Plan for the morning

• 10.00 Arrive• 10.55 Break• 11.05 End break• 11.55 End

1. Introduction: What are examinations 1. Introduction: What are examinations all about?all about?

“I understand taking tests aren’t fun.”

George W. Bush, Former President of the USA.

• Examinations are NOT meant to be easy (fun?), but they are meant to be do-able.

• They are also designed to do a task – which is..?

...to allow you to demonstrate what you understandunderstand, knowknow and

can dodo about Geography.

In order to give yourself the best chance to do this to the best of your ability, you need to:

PLANPLAN your revisionrevision and timetime, PRACTISEPRACTISE exam exam questions questions and PREPAREPREPARE your exam technique ...exam technique ...

2. The aims of today’s session are to:2. The aims of today’s session are to:

A) Recap on the structure of paper 1.

B) Learn the meanings and importance of question command words.

C) Know how longer questions are marked.

D) Recap the content of The Restless Earth Unit.

E) Recap the content of Water on the Land: the Flooding part, including case studies.

F) Discuss some top revision tips and revision resources.

NOT:• Attend today and think my revision has been done.• Think you will get the answers to the questions today.• Rely on us to do all the planning, practise and preparation for you.

Structure of the Unit 1 (Physical) examStructure of the Unit 1 (Physical) examUnit 1 is divided into two sections (A Unit 1 is divided into two sections (A

and B) and seven topics:and B) and seven topics:

Section A• The Restless EarthThe Restless Earth• Rocks, Resources and Scenery• Challenge of Weather and Climate• The Living World

Section B• Water on the LandWater on the Land• Ice on the Land• The Coastal ZoneThe Coastal Zone

Exam Structure:Exam Structure:

• 1 Hr 30 mins = total of 90 mins• 75 marks in total.• You answer three questions, one from Section A and one from Section B plus free choice of one other. • You answer the questions on the TOPICS YOU HAVE STUDIED.

THIS TUESDAY (13th THIS TUESDAY (13th May) May)

Command Words – they command Command Words – they command that you know them.that you know them.

Correct responses to command words:• DescribeDescribe...paint a picture using words, say what something

is like. • What is meant byWhat is meant by…give the meaning of a definition or

concept.• CompareCompare....the similarities and differences.• Comment onComment on…give your opinion, or state what the evidence

shows.• Using onlyUsing only…will refer to a figure (diagram, sketch, table of

data, map extract or photo).• Why, explain, suggest reasonsWhy, explain, suggest reasons...give reasons.• ContrastContrast....the differences.

Longer questions are level markedLonger questions are level marked• For questions worth more than 4 marks, your answer

is judged to be basic (level 1) or clear (level 2).• For answers worth 9 marks, a detailed (level 3)

standard is used to mark your answer.LEVEL 1 ANSWERS SHOW....

....you have a basic knowledge and understanding of the topic.

....you won’t have used many key geographical words.

....your answer won’t be linked together or have much structure.

LEVEL 2 ANSWERS SHOW...

...you have good knowledge and clear understanding of the topic.

...you’ll have used some some key geographical words.

...you have structured your answer well and linked some of your ideas together.

LEVEL 3 ANSWERS SHOW...

...you have answered and linked your answer to all of the command words in the question.

...you have used named example/s of places in your answer to provide background to your answer, even without being asked.

...your answer is well structured. You have defined the key terms, hit the command words and used a range of geographical key words.

...you have given a detailed answer, linking ideas together.

Consider this question & answer....Consider this question & answer....• Use a case study to describe the responses to a tsunami (8 marks).Now you mark it.

‘The Indian Ocean Boxing Day tsunami in 2004, caught thousands of people living along the low lying coastal zones of SE Asia and Africa unaware . Holidaymakers were on beaches in Phuket, Thailand and fled as the wave approached. They tried to get to higher storeys in hotels, out of the way of the wave. In Banda Aceh, the first area to be hit, hospitals couldn’t cope and people were left untreated in corridors. After, there were many bodies that had to be buried quickly so that disease would not spread. Mass graves were dug, as the scale of the disaster was so large; on an international scale. Aid agencies brought in water purification tablets and tents for survivors. The Disasters Emergency Committee spent £40m on rebuilding projects in Sri Lanka and Indonesia, following a major appeal for aid. A new Indian and Pacific Ocean tsunami warning system became operational in 2006, so that warning of future tsunamis can be given. This system was crucial in the reaction time of eastern Japanese coastal settlements during the April 2011 tsunami. The system allowed a 15 minute reaction window of time which the Japanese authorities used to try to evacuate many of the coastal settlements, such as Sendai’.

