GCSE Geography Revision Session

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GCSE Geography Revision Session
Easter 2014
Getting it right for the examination
Restless Earth Water on the Land Flooding
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Plan for the morning

• 10.00 Arrive
• 10.55 Break
• 11.05 End break
• 11.55 End

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1. Introduction What are examinations all about?

• I understand taking tests
  arent
• 
  fun.
• George W. Bush, Former President of the USA.
• Examinations are NOT meant to be easy (fun?), but
  they are meant to be do-able.
• They are also designed to do a task which is..?

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...to allow you to demonstrate what you
understand, know and can do about Geography.
In order to give yourself the best chance to do
this to the best of your ability, you need
to PLAN your revision and time, PRACTISE exam
questions and PREPARE your exam technique ...
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2. The aims of todays session are to

• A) Recap on the structure of paper 1.
• B) Learn the meanings and importance of question
  command words.
• C) Know how longer questions are marked.
• D) Recap the content of The Restless Earth Unit.
• E) Recap the content of Water on the Land the
  Flooding part, including case studies.
• F) Discuss some top revision tips and revision
  resources.

• NOT
• Attend today and think my revision has been
  done.
• Think you will get the answers to the questions
  today.
• Rely on us to do all the planning, practise and
  preparation for you.

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Structure of the Unit 1 (Physical) exam

• Unit 1 is divided into two sections (A and B) and
  seven topics
• Section A
• The Restless Earth
• Rocks, Resources and Scenery
• Challenge of Weather and Climate
• The Living World
• Section B
• Water on the Land
• Ice on the Land
• The Coastal Zone

• Exam Structure
• 1 Hr 30 mins total of 90 mins
• 75 marks in total.
• You answer three questions, one from Section A
  and one from Section B plus free choice of one
  other.
• You answer the questions on the TOPICS YOU HAVE
  STUDIED.

THIS TUESDAY (13th May)
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Command Words they command that you know them.

• Correct responses to command words
• Describe...paint a picture using words, say what
  something is like.
• What is meant bygive the meaning of a definition
  or concept.
• Compare....the similarities and differences.
• Comment ongive your opinion, or state what the
  evidence shows.
• Using onlywill refer to a figure (diagram,
  sketch, table of data, map extract or photo).
• Why, explain, suggest reasons...give reasons.
• Contrast....the differences.

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Longer questions are level marked

• For questions worth more than 4 marks, your
  answer is judged to be basic (level 1) or clear
  (level 2).
• For answers worth 9 marks, a detailed (level 3)
  standard is used to mark your answer.

LEVEL 1 ANSWERS SHOW.... ....you have a basic
knowledge and understanding of the
topic. ....you wont have used many key
geographical words. ....your answer wont be
linked together or have much structure.
LEVEL 2 ANSWERS SHOW... ...you have good
knowledge and clear understanding of the
topic. ...youll have used some key geographical
words. ...you have structured your answer well
and linked some of your ideas together.
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LEVEL 3 ANSWERS SHOW... ...you have answered and
linked your answer to all of the command words in
the question. ...you have used named example/s
of places in your answer to provide background to
your answer, even without being asked. ...your
answer is well structured. You have defined the
key terms, hit the command words and used a range
of geographical key words. ...you have given a
detailed answer, linking ideas together.
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Consider this question answer....

• Use a case study to describe the responses to a
  tsunami (8 marks).
• Now you mark it.

The Indian Ocean Boxing Day tsunami in 2004,
caught thousands of people living along the low
lying coastal zones of SE Asia and Africa unaware
. Holidaymakers were on beaches in Phuket,
Thailand and fled as the wave approached. They
tried to get to higher storeys in hotels, out of
the way of the wave. In Banda Aceh, the first
area to be hit, hospitals couldnt cope and
people were left untreated in corridors. After,
there were many bodies that had to be buried
quickly so that disease would not spread. Mass
graves were dug, as the scale of the disaster was
so large on an international scale. Aid agencies
brought in water purification tablets and tents
for survivors. The Disasters Emergency Committee
spent 40m on rebuilding projects in Sri Lanka
and Indonesia, following a major appeal for aid.
A new Indian and Pacific Ocean tsunami warning
system became operational in 2006, so that
warning of future tsunamis can be given. This
system was crucial in the reaction time of
eastern Japanese coastal settlements during the
April 2011 tsunami. The system allowed a 15
minute reaction window of time which the Japanese
authorities used to try to evacuate many of the
coastal settlements, such as Sendai.
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How would this be marked?

