stabilize the sand and stop it blowing inland

6. Silt builds up on the river bed, decreasing the volume of water that the river channel can hold. 7. • New river channel adjacent to existing one, so excess water can be diverted and held when necessary • New dykes to contain increased water levels.

CHAPTER 4 Page 151 What do you know about coping for the future?

A. Not enough water 1. (i) Increasing population; increased industrialisation. (ii) Depletion of underground stores faster than replenishment rates; changing weather patterns via climate change; retreating glaciers mean less water released into rivers each spring. 2. Mainly because of increased industrial and personal use in LDCs as their economies grow. 3. • 50–100 litres of water available per person per day • Water source no further than 1000 metres from home • Water costs no more than 3% of household income • Collection time for water not more than 30 minutes 4. (i) One which flows through two countries or more. (ii) If one country alters the flow e.g. builds a dam, it can adversely impact another, especially downstream. 5. They built a large new dam (the Ataturk) on the Euphrates, reducing the amount of water flowing into Syria. 6. (i) An aquifer is a rock which holds or stores water underground, e.g. chalk. (ii) Rainfall. 7. Israel controls access to the water.

B. Too much water 1. Annual flooding deposits silt on the flood plain. This provides/replaces nutrients which help make the soil fertile for farming. Millions of people living on the lowlands around the River Indus in Pakistan rely if farming to make a living. 2. The monsoon brought twice the normal amount of rainfall in a short time period. 3. (i) So many people with so many needs. (ii) As a LDC, there is little money available to spend on improving flood control or infrastructure. Frequent floods mean any improvement can be wiped out by the next big flood. 4. (i) It will not allow water to sink into it or pass through it. (ii) It will remain on the surface causing flooding or run off quickly into the drainage system which could then overflow if there is too much at any one time.

5. Water plazas, green roofs and multifunctional facilities. 6. Green roofs. Flat roofs are used to grow plants and grass. The vegetation provides extra permeable surfaces and intercepts rainfall, acting as temporary stores and slowing down the rate at which it reaches ground. 7. It is a major city in a MDC. It has the expertise to plan and create solutions and the finances, resources and technology to put these into place.