2ND YEAR

INTRODUCTION TO
ENVIRONMENTAL
STUDIES
 In this unit, you Development is a complex term. Most simply, development means
will learn: people reaching an acceptable standard of living or quality of life.
Other definitions are provided in C. Quality of life means the general
► to define development well-being of people, which includes income, health, education,
► to compare development employment, and the environment. The photos in A, for example,
around the world show how access to toilets varies in quality across the world. The
access people have to quality sanitation will impact their health and
► to understand where and therefore will affect their quality of life.
why inequality occurs
Every country in the world is at a different stage of development. If a
► to understand the actions country is developing it is changing for the better. This is a complex
taken by individuals, process to achieve and maintain, often with many barriers and
governments and setbacks to overcome. In this unit you will investigate development
communities to aid around the world.
development.
0 Images from the Dollar Street website showing toilet access
across the world

•
� Toilets • 1n the World • by income

POOREST

Imagine the world as a long street, Dollar �e World Bank uses a wealth indicator to
Street, poorest to left and richest to right, define poverty. It has set a poverty line of
everybody else in between. The house US$1.90 or £1.40 per person a day - those
numbers equal the income you have. We sent receiving less than that are said to be living
a team of photographers across the world in extreme poverty. The World Bank
to visit families in their home and take believes that, in 2013, an estimated 767
photographs according to 135 categories. million people lived below this poverty line
e) Anna Rosling
We want to show how people really live. It figure. That's almost 11 people in every 100
seemed natural to use photos as data so ' in the world or 10.7 per cent of the world's
Ronnlund has
created
people can see for themselves what life population.
looks like on different income levels.
Dollar Street
 Natural. Questions or
observations about the

The Development Compass

environment. For example:
What is the weather like?

Economic. Questions or
observations about money.
Rose
For example: What jobs
are people doing? Understanding and questioning the idea of
w-- --E development involves thinking about a variety of
Who decides? Questions
factors. The Development Compass Rose (D), is a
or observations about
who is making the
tool to support this thinking. The OCR encourages
decisions. For example: you to ask a range of questions and explore links
Do these people
have a say? between four areas - Natural, Social/cultural,
Economic and Political (Who decides?). You will use
Social. Questions or this tool to investigate places and issues around the
(:) The Development
S observations about people.
For example: How does culture
world, as part of an investigation or geographical
Compass Rose affect the people here?
enquiry, in this unit of work and beyond.

e Definitions of development Activities

1 a} What is a simple definition of development?
People are the b} What is meant by the term 'quality of life'?
rea I wea Ith of 2 Read the different expert views about development, given in C.
nations.
EngUsh v a} For each, identify what they think of development.
b} Write a sentence stating your own thoughts on each view.
Mahbub ul Haq c} Write your own definition of development.
- International
development theorist
d} Compare this with your answer to Question 1a. Identify
RICHEST how it is different.
3 a} How does the World Bank define world poverty?
Development is a b) What do you think you could buy for £1.40? Make a list.
process of expanding
c} Do you think many people in the UK are living on less
freedoms equally for all
people - male
than £1.40 per day?
and female. d} How is this statistical measure of poverty different to the
views of the development experts?
4 The images shown in A are taken from the Dollar Street
The Nobel Prize­ website.
winning economist
Amartya Sen
a} Read 8 and explain what the website is trying to achieve.
b} How do the photos of toilets shown in A, help you better
understand development?
The welfare of a nation can scarcely 5 a} Draw a Development Compass Rose.
be inferred from a measure of b} Write two questions for each part of your rose about
national income. what you can see in Image A.
c} Go to the Dollar Street website www.gapminder.org/
Simon Smith Kuznets - 1971 Nobel
dollar-street/matrix. Select a different category of
Memorial Prize
photographs for families on the street, by selecting from
the dropdown menu.
d) Repeat the activities above for this different category.
Development is about transforming 6 Reread your definition of development from 2c. Are you
the lives of people, not just happy with this definition or, having investigated real
transforming economies.
families on Dollar Street, do you now want to change it? If
so, write your new definition.
Joseph Stiglitz - 2001 Nobel Memorial
7 Explain why development is a complex idea to understand.
Prize in Economics
 7.2 How is money spread around
the world?

Learning objectives The World Bank is an international organisation which provides

loans, advice and research to countries to support economic
► To understand how to development. The World Bank uses one main indicator to measure
measure development using
development, Gross National Income (GNI) per capita. This is the
one economic indicator.
dollar value of a country's final income in a year, divided by its
► To interpret different ways of population. Tables A and B show the top ten and bottom ten
presenting development data. countries in the world using this indicator to measure development.
► To investigate the patterns of Map C shows a choropleth map of the world of GNI per capita. It
wealth across the world. can be used to compare development at a global scale.

0 Top ten countries ranked in

terms of GNI per capita, 2016
Key
Country GNI per Population GNI per capita
capita 1111 High income (US$12,476 or more)
Norway 82,330 5 ,232,930 CJ Upper middle income (US$4,036-$12,475)
Switzerland 81, 240 8,272,100 CJ Lower middle income (US$1,026-$4,035)
Luxembourg 76,660 582,970 1111 Low income (US$1,025 or less)
Iceland 56,990 334,250 CJ No data

e
Denmark 56,730 5,721,120
USA 56,180 323,127,510
Global distribution of GNI per capita, 2017
Sweden 54, 630 9,903,120
Australia
Ireland
54,420
52,560
24,127,160
4,773,100 -
--
Singapore 51,880 5,607,280

e) Bottom ten countries ranked in

terms of GNI per capita, 2016

GNI per Population

capita
Burundi 280 10,524,120 � 1\
Malawi 320 18,091,580 �-·.•..
...
• • <:,, �--:,,:
Central
African ' .
Republic 370 4,594,620
Niger 370 20,672,990
Liberia 370 4,613,820
Madagascar 400 24, 894, 550
Congo, Dem.
Rep. 420 787,386:150
Gambia, The 440 2,038,500
Mozambique 480 28,829,480
Sierra Leone 490 7,396,190
 THE
RICHEST PEOPLE OWN Activities
THE SAME WEALTH 1 a) What is GNI per capita?
AS THE 3.5 IILLION
POOREST PEOPLE b) Which organisation uses GNI to measure
development?
2 Look at Tables A and 8.
a) Locate the countries on an outline political
world map.
b) Using two colours, one for the top ten
countries and one for the bottom ten
countries, shade and label these countries.
c) Describe the distribution of the top ten and
bottom ten countries in the world for GNI per
capita.
EVEN G d) Do any of the top ten countries in Table A
IT UP OXFAM
surprise you?
(i) An Oxfam campaign poster 3 Map C shows the GNI distribution for all countries.
showing global wealth a) Use an atlas to help you name the countries
inequality (2015 figures)
labelled 1-10.
b) Create a table listing these ten countries in
terms of wealth using the key on the map,
with the highest one first.
c) Why is the GNI per capita measured in US$
even though countries have different currencies?
d) Why do you think GNI per capita is a useful
figure to compare the level of development
. ?
for rountnPs.
4 Look carefully again at Table A comparing the GNI
per capita and population of the USA and Iceland.
The GNI per capita data suggests that Iceland is
richer or more developed than the USA. The
population data for these two countries provides a
clue as to one of the problems with using GNI per
capita as a measure of how developed a country
is. Explain what this problem is.
,
, 5 Look at D.
a) Which organisation has published the poster,
.....
what is their message, and the name of the
.:

campaign?
b) Discuss with a partner what you think about
this poster.
c) Write a paragraph outlining your view of it.

'
•I
d) Look again at Map C. Where in the world do
you think most of the 3.5 billion poorest
people the poster refers to, are located?
6 Write a paragraph to identify what you have
discovered about the global distribution of
,, development, using GNI per capita as the indicator.
 7.3 What other ways can be used to
measure development?

Learning objectives
► To identify different measures
The Human Development Index
of development. In Lesson 7.1, the expert views and the Development Compass
► To understand the benefits of
Rose remind us that there are things to consider, other than just
using different measures of GNI per capita, when measuring development. In 1990, the
development. Human Development Index (HDI) was created to better
measure development. HDI combines three elements:
• living standards: the GNI per capita
• health: the life expectancy or average age which people live to
• education: the average number of years of schooling children
receive.
The HDI has a vallue between O and 1. The higher the number the
greater the level of development. Map B shows the global pattern
of HDI.

0 The HDI rankings for a GNI per capita I Life expectancy I Education HDI
selection of countries China 8260 76 7.6 0.74
at different levels of
Costa Rica 10 840 79.6 8.7 0.78
development, 2015
Japan 38000 83.7 12.5 0.90
Malawi 320 63.9 4.4 0.48
Mexico 9040 77 8.6 0.76
Nepal 730 70.0 5.3 0.56
Norway 82330 81.1 12.7 0.95
Sierra Leone 490 51.3 3.3 0.42
- f---- -
UK 42390 80.8 13.3 0.91
USA 56 180 79.2 13.2 0.92
4) Map to show global
HDI levels, 2017
- =:--

..

.......

Key .,
• Very high - Over 0.8
\
- High-0.7-0.79
D Medium -0.55-0.69
D Low-Up to 0.54
D No data
Note: Only countries with the
available HDI values are included.
Environmental impact footprint, shown in Map C. This is a measurement
In Unit 2 you were introduced to the term of how many natural resources a country
sustainability. Some development experts believe consumes and how many planets would be
that development should consider the impact of required to support the world if every country
human activities on nature, or its ecological consumed that amount.

....
.·

."
\.

l.
��,

""'""'-
....
..
•

•.

Key
• More than 4 planets
D 2-3 planets
D 1-2 planets
D Less than 1 planet
D No data
e An ecological footprint map, 2013

Activities
1 What is HDI? 4 Compare Map B with Map C in Lesson 7.2,
2 Look at Table A. pages 124-125.
a) Sort the countries in Table A into a rank a) What differences can you identify? (Hint:
order for each indicator: GNI, life look at Argentina and South Africa.)
expectancy, education and HDI. b) Which aspects of the Development
b) What differences do you identify in the rank Compass Rose are ignored by HDI?
order for each indicator? Explain the 5 Look at Map C.
differences. a) What is the ecological footprint?
c) What conclusions can you make about b) Look again at the countries in Table A.
using just one indicator of development? Locate them on Map C and identify their
3 Study Map B carefully. ecological footprint.
a) Describe the distribution of countries with c) What extra information about development
very high HDI. does this provide for each country?
b) Describe the distribution of countries with 6 Go back to your Development Compass Rose
very low HD I. from Lesson 7.1. Add new questions to your rose
c) Which countries have no data? about the development indicators you have
d) Why might there be problems collecting studied today.
data in these countries? 7 Reread the expert view from Kuznets from Lesson
e) Identify problems in collecting reliable data 7.1, page 123. Write a paragraph to compare this
for measuring development. view with the findings you have made about the
different indicators in this lesson.
 7.6 Why do people live in poverty?

Learning objective What is poverty?

► To understand the causes of The World Bank ,estimates that 767 million people live on less than
poverty.
US $1.90 per day - that's 10.7 per cent of the world's population
living in extreme poverty. Poverty, however, means more than just
money. Lacking access to basic resources such as clean water,
shelter, food, work, healthcare, sanitation and education are all
significant. Photos A-C show examples of the reality of this poverty
around the world.

Reasons for poverty

Just as measuring development is a complicated process, so is
understanding the reasons why some countries are less developed
than others. Some of the main factors are given in Diagram D.

4:) The causes of poverty

0 A boy ploughing a field in

Eritrea Location - if a country has no Climate - in extreme climates
coastline, or access is limited, it can be difficult to grow crops,
it can be difficult to trade with which makes food supply unreliable.
other countries.
Between 1978 and 1998 Ethiopia
Mali, the fifth largest country suffered fifteen droughts and
in Africa, is landlocked. This famines, leading to the displacement,
means its opportunities for injury or death of over 1 million
growth and development are people.
limited. Per capita incomes are
amongst the lowest in the
world.

Politics - politically unstable

countries are often in poverty
C) Housing beside a river
and countries can often be What
affected by political decisions
polluted with sewage in India for decades. causes
poverty?
Many African countries are
locked into unfair trade deals
with European countries
following their colonisation in
the 1800s.

War - war-torn countries' services Gender inequality - when women

are continually disrupted, buildings have fewer rights and less education
and roads are destroyed, people are than men, a country is not fully
killed or forced to flee. using its workforce. You will find
out more about this in the
As a result of the conflict in Syria next lesson.
millions of people have been forced
from their homes, scattered across
9 War-torn Syria Europe and beyond as refugees.
 32% ■ Primary Nepal fact file
48% Secondary • Nepal is the twelfth poorest country in the world.
■ Tertiary • 2.4 million people live in extreme poverty.
20%
• Nepal is a landlocked country: it is surrounded by India
to the east, south and west, and by the great Himalayan
range to the north.
Q Nepal's economy • Mountains and hills cover almost 75 per cent of Nepal's land
area, which is unsuitable for farming and makes building
roads and bridges extremely difficult.
• About 80 per cent of the population live in rural areas and depend on subsistence
farming for their livelihoods.
• According to a UN ESCO report in 2011, the literacy rate of Nepal is 56.6 per cent, with
a huge variation between male and female: male 71.6 per cent; female 4 4.5 per cent.
• Gender inequality is a major issue. Rather than attending school, girls are expected to
marry at an early age and work in the fields and at home.
• Nepal suffers from natural disasters. In 2015 an earthquake devastated buildings, roads
and bridges. Over 3,000 people were killed and many more lost their homes.

