GCSE Geography
Unit 1 Revision Guide- Exam Tips and Techniques
TOP TIPS:
1. The exam is 1hr 45 mins
2. There are 6 sections each worth 15 marks
3. Half the marks in each sections are skills based (graphs, maps, images etc)
4. Half the marks are for knowledge and communication (case study questions)
5. You should spend 15 minutes on each section, this will allow you enough time to check over your work at the end
6. Remember to use TRE to answer a graph question; Trend- increase, decrease or fluctuate, Rate- quickly, steadily or sporadically, Examples- include figures from the graph e.g. dates and amounts to show the pattern
7. Remember to use the PEE chain when answering 6 mark questions; Point- refer to what the question is asking, Example- case study facts and figures, Explanation- explain fully using words like ‘therefore’, ‘because’, ‘this leads to’ etc.
8. Remember to decode the question- pick out the command word (describe, explain, outline etc), then any key words e.g. LEDC, birth rates, river landforms etc. Make notes around the question of any key bits of information you remember.
9. Use the continuation sheets at the back of the paper if you run out of room. If you do this, make sure you write the name of the section and the question number e.g. Water- Q 1a)
10. DO NOT leave anything blank. IF you are stuck on a question, go on to the next one but always go back. If you still don’t know… have an educated guess!
Theme 1- Water
1.3 River processes and landforms affecting the lives of people
Explain how a river landform(s) affects the lives of people who live along rivers.
Case Study: Waterfalls- Niagara Falls
P- waterfalls can be positive
E- Niagara Falls
E- attract people to the area> purchase goods and tours> more jobs>more money in the area (Positive Multiplier Effect)
P- waterfalls can be negative
E- Niagara falls
E- honey pot site> more tourists> more litter/ pollution> bad for wildlife
Case Study: Foodplains/ Flooding- Bangladesh (LEDC)
P- social effects
E- 7 million homes destroyed
E- lots of homeless people> overcrowded> bad sanitation>diseases> death.
P- economic effects
E- cost over $1 billion
E- rebuilding after the event> costs lots of money> government need aid> get into debt. Also, costs are so big because they don’t have good planning and preparation.
P- environmental effects
E- 700,000 hectares crops land destroyed
E- damage to crop yield> soil is saturated> destroys existing crops and will take a long time to drain> no crops to sell and it’s hard to grow them> farmers lose money/food.
Case Study: Foodplains/ Flooding- Boscastle (MEDC)
P- social effects
E- 50+ cars swept away
E- people inside them had to be rescued> damage to cars> claim on insurance> insurance prices rise
P- economic effects
E- 6 buildings including hotels destroyed
E- loss of business> less money> need government assistance or go into debt
P- environmental effects
E- roads were under 2.75m of water
E- took a long time to drain (impermeable surface)> blocked roads in and out of Boscastle> disrupted lives
2.1 Management strategies (soft and hard engineering) Case Study: River Taff
Describe some of the management strategies that could be used to protect settlements close to rivers from flood damage. Explain why some people think that these settlements should not be protected.
P- hard engineering
E- dams (River Taff)
E- they are built upstream to hold back water> some people won’t like these as they are expensive> they can also disrupt the wildlife> if they break, settlements downstream will be affected.
P- hard engineering
E- artificial levees
E- allow the river to hold more water, so the banks don’t burst and flood> people may be against these because they are very expensive and can break e.g. Mississippi river.
P- soft engineering
E- afforestation (River Taff)
E- planting trees to intercept rain water= less water in the channel> some people wouldn’t like this because there is a lack of space or sometimes farm land can be used> this effects people’s business
P- soft engineering
E- land use zoning (River Taff)
E- policies to control urban development close to or on the floodplain, his reduces the chance of flooding and the risk of damage to property>These areas can only be used for low risk activities e.g. football pitches and car parks> some people are against these because there is a shortage of space for housing.
2.2 management strategies for the future Case Study: River Thames
Describe and explain some of the possible management approaches to reducing the risks of flooding, in places such as Tewkesbury, in the future.
P- soft engineering
E- afforestation (River Taff)
E- planting trees to intercept rain water= less water in the channel> less likely to flood> it’s not expensive and can enhance the environmental quality of the area for the future.
