2 April 2006 sundayherald 23
EXAM GUIDE
Photograph: Natacha Pisarenko/AP
GEOGRAPHY
BY KEN BROWN
Ken Brown is a teacher of geography at
Bearsden Academy who gave up marking
to follow an unpaid political career.
Currently local association EIS president
and joint chair of East Dunbartonshire
LNCT, he is responsible for the EIS
campaign to reduce class sizes, following a
motion to the national conference in 2004.
Ken was awarded an honorary degree of
FEIS in 2005. He is responsible for rugby
in school, and qualified as a rugby referee
in 2002.
STANDARD GRADE
A
T the same time as there was a 5%
reduction in candidate numbers
last year, as some centres siphoned
off students into different courses,
there was a substantial 4% increase in
Grade 1 awards in geography. As exam
standards have remained constant,
students appear to be improving their
performance level.
The “pass mark” for Credit Grade 1 is 75%
and 50% for Grade 2.
Although that may seem daunting, last
year nearly 50% of candidates achieved
Revise
Credit geography, whilst more than 80%
were awarded grades 1-4.
Use this guide to gain confidence in what
you already know, and to find out what
areas need brushing up. Find out what you
need to know by studying your course
notes, available text books and by asking
your teacher.
This is a brief outline of the Standard
Grade syllabus. Do you know what these key
ideas mean and can you give appropriate
examples in each case?
SECTION 1
Grading
Remember that geography assesses two
elements, Knowledge and Understanding
(KU) and Enquiry Skills (ES). KU = 40% and
ES = 60% of the overall award. If you
achieve KU Grade 1 and ES Grade 2, your
overall grade will be 2. Since question one,
mapwork, is 80% ES and this question is
worth one third of the total marks, then
make sure your mapwork is up to scratch.
Planner
You should already have made your own
personal planner (study plan) for May 2006.
Below is an outline of the course which
should help you plan your revision. Tick off
these subjects of study when you have
revised and know them. Get someone,
family or friend, to check that you know
these areas by asking you relevant questions
/ Practise
from course notes and past paper questions.
Be systematic and thorough in your
approach and it will pay dividends.
Mapwork
Maps used are normally, but not exclusively,
Ordnance Survey 1:50,000 scale. If you
know the symbols well it will save you time.
Maps usually cover mainly rural or urban
areas, however mapwork questions tend to
be on both physical (glacial or rivers) and
human (settlement, industry) themes.
Gathering and processing techniques often
feature in this question. Be prepared to
study information on maps and diagrams
used in the question, and give grid references
in your answer. Tick these subjects off once
revised and understood.
r Do you also know other map scales and
types of map (for example, Harvey maps at
1:40,000; OS 1:10,000 plans)?
r Can you measure distances on maps of
different scales?
r Do you use compass directions in your
answers – not right, left, top, bottom?
r Can you give four-figure references (F/G
Levels)?
r Can you give six-figure references (G/C
Levels)?
r Can you recognise physical landforms
from contour patterns – V and U-shaped
valleys, col, ridge, spur, plateau, hanging
valley, plain, different types of slope,
undulating land, and so on?
Test
r Can you recognise and explain (with
diagrams) formation of river and glacial
features?
r Can you recognise and explain distribution of communications, land uses, forestry,
recreation, settlement, industry and so on?
r Can you identify old and new housing
and industry?
r Can you explain distribution of such
land-use zones?
r Can you give advantages and disadvantages of development opportunities or
conflict with conservation areas?
r Can you use transects and cross-sections
and relate them exactly to the map?
THE PHYSICAL ENVIRONMENT
Rivers: Landscapes Made By Rivers
r Can you explain the processes of
hydraulic action, chemical action, corrosion,
attrition?
r Understand the uses and advantages of
living in river valleys, for example, irrigation
in Rhône valley?
r Know about the problems and disadvantages of life in the river valleys, for example,
flooding in Rhine valley.
r Can you identify and explain river features,
for example, ox-bow lakes, meanders,
levees, flood plain?
r Can you sketch the river model and
explain it?
