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NCEA LEVEL 2
Year 12
GEOGRAPHY
The Ultimate Revision Guide 2012
A workbook containing write-on notes with clear explanations of the Achievement Standards
assessed in the NCEA Level 2 Geography External Examination. This workbook uses a
metacognitive approach that guides candidates and encourages them to reflect upon what they
will write in an essay write before putting pen to paper.
 Activities that focus candidate topic notes for AS91240 (2.1) Large Natural Environment
and AS91242 (2.3) Differences in Development
 NCEA style practice essays with marking guides detailing NCEA type Grades (Achieve,
Merit, Excellence) for externally assessed Achievement Standards 91240 (2.1) Large
Natural Environment and 91242 (2.3) Differences in Development
 Web-link to NCEA past Examinations and Marking Reports
 Web-link to NCEA 2012 Assessment Specifications
 Web-link to the 2012 examination timetable
Candidates using this revision booklet are strongly advised to ask their teacher about the
particular case studies used in their school. Individual schools select their own natural
environment and development setting(s) - any provided in this booklet are only examples.
Marking rubrics in NCEA follow the principles of solo taxonomy. It would pay to check out this
site to see the theory behind how the marking system works.
http://www.johnbiggs.com.au/solo_taxonomy.html
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Contents
Introduction
NCEA Revision – How to use this workbook
Before the exam
Writing a solid essay in the exam
3
3
3
Achievement Standard 91240 (2.1) Achievement Criteria
Examination Specification and prediction
Important terms table
Geographic concepts & characteristics diagram
Interacting processes
Changing natural environment over time
Human interaction with the natural environment
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8
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10
11
12
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Essay Practice
Large Natural Environment characteristics diagram
Interacting processes
Changing natural environment over time
Changing perceptions over time
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15
18
21
Achievement Standard 91242 (2.3) Achievement Criteria
Examination Specification
Characteristics of development table
Geographic Concepts
Objective indicators summary
Problems with using objective indicators
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25
26
27
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28
Essay Practice
Different measures of development
Factors causing differences in development diagram
Natural Factors that cause differences in development
Cultural Factors that cause differences in development
Strategies to reduce differences in development
Helpful websites
Glossary of Terms
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NCEA REVISION
How do I use this workbook?
This workbook should not be seen as the magic solution to get you through the examination at the end of
the year; but it’ll definitely help. Use the following steps when writing the essays in this workbook:
Step 1
Read the essay question and understand what you have to do before you answering.
Highlight the key things the question is asking you to do. Go to the “markers report” that is
found at the end of each essay and read what the task requires you to do.
Step 2
Focus your study notes – make brief notes that include the important ideas you need to
get across in the essay. Bullet point and have a specific diagram you can use in your
essay to support your answer (this may be essential to move from Achieved to Merit or
Excellence).
Step 3
Write the essay – once you clearly understand what you have to do, write the essay.
Don’t waffle, be clear and concise, use case study facts throughout your answer and
include a diagram. When writing, leave a space between paragraphs because this will
make it much easier for the marker.
Step 4
Mark your own essay - use the markers report and the judgement matrix to work out what
grade your essay would have scored. Do these things before asking your Geography
Teacher to read over your essay. Get their professional opinion on the grade you
awarded yourself.
Careful preparation and learning specific facts from your case studies this year will be essential when it
comes to passing. Cramming works for some people, but it is much better if you can become familiar
with facts and ideas by learning them off by heart but you need to be able to apply them to the different
questions / tasks that pop up in the exam.
Before the examination:
In the Term 3 holidays, set up a revision timetable that includes revision time slots for all of your
subjects, include REST / RECREATION time. You should follow this timetable each day just like you do
your normal school timetable.
Organise your study notes – throw out the junk and create a small folder (that includes this revision
pack) to revise from. Write plenty of practice essays and have them check marked by your teacher, you
may like to get an added idea of the type of questions likely to be asked by looking back over old
examinations and markers reports you’ll find these at:
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=Geography&view=exams&level=02
Writing a solid essay in the examination:
Read the question – highlight the key points / things the question is asking you to do
e.g. ‘Explain variations within a large natural environment’. The key words here are: Explain
variations.
1.
2.
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Writing the essay:
Have an introduction that leads directly into your essay e.g. “Variations exist in vegetation, soils
and relief features within the Amazon natural environment and these are caused by the operation
of natural processes.”
Leave a line between paragraphs.
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3.
Use diagrams or maps, even if there is no space provided to draw them, but make sure you refer
to them in your paragraphs. You will not go to Merit or Excellence without them.
Use lots of specific examples that are relevant THROUGHOUT your answer. These will be
things like figures, amounts, speeds, place names or dates. Refer to your case study setting (e.g.
Tongariro volcanic environment) and interweave case study material into your answer.
Be sure to integrate geographic concepts throughout your answer to show a clear
understanding.
Make sure you understand the terms in the Glossary at the back of this book.
Essay Content:
Do not use words like good or bad. Use correct qualifiers, e.g. one negative impact
humans have had on biodiversity within the Amazon Environment is……
Use specific locations: Rondonia is located on the western side of the environment to the
east of the Andes Mountains and to the north west of Matto Grosso NOT “Rondonia is
beside the Mountains”.
DO NOT write grand generalisations such as “All of the Amazon environment is covered
by rainforest”
DO use specifics, “The Amazon Basin has Selva rainforest that is bio-diverse and
comprised of stratified vegetation with tall angiosperms being the dominant plant species
in the upper canopy”.
4.
Essay format (set up):
A simple but effective way of planning out an essay is to use the SEED method as a guide. In
your essay you may start by making a statement that reflects what is asked in the question and
that shows the person who is marking that you are going to focus your answer e.g.
S
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=
Statements
Different people’s perceptions have influenced and had an impact on the Amazon natural
environment.
Volcanic and tectonic forces have caused significant changes to the western environment.
The Amazon natural environment has evolved through time.
There are many differences or variations in the Amazon natural environment.
The statement is followed by an explanation e.g.
E
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=
Explanations
The reasons for the variations in the Amazon natural environment are…..
Variations in vegetation exist between the Amazon Basin, Matto Grosso and Andes because……
European settlement in the 20th Century has had the greatest impact on the Amazon natural
environment because……
The explanation should include case study specific information or facts e.g.
E
=
Examples
These are FACTS you include in your essay:
 Caatinga forest is found in north east Brazil altitude of 2-500m above sea level where soil
temperatures can reach 60 degree Celcius and rainfall is only during a brief rainy season in
summer, in contrast alpine vegetation is mainly found…
 A deep depression that has been filled by alluvial deposits forms the area called the Amazon
Basin in the centre of the environment and has influenced the type of vegetation found here…
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A diagram is required for you to move up grades to Merit and Excellence, usually this
requirement will be stated in the question (but not necessarily). Diagrams should always be
annotated and include a title and at least 3 of the following: orientation, scale, annotations, and a
key.
D
=
Diagrams
Matto Grosso
