Courtesy of Simon Cracknell

1. Geography Revision
Booklet
GCSE Geography-Unit 1
Edexcel B
Dynamic Planet

2. Topic 1:Restless Earth
What you need to know:
• Earth’s interior
• Plates and plate margins
• Volcanic and earthquake hazards
• Hazard management

3. Info sheet
Case Studies: Volcanoes
Volcanoes: Mt St Helens, USA 1980
• Destructive plate margin (DPM), lateral blast, 57 killed, forests
destroyed, tourism industry huge losses.
• Mitigation – evacuation, scientists monitored gas emissions
and earthquakes - an increase in either is a sign of an
eruption.
Nyiragongo, Congo 2002
• Constructive plate margin, hot runny lava began erupting and
flowed 20km into the city of Goma, 100 dead, from poisonous
gases and trapped in lava, 12500 homes destroyed.
• Mitigation: 400 000 evacuated as the eruption was predicted,
LEDC so aid was needed UN sent food, governments sent
money and WHO sent medicines.

4. Case Studies: Earthquakes
Earthquakes: Kobe, Japan 1995
• 7.2 on Richter Scale (RS), DPM, City of 1.1 million (
high population density), 5000 died, Soft ground made
the shaking worse, fires,
• Mitigation: Cross bracing, counter weights, deeper
foundations, Earthquake training day, gas shut off
switch.
Sichuan, China 2008
• 8.0 on RS, Collision plate margin, PRIMARY EFFECTS
(Caused instantly by the earthquake),70 000 died, 400
000 injured, 5 million made homeless.
• SECONDARY EFFECTS (in the days and weeks after).
aftershocks  buildings collapse.
• Mitigation: LOCAL RESPONSES : Prime minister flew
in, 50 000 soldiers helped dig for survivors, Helicopters
used to reach the isolated,$1.5 billion donated by
Chinese people,
• INTERNATIONAL RESPONSES: Some countries sent
money – UK $2 million, Finland sent 8000 tents,
Indonesia sent medicines, Rescue teams from Russia
and Hong Kong

5. Theory
1. How and Why do the Earth’s tectonic plates move?
You need to be able to label the sections of the Earth. Try labelling this diagram and
defining the key terms.
What are convection currents? How do they work? Sketch an example and label it.
This is a map of the plate boundaries. Below name the 4 different boundaries:
1.
2.
3.
4.
In the boxes below draw each of the 4 boundaries and explain how they work. Do
they create volcanoes or cause earthquakes?

6. Theory
2. What are the effects and management issues resulting from tectonic
hazards?
Hazards pose a threat to us, but not all hazardous events are disasters. This depends on
1. The type of hazards
2. The place’s vulnerability to hazards (LEDC, location, distance from volcano)
3. The ability or capacity to cope and recover from a hazardous event
Primary Impacts= that place at the time of the event itself and are directly caused
by it.
Secondary Impacts= that follow the event, and are indirectly caused by it.
Hazard Measurement:
Earthquakes are measured by the RICHTER SCALE
Volcanoes can be measured using the VEI (VOLCANIC EXPLOSIVITY INDEX)
Management:
Remember there are two ways to manage earthquakes this is being prepared (being
ready for the event) and being able to reduce the impact (mitigation).
We can also manage the impact of hazards by the following:
• Building design (cross bracing, earthquake proof housing etc.)
• Warning systems (especially in Tsunami prone areas and for areas with an erupting
volcano)
• Preparation days (such as in Japan)
• Having a disaster management cycle incorporating RESPONSE and RECOVERY
techniques.

7. Tsunamis
• http://www.bbc.co.uk/schools/gcsebitesize/geography/natural_hazards/tsunamis_rev1.sht
ml (shows the process of how they form.)
What causes a tsunami?
When an earthquake, volcano or landslide happens on the ocean floor, water is
displaced. This water forms a tsunami.
When the waves reach shallower water:
• their height can increase by several metres
• the shallow water slows the wave
• the waves get closer together
2004 Asian Tsunami Main impacts
• A quarter of a million people died.
• Two million people were made homeless.
• People were swept away in the waters, which arrived rapidly and with little
warning.
• Thirteen countries were affected, the worst being Indonesia.
• Mangrove swamps helped to act as a barrier to reduce the energy of the water
in some areas.
• Short-term aid, such as water purification tablets, temporary housing and
medical supplies were given from international countries.
• An early warning system between countries surrounding the Indian Ocean has
been set up.

