GCSE GEOGRAPHY REVISION 2010 (PCH)

GCSE GEOGRAPHY 2010Mr Cornish

Unit A1: Providing for population change

Population dynamics theory:

Natural increase =

Unit A1: Providing for population change

LEDC Youthful Population: Malawi• Facts and figures• Causes • Effects (social, economic and environmental) • Management

Unit A1: Providing for population change

MEDC Aging Population: Germany• Facts and Figures• Causes • Effects (social and economic)• Management

Unit A1: Providing for population change

LEDC Migration: Various countries to Malawi

• Facts and figures• Causes • Effects (social, economic and environmental) • Management

Unit A1: Providing for population change

MEDC Migration: Turkey to Germany• Facts and Figures• Causes (Political, social and economic)• Positive Effects (social and economic)• Negative Effects (social and economic)

Unit A1: Providing for population change

Resources: Theory

renewable vs non renewable

Malthus’ Theory Boserup’s Theory

Unit A1: Providing for population change

Thermal power Station: Drax Coal Fired power Station, Yorkshire, UK

• Detailed Location Factors (why was it built there?)• Impact on local environment (pollution, aesthetics)• Impact globally (CO2 and global warming)

Unit A1: Providing for population change

Power in LEDC: Biogas plant in Gujarat, N.W India

• Location (why is it built there?)• How does it work?• Why is it sustainable?• Impact on local environment and community

Unit A2: Planning for Change (Settlement)MEDC Settlement theory:

– Need for new homes (Divorce, immigration and getting married older)

LEDC Settlement theory:– Rural to urban migration push and pull factors and natural

increase lead to a rapid increase in the number of people living in cities.

– How can cities become more sustainable?

vs

Unit A2: Planning for Change (Settlement)

LEDC City: Sao Paulo– Location– Push and pull factors– How fast is it growing?– Impacts of growth on people, and the

environment.– Description of life in a favela– What is being done to improve the quality of life?

Unit A2: Planning for Change (Settlement)

MEDC Transport and Waste Management: London– Facts and figures– What are the problems with waste and transport in

London– How are they being managed? – Are they sustainable? How and why?

Unit A2: Planning for Change (Employment)

Employment theory:

Unit A2: Planning for Change (Employment)

TNC and Campaign against Child labour: Primark– Why is Primark a TNC?– Why has it decided to “go global”– What are the impacts of Primark producing it’s

clothes in india? (Social economic and environmental)

– What is the problem of Primark using child labour?– What are charities doing to campaign against the

use of Child labour for Primark?

Unit A2: Planning for Change (Employment)

Change in Employment in UK Town or City: Reading– Location of Reading (impact on employment) – History of employment (Beer Bulbs and Biscuits)– Reasons for change– Location of new hi-tech business parks– Rise in Out of town shopping and entertainment– The Oracle centre built to fight back– Lots of facts and figures!

Unit A3: Coping with Env. Change (Coasts)

Coasts theory: Processes

Unit A3: Coping with Env. Change (Coasts)

Coasts theory: Coastal management

Unit A3: Coping with Env. Change (Coasts)

Stretch of Coastline: Orfordness to Walton on the Naze

Low lying coastline (spit)

• Location

• Processes

• Effects

Eroding coastline (cliffs)

• Location

• Geology

•Processes

•Causes

• Effects

Unit A3: Coping with Env. Change (Coasts)

Coastal Conflict: Daintree, Queeensland NE Australia

– Location – Ecosystems (2 world heritage sites)– Stakeholders– Causes of conflict

•Structure of earth

•convection currents

•Location of E&V

Unit A3: Coping with Env. Change (tectonics)Tectonics theory

Unit A3: Coping with Env. Change (tectonics)Tectonics theory: plate boundaries

Unit A3: Coping with Env. Change (tectonics)Earthquake Case study: Sichuan, 2008

– Detailed Location– Causes– Effects (economic, social and

environmental)– Management (short term and long term)

Unit A3: Coping with Env. Change (floods)

Theory: Hydrological Cycle

Unit A3: Coping with Env. Change (floods)

Theory: Flood hydrographs

Unit A3: Coping with Env. Change (floods)

MEDC Case Study: Boscastle, Cornwall, UK 2004

•Location•Causes•Effects (economic, social and environmental)•Management (short term and long term)

Unit A3: Coping with Env. Change (floods)

LEDC Case Study: Bangladesh, Asia, 1998 •Location

•Causes•Effects (economic, social and environmental)•Management (short term and long term)

Unit B4: Water (Option unit)

Water theory

vs

Unit B4: Water (option unit)

Large Scale Water management scheme: Aswan Dam & Lake Nasser, River Nile, Egypt– Background to Water in Egypt– Location- why was it needed here?– What are the physical characteristics of the

location?– What were the positive effects of the scheme

(social, economic and environmental)– What were the negative effects of the scheme

(social, economic and environmental)

Unit B4: Water (option unit)

Pollution of inland lake or river: Aral Sea, Kazakhstan/ Uzbekistan. – Location of lake, rivers and nearby cities– Causes of pollution (Shrinkage due to cotton and

pollutants from industry and city)– Effects of pollution (Social, environmental,

economic)– Management of pollution- “The Aral Vision”

Unit C7: Recreation and Tourism

Theory

• How and why has tourism changed through time?

Unit C7: Recreation and Tourism

EU National Park: The Lake District NP, Cumbria, UK– Detailed location– How many people visit?– Why is the landscape special?– What recreational activities can you do?– What are the effects of tourism (Social, environmental and economic)– How is tourism being managed?

Unit C7: Recreation and Tourism

Ecotourism: Campfire Project, NW Zimbabwe– Location of Zimbabwe and the Binga district.– Background to social and economic issues in

Zimbabwe– Reasons for why the project was set up– Effects of the project (environmental, social and

economic)– Why is this project a good example of sustainable

tourism?

DME 2010•Collect at break or lunch from

PCH on Tuesday and read through before Wednesday’s lesson

•It cannot be on Water or Rec & Tourism so make sure you revise these before Tuesday!