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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
GEO4B June 2011 – Reducing the Development
Gap in Hazard Prone Areas – Bangladesh
Why is Bangladesh
susceptible to natural
disasters?
Comment on the
spatial distribution of
impacts caused by
Cyclone Aila
To what extent can
international agencies lift
people out of extreme
poverty and reduce
vulnerability to effects of
climate change?
Images taken from: http://www.boston.com/bigpicture/2009/06/cyclone_aila.html
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Developing a Sense of Place and Empathy
Cyclone Aila began as a disturbance on May 21 in the Bay of Bengal, strengthening quickly to a Tropical Cyclone with windspeeds
gusting up to 120 km/h (75 mph). Aila made landfall soon after, bringing heavy rains, wind, and an enormous storm surge of
seawater that pushed inland, damaging or destroying hundreds of thousands of homes in Bangladesh, India and Myanmar. Over 300
people are confirmed to have died, with more than 8,000 still missing. Surviving residents are now receiving aid, mourning the lost,
beginning to rebuild - and some are leveling criticism at their own governments, asking why stronger storm defenses were not in
place. According to the Associated Press, some 2.3 million people were affected by Aila.
Source: The Big Picture June 03 2009: http://www.boston.com/bigpicture/2009/06/cyclone_aila.html
TASK 1: Refer to the following websites and record precise place specific notes on the location/causes, impacts,
responses and scale of Cyclone Aila. Note table overleaf.
Scores Killed by Cyclone Aila 26th May 2009: http://news.bbc.co.uk/1/hi/world/south_asia/8067618.stm
‘Over 200 Killed’ by Cyclone Aila 27th May 2009: http://news.bbc.co.uk/1/hi/world/south_asia/8069458.stm
Cyclone Victims are ‘without aid’ 28th May 2009: http://news.bbc.co.uk/1/hi/world/south_asia/8072581.stm
Bangladesh PM makes River Pledge 5th June 2009: http://news.bbc.co.uk/1/hi/world/south_asia/8085358.stm
ShelterBoxes arrive in Bangladesh 10th June 2009: http://news.bbc.co.uk/1/hi/england/cornwall/8093288.stm
Bangladesh Storm Alerts ‘by text’ 24th June 2009: http://news.bbc.co.uk/1/hi/world/south_asia/8117365.stm
In Pictures: Bangladesh Cyclone Preparedness: http://news.bbc.co.uk/1/hi/world/south_asia/8118720.stm
Bangladesh Diary: Cyclone Aftermath 7th September 2009:
http://news.bbc.co.uk/1/hi/world/south_asia/8239712.stm
Bangladesh embankments ‘must be rebuilt’ 17th February 2010:
http://news.bbc.co.uk/1/hi/world/south_asia/8519991.stm
In Pictures: One Year on from Cyclone Aila 25th May 2010: http://news.bbc.co.uk/1/hi/in_pictures/8700288.stm
A Tale of Two Worlds: http://www.oxfamblogs.org/southasia/?p=49
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Developing a Sense of Place and Empathy – Cyclone Aila
Location/Causes
Impacts SOCIAL
ECONOMIC ENVIRONMENTAL
Responses LOCAL/NATIONAL
INTERNATIONAL
Scale i.e. magnitude of the disaster? What factors influenced the variation in impacts/responses?
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Cyclone Aila: Causes
http://earthobservatory.nasa.gov/NaturalHazards/view.php?id=38786
Tropical Storm Aila struck southern Bangladesh and eastern India on May 27, 2009. The New York Times reported that
floods and mudslides killed at least 191 people and left hundreds of thousands more homeless. As of May 27, the death
toll was expected to rise.
The Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA’s Terra satellite captured this true-colour
image of Aila on May 25, 2009, the same day that the storm temporarily strengthened to a Category 1 cyclone. Aila
almost completely fills this scene, stretching from the Bay of Bengal deep into India, Bangladesh, and Burma
(Myanmar). On May 25, Aila’s wind speeds ranged from 74 kilometres per hour (46 miles per hour or 40 knots) to 120
kilometres per hour (75 miles per hour or 65 knots).
TASK 2: Refer to Animated guide to cyclones: http://news.bbc.co.uk/1/hi/sci/tech/7533909.stm and record short
hand notes on how cyclones form.