Natural hazards - many countries

experience earthquakes or volcanoes,
Activities
frequently. The country is then
continually rebuilding or recovering 1 Look at Photos A-C.
from disasters, making it much harder a) Draw a Development Compass Rose. Write two questions for each
to escape poverty. point on the compass about what you can see in the images.
I
Persistent flooding in Bangladesh
b) Write a thought bubble for the people in the images, imagining what
affects millions of people. Floods in they might be thinking.
August 201 7 affected one-third of 2 a) Write a list of the causes of poverty.
the country and 6. 9 million people.
b) Identify which causes are shown in Photos A-C.
c) Go back to your Development Compass Rose. Add each of the
causes where you think they fit into the compass.
Access to education and 3 Study the data shown in E and the fact file about Nepal.

---- healthcare - a lack of education can

result in a shortage of people to carry
out skilled jobs, and it can be harder
a) Use an atlas to help you describe the location of Nepal.
b) Look at the fact file and compare it to Diagram D. Draw your own
to maintain high levels of hygiene spider diagram to show causes of poverty in Nepal.
and health.
c) Write a paragraph to describe how poor Nepal is, and the causes of
I
In 2015, 89% of all malaria cases this poverty.
were in sub-Saharan Africa where
two-thirds of deaths were of children
under 5 years old. This has also
meant that fewer children are able to
attend school.
 7.7 How can gender equality increase
development?

Learning objectives Gender inequality occurs when people are treated differently and
given different opportunities just because they are male or female.
► To understand gender In many places throughout the world girls do not experience the
inequality.
same rights as boys. This can take many forms including being
► To understand how gender deprived of education, forced into early marriage, or held back from
equality can lead to higher opportunities at work. This inequality often takes place because of
levels of development. cultural beliefs or economic factors, but it results in half a country's
population being held back.
Below, Sadia tells her story about being a child bride. Poster C
shows the impact of investing in girls, and illustrates the true cost of
stories such as Sadia's.
0----­ Q Story taken from plan-uk.org
Gender inequality
world facts Sadia's story
• One in five teenage girls around My name is Sadia and I was a
the world is denied access to child bride. I'm now 16 years
education. old, and have lived all my life in
• One in three girls in the lower a small village outside Dhaka in
income countries will be Bangladesh.
married by her 18th birthday. I was married at 14. My husband,
Sumon, is four years older. My
• Difficulties in pregnancy and husband is a farmer. His family
childbirth are the leading cause moved here a few years ago, and
of death for girls aged 15 to 19 we live with the rest of his
in developing countries. extended family. I didn't know him
• Between 2009 and 2013 there before we were married; I had
were attacks on schools in at never seen him before. I enjoyed school, especially maths, which was
my favourite subject. But in eighth grade, I was suddenly told by my
least 70 different countries. parents that I had to quit. I think it was four or five days after I left
A number of these attacks school that my grandmother told me what really was going on. I was
were directed at girls, parents shocked and completely devastated. Marry 1 Me? But I said nothing to
and teachers who argued for her. I didn't meet my husband before the wedding, but they said he
gender equality in education. was a good man.
• In the UK there is also I knew little of what was expected of a bride. Grandma had been married
inequality. For every £1 earned very young, probably much younger than me, so she tried to help. She
by a man, a woman earns 81p. said I would be responsible for the household, I had to take care of my
husband and I had to take care of his family.
• In the largest 350 UK Six days later I was married. The first words he said to me were to tell
companies, women only me to stop crying.
represent 23.5 per cent of the I had a difficult pregnancy and was sick a lot with a lot of pain.
top positions. I have become accustomed to my new life. I have my duties as a wife
and mother. But I worry a lot. I worry about money, my husband, my
child and my chores but most of all I worry that my own daughter will
also one day be married off early.
 e A poster created by
Women Deliver, an
organisation that works to
,•·
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If meet the •• •••••••• rights and well-being. They
need for modern •••
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advise organisations
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Evidence shows
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"WO EN DELIVER WHO WINS'? EVERY ODY.

Activities
1 a) Identify an example of gender inequality 4 Look carefully at Poster C.
and an example of gender equality. a) What is the poster showing about gender
Discuss your ideas with a partner. inequality and development?
b) Write your own definition and example of b) Who has created this poster?
gender inequality. c) Why do you think this organisation has
c) Read the facts in A about gender inequality. published this poster?
Do any of these facts surprise you? Discuss d) The poster identifies six reasons why a
which one shows the greatest inequality. country should invest in girls. Discuss each
Summarise and justify your findings. reason with a partner, and rank them in
2 Look carefully at B. order of importance.
a) How did Sadia's life change after marriage? e) Justify your rank order decisions.
b) How do you think Sadia felt when she married? 5 Write a paragraph to explain why girls and
c) Why is Sadia likely to have more children women can be at the heart of development.
over her life than if she married later?
What do you think her future holds? Stretch and challenge
3 Explain why you think gender inequality exists Write an alternative future for Sadia from 14 years old
in some countries. if she had stayed in education.
 7.9 What are Sustainable Development
Goals?

Learning objectives The United Nations (UN) is an organisation of 192 countries. It was
set up in 1945 foHowing the end of the Second World War. It aimed
► To understand Sustainable to bring nations together to prevent future conflict.
Development Goals.
From 2001 to 2015 the UN set up eight Millennium Development
► To understand the purpose of
these goals in reducing world Goals. They focused on reducing global poverty. In 2015, a new set
poverty. of seventeen targets - Sustainable Development Goals - were
created (see Poster C). These goals call for action by all countries
and aim to end poverty, fight inequality and injustice, and tackle
climate change by 2030. The goals are not legally
binding, but governments are monitored to see if
they are working towards them. Poster A was
1Y:MAR0ReETOEHEER created by the UN to help explain the first goal.
HAL'f Or ALL THE PEOPLE BUT EVERYONE
LIVE IN POVERTY� DESERVES THE CHANCE
TO PROSPER�

SUSTAINABLE
DO
ABOUT
IT...?
A LOT!
ACCESS TO
we CAN ENSURE
"SOCIAL PROTECTION"

HEALTH CARE +
PROTECTION
uN�1�lJeNT
DEVELOPMENT

we CAN MAKE SURE THERE IS EQUAL ACCESS TO THINGS LIKE:

BASIC LABOR TECHNOLOGY BUSINESS AND JOB
SERVICES & LANO OPPORTUNITIES

0 UN poster on the first Sustainable

Development Goal
 A sustainable world is one where people can escape Activities
poverty and enjoy decent work without harming the
Earth's essential ecosystems and resources; where people
1 What is sustainability?
can stay healthy and get the food and water they need; 2 Read Ban-Ki Moon's quote in B and Poster C.
where everyone can access clean energy that doesn't a) What are the Sustainable Development
contribute to climate change; where women and girls are Goals (SDGs)?
afforded [given] equal rights and equal opportunities. b) Why is sustainable development so
important for the future of the planet
and its people?
c) Why is it important that the goals apply
to all countries, not just countries with
low levels of development?
3 Look carefully at Poster A.
a) Why do you think poverty is the first
goal?
b) Explain how the UN aims to stop
poverty.
4 Look closely at Poster C.
Q Former UN Secretary-General Ban Ki-moon a) Think back to the geography you have
speaks about the importance of the already covered in this unit. Which of the
Sustainable Development Goals, in 2015 development goals have you learnt
about?
b) Which goals are you unsure about? You
will learn more about these in the other
units in Progress in Geography and in
Unit 15 you will look back at all of them.
c) Look bark at the visinn statPment on
Map-flap A. How does Poster C
demonstrate the world working together
to be good geographers?
d) Draw a Development Compass Rose and
group the goals according to the
categories. Write questions on the rose for
each goal.
e) Which three goals do you think are the
most important? Justify your choice.
5 Why may some governments find it difficult
to implement the SDGs? Look back to the
causes of poverty in Lesson 7.6, page 132,
to support your answer.

SUSTAINABLE
DEVELOPMENT
G�:��LS
e The seventeen UN Sustainable
Development Goals
 () Information from the Worldometer website
In this unit you will learn:
► about world population distribution
and change
Current World Population
► how countries attempt to control
population change
7,588,152, 731
► about types of migration TODAY I THIS YEAR I
► to understand urbanisation and how
Births today Births this year
cities evolve.
244,863 134,518,965

Deaths today Deaths this year

The number of people living in a particular place
is known as the population. Image A shows the 101,420 55,716,720
estimated world population at the time this lesson
was written. Graph B shows that for much of Population Growth today Population Growth this year
history the world's population growth was very 143,443 78,802,245
gradual, but in 1800 it reached 1 billion and since
then growth has become very rapid. This has
been called a population explosion.
As the world has developed, people live longer, Why measure population
and more babies are born. This rapid increase in
population places a great strain on the planet and
growth?
its natural resources, which you investigated in In the last Lesson, 7.10 (page 141), you wrote a
Unit 2. In this unit you will investigate how the government report about Bolivia, to identify
world's population is changing and the priorities for development. In order to develop and
consequences of these changes. improve the quality of life of the people in a country,
its government needs to understand the size and

e The world's population from 1800 to 2011

composition of the population and the rate at which
it is changing. As a result, every ten years many
countries conduct a census for its population.
Year World
population
in billions
1800 1
1930 2
1960 3
1974 4
1987 5
1999 6
2011 7

Q World population from 10,000 BC

10,000 BC 8000 6000

 UN says world population will reach 9.8 billion in 2050

A recent United Nations report forecasts that the

current world population of nearly 7 .6 billion
concentrated in just nine cot1ntries - India, Nigeria,
Congo, Pakistan,Ethiopia,Tanzania, the USA, Uganda

7
will increase to 8.6 billion by 2030, 9 .8 billion in and Indonesia.
2050 and 11.2 billion in 2100. A quarter of Europe's population is already aged
It is estimated that over half of global population 60 or over, and that share is projected to reach 35 per
growth between now and 2050 will take place in cent in 2050.
the continent of Africa. At the other extreme, it is
expected that the popt1lation of Europe will, in fact, The rapid population growth in many
decline somewhat in the coming decades. Afriican countries poses a real problem for
their governments in how to keep pace
6
T he UN agency forecasts that from now through
2050 half the world's population growth will be with this growth in terms of food, shelter,
schools and hospitals. This growth holds
4:) Article from Bloomberg.com, 22 June 2017 back development.

Activities
1 What is population? c) Think about what you learnt in the 5 "'
C:
2 Look carefully at Image A. last unit about development to 0
a) What was the world's estimated describe your line graph. ■-

population on 15 December 2017, 5 Watch the Hans Rosling Gapminder ■-

when this page of the book was video at www.gapminder.org/ .c

written? answers/how-did-the-world- ...
b) Visit the Worldometers website:
www.worldometers.info/world­
population-change/
Suggest reasons to explain this
4 C:
0
population/ population explosion. ■-
+-'
c) Record the world's population at 6 a) What is a census? ta
this site. b) Write a paragraph to explain why
d) �;:ilr.1 Jl;:itp how mt Jr.h thP wnrlrl'� governments need to conduct a
c..
�

population has changed for all the

statistics shown in A, since 2017.
census.
7 Read Article D. 3 0
C.
3 Look carefully at Graph B. a) Extend your line graph in
a) Write a paragraph describing how Question 4 a) and add the billion -c
the world's population has statistical estimates to it. I..

s0
changed. b) Describe the forecasted
b) Why is the change since
called a population explosion?
1800 distribution of population growth
around the world. 2
4 a) Draw a line graph to show in 8 Where do you come in a world of 7
detail the population growth billion? Visit: www.bbc.co.uk/news/
since 1800 using the data in world-15391515 and find out how
Table C. many people were alive when you
b) In each case calculate how long it were born!
took for the population to grow
by 1 billion.

0
000 2000 AD 1 1000 2000
 8.2 Where does everyone live, and why?

Population distribution
Learning objectives
Population distribution is the pattern of where people live and
► To understand what is meant by how populations are spread out. In Lesson 5.5 (pages 90-91) on
population distribution.
Russia you were introduced to population density. You discovered
► To identify where the world's that population is not evenly spread across Russia. As you can see,
biggest populations are found. this is the same at a global scale - some areas of the world are
► To analyse population patterns. densely populated and others are sparsely populated.