8. Case Studies
Here you can make notes on the case studies you have studied. Make
sure you use the Purple text book for extra examples and to fill out
your notes. You must be able to say where the case study is LOCATED,
IMPACTS, RESPONSE, WHY IT HAPPENED, EFFECTS.
Mt St Helens, A Composite Cone Volcano
Mount Nyiragongo, A Stratovolcano

9. Case Studies
Here you can make notes on the case studies you have studied. Make
sure you use the Purple text book for extra examples and to fill out your
notes. You must be able to say where the case study is LOCATED, IMPACTS,
RESPONSE, WHY IT HAPPENED, EFFECTS.
Kobe Earthquake, Japan, 1995
Sichuan Earthquake, China, 2008

10. Case Studies
Here you could make case study notes on the studies you have done in class.

11. Exam Focus
1. Describe two characteristics of the Mantle. 4
2. Which of the following best describes the crust? 1
– A thin layer of basalt on the earth’s surface
– A hot molten area of iron and nickel.
– An areas of solid material next to the core.
– An solid layer that is made up of granitic and basaltic rocks.
3. Explain why tectonic plates move. 4
4. Using the map on slide 3 describe the distribution of earthquakes and
volcanoes. 3
5. Outline one process that occurs at a constructive plate margin. 2
6. Describe the process of subduction. 3
7. Describe the features of a stratovolcano. 2
8. Outline the differences between primary and secondary impacts of
earthquakes. 2.
9. For an earthquake you have studied, outline two features of that event. 4
10. How can people prepare for a volcanic eruption? 4
11. Define the term ‘dormant volcano’ 2
12. a. Describe two ways of making building safer in the developed world. 4
b. Describe two ways of making building safer in the developing world. 4
13. What is the difference between a primary and secondary hazard? 2
– Give an example of a primary volcanic hazard
– Give an example of a secondary volcanic hazard
– Give an example of a primary earthquake hazard
– Give an example of a secondary earthquake hazard
– Explain how earthquakes can lead to tsunamis

12. Topic 2: Climate and Change
What you need to know:
• Past ‘natural’ change
• The impacts of past change
• Present and future change
• The future challenge

13. Graph data- describe and answer
1) How many warm
periods does it show?
2) What is the length of
time between now and the
previous warm period ?
3)Describe the variations
in the temperature graph.
4) Does the Earth warm up
faster, or cool down
faster?
1) How many warm periods does it show?
2) What is the length of time between now and the previous warm period ?
3)Describe the variations in the temperature graph.

14. How do we know climate was different in the
past?
• WEATHER = short term, day to day changes in the
atmosphere.
• CLIMATE = the average weather conditions over 30 years.
How do we know climate was different in the past?
• Fossils of animals and plants that no longer live in the UK.
• Landforms left by glaciers
• Samples from ice sheets in Antarctica. Ice sheets are made
up of layers of ice, a layer for each year. Trapped in the ice
sheets are air bubbles. Climatologists study the CO2 levels to
reconstruct past climates.
• How do we know climate has changed in the more recent
past?
• Old photos, paintings
• Diaries
• Newspapers
• Recorded dates of blossoms, harvests and migration of
birds.
• Tree Rings
Task: Look at the list can you explain how each helps us know
how the climate was different?

15. Theory
1. How and why has climate changed in the past?
You need to be able to describe how climate has changed over time both warm
and cold periods have existed on Earth over the last 100 million years.
Natural causes of climate change: make sure you know how these cause changes
in our climate.
1. Orbital changes /MILANKOVITH CYCLES – Changes in the way the earth
orbits the sun from circular to ellipse alters the amount of sunlight the
earth receives- long-term
2. SUNSPOT THEORY – black areas on the sun’s surface. Some times there are
more then they disappear. Spots mean greater activity and more solar
energy being sent towards the earth  warmer - medium-term
3. ERUPTION THEORY – very large and explosive volcanic eruptions change
earth’s climate. Ash and gas spread around the stratosphere and stop
sunlight reaching the earth’s surface  cools the earth. Example is Mt
Pinatubo, 1991, Philippines – reduced global sunlight by 10% and cooled
the earth 0.5 degrees for a year - short-term
THE LITTLE ICE AGE
• Greenland Vikings ran out of food and died as temperatures fell.
• In England there were ‘frost fairs’ on the river Thames when it froze.
• Crops failed - ‘Great famine’ - Farmers died of hunger - Glaciers in the Alps
grew and destroyed villages - They had to change their crops from wheat to
potatoes
How were ecosystems affected by climate change in the past?
EXTINCTION OF MEGAFAUNA:
Mega fauna are large animals that became extinct at the end of the last ice age
(Pleistocene). These animals lived in North America and Europe (Including
the UK). These animals included woolly mammoths, sabre-toothed tiger,
large wolves and large beavers. As many as 135 species became extinct.
:

16. Theory
What are greenhouse gases?
Imagine the world to be surrounded by a greenhouse. The glass is a mix of the gases:
Chlorofluorocarbons, Nitrous Oxide, Methane and Carbon dioxide. The gases provide a
shelter,
letting heat in, but preventing most heat from escaping.
TASK: Be able to sketch an accurate diagram of the greenhouse effect
TASK: make 2 spider diagrams that show the human and natural causes of greenhouse
gases. Use Pg. 34-35 to help. How have the levels of greenhouse gases changed over
time?
GLOBAL WARMING = a warming of the earth’s temperatures caused by the ENHANCED
greenhouse effect (human’s have polluted the atmosphere so it is working more
strongly).
TASK: What is the difference between the GHE and the enhanced GHE
Which countries produce the most co2? Why?
HINT: think about the countries population, industry, development and then link to the
amount of co2 they produce.
How can we reduce co2?
The Stern Review 2005
We should spend 2% our GDP now, reducing pollution OR the effects of global warming
could decrease our GDP by 20%. ‘Spend now or pay later’.
What can we do?
• Decrease fossil fuel use.
• Switch to ‘green energy’ – wind, solar, tidal.
• Recycle more
• Use cars less and public transport more.
1997 Kyoto Protocol = international agreement to cut CO2 emissions.
• Some countries e.g. UK have cut emissions, others e.g. China haven’t. We need ALL
countries to sign up.

17. The UK Climate
The UK has a temperate maritime climate – mild temps, rain all year.
The UK is on a similar latitude (how close to the equator you are, the further north
you go the cooler it gets) to Moscow (Russia), however Moscow has much colder
winters (-10 ◦c), but warmer winters (20◦C).
Factors Influencing UK climate:
Latitude – The angle of the earth’s tilt and the shape of the earth mean the sun
loses it’s intensity at it moves away from the “flat “ equator.
Polar Front – See next page – This is the boundary between the cold polar air in the
north and the warm tropical air to the south. It moves north and south, and
therefore in winter the polar front moves south over the UK bringing polar and arctic
air masses. In summer it moves north allowing tropical air masses to move up.
Ocean Current - The UK is influenced by a warm ocean current called the North
Atlantic Drift, which keeps us warmer than Moscow in the winter, but cooler than
there in summer.
One reason it rains so much in the UK is because rain forms where warm and cold air
meet!
Different parts of the UK mean slightly different conditions
North and West of the UK have hills and mountains resulting in higher rainfall from
relief rainfall. As they are further from the equator and with a higher relief they are
also cooler.
Southern and eastern areas are closer to the equator with a lower relief and away
from the direct influence of the North Atlantic drift and therefore are warmer and
drier.
Climate Change
This could lead to either;
The polar front shifting north =warmer climate, drier in summer, wetter in
winter
Or
The North Atlantic Drift could move or weaken leading to a cooler climate

18. UK Climate
Ensure you can name these influences on the UK climate and say
what they bring to the country.

19. 2. What challenges might our future climate
present us with? Case Studies
Climate Change in the UK
Climate Change and sea-level rise in LEDC’’s
Egypt.

20. EXAM FOCUS
17 Describe the main feature of the UK’s climate today. (4)

21. Topic 3: Battle for the Biosphere
What you need to know:
• Location of biomes
• Biomes as a ‘life support’
• Threats
• Management
Task: Describe the distribution of Tropical Rainforests
Equator
Biome = world scale
ecosystem
Biosphere = part of
earth’s surface
inhabited by living
things

22. Theory
1. What is the value of the biosphere?
You need to be able to describe a minimum of 4 different Biomes: You could revise the
following but do revise more:
1. Deserts
2. Rainforests
3. Savannah
4. Deciduous
You should be able to LOCATE them geographically, using BOTH longitude and latitude,
give examples of countries in which they are located and describe the CLIMATE and
CHARACTERISTICS. There are a number of different factors that influence where we
find different Biomes these are….
Factor What is it? How Does it influence biomes?
Latitude
Altitude
Continentality
Temperature
Precipitation
Geology, Relief and
Drainage
Why do we need to protect the biosphere?

