Skills revision

geog skillsrevision/ drills

• Maximise skills for Geog

• Get use to time pressure

objectives

To maximise this session for maximum results

• Keep to the time limit

• Don't just click through the slides. Learn from it

• Copy key points from demo for revision ref.

• Self mark and learn from your mistakes

note

WARNINGIt's not the quantitybut the QUALITYthat determines theeffective of each practice.

Last reminder

Last reminder

It starts from here:Having the right thoughts

Last reminder

It starts from here:Having the right thoughts

So that you can have the right destiny

1) Describing Features (20 mins)

When you describe features...

a) Be clear where you are describing > Top? Bottom? Sides? > If it is photograph taken from ground, use terms like (background, middle ground, foreground)b) Use appropriate terms: - Shape (flat? sharp?) - Size (if you are shown a satellite / aerial image) - Gradient (Steep gradient? Gentle Gradient?) - Surface (rough? smooth?) - What kind of materials? (Rocks? Sediments?)

Demo (i)pg (1)6 - qns (d) (2009)

(d)(i) Describe the shape and features of the delta shown on the satellite image. [4]features = special characteristics

Demo (i)pg (1)6 - qns (d) (2009)

(d)(i) Describe the shape and features of the delta shown on the satellite image. [4]

- Shape - Size - Gradient - Surface - What kind of materials?

features = special characteristics

Demo (i)pg (1)6 - qns (d) (2009)




Can”t tell from imageCan”t tell from image buthave content knowledge. USe as last resort

Can”t tell from image buthave content knowledge. USe as last resort

Demo (i)pg (1)6 - qns (d) (2009)





Demo (i)pg (1)6 - qns (d) (2009)





Triangular in shape[1]Edges are not smooth - a lot of small islands [1]

Demo (i)pg (1)6 - qns (d) (2009)






covers a large area [1]

Demo (i)pg (1)6 - qns (d) (2009)




Demo (i)pg (1)6 - qns (d) (2009)




Anything else special? : Contain many small lakes [1]

phrase it properly

Demo (i)pg (1)6 - qns (d) (2009)



covers a large area [1]Contain many small lakes [1]

Demo (i)pg (1)6 - qns (d) (2009)



The delta is triangular in shape.

Edges are not smooth - a lot of small islands [1]

Demo (i)pg (1)6 - qns (d) (2009)



The delta is triangular in shape.It's edges are not smooth as it has a lot

of small islands.

Demo (i)pg (1)6 - qns (d) (2009)


Contain many small lakes [1]


of small islands.

It covers over a large area.

Demo (i)pg (1)6 - qns (d) (2009)



of small islands.

It covers over a large area.

It contains many small lakes in the delta.

Finish it in 5-7 minutes

practiceDo (2)2 - qns (c)(i)

Time yourself at http://www.online-stopwatch.com/countdown-timer/

http://www.online-stopwatch.com/countdown-timer/


practice - mark yourself(2)2 - qns (c)(i)

(c)(i) Describe the natural features of the coast [4]



natural features = ignore man-made things in the photograph




background

middle-ground

fore-ground




background

middle-ground

fore-ground

• Background - cliffs. [1]• Cliff at left background has a gentler

gradient than cliff at centre background. [1]

• Sea cave in cliff at centre background. [1]

• Top of cliff at centre background has a gentle gradient. [1]

• Middle-ground and foreground - gentle-sloping beaches. [1]

• Larger materials on beach are closer to sea than smaller materials on beach. [1]

Any 4 points = 4 marks

End of Describing Features

2) Describing Trends (30 mins)

When you describe trends...

a) You are describing changes over time.- Generally, increase, decrease, no change?- Give eg. to support your general trend- Anomalies? (However, there are...)- Give eg. to support your anomalies

b) Tips- Don't forget to give the date and dataeg: Increase by 50 people from 1990 to 2000eg: Increase from 1990 ($100) to 2000 ($300)- Use adj to describe the changeseg: increase rapidly? slowly? fluctuating around / between?

Demo pg (3)3 - qns (a)(i)

(a)(i) Use Fig. 3A to describe the changes in food consumption in DCs and LDCs between 1965 and 2005

Note: Qns didn't ask us to compare.






beyond2005(notwhatqns

asked)





asked)


DC - Generally increase from 2900kcal/person/day in 1965 to 3400kcal/person/day in 2005. [1]




asked)



DC - increase is constant and always above recommended daily calorie intake [1]




asked)




LDC - Generally increase from 2000kcal/person/day in 1965 to 2300kcal/person/day in 2000. [1]




asked)





LDC - Increase was not constant - faster between 1975 to 1995 (increase by 500kcal/person/day) and slower between 1965 to 1975 and 1995 to 2005 (increase by about 100kcal/person/day) [1]




asked)





LDC - Increase was not constant - faster between 1975 to 1995 (increase by 500kcal/person/day) and slower between 1965 to 1975 and 1995 to 2005 (increase by about 100kcal/person/day) [1]LDC - reach recommended daily calorie intake level only in 2005. [1]

Finish it in 10 minutes

practiceDo (3)4 - qns (a)(ii)


Do (3)13 - qns (e)(i)



(a)(ii) Use Fig. 3A, describe how food consumption is expected to change between 2005 and 2025

practice (i) (3)4 - qns (a)(ii)







1965-2005 : Not what this qns is asking for






DC - Generally, a slow increase from 3400kcal/person/day in 2005 to 3500 kcal/person/day in 2025. [1]





DC - Generally, a slow increase from 3400kcal/person/day in 2005 to 3500 kcal/person/day in 2025. [1]LDC - Generally, increase from 2300kcal/person/day in 2005 to 2900 kcal/person/day in 2025. [1]





