Arete and pyramidal peak

Aretes and pyramidal peaks are important features of glacial erosion. Make sure you know how they are formed adn can draw a diagram to show this. If you don't read this note and check out scalloway revision for diagrams.

Aretes form when 2 corries meet and erode back to back on a mountain. When this happens a a very steep narrow piece of land is all that is left between the corries. This piece of land is called a ridge and when it is in between two corries it is called an arête. Look at the photo of the arête and make sure you can see the two corries back to back and the sharp piece of land in between.

It is not too difficult to imagine what would happen if another corrie formed on another part of the mountain. The mountain would be worn away on at least three sides, and only a large peak shaped like a pyramid would be left. This is called a pyramidal peak.

Corrie

Corrie Formation

Corries form when snow gathers in a small hole or hollow in the ground high up on a mountain. The snow does not melt but gets thicker and thicker each year and after hundreds of years it turns to ice. This is a glacier. The glacier will become too big for the hollow and will start to move down the hill. When this happens, it sticks to the back of the hollow and plucking takes place. This makes the back of the hollow very steep.

The rocks under the ice wear away the rocks on the bottom of the hollow. This is abrasion. This means that the hollow becomes deeper. When the ice melts, a very deep hollow with three steep sides is left.

Sometimes the hollow fills with water and makes a lake. This deep hollow is called a corrie, and the lake is called a tarn.

Formation of a corrie - simplified (you will need diagrams to accompany this note)

1. Snow gathers in a hollow and does not melt. This is the start of a glacier.
3. At the back of the hollow the ice sticks to the rocks and plucking occurs.
2. The glacier gets too big for the hollow and starts to move down the mountain.
4. At the bottom of the hollow the rocks in the ice rub against the rocks in the hollow. This is abrasion.
5. When the ice melts, a deep hollow called a corrie is left behind. It often fills with water and a tarn is made.

http://www.scalloway.org.uk/phyl13.htm - has good diagrams to show what a corrie looks like.

Type corrie into google images to see actual pictures.

Processes of Erosion

How ice erodes
Remember, ice erodes by:
Plucking - glacier ice freezes into cracks in rocks and when the glacier moves it pulls out chunks to leave a jagged surface
Abrasion - rocks stuck in the ice grind away the bedrock under the glacier
Freeze Thaw - water in cracks in the rock freezes and expands forcing open the gap. When the ice melts more water can get into the crack and freeze again. After many cycles of freezing and thawing lumps of rock are broken off the surface.

You must be able to dsecribe these processes in the credit exam eg do not simply say that corries are formed by plucking and abrasion - tell me what the processes actually do!

Glaciation Revision

Glaciation can be a difficult topic to remember . Check your revision checklists and use traffic lights to work out where you are struggling.
Remember you need to be able to draw diagrams for all the features we have covered so far.
*Corrie
*U-Shaped Valley
*Pyramidal Peak
* Arete
*Drumlin

You also need to know about the processes of erosion and be able to describe each process (Plucking, Abrasion, Freeze/Thaw)

You must be able to descrieb landuse and potential conflicts and should also be able to identify the featurse from a map.

There are some notes on this site and some links to other websites to help with revision of this topic.

Street Patterns

http://designnotes.info/?p=1242

Go to this website to see more street patterns - Great to help you understand what the grid iron pattern we talked about in class really looks like.

Learning Intentions

Here are the Learning Intentions for the Settlement topic. These allow you to understand what we will be looking at in class, and also to keep track of your progress.

Learning Intentions – Settlement

What you will learn:

· Introduction to Settlement.
· What are the different types of settlement?

Settlement Hierarchy
· What is settlement hierarchy?

Settlement Function
· What are the main settlement functions?
· How to identify settlement function from a map
· How to identify and explain settlement distribution from a map

Sphere of influence
· What is sphere of influence?
· How can sphere of influence be identified?

Landuse
· What are the different types of landuse?
· What features do different zones have?
· How can the different zones be identified on a map?

Site and Situation
· How does a settlement grow?

Urban Decay
· What is urban decay?

Housing
· What were the housing problems in Glasgow?
· What redevelopment took place?
· What were the solutions to Glasgow’s housing problems?
· What were council estates?
· What were the problems with council estates?
· Were high rise flats a successful alternative?
· What were new towns?
· What happened during tenement renovation?
· Was tenement renovation a success?

