GCSE Geography Textbook sample - AQA

GCSE

geography

AQA

A genuinely student-friendly approach, with rigorous coverage of the spec

New for 2016

Take a genuinely student-friendly approach to the new specification

This new course for the 2016 AQA GCSE Geography specification is from a team led by experienced AQA author Simon Ross. The clear approach engages students and motivates them to progress, while the specification coverage helps them to build the skills they need and prepare effectively for their final exams.

l Coverage of the new specification includes all the options, plus support for skills and fieldwork integrated throughout

l Clear page design and accessible language which will appeal to your students l Kerboodle provides schemes of work, homework materials, a comprehensive

assessment package, a digital Student Book, and a digital Teacher Handbook

How is the course structured?

Student Book 978 019 836661 4 Summer 2016

The Student Book for this course has been approved by AQA.

See page 4 for more details

Kerboodle: Resources and Assessment 978 019 836662 1 Summer 2016

Includes your Kerboodle Teacher Handbook and teacher access to the Kerboodle Student Book

See pages 6-10 for more details

Kerboodle Student Book: student access 978 019 836663 8 Summer 2016

The Kerboodle Student Book for this course has been approved by AQA.

See page 10 for more details

Meet the team

Series editor Simon Ross is the former Head of Geography and Assistant Head at Queen's College, Taunton. He's a GA consultant and a teacher trainer and has worked on a wide range of geography resources, including the Nelson Thornes AQA-approved course for the AQA GCSE Geography A specification for 2009, for which he was also the series editor.

Author Nicholas Rowles is an experienced author and has examining experience.

The fieldwork chapter is by experienced authors David Holmes and Bob Digby. 2

Evaluation

The Evaluation Pack for this course is free for 90 days and contains a copy of the Student Book and information about the supporting Kerboodle resources, including sample Teacher Handbook material. To order yours, please return the tear-off form at the back of this brochure.

978 019 836664 5 ?25.00 Summer 2016

How the course supports the specification

Student Book contents

Unit 1: Living with the physical environment

Section A: The challenge of natural hazards 1 What are natural hazards? 2 Tectonic hazards 3 Weather hazards 4 Climate change

Section B: The living world 5 Ecosystems 6 Tropical rainforests 7 Hot deserts 8 Cold environments

Section C: Physical landscapes in the UK 9 UK landscapes 10 Coastal landscapes 11 River landscapes 12 Glacial landscapes

Unit 2: Challenges in the human environment

Section A: Urban issues and challenges 13 A rapidly urbanising world 14 Urban change in the UK 15 Urban sustainability

Section B: The changing economic world 16 The development gap 17 Nigeria: a newly emerging economy 18 The changing UK economy

Section C: The challenge of resource management

19 Resources in the UK 20 Food management 21 Water management 22 Energy management

Unit 3: Geographical applications 23 Issue evaluation 24 Fieldwork 25 Geographical skills Glossary Index OS map key

AQA GCSE Geography draft specification (accredited February 2016)

3.1: Living with the physical environment

3.1.1 Section A 3.1.1.1 Natural hazards 3.1.1.2 Tectonic hazards 3.1.1.3 Weather hazards 3.1.1.4 Climate change

3.1.2 Section B 3.1.2.1 Ecosystems 3.1.2.2 Tropical rainforests 3.1.2.3 Hot deserts 3.1.2.4 Cold environments

3.1.3 Section C 3.1.3.1 UK physical landscapes 3.1.3.2 Coastal landscapes in the UK 3.1.3.3 River landscapes in the UK 3.1.3.4 Glacial landscapes in the UK

3.2 Challenges in the human environment

3.2.1 Section A: Urban issues and challenges Section includes the growth of the world's urban population, a case study of a major city in an LIC or NEE, urban change in UK cities, and urban sustainability

3.2.2 Section B: The changing economic world Section includes global variations in economic development, strategies for reducing the development gap, a case study of a LIC or NEE, and changes in the UK economy 3.2.3 Section C: The challenge of resource management 3.2.3.1 Resource management 3.2.3.2 Food 3.2.3.3 Water 3.2.3.4 Energy

3.3 Geographical applications 3.3.1 Section A: Issue evaluation 3.3.2 Section B: Fieldwork

3

Example Linh River Orwell

Student Book

The Student Book combines a student-friendly approach with excellent coverage of the specification. It has been approved by AQA.

