Plan for the morning
• 10.00
• 10.55
• 11.05
• 11.55
Arrive
Break
End break
End
1. Introduction: What are examinations all
about?
“I understand taking tests aren’t
fun.”
George W. Bush, Former President of the USA.
• Examinations are NOT meant to be easy (fun?),
but they are meant to be do-able.
• They are also designed to do a task – which is..?
...to allow you to demonstrate
what you understand, know and
can do about Geography.
In order to give yourself the best chance to do this to
the best of your ability, you need to:
PLAN your revision and time, PRACTISE exam
questions and PREPARE your exam technique ...
2. The aims of today’s session are to:
A) Recap on the structure of
paper 1.
B) Learn the meanings and
importance of question
command words.
C) Know how longer questions
are marked.
D) Recap the content of The
Restless Earth Unit.
E) Recap the content of Water
on the Land: the Flooding
part, including case studies.
F) Discuss some top revision tips
and revision resources.
NOT:
• Attend today and think
my revision has been
done.
• Think you will get the
answers to the questions
today.
• Rely on us to do all the
planning, practise and
preparation for you.
Structure of the Unit 1 (Physical) exam
Unit 1 is divided into two sections (A
and B) and seven topics:
Section A
• The Restless Earth
• Rocks, Resources and Scenery
• Challenge of Weather and
Climate
• The Living World
Section B
• Water on the Land
• Ice on the Land
• The Coastal Zone
Exam Structure:
• 1 Hr 30 mins = total of 90 mins
• 75 marks in total.
• You answer three questions, one
from Section A and one from Section
B plus free choice of one other.
• You answer the questions on the
TOPICS YOU HAVE STUDIED.
THIS TUESDAY
(13th May)
Command Words – they command
that you know them.
Correct responses to command words:
• Describe...paint a picture using words, say what something
is like.
• What is meant by…give the meaning of a definition or
concept.
• Compare....the similarities and differences.
• Comment on…give your opinion, or state what the
evidence shows.
• Using only…will refer to a figure (diagram, sketch, table of
data, map extract or photo).
• Why, explain, suggest reasons...give reasons.
• Contrast....the differences.
Longer questions are level marked
• For questions worth more than 4 marks, your answer
is judged to be basic (level 1) or clear (level 2).
• For answers worth 9 marks, a detailed (level 3)
standard is used to mark your answer.
LEVEL 1 ANSWERS SHOW....
LEVEL 2 ANSWERS SHOW...
....you have a basic knowledge
and understanding of the
topic.
...you have good knowledge and
clear understanding of the topic.
....you won’t have used many
key geographical words.
....your answer won’t be linked
together or have much
structure.
...you’ll have used some key
geographical words.
...you have structured your
answer well and linked some of
your ideas together.
LEVEL 3 ANSWERS SHOW...
...you have answered and linked your answer to all of
the command words in the question.
...you have used named example/s of places in your
answer to provide background to your answer, even
without being asked.
...your answer is well structured. You have defined the
key terms, hit the command words and used a range
of geographical key words.
...you have given a detailed answer, linking ideas
together.
Consider this question & answer....
• Use a case study to describe the responses to a tsunami (8 marks).
Now you mark it.
‘The Indian Ocean Boxing Day tsunami in 2004, caught thousands of people living
along the low lying coastal zones of SE Asia and Africa unaware . Holidaymakers
were on beaches in Phuket, Thailand and fled as the wave approached. They tried to
get to higher storeys in hotels, out of the way of the wave. In Banda Aceh, the first
area to be hit, hospitals couldn’t cope and people were left untreated in corridors.
After, there were many bodies that had to be buried quickly so that disease would not
spread. Mass graves were dug, as the scale of the disaster was so large; on an
international scale. Aid agencies brought in water purification tablets and tents for
survivors. The Disasters Emergency Committee spent £40m on rebuilding projects
in Sri Lanka and Indonesia, following a major appeal for aid. A new Indian and Pacific
Ocean tsunami warning system became operational in 2006, so that warning of future
tsunamis can be given. This system was crucial in the reaction time of eastern
Japanese coastal settlements during the April 2011 tsunami. The system allowed a 15
minute reaction window of time which the Japanese authorities used to try to
evacuate many of the coastal settlements, such as Sendai’.
