Module 4 Revision: Section B
1.
2.
3.
4.
5.
6.
7.
8.
Population Change
Challenges of population change
International migration
Global economic groupings
Character & location of global economy
Future change in global economy
Development gap
Sustainable development
1. Population Change
•
Population as a system (inputs, net population
change, outputs)
•
•
Interpreting choropleth maps
Measuring population change (BR, DR, Total
Fertility rate, Life expectancy, Infant mortality, Maternal
mortality)
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•
•
Population pyramids
Explaining variations in demographic
indicators
Demographic Transition Model
1. Ageing population
11. Life expectancy
2. Carrying capacity
12. Maternal mortality rate
3. Crude birth rate
13. Migration
4. Crude death rate
14. Natural increase/decrease
5. Demographic transition
model
15. Optimum population
6. Doubling time
7. Exponential growth
8. Famine
9. Food security
10. Infant mortality rate
16. Overpopulation
17. Population change
18. Total fertility rate
19. Underpopulation
1. See p. 138 Global challenges... (spatial patterns)
2. See AQA AS Exam paper 2009... (population
pyramids)
1. Task:
Looking at the 2 coloured maps (fig.11.10 &
11.11). You have 10 minutes to complete the
following task: DESCRIBE & EXPLAIN the
patterns shown
Generally speaking…
Use examples as evidence
of what you are saying!
In comparison to…
However, there are some exceptions…
‘X’ appears to be an anomaly because…
The reasons for this are…
Activity: Draw & label the DTM
Here are your labels...
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•
•
•
•
•
•
•
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•
•
•
•
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Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Low fluctuating
Late expanding
Early expanding
High fluctuating
Declining
Time
Annual rate per 1000 population
Low
High
Birth rate
Death rate
Population growth
BIRTHS AND DEATHS PER 1000 PER YEAR
Demographic Transition Model
Total population
Birth rate
Death rate
Stage 1
Stage 2
Stage 3
TIME
Stage 4
Stage 5
Some questions to answer...
1.
2.
3.
4.
5.
During which stage of the DTM is the population
growing most rapidly?
Why does population growth increase rapidly in
stage 2?
Why does the rate of population growth slow
down during stage 3?
Why might numerical increases be maintained
during much of stage 3, even though proportional
increase rates are declining?
What is the main similarity between stages 1 &
4?
2. Challenges of population change
•
Challenges of global population change (balance
between population & resources)
– Malthus
– Boserup
– Neo-Malthusians
•
Challenges of national population growth
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–
–
•
Case Study: China (one child policy)
Case Study: India (tackling fertility rates in Kerala
etc)
Case Study: UK (ageing population- effects,
solutions?)
How do decision makers manage population
change? (see case studies above.)
Global fertility…
• A- Suggest
reasons for the
different trends
shown (10)
• B – With
reference to
specific
examples,
examine the
national
challenges posed
by declining
fertility (15)
3. International migration
•
•
Push & pull factors
Terms for migrants (economic migrants, refugees,
returnees, voluntary repatriates, asylum seekers,
internally displaced, stateless)
•
•
•
Case study of forced migration: Rwanda to
Democratic Republic Of Congo (after genocide
of Hutus)
Case study of voluntary migration: Mexicans to
USA (California)
Migration Models
–
•
Ravenstein, Lee, Todaro, Zelinsky
Issues & impacts of migration, e.g. refugees &
asylum seekers in UK (Case study)
4. Explain why the number of
European migrants entering the UK
has risen sharply in recent years
(4mk)
1. Describe the changes
in the numbers of
foreign players
between 1992 and
2007 (2mk)
2. Which of the following
best describes migrant
status of foreign
footballers? (1mk)
1. Asylum seeker
2. Economic migrant
3. Illegal immigrant
4. Refugee
3. Describe the positive
impacts of foreign
migrants living in
countries such as the
UK (4mk)
See AQA AS Exam paper 2009...
4. Global economic groupings
•
G8, MEDC, LEDC, NIC/RIC, Oil rich/OPEC,
Former Soviet, HIPC/LDC, G15 group
•
Trade blocs, e.g. EU, ASEAN, WTO etc
•
North-South divide (Brandt line) –applicability
today?
1. Brandt line
2. North-South divide
3. Development gap
4. G10
13. Multilateral aid
14. Tied aid
15. FDI
16. Sustainable development
5. G8
17. Global shift
6. G15
18. Kondratieff wave
7. G77
19. Fordism
8. OPEC
20. TNC
9. WTO
21. Outsourcing
10. IMF
22. Top-down development
11. SAP
23. Bottom-up development
12. Bilateral aid
24. Ecotourism
5. Character & location of global economy
•
The Global Shift
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–
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•
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Industrialisation
Electrical engineering
Fordism (mass production, economies of scale etc)
Deindustrialisation
Spatial division of labour
Case Study: Taiwan as an NIC
TNCs (Case study: Mattel)
Inward investment (role of government, EPZs
etc)
Effects of outsourcing on MEDC & LEDC
1. Describe & explain the distribution
1. Name the Global region
which received the biggest
flow of manufactured
goods from China (1mk)
2. Which of the following
correctly describes the
flow of manufactured
goods between China &
Western Europe? (1mk)
a) Overall profit of $45 bn
for China
b) Overall profit of $77 bn
for China
c) Overall profit of $35 bn
for Europe
d) Overall profit of $77 bn
for Europe
1. Suggest additional global
flows which connect China
with the rest of the world
(3mk)
6. Future change
•
Changing economy case study: The West
Midlands (more service jobs, fewer
manufacturing jobs etc.)
