Cambridge ICGSE Geography Case Studies
Transcript of Cambridge ICGSE Geography Case Studies
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Gary ambers and Steve Sible
Cambridge IGCSE®
Geography
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Completely Cambridge – Cambridge resources for Cambridge qualifications
Cambridge University Press works closely with University of Cambridge International
Examinations (CIE) as parts of the University of Cambridge. We enable thousands of students
to pass their CIE exams by providing comprehensive, high-quality, endorsed resources.
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Gary Cambers and Steve Sibley
GeographyCoursebook
Cambridge IGCSE®
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CAMBR IDGE UNIVERSITY PRE SS
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First published 2010
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suitability.
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CONTENTS
Introduction vi
Part AGeographical Themes – Preparing for Paper 1 1
Theme 1 Population and Settlement 3
Topic 1 Population growth 4
Case Study 1a: Rapid population growth in Niger 6
Case Study 1b: Population decline in Russia 8
Topic 2 Too many or too few? 10
Case Study 2a: Overpopulation in Nigeria 12
Case Study 2b: Underpopulation in Australia 14
Topic 3 Population structure and control 16
Case Study 3a: Reducing population in China 18
Case Study 3b: Increasing population in Singapore 20
Topic 4 Population density 22
Case Study 4a: Low population density in Namibia 24
Case Study 4b: High population density in Japan 26
Topic 5 International migration 28
Case Study 5: Polish workers move into the UK 30
Topic 6 Rural settlements 32
Case Study 6a: Rural settlement in Ethiopia 34 Case Study 6b: Rural settlement in France 36
Topic 7 Urban settlements 38
Case Study 7a: Urban settlements in Sardinia 40
Case Study 7b: Barcelona – urban land use 42
Topic 8 Urbanisation 44
Case Study 8a: Urbanisation in Peru – Lima 46
Case Study 8b: Urbanisation in India – Mumbai 48
Topic 9 Urban problems 50
Case Study 9a: Urban problems and solutions – Cairo 52
Case Study 9b: Urban problems and solutions – Baltimore 54
Topic 10 Urban sprawl 56
Case Study 10: Urban sprawl in Atlanta 58
Global Issue 1 HIV/AIDS 60
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iv Cambridge IGCSE Geography
Theme 2 The Natural Environment 61
Topic 11 Plate tectonics 62
Case Study 11a: A volcano in Chile 64
Case Study 11b: An earthquake in China 66
Topic 12 Weathering 68
Topic 13 Rivers – from source to mouth 70
Case Study 13a River erosion – Niagara Falls 72
Case Study 13b River deposition – the Ganges delta 74
Topic 14 Coasts 76
Case Study 14a Coastal erosion – The Twelve Apostles 78
Case Study 14b Coastal deposition – the Hel spit 80
Topic 15 Coral reefs 82
Case Study 15 The Great Barrier Reef, Australia 84
Topic 16 Weather and climate 86
Topic 17 Tropical rainforests 88
Case Study 17 Madagascar’s rainforest 90
Topic 18 Hot deserts 92
Case Study 18 The Sahara Desert and Mali 94
Topic 19 Natural hazards 96
Case Study 19a Cyclone Nargis – Myanmar 98
Case Study 19b Drought in Australia 100
Topic 20 Human activity has impacts 102
Case Study 20a Floods in Mozambique 104
Case Study 20b National Parks in Costa Rica 106
Global Issue 2 Reducing carbon emissions 108
Contents
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Theme 3 Economic Developmentand the Use of Resources 109
Topic 21 Agriculture 110
Case Study 21a Subsistence agriculture in Brazil 112 Case Study 21b Commercial agriculture in New Zealand 114
Topic 22 Food shortages 116
Case Study 22 Famine in Darfur, Sudan 118
Topic 23 Work and employment 120
Case Study 23a Changing employment – South Africa 122
Case Study 23b Changing employment – Russia 124
Topic 24 Manufacturing industry 126
Case Study 24 Manufacturing steel – Pakistan 128
Topic 25 Hi-tech industry 130
Case Study 25 Hi-tech industry in Bangalore 132
Topic 26 Tourism 134
Case Study 26a Tourism in the Seychelles 136
Case Study 27b Tourism in Dubai 138
Topic 27 Energy supply and demand 140
Case Study 27a Fuelwood in D.R. Congo 142
Case Study 27b Oil in Saudi Arabia 144
Case Study 27c Renewable energy in Iceland 146
Topic 28 Generating electricity 148
Case Study 28 Electricity generation in France 150
Topic 29 Water 152
Case Study 29 The Lesotho Highlands Water Project 154
Topic 30 Damaging the environment 156
Case Study 30a Soil erosion in Nepal 158
Case Study 30b Global warming – the Maldives 160
Case Study 30c Deforestation in Amazonia, Brazil 162
Topic 31 Conservation and management 164 Case Study 31a The Arctic 166
Case Study 31b The Antarctic 168
Global Issue 3 Reduce, reuse, recycle 170
Content