How would this be marked?
Level 1 (Basic) 1–4 marks
• Simple statements, perhaps list like at lower end.
• Some idea about what ecotourism is.
• Some idea about how tourism can be sustainable.
• Knowledge of basic information
• Simple understanding
• Few links; limited detail; uses a limited range of specialist terms
Level 2 (Clear) 5–8 marks
• Develops statements.
• Links are clearly made between the idea of ecotourism and how it can lead
• to sustainable development.
• There are examples of this.
• There may be the beginnings of explanation.
• Knowledge of accurate information
• Clear understanding
Level 3 (Detailed) 8–9 marks
• Fully developed statements.
• Will have a clear structure – likely to be determined by time
scale
• Detailed understanding, supported by relevant evidence and
exemplars
• Well organised, demonstrating detailed linkages and the interrelationships between factors
• Range of ideas in a logical form; uses a range of specialist
terms where appropriate
• Well structured response with effective use of sentences. Few
spelling, punctuation and grammatical errors.
D) The
Living
World:Earth:
Revision
The
Restless
Overview
Topic
Recap
What you need to know...
1) The structure of the interior of the earth.
2) How plate tectonics work.
3) The three types of plate boundaries, named examples and
how they work.
Relationship of Tectonic Activity to Plate Margins
Plate Margin
Movement of Plates
Constructive
Divergent: two plates moving away
from each other.
New crust is formed from upwelling
magma:

mid-oceanic ridges;

shield volcanoes;

shallow focu.s earthquakes;
•
rift valleys.
Continental rift valleys
Mid Atlantic ridge.
Divergent spread of .
East African rift valley
Convergent: two plates moving
towards each other.
1a) Oceanic to oceanic: trenches,
island arcs, explosive composite
cone volcanoes, earthquakes .
On the margins of Pacific plate, with
subduction under other, separate
sections of the plate – trench.
1b) Oceanic to continental:
trenches, fold mountains, explosive
volcanoes, earthquakes.
Andean type: Nazca plate
subducting under South American
plate.
2) Continental to continental: fold
mountains.
Himalayan type: Indian plate
colliding with Eurasian plate.
San Andreas Fault:Pacific plate and
North American plate.
(Spreading or Divergent margins)
Destructive
(Convergent)
(1) Subduction
(2) Collision
Tectonic Features
Conservative
Passive: Two plates shearing past
each other.

Not at a plate boundary.
Hot Spots: may be near the centre
of a plate.
Shield volcanoes
Shallow focus earthquakes.
Examples
Hawaii island chain and the
Yellowstone Supervolcano.
Key website to get to grips with
how plate boundaries work....
• http://www.learner.org/interactives/dynamicearth/plate.html
Landforms Found at Plate Boundaries
Earthquakes
The Restless Earth Case Studies
• You need to revise the following case studies for the exam:
Fold Mountain Area
- The ways in which the area is used: farming, HEP, mining, tourism
and how people adapt to live in an upland environment.
Volcanic Eruption & 2 Earthquakes
2.1 Volcanic = primary and secondary causes, effects and responses.
2.2 LEDC Earthquake Vs MEDC Earthquake. Specific causes; primary
and secondary effects; immediate and long term responses – the need
to predict, protect and prepare.
Tsunami
- The causes, effects and responses of a tsunami event.
Tsunamis
- http://news.bbc.co.uk/1/hi/sci/tech/7533972.stm
- http://www.bbc.co.uk/news/science-environment12739417
Tsunami
http://www.bbc.co.uk/learningzone/clips/tsu
nami-prone-pacific/14057.html
Consider this question & answer....
• Use a case study to describe the responses to a tsunami (8 marks).