•
Impacts on population
Explain why NICs such as China have become
important centres for manufacturing and
investment (5mk)
7. Development gap
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•
What is the development gap?
Methods of addressing the developemnt gap
– UNDP Millennium Development Goals
(setting targets –know some e.g.s)
– Top-down strategies (Case Study: Three
Gorges Dam, China –or other)
– Bottom-up strategies (Case Study: hand dug
wells –Water Aid)
– Case Study: Mobile phones as a method of
development (Bangladesh/Africa, part of the
Millennium village programme)
8. Sustainable development
•
Methods of development: Green growth
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–
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–
–
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Ecotourism
Alternative agricultures
Green consumerism
Alternative energy sources
Fair trade
Abolish sweatshops, improve & implement
employment laws
Cross-Unit Questions –section C
Key themes:
1. SUSTAINABILITY
2. CONSERVATION VS DEVELOPMENT
3. ENVIRONMENTAL DEGRADATION &
DESTRUCTION
4. POVERTY
5. GLOBALISATION
A- Assess the
global
implications of
the trends shown
(15)
B- With reference
to specific
examples,
evaluate possible
ways of reducing
global
differences in
wealth (15)
Some questions…
• A – Assess the
implications of this
data for the
environment and
people (15)
• B – With reference
to examples of
global
environmental
problems, explain
why it is difficult to
gain international
agreement of how
to solve them. (15)
Select one of the
threats:
a) Explain how
human activities
have led to it.
b) With reference to
examples,
evaluate
different
approaches to
the
management of
your chosen
threat.
a) With reference to either linkages A or linkages
B, explain how they have developed.
b) With reference to examples, examine the
relationship between a country’s level of
development and the size of its ecological
footprint.
a) Explain why
these pathways
are needed.
b) For two of the
pathways,
evaluate the
success of
actions taken by
governments to
achieve a more
sustainable
future.
EXAM TECHNIQUES...
ANALYSE Look at the
constituent parts of; draw
conclusions from…
ASSESS Weigh up the
relative importance of..
COMPARE Look for the
similarities between…
CONTRAST Look for the
differences between…
DESCRIBE Give a picture of DISCUSS Present a written
the distinctive features
debate setting out ‘pros’
of…
and ‘cons’..
EXAMINE Take a detailed
look at…
EXPLAIN Give reasons for… EVALUATE Establish the
truth or relative worth
of…
JUSTIFY Present the
evidence to support a
particular view..
OUTLINE State briefly..
SUGGEST Make a reasoned
statement..
COMMAND WORDS!
Describe
In detail, state what you can see.
Photographs, diagrams, maps and
graphs.
Annotate
Label the resource, to explain it.
Most commonly a graph or diagram.
Analyse
Looks for patterns and trends; quote
data.
Graphs and tables.
State the
message
Explain what the resource is trying to
show or say.
Cartoons.
Explain /
give
reasons.
Say why; for instance give a reason for a
trend.
Graphs, tables of data, diagrams,
maps.
Common errors...
1. Only describing, or explaining, when the
question says ‘describe and explain’.
2. Explaining (saying ‘why’) when you have
been asked to describe, or vice versa.
3. Only using part of a resource e.g. the first
part of a graph, or only part of a data table.
4. Not quoting data from the resource, when it
contains data.
5. Not understanding a resource – this is
usually because you have not really
examined it. Try not to rush.
The approach to the exam –writing answers
1. BULLETS
These can be used as part of an answer; numbered points would also be fine.
Avoid using only a bullet list.
Bear in mind bullets work well for ‘describe’ but less well for ‘explain’ because
they work against linked, full explanations.
2. TABLES
These can be a successful strategy especially for a command word such as
compare. Again, they tend to produce a brief, less linked answer and are best
deployed as part of an answer.
3. SUB-HEADINGS
Some Questions lend themselves to being divided up such as ‘data collection
and presentation’ or ‘physical and human’ – subheadings can help some
students focus their thoughts.
One problem is ‘maxing out on one question’ – this happens when students
recognise a question, know the answer, and go into overdrive answering it.
This will tend to lead to far too long being spent on one question and then
running out of time:
Approaching resources
• Take a structured and careful approach to resources
• The most common mistake is glancing at a Figure and making a very quick
judgement
• The question stem is often ignored by students, but you must read it!
• In the example below, the Figure does not just show a burger, but a very
specific type ‘adapted to local conditions’ as stated in the Figure title:
Top Tips for extended writing
Structure
 Organisation
 Some logical order and sequencing
 Consider a summative statement / very brief conclusion.
Depth
 Issues, problems, factors, explanations etc. need to be
examined and discussed in some depth
Examples
 Need to be used as a matter of course, don’t wait to be asked!
Case Studies
 If the question refers to a compulsory case study then
considerable detail is expected
Up-to-date
 Contemporary knowledge always shines more brightly than the
tired and dated
Range
 Narrow answers, around one factor or explanation will rarely
attain the top level of the mark scheme
Facts
 Factual data support – numbers, facts and figures, always
impress.
Terminology
 Use of the correct geographical terminology increases your
answers currency
Evaluative style
 Some recognition that geographical issues are now always
black and white, combined with some evaluative language.
Balance
 Especially in human geography, a recognition of costs and
benefits, positives and negatives etc.