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vi Cambridge IGCSE Geography
Part BGeographical Skills – Preparing for Paper 2 171
Map work 1 Monsefu, Peru 172
Map work 2 Harare, Zimbabwe 178
Map work 3 Ewaso Kedong, Kenya 184
Map work 4 Montego Bay, Jamaica 190
Map work 5 Negara, Indonesia 196
Map work 6 Le Port, Reunion Island 202
So what map skills do we need? 208
Part C
The Alternative to Coursework –Preparing for Paper 4 209
Topic 1 Investigating the CBD 210
Topic 2 Investigating rivers 218
Topic 3 Investigating tourism 226
Topic 4 Investigating weather 234
So what coursework could we do? 242
Resources 243
World map 244
Glossary 246
Index 250
Acknowledgements 254
Contents
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INTRODUCTION
The Cambridge IGCSE Geography coursebook and CD-ROM have been written
specifically to prepare students for Papers 1, 2 and 4 of the CIE examination.
Part A: Geographical Themes –Preparing for Paper 1Part A deals with the syllabus themes in the order of the syllabus. As the content
page illustrates, there is a close and deliberate link in Part A to the syllabus. The
following three themes are covered:
Theme 1: Population and Settlement
Theme 2: The Natural Environment
Theme 3: Economic Development and the Use of Resources.
The authors have translated the syllabus themes into 31 generic topics, each of
which is covered on a double-page spread to introduce the topic. Twenty-nine
of these topics are then followed by at least one but usually two case studies of
topical and relevant examples from over 40 different countries, most of which
have CIE centres where candidates take the IGCSE Geography examination. The
three case study questions on Paper 1 are worth 21 out of 75 marks, so centres
that have been requesting resources to prepare candidates more effectively
for this part of the examination will find a wide range of examples to use. All
are resource-based and involve problem-solving and free-response writing as
required. At the end of each set of case studies there is a sample case study
question provided for students to attempt, based on the examples provided or
from others they have been taught. A global issue is studied at the end of each
theme, and a full world map showing countries covered by the case studies is
provided at the start (on page 2).
Part B: Geographical Skills –Preparing for Paper 2This paper is mainly skills-based and tests a candidate’s ability to handle various
ways of depicting geographical information without requiring specific place-
knowledge as in Paper 1. As one examination question will be based on a large-
scale (1:25 000 or 1:50 000) topographical map of a tropical area, Part B of the
textbook provides six examples of such maps, from Peru, Zimbabwe, Kenya,
Jamaica, Indonesia and Reunion Island. Teachers will find previous examination
have used maps of the Caribbean, Zimbabwe, and Mauritius. For each country
an extract of a map is provided with examples of map skills questions. Furtherwork continues developing map skills as well as dealing with topics of relevance
within each country that relates to the map extract. The authors are well aware
how difficult it is to obtain international maps of tropical areas at the two scales
needed; the six map extracts provided here will supplement those obtained from
previous examinations.
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viii Cambridge IGCSE Geography
Part C: The Alternative to Coursework –Preparing for Paper 4Paper 3 is the coursework component and is not dealt with in detail here,
although aspects of fieldwork and coursework are touched on in Part C. Paper4 is taken by candidates as a written examination instead of carrying out
coursework and/or fieldwork. Four topics – two physical and two human – are
covered with investigations into the Central Business District (CBD), Rivers,
Tourism, and the Weather – all topics that previously have been set on Paper
4. Each investigation begins with a double-page spread that illustrates how
fieldwork could be carried out on each of these topics. Then, taking a recent
question on the topic, there is a detailed analysis of candidate answers with
examination tips provided, as well as opportunities for students to assess answers.
The final exercise provides examples of coursework topics that are undertaken
in several CIE centres in different countries. These suggest the type of fieldwork
or coursework that teachers might consider introducing. Although the majority
of centres do choose Paper 4 as an alternative to coursework, it is important
that teachers try to carry out some local fieldwork, which Part C attempts toencourage.
The CDOutline maps: These are always useful for teachers to use with several tasks.
