Paper 1 Flashcards The Physical Environment

______Main UK rock types

There are 3 main types of rock in the UK - igneous -sedimentary -metamorphic basalt chalk marble

Igneous rock is made from cooling lava. It is hard and made of crystals.

Sedimentary rock is made from squashed sediment (mud). It is soft and can sometimes contain fossils.

Metamorphic rock is made when igneous or sedimentary rock is squashed or heated for a very long time. It is hard and made of crystals. Paper 1: Physical Environment

• 1 hour and 30 minutes • 94 marks

Unit 1 Unit 2 Unit 3 Topics Rocks Climate change Ecosystems UK climate Tropical Rivers Tropical cyclones rainforests Droughts Deciduous woodlands Any case studies? No Hurricane Sandy: Cuba Amazon Rainforest Hurricane Sandy: USA Epping Forest Drought: Namibia Drought: California, USA Main UK rock types

1) State 1 type of rock found in the UK. (1 mark) 2) State 1 characteristic of igneous rock (1 mark) 3) State 1 characteristic of metamorphic rock (1 mark) 4) Name 1 sedimentary rock (1 mark) 5) Describe the formation of sedimentary rock (2 marks)

8 markers None for this section of the exam Upland and lowland landscapes

Upland landscapes are mountains. They are usually made of igneous rock that has not been worn away.

Lowland landscapes are flat. They are usually made of sedimentary rock that has been worn away.

If upland areas are made from igneous rock, it proves there were once volcanoes in the UK. They are not active anymore – luckily for us! Physical processes

Physical processes are the things nature does that shape the land.

Example of physical processes are erosion, deposition and weathering – Geographers are physical process experts!

Erosion and weathering wear the land away. They make steep landscapes like valleys.

Deposition builds the land up, making landscapes like . Upland and lowland landscapes

1) State 1 characteristic of upland landscape (1 mark) 2) Explain why upland areas are usually made (2 marks) from igneous rock 3) State 1 piece of evidence for the UK’s tectonic (1 mark) past (1 mark) 4) State 1 characteristic of lowland landscape (1 mark) 5) Explain why lowland areas are usually made (2 marks) from sedimentary rock.

8 markers None for this section of the exam Physical processes

1) Define ‘physical process’ (1 mark) 2) State 1 physical process (1 mark) 3) State 1 impact of weathering on the landscape (1 mark) 4) Weathering is one example of a physical process. (1 mark) State 1 more physical process.

8 markers None for this section of the exam Human activity

Human processes are the things people do to change the landscape.

There are loads of things we do every day that affect the landscape.

Building new houses → Causes deforestation and flooding Driving cars → Causes pollution and climate change Farming → Causes deforestation and animals lose their habitat

These are just a few examples – I bet you can think of lots more! Physical processes at the (1) The coast is where the sea meets the land. Lots of physical processes happen here.

Erosion Weathering

When the land is worn away by When the land is worn away by something still. something moving. Biological – when living things break the rock Abrasion – rubbing against the apart eg: Rabbits burrow in the rock cliffs Solution – dissolved by chemicals Chemical – when chemicals dissolve the rock Hydraulic action – air burst the away eg: Acid rain rock apart Attrition – two rocks hit together Mechanical – when hot or cold temperature break the rock apart eg: Freeze-thaw weathering Human activity

1) Define ‘human process’ (1 mark) 2) State 1 human process (1 mark) 3) State 1 impact of human activity on the (1 mark) landscape 4) Explain 1 impact of farming on the landscape (2 marks) 5) Explain how 1 human activity affects the (2 marks) landscape

8 markers None for this section of the exam Physical processes at the coast (1)

1) Define ‘erosion’ (1 mark) 2) State 1 type of erosion (1 mark) 3) State 1 type of weathering (1 mark) 4) State 1 type of chemical weathering (1 mark) 5) Explain how 1 type of weathering affects (2 marks) the landscape 6) Explain how chemical weathering affects (2 marks) the landscape

8 markers None for this section of the exam Physical processes at the coast (2)

Not all physical process at the coast wear the land away. Some build it up to make beautiful beaches.

Deposition is mainly controlled by – the zig-zag movement of along the by the waves.

When waves transport material, there are 4 ways this can happen. - traction (rolling) -saltation (bouncing) - solution (dissolved in water) -suspension (floating) Rocks at the coast

Depending on which rocks you get at the coast, this will create different features.

If all the rock is the same, the If there are stripes of hard and soft coastline will be in a neat line. rock, you will get and This is called a concordant bays. This is called a . coastline. Physical processes at the coast (2)

1) State 1 type of transport that occurs at (1 mark) Identify 1 feature that deposition creates (1 mark) at the coast 2) Write a definition for longshore drift (1 mark) 3) Describe how sediment is transported along (2 marks) the coast

8 markers None for this part of the course Rocks at the coast

1) Write a definition of (1 mark) 2) Identify 1 feature of discordant coastlines (1 mark) 3) Explain the difference between concordant (2 marks) and discordant coastline 4) Explain how rock type affects the formation (2 marks) of headlands

8 markers Examine the physical processes that cause the (8 marks) formation of headlands and bays in Figure 2. Weather and climate at the coast

In the UK, weather at the coast is often windy. Mostly, the wind comes from the South East. This is the prevailing wind direction.