Review
Turn to next page
leckieandleckie.co.uk
24 sundayherald 2 April 2006
GEOGRAPHY
OUTLINE OF THE ‘S’ GRADE SYLLABUS
SECTION 1
PHYSICAL ENVIRONMENT:
1.Physical Landscape
2. Weather
3. World Climate Zones
KEY IDEA:
Glaciers and Rivers
Observing, recording,
forecasting
Climate types, graphs, maps
4. Effects on Human Activities Possibilities and limitations
5. Rural Landscapes
Competition for land,
conflicts, conservation
6. Management
TRF destruction,
desert-ification, ocean pollution
SECTION 2
HUMAN ENVIRONMENT
7. Settlement Characteristics
8. Recent Settlement Change
9. Farming Systems
10. Industry
11. Economic Change
SECTION 3
INTERNATIONAL ISSUES
12. Population Distribution
13. Population Characteristics
14. Population Change
15. International Relations
16. International Trade
17. International Aid
Site, situation, function,
land use zones, spheres of
influence, settlement growth
Traffic congestion, urban
decay, urban renewal, New
Towns, suburbanisation
Arable, pastoral, mixed,
government/EU influence,
diversification, land use patterns
Types, location, growth,
decay, factors of change,
technology
Positive & negative change,
employment, economy, effect
on the environment
Population totals/densities,
economic, political,
environmental factors
Censuses, living standards,
birth/death rates, measurable
statistics
Births, migration, deaths,
population control,
environmental effects,
socio-economic and
political factors
Alliances, control of
resources and trade, factors
affecting degree of influence
Trade patterns (EMDCs/
ELDCs), interdependence,
trade problems and barriers
Aid and self-help schemes,
tied/voluntary aid, short/
long-term aid, effects
CASE STUDY:
UK and Western
Europe
UK and W. Europe
Equatorial rain
forests, hot
deserts,
Mediterranean,
Tundra regions
Global
Scotland
Global
UK
UK
UK
UK and W. Europe
UK and W. Europe
Global
Global
Global
Europe, USA
and Japan
Global
Global
From previous page
r Can you identify river field study techniques and explain them (speed, depth,
width, flow, bedload, and so on)?
r Can you give appropriate processing
techniques for river data and justify their
use?
r Have you learned your checklist of river
features?
Glaciation: Landscapes Made By Ice
r Can you explain how corries, arêtes,
hanging valleys, pyramid peaks, U-shaped
valleys, truncated spurs, rôches moutonées
and other upland glaciation features are
formed, and can you draw annotated
diagrams of them?
r Can you similarly explain features of
lowland glaciation, such as drumlins,
eskers, kames, kettle-hole lakes, löess,
moraines, moraine-dammed lake, outwash
plain, and similar features?
r Know the glacial processes such as plucking, abrasion and freeze-thaw action.
r Are you able to explain how people live in
glaciated landscapes, understand potential
economic developments and problems, for
example, in the Lake District, England?
r Understand the advantages and
disadvantages of living in a glaciated landscape, for example, Lauterbrunnen,
Switzerland.
r Know Alpine and Highland case studies,
for example Fort William, or Torridon,
Scotland.
r Are you able to apply gathering techniques, for example extracting information
from maps, field-sketching?
r Be able to explain why particular
processing techniques are used, for example
land-use maps, cross-sections.
Weather
r Do you know what the weather elements
are: temperature, precipitation, cloud
cover, wind – speed/direction, sunshine, air
pressure (list the units in each case)?
r Do you know how to observe the weather
elements – what instruments are used, for
example?
r Do you understand the location of
weather instruments and weather stations?
r Do you know and are you able to draw
synoptic symbols?
r Do you know how to use synoptic charts
to give weather forecasts?
r Do you know and understand the
weather associated with fronts, depressions
and anticyclones?
r Do you understand what technology is
used in weather forecasting?
r Do you know weather GMTs, are you able
to use them (for example, wind rose) and
can you justify their use?
Natural Regions
r Do you know the location and characteristics of the climatic zones – equatorial,
tropical (hot) deserts, Mediterranean, tundra (cold desert)?
r Are you able to recognise each region
from maps/graphs/tables?
r Do you know why global climate differs?
r Do you know how climate affects people?
r Do you know case studies in each zone
(for example Phoenix, Arizona, rainforest
management in Costa Rica)?
r Do you know about the opportunities
and problems (for example, desertification
in the Sahel) in each zone?