13.6 ImImprporvoivnigngRRioi'os'senevnivrioronnmmenetnt

On this spread you will learn how Rio is responding to its environmental challenges

What are Rio's environmental challenges?

The environmental challenges which affect the quality of life for people in Rio are caused by the physical geography of the city as well as by human activities (diagram A). The city authorities have developed solutions to many of these problems.

A Environmental challenges in Rio

N

New informal settlements on the edge of the city

Social inequality has led to high crime levels in some areas

0

15

km

Key Urban area

Huge areas of sprawling squatter settlements (around 40% of Rio's population live in favelas)

Smog caused by slow-moving traf c

New areas of basic local authority housing

Nova Igua?u

Nil?polis

Extensive sprawl along beautiful coastal areas, such as Barra da Tijuca

Many squatter settlements built on hillsides and prone to landslips

Guanabara Bay

International Airport

S?o Gon?alo

Niter?i Rio

Heavy pollution in the bay due to increasing urbanisation and industrialisation

Problems of communication between different parts of the city across the bay

Dereliction due to de-industrialisation of heavy industries such as steel

Mountains limit space for building and make the development of an effective transport system dif cult and costly

Algal blooms and eutrophication in the Lagoa Rodrigo channel

Air pollution Air pollution is estimated to cause 5 000 deaths per year in Rio. The city is often covered with brown smog. This happens because:

heavy traffic and congestion on roads causes build-up of exhaust fumes.

mist from the Atlantic mixes with vehicle exhaust fumes and pollutants from factory chimneys

Traffic congestion Rio is the most congested city in South America (photo C). Traffic congestion increases stress and pollution levels and wastes time for commuters and businesses.

Steep mountains ? roads can only be built on coastal lowland. Main transport routes become very congested.

Tunnels through the mountains are needed to connect different areas of the city.

The number of cars in Rio has grown by over 40 per cent in the last decade.

High crime levels mean that many people prefer to travel by car.

Solutions

Improvements have been aimed at reducing traffic congestion (map B) and improving air quality:

expansion of the metro system under Guanabara Bay, to South Zone and Barra da Tijuca

new toll roads into city centre to reduce congestion

making coast roads one-way during rush hours, to

improve traffic flow. B Improvements to Rio's

Key Major roads

transport system

Metro lines

Via Outra

Avenida

Brasil Lin

Linha Vermella

0

km

6 a Amarela

Ilha do Governador International Airport

Guanabara Bay

Ilha do Fund?o Rio-Niter?i, Bridge

Domestic

N

Centro airport

Rebou?as

Line 1

Tunnel

Lagoa Rodrigo Lagoa-Barra de Freitas

Botafogo

Urca Leme

Tunnel Ro?inha

Copacabana

Elevado do Jo? Barra da Tijuca

Ipanema Leblon S?o Conrado

158

The urban world

C Traffic congestion in Rio

Did you know?

MoRaf ritoEarhucvepbearwbrnoyio?dstrhuswldcttoa'oesdsmfliiaulelormntgnhoe,tehusosgtn!he

Water pollution Guanabara Bay is highly polluted, causing a major threat to wildlife. Commercial fishing has declined by 90 per cent in the last 20 years. There is a danger that pollution could affect Ipamena and Copacabana Beaches which would damage tourism and the local economy. The authorities have promised to clean up the bay in time for the Olympics but there will still be problems.

There are several sources of water pollution:

many of the 55 rivers flowing into the bay are heavily polluted

rivers are polluted by run off from open sewers in the favelas

over 200 tonnes of raw sewage pours into the bay each day

over 50 tonnes of industrial waste enters the bay each day

there have been oil spills from the Petrobas oil refinery

ships empty their fuel tanks in the bay because there are no facilities to dispose of the fuel properly.