23. LOCAL FACTORS AFFECTING BIOMES:
How local factors affect biomes:
The biosphere acts as a life support system for the planet- it regulates the
composition of the atmosphere, maintaining soil health and regulating the
hydrological cycle.
The biosphere provides humans with goods and services; complete the spider
diagram below. Use page 44-45 to help.
Food
Raw
materials
Medicine

24. Theory
2. How have humans affected the biosphere and how might it be conserved?
Few places on earth remain free from human interference. On the next page is an in-
depth case study of Amazonia. You need to complete these parts as part of this
question in the specification.
Pollution and climate change bring stress and change:
This includes the deliberate removal of forest to create space for agriculture is an
example of direct human actions damaging the biosphere. How else can humans
cause this? Pg. 49.
How has the UK changed? You need to be able to discuss temperature raises and
how the biosphere in the UK has changed over time. Think about how the wildlife in
the UK has also been affected e.g. Bird species decline.
CONSERVATION AT A GLOBAL SCALE: nearly 200 countries in the world are needing
to sign agreements for conservation at a global-scale.
TASK: make a table the shows all the conservation schemes globally that says what
they aim to do and why. Pg. 53.
Conservation at a local scale: biosphere management:
It is important to sustainably manage all the biomes in the local areas as well as globally. This is
because if you THINK LOCAL YOU CAN ACT GLOBAL. Everything has a knock-on effect. This is where
you need to discuss a local case study- Biodiversity Opportunity Areas (BOA) - East Kent
Woodlands & Downs (Challock)
Key idea of BOA’s is to make the greatest gains can be made from habitat enhancement,
restoration and recreation.
Global Scheme Aims Why Needed

25. Case Studies
AMAZON RAINFOREST:
TRF indigenous people (lived there for many generations) - almost everything provided by the
rainforest:
Wood for cooking and building
herbs for medicine
food – nuts, fruit, meat, fish
grow crops – shifting cultivation farm 1 area for a while then move to allow soil to regain its fertility.
(sustainable process)
BUT…Direct degradation from….
TNC’s exploit the TRF
 logging for timber/paper
 farming – palm oil for example
 cattle ranches
 mining for oil
 governments building dams for HEP
 roads
This means…
The soil is eroded and washed away  floods.
Wildlife loses habitats
Rivers become dirty and polluted
And…. Global warming an indirect degradation threat as:
Extinction rates have increased
Plants flower earlier
Bird migration patterns are changing
Droughts and forest fires in 2005 and 2010
SUSTAINABLE MANAGEMENT – meeting the needs of the present without
compromising the needs of future generations.
Tropical Rainforests – make sure it isn’t used faster than it is renewed. Ways to do this…
Zoning
Educating local people
Ecotourism
Protected areas
Only cut large trees
NAMED EXAMPLE: Klum, Cameroon Republic: Sustainable Forest Reserve
 an area of selective logging
 tree nurseries to replace trees cut down (afforestation)
 ecotourism
 protected areas
 crops grown beneath the trees instead of cutting them down.

26. Case Studies
Use this page to make notes on any other case studies you
have done in class time:
A climate graph…
The RED line graph = average
temperature for each month.
The blue bar graph = average
rainfall for each month.
Temperature range =
difference between min and
max temperatures.

27. EXAM FOCUS

28. Topic 4: Water World
What you need to know:
• Hydrological cycle
• Human interference
• Threats
• Managing water resources
Task:
Describe the distribution of the places with physical water scarcity.
THE HYDROLOGICAL CYCLE
The hydrological cycle is a CLOSED SYSTEM – A finite amount of water going round
and round. None is added or lost.

29. 1. Why is water important to the health of the planet?
The hydrosphere is made up of all water stores including oceans, rivers, lakes and streams.
These interact and link together the atmosphere, lithosphere and biosphere. Without one
you cant have the others- WHY?
Unreliable water: compulsory case study= Sahel
• Belt of semi-arid land south of the Sahara, Africa.
• Rains usually 1 or 2 months a year. Total 250-450mm/yr.
• Since 1970 rainfall has been below average. Some years 25% less than average.
• Sometimes rainfall is so heavy when it does fall that most is lost as surface runoff
leading to flooding.
• Other years there is no rain at all  rivers dry up  water table falls  farmers crops
fail  animals die  desertification  decreased food supplies  famine.
Global warming means…
• Less rain for some areas e.g. Sahel, More for Others e.g. UK
• Increased rate of glacier melt
• More extreme weather events  floods and storms and droughts.
• Richer countries e.g. Kuwait, Saudi Arabia (profit from oil) can buy their way out of
trouble e.g. desalination  turning sea water into fresh water (very expensive).
• Developing countries rely on rainfall for their crops  + unstable  food insecurity
and famine.
Theory
Task:
Can you
define all the
words on
this
diagram?