When the weather is wet and windy, erosion speeds up. This means erosion is fastest in winter. Climate change is making storms in the winter even worse, so erosion will get worse, too.

Strong wind makes destructive waves. These are big and have lots of energy – they erode the coast very quickly. Weak wind makes constructive waves. These are small and have less energy – they deposit sand on the beaches. Erosion at the coast

Erosion at the coast can create some pretty impressive scenery.

Wave cut platform Cave-arch--stump

This is a long strip of rock at These are features of the coastline the bottom of a . that are often found together.

1) Waves hit the cliff. 1) Waves erode a crack in the cliff 2) Waves erode a little hole into a cave. 3) The hole gets bigger and the 2) The back of the cave is eroded cliff gets weaker. to make an arch 4) The cliff falls down - you could swim through this. 5) At the bottom of the cliff, 3) The arch falls down and makes there is a flat bit of rock a stack. where its base used to be. 4) The stack falls down and makes a stump. Weather and climate at the coast

1) State the prevailing wind direction in the UK. (1 mark) 2) State 1 characteristic of constructive waves. (1 mark) 3) Explain how destructive waves affect the rate (2 marks) of erosion. 4) Explain why the rate of erosion is fastest in (2 marks) winter. 5) Explain 1 way climate change will affect the (2 marks) UK’s coastline.

8 markers None for this part of the course Erosion at the coast

1) Identify 1 feature of the coast which was formed (1 mark) by erosion. 2) Explain how erosion creates a wave cut platform. (3 marks) 3) Explain how a stack is created by erosion (3 marks)

8 markers Examine the physical processes that control the (8 marks) formation of the wave cut platform in Figure 1. Examine the physical processes that control the (8 marks) formation of the stack in Figure 2. Deposition at the coast

Deposition at the coast makes sandy features like big beaches.

Spits

This is a long strip of sand that sticks out from the coast.

1) Longshore drift carries sand in a zig- zag along the coast. 2) When the coastline changes direction, longshore drift carries on. Bars 3) Sand gets put down in the sea. 4) The sand builds up, making a If a spit carries on growing all the way that sticks out. across a gap, it makes a bar. 5) A forms behind the spit - this is a boggy, smelly bit of muddy Any water trapped behind it is called a land. . Human activity at the coast

The coast is a very popular place to live. There are many jobs there in tourism and in fishing.

Erosion at the coast is threatening peoples’ homes and businesses. As homes fall into the sea, the value of houses is going down. People are also losing their businesses.

As land falls into the sea, we call this coastal recession.

Climate change is causing bad winter storms, causing flooding. This is damaging homes and businesses, as well as blocking off roads. In the future, this will get worse – especially if sea levels rise. Deposition at the coast

1) Identify 1 feature of the coast which was formed (1 mark) by deposition. 2) Write a definition for a spit. (1 mark) 3) Explain how deposition creates a spit (3 marks) 4) Explain how a bar is created by deposition (3 marks)

8 markers Examine the physical processes that control the (8 marks) formation of the spit in Figure 1. Examine the physical processes that control the (8 marks) formation of the bar in Figure 2. Human activity at the coast

1) State 1 impact of erosion at the coast. (1 mark) 2) Write a definition for coastal recession. (1 mark) 3) Explain 1 reason for increased rate of erosion (2 marks) at the coast. 4) Explain 1 economic impact of erosion at the (2 marks) coast. 5) Explain 1 social impact of erosion at the coast (2 marks)

8 markers Any 8 mark questions in this section of the exam will use a figure. Managing the coast saves lives!

Managing the coast means protecting the people that live there from erosion and flooding.

We can do this through hard or soft engineering. Hard engineering is working against nature. Soft engineering is working with nature. Hard What? + - Soft What? + - Fences going Slow down Ugly Managed Leaving Cheap You have to into the sea erosion retreat the land pay quickly. to flood. compensation Sea A wall at the Work Ugly and to people wall top of the straight expensive Off- A wall Protect Very expensive beach away reefs built a s the Rip-rap Rocks made Work Ugly and few land into a wall at straight expensive. metres the top of the away. into the beach sea. Parts of the river

Rivers are long and winding channels of water that carry water from the mountains to the sea. Each part of it has a name that you need to know.

Tributary: A small Source: Where river that joins the river starts onto a bigger one

Confluence: A place Drainage basin: where two rivers All the land join together around the river.

Watershed: An imaginary line Mouth: Where the around the edge of river ends the river system Managing the coast

1) State 1 method of soft engineering at the coast (1 mark) 2) Write a definition for hard engineering (1 mark)

8 markers Examine the coastal management strategies in (8 marks) Figure 1. Distance from sea wall to ocean: 50m

Figure 1

Average house price: £400 000 Parts of the river

1) Write a definition for the source (1 mark) 2) Write a definition for a tributary (1 mark) 3) Write a definition for the watershed (1 mark) 4) Write a definition for the drainage basin (1 mark) 5) Explain the difference between a tributary and a (2 marks) confluence

8 markers None for this part of the course River valley changes

As the river goes from the source (start) to the mouth (end), it changes a lot. We investigated these changes in your paper 3 fieldwork – hello!