THE HUMAN ENVIRONMENT
Settlement
r Do you know what settlement “site” and
“situation” mean?
r Can you explain why settlements grew,
for example at riverside locations, farming
hinterland, and so on?
r Can you explain how site has affected
growth, for example in Durham?
r Do you understand the “function” of a
settlement and know examples, such as,
Market Town – Stirling; Port – Hull?
r Do you know the main urban models and
can you explain them, for example the
differences and similarities between Perth
and Concentric Rings model?
r Can you describe and explain the nature
of different land use zones, for example
CBD, old industrial area, suburbs, and
recognise them on OS maps?
r Have you studied an example of urban
decay and renewal/regeneration, such as
Glasgow?
r Do you know about Central Place Theory
and Sphere of Influence?
r Do you understand why towns experience
traffic congestion?
r Can you explain the location and characteristics of new towns such as East Kilbride?
r Do you know about change and conflict
at the edge of town, for example, suburbanisation versus green belt?
r Know appropriate gathering and processing techniques.
Farming
r Do you know arable, pastoral, mixed
farming inputs, processes and outputs?
r Can you describe and explain distribution of farm types?
r Do you understand changes brought
about by farm modernisation in the UK,
and growth of agribusiness?
r Do you know about farm diversification,
for example “pick your own”, tourism?
r Do you understand government and EU
influences?
r Can you explain land-use patterns, for
example coast to mountain top transect in
the Highlands of Scotland?
r Are you familiar with gathering and
processing techniques, for example landuse mapping, interviews, and other ways of
gaining information?
Industry
r Do you know the difference between
primary, secondary, tertiary and quaternary
industry?
r Can you explain industry (as well as
farming) as a system?
r Do you understand how land, labour, raw
materials, capital, markets, transport and
government influence industrial location?
r Can you describe what old and new
industrial areas are like?
r Do you know about industrial location
changes/industrial inertia?
r Can you explain what, where and why
industrial estates, business parks and
enterprise zones are found?
r Do you know the effects of new industry/industrial closure on jobs, local people
and the environment?
r Can you use appropriate gathering and
processing techniques, for example extracting information from maps, annotating
maps and field sketches?
INTERNATIONAL ISSUES
Population
r Can you explain why population
densities are high or low?
r Do you know how environmental,
political and economic factors affect
population distribution?
r Do you know that a census is taken, for
example in the UK every 10 years?
r Do you understand the problems of
census taking, accuracy and uses, for
example in Bolivia?
r How do living standards, birth and death
rates vary in EMDCs and ELDCs, for
example the UK and Ethiopia?
Helping more Scottish students to achieve their goals
2 April 2006 sundayherald 25
GEOGRAPHY
STANDARD GRADE QUESTION 2005: CREDIT
International Aid And Self-Help
r Do you know why international aid and
self-help schemes are needed in ELDCs?
r Can you describe different types of aid:
bilateral, multilateral, voluntary, tied, shortterm/long-term aid?
r Do you know examples of self-help
schemes, for example Diguettes in Burkina,
West Africa; house building in São Paulo,
Brazil?
r Do you know a case study using International Technology, for example fuel efficient
stoves in Kenya?
r Do you know about the work of environmental agencies, for example Greenpeace,
WWF?
r Do you know about the work of charities,
for example Oxfam and its Buy A Goat
scheme in Africa?
r Can you describe and explain the effects
of international aid and self-help schemes?
Q9. Reference Diagram Q9A:Demographic Transition Model
40
Births
and
deaths
per
thousand
Birth Rate
30
20
Death Rate
10
0
Stage 1
Stage 2
Stage 3
Stage 4
Time
GENERAL HINTS
Read questions carefully and answer the
questions actually asked. Make sure you
understand these exam terms:
r “Gathering” and “Processing techniques”
– which are appropriate and when?
r “Justify” – why would you use a particular
technique and give reasons.
r “Compare” and “contrast” – what is the
same; what is different?
r “Define” – explain the meaning.
r “Describe” – what is shown on the illustration (don’t explain it).
r “Discuss” – describe and explain, possibly with for-and-against arguments.
r “Explain” – give reasons why something
happens (don’t describe it).
r “Suggest” – see “explain”.
r “Refer to” – give specific information
about case studies.
r “Using the information provided” –
mention the data that has been provided in
maps, tables and diagrams.
Reference Diagram Q9B: Birth Rate Statistics
Country
Birth Rate/100
United Kingdom
13
Ethiopia
38
Study Reference Diagrams Q9A and Q9B above.