P- soft engineering
E- land use zoning (River Taff)
E- policies to control urban development close to or on the floodplain, his reduces the chance of flooding and the risk of damage to property>These areas can only be used for low risk activities e.g. football pitches and car parks> this will mean less homes will be damaged in floods.
P- hard engineering
E- amphibious housing (The Netherlands) and houses on stilts (River Thames)
E- houses that don’t get damaged in floods as they have empty space at the bottom of the house or the electrics etc are protected> less damaged caused in the flood event> land is still built on> more housing for a growing population.
Theme 2- Climate Change
2.1 effects of climate change in LEDCs and MEDCs
LEDC Case Study: Bangladesh (Mali- drought and Kenya- diseases)
MEDC Case Study: UK (USA- weather events e.g. Hurricane Katrina)
Explain how climate change is likely to impact on people’s lives in MEDCs, such as the UK.
P- increased temperatures= grow crops (positive)
E- Sussex vineyards (South England)
E- grow grapes to produce wine> sell the product> provide jobs> get more money> better economy (PME)
P- increased temperatures= tourism (positive)
E- UK summer holidays
E-more people coming to the UK or more people staying in the UK> people go to beaches>coastal areas benefit> more money/ more jobs> contribute to the economy (PME)
P- increased temperatures= deaths (negative)
E- UK elderly (ageing population)
E- hot weather> water supply at risk> dehydration> deaths
P- increased weather hazards (negatives)
E- USA Hurricanes (Katrina/Irene/Sandy)
E- damage homes/businesses> cause some deaths> people are homeless> government have to pay out a lot of money
Explain how climate change is likely to impact on people’s lives in LEDCs.
P- increased temperatures= diseases
E- Kenya malaria
E- increased amount of mosquitos> lack of prevention/ vaccinations> more people have the disease> strain on healthcare> more deaths.
P- increased temperatures= deaths (negative)
E- Mali drought
E- hot weather> water supply at risk> dehydration> deaths
P- increased weather hazards (negatives)
E- Bangladesh Cyclones= flooding
E- damage homes/businesses> cause some deaths> people are homeless> government have to pay out a lot of money
Explain why climate change is likely to have a greater impact on the lives of people who live in LEDCs, rather than people who live in MEDCs.
P- increased temperatures= positive for MEDCs
E- Sussex vineyards (South England)
E- grow grapes to produce wine> sell the product> provide jobs> get more money> better economy (PME)
WHEREAS…
P- increased temperatures= negative for LEDCs
E- Kenya malaria
E- increased amount of mosquitoes> lack of prevention/ vaccinations> more people have the disease> strain on healthcare> more deaths.
P- increased weather hazards negatives for both MEDC and LEDC but LEDCs suffer more
E- Bangladesh Cyclone Sidr
E- lack of money>lack of technology> few predications/ little preparation for events> lots of deaths
WHEREAS…
P- MEDCs have fewer effects
E- USA Hurricanes (Katrina/Irene/Sandy)
E- less deaths> more prepared> more technology to predict the events> evacuation etc. Biggest loss is economic
2.2 reducing the impacts of climate change with technology and by changing our lifestyles
International Case Study: Kyoto Protocol
Local Case Study: Cardiff
Explain how people can change their lifestyles to reduce the impact of climate change.
P-recycling
E- Cardiff Council recycling scheme (green bags, food waste etc)
E- less waste in landfills> less methane in the atmosphere.
P- transport
E- ride a bike, car share, Cardiff buses (bus routes) or economical car e.g. Citroen C1
E- less cars on the road> less emissions> less CO2 in the atmosphere
P- eat local produce
E- Welsh milk/ meat
E- travels less of a distance> less emissions> less CO2 in the atmosphere
P- governments
E- Kyoto Protocol
E- governments agree to cut emissions> governments invest in different strategies e.g. better transport/ recycling/ industries>
National Case Study: UK
Explain how technology can be used to reduce the impact of climate change.
P- improve energy industries
E- nuclear power
E- produces energy> no CO2 emissions> less greenhouse effect
P- different fuels
E- biofuels
E- natural, uses crops to produce fuel for vehicles> less Co2 emissions> less greenhouse effect
P- vehicles
E- Citroen C1
E- less CO2 emissions> less greenhouse effect
P- sustainable communities
E- Bed Zed housing development
E- thicker insulation on houses> less heat is lost> less heating needed/ gas/energy> less CO2 emissions
E- garden rooftops> store rain water> in high temperatures> water supply
Theme 3- Living in an Active Zone
1.2 the primary and secondary hazards/ impacts of volcanic eruptions and earthquakes
Describe and explain the impacts of one tectonic event you have studied, either a volcanic eruption or an earthquake.