Eleven outline maps are provided covering the major regions of the world. In
addition a sheet of triangular graph paper is provided as it can be difficult to
obtain in many countries.
Support sheets: Forty-two photocopiable support sheets – at least one per topic
and one for each map work section – are provided here. In most cases they
provide help with sketches and graph work and supplement the topics and case
studies.Sample questions: Thirty-one full sample questions are provided in exactly the
same style and format as they occur on Paper 1. Each question has a part a and b
with resources to respond to; the case study, which is provided in the textbook, is
added to complete a full question. Mark schemes are also provided for teachers to
use.
Glossary: The glossary used in the textbook is repeated here for reference or for
copying to issue to students.
Gary Cambers and Steve Sibley
Introduction
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Paper 1 is a compulsory paper taken by all candidates. It consists of 6 questions – 2 on each Theme. Candidates must choose any 3questions to answer. Each is worth 25 marks giving a total of 75 marks. Part A of the book focuses on case studies and attempts to
provide topical examples for the final part of each question which is a case study question. Here candidates must use a real place they
have studied. Some topics are followed by more than one example of a case study and there is one typical case study examination
question with almost all topics in the book. The CD contains typical complete questions, including the case studies from Part A, with
mark schemes. Support worksheets can also be found on the CD.
From June 2010 there will be three different versions of Paper 1, numbered 11, 12 and 13. The Paper the centre receives will depend
on which of the three international time zones it is allocated to. A recent past paper and mark scheme for Paper 1 is available for
reference at www.cie.org.uk
Part A Geographical Themes
Preparing for Paper 1
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E q u a t o r
T r o p i c o f C a n c e r
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Theme 1
Population andSettlement
The Oshadi Market in Lagos Nigeria
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1 billionpeople
1804
2 billionpeople
1927
3 billionpeople
1960
4 billionpeople
1974
5 billionpeople
1987
6 billionpeople
1999
Earth itself isn’t getting any bigger ...!
0 40002000 km
Equator
Tropic of Cancer
Tropic of Capricorn
A World population
B Population growth rates
Population explosionThe population of the world is growing by
88 million people every year, which means
an extra 241 095 people every day. There are
167 more people now than there were one
minute ago! If there are 30 people in your
class, the world’s population increases by this
amount every 10 seconds.
This rapid growth of world population, calledthe population explosion, is slowing down.
Estimates suggest that by the end of this
century it may have stabilised at around
10 billion.
Not all countries have the same rates of
population growth. Some are still growing
rapidly, whilst others have low growth rates
or are even declining.
C Population change
Task 1
Study Source A.
a Draw a line graph to showthe growth of the worldpopulation (in billions)between 1804 and 1999.Your horizontal axis shouldgo from 1800 to 2100.
b Continue the line to showthe estimated (projected)increase up to the end of thiscentury using the followingfigures:
2013 7 billion 2028 8 billion 2054 9 billion
2100 10 billion
Task 2
Study Source B.
a Use an atlas to put thefollowing countries into rankorder from the highest to thelowest rate of populationgrowth.
b Write a paragraph to comparerates of growth in Africancountries with those in Europe.Give examples of countriesand growth rates to back upthe points you are making.
Country Birth rate(per 1000 people)
Death rate(per 1000 people)
Net migration(per 1000 people)
Malta 10.3 8.3 +2.0
Morocco 21.3 5.5 –0.8
Poland 10.0 9.9 –0.5
Natural population change is calculated by subtracting the death rate fromthe birth rate. So Malta’s natural population change is 10.3 – 8.3 = 2.0 per1000 people.
To calculate the overall population change the amount of migration mustbe considered. If more people move into the country than move out of it, thisis added. If more move out of the country than into it this is subtracted. SoMalta’s overall population change is 10.3 – 8.3 + 2.0 = 4.0 per 1000 people.
This can be worked out as a percentage (i.e. 0.4%).
+ 0–1%
+ 1.1–2%
+ 2.1–3%
+ 3.1–5%
Increase:Decrease:
4 Cambridge IGCSE Geography
TOPIC Population growth1
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The DemographicTransition ModelThe Demographic Transition Model is a model of
the way that population growth can be divided
into four stages as birth and death rates change
over time. It is based on what has happened
in Europe and North America. The part of the
graph representing population growth is thearea between the lines, where birth rate is
higher than death rate.