Look at the diagram above, state the conventions that are missing:
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Marking:
You will be marked using the new points system that will be applied something like this:
N0
Nothing written on the script
N1
Something written but nothing relevant
N2
One relevant point
A3
Several relevant points that demonstrates very basic understanding
A4
Several relevant points that demonstrated understanding
M5 Several valid points including specific case study material and possibly diagram
M6 Several valid points demonstrating in-depth understanding with examples and diagram
E7
Demonstrates comprehensive understanding with specific case study examples and
diagram
E8
Demonstrates fully comprehensive understanding, is able to discuss with specific case
study examples and appropriately placed diagram/illustration – outstanding response
Where you see A3 or A4 etc. in the marking guides below, look back to this page and assess
your essay against it and judge whether it is a strong or weak A, M or E and what score you
would give your work.
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91240 (version 1)
Demonstrate geographic understanding of a
large natural environment
Externally assessed
4 credits
Assessment will involve a selection from:
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NCEA
Achievement
Standard
2.1
The characteristics of a large natural environment
How elements and processes of the large natural environment interact
How a large natural environment is formed and changes over time
How people interact with a large natural environment
How people’s perceptions of a large natural environment change over time
Achievement Criteria:
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate geographic
understanding of a large
natural environment
 Demonstrate in-depth
geographic understanding of
a large natural environment
 Demonstrate comprehensive
geographic understanding of
a large natural environment
Achievement Standard 2.1 requires candidates be familiar with a case study of a large natural
environment, to be able to show a comprehensive understanding of the characteristics including soil,
vegetation, relief and climate. Candidates will also have to show an understanding of how different
natural processes have worked together (interacted) to create and shaped the natural features found in
the natural environment. Candidates must be able to use specific information from a case in their
answers. Finally, understanding how people interact with the natural environment and how the
perspectives towards the environment have change over time.
Before going into the examination, you should be able to demonstrate a clear understanding of:
1. The characteristics of a large environment – This means you need to be able to identify the
features that make your case study environment distinct or unique from other types of environment.
Your case study environment will have vegetation, soil, climate and relief types that set it apart from
locations in the world. The Amazon environment has a diverse range of vegetation from tall Selva
vegetation on the Varzea in the central part of environment to shorter Caatinga vegetation in the
north east of the landscape, alpine vegetation on the Andes in the west and Llanos vegetation in the
south east. The reason for the different vegetation type is linked to soil and climatic differences like
orographic, cyclonic and convectional rainfall patterns influencing each location. Likewise soil types
around a natural environment and landform types have different characteristics (show variation)
because natural processes have created them in those specific locations. You will need to know
different soil, vegetation. Climate and relief specifics…..rainfall amounts, soil types, named landforms
and named vegetation types to use in diagrams and essays.
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2. How elements and process interact – This means you need to know how different processes have
worked together to create the natural environment and all of the features in it. Features are the
important landforms, soils and vegetation types found in your environment. The processes that you
could use to show interaction could be TECTONIC, VOLCANIC, SUCCESSION, EROSION,
TRANSPORTATION and DEPOSITION. If you are studying a dry or arid environment a process like
desertification with a focus on interactions between Aeolian erosion, transportation and deposition
might be more relevant. Some processes have worked together to build up the land e.g. volcanic and
tectonic processes; other processes have worked to wear down and shape the land e.g. Fluvial
erosion, fluvial transportation and fluvial deposition. You need to be able to explain how the
processes have worked together to build up and wear down the relief, soil, and vegetation features
over time e.g. Tectonic and volcanic processes worked together to initially create the Andes
mountains. Through faulting and folding caused by the collision of the South American and Nazca/
Pacific plates the Andes Mountains were upthrust in the West of the environment. Erosion by glacial
processes combined with fluvial erosion interacting with fluvial transportation that carries sediments
through rivers, have carved out u-shaped and v-shaped valleys in the Andes. The process of
deposition interacts with Transportation causing alluvium to be deposited in the Amazon Basin; over
time the interaction of these processes gradually built the Varzea floodplain. You would need to be
able to go into the specific detail of how the processes work and how they interact or are
linked/influence each other.
3. How a large natural environment is formed and changes over time – This means you will need
to show an understanding of how different processes have worked to create the natural environment
and changed important characteristics of the environment through time. It is the same knowledge as
the previous bullet point except you need to be able to apply dates or stages of development in your
response. A website like http://www.slideshare.net/nigelcato/amazon-basin-geological-development
might help you understand the geological processes and how they have worked to build up the relief
in the Amazon over the last 200 million years (you might like to search the internet if you studied a
different large natural environment for changes over time); you would also need to discuss changes
to vegetation, soil and climate over this time period.
4. How people interact with a large natural environment – This means you will have to know how
people use the relief, vegetation, and soils in the environment and how they take advantage of the
climatic characteristics in the large environment. People can interact with the environment in positive
ways by protecting and enhancing it. An example is the protection of parts of the Amazon
http://news.mongabay.com/2006/1204-brazil.html where the PARA region has been designated
protected from development. People can interact with the natural environment in negative ways e.g.
agro-industrialisation of Matto Grosso by companies like Cargill causes large-scale destruction of
rainforest as it is cleared to grow soya bean and raise cattle. You should be able to identify different
groups and discuss how they interact with the environment and the reasons for that interaction.
5. How people’s perceptions of a large natural environment change over time – Looking back
over time, some people’s attitudes towards the environment have changed whilst others have
remained the same. If we look at the Amazon example, Native Amazonian Indians have not changed
their views of the rainforest environment over time; Traditional views that the forest is sacred and is
to be respected remain strong. European views however have changed significantly since the first
Spanish explorer Don Francisco Orellana in 1541 who viewed the forest as a barrier and a potential
source of gold and riches. The forest has been variously seen as a barrier to economic progress by
farmers, a solution to Brazil’s urban overpopulation in the 1980’s, an economic solution to slow
economic growth in the 1990’s, and more recently as a potential source of medicines and as an
important factor in global climate change as human population continues to grow and global
awareness increases, as science gives us greater understanding of natural process operating at a
global level and of sustainability. You will need to be able to explain how people’s perceptions have
changed over time and why.
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LARGE NATURAL ENVIRONMENT (AS91240) SPECIFICATION
This is what will be covered in the 2012 examination
.
You will probably be asked THREE questions and you will have to answer all three.
Some questions will require students to complete labelled sketch maps and/or diagrams accompanied
by a written explanation. Other questions will require students to complete a longer written response,
which may also be supported by sketch maps or diagrams.
All questions must be answered using the same large natural environment.
Prediction about how your exam could look:
(NOTE: Disclaimer -This is only a prediction, the actual paper could be structured differently).
Question 1:
a. Draw an annotated map, sketch or diagram to show the characteristics of your chosen
natural environment
b. Fully explain how natural processes have interacted over time to create the large
natural environment shown on your map or diagram
Question 2:
Fully explain how natural processes have interacted over time to create the large natural
environment you have studied this year
Use specific detail and illustrate your answer with supporting maps and/or diagrams.
Question 3:
Over time, with changes in technology, greater environmental awareness, and through cultural
interactions, the way cultures view and interact with large natural environments can change.
Fully explain how people’s perceptions of your chosen large natural environment have changed
over time.
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Important Key Terms and Knowledge
Put together a list of specific examples that you can use with your topic and learn them off by heart.
These examples are what will take your essay answers to Merit or Excellence and you will need to
use them wherever you can and as appropriate in your diagrams and essays.
Specific examples for: (name your case study environment) ___________________________________
E.g. Amazon large environment
 Matto Grosso
 Para
 Andes
 Selva
Geographic terminology and concepts that relate to the large natural environment:
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Geographic Concepts:
Geographic terminology and concepts should be referred to and integrated, where appropriate, in essay
answers. You need to be aware of geographic concepts like sustainability, environments, perspectives,
patterns, processes, interactions, change. For more explanation and concepts go to:
http://seniorsecondary.tki.org.nz/Social-sciences/Geography/Key-concepts
Diagrams – get your teacher to check these after you have done them
Characteristics Diagram:
Construct a fully annotated diagram showing characteristic soil, vegetation, climate and
landforms within your chosen natural environment.
Characteristics of the ________________________________environment
Key:
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Interacting Processes Diagram:
Construct a fully annotated diagram to show how different processes interact in your chosen
natural environment.
Interacting processes in the _________________________________natural environment
Key
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Changing environment over time:
Construct a fully annotated diagram to show how your chosen natural environment has changed
over time.
Changes in the ___________________________________environment over time
Key
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Human Interaction:
Construct a fully annotated diagram to show how humans have interacted with your chosen
natural environment.
Human interaction with the ___________________________________environment
Key
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Essay Practice 1 – Large Natural Environment:
Note: Before attempting to answer any of the practice essay questions, read the
assessment criteria and the marking guide thoroughly.
a. Draw an annotated map, sketch or diagram to show the characteristics of your
chosen natural environment.
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(b) Fully explain how natural processes have interacted over time to create
ONE characteristic in the large natural environment shown on your map or
diagram.
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Grade:
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Assessment Criteria:
Evidence
Fully annotated colour
diagram, sketch, or map
with conventions showing
the characteristics of the
natural environment which
should include a range of
soil, vegetation, relief and
climate characteristics
Achievement
Merit
Excellence
Fully annotated colour diagram,
sketch, or map with conventions
showing the characteristics of
the natural environment which
should include a range of soil,
vegetation, relief and climate
characteristics
Fully annotated colour diagram,
sketch, or map with conventions
showing the characteristics of
the natural environment which
should include a range of soil,
vegetation, relief and climate
characteristics
Fully annotated colour diagram,
sketch, or map with conventions
showing the characteristics of
the natural environment which
should include a range of soil,
vegetation, relief and climate
characteristics
OR
AND
AND
*Demonstrates understanding of
how interacting natural
processes have worked together
to produce ONE characteristic
feature of the environment
*Demonstrates in-depth
understanding of how interacting
natural processes have worked
together to produce ONE
characteristic feature of the
environment
* Demonstrates comprehensive
understanding of how interacting
natural processes have worked
together to produce ONE
characteristic feature of the
environment using geographic
concepts and terminology
AND
* Demonstrates
comprehensive
understanding of how
interacting natural
processes have worked
together to produce ONE
characteristic feature of the
environment using
geographic concepts and
terminology
* Shows some understanding of
interacting processes involved in
creating a characteristic feature.
* Limited case study material
from a large natural environment
Only fully labelled colour
diagram, sketch, or map
with conventions =
maximum of Achieved is
awarded.
A3
or
A4
* Shows a good understanding
of interacting processes involved
in creating a characteristic
feature.
* Detailed case study material
from a large natural environment
M5
or
M6
* Shows a excellent
understanding of interacting
processes involved in creating a
characteristic feature
* Detailed case study material
from a large natural environment
E7 or E8
Only *Demonstrates
understanding of how
interacting natural
processes have worked
together to produce ONE
characteristic feature of the
environment using
geography concepts or
terminology
= maximum of Achieved is
awarded.
The task requires the candidate to show an understanding that different natural processes interact with each other
within a natural environment. Candidates could do this by identifying different processes (Glacial, fluvial, erosional)
and explaining how they work in conjunction with each other to shape the environment. The best responses will
show a detailed understanding of how the different processes work on their own but are linked to other processes
that together are important in shaping the environment and have specific detail interwoven into the response
e.g. “The fluvial processes of erosion are important in eroding sediments off the Andes Mountains in the west of the
Amazon natural environment. Rain falls onto the Andes washing eroding volcanic rocks into tributaries through
surface runoff and sheet wash resulting in rilling and gullying. Glacial erosion is another process that is acting to
erode the Andes at the same time. Terminal moraine deposited by glaciers is also carried into streams and
tributaries of the Amazon River by melt waters. Once in the stream, sediments are carried by the process of fluvial
transportation. Sediments are suspended, saltated, and rolled through stream channels off the Andes Mountains
and onto the Varzea floodplain where the slope dramatically reduces to 2 degrees causing heavier material to be
deposited on the river bed. Frequent flooding of the Amazon River and tributaries caused by heavy convectional
rainfall processes, carries and deposits sediments onto the Varzea floodplain. Through the interaction of the
processes of glacial erosion by plucking and transporting sediments to the terminal moraine where it can be further
transported by melt-waters, combined with the interacting processes of fluvial erosion, fluvial transportation and
fluvial deposition; have created the characteristic alluvial soils of the Amazon Varzea.”
Some ideas of what may be included in an answer:
INTERACTING PROCESSES - Fluvial erosion, fluvial transportation, fluvial deposition, glacial erosion, glacial
transportation, glacial deposition, Aeolian erosion, Aeolian transportation, Aeolian deposition. You must LINK the
process by saying how one works with the other.
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Essay Practice 2 - Large Natural Environment:
Note: Before attempting to answer any of the practice essay questions, read the
assessment criteria and the marking guide thoroughly.
Fully explain how the large natural environment you studied this year was formed and has
changed over time.
Use specific detail and illustrate your answer with supporting maps and/or diagrams.
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Assessment Criteria:
Evidence
*Demonstrates
comprehensive
understanding of how a
large natural environment
has been formed and
shows changes that have
occurred in the
environment over time
Achievement
*Demonstrates understanding of
how a large natural environment
has been formed and shows
changes that have occurred in the
environment over time
*Shows limited understanding.
Some specific case study material is
present in the response
*Shows excellent
understanding and has