0 A world population density map

4D Top ten most populated countries
Country Population

China 1,411,582,266
India j 1,344,722,219
USA I 32s,320.364
Indonesia 265,036,327
'---

Brazil I 209,877.612
Pakistan 1198,427,695
Nigeria 192,736,886
Bangladesh 165,302,834
Russia 143,980,388
POPULATION
Mexico 129,757,739 DENSITY

0
Inhabitants per sq km
Positive and negative Over 200

settlement factors 100- 200

50-100
Positive and negative factors 25-50

6-25 20
Cold climate
3-6
- - .. - .
Flat land
-----
1-3

Under1 antiago •
1
A good water supply
- Urban population
■ Over 10,000,000 40
No natural resources for building or fuel • 5,000,000-10,000,000
• 1,000,000-5,000,00,0
Fertile soils for growing crops _C/l
All cities with more than 5,000,000
.r:. inhabitants are named on the map
Remote location

Steep slopes

At a river mouth for a port

'---

Lots of industry and offices for jobs 0 Rice growing in India G) Rainforest in Africa

Q The Sahara Desert

 ••

Why is global population other settlements via roads, railways and rivers are
made. In turn this creates more job opportunities
distribution uneven? and so an expanding population.
Historically, settlements have built up in areas with Areas that are often sparsely populated tend to
natural resources that can support a population, have fewer resources and be harder to live in, such
such as water, soil, the ability to grow food, and job as mountainous areas, deserts or isolated places.
opportunities. When a settlement becomes more
developed industries emerge and connections with
Activities
1 Define the following terms: population
density; sparsely populated; densely
I : 110 000 000 populated.
2 Compare Map A with an atlas map of
the world.
a) Name five densely populated areas
of the world.
b) Name five sparsely populated
areas.
-s--· c) Which continent is the least
��gdu.
o gqr
populated?
n., -· ------- -------------
-- --- ---
ropic of Cancer d) Which continent is the most
um
n ---\----�-...-20
,
populated?
e) Which hemisphere is more
(Bombay
Bang_ •,
..
. ... ·:....,.,..... populated: the northern or
.•. ....
'I. • •• • I

'•
....
. ..
�
southern?
, 1 Equator
f) Write a paragraph to describe the
distribution of world population.
... -•• Include the density figures shown
•
. in the key on the map.
\f••
,....._--t---.:---"20 .
3 Table H shows the top ten most
•
__ Jr_opJl:_of c;:��rtc.ocn
populated countries .
a) Draw a bar graph for this data.
b) Shade your bars according to
which continent each country is
4) Los Angeles, USA
In.
c) Write a paragraph to describe the
numbers of people across these
ten countries.
G) Taiyuan, Shanxi 4 Look carefully at photos B-G.
province, China
a) Group these places into positive
and negative factors. Justify your
9 The Himalayas in Nepal answer in each case.
b) Group the factors shown in Table I
into positive and negative, and
physical and human factors.
5 Using your answers to the earlier
activities, write a paragraph to explain
the distribution of world population.
 8.3 How can we describe the structure
of a population?

Learning objectives Population and development

► To understand how the population of a A demographer is someone who studies population data
country changes as it develops. collected from the census at local, national and global levels.
► To use a model to investigate Demographers study the birth rate, the number of births per
population change. 1,000 of the country's population, each year; and the death
► To draw and interpret population data rate, the number of deaths per 1,000 people per year. The
using population pyramids to predict difference between the birth rate and death rate is the
change. natural increase or decrease in a country's population.
After studying industrialised societies over the last 200 years,
demographers discovered that a country's population growth
rate passes through five different stages as it develops
economically. Demographers have created a Demographic
Transition Model (DTM), shown in Diagram A, to describe
these different stages. This is a generalised picture of
population change in the countries studied. Whether or not it
applies to less developed societies today, that are currently
developing, remains to be seen.

0 The Demographic Transition Model

1 2 3 4 5
Stage High stationary Early expanding Late expanding Low stationary Decline
High fluctuating Low fluctuating

40
Death rate·
Birth
and 30
death
rates
(per Natural
20
1,000 increase
people
Natural
per year)
---
decrease
10
Total population
•-.:------------------
0------------------------------------------
Stage 1: Birth rate and Stage 2: Death rate Stage 3: Birth rate falls Stage 4: Birth rate and Stage 5: Birth rate very
death rate are high but decreases due to rapidly as the country death rate are low but low, falling below the
fluctuate due to disease, improvements in medical develops. Use of fluctuate; steady, small death rate, leading to a
famine and war. care, scientific contraception, due to natural increase. natural decrease. Death
T he total population discoveries, hospitals government incentives, E.g. UK today rate increases slightly
stays low. and improved sanitation the changing role of due to an ageing
E.g. UK before 1780, and water supply, but women in society, or population.
Niger today birth rate stays high. increased desire for E.g. Russia today
The population grows material possessions
as the natural increase rather than large families.
becomes higher. E.g. UK 1880-1940,
E.g. UK 1780-1880, Brazil today
Afghanistan today
 ••

100+ Male 0.0% 0.0% Female 100+ 0.0% 0.0%

Male Female
95-99 0.1% 0.2% 95-99 0.0% 0.0%
90-94 90-94 0.0% 0.0%
85-89 85-89 0.0% 0.0%
80-84 80-84 0.1% 0.1%
75-79 75-79 0.2% 0.2%
70-74 70-74
65-69 65-69
60-64 60-64
55-59 55-59
50-54 3.6% 3.7% 50-54
45-49 3.4% 3.5% 45-49
40-44 40-44
35-39 35-39
30-34 3.4% 3.4% 30-34
25-29 3.4% 25-29
20-24 20-24
15-19 15-19
10-14 10-14
5-9 5-9 8.5% 8.1%
0-4 0-4 10.61% 10.19%

10% 8% 6% 4% 2% 0% 2% 4% 6% 8% 10% 12%10% 8% 6% 4% 2% 0% 2% 4% 6% 8% 10%12%

C) A population pyramid, 2017 (j A population pyramid, 2017

Using population pyramids
Demographers use graphs called population These pyramids are useful for governments to
pyramids (see tables B and C) to analyse the better understand the composition of their
structure of populations. A population pyramid is a population. They can use them to make
graph that shows the age and gender distribution predictions about the types of services that the
of a given population. Gender is shown on the left population will need in the future, for example the
and right sides, age on the y-axis, and the numbers of schools, hospitals and homes.
percentage of population on the x-axis. Each Countries with a large proportion of older people
grouping (e.g. males aged 0-4) is called a cohort. must develop retirement systems and medical
The shape of a pyramid depends both on the facilities to serve them. Therefore, as a population
number of people in each age group and the ages, needs change from childcare and schools to
proportion of males and females. jobs, housing and medical care.

Activities
1 Write a definition of the following terms: birth a) Pyramid C is very broad at the bottom and
rate; death rate; natural increase or decrease; narrow at the top. Pick out the description
demographer. from the following that is true for this
2 a) What is the Demographic Transition Model? country:
b) Why did demographers create the model? i) few children and few older people
3 Look carefully at Model A. Compared with ii) many children and few older people
developing countries, why do developed iii) many children and many older people.
countries usually have: b) Which country, B or C, has a high birth
a) a lower birth rate rate?
b) a lower death rate c) Which country will need to build more
c) a smaller natural increase? schools and housing in the future?
4 a) What is a population pyramid? d) Which country will need more retirement
b) What data does it show? homes and medical services?
5 Study pyramids B and C which show the e) From your analysis of these two population
populations for two different countries. pyramids, which one do you think shows
Niger and which shows the UK?
 8.4 Can we control population size?

C) Newspaper article from 22 June 2014

Learning objectives
► To understand how countries attempt population control. Vladimir Putin vows to reverse
► To consider the success of population control. Russian population decline

Governments in different countries around the world are

developing strategies to control their populations. These
I n 2006,Vladimir Putin described population decline
as the country's 'most urgent problem' . At that time
16 Russians died for every 10.4 babies born, with
strategies differ depending on which stage of the
the population declining by 700,000 people a year.
Demographic Transition Model a country is at. When a
Causes of the problem
country is underpopulated it doesn't have enough peoplle
Women in Russia have careers, and put off having
to make use of the resources and technology available.
children, often marrying later, and therefore having
This can cause economic problems if there are not
fewer children. As well as this, the death rate is high
enough workers to produce goods for sale or to complete
in Russia due to high levels of heart disease, accidents,
services. Where a country is overpopulated, it has too violence and suicide. Smoking rates are among the
many people and not enough resources to maintain a highest in the world (twice as high as in the US).
reasonable standard of living, which slows down Environmental conditions, especially in the work
development. In this lesson you will investigate how the place, are often poor.
governments of two countries, Russia and China, have Government incentives
attempted to control their population growth, to In 2007, the government introduced a programme to
overcome problems of over- and under-population. pay $11,000 to mothers who have more than one
0 Population pyramid for Russia, 2017 child.The money can be put toward buying a house or
toward the child's education, or be deposited into the
Population 143,375,006
100+ Male 0.0% 0.0% Female mother's pension account.
95-99 0.0% 0.0% Success?
90-94
85-89 Official figures show that abot1t 1.9 million babies
80-84 were born in Russia in 2015, up from 1.5 million in
75-79
70-74
2005. In 2013, the country saw the number of births
65-69 surpass the number of deaths for the first time in over
60-64 4.0%
55-59
20 years. The mortality rate has dropped rapidly in
50-54 the last few years, mainly due to new legislation
45-49
restricting the sale and advertisement of alcohol in
40-44
35-39 2006, together with government-sponsored sport to
30-34 4.4% encourage more healthy lifestyles. There has been a
25-29
20-24 slight natural increase in population, but not enough
15-19 to make a significance difference. The population of
10-14
5-9
Russia is still ageing.
0-4

10% 8%, 6% 4% 2% 0% 2% 4% 6% 8% 10%

Male Female
70+
60-69
a. 50-59
::s
e 40-49
� 30-39
� 20-29
10-19
0-9

10%5% 0 5% 10%
1950
$ A Russian poster: the text reads 'A third Note: Population data are estimates * Forecast, medium fertility variant

child means wealth will be tripled' C) Population pyramids for China - 1950, 2015
and 2050 - from the United Nations Department
of Economic and Social Affairs
China ends one child only Activities
policy after 35 years 1 a) Define overpopulation and
underpopulation.
I n 1970 China's population exceeded 800 million, the
world's largest population was growing too quickly
and the country was becoming seriously overpopulated,
b) What problems can each cause for a country?
2 Study Pyramid A.
holding back the cot1ntry's ambitions to develop. The
a) Describe the shape of the pyramid.
population growth rate meant the population of China b) What evidence does it show to suggest that the birth
wottld double in 50 years. In 1979, the government took rate is low?
a bold step that stunned the world, introducing a one c) Compare the percentage of males and females.
child only policy. A new marriage law made couples What do you notice?
practise family planning, placing a limit of one child 3 Study Article Band Poster C.
for each family. Couples were offered incentives - free a) What problems does Russia face with its
education, better pensions, free child care, and family population?
benefits for one child. Families that had more than one
b) How is the government trying to overcome these
child lost all benefits, and could be fined or even sent to
jail. The personal rights of families were sacrificed for
problems?
the good of the state. A major promotional campaign c) Explain the message of Poster C.
was organized, including posters promoting the policy d) Think back to what you learnt about Russia in Unit
[such as E], displayed all over the countr y. 5. How could the geography of Russia explain its
Problems of the policy high death rate?
In 2012, there were 6.7 million forced abortions and e) How successful has the government been in
more than 10 million a year in previous years; there improving the population growth?
have been millions of forced sterilizations, as well as 4 Look back at Model A in Lesson 8.3, page 146. At
voluntary abortions of female foetuses because
which stage in the Demographic Transition Model do
pregnant mothers wanted their 'One Child' to be a
you think Russia is? Justify your answer.
boy, to carry on the family name.
Unforeseen consequences
5 Study Article D and Poster E.
Chinese officials believe the one child policy has a) What was the problem with China's population in
reduced the population by 400 million. 1970?
According to many reports there are now over 30 b) Describe the one child only policy and what the
million more marriage-aged young men than women. government wanted it to achieve.
China also faces a rapidly ageing population. The policy c) Explain the message of Poster E.
has been too st1ccessful and the shape of the popt1lation d) What problems did this policy cause?
pyramid has completely changed [see F].
e) Why, in 2015, did the government stop this policy?
A change of policy
China has abandoned this one child only policy after 35 6 Look at F.
years. The change of policy is intended to balance a) How has the structure of China's population
population development and address the challenge of changed between 1950 and 2015?
an ageing population. b) What stage of the Demographic Transition Model
do they suggest China has moved from in 1950
and moved to by 2015?
E) Newspaper article from October 2015 c) What stage is predicted for 2050?
Age group as a percentage of the total population
Male Female Male Female
70+ 70+
60-69 60-69
c. 50-59 c. 50-59
e e
::::, ::::,
40-49 40-49
� 30-39 � 30-39
: 20-29 : 20-29
10-19 10-19
0-9 0-9

10%5% 0 5% 10% 10%5% 0 5% 10%

2015 2050*
4) A Chinese poster promoting the
one child policy
 8.5 Why do people migrate?

0 E. S. Lee's migration model

Learning objectives
► To understand what is meant by migration, and the Push Pull
different forms of migration. 0
► To be able to explain push and pull factors. + 0
0
+ 0 +
► To consider social, economic, political and + --------11
+ Intervening + + +
environmental reasons for migration. 0 obstacles
0 +
+
+ Positive factors Origin • Physical distance and Destination

Why do people migrate?