Volcanic eruption Case Study: Montserrat, 1995
P- environmental impacts= landscape destroyed
E-4 square kilometres of land was covered by the pyroclastic flows
E- damaged wildlife> killed animals and plants> destroyed crops> lack of food and biodiversity
P- economic impacts= damage to villages/ ports
E- South of the island several villages were damaged
E- infrastructure damaged> cannot travel in and out of places> can’t trade> lose money
P-social impacts
E- 100-150 houses destroyed
E-many people homeless> strain on government> rebuilding projects> psychological damage
Earthquake Case Study: Sichuan, China 2008 or Haiti 2011
P- environmental impacts= farmland and crops destroyed
E- Sichuan, China
E- lack of food and biodiversity> less to sell/ eat> people lose money/lives
P- economic impacts= cost to rebuild
E- Haiti the port was badly damaged
E- no access for goods/trade> people lose business in the long term> lose money> long term problems
P-social impacts= homes destroyed
E- Haiti= 100,000
E- many people homeless> strain on government> rebuilding projects> psychological damage
1.3 why do people still live near plate boundaries?
Explain why many people live near plate boundaries despite the risks.
P- fertile soil
E- Java, Japan rice and Italy, vineyards
E- grow crops> sell crops> jobs/money> PME
P- geothermal energy
E- Iceland
E- energy supply> natural> no CO2 emissions/ good for environment> jobs> money
P- tourism
E- Iceland/ Italy
E- people visit> jobs> money> PME
2.1 monitoring volcanoes Case Study: Montserrat Volcano Observatory
With reference to one or more examples that you have studied, explain how technology has been used to reduce the impact of volcanic eruptions on people.
P- special equipment
E- seismograph
E- record even the smallest tremors > signals are sent back to the observatory> monitored by volcanologists> issue warnings
P- computer technology
E- satellites and RADAR
E- provide images regardless of the weather> continuously monitors the shape> monitor changes> issue warnings
P- monitoring
E-sulphur dioxide levels
E- gas readings taken from local stations> sent to the observatory> monitored by scientists> issue warnings> evacuation
2.2 reducing the impacts of volcanic eruptions and earthquakes- Case Study: China and California
Explain how the impact of earthquakes on people’s lives may be reduced. Use one or more examples to illustrate your answer.
P- short term= rescue services
E- Sichuan China, 2008 50,000 army troops
E- help find people under the rubble> more rescue services> less deaths
P- short term= evacuation
E-Sichuan, China 1.47 million people evacuated
E-move people out of the area> less people die> still damages to property
P- long term strategy= earthquake proof buildings
E- California
E- deep foundations, shock absorbers and steel frames that inter link (cross over)> move with the shakes> don’t collapse> don’t fall on people> less deaths and less costs
P- long term= education
E- “Shake Out” California
E- raise awareness of earthquakes> more people are prepared> less deaths/ damages
Theme 4- Population
1.1 Where do people live in the world and why do they live there?
With reference to named examples, explain why certain parts of the world are sparsely populated.
P- climate
E- Antarctica
E- very low/ freezing temperatures> need special equipment/ clothes to survive> less people live there
P- terrain
E- Himalayas
E- very mountainous> difficult to build on> high mountains= altitude problems (oxygen/ temperatures)> less people live there
P- resources
E- Sahara desert
E- very high temperatures> lack of water> lack of fertile soil> less people can survive there
With reference to named examples, explain why certain parts of the world are densely populated.
P-economic hubs
E- New York, London, Tokyo
E- businesses locate there> more jobs> more money> better quality of life
P- resources
E- South Wales
E- coal mines> mines> more jobs> more money> better quality of life
P- human factor= culture
E- India
E- role of women>mothers/ house wife> high birth rates> increasing population> densely populated
1.2 rural – urban migration in LEDCs Case Study: South Africa (Limpopo to Gauteng)
Explain the factors that lead to rural-urban migration in LEDCs. Use examples to illustrate your answer
P- push factor- poor education
E- 800,000 children have no schooling in Limpopo
E-less education> less job opportunities> less career minded women> high birth rates
P- push factor- poor quality of life