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) TASK 3: Read pages 60 – 63 in your A2 Geography Textbook (Philip Allan) and complete the short and extended
questions below.
What conditions need to be present for tropical revolving storms to develop?
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How is the magnitude of tropical revolving storms measured?
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Using evidence to support your points, what factors increase the vulnerability of people to tropical revolving
storms?
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) How can tropical revolving storms be predicted?
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Is there evidence to suggest that a country’s development status affects its preparedness for a tropical revolving
storm?
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TASK 4: Read Bangladesh: A Hazard Hotspot (article over leaf)
Article taken from: Topic Eye A Level Geography: Natural Hazards 2010 – 2011 pages 14 – 17 (Cross Academe)
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
TASK 5: Why is Bangladesh one of the countries of the world
that is most susceptible to natural disasters?
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Cyclone Aila: Spatial Distribution of Impacts and Responses TASK 6: Using place specific info from the AIB annotate the map below to illustrate impacts and responses. You
may consider using two colours (1) impacts and (2) responses.
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Cyclone Aila: Spatial Distribution of Impacts – Choropleth Maps TASK 7: Using data from Figure P2 produce 4 choropleth maps to illustrate the spatial distribution of impacts.
Remember choropleth maps use colour to illustrate pattern e.g. Light (Yelllow) = LOW and Dark (Red) = HIGH.
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Cyclone Aila: Analysing Patterns
TASK 8: Describe the patterns illustrated in your annotated and choropleth maps
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TASK 9: Suggest reasons for the patterns illustrated in your annotated and choropleth maps (Try to include a range
of reasons and develop using your geographical understanding, do not stick to what is provided in the AIB).
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Cyclone Aila: Other Data Presentation Methods and Reliability of Data
TASK 10: Study Figure P2 and suggest how this data could be presented and state strengths and weaknesses with
the methods identified. Consider different techniques for different data.
Description of Data Description of Data Presentation Method
Strengths Weaknesses
TASK 11: To what extent can the data presented in Figure P2 be considered reliable?
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
TASK 12: Describe and explain factors which may have affected the accuracy and reliability of the data presented in
Figure P2
i.e. why is data missing? Do the figures add up? Why is some data provided for all/most areas for some indictors but
not for others?
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TASK 13: How may the accuracy of data such as that provided in Figure P2 affect responses? e.g. internal response
from government and external responses e.g. distribution of aid and technical support.
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Cyclone Aila: Undertaking Further Research
You are strongly advised to carry out further research on the type of work that the DfID is funding and
supporting to help people in cyclone prone areas of Bangladesh. The department’s website is a rich source
of information:
http://www.dfid.gov.uk/Where-we-work/Asia-South/Bangladesh/?tab=0
TASK 14: I have located five potential case studies and details can be found in the next two
pages. I suggest you start on these but also do some of your own digging! Following web
links I have devised ‘exam style’ questions to apply and test your research.
Website Notes:
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Examples of DfiD work in Cyclone Prone Areas of Bangladesh
[Type a quote from the document or the
summary of an interesting point. You can
position the text box anywhere in the
document. Use the Text Box Tools tab to
change the formatting of the pull quote
text box.]
Full Case Study on ‘scuba rice’ can be found
at:http://www.dfid.gov.uk/Media-Room/Case-
Studies/2010/Sowing-the-seeds-of-scuba-rice/
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
http://www.dfid.gov.uk/Media-Room/Case-Studies/2009/Bangladeshs-women-learn-the-art-of-flood-survival/
http://collections.europarchive.org/tna/20100423085705/http://www.dfid.gov.uk/Media-Room/Case-
Studies/2009/Bangladeshs-Disappearing-Lands-programme/
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
http://collections.europarchive.org/tna/20100423085705/http://www.dfid.gov.uk/Media-Room/Case-
Studies/2009/New-lives-for-Bangladeshs-flood-victims/
http://collections.europarchive.org/tna/20100423085705/http://www.dfid.gov.uk/Media-Room/Case-
Studies/2007/Escaping-flood-waters-in-Bangladesh/
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Evaluating the work DfID is funding and supporting in cyclone prone areas
TASK 15: Using your DfID research notes record precise evidence of successes and failures in the table provided
below.