How would this be marked?How would this be marked?Level 1 (Basic) (Basic) 1–4 marks• SimpleSimple statements, perhaps list like at lower end.• Some idea Some idea about what ecotourism is.• Some idea Some idea about how tourism can be sustainable.• Knowledge of basic basic information• SimpleSimple understanding• Few links; limited detail; uses a limited range of specialist terms

Level 2 (Clear) (Clear) 5–8 marks• DevelopsDevelops statements.• LinksLinks are clearly made between the idea of ecotourism and how it can leadecotourism and how it can lead• to sustainable development.to sustainable development.• There are examplesexamples of this.• There may be the beginnings of explanation.beginnings of explanation.• Knowledge of accurate information• Clear understanding

Level 3 (Detailed) (Detailed) 8–9 marks• Fully developed Fully developed statements.• Will have a clear structure clear structure – likely to be determined by time

scale• DetailedDetailed understanding, supported by relevant evidence and

exemplars• Well organisedWell organised, demonstrating detailed linkages and the

inter-relationships between factors• Range of ideas in a logical formRange of ideas in a logical form; uses a range of specialist specialist

terms where appropriateterms where appropriate• Well structured response with effective use of sentences. Few

spelling, punctuation and grammatical errors.

D) The Living World: Revision D) The Living World: Revision Overview Overview

The Restless Earth:The Restless Earth:Topic RecapTopic Recap

What you need to know...What you need to know...1) The structure of the interior of the earth.2) How plate tectonics work.3) The three types of plate boundaries, named examples and

how they work.

Plate Margin Movement of Plates Tectonic Features Examples

ConstructiveConstructive

(Spreading or Divergent margins)

Divergent: two plates moving away from each other.

New crust is formed from upwelling magma:mid-oceanic ridges;shield volcanoes;shallow focu.s earthquakes;•rift valleys.Continental rift valleys

Mid Atlantic ridge.Divergent spread of .East African rift valley

Destructive(Convergent)

(1)Subduction

(2) Collision

Convergent: two plates moving towards each other.

1a) Oceanic to oceanic: trenches, island arcs, explosive composite cone volcanoes, earthquakes .

1b) Oceanic to continental: trenches, fold mountains, explosive volcanoes, earthquakes.

2) Continental to continental: Continental to continental: fold mountains.

On the margins of Pacific plate, with subduction under other, separate sections of the plate – trench.

Andean type: Nazca plate subducting under South American plate.

Himalayan type: Indian plate colliding with Eurasian plate.

Conservative Passive: Two plates shearing past each other.

Shallow focus earthquakes. San Andreas Fault:Pacific plate and North American plate.

Not at a plate boundary. Hot Spots: may be near the centre of a plate.

Shield volcanoes Hawaii island chain and the Yellowstone Supervolcano.

Relationship of Tectonic Activity to Plate Margins

Key website to get to grips withKey website to get to grips withhow plate boundaries work....how plate boundaries work....

• http://www.learner.org/interactives/dynamicearth/plate.html

Landforms Found at Plate BoundariesLandforms Found at Plate Boundaries

EarthquakesEarthquakes

The Restless Earth Case StudiesThe Restless Earth Case Studies• You need to revise the following case studies for the exam:

Fold Mountain AreaFold Mountain Area- - The ways in which the area is used: farming, HEP, mining, tourism

and how people adapt to live in an upland environment.

Volcanic Eruption & 2 EarthquakesVolcanic Eruption & 2 Earthquakes2.1 Volcanic = primary and secondary causes, effects and responses.2.2 LEDC Earthquake Vs MEDC Earthquake. SSpecific causes; primary

and secondary effects; immediate and long term responses – the needto predict, protect and prepare.

Tsunami Tsunami

- - The causes, effects and responses of a tsunami event.