Shallow → Deep Narrow → Wide Slow (low velocity) → Fast (high velocity) Big rocks → Small particles

Most of these changes happen because the river has had chance to erode a big, smooth for itself. It flows faster in there, and it has broken up all the rocks. Weather and climate at the river

It is very rainy in the upper course, because this is usually in the mountains.

Lots of rainfall increases the risk of flooding. This will increase the river’s discharge.

When the river’s discharge is high, it has more energy. In a flood, rates of erosion are very fast. The river can also carry more rocks and stones.

The more rainy it is, the worse the chance of flooding because the soil cannot store any more water. Instead, most of the rain will go straight to the river. River valley changes

1) State 1 characteristic of the river in the upper course (1 mark) 2) State 1 characteristic of the river in the lower course (1 mark) 3) Explain why the channel is deeper in the lower course (2 marks) 4) Explain why the river flows faster in the lower course (2 marks)

8 markers Examine the changes to this river as it flows from the source to the mouth. Weather and climate at the river

1) State 1 characteristic of weather in the upper course (1 mark) 2) Explain how weather affects the river’s discharge. (2 marks) 3) Explain how weather affects the rate of erosion (2 marks) 4) Explain why rainy weather increases the risk of (2 marks) flooding 5) Explain one impact of climate change on rivers (2 marks)

8 markers None for this part of the course Features of the upper course The upper course is in the mountains. The land is steep and very few people live there.

The two main features you need to know are V-shaped valley and waterfall. They are both made by erosion.

Waterfall

1) Water flows over a ledge of hard rock. 2) It erodes the soft rock underneath. V-shaped valley 3) The hard rock on top now sticks out. 1) The river winds around the 4) The hard rock collapses rocks. 5) The waterfall retreats 2) It cuts out a V shape by upstream. erosion as it goes. Features of the middle course In the middle course, the land is flatter and you would find more towns and farms. The river starts to turn in big corners, making meanders and oxbow lakes. Ox-bow lake

1) Two meanders erode back to back. 2) The outside bends meet and Meander join together, usually when the river floods. 1) Water flows quickly on the outside bend, 3) The river flows through the causing erosion. shortcut. 2) The outside bend becomes deeper and 4) Rocks and sediment is higher – a river cliff. deposited to block off the 3) Water flows slowly on the inside bend, old loop. causing deposition. 5) This is the oxbow lake. 4) The inside bend becomes shallower and Eventually it will dry up. you get a river beach (point bar) Features of the upper course

1) State 1 characteristic of the upper course (1 mark) 2) Explain why the river in the upper course is shallow (2 marks) 3) Explain how a V shaped valley forms (3 marks) 4) Explain how a waterfall forms (3 marks)

8 markers Hard rock: Examine the physical processes Whinsill involved in the formation of the Soft rock: waterfall in Figure 1. Limestone

Height of waterfall: 70m Features of the middle course

1) State 1 characteristic of the middle course (1 mark) 2) Explain why the river in the middle course is wider (2 marks) 3) Explain how a river cliff forms (3 marks) 4) Explain how a point bar/river beach forms (3 marks)

8 markers Examine the physical processes N involved in the formation of the oxbow lake in Figure 1. Features of the lower course

In the lower course, the river is in the final part of its journey to the sea. The river is wide, deep and fast flowing. Here you will find levees and a wide flood plain – both are made by deposition.

Levees A ridge on the river bank, showing where it has been built up by flooding. Flood plain 1) The river floods. The flat area of land surrounding the river. 2) The river dumps its rocks and 1) The river does big meanders. stones on the flood plain. 2) As it meanders, it flattens the land out, 3) Biggest stones get put down first creating a flood plain. because they are heavy. 3) The floodplain gets smoothed over when the 4) This makes a ridge on the top of river floods – loads of mud gets dumped on the river bank – the levee. it. Human impacts on rivers

People love living near rivers because they are so useful. They provide us with food, water for farming and water for drinking.

People take water out of the river for: -Drinking -Farming (irrigation) -Industry (factories)

People also make flooding more likely, even though we hate it. When we build roads, we use tarmac. Water cannot soak into tarmac like soil, so it runs quickly to the river. This makes flooding more likely. Features of the lower course

1) State 1 characteristic of the lower course (1 mark) 2) Identify 1 found in the lower course (1 mark) 3) State 1 physical process involved in the formation (1 mark) of a levee 4) Explain how a flood plain forms (3 marks)

8 markers Examine the physical processes River width: involved in the formation of the 80m levee in Figure 1. Days of rain a year: 221 days Human impacts on rivers

1) State 1 human use of a river (1 mark) 2) State 1 economic use of a river (1 marks) 3) Explain 1 reason why people take water out of the (2 marks) river 4) Explain 1 way people damage rivers (2 marks) 5) Explain why urban areas are more likely to flood (3 marks)

8 markers Distance from trees to farm: Examine the impact of people 1km on this river system. Type of farming: Dairy cows and wheat Flooding

Flooding is unfortunately very common in the UK. It is most common in the winter, when rainfall is highest. Climate change will probably make it more common.