detailed specific case
study material interwoven
throughout the response
*An illustration or diagram
or map(s) is present that
shows changes to the
environment over different
time periods
Merit
Excellence
*Demonstrates in-depth
understanding of how a large
natural environment has been
formed and shows changes that
have occurred in the environment
over time
*Demonstrates comprehensive
understanding of how a large
natural environment has been
formed and shows changes that
have occurred in the
environment over time
*Shows good understanding and
has detailed specific case study
material interwoven throughout the
response
*Shows excellent understanding
and has detailed specific case
study material interwoven
throughout the response using
geographic concepts and
terminology
*An illustration or diagram or
map(s) is present
*An illustration or diagram or
map(s) is present
A3 or A4
M5 or M6
E7 or E8
The task requires the candidate to explain how the large natural environment has changed over a long period of
time. Generally changes in the environment happen as different processes build up and wear down features within
the landscape, explaining how natural processes build and wear down features is a significant part in explaining
how the natural environment has changed over time. Soils, vegetation and landforms, have changed (evolved) over
time due to the operation of climatic processes, tectonic and other internal processes, erosion, transportation,
deposition and other surface processes. The candidate needs to explain these but could also recognise that most
recent changes in the natural environment have been caused by humans through agro-industrial processes,
tourism, urban expansion or other human induced processes.
Geographic concepts that could be applied to this question are change and processes. They can be used to help
explain how different features of the natural environment have been created by processes and a time element
should be clearly evident to show that change could happen in stages. An indication that one process may have
been more important, or more significant, than other processes in building up the natural environment could be
explained e.g. tectonic and volcanic forces continue to force the Andes Mountains upwards creating land (the
Andes Mountain chain) in the west of the landscape, while weathering and fluvial erosion are agents of erosion that
are constantly wearing the land down.
The best answers will use a specific case study and clearly explain how the operation of different processes over
time has resulted in the different characteristics visible in the environment today. Specifically named processes like
fluvial erosion, aeolian erosion, glacial erosion and volcanic eruption, linked to the formation of named landform
features like the Andes, the Guyana Higland or the Matto Grosso, and linked to soil and vegetation features will
typically score best. It is essential candidates show a clear understanding of how different processes changed the
whole natural environment and created the different features visible in the environment today, this could include
which of those processes has been most dominant in the formation of the environment and also look at human
induced changes as well as natural.
Candidates need to weave their case study information throughout their paragraphs and it needs to be relevant.
Attempting to incorporate diagrams and maps into the answer effectively will mean the difference between
Achievement and a Merit or Excellence.
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Essay Practice 3 – Large Natural Environment:
Note: Before attempting to answer any of the practice essay questions, read the
assessment criteria and the marking guide thoroughly.
Fully explain how people’s perceptions of your chosen large natural environment have changed
over time. Refer to how and why people’s perceptions about the large environment have
changed.
Use specific detail and illustrate your answer with supporting maps and/or diagrams.
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Assessment Criteria:
Evidence
*Demonstrates
comprehensive
understanding of how
people’s perception of a
large natural environment
has changed over time
*Shows excellent
understanding and has
detailed specific case
study material interwoven
throughout the response
using geographic concepts
and terminology
Achievement
Merit
*Demonstrates understanding of
how people’s perception of a large
natural environment has changed
over time
*Shows understanding and has
some case study material in the
response
Excellence
*Demonstrates in-depth
understanding of how people’s
perception of a large natural
environment has changed over
time
*Demonstrates comprehensive
understanding of how people’s
perception of a large natural
environment has changed over
time
*Shows good understanding and
has detailed specific case study
material in the response
*Shows excellent understanding
and has detailed specific case
study material interwoven
throughout the response using
geographic concepts and
terminology
*An illustration or diagram or
map(s) is present
*An illustration or diagram or
map(s) is present
*An illustration or diagram
or map(s) is present
A3 or A4
M5 or M6
E7 or E8
The task requires the candidate to explain particular ways in which people’s (groups/individuals) perceptions of a
natural environment has changed over time. The response should show an understanding of the people’s
knowledge, practices and beliefs and how these factors influence how they see the natural environment.
A geographic concept that could have been applied to this question is Perspectives because different cultural
groups have had different perceptions and perspectives about the environment. Perspective can be used to help
explain how different groups and/or individuals view and use the natural environment and also to explain why some
views (perceptions) change over time. It is important to note that some groups may not change their perception.
E.g. “Amazon Indians like the Yanomami and the Xingu people have held a traditional view of the Selva rainforest
that has remained unchanged throughout historical accounts. They perceive forest flora and fauna as the host
spirits and therefore biodiversity holds special spiritual significance. This mystic perspective generates great
respect for the forest and influences these people to use forest resources in a sustainable way. Not understanding
modern farming techniques, nor having access to farm machinery, means these groups also have less capacity to
impact the forest, by employing subsistence swidden agriculture methods only small areas of the forest are
impacted and these are able to recover and regenerate over time. This perception of the environment has
remained unchanged for over 10,000 thousand of years. In contrast, European views of the environment have
changed significantly since the Amazon Rainforest environment was first explored by Spanish explorer Don
Francisco Orellana in 1541 -1542. He was in search of El Dorado (the city of gold) and the environment was
viewed as a barrier or obstacle to be overcome. Later, Portuguese settlers saw the environment as virgin territory
whose resources could be exploited for wealth. The thickness of the jungle was also viewed as a barrier to
progress by settlers and later farmers who resorted to slash and burn techniques to clear the forest. In the 20 th
Century European perspectives changed as economic crises struck Brazil and overpopulation of cities became an
issue. The environment was seen as a potential saviour and the Brazilian government gave out free land to
depopulate overcrowded cities. More recently the Amazon environment has been viewed as a way of increasing
Brazil’s GNI through agro-industrialisation. Technological change has meant the forest can be cleared at a faster
rate than in previous centuries, trans-national companies like Cargill see potential in converting forest into
agricultural land for soy bean production and palm oil for bio-fuels. This has been happening in Matto Grosso. The
environment has also been exploited for minerals like tin, gold and iron ore at Minas Guerras where the push to
supply raw materials for global consumption has had devastating environmental effects but brought economic
benefits to Brazil. As understanding of global issues changed with scientific study of the atmosphere, soils and
water, humans have come to realise that impacting the Amazon Large environment could have a global impact
through global warming and global climate change. This realisation has caused a change in people’s perspective
towards the Amazon environment and now civil societies like Green Peace and World Wildlife Fund are creating
greater global awareness of the issues. The Government of Brazil has now created the world’s largest forest
reserve in PARA as a result of their changing perspective……..”
An answer like this is well on the way to excellence.
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91242 (version 1)
Demonstrate geographic understanding of differences in
development
NCEA
Achievement
Standard
2.3
Externally assessed
4 credits
Assessment will involve a selection from:





Characteristics of development based on economic, social and political factors and features
Different ways development can be measured, such as

objective indicators – including composite measures eg the Brandt report

(North-South Division), GNP, HDI, literacy rates

subjective indicators eg happiness

problems associated with the measurement of development
Natural factors contributing to differences in development, such as:

extreme natural events; drought, floods, earthquakes, hurricanes

environmental conditions; soil type, landform, rainfall, minerals, location
Cultural factors contributing to differences in development, such as:

health

famine

educational opportunities

government systems

political stability

language

multinationals

religious groups

gender groups
Strategies for reducing the differences in development, referring to the actions that have
been or may be taken by governments and/or non-governmental organisations to reduce
differences
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence

 Demonstrate in-depth
geographic understanding of
differences in development.
 Demonstrate comprehensive
geographic understanding of
differences in development.
Demonstrate in-depth
geographic understanding
of differences in
development.
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DIFFERENCES IN DEVELOPMENT (AS91242) SPECIFICATION
This is what will be covered in the 2012 examination
You will probably be asked THREE questions and you will have to answer all three.
“Case studies must refer to communities, areas, or countries across the globe at different
stages of development”
You must be able to name communities, areas or countries that you have studied this year which show
differences in development.
This could be two different communities or areas within a country that are at different stages of
development OR it could be two different countries at different stages of development.
Prediction about how your exam could look:
(NOTE: Disclaimer -This is only a prediction, the actual paper could be structured differently).
Question 1:
Fully explain how cultural factors contribute to the differences in levels of development.
Question 2:
Fully explain the differences in levels of development using TWO objective indicators.
Question 3:
Fully explain how TWO strategies could make a significant reduction in the differences in
development.
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Important Key Terms and Knowledge for Characteristics of development based on
economic, social and political factors and features
Put together a list of specific examples of characteristics of development for both case studies that
you can use in the exam, learn them off by heart. These examples are what will take your essay
answers to Merit or Excellence and you will need to use them wherever you can and as appropriate
in your essays.
Specific examples for: (name your case study settings) ___________________________________
 Indicators & measures of development
 Subjective – Qualitative e.g. happiness = inaccurate measures
 Objective – Quantitative e.g. statistics = more accurate measures
 Capitalist, Socialist, Sustainable
 Disparities 80% of population live in Rural areas, 20% live in urban areas
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Geographic Concepts:
Geographic terminology and concepts should be referred to and integrated, where appropriate, in essay
answers. You need to be aware of geographic concepts like sustainability, environments, perspectives,
patterns, processes, interactions, change. For more explanation and concepts go to:
http://seniorsecondary.tki.org.nz/Social-sciences/Geography/Key-concepts
A helpful place to find statistics about two different countries is:
https://www.cia.gov/library/publications/the-world-factbook/
Construct a summary of the different ways development can be measured using objective indicators

The Brandt report http://en.wikipedia.org/wiki/Brandt_Report

The Human Development Index http://en.wikipedia.org/wiki/Human_Development_Index

The KOF Globalisation Index http://globalization.kof.ethz.ch/
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Problems with using objective indicators
What are objective indicators?

Objective indicators of development are an attempt to standardise measurements as a way of
working out how “developed” a country is by using data gathered from very different, and
constantly changing, populations.

Although the populations in Tanzania and in the USA live in very different countries, with very
different levels of social and economic development, some things will always still stay the same.
These “truths” apply no matter which population or which country you look at e.g. people will be
born, people will die, people will live for a certain period of time before they die, countries will
earn money from trade, people will do work of one kind or another such as subsistence farming,
agriculture, manufacturing, and/or administrative.

The things that don’t change between populations are called objective indicators e.g. births,
deaths, life expectancy, GNP / GDP (gross national product / gross domestic product),
employment sectors.