SUCCESSES SHORT TERM < 1 yr LONG TERM
Local
Regional
National
International
FAILURES SHORT TERM < 1 yr LONG TERM Local
Regional
National
International
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
TASK 16: Comment on the usefulness of the DfID website (6 Marks) (i.e. consider how informative it is, was it easy to
use? does it provide information in an accessible manner etc and ensure you refer to evidence from the website i.e.
show you used it!)
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TASK 17: What view or opinion on development does the DfID website portray? (8 Marks) Ensure you fully justify
your answer and use evidence from the website!
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) TASK 18: Evaluate the effectiveness of aid projects funded by DfID in reducing cyclone impacts and reducing poverty in Bangladesh (15) ________________________________________________________________________________________________
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) TASK 19: Comment on the relative success of aid projects funded by DfID in reducing cyclone impacts and reducing poverty in Bangladesh (15) ________________________________________________________________________________________________
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) TASK 20: Dfid has identified four challenges in Bangladesh (pg 8 AIB), in light of these challenges and further
research you may have undertaken, assess why a reduction in poverty and vulnerability to disasters/climate
change may be difficult to achieve in Bangladesh I15)
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Linking relief, rehabilitation and development to enhance community resilience
Increasingly international agencies are moving away from providing humanitarian relief (short term emergency relief)
to funding development. There is a general consensus that is you have a disaster, you are likely to experience again.
Therefore development aid must not restore (bouncing back to the same level of development prior to hazard) but
should improve and adapt and mitigate to possibility of future impacts from similar hazard (known as bouncing
forward i.e. enhancing level of development). The theory behind funding development rather humanitarian relief
states that during floods Bangladesh induced by river or coastal flooding or cyclones Bangladesh can not carry out
business due to damaged infrastructure. Humanitarian relief may provide those who are in hunger food but food aid
can destroy local markets and does not ultimately repair infrastructure for country to get back on its feet. Whereas
better linear development i.e. educating on land use planning, flood survival and scuba rice, can reduce the need for
emergency relief, which can contribute to development along continuum. Furthermore this linear development can
facilitate better rehabilitation which results in a quick transition from disaster to normality.
Source: Progress in Development 1: Aid and Disaster Richard Kotter @ GA Conference 2011 Guildford
TASK 21: To what extent have DfID funded projects created linear development in Bangladesh?
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Changing Responses to Cyclones in Bangladesh
TASK 22: Re-read Item 3 – Some observations on changing responses to cyclones in Bangladesh (2009) (questions below adapted from Natural Hazards 2010 – 2011 Topic Eye A Level Geography Cross Academie Limited 2009)
TASK 23: Using Item 3 and other research you have completed how has the loss of life from cyclones been reduced in Bangladesh (8 Marks) ________________________________________________________________________________________________
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TASK 24: Why has the loss of housing and farmland not been reduced at the same time? (8 Marks) ________________________________________________________________________________________________
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) TASK 25: Using Item 3 and other research you have completed why may ‘keeping future death tolls low is likely to get a lot harder’? (8) ________________________________________________________________________________________________
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TASK 26: Using Item 3 and your own research record examples of appropriate technology and hard engineering responses implemented in Bangladesh.
Appropriate Technology Responses Hard Engineering Responses
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Article taken from: Topic Eye A Level Geography: Managing Coasts 2010 – 2011 pages 14 – 16 (Cross Academe)
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Mangrove Forests and Protection from Cyclone Surges
TASK 27: Re-read Item 7 – Mangrove forests and protection from cyclone surges
TASK 28: Describe how mangroves reduce the impact of coastal erosion, storm surges and tsunamis.
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TASK 29: Why may the mangrove forests in Bangladesh ‘may come under threat of removal’?
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) TASK 30: Comment on whether mangrove conservation is a viable solution to reduce impacts of cyclones in Bangladesh (15 Marks) ________________________________________________________________________________________________
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Reducing the Development Gap in Hazard Prone Areas
TASK 31: To what extent can international agencies lift people out of extreme poverty and reduce vulnerability to effects of climate change? (15 Marks) Refer to back to Bangladesh: A Hazard Hotspot written by John Smith and AIB material
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) TASK 32: The international community is often distressed by disasters in countries like Bangladesh. Is it better to
respond by providing aid, by encouraging trade or by controlling the output of carbon dioxide and other pollutants?