Causes of flooding are: - Heavy rain -Deforestation -Not much soil

Impacts of flooding can be extremely serious: -Death -Loss of homes/businesses -Damage to homes -Roads/trains disrupted -High cost of repair -Farmland is ruined River management River management saves lives!

We have to manage the risks of flooding to make it less likely it will damage people’s homes. We can do this through a mixture of hard and soft engineering.

Hard What? + - Build A big wall to Stores up Very Hard What? + - dams trap the water water so expensive in the river we can use Floodplain Colour-code Cheap Doesn’t behind it. it later zoning areas around help the river houses Channel Straighten out Water Just where it is built isation the river using flows away moves the safe to build in already concrete walls from problems the future. so it flows in a homes somewher straight line. quickly. e else. Washlands Leave some Makes a Less areas to flood home land to for birds build houses on. Flooding

1) State 1 cause of flooding (1 mark) 2) State 1 impact of flooding (1 mark) 3) State 1 economic impact of flooding (1 mark) 4) Explain how deforestation causes flooding (2 marks) 6) Explain one social impact of flooding (2 marks)

8 markers Examine the factors affecting London’s risk of flooding. River management

1) Write a definition for soft engineering (1 mark) 2) State 1 type of hard engineering (1 mark) 3) Explain 1 advantage of hard engineering (2 marks) 4) Explain 1 disadvantage of soft engineering (2 marks)

8 markers Examine the strategies used for Distance to river management in Figure 1 dam: 1km upstream

Population of city: 100 000

Figure 1 Weather and climate

Weather is what the atmosphere is like right now. It is what you see when you look out of the window. -cloudy -sunny -rainy -windy

Climate is the average weather in a place, calculated over 30 years. It tells us what weather types are most normal.

The main climate types are: Polar – cold and dry – eg: Iceland Temperate – quite warm, quite wet – eg: UK Arid - hot and dry – eg: Egypt Tropical – hot and wet – eg: Brazil Global Atmospheric Circulation

Most of the Sun’s heat energy is received at the Equator. The Sun’s energy here is direct and concentrated in a small area.

The heat then spreads out to other areas on Earth through 3 big cells of air.

Polar cell Where air rises: Water in the air condenses into clouds and Ferrel cell causes rain. You usually get rainforests or deciduous woodland.

Where air sinks: The air is dry so Hadley cell you usually get hot or cold deserts. Weather and climate

1) Write a definition for climate (1 mark) 2) State 1 major climate type (1 mark) 3) Write a definition for weather (1 mark) 4) State 1 characteristic of a temperate climate (1 mark) 5) State 2 characteristics of an arid climate (2 marks)

8 markers None for this section of the course Global Atmospheric Circulation

1) Identify the atmospheric cell labelled X on (1 mark) this diagram

X

2) Explain how heat moves from the Equator to (2 marks) the Poles 3) Explain why tropical rainforests are found at (3 marks) the Equator

8 markers None for this section of the course Ocean currents

Most of the Sun’s heat energy is received at the Equator. The Sun’s energy here is direct and concentrated in a small area.

The heat then spreads out through the ocean water to other parts of the Earth. This is called the thermohaline circulatory system.

Warm water: Flows on the surface of the ocean

Cool water: Sinks down to the bottom of the ocean. Usually at the North Pole. Ice Age/Warm Age

The last 2.6 million years is called the Quaternary Period. It is just the name for a really long Period of time.

Throughout this time, the Earth has switched between warm ages and ice ages. We call these interglacials (warm) and glacials (cold).

It proves that climate change has been happening for millions of years

There is lots of evidence for this, such as: - fossils -tree rings -historical record mammoths=cold narrow=cold diaries, paintings etc lions = warm wide = warm Ocean currents

1) Identify the direction cold water moves in (1 mark) 2) Describe the thermohaline circulatory system (2 marks) 3) Explain why water sinks at the North Pole (2 marks) 4) Explain why it is hottest at the Equator (2 marks) 5) Explain how heat moves through the oceans (2 marks)

8 markers None for this section of the course Ice Age/Warm Age

1) State 1 characteristic of a glacial period. (1 mark) 2) Write a definition of an interglacial. (1 mark) 3) State 1 piece of evidence for past climate change (1 mark) 4) Explain how tree rings provide evidence for climate (2 marks) change 5) Explain how historical sources provide evidence for (2 marks) climate change

8 markers None for this section of the course Natural causes of climate change

Climate change has been happening since before humans. This means there has to be some natural causes.

1) Milankovitch cycles: When the Earth is sometimes closer or further away from the Sun. Earth is further away: Cooling Earth is closer: Warming

2) Solar variations: When the Sun is slightly hotter or colder than normal.

3) Volcanoes: When volcanoes erupt lots of ash into the air, blocking out the Sun’s energy. This causes cooling. Human causes of climate change

People cause climate change in 4 main ways - More cars -Burning fossil fuels eg: oil - More cows for meat -More factories.

These activities release greenhouse gases into the atmosphere. They form a layer in the atmosphere which trap the Sun’s heat inside the atmosphere.

This is called the enhanced greenhouse effect. It is a bit like putting more and more jumpers on.