By comparing different objective indicators you can get an idea of how “developed” a country is.
Problems with using indicators as a measure of development









Objective indicators are averages, they do not give a clear picture of what is happening to
specific individuals or groups within a country, they only give average statistics for a whole
country. This does not give a true indication of living standard for the whole population.
Inaccuracy in collection of census data prevents a true comparison between and within countries
being made. Not all people in rural areas of lesser developed countries will be counted in a
census, sometimes it is impossible to get into some villages because of tribal tensions or
inaccessibility.
Governments’ base economic and social policy on generalised average statistics, they may not
be meeting the needs of specific communities within their country.
Governments in lesser economically developed countries may want to conceal levels of
development by not correctly reporting census data to make their country look better / or worse in
order to deflect international attention away from their government or to get international aid.
Using single indicators on their own does not give an accurate picture of where a country is at in
terms of development e.g. just GDP or just life expectancy and can be misleading. Some
countries have comparatively low life expectancies yet still have high living standards e.g.
Japan’s average life expectancy is 82 but the USA only 78 years but the USA is considered more
economically developed than Japan.
“What is developed?” Nobody can point to a set level or specific number in social or economic
indicators and say that a country is “developed”.
Perspectives – the idea of comparing countries and trying to “develop” them socially and
economically is a western view and assumes that improving health, wealth, education, literacy,
and the economy is the “best” way, however, who has the right to say a tribal lifestyle that leaves
less of a carbon footprint and uses natural resources in a sustainable way is not the best way to
develop? The use of objective indicators in a development model could be viewed as
condescending to indigenous cultures.
A country can look rich on paper in terms of natural resources and seemingly be well developed
and rich; however, levels of technology, diseases like HIV /AIDS, wars and natural factors like
depth of resource, floods, and droughts can make the resources inaccessible.
Globalization – a country can seemingly be earning a lot of money through trade & tourism and
have high GDP but the profits from industry might be going to a few individuals within the country
or being sent off-shore.
For more information about a commonly used objective method (HDI) go to: http://hdr.undp.org/en/statistics/faq/
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Essay Practice 1 – Different measures of Development:
Note: Before attempting to answer any of the practice essay questions, read the
assessment criteria and the marking guide thoroughly.
Fully explain the problems associated with the use of objective indicators
to measure development in your chosen case studies.
Specific reference to named case studies should be included throughout your answer. Be sure to
incorporate geographic terminology and concepts throughout your answer.
Diagrams, graphs or maps should be used where they may add to the answer.
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31
Assessment criteria:
Evidence
Achievement
Merit
Excellence
Diagrams incorporated into
the answer can be used to
indicate detailed description
if they are appropriate and
suitable.
*Demonstrates understanding of
the problems associated with the
use of objective indicators to
measure disparities in development
within or between countries.
*Demonstrates in-depth
understanding of the problems
associated with the use of objective
indicators to measure disparities in
development within or between
countries.
*Demonstrates Comprehensive
understanding of the problems
associated with the use of
objective indicators to measure
disparities in development within
or between countries with specific
case study material covering a
range of problems.
*Specific case study identified and
covers 2 problems with using
objective indicators to measure
development within or between
countries in detail.
Answer clearly has details of both
breadth and depth about the
different problems of using
objective indicators to measure
development and using
geographic terminology and
concepts.
*Shows a good understanding of
the problems.
*Shows excellent understanding
of the problems.
*Specific case study named
identifies and covers a problem
with using objective indicators to
measure disparities within or
between countries.
*Shows a limited understanding of
the problems.
A3 or A4
M5 or M6
E7 or E8
Candidates need to read the task instructions carefully and answer the questions using appropriate case study
material from both settings to illustrate why objective measures can be problematic to use when comparing
countries.
The task required paragraphs explaining different problems associated with the use of Objective Indicators to
measure development within OR between countries (either is acceptable because the question specifies OR). Look
for a clear understanding of what objective indicators are e.g. “….Objective indicators of development are
standardised measurements used to work out how “developed” a country is. The Human Development Index is one
such method that allows countries to be compared to each-other. Indicators like life expectancy…”
Once an understanding of objective indicators has been established, look for clearly identified specific problems
that are directly related to the use of objective indicators to compare countries’ levels of development an
explanation of why it is problematic to use these kinds of measures e.g. “…One of the problems with using GDP
per capita to measure and compare levels of development is that GDP only measures a country’s outputs that have
monetary value. It ignores work that may be voluntary or of a subsistence nature and is not paid. A developing
nation’s economy often has a large subsistence economy and so it cannot be directly compared to a developing
nation which does not. This means GDP is not an effective indicator to use as a comparison between countries…”
This kind of answer is on track for Achieved.
A very good / excellent answer will also include specific evidence from a specific case to support the response e.g.
“….South Africa and Brazil are a good examples of why GDP is problematic when comparing countries, South
Africa has a slightly lower GDP per capita ranking than Brazil – 71st compared to South Africa 69th, suggesting the
inequalities are not that great, but if you include other social, environmental and economic measures South Africa
is much less developed than GDP alone would suggest. Using the Human Development index (HDI) gives a more
accurate picture. South Africa is ranked at 111, while Brazil is ranked at 65, indicating that disparities within Brazil
are not so great as disparities within South Africa…” The Achieved type answer adds to what is previously written
and is detailed, it is a merit type answer.
A very good / excellent answer will also include discussion of different objective measures and the problems with
them e.g. “…the HDI is a composite index and includes literacy rates, purchasing power and life expectancy. It tries
to measure overall quality of life rather than just economics / money. This gives a better picture of a country’s level
of development and is therefore a better indicator of a country’s level of development but there can also be
problems with this type of measure because it relies on census data, not all people in rural areas of Africa or in the
city slums, will be counted in a census, sometimes it is impossible to get into villages or neighbourhoods to conduct
a census because of tribal or gang tensions. This inaccessibility means the raw data is incomplete and not 100%
reliable….” Combined with the previous two parts, this answer is on track for excellence.
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DIAGRAM FOR FACTORS CAUSING DIFFERENCES IN DEVELOPMENT
Construct an annotated diagram to show the differences in development that have been
caused by natural factors in your case studies.
Disparities caused by natural factors in
and
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Essay Practice 2 – Factors influencing Development:
Note: Before attempting to answer any of the practice essay questions, read the
assessment criteria and the marking guide thoroughly.
Fully explain how natural factors have caused differences in development in
your case study areas.
Specific reference to named case studies should be included throughout your answer. Be sure to
incorporate geographic terminology and concepts throughout your answer.
Diagrams, graphs or maps should be used where they may add to the answer.
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Grade:
35
Assessment Criteria:
Evidence
Diagrams incorporated into the
answer can be used to indicate
detailed description if they are
appropriate and suitable.
Natural factors could include
drought, hurricanes, location,
rainfall, TseTse fly.
Achievement
Merit
*Demonstrates understanding of
how different natural factors
have caused differences in
development.
*Demonstrates understanding indepth of how different natural
factors have caused differences
in development with detailed
case study material interwoven
into the answer.
*Demonstrates Comprehensive
understanding of how different
natural factors have caused
differences in development with
detailed use of case study
material throughout the answer.
Answer uses geographic
terminology and concepts.
*Shows in-depth understanding
of the different natural factors
and the differences they have
caused.
*Shows excellent understanding
of the different natural factors
and the differences they have
caused.
*Diagram or illustration is
included in response
*Diagram or illustration is
included in response
M5 or M6
E7 or E8
*May have little specific case
study evidence mentioned.
*Shows understanding of the
different natural factors and the
differences they have caused.
A3 or A4
Excellence
Candidates need to read the task instructions carefully and answer the questions using appropriate case study
material.
The task required paragraphs explaining how different natural forces or events have caused or influenced
differences in a case study area like Tanzania, or between two countries. The emphasis should have been on the
explanation of how different forces caused the differences. A description of the factors responsible for the
differences should have been clearly evident. Candidates often discussed the differences that exist in a country
without discussing the reasons or causes for these differences or making clear the powerful group or force that
caused the difference.
The best answers used case study material incorporated throughout the answer. They stated specific examples of
powerful natural forces that have caused differences in the levels of development e.g.
Natural factors have caused disparities within Tanzania between rural and urban areas. Drought has been the
most significant natural factor causing disparities but location on the globe and the TseTse fly, have also
contributed to the differences.
Drought is a significant natural factor that has been responsible for disparities within Tanzania. The cause of this
can be different climatic conditions in different locations. The inland rural areas receive less rainfall therefore a
lower number of people have access to a reliable, clean water supply than those who live in urban areas. People
in areas like Dodoma have piped water whereas people in rural areas like Shinyanga often reduced to having to
scoop up water out of dried up stream beds as they cannot afford to dig bores. Access to clean water differs
between rural and urban areas. Only 56% of the rural population have access to safe drinking water whereas in
cities 96% have fresh drinking water which contributes to the poorer health of rural people.
The major cities also have more reliable water sources from volcanic soils which are more moisture retentive.
The problem of the Tsetse fly is another natural factor that has contributed to the droughts experienced in rural
Tanzania and the resulting disparities in the country. In the 1950s the British colonial government decided to try
and eliminate the Tsetse fly (to stop sleeping sickness) by cutting down trees in inland forested areas. 9000
kilometres square of forest was destroyed and this has significantly added to the drought problem as soil was
exposed to the effects of sun and wind and this has allowed the soil to dry out and resulted in a lowering of the
water table. Desertification has been the result and contributes to the differences between rural and urban areas.
80% of rural dwellers are involved in subsistence agriculture (raising livestock and growing crops) and drought
conditions have a major impact on their lives and what they are able to contribute to the economy. The results of a
drought in rural areas often lead to malnutrition, disease and a drop in productivity. Urban dwellers are insulated
from the effects of drought as most are employed in the secondary and tertiary sector and earn money that they
can use to purchase imported food and water. Drought is of less significance to them.
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The location of Tanzania in the equatorial zone south of the equator, also contributes to the disparities that exist
between rural and urban areas. The climate of Tanzania is hot all year round averaging 26 degrees C but inland
areas which are surrounded by land are cooler and drier than coastal regions where the large cities like Dodoma
are to be found. The constant heat contributes to tropical diseases such as typhoid, malaria and cholera which are
more prevalent in rural areas due to the lack of access to health facilities compared to those who live in urban
settings. Location on the globe sees inland (rural) areas experiencing drought conditions whereas coastal areas
have more moderate conditions with more consistent rainfall. The resulting access to water creates differences
between the two areas.
Natural factors such as drought and location make a significant contribution to the differences that exist in Tanzania
and these are most evident in the differences that exist between rural and urban areas.
Natural Factors:
Drought
Lowering of the water table
Availability of fresh water for drinking and irrigation
Fertility of soil
Diverseness of resources
Topography of and location of land
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Essay Practice 3 – Factors influencing Development:
Note: Before attempting to answer any of the practice essay questions, read the
assessment criteria and the marking guide thoroughly.
Fully explain how cultural factors have caused differences in development in
your case study areas.
Specific reference to named case studies should be included throughout your answer. Be sure to
incorporate geographic terminology and concepts throughout your answer.
Diagrams, graphs or maps should be used where they may add to the answer.
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Grade:
39
Assessment Criteria:
Evidence
Diagrams incorporated into the
answer can be used to indicate
detailed description if they are
appropriate and suitable.
Cultural factors could include
health, access to doctors/nurses,
HIV/Aids, access to education,
access to sanitation, disease,
and life expectancy.
Achievement
*Demonstrates understanding of
how different cultural factors
have caused differences in
development.
*Specific case study evidence
mentioned.
*Shows understanding of the
different cultural factors and the
differences they have caused.
A3 or A4
Merit
*Demonstrates in-depth
understanding of how different
cultural factors have caused
differences in development with
some detailed case study
material in the answer. Answer
shows how different cultural
factors have caused differences
in development.
*Demonstrates in-depth
understanding of the different
cultural factors and the
differences they have caused.
Excellence
*Demonstrates comprehensive
understanding of how different
cultural factors have caused
differences in development with
case study material throughout
the answer. Answer clearly
shows how different cultural
factors have caused differences
in development using geographic
terminology and concepts.
*Shows excellent understanding
of the different cultural factors
and the differences they have
caused.
*Diagram or illustration is
included in response
*Diagram or illustration is
included in response
M5 or M6
E7 or E8
Candidates need to read the task instructions carefully and answer the questions using appropriate case study
material.
The task required paragraphs explaining how different cultural factors or events have caused or influenced
differences in a case study area like Tanzania, or between two countries. The emphasis should have been on the
explanation of how different factors caused the differences. A description of the factors responsible for the
differences should have been clearly evident. Candidates often discussed the differences that exist in a country
without discussing the reasons or causes for these differences or making clear the powerful group or force that
caused the difference. Many candidates had obviously not prepared thoroughly enough and the lack of specific
examples or depth of discussion was disturbing.
The best answers used case study material incorporated throughout the answer. They stated specific examples of
powerful cultural forces that have caused differences in the levels of development e.g.
Tanzania is a country affected by disease and illness (largely contributed to by lack of access to clean water) and
the disparity between Health in rural and urban areas is significant. The World Health Organisation is currently