- Negative factors cost of making the journey
o Neutral factors • Physical barriers:
mountain ranges , oceans
A migrant is someone who moves from one • Political obstacles:
place to another, with the intention of living international border,
immigration restrictions
temporarily or permanently in the new location. • Cultural barriers: language
Migration can occur internally, within a country, and different ways of life

or between countries. An immigrant is someone

who moves to live permanently in a different
country. People that choose to move are
voluntary migrants. Those that have no choice,
who move due to war or natural disasters, are
F or Esayas Nisqt1e, home was a small town in
Eritrea, a cot1ntry in Africa, a few hours walk from
the Ethiopian border. Most of the local men leave to
forced migrants. They are called refugees. find work in other countries, as there are few jobs for
Migration is not new. Humans have migrated for the rapidly growing young population. Few want to
at least 60,000 years. Scientists have traced our stay in Eritrea, he said,'As soon as you finish school
origins to Southern Africa and from there people and are not learning then they want to make you a
have dispersed across the world. In Lesson 1.2 soldier.' From Ethiopia, Nisque walked for four days
before catching a bt1s to Sudan. From there, he took
you investigated how explorers discovered new
another bus to Libya. Once here he was unfortunately
lands in the seventeenth century - the Americas
kept prisoner, for a year, with hundreds of other men
and Australia. They were soon followed by people
in a small house guarded by 'Libyan soldiers'. Nisque
from Europe seeking a better life in these New
said his father sent him the $1,800 he needed to pay
Worlds. In the twenty-first century there are new people-smugglers for the trip across the Mediterranean
patterns of migration. In this lesson you will from Libya to Italy. The boat, carrying around 500
investigate why people migrate. people, left Libya early one evening three weeks ago; it
In 1966, E. S. Lee devised a model (see Diagram didn't take long for the unstable craft to start taking on
A), to help explain the reasons why people water. A cargo ship arrived and rescued all of those on
migrate. People make the decision to move based board. Nisque now wants to get to Rome to meet his
on positive and negative factors about where they brother, who is also an undocumented migrant with no
are living, their origin, and where they decide to work or money. The teenager's dream is to eventually
move to, their destination. Lee called these push get to Sweden. 'Italy no good. No work, no money,'
and pull factors. The pushes are the things that he said; but in Sweden, his friends have told him, life is
good.
make people want to leave, the pulls are the good
things that attract them to a new place. These
factors must be strong enough to overcome the
barriers or intervening obstacles to move. 0 A migrant story from Africa to Europe
 My name is Jenny and I'm miss Indian food and people who really live and breathe the
the editor of this book. Five joy of football!
years ago I was living and There are two other complications specific to life in
working in London with my Montreal. Firstly, it's a bilingual city.That means people
family. Now I am living and speak two languages - here it's French and English. Every
working in Montreal, Canada. road sign, menu and food label is in both languages. Once
Our decision to come here we knew we wanted to stay here permanently, we had to
was mainly a financial one. apply to be residents.This meant my kids had to attend
Although we were both French school and my husband had to pass lots of difficult
working hard in London our French tests.A steep learning curve for all of us!
rent was very high and we knew Another challenge is the weather - during winter
we couldn't afford to buy a temperatures here can go as low as -30 ° and in the summer
home.We knew the situation for ot1r children wot1ld be it can reach + 30 ° .As a result we have learnt to live
even harder when they were grown up.We had thought of seasonally,doing different activities, bt1ying appropriate
moving ot1t of London, but my husband's job was based in clothing, and learning to drive safely on icy roads! The roads
the city. So when his company suggested a relocation to here are a little crazy in that there are pot-holes everywhere
their Montreal office we decided to give it a try.We had - a result of the harsh winters!
both travelled a lot when we were young and I had always Almost all our expectations of Canada have been met
wanted to return to Canada after a trip there as a teenager. It - it is indeed a beautiful,safe and welcoming place. It isn't
seemed like such a friendly, safe, modern and beautiful quite as modern - people don't use the internet as much as
country. in England and things aren't quite as commercial. In some
Travelling to Canada was not that difficult for us as most ways it feels like England twenty years ago. But we like that!
of it was organised by my husband's company.The real As soon as we arrived in Montreal we fell in love with
challenge began once we reached Montreal.We knew no this city. Our boys are now both bilingual. In the five years
one and next to nothing about the area that we had chosen that we have been here we have seen a new sports centre,
to live in.There's a ht1ge amount to learn about that yot1 library and mega-hospital all open up just in our local
take for granted when you grow up in an area - how neighbourhood.We can afford to live in a family-friendly
schools work,medical access, transport,cultural differences area with lots of green spaces,just 15 minutes from
and even what brands are good in the supermarket. Even downtown Montreal, and soon we hope to buy a home
learning Canadian English - 'sidewalk' not 'pavement' and here.We have access to amazing cot1ntryside just outside the
'soccer' not 'football' - took some time. In the first couple of city. Five years on, we are now residents here, we have a
years our children had variot1s illnesses and we had no close group of friends,are speaking French,and are
relatives around to help us.Times like those are difficult and thoroughly enjoying life in our adopted home.
we continue to miss our family and friends hugely. I also

e ���=-=============================-----====-:::::::::­
A migrant story from the UK to Canada

Activities
1 Write definitions of the key words highlighted 3 Read migration story C.
in the text. Now repeat activities a-d from question 2.
2 Read migration story B. 4 a) Conduct a survey of your class to find out:
a) Draw a copy of Lee's model, Diagram A. i) if any of you have migrated or moved to
b) Identify the decisions made by the family the area
to move, and label them as push and pull ii) where those pupils lived previously
factors on your copy of the model. iii) their reasons for moving.
c) What barriers or obstacles did the migrant b) Locate on a map where members of your
have to overcome in order to migrate? class have previously lived.
d) The pulls to a new destination are only 5 Reflect on the different push and pull factors
perceptions of a new place, and when you have discovered this lesson.
migrants actually move the reality may be a) Group these factors into social, economic,
different. How was the destination different environmental and political.
to the hopes of this migrant?
b) Write a paragraph to explain why people
migrate.
 8.7 What is urbanisation?
0 Top ten most populated C) Top ten most populated
Learning objectives cities, 1900 cities, 1950
► To understand the process of Rank City Population Rank City Population
rural to urban migration. 1900 1950
► To understand how global 1 London 6.48 million 1 New York 12.3 million
patterns of urbanisation are 2 New York 4.24 million 2 Tokyo 11.3 million
changing. 3 Paris 3.33 million 3 London 8.4 million
► To consider the problems of 4 Berlin 2.7 million 4 Osaka 7.0 million
urbanisation.
5 Chicago 1.71 million 5 Paris 6.3 million
>--- .._.. -
6 Vienna 1.7 million 6 Moscow 5.4 million
So far in this unit you have 7 Tokyo 1.5 million 7 Buenos Aires 5.1 million
investigated international 8 St Petersburg 1.439 million 8 Chicago 5.0 million
migration between countries, 9
- Manchester, UK 1.435 million
- 9
,...._....
Kolkata 4.5 million
,-... -
but it also occurs within 10 Philadelphia 1.42 million 10 Shanghai 4.3 million
countries. Rural to urban
migration is the movement of There was a mass movement of that year only one was outside
people from the countryside to people from the countryside to Europe and the USA. Today the
towns and cities within a new, rapidly growing cities, distribution of the world's
country. This process is called attracted to new jobs in the largest cities is very different,
urbanisation. In the UK, Europe emerging factories. In 1900, the with the fastest growing cities in
and the USA this happened world's largest city was London Asia and Africa (see tables A-E).
during the Industrial Revolution. and out of the ten largest cities This latest urbanisation is often
the result of rural poverty, which
forces people to move to cities
& Sustainable Development Goal 11 in the hope of improving their
life chances (see Image F). This
rapid urbanisation is recognised
in the Sustainable Development

�= --
Goals you investigated in
•• Lesson 7.9 (pages 138-9). Key
•• facts the UN are considering are
••
�

shown in G. In this lesson you

•• ••
•• will investigate this changing
•• •• pattern of urbanisation .
+Money +Modern
-I-Jobs facilities ><<:,; 0o.
+Schools _ 0
• In 2018, half of humanity - 3.5 billion people - live +_
+
in cities.
• By 2030, almost 60 per cent of the world's ----\1\itera()'
population will live in urban areas. -Farnity Pressu
. r('(\atl
• 95 per cent of urban expansion in the next decade Intervening
obstacles
Intervening
obstacles .
will take place in the developing world.
• 828 million people currently live in slums and the
number keeps rising.
-Drought
I
op;��k o_f
• Rapid urbanisation puts pressure on fresh water un,ty

supplies, sewage, the living environment, and Key

public health. - Negative factors
+ Positive factors

G Migration push and pull factors

 8.10 One planet, many people: how are
populations changing? Review
In this unit you have learnt:
During this unit you have been introduced to
► about world population distribution and several big ideas and concepts all connected
change to population. The concept map, A, shows
► how countries attempt to control how some of these ideas are linked. A
population change geographer can understand and identify these
connections.
► about types of migration
► to understand urbanisation and how cities
evolve
Let's see what you have remembered
and understood!

+IJ,0'1� ♦M:!Oe,r,

TI___-: -
.� - 'Job,s �14,e\��

�----1-'-JJl
·- •

Population

ICey
-N.g.'1.. LI,�,
♦ ».:r.l!N• f.,ct,: r,

Natural resources Migration

People use natural resources
to live. These natural resources
can make certain areas very popular
 8 How are populations changing?

In 2018, Hans Rosling, one of the

creators of Gapminder and Dollar
Street, published a book,
Factfulness. The subtitle for the
book is 'Ten Reasons We're
Wrong About the World - and
Why Things Are Better Than You
Think'. It challenges our view of
Level 1 $2 Level2 $8 Level 3 $ 2 Level4
the world. In the book he Income per person in dollars per day adjusted for price differences
explains why he does not like the
term 'developing countries'. Source: Gapminder

Based on a lifelong study of

world statistical data, Rosling
Q The four levels of income identified by Hans Rosling
believes it is more useful to divide
the world into four income levels Just 200 years ago 85 per cent of
(see Image B). Each figure in the the world's population was still at
chart represents 1 billion people. Level 1. Today the majority are
The seven figures show how the now spread across Levels 2 and
current world population is 3, with the same range of
spread across the four income standards of living as people in
levels. Human history started the UK and USA had in the 1950s.
with everyone at Level 1.

Activities Future learning

1 Look carefully at concept map A.
You will be provided with
a) Make your own copy of the map. opportunities to progress your
b) Annotate your own links between the different big understanding of population,
ideas yuu l1ave studied in this unit. migration and urbanisation in
2 Read about the ideas of Factfulness. the following units in Progress
a) Visit the Dollar Street website: www.gapminder.org. in Geography: Unit 10 Diverse
b) Find an example of a family at each of the four and dynamic: how is Asia being
income levels. transformed?; Unit 12 Africa: what
c) Describe what life is like at each of the four levels. are its challenges and opportunities?;
Unit 14 Why is the Middle East an
3 a) Think back to the two migration stories from Lesson 8.5.
important world region?
Which of Rosling's income levels do you think each
family are in?
b) How has this affected their decisions to migrate?
Future learning
4 Think back to the Development Transition Model from
Lesson 8.3, Diagram A. Compare this diagram to the at GCSE
levels of income in Image B. Explain which stage in the An understanding of population,
DTM levels 1, 2, 3 and 4 are likely to be in. migration and urbanisation are
5 Think back to what you learnt in Unit 7: What is important aspects of GCSE
development? geography. You will be required to
a) How has the idea from Factfulness affected your understand the causes and effects
understanding of development? of rapid urbanisation in different
b) Now add development to your concept map in parts of the world. Studying at
question 1. least one city in an economically
c) Identify how it links to your big ideas about population. advanced country, and one in a
poor or recently emerging country.
In this unit you will learn: Every day potentially destructive events, such as an
earthquake or volcanic eruption, occur somewhere
► the theory of plate tectonics in the world. On just one day - 21 October 2017,
► how volcanoes and earthquakes are linked when this page was written - there were 25 major
to plate tectonics earthquakes. The United States Geological Survey
(USGS) surveys and measures every earthquake that
► the hazards for people associated with occurs globally. Its scientists state that every year
these events there are 500,000 earthquakes in the world. Only
► how scientists attempt to predict, manage 100,000 of these are strong enough to be felt on
and prevent these hazards. the Earth's surface. Only 100 of these cause major
damage.
Such natural events will always happen. But when
Fact file a natural event threatens to cause great damage
or loss of life it becomes a natural hazard and if
Location: Volcan de Fuego, Guatemala many lives are lost it becomes a natural disaster.
Date of eruption: Has been erupting continuously For this reason, people need to understand the
since 2002. In October and November 2017, causes of these hazards, as well as how to predict
explosive lava flows poured down the volcano
and manage future events to prevent loss of life.
and ash rose 5 km into the sky.
Impact: Luckily, no one was injured; however, To do this scientists have been investigating the
volcanic ash fall was reported in villages as far as physical processes occurring in the lithosphere.
90 km away. But to try to predict and manage these events, we
have to understand how the Earth is made up and
how the continents move - that's exactly what
O Eye witness descriptions of a 2017 eruption you will look at in the next lesson.
of Volcan de Fuego

I was awoken by the ground under The lava was shooting up to

my tent shaking and a series 300 metres (about 980 feet)
of low rumbles, punctuated by into the air, and was spilling down
occasional louder explosions. the side of the volcano.

I couldn't believe what I saw when I The volcano would also throw
got out of the tent. You can hear hot boulders, that were
all the rocks falling and feel every probably about the size of
explosion in your chest because of a car, through the air, which
the vibration in the air. was pretty incredible to see.
 11.3 Where are the world's earthquakes,
volcanoes and mountain belts?