We are changing the climate faster than ever before. Natural causes of climate change

1) State 1 natural cause of climate change (1 mark) 2) Explain how Milankovitch cycles cause climate (2 marks) change 3) Explain how variations in solar energy can affect (2 marks) the climate 4) Explain how volcanoes cause climate change (2 marks)

8 markers Assess the natural causes of climate change *Name them *Explain how they cause climate change *Assess how much climate change you think they could cause. Human causes of climate change

1) State 2 human activities that cause the greenhouse (2 marks) effect 2) Write a definition for the enhanced greenhouse effect (1 mark) 3) Explain how driving cars causes the enhanced (2 marks) greenhouse effect 4) Explain how one human activity causes the enhanced (3 marks) greenhouse effect

8 markers Assess the human causes of climate change

Evaluate the human and natural causes of climate change *Explain 1 human and 1 natural cause *Say whether human or natural causes are more important Impacts of climate change Climate change is happening faster than ever before. It will cause serious problems for people in your life time.

1) Retreating glaciers – Glaciers are melting as the world warms up. This means people can’t get drinking water from them. Also it is causing sea level rise.

2) Sea level rise –This is causing serious flooding in low- lying countries like Bangladesh. Millions of people will have to migrate to new homes.

3) Crops don’t grow – Hotter temperatures mean crops can’t grow. This causes food shortages. Tropical cyclones

Tropical cyclones are spinning storms which form over warm oceans near the Equator. They are common in countries like Jamaica and Cuba.

They only form where the water is more than 27°C – otherwise there is not enough heat energy to start the storm.

They lose power when they reach land because there is no water to feed the clouds and no heat energy to power the storm.

Tropical cyclones cause extremely strong winds, heavy rain and flooding. Impacts of climate change

1) State 1 impact of climate change on people (1 mark) 2) State 1 impact of climate change on the environment (1 mark) 3) Explain 1 economic impact of climate change (2 marks) 4) Explain 1 social impact of climate change (2 marks)

8 markers Assess the impacts of climate change *Explain what they are *Say which is most serious and why Tropical cyclones

1) Write a definition of a tropical cyclone. (1 mark) 2) Describe the location of tropical cyclones. (1 mark) 3) Explain how tropical cyclones form. (2 marks) 4) Explain why tropical cyclones form over the ocean. (2 marks) 5) Explain why tropical cyclones cannot travel far inland (2 marks)

8 markers None for this section of the course Measuring a tropical cyclone

We measure a tropical cyclone on the Saffir- Simpson Scale. The higher the score, the more damage the cyclone causes.

Some countries are more at risk than others. Developing countries are likely to get more damage because: - They do not have money for storm shelters - People usually live in flimsy houses - They do not have time or equipment to evacuate people Hurricane Sandy: Cuba (2012)

Cuba is an in the Caribbean. It is a developing country. Hurricane Sandy hit Cuba in October 2012.

It caused: People responded by: - $2 billion of damage - Using charity shelters provided - 17 000 homes destroyed by the UN - Banana crops were destroyed - 25 000 families got clean water - Beaches were washed away /kitchen kits from the Red Cross - Hotels were washed away - The government got $5 million in aid from the UN - Rebuilding their own homes Measuring a tropical cyclone

1) State the name of the scale used to measure (1 mark) tropical cyclones. 2) Identify whether a Category 5 storm is strong or (1 mark) weak. 3) State 2 factors which affect the amount of damage (2 marks) a tropical cyclone will cause. 4) Explain one reason why tropical cyclones cause more (2 marks) damage in developing countries. 5) Explain one reason why tropical cyclones cause less (2 marks) damage in developed countries.

8 markers None for this section of the course Hurricane Sandy: Cuba (2012)

1) State 1 impact of a tropical cyclone in a developing (1 mark) country. 2) Explain 1 social impact of a tropical cyclones in a (3 marks) developing country. 3) Explain 1 response to a tropical cyclone in a (3 marks) developing country you have studied.

8 markers Evaluate the impacts of a tropical cyclone in one developing country you have studied.

Assess the responses to a tropical cyclone in one developing country you have studied. Hurricane Sandy: USA (2012)

The USA is a developed country. Hurricane Sandy hit in October 2012, along the East coast – including New York City!

It caused: People responded by: - $19 billion of damage in New - Using insurance money to York rebuild homes -650 000 homes destroyed - Getting help from charities - Sewage was washed into rivers just for one night - Salty water got into fresh water -Spending money on repairing habitats for animals habitats for animals like crabs - The US government used $60billion of their own money Drought

A drought is when there is much less water than usual. Not all hot countries are in a drought – so long as they have enough water.

Drought have many causes. Some are natural, and some are caused by people. - Hot weather -Climate change -Wasting water - Watering crops - Not a lot of rain -Deforestation

Droughts can have very serious impacts including: -Death -Forcing people to drink dirty water -Crops/ farm animals die -Hunger Hurricane Sandy: USA (2012)

1) State 1 impact of a tropical cyclone in a developed (1 mark) country. 2) Explain 1 environmental impact of a tropical cyclone (3 marks) in a developed country. 3) Explain 1 response to a tropical cyclone in a (3 marks) developed country you have studied.

8 markers Evaluate the impacts of a tropical cyclone in one developed country you have studied.