Traffic Congestion
· What is traffic congestion?
· What problems does it cause?
· What are the solutions to traffic congestion?

Out of town shopping
· What are out of town shopping centres?
· Why are they so popular?
· What effect do they have on the CBD?

· Urban Regeneration

What is Urban Regeneration?
· What regeneration projects are happening in Glasgow?

Urban Sprawl
· What is Urban Sprawl?
· What problems does it cause?
· What can be done to prevent the problems?

Settlement Introduction

Our new topic is Settlement - we will be starting this topic on Thursday and you will need to bring your booklets with you. I will be posting answers, links and information on this site so try and check often.

Supported Study Timetable!

Geography Supported Study

Tuesday is supported study day – 3:30-4:30 if you need help with any topic come along!

Tuesday 27th – Glaciation Mapping and landuse (after school)

Wednesday 28th – Landuse on a map (after school)

Thursday 29th – Weather (lunchtime)

Tuesday 3rd – Industry (after school)

Wednesday 4th – Enquiry Skills (after school)

Thursday 5th – Trade and Aid/Revision (lunchtime)


Thursday 5th AFTER SCHOOL – Prelim again – this prelim will take 2 hours to complete – you can either complete it all after school today, or stay an hour and a half and finish at lunchtime tomorrow. It must be finished before the February break.

You should start studying now – I will be working on these topics but if you need help with anything else let me know.

Turkey - Germany Case Study

Turkey – Germany – Migration Case Study

This is the mystery we were looking at on Monday in class. These notes are important, so print off a copy if you missesd it.

Background
Many people move from Turkey to other countries to improve their standard of living.
Since 1945 most have migrated to other European countries – Germany has been very popular.
Originally Turkish workers were welcomed to Germany – they were gastarbeiters (guest workers) who migrated there for work on a temporary basis. The migrants however in 1973 foreign workers were banned from entering Germany, mostly male, were allowed to work in Germany for a period of one or two years before returning to the home country in order to make room for other migrants. Many migrants did return, after having built up savings for their return. However, many migrants decided not to return to their home countries and were joined in Germany by their families. As they started to settle down and form new ethnic minority communities, the government and others in society largely ignored the migrants. This led to educational, religious and social segregation of the migrants in Germany.

Why Germany?
WW2 left Germany with very few people of working age, there was much rebuilding to be done and to encourage people to come and work in the country Germany set up recruitment offices in Turkish cities offering good jobs, with good money.

Effect of this migration on Turkey
People left the countryside – less pressure on land – farms grew bigger and more profitable.
Young people left – fewer children born
Unemployment was reduced
Migrants sent money back to their families
When migrants returned they brought new ideas and skills
However:
Turkey lost its most able and educated people
The countryside had very few young people so conditions could not improve
Families were broken up
There were not enough people to defend Turkish borders and fight in the army

Effects on Germany
Germany welcomed the migrants – they took low paid, dirty jobs and worked long hours
However:
There were not enough houses
Language barriers caused problems
Racial tensions broke out
In the 70/80s Germany was hit by the recession and many Turks lost their jobs, racial tensions increased further between unemployed Germans and those Turkish migrants that were still employed.

Returning to Turkey
Some returned as soon as they had enough money to improve their lives
Many stayed in Germany they like it! So Germany began to offer grants to encourage people to leave (although few have taken up the offer)

Birth Rates/ Death Rates Note

• Population
  Why do countries have a High Birth Rate:
  1. People have more children because there is a high infant mortality rate.
  2. People have children to help them with work, support family.
  3. Religious reasons (Catholic)
  4. Contraception – Access to contraception, education and awareness.
  
  Why do countries have a Low Birth Rate:
  1. Money – Children are expensive.
  2. Good jobs, careers and university – people do not have ‘time’
  3. Contraception – education and access
  4. Later marriages
  
  Why do countries have High Death Rates:
  1. Aids – no cure, lack education and illiteracy make it common
  2. Malaria – again lack education and illiteracy make it common
  3. Lack health care
  4. Drought/Famine
  5. War
  6. Difficult lifestyle – poor diet and housing
  7. Poor Sanitation
  
  Why do countries have a Low Death Rate:
  1. Healthcare – NHS is free!
  2. clean water
  3. Education
  4. Variety of food – good diet
  5. Houses – clean, dry
  6. Immunisation
  7. Good income – easier lifestyles in many ways – less physical.