Solutions Overseas aid has been used to reduce the amount of sewage being released into the bay.

12 new sewage works have been built since 2004 at a cost US$ 68 million.

Ships are fined for discharging fuel into the bay illegally.

5 km of new sewage pipes have been installed around badly polluted areas.

The text has been carefully written to ensure it's at the right level

Keep all your students motivated with the clear and accessible approach

Waste pollution

The worst waste problems are in the favelas. Many are built on steep slopes and have few proper roads, making access difficult for waste collection lorries. Most waste is therefore dumped and pollutes the water system. This causes diseases like cholera and encourages rats.

Solutions

A power plant has been set up near the University of Rio using methane gas (biogas) from rotting rubbish. It consumes 30 tonnes of rubbish a day and produces enough electricity for 1000 homes.

ACTIVITIES

1 List the problems shown on map A under the headings `Physical' and `Human' (some may be under both headings).

2 What are the main causes of water pollution in Rio? 3 What impact could coastal pollution have on Rio's tourism? 4 Why is traffic congestion such a problem in Rio?

Stretch yourself

Write a speech agreeing or disagreeing with this statement: `Rio's hosting of the Olympic Games in 2016 proved to be beneficial to the city's environment'.

Maths skills

Use an appropriate method to present this data about daily journeys to work in Rio. 30% by bus 60% by car 5% by metro 3% by rail 2% by cycle or on foot

Practice question

Outline how the quality of life for Rio's population can be improved. (6 marks)

159

Opportunities to practise maths skills are integrated throughout the book

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e 2 Q

23.4.7 ThTeheSoSmomeresrestetLeLveevleslsFlFolodosd,s2, 0201414(1()1)

OOn nthtihsispsrperaedadyoyuouwwillilflinfidndouotuat baobuoturtefslopoodnisnegsotno tehaertShoqmuaekresestin ChLielevealsndinN2e0p1a4l

Where are the Somerset Levels?

Somerset is a county in south-west England. The Somerset

Levels and the Somerset Moors form an extensive area of low-lying farmland and

wetlands bordered by the Bristol Channel and Quantock Hills

to the west and the Mendip Hills to the north (map A).

The area is drained by several rivers, most notably the Tone and the Parrett, which flow to the Severn Estuary via Bridgwater. Flooding has occurred naturally here for centuries. As the area has been developed for farming and

0

100

km

N Burnham-

River Axe Cheddar

Mendips

on-Sea River Brue

Wells

settlement, many people are now at risk from extreme flood events.

What caused the floods in 2014?

There were several factors that led to extensive flooding of

uantocks

Polden Bridgwater

Hills

Glastonbury

River

Tone Taunton

River Parrett

the Somerset Levels. It was the wettest January since records began in 1910.

Yeovil

A succession of depressions (areas of low pressure) driven A The Somerset Levels

across the Atlantic Ocean brought a period of wet weather

lasting several weeks. About 350 mm of rain fell in January

and February, about 100 mm above average.

High tides and storm surges swept water up the rivers from the Bristol Channel. This prevented fresh water reaching the sea and it spilled over the river banks.

Rivers had not been dredged for at least 20 years, and had become clogged with sediment.

What were the impacts of the flood?

Between December 2013 and February 2014, the Somerset Levels hit the national headlines as the area suffered extensive flooding. It was the most severe flooding ever known in the area.

B Rescuing a resident from Moorland

Social

? Over 600 houses flooded

? 16 farms evacuated

? Residents evacuated to temporary accommodation for several months

? Villages such as Moorland and Muchelney cut off. This affected people's daily lives, e.g. attending school, shopping, etc.