(15 Marks) (Question taken from Natural Hazards 2010 – 2011 Topic Eye A Level Geography Cross Academie Limited 2009)
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GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Have you understood all the terminology used in the AIB? TASK 33: Re-read the AIB record any words or terms you do not understand in the table below and look up their
definition.
Term Definition
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Advice from the Chief Examiner
The GEO4B will test knowledge and understanding of human and physical geography and many of their different
aspects; it will consider the synoptic links between the different topics; it will test application of fieldwork skills and
the candidates’ research abilities; and they will expect all the candidates’ understanding to be applied to real places.
The GEO4B makes special demands on your geographical knowledge, understanding and skills. This A to Z is designed
to help you:
Use the Advance Information Booklet (AIB) effectively
Understand the nature of the assessment
Produce good answers in the Exam
Analysis of data
Analysis means to identify values, relationships and patterns in the data and identify links between sets of data. You
have to show that you can use statistical techniques to show the significance of observed relationships.
Before you answer question 1, maximise your potential mark by:
• Read all the questions first to allow you to prioritise.
• Plan your timing so that you attempt every question,
Search for cause
The AIB will provide information that may show geographical facts and, separately, what has caused them but not
how or why they are linked. This allows the examiner to ask you to identify and discuss the causes. Predicting these
questions is an important part of exam preparation.
Using data
Your answers will require response to data from the AIB and possibly from additional resources in the exam paper.
Good students also use data to support their argument and justify decisions in answers.
Evaluation techniques
Evaluation assesses the worth or strength of information and can be applied to your own answers and to the other
information in the AIB. It is an advanced skill, well worth practising.
Fieldwork
Your ability to plan hypothetical fieldwork that would extend a study could be assessed in the exam. Review fieldwork
methods in your preparation.
Geographical focus in answers
Geography studies spatial characteristics of places. In your answers, refer to places, using examples to support your
statements.
Holistic assessment objective
Unit 4B has a synoptic or holistic focus. That means examiners will expect you to use ideas, concepts and skills learned
from the whole of your two-year course. Be prepared by at least looking through the relevant sections of your Yr 12
notes during your revision programme.
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
Issue identification
Check the AIB carefully and list all the issues you recognise. To help organise them, you could classify them into social,
economic, demographic and environmental.
Justification in your exam answers
Sometimes known as evidential style, justification simply means providing factual evidence or examples for the
statements you make. (Many scripts use minimal justification, to their cost.)
Key words in exam questions
The most common key command words are: describe, explain, outline, compare, contrast, evaluate, justify, discuss,
suggest. Practise using them when revising. Start your exam by underlining them, and stick to them throughout your
answers.
Looking for links
Producing a linkage diagram or ‘mind map’ of the information in the AIB is a good way to familiarise yourself with the
resources and where you will need to research missing links.
Map Skills
As a good geographer you must be able to:
• draw maps that are fit for purpose
• use maps accurately to gather information
• evaluate the limitations of maps.
(In the exam this could include Ordnance Survey maps.)
New information
The AIB is provided before the exam, so you have time to extend your knowledge of relevant current issues. Listen to
the news and search the internet and be willing to introduce new information into your answers.
Options
Issues questions may require you to consider management options and justification your chosen option. A simple
option classification could be:
• do nothing (let nature take its course)
• protect the existing situation
• sacrifice aspects of the existing situation to create a new, more stable situation
• create a new situation that resolves key issues.
Data Presentation Skills
Know the different qualities of the range of numerical, graphical and mapped data presentation methods. Be able to
recommend an appropriate one in an exam answer.
Questionnaire
If you decide to recommend a questionnaire in extension fieldwork you must go into more detail about the ‘who,
what, when, where and how’ of the sample you would intend to use.
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) Reliability of data
You may be expected to consider the potential reliability of data provided. Consider the interests of the organisation
who produced it, the size of their sample in the survey, the date of the data and, possibly, the freedom of information
in that location.
Sustainability Management
UK Government policy promotes sustainability options in issue management, and exam questions may expect you to
consider and evaluate these.