Assess the responses to a tropical cyclone in one developed country you have studied. Drought

1) State 1 characteristic of a drought (1 mark) 2) Write a definition for ‘drought’ (1 mark) 3) State 1 natural cause of drought (1 mark) 4) Explain 1 human cause of drought (3 marks) 5) State 1 impact of drought (1 mark) 6) Explain 1 economic impact of drought (3 marks)

8 markers Assess the natural and human causes of drought Drought in Namibia (2013)

Namibia is a developing country in Southern Africa. The drought in 2013 was the worst in 30 years.

It caused: People responded by: - 800 000 people did not have - Algeria gave $1million of food enough food - The government promised to - 2/3 children had stunted use $13million to help people growth - People got small compensation -People had to leave their for their cows villages to look for water -Cows and crops died Drought in California, USA (2014-) California is a state in South Western USA. It is part of a developed country. It has been in a drought since 2014.

+6% It caused: People responded by: - Price of fruits and vegetables -The government gave $180million went up by 6% to help farmers - 17 000 farmers lost their jobs -The government made people be - Not enough water for golf fined for watering their gardens courses - Rescuing fish from rivers that - You didn’t get free tap water were drying up and taking them in restaurants any more to deeper water. Drought in Namibia (2013)

1) State 1 impact of drought in a developing country (1 mark) 2) Explain 1 social impact of drought in a developing (3 marks) country 3) Explain 1 way developing countries respond to (3 marks) drought.

8 markers Evaluate the impacts of drought in one developing country you have studied.

Assess the responses to drought in one developing country you have studied. Drought in California, USA (2014-)

1) State 1 impact of drought in a developed country. (1 mark) 2) Explain 1 environmental impact of a drought in a (3 marks) developed country. 3) Explain 1 response to drought in a developed country (3 marks) you have studied.

8 markers Evaluate the impacts of drought in one developed country you have studied.

Assess the responses to drought in one developed country you have studied. Ecosystems

An ecosystem is a group of plants and animals and the environment they live in. There are so many different ecosystems. Here are a few of the most important.

Cold Tundra Canada Not much rain Polar bears Deciduous Mild Woodland UK Lots of rain Foxes Hot ? Desert Egypt Not much rain Camels Tropical Hot rainforest Brazil Lots of rain Monkeys People and the biosphere

The living part of the world is called the biosphere. We rely on the biosphere to give us all sorts of things, from medicines to food.

Foods – cocoa Medicines – quinine for malaria Materials – rubber Building materials – wood

However, we really are not looking after the biosphere are much as we should. It is being damaged by pollution and deforestation. We are adding chemicals to rivers and the soil.

We are exploiting the biosphere – taking what it gives us, and not looking after it. This is unsustainable as we can’t do it for much longer. Ecosystems

1) Write a definition of an ecosystem (1 mark) 2) Identify 1 location in which you would find a tropical (1 mark) rainforest ecosystems 3) State 2 characteristics of a tundra ecosystem (2 marks) 4) State 2 characteristics of a desert ecosystem (2 marks)

8 markers None for this section of the course People and the biosphere

1) Write a definition of the term ‘biosphere’. (1 mark) 2) State 2 materials people get from the biosphere. (2 marks) 3) Explain one way in which people use the biosphere. (2 marks) 4) Describe one way people are damaging the biosphere (2 marks) 5) Explain one way people are exploiting the biosphere (3 marks)

8 markers None for this section of the course The UK’s ecosystems The UK has 4 main ecosystems. Wetland: Flat, wet ground Eg: East Anglia Moorland: High up, rainy Eg: Yorkshire Moors

Deciduous woodland: Rainy, many Heath: Dry, trees grasses Eg: Epping Eg: Cornwall Forest

You need to know their names and a basic description of each. The UK’s marine ecosystems

In the UK, we rely on the ocean to provide us with plenty of fish. We use this fish for eating and for trade. It also provides lots of people with jobs in the fishing industry.

There are lots of problems with how we use our marine ecosystems.

1) Overfishing – taking too many fish so the population can’t recover. Eventually, some species will die out.

2) Pollution – too much plastic litter ends up in the ocean, killing birds and other animals that eat it. The UK’s ecosystems

1) State the type of ecosystem shown in Figure 1. (1 mark)

2) State 1 characteristic of a wetland ecosystem. (1 mark) 3) State 2 characteristics of a forest ecosystem. (1 mark) 4) State 1 abiotic characteristic of a heath ecosystem. (1 mark) 5) State 1 biotic characteristic of a moorland ecosystem. (1 mark)

8 markers None for this section of the course The UK’s marine ecosystems

1) State 1 way in which people in the UK use the marine (1 mark) ecosystem 2) State 1 way in which people in the UK impact the (1 mark) marine ecosystem. 3) Explain how overfishing damages the marine (2 marks) ecosystem 4) Explain how one human activity impacts the marine (3 marks) ecosystem

8 markers None for this section of the course The Tropical Rainforest (1)

The tropical rainforest is an extremely rainy ecosystem. It is hot all year round – usually around 30°C. Because it is hot, wet and sunny, plants and trees love to grow here.