Death rate fallsdue to better
health care andliving conditions
Birth rate fallsdue to changingsocial conditions
Birth rateDeath rate
Natural increase
Stage 1 Stage 2 Stage 3 Stage 4
TIME
HIGH
LOW
B i r t h r
a t e
a n d d
e a t h
r a t e
Birth rateDeath rate
Small families
Large families
Stage 1 Stage 2 Stage 3 Stage 4
D The Demographic Transition Model
Task 4
a Make a copy of the DemographicTransition Model in Source D. Shade inthe natural increase.
b Make a copy of the table under the graph. Complete the first two rows of the table
using the words high, low or decreasing. Complete the third row using the phrases
small increase, large increase, slowerincrease and fluctuating.
c Today some countries have birth ratesthat are lower than death rates, so their the Demographic Transition Model, addan extra stage to show this and label it‘Stage 5’.
Task 3
Study Source C .
a Calculate the naturalpopulation change ofMorocco per 1000 people.
b Calculate the overallpopulation change ofPoland per 1000 people.
c Calculate the overall rate ofpopulation change of thecountry in which you live,as a percentage. You willneed to find out the birthrate, death rate and netmigration. For any countrythis information can befound at: www.cia.gov/library/publications/the-world-factbook/
Task 5
Source E. Compare your family and your lifestyle with thoseof Nasrin. You should write a paragraph and try to identify the mainsimilarities and differences.
E Living in Dhaka, Bangladesh
This photograph was taken in Dhaka, the capital city of Bangladesh, which isin Stage 3 of the Demographic Transition Model. Nasrin, the girl shown in thephotograph, is 10 years old. She has three sisters who are aged 15, 7 and 3, andtwo brothers aged 12 and 5, and her mother is expecting another baby. The familylive in a two-roomed house which they have built themselves. Nasrin went toschool until she was 8 years old, but now she spends her days selling home-made
necklaces at one of the main road junctions in the city, to earn money to buy foodfor her family.
Theme 1 Topic
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0 250 kmN
Agadez
Arlit
Tahoua
Niamey
DossoMaradi
Zinder Diffa
Madama
NIGER
MALI
ALGERIA
BENIN
BURKINA FASO
NIGERIA
CHAD
Grand Ergde Bilma
Erg duTenere
S A H A R A
S A H E L
T E N E R E D E S E R T
LakeChad
A
I
R
M
O
U N T A
I N
S
N i g
e r
LIBYA
C A M
E R O
O N
A Where is Niger?
B Niger factfile
Total population 13.3 million
Population growth rate 2.9%
Life expectancy 44.3 years
Literacy 28.7%
GDP per capita US$ 700
Population below poverty line 63%
Workforce
Niger – an LEDC in West AfricaThe Republic of Niger is a land-locked country in West Africa,
named after the Niger river which flows through the south-west.
Its climate is mainly very hot and dry, with many desert areas. It
is an LEDC and is one of the poorest countries in the world.
The largest ethnic groups in Niger are the Hausa and Djerma-
Songhai, sedentary farmers who live in the southern part of the
country. The rest are nomadic or semi-nomadic livestock-raising
peoples – Fulani, Tuareg, Kanuri, Arabs, and Toubou.
The population of Niger has grown from 1.7 million in 1960 to
over 13 million in 2008. With a high population growth rate of2.9% it is expected to reach 56 million by 2050. Niger has the
highest fertility rate in the world (7.1 births per woman). This
means that nearly half of the population is under 15 years old.
Task 1Study Source A.
distance and direction.
Task 2
a Make a copy of Source B. Draw an extra columnand fill this in with information about the countryin which you are living. For any country thisinformation can be found at:www.cia.gov/library/publications/the-world-factbook/
b Use the information about Niger and your owncountry to write a paragraph to show that Nigeris one of the poorest countries in the world.
Task 3
Study Source C .
a Draw a graph to show the birth and death rates of Nigerbetween 2000 and 2008. Use different coloured lines foreach of the birth and death rates and shade in the area inbetween them that represents the natural population growth.
b Choose the correct words or phrases to complete the foursentences below about Niger:
increased /decreased between2000 and 2008.
higher /lower than death rates.
20.2/28.4/29.3per 1000 people.
higher/lower in 2008 than it was in 2000.
C Birth and death rates in Niger
Year Birth rate(per 1000 people)
Death rate(per 1000 people)
2000 51.5 23.1
2001 50.7 22.7
2002 49.9 22.3
2003 49.5 21.72004 48.3 21.3
2005 51.3 21.2
2006 50.7 20.9
2007 50.2 20.6
2008 49.6 20.3
6 Cambridge IGCSE Geography
CASESTUDY Rapid population growth in Niger1a
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If the people of Niger remain
uninformed about family planningand keep reproducing at the current
rate, the country’s population will
more than quadruple by 2050,
according to research by Niger’s nationalstatistics agency. Niger’s population will make
it impossible for the government to provide
adequate health, education, jobs and water –tasks that it is already finding difficult, with a
fraction of the population.