Geographical Terminology
Examiners identify and reward the use of correct, appropriate and extensive use of geographical terms in exam
answers. Get used to using them in your exam preparation.
Showing your understanding
You will see ‘knowledge’ and ‘understanding’ separated in mark schemes. You show your critical understanding when
you apply your knowledge to new situations. Many students miss out on easy marks by not focusing on showing
understanding in their answers.
Viewpoints
Issues always involve opposing groups with different viewpoints, objectives and measures of success. You may be
expected to recognise and balance opposing viewpoints in an unbiased way and justify your own viewpoint.
Winners and losers
All ‘real-world’ issue management has winners and losers. As you investigate the issues in the AIB, build up your
awareness of winners and losers, with a knowledge of the clear reasons for these outcomes.
Adding the X-Factor to your answers
What makes your exam script stand out from the rest?
• using facts from real, named examples
• using maps and diagrams – with relevant annotation
• focusing exactly on the question throughout your answer
• providing that element of flair, or insight, and giving something which others may not give
Year
Examiners get used to seeing old case studies year after year. Research this year’s current events to add to your
answer and stand out from the crowd.
Being Zonal in your answers
Geography is about location, areas, regions, and zones. Be aware of and use zonal character (key distinguishing
features and characteristics) in your analysis of located issues.
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011) GEO4B – Advice and Hints from the Examiner
Information taken from: AQA (2008) GCE Geography Focus on A2, Presentation Notes (pg 20 -22)
What sort of preparation should be done?
Read and re-read the booklet to become absolutely familiar with the content and layout – know what is there and
where it is. Perhaps even produce a short summary of each page.
Look up the meaning of any unfamiliar words and phrases.
Use an atlas/other sources to ensure a working knowledge of the geographical area under consideration.
List the concepts, theories, processes etc which are referred to in the AIB – do you understand them all?
Data Manipulation
You should also think about ways of manipulating data; looking at proportions, percentage changes etc (has
anything doubled, tripled/halved?)
However, you must be aware of ‘data waffle’ describing masses of data rather than utilising it.
The key as always is to look for trends, choose selective data to illustrate the point (but not too many pieces of
data) and identify any anomalies that may be apparent.
Use of OS Maps
Ensure you have sharpened up your map skills – it is always surprising how many have forgotten how to give a
simple four figure grid reference.
You should be encouraged to be specific in your use of maps and should be able to give both 4 and 6 grid figure
grid references, measure distances accurately, estimate areas, use direction and refer to relevant place names and
human/physical features. (But again, beware of doing too much …)
Should you try to second – guess the questions?
You will always try to do this, but there is an obvious pitfall. You may then find it difficult to answer a ‘different’
set of questions in the examination.
However, it can be helpful to consider some of the questions/issue that might arise.
Use of the Internet
This can be very useful from the point of view of researching relevant material and getting a ‘feel’ for the topic and
location.
In some cases, the AIB itself acknowledges various internet sites and these are well worth looking into. You may
even be directed to certain websites.
However, you should be careful that you are not drawn into extensive research of complex sites which may have
marginal relevance or may provide biased points of views.
GEO4B June 2011 – Reducing the Development Gap in Hazard Prone Areas (SG KSP April 2011)
The Best Answers …
Demonstrate an intimate knowledge of the AIB
Make reference to different items within the AIB and bring them together in an interesting and relevant manner.
Show good insight into any data provided and utilise it well.
Demonstrate knowledge and understanding of previous study.
Look at the issue in terms of time scales – short Vs long term.
Connections within and between scales
Balance different points of views.
The Poorest Answers …
Are often brief and unstructured
Contain large amounts of material/data that is simply copied from the AIB or perhaps has only minor changes to
the original wording.
Demonstrate little familiarity with the AIB and little evidence of geographical thinking.
Miss the sense of place.
Coming to a decision in an issue evaluation exercise
In the context of an issue evaluation exercise, you may or may not have to come to a decision, but you will
certainly have to undertake some evaluation.
Remember that there is not usually a ‘right answer’ – it is how well you can support your arguments that is the key
factor.
Note if you are asked to make a choice, it is important that you explain why have rejected other options rather
than concentrating solely on the merits of your chosen option.