The tropical rainforest has high biodiversity – lots of different species of plants and animals live there. There are plenty of Abiotic features Biotic features plants and trees to eat, and (non living things) (living things) plenty of different places to Lots of rain Many species of make a home. Hot all year round plants Soil is poor Many species of animals The Tropical Rainforest (2)

In the rainforest, nutrients travel around between the soil, living things and the leaf litter. This is called the nutrient cycle.

We always draw the nutrient cycle with circles – like this. Why? Leaf litter Leaves fall off Big biomass circle? the tree Biomass There are loads of trees in the rainforest.

Big arrow between soil and biomass? Dead leaves rot So many nutrients are being taken up and turn into by plants. soil Plants take up nutrients from the soil Small soil circle? Most nutrients get washed out by rain Soil The Tropical Rainforest (1)

1) State 1 biotic characteristic of the tropical rainforest (1 mark) 2) State 2 abiotic characteristics of the tropical (2 marks) rainforest 3) Describe the location of tropical rainforests (2 marks) 4) Explain why tropical rainforests are located along the (2 marks) Equator 5) Explain why the tropical rainforest has high (2 marks) biodiversity

8 markers Evaluate the factors affecting the characteristics of the tropical rainforest. *Possible factors include sunlight, rainfall, nutrients, biodiversity The Tropical Rainforest (2)

1) Identify the part of the nutrient cycle labelled X (1 mark) X

2) Explain why the biomass store in the tropical (2 marks) rainforest is so large. 3) Explain how nutrients move between the biomass (2 marks) and the soil. 4) Explain why the soil store in the tropical rainforest is (2 marks) so small.

8 markers None for this section of the course Adaptations to the rainforest

Plants and animals have to be well adapted to the rainforest – otherwise they would not be able to compete for food. We need to know how they do this. Strong arms: To move around in Buttress roots: To high trees prop up very tall eg: monkeys trees

Long beaks: To Waxy leaves: So drink nectar from rainwater drops flowers straight off the eg: hummingbird leaves Camouflage: To sneak up on prey eg: jaguar People and the rainforest

People get lots of resources from the rainforest. We call these goods and services. The rainforest provides us with lots of things we use every single day.

Goods Services People are also causing Things we get Things the forest does climate change which • Cocoa • Taking CO2 out of threatens the rainforest. • Bananas the atmosphere • Quinine – for • Providing a location malaria tablets for tourism As temperatures warm • Wood up, forest fires get more common – burning all the resources we need! Adaptations to the rainforest

1) State 1 adaptations of plants to the tropical rainforest. (1 mark) 2) State 1 adaptation of animals to the tropical rainforest. (1 mark) 3) Explain how buttress roots help plants survive in the (2 marks) tropical rainforest. 4) Explain 2 ways in which animals are adapted to the (4 marks) tropical rainforest.

8 markers Evaluate the ways in which plants and animals are adapted to the tropical rainforest. People and the rainforest

1) State 1 service provided by the tropical rainforest. (1 mark) 2) State 1 example of goods provided by the tropical (1 mark) rainforest 3) Explain 1 way the tropical rainforest supports (2 marks) economic activity. 4) Explain 1 impact of climate change on the tropical (2 marks) rainforest

8 markers Evaluate the ways that humans use the tropical rainforest. *What is good? *What is bad? Causes of deforestation in the Amazon The Amazon rainforest is in Northern Brazil. It is on the Equator. Deforestation – cutting down trees – is having a big effect on the Amazon rainforest. It is happening for 3 reasons.

1) Farming – Trees are cut down to make space for cows. These farms are called cattle ranches.

2) Gold mining – Trees are cut down to make space for gold mines. This often pollutes the soil with chemicals.

3) Building new towns – Trees are cut down to make space for houses. Many people are move there for work. Stopping deforestation in the Amazon. It is very important to try to slow down deforestation in the Amazon. There are 3 main ways people in Brazil do this.

1) Make a land registry. This is a list of who own which parts of the forest. People that cut down too much of it will get fined. 2) Make responsibly cut down trees worth more. Businesses that replant the trees they cut down can charge more for it. 3) Eco-tourism Encourage people to go on holiday in the rainforest. Small hotels are built that employ local people. This proves the forest is worth more for its beauty. Causes of deforestation in the Amazon 1) State 1 cause of deforestation in the Amazon. (1 mark) 2) State 1 economic cause of deforestation in the (1 mark) Amazon 3) Explain 1 cause of deforestation in the Amazon. (2 marks) 4) Explain how resource extraction causes deforestation (3 marks) in the Amazon.

8 markers Assess the causes of deforestation in one tropical rainforest you have studied. *What are the causes? *Why do people do them? *Which are most important? Why? Stopping deforestation in the Amazon. 1) State 1 way to prevent deforestation (1 mark) 2) Explain how ecotourism supports sustainable forest (2 marks) management in the Amazon. 3) Explain 1 strategy to support sustainable forest (3 marks) management in the tropical rainforest.

8 markers Evaluate the strategies to prevent deforestation in one rainforest area you have studied. *How do people stop deforestation? *What works well about this? What does not? *Which is best? Why? The deciduous woodland (1)

Deciduous woodland is found in rainy countries. It is not too hot, and not to cold.

Deciduous means that in the spring and summer, leaves grow. Then in the winter, they die and fall off the tree.

