GCSE Physical Geography Revision Session

1. GCSE Physical Geography Revision Session Easter 2016 Getting it so right for the examination Restless Earth & Water on the Land: Flooding

2. Plan for the morning 10.00 Arrive – General introduction + Restless Earth 10.55 Break 11.05 End break – Water on the Land 11.55 End

3. 1. Introduction: What are examinations 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 actually designed to do a task – which is..? (tell the person next to you…)

4. they………………….….... allow you to demonstrate what you understand and what you know about Geography To give yourself the best chance to do this to the best of your ability, you must: PLAN your revision and PLANyour time PRACTISEexam questions and PREPARE your exam technique ...

5. 2. The aims of today’s session: • 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 a section of Water on the Land - the Flooding part, including case studies. • F) Discuss some top revision tips and revision resources. • The session is NOT about • Attending today and thinking my revision has been done. • Thinking you will get the answers to the questions today. • Relying on me/us to do all the planning, practise and preparation for you.

6. Structure of the Unit 1 (Physical) exam Exam Structure: 1 hr 30 mins = total of 90 mins 75 marks in total Tell the person next to you how long to spend on the 8 mark questions…….. You answer 3 sections - one from Section A and one from Section B plus a free choice of one other. You answer the questions on the TOPICS YOU HAVE STUDIED – tell the same person as fast as you can the 3 CORRECT topics

7. Structure of the Unit 1 (Physical) exam • Unit 1 is divided into two sections (A and B) and seven topics: • Section A • The Restless Earth • Rocks, Resources and Scenery • Challenge of Weather and Climate • The Living World • Section B • Water on the Land • Ice on the Land • The Coastal Zone Tuesday 24th May

8. Command Words – DO WHAT THEY TELL YOU TO DO Correct responses to command words: • Describe...paint a picture using words, say what something is like. • What is meant by…give the meaning of a definition or concept. • Compare....the similarities and differences. • Comment on…give your opinion, or state what the evidence shows. • Using only…will refer to a figure (diagram, sketch, table of data, map extract or photo). • Why, explain, suggest reasons...give reasons. • Contrast....the differences.

9. Longer 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 key geographical words. ...you have structured your answer well and linked some of your ideas together.

10. 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.

11. Consider this question & the answer.... Use a case study to describe the 2 responses to a tsunami (8 marks). Now you mark both of the efforts on the back sheet of your booklet. ‘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’.

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

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

14. Level 3 (Detailed) 8–9 marks • Fully developed statements. • Will have a clear structure – likely to be determined by time scale • Detailed understanding, supported by relevant evidence and exemplars • Well organised, demonstrating detailed linkages and the inter-relationships between factors • Range of ideas in a logical form; uses a range of specialist terms where appropriate • Well structured response with effective use of sentences. Few spelling, punctuation and grammatical errors.

15. D) The Living World: Revision Overview The Restless Earth: Topic Recap

16. What you need to know... • The structure of the interior of the earth. • How plate tectonics work. • The three types of plate boundaries, named examples and how they work.

17. Relationship of Tectonic Activity to Plate Margins

18. A key website to get to grips withhow plate boundaries work.... • http://www.learner.org/interactives/dynamicearth/plate.html

19. Landforms Found at Plate Boundaries

20. Earthquakes

21. The Restless Earth Case Studies • You need to revise the following case studies for the exam: Fold Mountain Area - The ways in which the area is used: farming, HEP, mining, tourism and how people adapt to live in an upland environment. 1 Volcanic Eruption & 2 Earthquakes 2.1 Volcanic = primary and secondary causes, effects and responses. 2.2 LEDC Earthquake Vs MEDC Earthquake. Specific causes; primary and secondary effects; immediate and long term responses – the need to predict, protect and prepare. 2 Tsunami - The causes, effects and responses of a tsunami event. 3

22. Tsunamis • http://news.bbc.co.uk/1/hi/sci/tech/7533972.stm • http://www.bbc.co.uk/news/science-environment-12739417

23. 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’.

24. Water on the Land: Flooding Revision Overview

25. 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 People using the toilet to much Human Factors Deforestation Building on a flood plain Relief of land An ice cream shortage Heavy rainfall Snowmelt Prolonged Rainfall

26. Flooding Case Studies

27. Question of short term or long term? Effect or response? Responses Effects Food and drink centres set up in school gyms Education of children impacted People were evacuated Aid from international charities Stress – related illnesses Disease due to spreading water-borne diseases Roads and railways flooded More investment in had engineering 5,000 deaths Flooded fields reduced crop output severely Community groups set up to provide emotional support

28. Some 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.

29. Managing 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?

30. Helpful Websites www.geog.biz – Let’s look at the revision section of the Ballakermeen Geography site http://www.bbc.co.uk/schools/gcsebitesize/geography/ http://www.bbc.co.uk/learningzone/clips/topics/secondary.shtml#geography Unit 2 is on the 8th June btw