Many ELDCs* are at Stage 2 in the demographic transition model while
EMDCs* are more likely to be at Stage 4.
Give reasons for the difference in birth rates between ELDCs such as
Ethiopia and EMDCs such as the UK.
*ELDCs = Economically Less Developed Countries
* EMDCs = Economically More Developed Countries
Answers
(4 points only needed from these answers):
(1) Birth rates are higher in Ethiopia because education is less available and
people don’t always understand human biology.
(2) Education and birth control methods (family planning) are both more widely
and freely available in the UK.
(3) Young people in Ethiopia often work to support older relatives (farming,
menial tasks, collecting water/fuel, and so on).
(4) In the UK the “Welfare State” provides pensions and health care for the elderly.
(5) Children’s wages could be economically significant to an Ethiopian family,
whereas UK children can’t really earn much as they’re at school till 16 years old.
(6) UK birth rates are lower as women have greater equality and may choose to
follow education/career paths.
(7) As families in Ethiopia may expect higher death rates during childhood, they
have more children in order to compensate.
(8) Many individuals in the UK have chosen not to have children for career or
economic reasons.
HIGHER GEOGRAPHY
More than 7400 candidates sat Higher
geography last year, and one quarter of
them achieved an A grade – more than 70%
achieved A-C grades.
Failing to read the question carefully still
lets some students down – so remember
that key words are printed in bold print and
use illustrations and tables provided.
Here’s a checklist of the major Higher
Geography course components.
PAPER 1
Acknowledgements
Standard Grade Geography Official SQA Past Papers (2001-2005) Leckie and Leckie
(2005); SQA; David Waugh, The New Wider World, Nelson Thoms, 2003; Ordnance
Survey.
r Can you use and understand the Demographic Transition Model?
r Can you draw and read Population
Pyramids?
r Do you understand how to use indicators
of living standards, for example GDP, GNP,
infant mortality, life expectancy, literacy,
and so on?
r Can you explain population control?
r Can you explain migration patterns?
r Do you appreciate problems of receiving
cities/countries, for example, Mumbai/
Spain?
r Do you know about problems associated
with ageing populations, for example
Japan?
r How do countries try to increase their
population, for example Germany?
Revise
INTERNATIONAL RELATIONS
r What are the benefits of alliances such as
the EU, OPEC, NATO?
r Why do countries in Europe, USA and
Japan control so much world trade?
r Can you explain how various factors lead
to economic influence?
International Trade
r Do you know why trade patterns are
different between EMDCs and ELDCs, for
example the USA and Mexico?
r Can you explain the interdependence of
trade between EMDCs and ELDCs, for
example the UK and Nigeria?
r Do you understand trading patterns,
problems and solutions, for example world
prices and globalisation?
/ Practise
r Can you explain how barriers to world
trade such as quotes and tariffs operate?
PHYSICAL ENVIRONMENTS (Q1, 2, 5 or 6)
Atmosphere
r Why does insolation vary with latitude?
r Heat Energy budget between surplus
Tropics and deficit poles.
r Be able to draw/understand three cell
atmospheric circulation model.
r Understand how energy is absorbed or
reflected by surfaces/atmosphere.
r Describe/explain global wind systems.
r Describe/explain global ocean currents.
r Describe global climate change and
human/physical causes over past 150 years.
r Describe and explain rainfall pattern in
West Africa with respect to mT/cT
airstreams, and ICTZ.
Hydrosphere
r Be able to draw, describe and explain a
model diagram of the global Hydrological
Cycle.
r Describe and explain a model river and
its physical characteristics.
Test
r Relate a river on an OS map to these
characteristics (direction of flow, height
difference and gradient, meanders, ox-bow
lakes, valley shape/width, and so on).
r Explain how such features form (for
example, waterfall).
r Be able to complete and analyse
hydrographs.
r Explain what causes variations in
hydrographs in areas of similar rainfall.
Lithosphere
r Know the main physical features of
glaciated uplands, upland limestone and
coastal landforms.
r Be able to identify and draw annotated
diagrams of these features.
r Explain the processes involved in their
formation.
r Relate these physical features to an OS
map (glaciation, limestone or coast).
r Explain how fluctuating sea level changes
coastlines.
r Describe/explain how physical, chemical and biological weathering operate to
change landscapes.
r Describe/explain formations of landslips, scree.