Deciduous woodland have lower biodiversity than tropical Abiotic features Biotic features rainforest. This is because in the (non living things) (living things) winter, there is not a lot of Lots of rain Leaves die in the food. Mild winters winter Warm summers Animals often Fertile soil hibernate in winter The deciduous woodland (2)

In the deciduous woodland, nutrients travel around between the soil, living things and the leaf litter. This is called the nutrient cycle.

The size of all the circles and arrows tells us about the nutrients.

Big biomass circle? Why? Leaf litter Leaves fall off the tree Biomass There are loads of trees in the rainforest.

Big arrow between leaf litter and soil Leaves rot into the soil quickly Dead leaves rot and turn into soil Plants take up Bigger soil circle? nutrients from the soil Falling leaves provide loads of Soil nutrients to the soil – lots more than the rainforest. The deciduous woodland (1)

1) State 1 biotic characteristic of deciduous woodland (1 mark) 2) State 2 abiotic characteristics of deciduous (2 marks) woodland 3) Describe the climate in deciduous woodland (2 marks) 4) Explain why deciduous woodland has medium (2 marks) biodiversity

8 markers Evaluate the factors affecting the characteristics of deciduous woodland *Possible factors include sunlight, rainfall, nutrients, biodiversity *How does each affect the deciduous woodland? *Which matter most? The deciduous woodland (2)

1) Identify the part of the nutrient cycle labelled X (1 mark) X

2) Explain how nutrients move between the soil and (2 marks) biomass. 3) Explain how nutrients move between the leaf litter (2 marks) and the soil. 4) Explain why the soil store in the tropical rainforest is (2 marks) larger than tropical rainforests

8 markers None for this section of the course Adaptations to the deciduous woodland Plants and animals have to be well adapted to the deciduous woodland – otherwise they would not be able to compete for food. We need to know how they do this. Store food: So there is hidden Big leaves: To get food for winter more sunlight for eg: squirrels photosynthesis Migration: To move away when its cold in winter eg: nightingale

Leaves fall off in Hibernation: To go winter: So the tree to sleep through does not waste the cold in winter energy eg: hedgehogs People and the deciduous woodland People get lots of goods and services from the deciduous woodland. They are also managed by people to protect the wildlife in them.

Goods Services Things we get Things the forest does • Wood for building • Taking CO2 out of the • Wood for furniture atmosphere • Wood for fuel • Providing a location for People are also causing activities like Go Ape. climate change which makes • Providing a place for winter storms stronger. This people to enjoy nature blows trees down.

As winters get warmer, this means not all plants know when it is spring, and grow too early. Adaptations to the deciduous woodland

1) State 1 adaptation of plants to deciduous woodland. (1 mark) 2) State 1 adaptation of animals to deciduous woodland. (1 mark) 3) Explain how hibernation helps animals to survive in the (2 marks) deciduous woodland 4) Explain 2 ways plants are adapted to the deciduous (4 marks) woodland

8 markers Evaluate the ways in which plants and animals are adapted to the deciduous woodland People and the deciduous woodland 1) State 1 service provided by deciduous woodland. (1 mark) 2) State 1 example of goods provided by deciduous (1 mark) woodland 3) Explain 1 way deciduous woodland supports (2 marks) economic activity. 4) Explain 1 impact of climate change on deciduous (2 marks) woodland

8 markers Evaluate the ways that humans use the deciduous woodland. *What is good? *What is bad? Causes of deforestation in the UK

Deforestation is very controlled in the UK. It is not like in the Amazon. Deforestation has happened in the UK for 1000s of years. The reasons for this are:

1) Farming – Trees were cut down to make space for farms in the Middle Ages.

2) Getting timber– Trees are cut down to get the wood. This was used for building war ships and cathedrals.

3) Building new towns – Trees were cut down to make space for new towns and cities, and to build them. This mainly happened in the Industrial Revolution Sustainable management in Epping Forest Epping Forest is in North London. It is an ancient woodland – it has been there for 1000s of years. It is managed by people so it will still be there in another 1000 years.

Teach children about the forest at a Field Studies Centre: So they learn that the forest is important, and they should protect it. Pollarding: Giving the trees a haircut so they stay healthy and grow well. Put up road signs: So drivers know to watch out for deer on the road. Make footpaths and cycleways: So there are clearly marked places for people to go. They don’t damage the rest of the forest. Causes of deforestation in the UK

1) State 1 cause of deforestation in the UK . (1 mark) 2) State 1 economic cause of deforestation in the (1 mark) UK 3) Explain 1 cause of deforestation in the UK . (2 marks) 4) Explain how agriculture caused deforestation (3 marks) in the UK.

8 markers Assess the causes of deforestation in the UK’s deciduous woodland. *What are the causes? *Why did people do them? *Which are most important? Why? Sustainable management in Epping Forest 1) State 1 method of sustainable forest management (1 mark) in the UK 2) Describe the location of one deciduous woodland you (2 marks) have studied 3) Explain how education supports sustainable forest (2 marks) management 4) Explain one strategy for sustainable forest (3 marks) management in the deciduous woodland.

8 markers Evaluate the strategies used for sustainable forest management in one deciduous woodland you have studied. *What are the strategies? *What works well about them? What works less well?