Population 1996 General - Model Answer

Population 1996 General – Model Answer

Q7 (a)
Higher Life Expectancy
Developed countries have higher life expectancy than developing countries. This is due to access to health care being better in developed countries; therefore people are less likely to die from treatable disease. Vaccinations are also given to young children in developed countries – which help prevent disease like measles, which kills many people in the developing countries. Sanitation is also better in developed countries, people have access to clean water, this does not happen in many developing countries which cause people to become ill and die at a younger age, lowering life expectancy.

Literacy Rate
Developed countries have higher literacy rates than developing countries. This is due to the fact that many developed countries provide free education to children, allowing children to attend school and learn to read and write. In developing countries many children are unable to go to school as they cannot afford it. Parents may also be reluctant to send their children to school in developing countries as the children are needed to work and support the family instead; this leads to lower literacy rates in developing countries.

(b)
Population growth is a good indicator of development as a high level of population growth would be likely to indicate a developing country. This is due to the population growing quickly as people have little access to contraception, or lack of education about contraception. High levels of population growth also indicate a country is developing as they indicate a high infant mortality rate, as many people have larger families due to the likelihood that many will not survive.
In a developed country the population growth will be low as people will be educated about contraception and will choose to have smaller families. People in developed countries will also marry later, having less children and reducing population growth.


Q8 – Model Answer 1996
The majority of people in Botswana live along the East coast. This is the most hospitable part of the country with plenty rainfall to allow people to grow crops. There is also a high population density in the NE of the country where many natural resources are found (diamonds, copper) and people live here due to the amount of jobs available from this industry. The South West of Botswana has a low population density, this is because there is very little rain here (less than 400 mm) which makes it difficult for people to grow crops and survive. A large amount of this land is also a national park, which will restrict building and the number of people who live here. The NW of the country also has a low population density due to the fact that much of the land is marsh, which would be difficult to build and farm on.

2007 credit model answer

Population 2007 Credit – Model Answer

The highest population density in North America is on the East Coast. This is due to large industrial areas and cities being found here, e.g. Philadelphia and New York. There are also several large coal fields and power stations where people will come to work. The land here is also flat and easy to build on, with high levels of annual rainfall (over 500mm) making it easy to grow crops. The North West of the country has a low population density, perhaps due to the land here being steep with much lying in the Rocky mountains, this will make the area very difficult to farm and build on and will also create access problems, which will discourage people from living here. A small area in the south west of the country appears to be desert (with under 250 mm of rainfall) this part of the country has a low population density (under 10 persons per sq km) probably due to the fact that it would be very difficult to farm and grow crops here. This area is again in the Rocky Mountains so will be difficult to build on as the land is very steep.

1997 credit model answer

Credit 1997
Population Pyramids
(a) Japan has few people in the very young age groups whereas Bangladesh has a lot of people in the age groups of 0-0. There are more people in the 20-60 age group in Japan than in Bangladesh. Bangladesh has fewer people living beyond 70 than Japan; this means life expectancy is higher in Japan than in Bangladesh.
(b) Japan has better medical facilities and is offering family planning to try to reduce the birth rate, as the pyramid shows the decline in birth rate. Better nutrition and less disease will also mean people living in Japan are less likely to die at a young age than people in Bangladesh. Bangladesh has a high birth rate but less than half the population live to be 20. This is because people become malnourished and catch disease. The country also has poor sanitation and people who do become ill are often unable to afford medical care.

2000 - credit model answer

Credit 2000
Population Distribution
The most densely populated are in Peru is around the capital Lima where many people will live and work. Other densely populated areas (with 51-100 people per km) are around the countries natural resources and industries since this is where many jobs will be found e.g. the copper and industrial sites in the north and the area around Lima containing copper. Very few people live in the rainforest area in the North of the country and on the mountain peaks where building is difficult, access is poor and living conditions are harsh.