Learning objective Scientists began to wonder if it was possible that

► To recognise and describe the pattern of a new ocean floor was being created at the
earthquakes, volcanoes and mountain belts. ridges, pushing apart the continents on either
side.
In 1960, US scientist Harry Hess used his studies
Exploring the ocean floor of the ocean floor to propose a new theory of
Before the nineteenth century the depths of the sea-floor spreading. He believed Wegener was
ocean floor were unexplored and most people partly right and that the continents had spread
believed it was flat and featureless. But during the due to the growing sea floor. The key discovery
Second World War, the United States Navy came through studying the magnetic patterns in
mapped the ocean floor for the first time in order rocks either side of mid-ocean ridges. Scientists
to find enemy submarines. This mapping determined that the oldest rocks were furthest
discovered huge mountain ranges that formed a from the ridge. This proved that new ocean floor
continuous chain down the centre of the ocean forms at the ridges and slowly moves away.
floors. These mountain ranges are called mid­ Geographers and scientists began to consider the
ocean ridges. They also discovered ocean global distribution patterns of these mid-ocean
trenches - long, narrow and very deep ridges, with those of earthquakes, volcanoes and
depressions near the edges of some continents. mountain belts (see maps A-C).

0 Global distribution of
major earthquakes

•
•
••
... .
��
�
•
'. •

. . . • .• • •..• .., .•
• •
• • • •• • •• • •
•
•I •

,
•
Asia
••
, •• North
America
I / £

. ·!Ill.,�I'
�
,.

..
Pacific Ocean •
South
""
'America
Indian

.,'�
Ocean
C!, Global distribution •
of volcanoes lo

•
-· ••
,
.4
 Mountain belts
Map C provides very important
evidence to better understand
what is happening to the
lithosphere. This version of the
map has had the world's
mountain belts added to it.
Mountain belts are found in
many parts of the world; they
are often made of sedimentary
rocks that have been folded
upwards and fractured by
forces in the lithosphere. The
world's main mountain belts,
shown on C, are the most
recently created. Some are still

e
rising, folding and fracturing.
1977 world ocean floor map, created by oceanographers Bruce
Heezen and Marie Tharp

Activities
1 What are the mid-ocean ridges and ocean 6 Now describe the distribution of volcanoes
trenches? shown in Map B using the same guidelines as
2 How were they discovered? above.
3 What was Harry Hess' hypothesis? 7 Look carefully at Map C.
4 I low did this hypothesis develop Wegener's a) Using an atlas name the fold mountain
theory of continental drift? ranges, A-D.
5 Use the following questions to help you write b) Write a definition of mountain belts.
a paragraph to describe the distribution of c) Name the ocean floor features E and F.
earthquakes shown in Map A: d) Now describe the distribution of mountain
• Are the dots spread out all over the place or belts and ocean floor features using the
do you think there is pattern that you can guidelines from Question 5.
see and then describe? e) Why do you think this map was so important
• Is there an area that has more earthquakes in improving our understanding of what is
than others? happening in the lithosphere?
• Is there an area that has fewer earthquakes 8 Look closely and compare the distribution
than others or no earthquakes? patterns for volcanoes, earthquakes, mountain
• Are there clusters of earthquakes? Are they belts and ocean floor features.
random or not? Are they in areas or lines or a) Identify and describe any patterns you can
both? see.
• What geographical terms and features can
b) Explain how these patterns might be linked.
you use to help geo-locate your pattern? For
9 Identify a link between Wegener's theory of
example, names of continents and oceans,
continental drift and the distribution patterns
or geographical locations, e.g. east, west or
you have described.
the scale or length of the feature and the
distance from the relevant coast/continent.
 11.4 What is happening beneath our feet?

Learning objectives The Earth's structure

► To identify the structure of the Earth. You have learnt in the last lesson that there is a
► To understand the composition of the lithosphere. link between the movement of continents and the
► To understand the theory of plate tectonics. location of earthquakes and volcanoes. In this
lesson you will look at how the two are
connected. To do this, you will look at what's
0 The oceanic and continental crusts happening beneath the Earth's surface.
The Earth is made up of several layers, (see
Oceanic Continental Diagram A). The outer layer is called the
crust
lithosphere. It is between 50 km and 200 km in
thickness. This has a thin, upper layer of rock on
top, sometimes called 'the crust', which is
Lithosphere between 5 km and 30 km thick. This is the layer
immediately beneath our feet. Like the shell of an
egg, the lithosphere is brittle and can break.
Underneath this is the mantle, which is a much
thicker mass of rock called magma. The rocks
here are hot enough to flow and deform like
plastic. Below that is the outer core, which is
liquid. The inner core, at the centre of the Earth, is
the hottest part. It is mostly solid and made of iron
and nickel.

5-30 km
The theory of plate tectonics
2000 km In 1965 the term 'plate tectonics' was first used to
explain how the continents and oceans are
moving. The Earth's brittle outer layer is a
2883 km 3700°(
patchwork of slabs that sit on top of the mantle.
4000 km
The surface of the Earth is believed to be divided
into seven major and eight minor lithospheric
5140 km
6000 km plates (Map C). Plates are, on average, 125 km
6371 km thick, reaching maximum thickness below
Continental mountain belts.
There are two types of lithospheric plates: oceanic
plates (50-100 km) are thinner than continental
Liquid Mantle plates (up to 200 km). Some plates are large
Solid outer Lithosphere
enough to consist of both continental lithosphere
inner core
core and oceanic lithosphere, for example, the African
or South American plates, while the Pacific plate is
almost entirely oceanic. These plates are
crust constantly moving and meet in various ways along
their edges - these are the 'plate boundaries',
where most volcanoes, earthquakes and mountain
belts occur. Explaining how plates move is still a
highly controversial subject among Earth scientists.
0 The layers of the Earth
 North American Eurasian plate
plate

African plate
Pacific plate ....•

V
·. South American
' plate Inda-Australian
... Nazca •• plate

I
plate

t
..

Key . .. - ..
-- Plate margins .• .
- Direction of plate movement 1..�

e ��

Earth's tectonic plates

Activities
1 What is the outermost layer of the Earth called? d) Use an atlas to find the Atlantic Ocean.
2 The crust is only part of this layer. There is a plate boundary that runs north to
How thick is the crust under: south in the middle of the ocean. Name
a) continents b) oceans? the feature of the ocean floor that forms
3 Write a definition for a tectonic plate. this boundary. Use Map C to name the four
4 Use Diagram B to draw your own illustration plates found either side of this boundary.
of the lithosphere. Include labels for the e) Is Africa moving towards or away from
continental crust, oceanic crust and mantle. South America?
5 Refer back to Maps A-C in Lesson 11.3, 7 Return to your fact files from Lesson 11.1,
pages 206-207, showing the distribution of pages 202-203. For each event, add a
volcanoes, earthquakes, and fold mountains. heading 'Plate location' and write down on
a) Compare these maps with Map C.
which plate or between which plates these
events are located. Use Map C and an atlas
b) Write a paragraph describing your findings.
map to help you.
6 Study Map C. 8 Summarise in two paragraphs how the Earth
a) Write down the names of the seven main is structured and what processes are taking
plates. place beneath your feet.
b) Name the plate that the UK lies on.
c) Why do you think there are very few
earthquakes and no volcanoes in the UK?
 11.5 What happens at plate boundaries?

Types of plate boundary

Learning objectives
A plate boundary is where two plates meet. Most plates only move a
► To understand the three different few millimetres a year. In some places two plates move towards
types of plate boundary and the each other. In other places they may move apart or pass each other
events that occur there. sideways. As you discovered in the last lesson, it is at these
► To understand the forces that boundaries that most of the world's volcanoes, earthquakes,
drive plate movement. mountain belts and ocean floor landforms can be found. There are
three types of plate boundary: convergent, divergent and
conservative, explained in Diagrams A-D.

?1"=:____
✓r-... _
Destructive or convergent ------=--=--=-��--=--::.=-:--: � / /I' ��
j; /
'

/,
/ Ji \ '- -
,,,,-_

�I
0'-
plate boundaries �� � �"____--'1
::::....
Contin ental
These occur when lithospheric plates move lithospheric plate
together. The results are different depending
on whether the lithospheric plates are Oceanic

r '
te
oceanic, continental or one of each. clit:ho�sp::he:ric:;p�la � :;__.;.;;_;.;.�
-:,.

If an oceanic lithospheric plate moves towards

a continental lithospheric plate, the heavier
oceanic plate sinks beneath the continental O Convergence at the boundary of
plate, into the mantle. This often causes ocean an oceanic lithospheric plate and a
trenches to form. The continental plate is continental lithospheric plate
forced up by the impact and the folding and faulting
forms mountain belts. This area of movement of Constructive or divergent
oceanic plate below the continental plate is called a
subduction zone. As it sinks, pressure increases,
plate boundaries
which can trigger violent earthquakes. At the same These occur where two lithospheric plates are
time, partial melting of the rock produces magma, forced apart. Magma rises and the hot rocks
which rises towards the surface of the continental melt, forming a ridge of volcanoes and new
plate, forming a line of volcanoes. oceanic lithosphere. As the plates move further
apart, new ocean lithosphere is continually
being created and the ocean floor gets wider.
As this builds up it forms a mid-ocean ridge.
Spreading ridge - new rock is formed here
Volcanoes
Plates collide form near ridge
forming high
Some faults run at
mountain belts
right angles to ridge

"111111-�- Continental
lithospheric
late --

Q Convergence where two continental

lithospheric plates meet

Where two continental plates collide, they buckle,

fracture and push upwards to form high mountain L------ Molten rock moves
upwards between
belts. The pressure pushing them together can two plates

._ 0
cause severe earthquakes, but not volcanoes.
Divergent where two oceanic
plates move apart
Conservative or transform plate Explaining plate movement
boundaries The processes by which tectonic plates move are
At these boundaries, two plates slide slowly past still debated among scientists and geographers.
each other. Friction causes the two plates to stick Since the Earth's internal heat comes from deep
together and pressure builds up. When the friction within the mantle, it was thought that convection
is overcome, the sudden movement at the currents in the mantle might cause the lithospheric
boundary creates a severe earthquake. As crust is plates to move. This theory is now being challenged.
neither created nor destroyed, there are no Modern imaging techniques have been unable to
volcanoes at these boundaries. identify convection currents in the mantle that are
large enough to cause plates to move.
(:) Seismic waves Now scientists believe the movement is caused by
two forces.
The key force is slab pull. As the oceanic lithosphere
sinks at a subduction zone, it is thought that the
weight of the cold slab of rock pulls the whole plate
along and down, like a coat falling off a table. Once
the coat starts to move off the table it speeds up as
gravity pulls it down. The second force is much less
powerful but occurs when gravity causes the mid­
ocean ridge to sink down and spread out. This is
called ridge push.
The work of discovery is continuing and how plate
movement operates, in detail, remains highly
controversial.

C) The forces explaining

plate movement
push
\...----!Lithosphere

Activities
1 Draw the four types of plate boundary shown 2 Name a type of plate boundary where
in Diagrams A-D. volcanoes do not occur.
a) Annotate each of your diagrams to explain 3 Why has the explanation for how plates move
what is happening at each boundary and been recently challenged?
what features can be found there. 4 Write a paragraph to explain the latest theory
b) Go back to Map C in Lesson 11.4, page 209. about the cause of plate movement.
Name the type of plate boundaries at 5 Use Diagram E to draw and label a cross­
locations 1-3. section showing how the plates move and the
c) Add these plate names to your diagrams as two forces that cause this movement.
examples of the plate types. 6 Why is it likely that scientists will produce new
d) Identify on Map C a colliding plate theories to explain the movement of plates in
boundary and add that to your diagram as the future?
another example.
 11.6 What do we know about earthquakes?

Learning objectives Seismic waves are the waves

of energy caused by the sudden
Plate movement

movement of the plates

► To understand what an
earthquake is and what damage Normally several earthquakes
occur in a short period of time
they may cause. The area on the surface
directly above the
when the plates move

earthquake is called Sometimes an earthquake has

► To understand what causes the epicentre foreshocks. These are smaller
earthquakes that occur before
them to occur and how they are the larger earthquake that
follows
measured. The largest, main earthquake
is called the mainshock.
The location below the Earth's Mainshocks always have
surface where the earthquake aftershocks that follow
starts is called the focus
Fault line

How does an earthquake 0 How an earthquake occurs

occur?
An earthquake is a sudden violent movement of
the Earth's surface. It occurs when two plates �­ Eurasian
E uras1an
suddenly move past each other. The area where
they slip is called a fault.
plate
( - plate

Earthquakes occur near the Earth's surface and go Indian

plate
to a depth of about 700 km. Below 700 km the
rocks become too hot and flexible to break. They Arabian
�, INDIA
»lat'e Indian
,I
Today
just bend very slowly. Indian
plate
plate
The 'power' of an earthquake reduces the further
away it is from the focus. The strength of shaking ,I I
at the surface is much less for earthquakes that SRI LANKA
f l
happen deeper into the lithosphere. Shallow
earthquakes are found at mid-ocean ridges while
<' - -----� 1 nd'a.\
....l ;, 'India' landmass 1;
at subduction zones earthquakes range from � { 50 million years ago I
1
Ocean
Equator
shallow to deep.