? Many people had power supplies cut off

Economic

? Somerset County Council estimated the cost of flood damage to be more than ?10 million

? Over 14 000 ha of agricultural land under water for 3?4 weeks

? Over 1000 livestock evacuated

? Local roads cut off by floods

? Bristol to Taunton railway line closed at Bridgwater

Environmental

? Floodwaters were heavily contaminated with sewage and other pollutants including oil and chemicals

? A huge amount of debris had to be cleared

? Stagnant water that had collected for months had to be reoxygenated before being pumped back into the rivers

C The impacts of the Somerset Levels floods

34

Weather hazards

Managing the floods

Immediate responses As the floodwaters spread out over the Somerset Levels, homeowners coped as best they could. Villagers cut off by the floods used boats to go shopping or attend school. Local community groups and volunteers gave invaluable support.

The village of Burrowbridge D almost cut off by the floods

Longer-term responses A ?20 million Flood Action Plan has been launched by Somerset County Council who will work together with agencies such as the Environment Agency to reduce the risk of future flooding.

In March 2014, 8 km of the Rivers Tone and Parratt were dredged to increase the capacity of the river channel (diagram E).

Road levels have been raised in places to maintain communications and enable businesses to continue during future flood events.

Vulnerable communities will have flood defences.

River banks are being raised and strengthened and more pumping stations will be built.

In the longer term ? by 2024 ? consideration will be given to a tidal barrage at Bridgwater.

1 Silt is deposited on river bed

2 Heavy rain causes river to ood

3 Diggers or pumps remove silt to build up river banks and increase river capacity

ACTIVITIES

1 Why do you think the Somerset Levels are prone to flooding (map A)?

2 What were the factors contributing to the floods in 2014?

3 a Describe the extent of the flooding (photo D). b Several roads were flooded. What impact did this have on local people? c Suggest the impact of the flooding on farmers in the area.

4 Make a copy of diagram E. Add labels to describe how dredging can help reduce the flood risk.

E How dredging works

Stretch yourself Imagine you are a local councillor in Somerset. Analyse research plans to construct a tidal barrage at Bridgwater (they can be found on the internet). What would this scheme involve and how would it reduce the risk of flooding?

Practice question Using table C, evaluate the main impacts of the flooding of the Somerset Levels. (6 marks)

35

Case studies are covered in the right depth and detail

Activities on each spread help to consolidate knowledge, understanding, and skills

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4

Fieldwork

Two contrasting enquiries are provided in a special chapter to help students understand each stage of the enquiry process in a fieldwork context.

Skills

Comprehensive coverage of the necessary skills in a special chapter. Clearly signposted practice activities are also integrated into each topic, as required by the spec and mirroring the way skills are assessed in the exams.

24.8 PrPorocecsessisnignganadndprperseesnetnitnigngurubrabnanfifeiledldwwoorkrkdadtaata

On this spread, you'll find out how to present your data using graphs, photos or maps

Pulling it all together

Managing and organising your data is very important. Make sure that you organise both your own and any group data that you have collected. A spreadsheet which you can complete and share is a good way of doing this.

You might find it helpful to note down how and why you selected your individual and group data, and how they link to the enquiry aim or focus.

1 Collect raw data from recording sheets

2 Collate all data and combine in a spreadsheet

3 Select data relevant to your study

4 DATA PRESENTATION

Presenting your data

When considering how best to present your data, think more widely than just bar charts, histograms and pie charts. Table B shows a range of other ways to present your information.

A Steps to record your data

Maps

? Used to show locations and patterns.

? Mini-graphs and charts can be located on maps.

? This makes it easier to compare patterns at locations.

? Consider isolines or choropleth maps.

GIS and photos

? Used to show historic maps to show change in an urban area.

? Useful for aerial photos of the town / city to show land use.

? Helps to show deprivation and / or `health' of a place.

Tables

? Can be used to present raw data that you and your group collected.

? Useful to highlight patterns and trends.

? Can be highlighted and annotated, and can help to identify anomalies (any data which look unusual).

Graphs and charts

? There is a wide range of graphs and charts available. (Hint: make sure you choose the right chart, e.g. do you know when to use a pie chart or bar chart?)

? Can show data and patterns clearly ? easier to read than a table of data.

