Year 11 Geography Easter Revision

Name: ____________

Class: _____________

Homework 1: Plate tectonics revision questions (2 pages)

Homework 1: Draw a diagram to show each type of plate boundary. Label each diagram with the movement of the plates, a description of what sort of tectonic activity you would expect here and an example of where this type of boundary can be found in the world. (9)

CONSTRUCTIVE

DESTRUCTIVE

CONSERVATIVE

1. What are the two types of tectonic plate? (2)

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2. Explain why tectonic plates are able to move (2)

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3. It is extremely rare for the UK to experience tectonic hazards. Why? (2)

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4. Label the names of the major tectonic plates (7)

5. Label the diagram of the structure of the earth with the name of each layer and what each layer is made of (8)

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Homework 2: Tectonic hazard (earthquake) case studies

Complete the case study cards for both the LEDC and MEDC example

LEDC TECTONIC HAZARD: HAITIVITAL STATS: LOCATION, DATE:

CAUSES:

IMPACTS:

RESPONSE/ MANAGEMENT

GOOD PLC! GO BACK AND FIND SPECIFIC PLACE INFORMATION!

PLC = DATES, NUMBERS, FACTS, STATISTICS, DETAIL ONLY RELEVANT TO THAT CASE STUDY

MEDC TECTONIC HAZARD: JapanVITAL STATS: LOCATION, DATE:

CAUSES:

IMPACTS:

RESPONSE/ MANAGEMENT

GOOD PLC! GO BACK AND FIND SPECIFIC PLACE INFORMATION!

PLC = DATES, NUMBERS, FACTS, STATISTICS, DETAIL ONLY RELEVANT TO THAT CASE STUDY

Homework 3: Four mark question practice! #development

Explain why the impact of tectonic hazards is usually worse in LEDCs (4)

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Give two reasons why people in LEDCs continue to live in areas which experience tectonic hazards. Develop your ideas (4)

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Suggest why there is usually less impact on people from volcanic eruptions than from earthquakes (4)

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/12 Good development You must develop your ideas in a 4 mark answer!

Homework 4: Case study: Tectonic hazard in an MEDC or LEDC

Name and locate the case study

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Explain the natural processes causing the hazard and describe its impact on people in the area. Include at least three developed ideas [9]

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Level Descriptor */TLevel 1 [1-3 marks] E/D

You don’t directly answer the question/you may not understand the command wordYou use lots of simple vague statementsYour work has SPG mistakesYou don’t use any key wordsYou don’t include any place specific detailYou don’t include any statistics

Level 2 [4-7 marks]C/B

Almost everything you write answers the question. You understand the command wordYou develop your statements by asking ‘so what?’You start to use sequencing to organise your ideas (the first reason is, the second reason is)You move away from vague statementsYour writing style is clear and you only have a few SPG mistakesYou begin to use geographical key wordsYou include some place specific detailYou begin to include some statistics

Level 3 [8-9 marks]A/A*

Everything you write directly answers the question. You understand the command wordYou constantly develop your statements by asking yourself probing questions such as ‘so what?’ and ‘such as?’You use sequencing to organise your ideas (the first reason is, the second reason is)You use many high-level geographical key words correctlyYou use lots of statistics to back up more general pointsYou include a wide variety of very detailed place specific informationYour writing style is very clear and you have very few SPG mistakes

Mark out of 9: Mark out of 3 (SPG):

Homework 5: Living with tectonic hazards

ENVIRONMENTAL IMPACTS ECONOMIC IMPACTS SOCIAL IMPACTSPRIMARY SECONDARY PRIMARY SECONDARY PRIMARY SECONDARY

MEDC TECTONIC EVENT: Japan, 2010

LEDC TECTONIC EVENT: HAITI, 2010

Homework 6: The formation of tropical storms

1. Draw an annotated diagram to show how a tropical storm forms (5)

2. Fill in the blanks to describe how a tropical storm forms (8)

Tropical storms form where the sea is ________ to a depth of at least 60m. Water starts to ________________and rise up quickly. This creates very ______pressure which sucks in air from the trade winds. The winds spiral and absorb more moisture from the ocean.

The __________(hot and wet) air forms thunderstorm clouds. As the moist air cools, it _____________and releases energy which makes the storm more intense. Cool air ____________ in the middle of the swirling storm, creating an area of calm, clear conditions called the __________ of the storm. The storm is steered by _________________ which blow the storm across the ocean.

Evaporate condenses 27o humid

Low light winds sinks eye

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Homework 7: Living with tropical storms

Choose four strategies for managing tropical storms and describe them in the boxes below (8).