Earthquake in Nepal, 2015 lndian ..­

Ocean

On Saturday 25 April 2015, the streets of the

Nepalese capital, Kathmandu, were busy with
residents and tourists meeting friends, selling their
Indian
produce in the markets or preparing for lunch. At Ocean
11:56 a.m. everything changed. A massive
earthquake struck. It was the biggest earthquake
in Nepal for over 80 years, the previous large
earthquake occurring in 1934.
o
E::::3:� � :i
1 o o o km
The epicentre of the quake was Barpak village,
around 75 km north-west of Kathmandu in the Q The collision of the Eurasian and Indian plates
Gorkha region.
The seismic focus lay at a depth of 10 km, close to Nepal sits on the boundary of the two tectonic
the surface. The million-strong population of plates that collided to build the Himalayas. Their
Kathmandu had their lives thrown into chaos, along ongoing convergence also means earthquakes
with the residents of the many villages within a 100 (see Map C).
km radius of the quake.
 0 The ongoing convergence of the
Eurasian Indian and Eurasian plates and the
plate CHINA location of the fault line running
through Nepal
....
....
.. .. ... ... Epicentre
... ... ... 77 km north-west
of Kathmandu
New ......
...... f:.
...auft
... ;,- NEPAL

.
•oelhi ... .!.?. Though many have worried about the
e... ...
•
Pokhara Mt Everest

......
stability of the concrete high-rises that
.../...
Converging at a rate
......... .. .. .... .. .. ..
Kathmandu
have been hastily erected in Katmandu,
of 45 mm per year
.. .. .. the most terrible damage on Saturday
.... .. .. ..... .. ...
... ... ...... .. was to the oldest part of the city, which is
studded with temples and palaces made of
...N INDIA
Inda-Australian
plate wood and unmortared brick.
0 200 km

Nearly 9,000 people died and more than Hundreds of thousands of people lost everything and faced extreme poverty.
22,000 suffered injuries. It was the More than 600,000 homes were destroyed and more than 288,000 were
deadliest earthquake in the seismically damaged in the 14 worst-hit districts. The quakes' strongest impact was in
active region in 81 years. remote rural areas, making the response extremely challenging.

The death toll is passed The quake was followed by

4,000, but we don't know hundreds of aftershocks,
about the remote villages yet. and only 17 days later there
We can't get to them: roads was another major quake, a
are blocked by landslides. magnitude 7.3 tremor.

People need food, shelter, Everything suddenly started

medicine and power. People shaking. It wasn't too severe
are sleeping outdoors due at -Arst and we all managed to
to fear of aftershocks. get out of the building. Then
(:) Eyewitness views about the Nepal earthquake when we were in the yard outside
everything started shaking very
The quake triggered strongly and we were all bending
Rescuers are digging through the rubble of collapsed buildings down on the ground to stop from
an avalanche on
in the capital trying to reach survivors, as thousands prepare falling over, and keeping as far
Mount Everest, killing
to spend the night outside as darkness falls. away from the walls as possible.
at least eight people.

Activities
1 Look carefully at Diagram A. c) Which two plates meet at Nepal?
a) What is an earthquake? d) What type of plate boundary exists in Nepal?
b) Write definitions for the following earthquake­ e) Write a paragraph to explain the tectonic
related terms: seismic wave, epicentre, focus, processes at work in this region of the world.
foreshock, main shock, aftershock. 3 Imagine you are an aid worker in Nepal in 2015.
2 Study resources B-D about the Nepal earthquake. Write a letter home describing what it was like
a) When did the main shock occur in Nepal? in the earthquake, and outline what help the
b) Where was the epicentre of the earthquake? people of Nepal need.
 11.7 Can people manage risk living in
earthquake zones?

Learning objectives
► To understand how people manage risk.
► To understand how people can prepare for
earthquakes.
► To understand that the stage of development of DROP where you are, onto your hands and knees. This
a country can affect the way the risk of living in stops you from being knocked over.
an earthquake zone is managed. COVER your head and neck with one arm and hand. If
you can, get under a table or desk or crawl next to an
interior wall well away from windows.
Preparing for an earthquake HOLD ON until shaking stops!
Earthquakes don't happen that often. Many C) Earthquake drill
people in an earthquake area may never have
felt one. Before the large earthquake in Nepal Earthquake resistant buildings
in 2015, the last major earthquake was in A building falling down is much less likely in a high
1934. Without people to remember what it income country than in a low-income country. In
was like, it is possible to underestimate the earthquake areas in high-income countries there are
risk and think that preparing and planning is strict building codes, which make it very unlikely
not a priority. In the case of Nepal, you know buildings will collapse. Unfortunately, in a low-income
from the Asia and Development units that it is country the government and the people often do not
a very poor country with a rapidly growing have the money to make all buildings earthquake proof.
population, so it doesn't have the resources
to prepare for a possible earthquake. (j Preparing your house for an earthquake
In other countries that are within earthquake
zones a lot can also be done to reduce and Evilluille e.ich room
v' rr� IN dt'f1Ct kQlf.'1 shck llQ ,,liar I\OUld tJppltl How con I S«II•<' ,rl
manage the risk. Guidance and support is
41k )'0/Jti<'I/

published to help people prepare, see A-C. Shllffl and dtiltelfS

C..Lfl 61,.. n:n�l:,a 01.,�dtsktc�urd.llcnglht

People may well stay in an earthquake zone if r ()r: of<it ,,.Ho p•Mrt C!:•IN 1, tom t, ,. .,,

they think they have taken proper .

•

precautions. In Europe, North America and ""'01n9 1-.s

AIKhor St<lltlyW4h do� �ook•

Japan improvements in forecasting, safer lllllinhin

buildings, and emergency drills have greatly

reduced the number of deaths from these
events.
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sport bonukl mi;s 1n 111111).J, l lo
funhtr IICU!e to

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cu,boa«b ............. --=� I... Flrt f.ta,qllbAltJ

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0 An earthquake survival kit

(:) Features of an earthquake resistant
building Activities
1 Imagine you are in your house when an earthquake
Cross-bracing --tt-tf'--.,1., happens. What are the best actions to take to stay
reinforces walls
using two steel safe? Use Images A and B to help you.
beams 2 Imagine you lived in an earthquake zone and had
=M-l�f- Sh ear core
to prepare for an earthquake. Write a list of the
-- Shear walls
(concrete walls with things you will need to survive for up to two weeks
steel bars in them) without your home, shops or any other help, until
reduce rocking
movements aid agencies arrive. Use Image A to help you.
---Moat
Base isolator 3, Poster C provides guidance for people on how
to prepare their home to be safe during an
earthquake.
. . . . ....;.._,..___,....,----Ground
. .. . a) Discuss the guidance provided with a partner.
b) Identify five key points from the poster.
Shock absorbers c) Explain why you think these are the most
(base isolators)
absorb tremors of important safety measures.
earthquakes
d) Think about your own home. What safety issues
would exist if it was hit by an earthquake?
Nepal earthquake 4 Look carefully at Diagram D. Explain how
reconstruction won't succeed buildings can be made earthquake proof.
until the vulnerability of 5 The earthquake information A-C is produced for
the population of the west coast of the USA. This
survivors is addressed
area is particularly prone to earthquakes.

D espite good intentions to rebuild Nepal a) Which two plates meet at this location?
to be 1nore resilient, 30 n1.onths on little b) What type of plate boundary is in this area?
progress has been 1nade. Of 1nore than 400,000 c) Look back to Unit 8 and find the population
hon1.es that were earn1.arked for reconstruction, density for the west coast of America (see Map
only 12 per cent have been rebuilt. Little of the A, page 145). Is this an area of high or low
US$4. 4 billion in aid pledged for reconstruction population density?
has been handed out. d) Why do you think people may take risks and
In Nepal, 80 per cent of bt1ildings are slu111 still choose to stay in an area where
settlements. These are households that are not in earthquakes may occur?
con1.pliance with building nor111s and planning 6 Read Article E about Nepal, 30 months after the
regulations. In addition, Nepal is rapidly earthquake in 2015.
urbanising. The temptation in urban areas is to a) Think about what you learnt about Nepal in Unit
build higher, bt1t in a country like Nepal this 7, Development and Unit 10, Asia. Why is it
could have fatal consequences in an earthquake. unlikely that the government in Nepal will
Local engineers fear mass casualties if heavy, prepare people for an earthquake in the same
reinforced concrete structures (as are being way as the government in the USA?
widely built) collapse in the ft1ture. b) Write a paragraph to explain how urbanisation
Safe building is difficult in a developing has led to low building standards in Nepal.
country like Nepal. For 1nany people, putting
c) Why has little progress been made in
food on the table is a daily struggle. Investing in
reconstructing buildings since the earthquake
earthqt1ake-resistant housing 111east1res is simply
in Nepal?
not within reach.
7 Write a paragraph to summarise your findings in
this lesson, answering the enquiry question: Can
C) Article on the Nepal earthquake, people manage risk living in earthquake zones?
The Conversation, 24 November 2017
 11.8 What do we know about volcanoes?

Learning objectives
► To understand what a volcano is and
how a volcano forms.
► To understand that there are different
types of volcano depending on location.

0 27 November 2017
Jakarta, Indonesia (CNN)
A t1thorities have isst1ed the highest-level warning possible
fiafter volcanic eruptions from Mot1nt Agt1ng on the
Indonesian resort island of Bali fcreed the closure of the
island's 1nain airport and evacuation of thousands of residents
living nearby. Thick ash started shooting thousands of 1netres
into the air above Mount Agt1ng on Saturday, forcing more
than 29,000 people to evacuate fron1. their ho1nes.

Volcanoes cause some of the Earth's most

spectacular and dangerous events. In any week in
What is a volcano?
2017, when this unit was written, there were Volcanoes are openings or cracks in the lithosphere
between 14 and 27 volcanoes erupting around the where magma from inside the Earth can escape
world. In this lesson you will discover that there are onto the surface. The magma can erupt in a number
different types of volcanoes that erupt in different of different forms:
ways. In fact, no two volcanoes are alike. • as liquid lava that flows from the vent or crack
• as volcanic bombs - lumps of
Steam, gas and dust Volcanic bombs - molten rock that solidify as they
balls of molten rock
that solidify as they fall explode out of the vent and fall to
Crater - a hollow, tunnel-shaped
space at the top of a volcanic cone Earth
Falling ash - small
pieces of shattered rock • as hot ash and dust which
thrown from the volcano
Molten rock is called lava when are thrown into the atmosphere
it comes out of the ground.
Secondary cones - and eventually fall back to Earth,
It flows down the mountainside
as a lava flow if the main vent is sometimes hundreds of kilometres
ocked the magma
d to the
from the volcano
• steam and gas, which may be
poisonous.
With successive eruptions over
prolonged periods of time, many of the
world's volcanoes have developed into
mountains with steep sides of lava that
have solidified into igneous rock (see
Diagram B).
Different types of volcanoes occur at
converging and diverging plate
boundaries. See Table Con volcano
e Features of a volcano
types and characteristics.
e Volcano types and characteristics Stage of
Volcano type Characteristics Examples Diagram (the development of
shapes are
exaggerated) volcanoes
Shield volcano A volcano with gentle Mauna Loa, Hawaii Layers of ash Volcanoes are found in three
slopes. T hey form and lava
from runny lava which
states:
spreads far from its
source. • An active volcano is erupting
or has erupted recently and is
likely to erupt again.
Composite or Tall volcanoes with Mount Fuji, Japan Layers of ash • A dormant volcano is one that
Stratovolcano steep sides and a and lava has not erupted for 10,000
symmetrical cone
shape. They form years but could become active
from very thick, again.
viscous, or sticky, lava
that won't flow easily • An extinct volcano hasn't
so the lava builds up erupted for the last 1,000,000
around the vent.
years and will probably never
erupt again.

Activities
1 Write a definition of a volcano.
2 Write a paragraph to describe the three categories of volcanoes.
3 Read the notes and Table C of volcano types.
a) Use an atlas to locate the two volcanoes named in the table. What type of boundary is each
volcano located on?
b) Copy and complete the table below.
Volcano type Characteristics Two different examples Diagram Global location
Shield

Composite

4 Study the table below. The definitions have been mixed up. Redraw the table and arrange the
descriptions correctly.

Lava
----- Molten solidifying rocks, thrown out by the eruption
Volcanic bombs A large cloud of smoke and dust that forms over a volcano
Secondary cone Hot molten or semi-fluid rock erupted from a volcano or fissure
-------1
Ash cloud Sometimes the main vent of the volcano can be blocked so magma finds a new way out
of the volcano at its side

5 Return to your fact file on the volcano in Guatemala which you started in Lesson 11.1, page 202.
Add the following headings and conduct internet research to continue your fact file:
• Type of volcano • Date of previous eruption • Frequency of eruptions.
6 A shows Mount Agung, a volcano that Volcanologists believe is showing signs of unrest, and is
being monitored.
a) Use A and the website from 11.1 on page 203 to find out about the volcano.
b) If the volcano, or any other volcano erupts, collect images and news reports of the event, and
its effects, from the internet.
c) Write a short report about the eruption using your geographical data as though you were
a volcanologist.
 You have stolen my dreams and my
In this unit, you will learn: childhood with your empty words ...For
more than 30 years, the science has
► that climate change is a controversial issue been clear ...cutting our emissions in
affecting the future of the planet half in 10 years only gives us a 50%
► about the evidence of climate change chance of staying below 1.5 degrees
[Celsius] ...this may be acceptable to
► the causes and consequences of climate you ... 50% risk is simply not
change acceptable to us - we who have to
► about the options for the planet's future. live with the consequences.