Consider which presentation technique is most appropriate for the data. For example, are you dealing with continuous data or categories? Are you dealing with numbers or percentages? How can you present your data spatially?

B A range of data presentation techniques

Continuous data show change along a line of study or over a period of time. Pedestrian flows might be continuous, for example, so are best presented using a line graph.

Categories show classifications ? for example, putting environmental quality scores into classified groups (proportional circles have been used on map C).

Environmental Quality Scores in Ipswich Docks EQS Total

>90 to 150 >56 to 90 >34 to 56 12 to 34

C Locations in Ipswich on a GIS map where EQA (Environmental Quality Assessment) data have been displayed as proportional circles. Circles are colour coded with a `colour-ramp' (values are in the centre).

31

30

2

7

4

33

1 29

32

15 16

21 20

17

19

18

28

27

26

22

23

25

34

5

6

35

8

42

36

14

41

9

13 37

11 39

12

10

40

38

320

The fieldwork enquiry

Where your sample sizes are different (e.g. 15 quality scores at one location, 17 at another), turn raw numbers into percentages of different sizes. Then you should use a pie chart.

Instead of presenting graphs individually, locate them on a map or aerial photo (e.g. using Google Maps or GIS (Geographical Information Systems) (map C). This makes differences easy to spot, and turns simple data into a geographical display.

There are other techniques that you may find helpful in presenting your fieldwork data. For example:

annotated photographs show evidence of dereliction and decay, possibly indicating a lower quality of life

Respondent: 65-year-old retired person, discussing changes in their local town.

`I have lived in Tiverton, Devon all my life and there has been a lot of change. For a start, many of the smaller local shops have gone; the big supermarket near the river was to blame. I'm less mobile than I was and there are also fewer bus services so I need to reply on my car (but parking is free for a short period in the town). But the town has been improved I think. It's better for people as they have stopped cars driving through the middle like they used to, plus I like the coffee shops where I can relax and they have outside seating. I don't like the fact that there are fewer banks and book shops but that's probably just an age thing. I don't really do internet shopping!'

D A coding technique is useful for a variety of text-based data, whether primary or secondary information. Colour highlighting can be used to show positive (yellow) and negative (blue) comments. This example helps to analyse results from a questionnaire about attitudes to quality of life.

field sketches highlight the way in which people and property are influenced by areas of changing environmental quality.

We have already seen that GIS is another good way of presenting information since it allows comparisons (as on map C). It also allows more sophisticated presentation tools to be used, such as digital choropleth maps. GIS also has a number of geo-processing tools that allow you to create specialised maps, as well as look for patterns and relationships.

Practice questions

City centre

Key Ipswich land use

shops and o ces industry housing open space public buildings including schools

1 Give reasons for the choice of data presentation techniques in your enquiry. (2 marks)

2 Describe one technique that you used to present your secondary IMD data. (3 marks)

N

0

1000 m

E Land use maps are common presentation techniques for a variety of urban studies and can be linked to urban quality of life.

ACTIVITIES

1 In pairs, explain the differences between bar charts, pie charts, line graphs and histograms.

2 In pairs, research and identify two ways in which you could use GIS to a research urban quality of life, b present fieldwork data.

3 Choose two ways of presenting your urban fieldwork data. In pairs, make a table of the advantages and disadvantages of each of these methods.

4 Study collated data from your class fieldwork. How far are there any anomalies or data which do not seem to fit the general pattern?

321

A special chapter is dedicated to in-depth and appropriate coverage of fieldwork

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10.2 Weathering and mass movement

On this spread you will find out about processes of weathering and mass movement at the coast

Rockfall at Beachy Head, 2001

Photo A shows a dramatic rockfall that happened at Beachy Head in East Sussex. During the wet winter of 2000 the chalk rock became saturated with water. The water froze during the winter. In April 2001 this caused a rockfall ? a huge slab of chalk broke away and collapsed into the sea. Processes like this combine with the action of the waves to shape the coastline.

What causes cliffs to collapse?