TsunamisTsunamis

- http://news.bbc.co.uk/1/hi/sci/tech/7533972.stm

- http://www.bbc.co.uk/news/science-environment-12739417

Tsunami

http://www.bbc.co.uk/learningzone/clips/tsunami-prone-pacific/14057.html

Consider this question & answer....Consider this question & answer....• Use a case study to describe the responses to a tsunami (8 marks).Now you mark it.

‘The Indian Ocean Boxing Day tsunami in 2004, caught thousands of people living along the low lying coastal zones of SE Asia and Africa unaware . Holidaymakers were on beaches in Phuket, Thailand and fled as the wave approached. They tried to get to higher storeys in hotels, out of the way of the wave. In Banda Aceh, the first area to be hit, hospitals couldn’t cope and people were left untreated in corridors. After, there were many bodies that had to be buried quickly so that disease would not spread. Mass graves were dug, as the scale of the disaster was so large; on an international scale. Aid agencies brought in water purification tablets and tents for survivors. The Disasters Emergency Committee spent £40m on rebuilding projects in Sri Lanka and Indonesia, following a major appeal for aid. A new Indian and Pacific Ocean tsunami warning system became operational in 2006, so that warning of future tsunamis can be given. This system was crucial in the reaction time of eastern Japanese coastal settlements during the April 2011 tsunami. The system allowed a 15 minute reaction window of time which the Japanese authorities used to try to evacuate many of the coastal settlements, such as Sendai’.

Water on the Land:Water on the Land: Flooding Revision OverviewFlooding Revision Overview

What is Flooding?What is Flooding?• Flooding can be defined as: when the level of water in a river rises so high,

it overflows its banks on to the surrounding land.• Rivers flood naturally in their lower course.• You need to know the physical and human factors which may cause a river

to flood.

Physical Factors Human Factors

Deforestation

Snowmelt

Urban land uses

Prolonged Rainfall

Relief of land

Heavy rainfall

People using the toilet to much

Flooding Case StudiesFlooding Case Studies

MEDC Case Study: Cumbria Oct 2009

LEDC: SE Asia; Bangladesh

Causes Physical and Human Physical and Human

Primary Effects Day/ time of flooding. (Short Timescale)

Day / time of flooding (Short Timescale)

Secondary Effects

Weekly – Monthly impacts/damage

Weekly – Monthly impacts/damage

Immediate Responses

At the time methods, used to attempt to reduce the primary

effects

At the time methods, used to attempt to reduce the primary

effects

Long Term Responses

Longer term methods / ways of managing the secondary

effects

Longer term methods / ways of managing the secondary effects

Question of short or Long term?Question of short or Long term?

Aid from international charitiesStress – related illnessesPeople were evacuated

Community groups set up to provide emotional

support

Roads and railways flooded

Flooded fields reduced crop output severely

Disease due to spreading water-borne diseases

5,000 deaths

Education of children impacted

Effects Responses

Food and drink centres set up in school gyms

Managing the UK’s WaterManaging the UK’s Water• You need to know:

– Why the demand for water is different across the UK = highest populated areas do not match the areas of highest rainfall.

– Creates supply and demand issue.– UK population is increasing = amount of water used has increased by

50% over the last 25 years.– Water is transferred from areas of surplus water to areas of deficit.– Issues of water transfer.– How people can try to reduce their demand for water.

– A case study of a reservoir in the UK that supplies water is required.– What are the SEEP impacts of the reservoir?

F) Revision Top TipsF) Revision Top Tips• Focus on the topics/areas you do not remember much about. Target

revision for those areas.• Use post-it-notes to do key word tests. You can put post-it-notes up in

your home to keep testing your retention of the theory.• Learn case studies by completing tables /mindmaps in detail. Memorise

the info and test yourself on trying to complete it.• Use the websites to browse instead of sitting on social network sites

wasting time.• Make sure you get a good night’s sleep the night before your exam.• Get up early and make sure you have some breakfast. Your body needs

fuel, as well as your brain.• MAKE SURE YOU HAVE THE CORRECT EQUIPMENT FOR YOUR EXAM.

Helpful WebsitesHelpful Websites

• www.geog.biz

• http://www.bbc.co.uk/schools/gcsebitesize/geography/

• http://www.bbc.co.uk/learningzone/clips/topics/secondary.shtml#geography

Unit 2 is on the 22nd May btw