8 Greta Thunberg speech at UN Climate Change

Summit, 2019
Progress in Geography has helped you investigate
different aspects of geography and the world. In
your journey to becoming a geographer you have
(j Noam Chomsky, an American
Professor of Philosophy and
discovered that the big ideas introduced in each unit
Linguistics, 2016
of the book are interconnected. The physical,
human and environmental worlds introduced Not recognised until the 1970s, human use of
in Lesson 1.1 (pages 2-3) are not separate, fossil fuels and other actions .... is leading to
they are thickly woven into a complex fabric. a rapid increase in carbon dioxide in the
Pull on a thread, make a change, such as environment and is warming the environment
at a rate not seen in historical records. Extreme weather
deforestation in Nepal, and the pattern and
events - such as
shape change somewhere else.
more frequent and
C) William Gray, USA intense droughts,
Climate change Meteorologist floods, heatwaves ...
In this unit you will continue your focus on climate. You have are wreaking havoc on
already discovered that people all over the world have African economies...
Yet the continent
adapted to their climate; it supports life, and economic
accounts for less
development. In Unit 2 you learnt that the world's biomes
than 4% of global
evolved over long periods of time as the climate interacted emissions.
with other elements such as soil, vegetation and wildlife to
create unique environments. However, when extremes of
weather occur and climates start to change, these biomes
also begin to change. This can create major problems for I'm not disputing that
people. Geographers, meteorologists, glaciologists and there has been global
scientists have been collecting evidence that suggests the warming. But this is
world's climate is changing, possibly threatening the future of natural, due to ocean
the planet. This is called climate change. This is a complex circulation changes and
other factors. It is not
and controversial issue. Different people have different, and
at times opposing, views about what it is, and its possible
human induced. «) Vera Songwe,
Executive
causes and consequences.
G United States Secretary of the
UN Economic
() Sir David Attenborough President Trump
Commission for
The stakes are very high. We know these changes Africa
1
are happening, the evidence is incontrovertible. If We can t destroy the
temperatures continue to rise, it could have a competitiveness of our
catastrophic effect on the human race. It is not factories in order to
for scientists to dictate to the world, it is for prepare for non-existent
scientists to declare what they see and then global warming. China is
allow people to make up their minds. thrilled with us!
 The Earth is an evolving dynamic system. Current When we look at the complex environmental
changes in climate, sea level and ice are within systems of our planet, from climate to the polar .---­
variability. Climate has always been driven by the Sun, ice sheets, there will always be lingering
the Earth's orbit and plate tectonics and the oceans, uncertainties, and some surprises probably
atmosphere and life respond. Humans have made their await us. It is time for remaining sceptics to look
mark on the planet, thrived in warm times and at the startling map of ice shrinkage around the
struggled in cool times. The hypothesis that humans North Pole, and begin to plan for the future.
can actually change climate is unsupported by evidence
from geology, archaeology, history and astronomy.
0 Kurt Cuffey, Professor of
G) Ian Plimer, Professor of Earth Science, Australia Geography, University of California

4D Environmentalists demonstrating, London, March 2019 We're facing the biggest

environmental challenge our
generation has ever seen. No matter
what we're passionate about,
something we care about will be
affected by climate change. Over the
past 150 years, we've changed the
balance of our planet by living
beyond our means. We've burnt huge
amounts of fossil fuels (such as
coal, oil, gas), bred huge amounts of
�
methane-producing livestock and

�Y�TEM cut down vast swathes of forests,

which would naturally absorb carbon
ll-v1NG1 f
'II
dioxide from the air.

llMAr
G WWF - environmental
group

The argument about whether there is

We are the nrst generation to be able In my country [Uganda], most people
global warming is over. It is now clear that,
to end poverty, and the last depend on their farms and crops for
for 30 years, we have been in a strong
generation that can take steps to survival. .. There are areas that experience
global warming trend at a rate of about
avoid the worst impacts of climate extreme drought with occasional -Aoods .. ..
0.2 Celsius per decade for the past 30
change. Future generations will judge This is affecting the crop production ...
years, The Earth is now at its warmest
us harshly if we fail to uphold our people are left with no hope for the
level in the period of instrumental data,
moral and historical responsibilities. future ...a lack of rain means starvation
that is, since the late 1800s.
and death for the less privileged.

Ban Ki-Moon,
Vanessa Nakate, fI> Jim Hansen,
climate activist, Director of
former Secretary­
2019 NASA Institute
General of the
of Space
United Nations

Activities
1 What is climate change? change as an issue caused by humans, and
2 What do you already know about climate those that don't.
change or global warming? 5 Write two paragraphs, one summarising the
3 Why is this a controversial issue? views of those who see climate change as
4 Read carefully the views expressed in A-L. an issue, and a second for those who don't.
Work with a partner and group these views 6 Which of views A-L do you think makes the
into two categories, those that see climate strongest case? Explain your choice.
 15.2 What is the evidence for
climate change?

Learning objectives
► To identify evidence of climate change.
► To apply understanding of ideas in earlier units.

In Lesson 15.1, David Attenborough suggests that

scientists present the evidence of climate change
to allow people to make up their own minds
about what action to take in response. To do this
effectively you need to think like a geographer, -0. 5 -------.---�------.-----.------,.--------.----
applying what you have learnt about the world 1880 1900 1920 1940 1960 1980 2000
across the units in this book. Year
0 Graph to show changes in annual
• Consider the spheres of the Earth introduced in global temperatures, 1880-2013
Lesson 2.1 (pages 22-23) and how they interact and
are interdependent, creating the world's biomes. A warming world
• Remember how the weather and climate works.
Meteorologists and other scientists
• Reflect on how people use the Earth's natural monitor the world's climate and plot
resources as the basis for economic growth, trade data on graphs such as Graph A. This
and development, driven by energy in all its forms. data shows that the average
• Think about how people strive to improve, to have temperature of the planet is rising, on
happy, healthy lives, and the inequalities many people average 0.8 ° C in the past 100 years.
need to overcome to achieve a good quality of life. Most of the warming occurred in the
• Recognise that the world's population has past 35 years, with 16 of the 17 warmest
grown rapidly, and many places in the world are years on record occurring since 2001.
overcrowded. The 20 warmest years on record have
• Apply your understanding of how glaciers are all come since 1995. The five warmest
changing. years in the global record have all come
in the 2010s. The warmest year on
Most importantly you need to investigate the evidence of record was 2016. The data shown in
climate change gathered by scientists and presented in Diagram B shows further evidence of
this lesson. climate change for ten key indicators.

Activities
1 Look carefully at Graph A. 2 Look carefully at Diagram B.
a) How do you think meteorologists have a) List the different indicators of climate
collected this data? change in two groups: those that show an
b) Describe how the global temperature has increase and those that show a decrease.
changed. b) Think back to Unit 13. Write a paragraph to
c) Write a paragraph to explain why you think explain how glaciologists have collected data
this is the most important evidence of that shows that glaciers and ice sheets are
climate change. decreasing in size.
d) How does this evidence suggest the climate c) How does this decrease indicate climate
is now warming more quickly? change?
 C) Ten indicators of a warming world
The decreasing size of the
world's glaciers, ice sheets, snow
cover and permafrost are an t
important indication that the
Air temperature near surface (Troposphere)

world is getting warmer.

The world's oceans are
t
Glaciers
Snow cover
heating up as they absorb
Humidity most of the extra heat
,, ,,,,,, being added to the climate
system. More than 90 per
\ \ \ I \ \ \ \

', , ,, ,, ,, ,, ,, ,,
\ \ \ \ \ \ I \

t
cent of the warming that
\ \ I \ \ \ \ \

,,,,,,,,
\ \ \ \ \ I \ \
\ \ \ \ \ \ \ \
Temperature over oceans
. .

has happened on Earth

\ \ \ \ \ \ \ \

t
Sea surface temperature during the past 50 years
Sea ice
t has gone into the oceans.
i t Sea level
Water expands as it
Ocean heat content
warms, leading to a rise in
the sea level. Melting of
ice sheets and glaciers
raturmer land

Gs the temperature of the land and sea increase, also increases sea levels.
greater evaporation rates occur. This leads to an Research suggests the
increase in the humidity of the atmosphere. This will global sea level has risen
ultimately lead to an increase in global rainfall. This between 10 cm and 20
has occurred in the northern hemisphere since the cm in the past 100 years.
beginning of the twentieth century. In the UK,
summer rainfall is decreasing on average, while
winter rainfall is increasing, leading to repeating
patterns of summer drought and winter flooding. The decrease in the
world's ice sheets
Arctic sea ice has been
declining since the late 1970s,
reducing by about 4 per cent,
or 0.6 million square kilometres
(see Photo C). The Greenland
and Antarctic ice sheets, which
between them store the
majority of the world's fresh
water, are both shrinking at an
0 The extent of Arctic sea ice, 1984 and 2012 accelerating rate.

d)Explain why sea levels are rising, and how this scientists better understand changes that are
is an indicator of climate change. occurring on the planet?
e) Why is 90 per cent of global warming b) Write a paragraph describing how the Arctic
absorbed by the oceans? Sea is changing.
f) Think back to what you learnt in Unit 4. c) Look back at Lessons 5.8 and 5.9 on Russia
Explain why an increase in global (pages 96-99). How is climate change
temperatures is leading to an increase in leading to economic advantages for Russia?
rainfall around the world. 4 Having investigated the scientific evidence this
3 Look carefully at the satellite images in C. lesson, do you think climate change is
a) How has the use of satellites helped happening? Justify your answer.
 15.3 What are the causes of climate
change?
() Changing global levels of carbon dioxide
Learning objectives 500
480
► To know the natural and human causes of climate change. 460
- 440
► To understand how changes to greenhouse gases can lead �
�c 420
400
o - Current
cv = 380
to climate change. "C
·- ·-
E 360
level
� ._ 340 For centuries, atmospheric carbon dioxide
� � 320 had never been above this line - 1950
c: .l!l 300
o level
In Lesson 15.1 (pages 282-283) you discovered that it is -e �
._ 280

generally accepted that global climates are changing. a- 260

240
220
There is less certainty, however, about the causes of this 200
180
change. Climate change is not new; in Lesson 13.2 160 ------,,-........--.-----,--....-------,,-........-------.---

(page 244), Graph A shows that the world has been

through a series of ice ages separated by periods of
warming, called interglacials. Scientists, including �enhouse gases - natural causes:
glaciologists, have proved that there are natural causes
Greenhouse gas is any gas in the atmosphere that
responsible for climate change. However, it is doubtful
takes in or absorbs the heat produced by the Sun.
that these natural causes can be responsible for the The main ones are carbon dioxide, methane,
more rapid increases in temperature, also known as water vapour and nitrous oxide. They occur
global warming, occurring since the 1970s. Today, 97 naturally in the Earth's atmosphere. Water vapour
per cent of scientists believe that human activity is to is the most abundant greenhouse gas in the
blame for this rise. As you discovered in Lesson 15.1 Earth's atmosphere. It occurs in the atmosphere
(page 282-283), this human cause is more as part of the water cycle. Erupting volcanoes
controversial. To understand this human impact you emit carbon dioxide stored in the crust and
need to understand a natural feature of the atmosphere mantle. Soil and natural vegetation also emit
called the greenhouse effect. carbon dioxide slowly into the atmosphere.
Methane is released in low oxygen environments
such as swamps and bogs and through the roots

Greenhouse gases
0 The greenhouse effect of some plants. These processes all account for
the changes in the Earth's climate through time.
make up only about 1
per cent of the
atmosphere. They act
like a blanket around the
Earth, or like the glass
roof of a greenhouse -
they trap heat and keep
the planet warm. They
let the Sun's light shine
onto the Earth's surface, Atmospheric
but they trap the heat growth
that reflects back up into r .
the atmosphere. This
E:

i. .
greenhouse effect keeps I•
�........:.:;

the Earth warm enough

to sustain life. Scientists
say that without the
greenhouse effect, the 0
00
average temperature of 0

the Earth would drop

from 15 ° C to as low as
-l8 ° C.
 Canada
..,...- ���. �rr· Russia
.. 726.6 2 326.1
EU
4 918.1
South Japan
USA China Korea 1 298.9 Key
6 866.9 10 385.5 678.3
Saudi'¼_ . Current emissions
Arabia ./\......----; (millions of metric tons)
Mexico India
688.3 542.1
2 326.2

.. . ...
'

'·

•. Brazil
1 162.6
.,

South
... Australia
587.5
Africa
559.7
Argentina
,,
-
359.0

e The top contributors to global greenhouse emissions around

the globe, 2010, from the World Resource Institute

Greenhouse gases - human Activities

causes: Gases such as
chlorofluorocarbons (CFCs) and 1 Look back at Lesson 13.2, Graph A (page 244).
hydrofluorocarbons (HFCs) are a) Thinking about your studies in this unit, write a paragraph
human-made. Human activity is explaining how glaciologists have found out about changes
increasing the natural levels of in climate, ice ages and interglacials 1n the Earth's history.
these gases - it is making the b) What does this evidence prove about changes in climate?
greenhouse 'blanket' thicker. As 2 Look carefully at Diagram A.
the world's population has
a) What are the greenhouse gases?
grown and countries have
developed, they need energy to b) Explain how they help keep the planet warm.
fuel industry, transport, and c) Why are they called greenhouse gases?
cities. Power stations, factories, d) Why does the natural occurrence of these gases strengthen
homes and cars burn fossil fuels the case of people who think climate change is occurring
or stored carbon, coal, oil, and naturally, and is not caused in the main by humans?
natural gas, mined from rock
layers. The world's forests 3 Look carefully at Graph B.
naturally absorb greenhouse a) Describe the changes in carbon dioxide levels in the
gases, but people are cutting atmosphere.
down forests as they develop, b) What is the significance of the 1950 levels?
often burning the forest, which c) What has happened to the levels of carbon dioxide since
adds carbon dioxide. A growing 1950?
world population needs food, in
particular livestock and rice 4 Look again at Diagram A.
paddy fields: these release a) Identify three ways that humans are adding greenhouse
methane and nitrous oxide into gases to the atmosphere.
the atmosphere. These human b) In each case, explain how each of these is affecting the
changes to the planet are amount of greenhouse gas in the atmosphere.
happening rapidly. This is
5 Look carefully at Map C.
upsetting the natural carbon
cycle of the planet. a) Create a rank order list showing which countries and regions
of the world are emitting the most greenhouse gases.
b) Which countries are emitting the most gases?
 15.4 What are the consequences of climate
change for our planet? Part 1

Learning objective As you discovered in Lesson 15.2 (pages 284-285), the Earth's
systems are beginning to change as a result of climate change.
► To consider the future consequences These changes are having, and will continue to have,
of climate change on the physical consequences for people all over the world. You have already
geography and human geography of
investigated some of these consequences in the units of
the planet.
Progress in Geography. In the next two lessons you will
consider these consequences, as a geographer. Maps A and B
show predictions for future global temperature and
precipitation patterns.
0 Predictions for global temperature patterns
PREDICTED CHANGE
IN TEMPERATURE
The difference between actual annual
average surface air temperature,
1960-90, and predicted annual average
surface air temperature, 2070-2100.This
map shows the predicted increase,
assuming a 'medium growth' of the global
economy and assuming that no measures I
.
to combat the emission of greenhouse
gases are taken.