• Level 1 (Basic) 14 marks
• Simple statements, perhaps list like at lower
  end.
• Some idea about what ecotourism is.
• Some idea about how tourism can be sustainable.
• Knowledge of basic information
• Simple understanding
• Few links limited detail uses a limited range
  of specialist terms
• Level 2 (Clear) 58 marks
• Develops statements.
• Links are clearly made between the idea of
  ecotourism and how it can lead
• to sustainable development.
• There are examples of this.
• There may be the beginnings of explanation.
• Knowledge of accurate information
• Clear understanding

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• Level 3 (Detailed) 89 marks
• Fully developed statements.
• Will have a clear structure likely to be
  determined by time scale
• Detailed understanding, supported by relevant
  evidence and exemplars
• Well organised, demonstrating detailed linkages
  and the inter-relationships between factors
• Range of ideas in a logical form uses a range of
  specialist terms where appropriate
• Well structured response with effective use of
  sentences. Few spelling, punctuation and
  grammatical errors.

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D) The Living World Revision Overview
The Restless Earth Topic Recap
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What you need to know...

• The structure of the interior of the earth.
• How plate tectonics work.
• The three types of plate boundaries, named
  examples and how they work.

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Relationship of Tectonic Activity to Plate Margins
Plate Margin Movement of Plates Tectonic Features Examples
Constructive (Spreading or Divergent margins) Divergent two plates moving away from each other. New crust is formed from upwelling magma mid-oceanic ridges shield volcanoes shallow focu.s earthquakes rift valleys. Continental rift valleys Mid Atlantic ridge. Divergent spread of . East African rift valley
Destructive (Convergent) Subduction (2) Collision Convergent two plates moving towards each other. 1a) Oceanic to oceanic trenches, island arcs, explosive composite cone volcanoes, earthquakes . 1b) Oceanic to continental trenches, fold mountains, explosive volcanoes, earthquakes. 2) Continental to continental fold mountains. On the margins of Pacific plate, with subduction under other, separate sections of the plate trench. Andean type Nazca plate subducting under South American plate. Himalayan type Indian plate colliding with Eurasian plate.
Conservative Passive Two plates shearing past each other. Shallow focus earthquakes. San Andreas FaultPacific plate and North American plate.
Not at a plate boundary. Hot Spots may be near the centre of a plate. Shield volcanoes Hawaii island chain and the Yellowstone Supervolcano.
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Key website to get to grips withhow plate
boundaries work....

• http//www.learner.org/interactives/dynamicearth/p
  late.html

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Landforms Found at Plate Boundaries
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Earthquakes
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The Restless Earth Case Studies

• You need to revise the following case studies for
  the exam

Fold Mountain Area - The ways in which
the area is used farming, HEP, mining, tourism
and how people adapt to live in
an upland environment.
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Volcanic Eruption 2 Earthquakes 2.1 Volcanic
primary and secondary causes, effects and
responses. 2.2 LEDC Earthquake Vs MEDC
Earthquake. Specific causes primary and
secondary effects immediate and long term
responses the need to predict, protect and
prepare.
2
Tsunami - The causes, effects and
responses of a tsunami event.
3
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Tsunamis

• http//news.bbc.co.uk/1/hi/sci/tech/7533972.stm
• http//www.bbc.co.uk/news/science-environment-1273
  9417

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Tsunami
http//www.bbc.co.uk/learningzone/clips/tsunami-pr
one-pacific/14057.html
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Consider this question answer....