Biosphere
r Be able to recognise and draw/annotate
soil profiles of podzol, brown earth and gley
soils (you should know one of these really
well).
r Describe and explain how these soils
form.
r Have a clear knowledge and understanding of soil forming processes and factors
(for example, gley soils in Tundra areas).
r Describe and explain “ecosystems”.
r Understand “plant succession” and
“climax vegetation”.
r Be able to draw a labelled diagram (with
specific plant examples) of sand dune
succession – be able to describe and
explain it in detail.
HUMAN ENVIRONMENTS (Q 3, 4, 7 or 8)
Population
r Be able to describe and explain
EMDC/ELDC population pyramids.
r Understand how birth/death rates vary
over time and location.
r Describe/explain problems of rising birth
rates in ELDCs and declining birth rates in
EMDCs.
r Be able to draw the demographic transition model – be able to describe/explain
sages and know case studies.
r Know about census taking, and problems
in ELDCs.
r Be able to explain migration “push” and
“pull” factors with specific case studies.
r Know advantages and disadvantages of
migration to countries affected.
Rural
r Must be able to describe and explain
main features, landscapes and population
densities/settlement patterns associated
with shifting cultivation, intensive peasant
farming and extensive commercial farming.
r Describe and explain changes to these
systems.
r Describe and explain the impact of these
changes on local people and environments.
r Describe and explain the problems
associated with these changes.
r Describe and explain the Green
Revolution.
r Be able to comment on benefits/drawbacks of such change.
Industry
r Know four main “types of industry” with
examples.
r Know the main features of industry as a
system.
Review
leckieandleckie.co.uk
26 sundayherald 2 April 2006
GEOGRAPHY
HIGHER GEOGRAPHY
PAPER 1
1 HOUR 30 MINUTES
Six questions in total.
SECTION A (Four compulsory questions)
Q1, Q2
Physical Environments
Q3, Q4
Human Environments
SECTION B
Q5 or Q6
Physical Environments
SECTION C
Q7 or Q8
Human Environments
(4x9 = 36marks)
(1x7 = 7 marks)
(1x7 = 7 marks)
(TOTAL = 50 marks)
Expect an OS mapwork question in Section A, and possibly in B or C.
PAPER 2
1 HOUR 15 MINUTES
Two questions on “Environmental Interactions”, one from Section A and one from
Section B.
SECTION A
Q1
Rural Land Resources
30% (Approximate
Q2
Rural Land Degradation
12% percentage of
Q3
River Basin Management
7%
candidates
SECTION B
choosing this
Q4
Urban Change and Management
11% question in last
Q5
European Regional Inequalities
0.2% year’s exam)
Q6
Development and Health
38%
r Describe and explain how both physical
and human factors influence different
types of industrial location.
r Relate these factors to industrial location
on an OS map.
r Discuss and analyse factors which
encourage inward investment of industry.
r Identify industrial landscapes (for
example, old/new industries) on an OS map.
r How has industry changed in your case
study area?
r How did industrial growth, decline and
regeneration affect the landscape?
r Describe and understand environmental
impacts.
Urban
r Know about “site” factors of a specific
settlement.
r Be able to refer to site factors on an OS
map.
r Be aware of growth factors of a specific
settlement.
r Know about industry functional zones in
settlements (for example, entertainment or
industrial zones) and locate them on OS
maps.
r Be aware of models of urban structure
and relationship to real settlements (possible identification on OS maps).
r Be able to identify CBDs on OS map.
r Describe and explain the location of
zones within a settlement, for example
CBD, inner city.
r Analyse contrasting urban zones (for
example, age, street patterns, functions).
r Classify and justify settlement function(s).
r Describe and explain CBD/inner-city
redevelopment in case study settlement
and the impact of new developments
and problems in different zones (for example, suburban areas, green belts).
Years of practice
and all the Answers!
ENVIRONMENTAL INTERACTIONS
Rural Land Resources
r Be able to describe upland glacial,
upland limestone or coastal features with
reference to at least one case study.
r Use annotated diagrams to explain how
such features were formed.
r Understand social and economic opportunities and limits of these landscapes.
r Know about the problems of management and land-use conflicts in National
Parks, especially with reference to a specific
case study, for example Loch Lomond,
Scotland.
r Be able to evaluate EU farming schemes.