involved in a programme to vaccinate the general population against Malaria that affects over 60% of the rural
population in Tanzania. Disease and poor health plays a major role in the Poverty Cycle as people who are sick are
not able to work as much, produce as much, or earn as much money as people who are well. This disparity is most
evident in rural areas and is reflected in the life expectancy of Tanzania which is 48.
When people in rural areas like Shinyanga get sick they are less likely to be able to access basic medical health
care as only 77% of rural people have access to some form of health care, whereas 99% of urban people in cities
like Dodoma have access to health care. Access to adequate health care is limited in Tanzania with only 1 doctor
for every 250 000 people, most doctors being concentrated in the urban centres like Dar Es Salaam and Dodoma,
creating a rural / urban disparity.
The location of rural and urban areas in Tanzania also creates differences in the levels of development. People
who live in rural areas, because of their location have less access to education than those people who live in
urban areas because they often live a long distance away from schools. Educational facilities are concentrated in
the urban areas so people who live there have better access. 8% of boys and 3% of girls attend secondary
schools in Tanzania and the vast majority of these students are to be found in the cities of Dodoma and Dar es
Salaam where families have a greater income as students in rural areas are required at an earlier age to contribute
to the income of their families and most do not complete primary school. This means that urban populations are
able to gain qualifications and obtain better paying employment. In Tanzania there are higher illiteracy rates in
rural areas (70%) than in urban areas (29%).
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Essay Practice 4 – Differences in Development:
Note: Before attempting to answer any of the practice essay questions, read the
assessment criteria and the marking guide thoroughly.
Fully explain the strategies that help reduce differences in development in your
case study areas.
Specific reference to named case studies should be included throughout your answer. Be sure to
incorporate geographic terminology and concepts throughout your answer.
Diagrams, graphs or maps should be used where they may add to the answer.
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Grade:
42
Assessment Criteria:
Evidence
Achievement
Merit
Excellence
Diagrams incorporated into
the answer can be used to
indicate detailed description
if they are appropriate and
suitable.
*Demonstrates understanding of
strategies that have helped to
reduce differences in
development.
*Demonstrates in-depth
understanding of strategies that
have helped to reduce
differences in development.
Answer shows has details about
strategies that have helped to
reduce differences in
development with specific and
detailed case study material
interwoven throughout the
answer.
*Demonstrates comprehensive
understanding of strategies that
have helped to reduce differences in
development with detailed use of
case study material throughout the
answer. Answer shows has details
about strategies that have helped to
reduce differences in development
with specific and detailed case study
material interwoven throughout the
answer, using geographic
terminology and concepts.
*Supporting case study material
is included.
Strategies could include
government initiatives, NGO
initiatives such as World
Vision, Oxfam and UNICEF,
education programmes,
drilling wells, access to
healthcare
*Shows understanding of the
strategies helped to reduce the
differences in development.
A3 or A4
*Shows in-depth understanding
of the strategies helped to
reduce the differences in
development.
*Shows an excellent understanding
of the strategies helped to reduce
the differences in development.
*Diagram or illustration is
included in response
*Diagram or illustration is included in
response
M5 or M6
E7 or E8
Candidates need to read the task instructions carefully and answer the questions using appropriate case study
material.
The task required paragraphs explaining how different strategies help reduce the differences in development in a
case study such as Tanzania, or between countries. A description of the strategies responsible for the reducing the
differences should have been clearly evident. Candidates must prepare thoroughly enough and include specific
examples or depth of discussion.
The best answers use case study material incorporated throughout the answer. They state specific examples of
strategies that reduce the differences in levels of development e.g.
In many rural areas of Tanzania, drinking water is only clean and safe to drink for 49% of people. Non-government
organisations such as World Vision or Oxfam have initiatives such as drilling a well in the village that people can
pump water from.
Tanzania has over 8.1 million children dying every year before their 5th birthday and many could be saved by
better access to health workers and clinics within their communities. This is especially true for new-borns who
make up 40% of total child deaths each year. In Tanzania, the infant mortality rate for under 5 year-olds is 108
deaths per 1000 live births – 188 000 infants are dying each year. With trained health workers able to educate
parents and intervene early this would bring the death rates down quickly and improve quality of life for a large
sector of the population.
Tanzania has one of the 6th highest HIV/AIDS contaminations with over 1.6 million people (or 8% of its population).
The people could be educated in local communities by community leaders and nurses and doctors as there
is a need to break down the culture of unsafe sex. Music and role-plays and taking away the social stigma of talking
about sex are all important aspects to the education programme. Beginning with the children in schools before they
become sexually active is important. Stopping the spread of HIV/AIDS will mean a healthier working population and
fewer orphaned children being looked after by grandparents. More government funds will be able to be directed to
education and other infrastructure to help develop opportunities for people to improve their lives.
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Helpful Websites
Past exams:
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=geography&view=exams&level=02
Assessment reports:
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=geography&view=reports&level=02
Assessment Specification 2012:
http://www.nzqa.govt.nz/ncea/assessment/search.do?query=geography&view=achievements&level=02
The Examination Timetable 2012:
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-exams-and-portfolios/external/nationalsecondary-examinations-timetable/
Helpful Glossary of Terms
Annotations – Brief written descriptions and details on a diagram to explain what is happening
or what occurs at different locations in the sketch, map or diagram
Change – Geographic idea that nothing remains the same or constant over time
Comprehensive – in great depth of explanation and with great detail
Cultural – To do with people
Describe – giving an overview of characteristics or nature of something
Detail – specific examples and named evidence from a case study
Develop – change from being something into being something different over time as a result of
the operation of a process / processes e.g. after a thousand years of wave action a cave may
develop or be formed in a headland.
Discuss – requires an in-depth response with the pro’s and con’s talked about
Environment – the world around us, it can be narrowed down to specific regions or areas that
have different processes working in them and different features. The environment can be split
into two parts, Cultural and Natural
Evidence / specific examples – proof, examples, statistics, facts
Explain – requires detailed reasons
Features – Things in the environment e.g. stack, beach, dunes, cliff, river, meander, interfluve,
geyser, mud-pool, crater……
Geographic – involves BOTH people and the environment
Identify – point out, show, give, indicate, state from the evidence
Illustrate – Show or provide a diagram / model / sketch that shows
Justify – Give reasons for, backed up by specific evidence
Maintain – keep the same
Modify - change
Natural – to do with nature, does NOT involve people
Operate - work
Outline – give an overview of the main points with some specific examples (great detail is not
required)
Perspective – Viewpoint or opinion, the way people see the world
Process – a series of related actions that maintain or modify an environment
Spatial Variation – differences from one place to another within an environment
State – say in a sentence or a few words, it may require just an amount or number (very short
answer required)
Temporal Variations – Short term and long term differences in the way natural processes
operate
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