Model Answer 2008 credit

2008 – POPULATION Credit Model Answer


Question 6 – part a
The population structures of Australia and Malawi are very different because Australia is an EMDC and Malawi an ELDC. Malawi has a high birth rate, shown in the wide base. This is due to lack of contraception and education about contraception so people are forced to have larger families. People may also make the decision to have a larger family as the country has a high infant mortality rate, and therefore having several children will ensure that some will survive. In Malawi children are often viewed as economic assets, and are needed to help parents by working and providing money, therefore people will have more children to earn more money and so the birth rate is high.
Malawi also has a high death rate, shown in the tapering off of the pyramid from the age of 50. People in Malawi die young due to lack of proper sanitation; they often contract disease which for which they cannot afford treatment. People in Malawi live a very difficult live with a lot of manual labour; this again takes its toll and reduces life expectancy.

In Australia the birth rate is low, largely due to people being aware of contraception and having good access to this if they wish. People also chose to have fewer children as women focus on their careers and realise the huge cost of bringing up children, therefore have fewer. The death rate is also lower, due to the fact that health care is available and accessible for all, and therefore people can receive treatment for illness. People live a better lifestyle in comfortable homes, with good food and available health care, which helps to promote general health and increase life expectancy.

Question 6 – part b
DEMOGRAPHIC TRANSITION MODEL

The demographic transition model shows changes in the population. In stage one the birth rates are high (over 40/1000) and the death rate is also high (45/1000) (1 mark) at stage two the birth rate remains high and the death rate falls sharply (1 mark) to around 11/1000. Stage 3 shows the birth rate falling sharply and death rate remaining low (1 mark) Stage 4 shows low birth and death rates, therefore the natural increase in the population will be low (1 mark)

(B)
NIGERIA
In Nigeria birth rate is high as little contraception is available (1 mark) People also choose to have more children as infant mortality rates are high here (1 mark) and children are often needed to help with work, provide an income and to look after parents (1 mark)
Death rates in Nigeria are falling due to increased access to health care and medicines (1 mark) vaccinations are also being introduced which can help prevent many diseases (1 mark) Nigeria has a high natural increase due to high birth rates and lower death rates (1 mark)

UK
Birth and death rates are both low meaning that the country has a low natural increase (1 mark) Low birth rates are due to better pre and post natal care so more babies survive (1 mark) which means that families do not need to have as many children (1 mark) Contraception is also easily available and its use encouraged which reduces birth rates (1 mark) Women may also chose to have children later as they focus on their career, this again means they are less likely to have large families, reducing the birth rate (1 mark)
Death rates are low due to vaccinations against many illnesses (1 mark) There is good access to health care and medical treatment is free, which helps people to live longer (1 mark) Living conditions are good, with clean water and proper sanitation which again contributes to an improved standard of living and reduces death rates (1 mark)



Check these answers against your own work.

Missing Notes? Don't Panic!

If you are missing notes - Don't Panic! Check under missing notes and you will find them! Print them off and learn them. Any questions come to supported study.

What is this?

This picture shows 42 year old, Enrique Aquilar Canchola as he disguised himself -- unsuccessfully -- as a chair in order to sneak across the border from Mexico to the U.S.
We will be studying Migration this week in class and looking at the reasons why people may want to move.

S4 - Population

For the population topic must be able to:

* Census - What is a census, why do we take a census, what are the problems?

* Use population pyramids to describe population change

* Use a map to descibe the population distribution of an area

* Explain why areas are densely or sparsely populated

* Understand terms - birth rate, death rate, infant mortality

* Explain the demographic transition model

* Describe the impact of a growing and an ageing population

* Explain migration push/pull factors

Check out http://www.scalloway.org.uk/definitions.htm for more information and help with this topic

Second Chance?

Some of you have been asking if you can sit another credit prelim (to show that you can do it!) This is a great idea and a good way to help you revise but will need to be completed after school. The prelim will take 2 hours to sit, so you will have to be prepared to wait behind after school for 2 days if you want a shot at this. Have a think about it and let me know. I will also be doing intensive revision (1 hour a day, after school, 3 days a week) to help people who want to sit the prelim again.
We will talk about this more next week

Welcome!

Welcome to your page for Standard Grade Geography.

Here i will post revision notes, past paper questions and websites to help you revise and improve your grade.