Rural Land Degradation
r Be able to describe and explain two case
studies of land degradation in North America,
Africa north of the equator, and/or the
Amazon Basin.
r Be able to explain social, economic and
environmental impacts in the chosen case
studies.
r Be able to explain wind erosion.
r Where does desertification occur?
r Understand and be able to explain
human and physical causes of land degradation (for example, overcultivation and
rainfall variability) and inter-relationships.
r Soil conservation solutions – how do they
work? How good are they?
River Basin Management
r Be able to explain distribution of river
basins and water management schemes in
North America, Africa or Asia.
r Be able to explain the need for water
management schemes given a variety of
resources (for example, maps/hydrographs).
Look out for
e:enquiries@leckieandleckie.co.uk
www.leckieandleckie.co.uk
Leckie & Leckie is a division of Granada Learning Limited.
local bookshop
ur
!
yo
Minimum 4 years of exam papers, bound together in one easy-to-use volume
Comprehensive answer sections – contributed by Principal Assessors – show you exactly
what examiners are looking for
Actual exam questions let you practise in all topic areas
Develop good exam technique by practising entire papers from previous years
Identify areas where you need to improve
Sit your exams with con#dence and get the grade you deserve!
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PAPER 2 SECTION 1
Call
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to request your
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2 April 2006 sundayherald 27
GEOGRAPHY
SECTION 2
Urban Change And Its Management
r Know a case study of one EMDC city and
one ELDC city.
r Be able to describe/explain in detail
urban change in your two case studies (for
example Edinburgh and São Paulo).
r Be able to explain city distribution in
EMDCs and ELDCs using maps, diagrams,
models and so on.
r City distribution within ELDCs/EMDCs.
r For one EMDC, know about different
land use zones, such as CBD, inner city,
suburbs, industrial areas – their problems,
change over time and planning strategies.
Be able to assess these cities critically.
r Know about traffic congestion, urban
sprawl, shopping centres, entertainment/
leisure issues and land use conflict –
planning success/failure.
r Know about greenbelt conflicts, for
example the edge of Bearsden/Newton
Mearns in Glasgow.
r Be able to compare an ELDC city and an
urban model.
r Know about growth factors in ELDC city.
r Describe/explain the social, economic
and environmental problems in an ELDC
city, and the attempts to improve favelas
(shanty towns) and be able to assess these
strategies.
European Regional Inequalities
r Be able to describe wealth distribution/
inequality within EU/EU country.
r Know a range of socio-economic indicators, for example percentage unemployed,
number of cars per 1000 people, average
income, GDP/GNP. Weaknesses/strengths
of these indicators.
r Know physical and human reasons for
rich/poor regions in EU.
r Be able to assess accuracy of statements
about wealth distribution on maps of the
EU.
r Know the Core-Periphery Model, ie problems of “edge of Europe”, steps to improve
matters, assess how effective remedial
measures have been.
Development And Health
r Know about social/economic indicators
of development and be able to explain how
they reveal levels of development, for
example literacy rates, birth/death rates,
income per capita, GNP/GDP, electricity
consumption.
r Be able to show how the above indicators
can produce maps of ELDCs/EMDCs.
r Understand HDI and PQLI indices.
r Explain deficiencies of some indicators,
such as GNP.
r Describe/explain differing levels of
development within and between countries (for example oil-rich Saudi Arabia, NIC
Singapore, ELDC Bangladesh).
r Be able to explain the “Cycle of Poverty”
(malnutrition – disease – no work
poverty – malnutrition).
r Describe/explain differences in clean
water/sanitation between urban/rural
areas. Effects on disease rates? Improvements?
r Explain why life expectancy varies across
the world.
r Human/Physical factors leading to
Revise
spread of an infectious disease or waterrelated disease (for example malaria). Be
able to discuss methods used to control
disease and assess their effectiveness.
r Be able to explain high infant mortality
rates, know measures taken to improve the
situation, assess their effectiveness.
r Primary Health Care (for example, local
clinics in east Africa, Oral Rehydration
Therapy). Benefits of disease prevention.
HIGHER QUESTION 2005
Reference Diagram Q5 (Changes in global mean temperature 1880-2000)
Departure from Long-Term Mean (Cº)
r Be able to explain physical and human
factors in dam location.
r Understand the impacts of river basin
management schemes on hydrological
cycle (for example, river flow).
r Describe and explain social, economic
and environmental impacts.
r Comment on the effectiveness of
schemes’ social, political and environmental
impacts.
r Associated political considerations.