Cliffs collapse because of different types of weathering. This is the weakening or decay of rocks in their original place on, or close to, the ground surface. It is mostly caused by weather factors such as rainfall and changes in temperature.

A Rockfall at Beachy Head, Sussex

There are three types of weathering:

Mechanical (physical) weathering ? the disintegration (break-

Day

up) of rocks. Where this happens, piles of rock fragments called

scree can be found at the foot of cliffs.

Chemical weathering ? caused by chemical changes. Rainwater, which is slightly acidic, very slowly dissolves certain types of rocks and minerals.

Biological weathering ? due to the actions of flora and fauna. Plant roots grow in cracks in the rocks. Animals such as rabbits burrow into weak rocks such as sands.

Water collects in cracks in rock

Night

Water freezes to form ice Expansion causes stresses and cracks are enlarged

Repeated freezing and thawing

Rock fragment breaks off and collects as scree at the foot of the rockface

B The proGcCeSsEsGoefofgreraepzhey-Athaw weathering Fig 02.06 Mac/eps/illustrator 11 s/s NELSON THORNES PUBLISHING Artist: David Russell Illustration

C Landslip at Holbeck Hall, Scarborough

94

Coastal landscapes

Weathering process Freeze-thaw (mechanical)

Salt weathering (mechanical)

Carbonation (chemical)

Description

Look at diagram B. ? Water collects in cracks or holes (pores) in the rock. ? At night this water freezes and expands and makes

cracks in the rock bigger. ? When the temperature rises and the ice thaws, water will

seep deeper into the rock. ? After repeated freezing and thawing, fragments of rock

may break off and fall to the foot of the cliff (scree).

? Seawater contains salt. When the water evaporates it leaves behind salt crystals.

? In cracks and holes these salt crystals grow and expand. ? This puts pressure on the rocks and flakes may

eventually break off.

? Rainwater absorbs CO2 from the air and becomes slightly acidic.

? Contact with alkaline rocks such as chalk and limestone produces a chemical reaction causing the rocks to slowly dissolve.

What are the processes of mass movement?

Mass movement is the downward movement or sliding of material under the influence of gravity. In 1993, 60 m of cliff slipped onto the beach near Scarborough in North Yorkshire taking with it part of the Holbeck Hall Hotel (photo C). The hotel was left on the cliff edge and had to be demolished.

Diagram D describes some of the common types of mass movement found at the coast. Both mass movement and weathering provide an input of material to the coastal system. Much of this material is carried away by waves and deposited further along the coast.

ACTIVITIES

1 a Draw a simple sketch of the coastline in photo A. Label the rockfall, the chalk cliffs and the rocky beach.

b Do you think freeze-thaw is active here? c What is scree? Label this feature on your sketch. d How might rockfalls be a hazard to people? 2 Make a copy of diagram B and add detailed annotations to describe the process of freeze- thaw weathering. 3 Describe the process of mass movement in photo C and suggest the causes.

D Types of mass movement at the coast

a Rockfall ? fragments of rock break away from the cliff face, often due to freeze-thaw weathering

Cliff face

Scree

b Landslide ? blocks of rock slide downhill Slide plane

Detached rock

Bedding of rocks

c Mudflow ? saturated soil and weak rock flows down a slope

Soil Stream

Lobe

Saturated soil and rock debris Bedrock

d Rotational slip ? slump of saturated soil and weak rock along a curved surface

Head

Scarp

Foot

Curved

slip plane

Toe

Stretch yourself

Practice question

Investigate the Beachy Head rockfall in 2001. ? Which weathering and mass movement processes were responsible? ? What impact did the rockfalls have on the shape of the coast? ? Find out how and why the Belle Tout lighthouse had to be moved.