5 - 10° C warmer

3 - 5° C warmer

2 - 3 ° C warmer

1 - 2 ° C warmer

O - 1 ° C warmer ij .. '
Source: The Hadley Centre of Climate Prediction
and Research, The Met. Office.
b'
- .. / �9-
.r:.
a..
._______________________.._______________________,@

0 Predictions for global precipitation patterns

PREDICTED CHANGE
IN PRECIPITATION
The difference between actual annual
average precipitation, 1960-90, and
predicted annual average precipitation,
2070-2100. It should be noted that these
predicted annual mean changes mask quite
significant seasonal detail.

Over 2 mm more rain per day

---
1 - 2 mm more rain per day

0.5 - 1 mm more rain per day

0.2 - 0.5 mm more rain per day
1------4

No change
I-----<

0.2 - 0.5 mm less rain per day

1------4

0.5 - 1 mm less rain per day

1------4

1 - 2 mm less rain per day

_
1------4

_C/l .___ ___,

Over 2 mm less rain per day
a.

.c
a..
@
Extreme weather and climate differences
New extreme weather events and unusual climate clearly evident in 2017. These are swirling tropical
patterns are now occurring around the world cyclones that develop over warm oceans. They
each year. The US organisation, National Oceanic produce winds of 119 km per hour or higher,
and Atmospheric Administration (NOAA), publish damaging buildings and trees when they hit land.
a map each year summarising these events. Map They are becoming bigger and more frequent,
C shows the data for 2017. Extreme weather you will study them in more detail as part of your
events such as hurricanes and typhoons are GCSE geography course.

Selected Significant Climate Anomalies and Events in 2017

I ., <.. SEA I( F fYTl'NT
During Its growth WdSOf\ th@ Arctic Nd ,ts sm.,llest annu.11
m.1><1mum extenL Dunng Its meh seoHOn, the Arctic re�hed Its ASIA
"9hth st'NI� mm,mum �Pnt on rKOfd. Much-warmef-tharNvtrage condlllons �� presenc

-..
ALASKA ICIOU much ol the cont,ntnl. 2017 was the third WllmtSI
Bamiw, AK"-1 Its WMJMSt NowmbH )'far sill{econtkwntal records blgan io 1910, behind 2015

fro,,,_,.
.and 2007. Rimi• Mid CNN had thnwwmest Jan-Sep
on record. with a temper�urt dtpartlA't
5il1<e national rteOtds begin. The Klngdorn of Bahr-,n set
of9.l'C (16.• fl lbow
• newrnontNyttn'C)tr.tturt IKO!d In A,lritJuly, AU9USI,
aod Sep(ffl\ber,
FUROPE
r I"•DA Eu�. •s a whole, expllltneed iU f'tfth WllfflfSl ,..,
s-, precipit.lliOt'I defi<lts In 2017 ln tti.p.cwlnct
of Brltkh Columbt.l coNrllluted to the d('llflol)f'l'f'l1t
on rKOrd. Sewr.11counirles hid• top a y«r. Portugal
(2nd). UIC (Sth), France (S thl, AustrlJ (81h and Germany
(8th!
�,�, Ht� prtCJpit.ltlon during June 29-July 2
of the IMgest wildfire season [2.S mlllon aaesof land trlggeied -e floods aaoss paru of
c. GUOUS UNITl,J !, A lS .afft<led) ii\ tht ptOVllltt� hdtory '°u1� China, ca� S6 fat.allt� .tnd
The 2017 l'l,lt,ol'l,ll tem�•ture WIS the third OYfr S billion USO In IUl'l\ql
higlws t s�e t89S. behind 2012.ind 2016. :rt.ANTIC HURrlCAHE
SCASON
Abo� lllletage activity PORTUGAL
TIiis was lht MOSt iCthlt St.son Had ilS fourlh drlt� year on ltcOld Tht Aprl•
HURRICANE HARVEY sinct 2005 Ind lht 7Ul MOSt KllW WESTEFIN PACIFIC OCEAN
Oectmb« per,od was the drtest such period -YrHO:>N srA �"N
(August IT" �tember 1• 2017) on rtCOfd ,n the basln. ,n the 81-year record.
MaJUmum w4ncb - 21 S krnlhr o
11 st01ms. 1 hurrtca� Near ....,. xtlvlty
26 sto,ms. 12 lyphoom
HJ,rwy PloduCed rKO!d p,eclplt.ltion
tvtals In IRIS ofTnn end Louiliana
BANGLADESH, INDIA & NEPAL
lU"'ll'"A>-tE IRMA Torrt!nll.al ra.n �• during Aug 9-12. � Its second-ttwst January,
" ' �t i 17) with -ai toatlons rtc""'"9 rn'!arl, September on record.
EASTERN NORTH PACIFIC MEXICO Maximum winds- 29S km/Iv their n01mal monthly pre<lp,t.ltlon
. U RICANESEASON MtxiCo hJd iU hiQlhtst J.ln�y OCtobtw lrrn.a .affected Puerto RJcotht U.S.. Virgin IO�ls In just a few days.
�ar -• actMty ttmperarure since records began In 1971, bllndi, •nd florid.a
11 no,ms. 9 hurricanes besting the prelllous rte0td W1 In 2016. NORTH �DIAN OCEAN
HURR CANE MARI& CYCION �l',.<;ON
(Stpl�mbtf 16"-'3 Nell -19' Kll'lity
AUSTRALIAN CYCLONE
M.mmum winds• 280 km/h' q::...<.(\"j SOUTH\VEST PACIFIC
4 stonm., 2 c)'donts OCEAN CYCIONF
..,,i.�
MIN caused major destruction .ac:rou the a.tow ll\'W�.ictivlty
Caribbean ljlands, SOUTli Wt$I 1,-. 7 storms. 3 � SEASON
Below .werage ictlYlty
OCFAN CYCI ONF 0 �lYI II r>. :I \.J",k,l,C>
(.Hi lt& AHl•►Nll�lf stASON
An lni.nse hut waw .ttRCted parts of south«n South Below average actJYtty
America In laf\Uary. Of note, tht l'Nldl'Plum tempeqture AFRICA S storms. 3 c�lonts · JSTRAUA
of 43.s''C Cl 103 Fl wurtcOtdtdat PuertoMlldryo on 27 2017 wasthe fourth warffibt bpe,1�td Ill tlwd warmest )'tat Slnet
muaryulhls was the h,ghest temperatureffer rtco,ded ye« on reco,d, behlmd 2010, n.JUONl recoribbt� in 1910 Sn'lf'I
so far south (43"S) in the WOt:.;.;1d;:;:_____
. ,, 2016.and 201S. ot Alntrall1'i ten warmest �arson
ft(Old hj� occurred Sln<t 200S,

ARGENTINA
The 2017 Nllonal temc>eraturt wast� hl9MS1
""'' records begiilfl ,n 1961, Surpasslfl9tt,e pre'VIOUS
ANTARCTIC' �El\ ( J r!1
01.orlng 111 !7owth wnon. the Antarctic hid In wcond vnalltst
record set in 2012. IMV.ll ma•lmum e•ttnt. !Nltng ,u mtlt st1,on. tht Arlt,rctlc
reached Its smallest mlnlmum e.tent on reco,d.

e Extreme global weather events, 2017, from NOAA

Will the weather get worse this year?

2 017 unleashed so1ne catastrophic weather across the
world.
change in average or typical weather over a number of
years, but we can still experience extre111es in any one year.
What is the difference between weather and climate? What the future looks like
First, we need to re1ne1nber the difference between weather According to recent research we may see changes to
and clin1.ate change. In a nutshell, the difference is tin1.e. weather extre1nes, which could beco111e n1.ore frequent in
Weather is the conditions in the at111osphere over a short the case of high ten1.perature or heavy rainfall, or less
period of ti111e. Cli111ate is how the atmosphere behaves frequent in the case of extreme cold.
over a longer period of tin1.e. W hen we talk about clin1.ate In a war111ing world, we can expect it to get wetter, but
change, that generally 111eans changes in long-tern1. averages with longer, drier spells, although when rain falls it 1nay be
of daily levels of ten1.perature and rainfall. So we 1nay see a in intense bursts.

(:) Article from The Conversation, 11 January 2018, by Lindsay Beevers, Professor of Water
Management, Heriot Watt University
 «�
HIGHLY
COMMENDED

Lesson enquiry questions encourage

Every double-page you to start thinking straight away
spread represents a How do you investigate a locality by . ....
lesson conducting fieldwork?
Activities
A good geographer investigates places by conducting fieldwork. 1 look carelully at the I: 50 000 OS map of the fieldwork
Learning objectives Read the route taken by the stude nts. and stucty area aoo follow the route the students followed.
When visit ing a location you can use maps and observation to answer the questions that follow.
► To locate photographs on an OS map.
collect record and present data. A group or students conducted 2 Rewrite the dcsctiption of the route followe d , adding
► To compare ground level photos with fieldwork at Seaford. a seaside resort on the tast Sussex coast. the six-figure gtid refe<ence and the d irection they
1 lhe group waUced from Seafo,d seafront,. wa[kcd at each point.
an OS map. They used a 1: SO 000 OS map or the area {Map D). and took along the footpath up to Seaford Head,
► To follow a route on an OS map. photographs to rec0<d physical and human features they saw berlg careful to keep away from the edge 3 Photograph n was taken at 491982. Compare this view
{photos E.-K). Photos 8 and C show the group observing and of the cliff, ha\lTlg seen the warning sign with the OS map. The students drew a field-sketch to

Learning objectives recording features as a field-sketch . 2 They then folowed the ciff top path
down South Hill, Sl:opping to marvel at the
record the view and key featu res.
a} In v,,,t'lich direction 'Were they look ing at the vi<:!W?
Q Location map of Seaford Q
outline what you will
fantastic view of the diffs to the east,. and b) What two towns will they label on their sketch. at
on to the groynes at Cuckmere Haven. points 1 and 2 shown on the photo?
3 The group recorded their ob&etvations
4 Look carefully at photos E-K and read the clues to
learn in each lesson
at the beach before reSUY1ing their walk
along the path, Vanguard Way, following identify where each one is on the OS map. In each case.
the valley of the River Cuckmere. give a six-figure grid reference for the feature shown.
4 They comple(ed the walk at the public 5 You could conduct fieldwork like this for the locality
house next to the bridge across the river of yoor new sec
carryrlg the A259. map, plan a r01
'-
Activities help you
field-sketch to

� OS map extract of
Seaford, scale 1: 50000
to make sense of the
Rich geographical data, improving your
•
01
data is included on geographical skills
every page for you 00
'1 and understanding
to interpret, analyse
and evaluate 'l
-
The group began the • 99
fieldwork along
Seaford seafront,
walking in a south,..
ea.ste rl y direction

t
towards the Martello
Tower, and beyond 98
that, Seaford Head

Key terms are 46 47 48 49 so ss

highlighted and 0 View looking down South,--------­

Hill footpath towards

explained to boost
famous chalk cliffs

your geographical ..6. � View of man•made groyne at the end

of Seaford beac looking, towards cliff

vocabulary
�

Future learning shows the

connections between Key
Stage 3 topics, as well as
topics studied at GCSE

• • ••
• B00st
••• This series includes an eBook
••• and digital teaching and
••• learning support .
• Visit hoddereducation.co.uk/boost
The world's trusted geospatial partner
to find out more.

11 1 1 1111
ISBN 978-1-510-42800-3
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