+0.75
0.5
0.25
0
–0.25
1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000
Year
QUESTION 5:
a) Study the reference diagram above.
Explain the human factors which may have led to the changes in global mean temperatures
(4 marks)
shown in the diagram.
b)With the aid of an annotated diagram, explain why Tropical latitudes receive more of the
sun’s energy than Polar regions.
(3 marks)
ANSWERS:
(a) Human factors possibly include:
Increased CO2 levels resulting from increased consumption of fossil fuels (oil, coal, gas)
due to increased world demand from greater car ownership, electricity produced from
coal-fired power stations (for example, China, India), and forest clearance through burning
(for example, Brazil, SE Asia – Indonesia, and other Tropical Rain Forest regions).
As world population increases, increasing demand for rice, grown in anaerobic flooded
conditions, produces methane. CH4 also derives from increasing cattle numbers as cows
belch it from both ends, and from organic waste.
CFCs are very potent greenhouse gases, and were widely used in aerosols. Although largely
banned, they are very persistent. They are also released from refrigerators, polystyrene
production, and other manufactured products.
Nitrous Oxides (NOx) from vehicle exhausts, especially in sunny conditions.
b)
A
1
X
B
2
Y
Amount of incoming energy/sunlight at 1 and 2 are equal. Area of earth heated at A is
much greater than at B due to the curvature of the Earth, therefore A is cooler. Insolation at B
is much greater than at A as the rays strike vertically.
To reach A, the sun’s rays pass through a greater amount of atmosphere at X. They are
more likely to be absorbed or reflected than at the Tropics, Y.
At A, the surface is more likely to reflect due to snow/ice cover. At B it is more likely to
absorb energy due to darker forest cover (Albedo Effect).
Due to the tilt of the Earth, seasons result. At the Poles this means six months of darkness.
The Tropics have fairly even insolation all year round.
/ Practise
N.Pole
Tilt of Earth
23 º
S.Pole
At Winter Solstice, S. Pole receives
24 hours of sunshine, N. Pole
experiences 24 hours of darkness
and, therefore, cold.
Test
GMTs (Geographical Methods And Techniques)
r Be able to construct/interpret graphs, for
example climate graphs.
r Be able to draw, describe/explain hydrographs.
r Be able to use OS maps (revise Standard
Grade revision check-list), for example
describe relief and drainage of an area.
r Be able to identify an annotate landscape
features on a diagram, for example line
sketch of pyramid peak/corrie and so on.
r Be able to construct/interpret crosssections.
r Be able to draw/explain soil profiles.
r Understand/explain population graphs.
r Interpret population data.
r Be able to analyse land-use data, for
example crop yields/urban zones through
maps/diagrams/tables.
r Be able to annotate field sketches.
r Be able to analyse aerial photographs/
photographs of rural landscapes.
r Be able to manipulate and explain industrial data, for example graphs/diagrams.
r Explain sphere of influence fieldwork
data.
r Explain urban patterns on maps/diagrams.
Acknowledgements
Core Higher Geography, K McLean & N
Thomson (2000) ISBN 0340758392; Applications Higher Geography, Archer, Bruce,
Lobban, Russell (2001) ISBN 034078267 6;
Higher Geography Course Notes, Dr Bill
Dick, (2004) Leckie & Leckie ltd; SQA –
Learning and Teaching Scotland.
ATMOSPHERE
EARTH
Health And Development Abbreviations
ELDC
Economically Less Developed
Country (for example, Burkina)
EMDC Economically More Developed
Country (for example, France)
GDP
Gross Domestic Product (US $)
GNP
Gross National Product (US $)
HDI
Human Development Index
NIC
Newly Industrialised Country (for
example, South Korea)
PHC
Primary Health Care
PQLI
Physical Quality of Life Index
GEOGRAPHY EXAM
TIMETABLE
Level/Paper
Time
Wednesday May 10
Foundation
9am-10.05am
General
10.25am-11.50am
Credit
1pm-3pm
Monday May 29
Intermediate 1
9am-10.15am
Intermediate 2
9am-11am
Higher Paper 1
Physical and Human
Environments
9am-10.30am
Higher Paper 2
Environmental
Interactions
10.50am-12.05pm
Advanced Higher
9am-11am
Review
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