Now you mark it.
‘The Indian Ocean Boxing Day tsunami in 2004, caught thousands of people living
along the low lying coastal zones of SE Asia and Africa unaware . Holidaymakers
were on beaches in Phuket, Thailand and fled as the wave approached. They tried to
get to higher storeys in hotels, out of the way of the wave. In Banda Aceh, the first
area to be hit, hospitals couldn’t cope and people were left untreated in corridors.
After, there were many bodies that had to be buried quickly so that disease would
not spread. Mass graves were dug, as the scale of the disaster was so large; on an
international scale. Aid agencies brought in water purification tablets and tents for
survivors. The Disasters Emergency Committee spent £40m on rebuilding projects
in Sri Lanka and Indonesia, following a major appeal for aid. A new Indian and
Pacific Ocean tsunami warning system became operational in 2006, so that warning
of future tsunamis can be given. This system was crucial in the reaction time of
eastern Japanese coastal settlements during the April 2011 tsunami. The system
allowed a 15 minute reaction window of time which the Japanese authorities used to
try to evacuate many of the coastal settlements, such as Sendai’.
Water on the Land:
Flooding Revision Overview
What is Flooding?
• Flooding can be defined as: when the level of water in a river rises so high,
it overflows its banks on to the surrounding land.
• Rivers flood naturally in their lower course.
• You need to know the physical and human factors which may cause a river
to flood.
Physical Factors
Deforestation
Snowmelt
People using the
toilet to much
Urban land uses
Prolonged Rainfall
Human Factors
Relief of land
Heavy rainfall
Flooding Case Studies
MEDC Case Study: Cumbria Oct
2009
LEDC: SE Asia; Bangladesh
Physical and Human
Physical and Human
Day/ time of flooding. (Short
Timescale)
Day / time of flooding (Short
Timescale)
Secondary
Effects
Weekly – Monthly
impacts/damage
Weekly – Monthly
impacts/damage
Immediate
Responses
At the time methods, used to
attempt to reduce the primary
effects
At the time methods, used to
attempt to reduce the primary
effects
Long Term
Responses
Longer term methods / ways
of managing the secondary
effects
Longer term methods / ways of
managing the secondary effects
Causes
Primary Effects
Question of short or Long term?
Effects
Education of children
impacted
People were evacuated
Food and drink centres
set up in school gyms
Stress – related illnesses
Disease due to spreading
water-borne diseases
5,000 deaths
Responses
Aid from international
charities
Roads and railways
flooded
Flooded fields reduced
crop output severely
Community groups set
up to provide emotional
support
Managing the UK’s Water
• You need to know:
– Why the demand for water is different across the UK = highest
populated areas do not match the areas of highest rainfall.
– Creates supply and demand issue.
– UK population is increasing = amount of water used has increased by
50% over the last 25 years.
– Water is transferred from areas of surplus water to areas of deficit.
– Issues of water transfer.
– How people can try to reduce their demand for water.
– A case study of a reservoir in the UK that supplies water is required.
– What are the SEEP impacts of the reservoir?
F) Revision Top Tips
• Focus on the topics/areas you do not remember much about. Target
revision for those areas.
• Use post-it-notes to do key word tests. You can put post-it-notes up in
your home to keep testing your retention of the theory.
• Learn case studies by completing tables /mindmaps in detail. Memorise
the info and test yourself on trying to complete it.
• Use the websites to browse instead of sitting on social network sites
wasting time.
• Make sure you get a good night’s sleep the night before your exam.
• Get up early and make sure you have some breakfast. Your body needs
fuel, as well as your brain.
• MAKE SURE YOU HAVE THE CORRECT EQUIPMENT FOR YOUR EXAM.
Helpful Websites
• www.geog.biz
• http://www.bbc.co.uk/schools/gcsebitesize/geography/
• http://www.bbc.co.uk/learningzone/clips/topics/secondary.sh
tml#geography
Unit 2 is on the 22nd May btw