DC - Generally, a slow increase from 3400kcal/person/day in 2005 to 3500 kcal/person/day in 2025. [1]LDC - Generally, increase from 2300kcal/person/day in 2005 to 2900 kcal/person/day in 2025. [1]

LDC - Increase at the same speed as from 1995 to 2005. [1]

(e)(i) Describe the trends shown in area used to grow genetically modified crops.

practice (ii) (3)20 - qns (e)(i)












No clear grouping (DCs and LDCs) or base on region (Asia, North America etc.) = describe individually





No clear grouping (DCs and LDCs) or base on region (Asia, North America etc.) = describe individuallyquestion asked for trendS = more than one trend. 1 country's trend = 1 mark






Generally - all countries increase but at varying speed. [1]




US - Increase significantly/almost doubled from 30 million hectares in 2000 to 54 million hectares in 2006. [1]











Argentina - Increase from 10 million hectares in 2000 to 18 million hectares in 2006. [1]









Brazil - Increase from 3.5 million hectares in 2000 to 11.5 million hectares in 2006. [1]Decrease by 3.5 million hectares from 2002 to 2003. [1]





















Canada - slow increase from 2.5 million hectares in 2000 to 6.5 million hectares in 2006. [1]









India - slow increase from 0.5 million hectares in 2000 to 4 million hectares in 2006. [1]Slight dip by 0.5million between 2004 to 2005. [1]







India - slow increase from 0.5 million hectares in 2000 to 4 million hectares in 2006. [1]Slight dip by 0.5million between 2004 to 2005. [1]

China - Increasing at an increasing rate from 2002 to 2006, from 0 to 4 million hectares. [1]

3) Comparing (30 mins)

When you compare...a) Be clear about what you are comparing.Eg: Are you suppose to compare changes? A specific year?

b) Tips- Use comparative adjective as far as possible. (Higher, faster)- If unable to, use conjunctions (Also, similarly, however)- Unlike SS, there is no need for comparative criteria here.- one comparison = 1 mark. - Try to compare EXTREMES and things that contradict the general pattern- As far as possible, provide at least 1 similarity and 1 difference- ALWAYS CITE EVIDENCE

(a) Compare the level of development in countries shown in Fig. 8A.

Demo pg (4)21 - qns 8(a)





Note: Qns didn't ask us to compare individual indicators. So focus on comparing development.




DCs




DCs

LDCs




DCs

LDCs

Diff - Extremes - Compare a DC with LDC




DCs

LDCs


Similar- Compare within DCs




DCs

LDCs



Similar- Compare within LDCs




DCs

LDCs




Diff - But show how figures differ despite having similar level of development



Diff - Extremes - Compare a DC with LDC - Israel is more developed than Ethopia, has Israel has a higher adult literacy rate (99% vs 57%), access to safe water (100% vs 22%) and doctors per 100 000 people (391 vs 3)Similar- Compare within DCs

















DCs







DCs

LDCs






Diff - Extremes - Compare a DC with LDC - Israel is more developed than Ethopia, has Israel has a higher adult literacy rate (99% vs 57%), access to safe water (100% vs 22%) and doctors per 100 000 people (391 vs 3)Similar- Compare within DCs - Israel has about the same level of development as the Netherlands, as they both have similar adult literacy rate (difference of 1%), access to safe water (both 100%) and doctors per 100 000 people (difference of 62)

















DCs







DCs

LDCs







Similar- Compare within LDCs - Both Cambodia and Nepal have similar level of development,
















DCs







DCs

LDCs








Diff - But show how figures differ despite having similar level of development - as Cambodia has higher literacy rate (80%) than Nepal (63%) and more doctors per 100 000 people (16 vs 5), but has a lot lesser access to safe water than Nepal (34% vs 84%)















DCs







DCs

LDCs




Finish it in 10 minutes

practiceDo (4)23 qns (e)(i)Add in question (f):

Compare the population structure of Japan and Uganda. [3]




Demo (4)23 Qns (e)(i)

Japan

(e)(i) Complete the table below Using Fig. 8C.

Uganda

% 0-14 years of age

% 15-64 years of age

% over 65 years of age

14

48

Demo (4)23 Qns (e)(i)

Japan

(e)(i) Complete the table below Using Fig. 8C.

Uganda

% 0-14 years of age



14

4850 2

44 22

Demo (4)23 Qns (f)*added in

Japan

(e)(i) Compare the population structure of Japan and Uganda. [3]

Uganda

% 0-14 years of age



144850 2

44 22

0-14 years old - Uganda has a higher percentage of its population that is between 0-14 years old of age (50%) as compared to Japan (14%) [1]

15-64 years old - Uganda has a slightly higher/ almost the same percentage of its population that is between 15-64 years old of age (48%) as compared to Japan (44%) [1]

over 65 years old - Uganda has a lower percentage of its population that is over 65 years old of age (2%) as compared to Japan (22%) [1]

Skills doneDescribing FeaturesDescribing TrendsComparison

More Practice

Pg (3)16, Qns (d) Development 2012 - refer to previous describing distribution qns for hintsPg (2012)7-8, Qns (b) Coast 2012Pg (4)16-17, Qns (c) Development 2010Pg (3)13-14, Qns (a) Food 2010Pg (3)10, Qns (b) Food 2009Pg (4)19, Qns (e) Development 2010Pg (2012)3-4, Qns (c) Rivers 2012Pg (2012)12-13, Qns (d) Food 2012Pg (2012)16, Qns (b) Food 2012Pg (2012)17, Qns (e), Food 2012

Spend not more than 5 mins in each qnsDo in this order

Education

Skills revision