Describe the effects of weathering

and mass m07o.0v9ement on a cliffed coastline. (6NemlsaonrkTsh)ornes

GEOGRAPHY A GCSE TITLE Born Dreaming JP

95

Includes practice questions to help students apply their knowledge to an exam context

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5

Resources

Support for GCSE Geography AQA is provided online through a Kerboodle: Resources and Assessment package. Your Kerboodle resources include:

l Schemes of Work for every topic to support teaching of the new specification l Activities and support to help students learn and remember the key geographical

terminology required by the specification l Animations and support to help students develop the key geographical skills required

by the specification

Animations give students step-by-step skills guidance

Teacher Handbook

Your Teacher Handbook is included with your Kerboodle: Resources and Assessment subscription, so your whole department can access it easily, anywhere, at any time.

Includes answers for all the activities in the Student Book, plus mark schemes for the practice questions

Interactive activities and worksheets give students the chance to practise their skills

Support for implementing the new spec includes key ideas, key vocabulary, skills practised, and student outcomes

Ideas for starters, plenaries, and homework ideas help save you planning time

Kerboodle Teacher Handbook draft pages

Resources sample screen

Kerboodle Student Book

The Kerboodle Student Book is an online version of the Student Book. Teacher access is included with your Kerboodle: Resources and Assessment subscription.

You can also choose to purchase student access to the Kerboodle Student Book.

Turn over

to find out how Kerboodle supports assessment and exam preparation

To find out more, please turn to page 10.

6

7

Assessment

Kerboodle's comprehensive support for exam preparation provides three types of assessment, covering the range of question types your students will face in their exams. It includes:

l Interactive and downloadable, paper-based assessments l Auto-marked and teacher-marked assessments, plus opportunities for self- or peer-marking l The Kerboodle Markbook to record and present student results l Student-friendly mark schemes l A range of support materials and feedback

1. Test yourself

There are over 20 of these interactive, multiple-choice tests, which are ideal practice for the 1-2 mark exam questions. l Tests are auto-marked to save you time l Students are provided with formative feedback to enhance their understanding l Great for homework

These tests make a great homework task that is easy to assign and auto-marked

2. Exam-practice questions

Kerboodle provides more than 150 exam-practice questions, ideal preparation for open-response exam questions. l Each question is accompanied by an interactive, front-of-class presentation,

which you can use to help students `unpick' the question l `Max your marks' tips help students to write strong answers l Student-friendly mark schemes are provided ? perfect for self- or peer-assessment

3. On your marks

There's an exam-style question for every topic, providing ideal practice for the extended writing questions. l Each question is accompanied by extensive, flexible support materials to help you

develop students' exam skills l Includes student-friendly mark schemes, ideal for peer- or self-assessment l Sample answers at different levels, with assessor's comments and advice, help

students to see how they can improve

Sample Test Yourself screen

8

Includes time-saving front-of-class presentations to help you brief your students on what's required of them

Sample On your marks screen

Turn over

to find out about the

Kerboodle Student Book

9

Student Book

The Kerboodle Student Book is an online version of the print Student Book. Teacher access is included with your Kerboodle: Resources and Assessment subscription, to support your planning and for front-of-class display. You can also choose to purchase access to it for your students. This has been approved by AQA.

? ?

Unit 2 Challenges in the human environment

SeSceticotnioCn CThTehcehcahllaelnlegnegoeforferseosuorucrecemmanaangaegmemenetnt

Nuclear power station at Tihange, Belgium

Unit 2 Section C

Specification key ideas

Pages in this book

19 Resource management ? Food, water and energy are fundamental to human development. ? The changing demand and provision of resources in the UK create opportunities and challenges.

256?63 256?57

258?63

20 Food management ? Demand for food resources is rising globally but supply can be insecure, which may lead to conflict. ? Different strategies can be used to increase food supply.

264?75

264?67 268?75

21 Water management ? Demand for water resources is rising globally but supply can be insecure, which may lead to conflict. ? Different strategies can be used to increase water supply.

276?87

276?79 280?87

22 Energy management ? Demand for energy resources is rising globally but supply can be insecure, which may lead to conflict. ? Different strategies can be used to increase energy supply.