• Use a case study to describe the responses to a
  tsunami (8 marks).
• Now you mark it.

The Indian Ocean Boxing Day tsunami in 2004,
caught thousands of people living along the low
lying coastal zones of SE Asia and Africa unaware
. Holidaymakers were on beaches in Phuket,
Thailand and fled as the wave approached. They
tried to get to higher storeys in hotels, out of
the way of the wave. In Banda Aceh, the first
area to be hit, hospitals couldnt cope and
people were left untreated in corridors. After,
there were many bodies that had to be buried
quickly so that disease would not spread. Mass
graves were dug, as the scale of the disaster was
so large on an international scale. Aid agencies
brought in water purification tablets and tents
for survivors. The Disasters Emergency Committee
spent 40m on rebuilding projects in Sri Lanka
and Indonesia, following a major appeal for aid.
A new Indian and Pacific Ocean tsunami warning
system became operational in 2006, so that
warning of future tsunamis can be given. This
system was crucial in the reaction time of
eastern Japanese coastal settlements during the
April 2011 tsunami. The system allowed a 15
minute reaction window of time which the Japanese
authorities used to try to evacuate many of the
coastal settlements, such as Sendai.
23
Water on the Land Flooding Revision Overview
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What is Flooding?

• Flooding can be defined as when the level of
  water in a river rises so high, it overflows its
  banks on to the surrounding land.
• Rivers flood naturally in their lower course.
• You need to know the physical and human factors
  which may cause a river to flood.

Human Factors
Physical Factors
People using the toilet to much
Relief of land
Urban land uses
Deforestation
Snowmelt
Prolonged Rainfall
Heavy rainfall
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Flooding Case Studies
MEDC Case Study Cumbria Oct 2009 LEDC SE Asia Bangladesh
Causes Physical and Human Physical and Human
Primary Effects Day/ time of flooding. (Short Timescale) Day / time of flooding (Short Timescale)
Secondary Effects Weekly Monthly impacts/damage Weekly Monthly impacts/damage
Immediate Responses At the time methods, used to attempt to reduce the primary effects At the time methods, used to attempt to reduce the primary effects
Long Term Responses Longer term methods / ways of managing the secondary effects Longer term methods / ways of managing the secondary effects
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Question of short or Long term?
Effects
Responses
Education of children impacted
Food and drink centres set up in school gyms
Aid from international charities
Stress related illnesses
People were evacuated
Roads and railways flooded
Disease due to spreading water-borne diseases
Community groups set up to provide emotional
support
Flooded fields reduced crop output severely
5,000 deaths
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Managing the UKs Water

• You need to know
• Why the demand for water is different across the
  UK highest populated areas do not match the
  areas of highest rainfall.
• Creates supply and demand issue.
• UK population is increasing amount of water
  used has increased by 50 over the last 25 years.
• Water is transferred from areas of surplus water
  to areas of deficit.
• Issues of water transfer.
• How people can try to reduce their demand for
  water.
• A case study of a reservoir in the UK that
  supplies water is required.
• What are the SEEP impacts of the reservoir?

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F) Revision Top Tips

• Focus on the topics/areas you do not remember
  much about. Target revision for those areas.
• Use post-it-notes to do key word tests. You can
  put post-it-notes up in your home to keep testing
  your retention of the theory.
• Learn case studies by completing tables /mindmaps
  in detail. Memorise the info and test yourself
  on trying to complete it.
• Use the websites to browse instead of sitting
  on social network sites wasting time.
• Make sure you get a good nights sleep the night
  before your exam.
• Get up early and make sure you have some
  breakfast. Your body needs fuel, as well as your
  brain.
• MAKE SURE YOU HAVE THE CORRECT EQUIPMENT FOR YOUR
  EXAM.

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Helpful Websites

• www.geog.biz
• http//www.bbc.co.uk/schools/gcsebitesize/geograph
  y/
• http//www.bbc.co.uk/learningzone/clips/topics/sec
  ondary.shtmlgeography
• Unit 2 is on the 22nd May btw