Geogteacher's Blog

finding, writing and sharing Geography resources


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Extreme Weather event caused by a High Pressure System

heatwave

We used the 2017 European heatwave and the effects it had. (The revision resources to the Low Pressure event you need to know about can be found here Hurricane Haiyan).Use the powerpoint to find photos of an article we read and links to online resources.

Simply put you need to revise:

1.The causes of the heatwave. You will talk about anticyclones (high pressures)and air masses.

2.The effects of the heatwave. As normal categorise this into social economic and environmental. But also look at how different groups of people were affected.

3.How people responded to the heatwave

 


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Rural to Urban Migration in LICs

Historical_global_urban_-_rural_population_trends

(image from Wikipedia)

People move to cities from the countryside in LICs for a variety of reasons. These can be split into push and pull factors

  • Push factors drive you away from a place
  • Pull factors attract you to a place

Examples of push factors (with added in extensions and chains of reasoning to explain them)
1/ Poor harvests so lack of food leads to malnourishment / early death
2/ Desertification so land is becoming less fertile harder to make profit from farming harder to feed family / malnourishment
3/ Lack of education / schools so children have to walk long distances to school remain illiterate do not get employment skills
Examples of pull factors (with added in extensions and chains of reasoning to explain them)
1/ More education opportunities / higher education so children can complete education become fully literate gain employment skills
2/ More job opportunities which may also be better paid so money can be sent back to rural families (called remittances)

Other push and pull factors include: natural disasters, modern facilities and living, poverty, war, being with family, persecution, lack of farming land

Revision Task

Categorise these factors above into push and pull and write a couple of sentences for each of them that extends and explain s them better using chains of reasoning


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Revising for the field work exam – Paper 3

Jurassic_Coast_web

You need to know, understand and skilfully use these words to be able to do well in Paper 3 of your exam; the field work paper

Key Term Meaning
Primary data collection Information you have collected yourself
Secondary data collection Information someone else collected
Qualitative data Information that is NOT expressed as numbers or numerical data, eg as present or absent, feelings, or as colours.
Quantitative data Information that is expressed in numbers
Spatial sampling Either points along a line (linear of line sampling) or using a quadrat
Random Sampling Where every person or place has an equal chance of being measured. Decisions are made using random number tables
Stratified sampling Dividing sampling into groups, eg three sites from each section of coastline, or five people from each age range. It is possible to combine stratified sampling with random or systematic sampling
Systematic sampling Collecting data in an ordered or regular way, eg every 5 metres or every fifth person.
Opportunistic sampling Where you make decisions in the field or on the day based on the conditions you find there
Accuracy of data collection Ensuring all data is collected correctly
Reliability of data collection Ensuring all data is collected consistently

 

Revision tips:

1/ What are the differences between the last two key words?

2/ What are the advantages and disadvantages of each type of sampling technique? A recent 6 mark exam question was Evaluate the strengths and weaknesses of systematic sampling for collecting pedestrian flows.” So to help revise you could replace “systematic” with any of the other sampling strategies from the table and practice that as a 6 mark question.


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Global Atmospheric Circulation

bbc atmosphere

This title makes this sound a difficult topic to revise, but it isn’t. firstly, global = over the whole world, then atmospheric = to do with the atmosphere and finally, circulation = moving around. In other words its how and why the atmosphere moves around the Earth. And once you know this you can then link it to the ecosystems topic, as global atmospheric circulation controls a lot of world climates which of course influence different BIOMES. (The two biomes we studied are: semi-arid and tropical rainforest.)

Firstly remember that

Rising air cools as it rises, so it cools, water vapour will cool, clouds will form and therefore three is a HIGHER CHANCE OF PRECIPITATION IN AREAS OF LOW PRESSURE (sometimes called depressions)

Descending air warms and therefore there is no condensation and LESS CHANCE OF PRECIPITATION IN HIGH PRESSURE AREAS (sometimes called anticyclones)

Since it is hotter at the equator, air rises here and creates area of low pressure. (So there is a lot of rainfall here. This is where you get tropical rainforests.) This risen air spreads out from the equator, cools and descends around 30 degrees north and south of the equator (area of less rainfall so deserts and semi-arid biomes here). This paragraph describes the movement of the Hadley cell which you can see in this diagram; it is labelled 1.

global-atmos-circulation.png

Additionally the rest of the global circulation is very well explained by this American teacher to his class. You need only watch up to 4:00 minutes.

Once you think you understand this global circulation, test yourself and use p. 75 from the revision guide to link global atmospheric circulation to biomes. If you need some more help with this you can read p. 210-11 in New Wider world.


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Why Rivers flood (at Boscastle especially)

boscastle flood bbc

Why did Boscastle flood? Why do rivers in general flood?

Here is an excellent SO WHAT exercise to help you revise why rivers flood (on side 3 of this powerpoint) why rivers flood The other slides also give you some of the answers if you need help with the work.

Boscastle flood

You need to know why one particular river flooded. We studied Boscastle and the river Valency there. I found this work another teacher had collated on causes, effects and responses to this flood. river case study notes (Unfortunately I don’t recall the teacher who created this. If you recognise the work please let me know)