Explain why the impact of tropical storms is usually worse in LEDCs (4)

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Give two reasons why people in LEDCs continue to live in areas which experience tropical storms. Develop your ideas (4)

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/16 Good development You must develop your ideas in a 4 mark answer

Homework 8: Tropical storm case studies

Complete the case study cards for both the LEDC and MEDC example

LEDC CLIMATIC HAZARD: CYCLONE NARGISVITAL STATS: COUNTRY, LOCATION, DATE:

CAUSES:

IMPACTS:

RESPONSE/ MANAGEMENT

GOOD PLC! GO BACK AND FIND SPECIFIC PLACE INFORMATION!

PLC = DATES, NUMBERS, FACTS, STATISTICS, DETAIL ONLY RELEVANT TO THAT CASE STUDY

MEDC CLIMATIC HAZARD: HURRICANE KATRINAVITAL STATS: COUNTRY, LOCATION, DATE:

CAUSES:

IMPACTS:

RESPONSE/ MANAGEMENT

GOOD PLC! GO BACK AND FIND SPECIFIC PLACE INFORMATION!

PLC = DATES, NUMBERS, FACTS, STATISTICS, DETAIL ONLY RELEVANT TO THAT CASE STUDY

Homework 9: Case study: Climatic hazard in an MEDC or LEDC

Name and locate the case study

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Explain the natural processes causing the hazard and describe its impact on people in the area. Include at least three developed ideas [9]

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KSA SCORE:

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Level Descriptor */TLevel 1 [1-3 marks] E/D

You don’t directly answer the question/you may not understand the command wordYou use lots of simple vague statementsYour work has SPG mistakesYou don’t use any key wordsYou don’t include any place specific detailYou don’t include any statistics

Level 2 [4-7 marks]C/B

Almost everything you write answers the question. You understand the command wordYou develop your statements by asking ‘so what?’You start to use sequencing to organise your ideas (the first reason is, the second reason is)You move away from vague statementsYour writing style is clear and you only have a few SPG mistakesYou begin to use geographical key wordsYou include some place specific detailYou begin to include some statistics

Level 3 [8-9 marks]A/A*

Everything you write directly answers the question. You understand the command wordYou constantly develop your statements by asking yourself probing questions such as ‘so what?’ and ‘such as?’You use sequencing to organise your ideas (the first reason is, the second reason is)You use many high-level geographical key words correctlyYou use lots of statistics to back up more general pointsYou include a wide variety of very detailed place specific informationYour writing style is very clear and you have very few SPG mistakes

Mark out of 9: Mark out of 3 (SPG):

Homework 10: DME: how to deal with problems associated with drought

Use the information below to complete the table and consider the four options.

Option A: Fund a large afforestation programme

Facts to considera. Tree roots help to bind the soil together and prevent

wind and rain erosion. b. Afforestation doesn’t tackle the problem of

overgrazing. Unless seedlings are fenced off they will be eaten by goats and camels before they have a chance to grow.

c. Newly planted trees need water, which will be a problem in a drought stricken regions

Option B: Educating farmers about crop rotation

Facts to considera. Rotating crops means that farmers plant different crops on their fields at

different times of year. This puts a supply of varied nutrients into the soil and prevents soil erosion and desertification.

b. Planting leguminous plants like beans, dates and barley can greatly improve soil quality and fertility. They do this by taking nitrogen from the air and fixing it in the soil. Over time yields will increase.

c. Educating farmers about sustainable farming methods like crop rotation can empower them to make positive changes in their lives and provide food for their families.

Option C: Spraying land with petroleum

Facts to considera. Petroleum coats sand particles and seedlings to prevent moisture loss

and stop them being blown away. This can stop deserts spreading.b. Petroleum is toxic and can enter ecosystems, poisoning plants and

animalsc. Petroleum is sprayed from planes that are expensive to purchase and repair.

Option D: Provide farmers with grants to terrace their landFacts to consider

a. Terraces are steps built into the hillside. They prevent flash-floods from washing away topsoil and nutrients and creating gullies.

b. Terraces are cheap to build and can be constructed by farmers themselves with small grants from the government.

c. Terracing can increase yields in mountainous areas that are susceptible to desertification. Not all areas of the Malian Sahel are mountainous.

Which option do you think would be the best and why? Explain why it is the most sustainable option (4)

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Which option do you think would be the worst and why? Explain why it is not sustainable option (4)

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Success criteria: Tick or target?

I have completed the table accurately and in detailI have used information from the resource plus my own ideasI have included 4 clear points in each answer using developed statements