‘We surveyed the country and found that the
average number of children per mother is 7.1.
However, we also asked them how many they
would like to have – women said 9 and men
said 12, but some families said they would like
40 or 50 children,’ said Adamou Soumana. Forpoor families children are a source of wealth.
They work on the land, go into the towns to
earn money and look after their parents whenthey are old.
Just 5% of the people of Niger use familyplanning and contraception. ‘People aren’t
informed enough about the negative
consequences of having so many children,’
Soumana added.
E An action plan
Falling deathratesOver the past 100 years
death rates have been
falling in many parts of
the world.
There are now lower
death rates because:
babies are inoculated
against diseases
there are better
supplies of clean water
people eat a better diet
there are more clinics
and hospitals
there is better health
education
people enjoy better
living conditions women are becoming
better educated.
GOVERNMENT ACTION PLAN
Niger’s government has putin place a plan to slow downpopulation growth.
The government wants the
number using family planning
to increase from 5 to 20% by
2015. The plan also calls for
information campaigns to educate
religious leaders and especially
women about the availability and
importance of family planning. It
proposes that the number of early
marriages be cut. Many girls in
Niger marry before the age of 15.
Raising the marriage age to 18
would take up to four years off a
woman’s reproductive life.
Task 4
Working in groups, discuss the reasons why death rates have beenreduced in many countries. Put the reasons in order of importance andexplain your group's order to the rest of the class.
Task 5
Study Source D.
Draw a spider diagram to show reasons why birth rates are still high inNiger. To do this:
a Draw a circle in the middle of your page. Write in it ‘Why birth rates arehigh in Niger’.
b Draw lines radiating from the circle.c Write a reason at the end of each line.
Task 6
Study Source E.
a The government of Niger has an action plan to slow down populationgrowth. Design a poster that shows how it is attempting to do this.
b Explain why it will be difficult to persuade people in Niger to havesmaller families.
NIGER:POPULATIONEXPLOSION
THREATENSDEVELOPMENTGAINS
D
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8/18/2019 Cambridge ICGSE Geography Case Studies
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8/18/2019 Cambridge ICGSE Geography Case Studies
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D Population graphs for the G8 countries
Population since 1990
350
300
250
200
150
100
50
0
M i l l i o n s
Canada France Germany Italy Japan Russia UK USA
Life expectancy at birth
85
80
75
70
65
60
Y e a r s
Canada France Germany Italy Japan Russia UK USA
Adult HIV infection (2007)
Japan
Germany
UK
Canada
France
Italy
USA
Russia
0.0 0.2 0.4 0.6
% of all 15–49 year-olds
0.8 1.0 1.2
TB infection (2007)
Japan
Germany
UK
Canada
France
ItalyUSA
Russia
0 50 100 150
Number of cases per 100 000 population
200
1990
2004
1990
2004
2020 (projected)
E Cash for more babies! Task 4
Study Sources B and D.
a Use Source D toidentify the main
differences between G8 countries. Usefigures and examplesin your answer.
b Use Source B tosuggest reasons forthese differences.
Task 5
Study Source E.
trying to decide whetherto have a second child.Write a conversationbetween them whichincludes informationabout the advantagesand problems of havinganother child.
Sample case study question
For a country that you have studied, explain why
it has a high rate of natural population growth.
A second baby? Russia’s mothers aren’t persuaded19 May 2006
President Vladimir Putin last week promised to spend some of the country’s oil profits on efforts
to solve the population problem. He ordered parliament to more than double monthly childsupport payments to 1500 roubles (about US$55) and added that women who choose to have
a second baby will receive 250,000 roubles (US$9200); a very large amount in a country whereaverage monthly incomes are close to US$330.
On Monday, young women at the Family Planning Youth Centre in Moscow said they liked the
sound of more money, but suggested that Mr Putin has no idea about their lives. ‘A child is not
an easy project, and in this world a woman is expected to get an education, find a job, and make
a career,’ says Svetlana Romanicheva, a student who says she won’t consider having a baby for atleast five years.
Others say Putin is right. ‘Russian women typically have one child ... but many of my patients
would like a second if they felt they had enough support,’ says Galina Dedova, a doctor at Happy
Families, a private Moscow clinic. ‘Most of my patients count their roubles ... If they could get
more money, some might have more children.’
Theme 1 Topic