GCSE Revision:
The Physical Option
Topic 1: Restless Earth
How and why do the Earth’s tectonic plates move?
Key Ideas
Content
How and why do Earth’s tectonic plates move?
Interpreting a cross-section of the Earth, with
details (temperature, density, composition,
physical state) of layered structure (including the
asthenosphere); using rock samples to contrast
continental and oceanic crust.
Considering the core’s internal heat source
(through radioactive decay), and how this
generates convection which drives plate motion
and generates Earth’s magnetic field.
There are conservative, constructive and
destructive plate boundaries, each with
characteristic volcanic and earthquake hazards.
Examine the distribution of the three plate
boundary types, and identify major plates.
Examine the causes of contrasting volcanic
(volcano type, magma type and explosivity) and
earthquake hazards, including tsunamis (shallow
versus deep; magnitude) at contrasting example
locations, eg Iceland and Indonesia.
What you need to understand
 To understand the structure of the
Earth and be able to label a diagram
showing the structure of the Earth –
including lithosphere and asthenosphere
 To know the differences between
continental and oceanic crust.
 Know the Earths crust is made up of
plates.
 Understand what convection currents
are, how they are created and how they
move plates.
 To be able to name the major plates on
the earths crust.
 Know that earthquakes and volcanoes
occur at plate boundaries.
 Be able to draw and label a diagram to
show conservative, constructive and
destructive plate margins.
 Explain what happens at each plate
margin and how it causes earthquakes,
volcanoes or both.
 Know the differences between shield
and composite volcanoes.
 Know the type of magma influences the
shape of a volcano and how explosive a
volcano is.
 Know that Mauna Loa is a shield volcano
and Mount Pinatubo is a composite
volcano.
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What are the effects and management issues resulting from tectonic hazards?
Volcanic and earthquake hazards affect people
Investigate the primary and secondary impacts of
in different ways and at contrasting locations.
earthquakes in two named locations e.g. Haiti 2010
versus San Francisco. To include reasons for
contrasting impacts on people and property.
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Examine the primary and secondary economic and
social impacts of one volcanic event.
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Management of volcanic and earthquake
hazards, at contrasting locations, ranging from
short-term relief to long-term planning,
preparation and prediction.
Examine the role of prediction, warning and
evacuation in relation to volcanic and earthquake
hazards.
Contrasting hazard resistant design in
the developed and developing world.
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Know that the magnitude of
earthquakes is measured on the Richter
scale i.e. the strength of the
earthquake.
Know that shallow earthquakes with a
focus close to the surface will cause
more damage than one with a deep focus
Know how tsunamis from.
To know the difference between
primary and secondary impacts
Learn the effects of two earthquakes
e.g. Haiti earthquake 2010, and San
Francisco 1989
Understand the effects on people and
property can be very different
depending on how developed a country
is.
Be prepared to compare the effects in
both.
Economic impacts: related to money or
wealth e.g. cost of damage caused by
earthquake, damage to businesses.
Social impacts: how it affects people
e.g. injury and death, lose of homes,
living conditions, lose of jobs etc.
Learn the impacts of one event e.g.
Montserrat.
To know how earthquakes and volcanoes
can be predicted.
To know how people can prepare and
plan to minimise the effects of
earthquakes and volcanoes.
To understand how buildings can be
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Evaluating the role of immediate response and
relief efforts linked to a named tectonic hazard
event,
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designed to be earthquake proof in
developed countries e.g. ‘birdcage’
interlocking frames, fire resistant
building materials.
To know there is less money in
developing countries to build hazard
resistant buildings, but simple
modifications can be made to make
homes safer e.g. removing the mud
overlay from heavy roofs.
To understand that responses and relief
efforts are not always successful e.g.
Haiti where rubble blocked roads and
rescuers were unable to get to the
earthquake zone and people were left to
rescue each other.
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98% of the rubble on the roads hadn’t
been cleared restricting aid access
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810,000 people placed in aid camps