288?99

288?91 292?99

Caption TBC

Unit 2 Challenges in the human environment is about human processes and systems, how they change both spatially and temporally. They are studied in a range of places, at a variety of scales and include places in various states of development. It is split into three sections. Section C The challenge of resource management includes: ? resource management ? managing food resources ? managing water resources ? managing energy resources You need to study resource management and one topic from food, water or energy in Section C ? in your final exam, you will have to answer Question 3 and one other question.

254

What if...

1 all countries were equal? 2 we only ate genetically modified

food? 3 everyone had clean water to

drink? 4 all power was renewable?

Your key skills To be a good geographer, you need to develop important geographical skills ? in this section you will learn the following skills:

? Describing patterns of distribution in maps and graphs

? Carrying out research

? Using numerical data

? Presenting data using different graphical techniques

? Drawing and labelling diagrams.

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Your key words As you go through the chapters in this section, make sure you know and understand the key words shown in bold. Definitions are provided in the Glossary on pages 346?9. To be a good geographer you need to use good subject terminology. Your exam Section C makes up part of Paper 2 ? a one and a half-hour written exam worth 35 per cent of your GCSE.

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Kerboodle Student Book sample

Includes a range of tools for annotating the book

10

Any questions?

Starting early?

Some advance materials from this course are available at oxfordsecondary.co.uk/aqa_gcse_geog

What's changing?

New content

In common with all the 2016 specifications, the new AQA GCSE Geography specification includes some content not required by previous specifications, for example the increased emphasis on the geography of the UK.

No more tiers

All students will now sit the same papers.

Changes to the assessment of fieldwork

The Controlled Assessment is gone. Fieldwork will now be assessed in Section B of Paper 3: Geographical Applications, accounting for 15% of marks. Schools are required to carry out two separate days of fieldwork in preparation for this, an increase from the previous spec's requirement for one day of fieldwork.

Increased emphasis on mathematical skills

Mathematical and statistical skills will account for 10% of total marks.

How can this course help?

The course provides comprehensive coverage of the specification. All the options are covered.

The Student Book's accessible approach appeals to students of all abilities and differentiated resources on Kerboodle help your whole class to tackle each topic. Practice questions on each Student Book spread help students to focus their learning while "stretch yourself" questions stimulate and challenge higher-ability students.

A dedicated chapter provides two contrasting enquiries to help students understand each stage of the enquiry process in a fieldwork context.

There's comprehensive coverage of the required map, graphical, and statistical skills in a special chapter. Clearly signposted practice activities are also integrated into each topic, just as the specification requires and therefore mirroring the way that skills are assessed in the examinations.

Looking for additional case studies?

GEO ACTIVE

GeoActive provides you with new case studies each term, as well as access to an easily searchable archive of past case studies. The case studies are accessed via Kerboodle and are downloadable and printable.

l Case studies explore a broad range of themes and are supported by student activities

l Links to GCSE specifications, including AQA, are highlighted

l New issues now include an extension version of each

case study to help with differentiation and progression

If you would like to subscribe to GeoActive, please speak to your local Educational Consultant or email schools.orders.uk@.

GeoActive case study 978 109 830920 8 ?100.00 + VAT

Annual subscription for unlimited users. For full terms and conditions see oxfordsecondary.co.uk/kerboodleterms

11

The Oxford Geography range

For our full range of resources, please visit oxfordsecondary.co.uk/geography

To evaluate any of these titles, please contact

schools.orders.uk @

KS3

geog.123 4th edition

GCSE (2016)

GCSE Geography AQA

AS and A Level (2016)

AQA Geography A Level and AS

Nelson Key Geography

GCSE Geography Edexcel B

Geography for Edexcel A Level and AS

Core resources

Ideal preparation for GCSE geography

GCSE Geography OCR B

Case studies

Atlases and skills

geog.atlas Oxford School Atlas Basic Mapwork Skills

Oxford Student Atlas Essential Mapwork Skills



tel +44 1536 452620 email schools.enquiries.uk@ fax +44 1865 313472 web oxfordsecondary.co.uk/geography

Digital resources

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