30. Theory
2.How can water resources be sustainably managed?
How can water be polluted? Humans put enormous pressure on rivers- they are used for
transport, industry, drinking and sewerage disposal. The most damaging types of pollution are:
How people intervene in the water cycle:
• CLOUD SEEDING: making it rain
• DEFORESTATION: Decreased interception  increased flooding
• URBANISATION: Increased impermeable surfaces
• OVERABSTRACTION: taking too much water from rivers and lakes
• BUILDING DAMS AND RESERVOIRS
• GLOBAL WARMING: melting glaciers
Water can be managed on two scales; large and small scale. You need to know an
example of each scale.
You must think about SUSTAINABILITY when you are answering any question about
management. Does it consider the SOCIAL, ENVIRONMENTAL, ECONOMIC and
POLITICAL aspects?
INTERMEDIATE TECHNOLOGY this is a management strategy that can be used in
poorer countries. It allows them to install appropriate, small-scale practical
solutions that local people can apply and maintain themselves. This includes: hand
pumps, lined wells and rain barrels or pumpkin tanks.

31. Case Studies
The Sahel-Unreliable water
Where is the Sahel located?
Why are there water shortages here?
What are the impacts of this water shortage?
What are the solutions?

32. Case Studies
3 Gorges Dam  large-scale water management
Location of 3 Gorges dam:
Background information:
Problem Cost Benefit
Create reservoirs
Trap sediment
Regulate river flow
(maintain a suitable
level)
Small scale solutions…
NGO’s (Non Governmental Organisations) e.g. WaterAid develop small scale
solutions.
APPROPRIATE/INTERMEDIATE SOLUTIONS: Schemes that meet the needs of local
people and the environment in which they live. Within their technical ability – they
can operate and maintain the scheme themselves. They can continue to run it
when the NGO has left e.g. RAINWATER HARVESTING is….(Give definition)
LOW COST PIT/COMPOSTING TOILETS are …..
(Give definition)
BENEFITS DISADVANTAGES
 Increased water supply
 Recreational use
 HEP – Industry
 Habitat for water birds (in reservoir)
 Fishing (in reservoir)
 less navigation (no meanders)
 loss of farmland/villages
 people have to be relocated (1.4
million)
 disease – stagnant water
 loss of cultural sites
 interferes with fish migration

33. Case Studies
Here you need to add in any other case study notes you have
Case study: NAMED EXAMPLE: DHAKA, BANGLADESH
Old Zhimkhana – slum on disused railway station. No safe water or toilets.
WaterAid constructed 6 tube wells and 2 new sanitation blocks
 people are no longer continually ill
they can run facilities themselves
 moving out of poverty
In the past women had to walk long distances to get water. Now they have safe
water for drinking, cooking, washing and personal hygiene.
Problems of small scale schemes…
A huge number of people suffer from HIV/AIDS  too ill to operate.
In general, Intermediate technology is more sustainable than large scale
schemes.
Handy Facts: Cover one of the case studies and write 5 facts in the fingers and
thumb and a summary in the palm.
You should try something similar with other case studies

34. EXAM FOCUS

35. Topic 5: Coastal Change and
Conflict
What you need to know:
• Geology and landforms
• Geomorphology and processes
• Coastal erosion
• Managing the coast
The coastal
zone=The area
between the
land and sea.
Coasts are
always changing.

36. Theory
1. How are different coastlines produced by physical processes?
The shape of a coastline can be affected by two main things: geology and wave
erosion. There are two types of coastline, define what they are:
Concordant Coastline
Discordant Coastline
Coasts can also be formed by erosion: remember the anagram CASH to recite the
types of erosion (MARINE PROCESSES):
C
A
S
H
In your notes, draw a diagram that shows the landforms that are created by this type
of erosion.
WAVES  define these key terms in your notes:
• Swash > Backwash > Destructive > Constructive > Fetch
Coastal landforms can be made by EROSION or by DEPOSITION.
The process of LONGSHORE
DRIFT creates depositional
features that include, beaches,
spits, bars and tombolo’s. You
need to have NAMED
examples of one of these
features e.g. Spurn Head, East
Yorkshire

37. Theory
Landforms at the coast can also be caused by cliff retreat. These features and
landforms include WAVE-CUT NOTCHES AND PLATFORMS. At the Seven Sisters in
Sussex, the cliffs are 160 metres high and the wave-cut platform extends 540 metres
out to sea!
WEATHERING there are 3 types of weathering also called SUB-AERIAL PROCESSES
1. Freeze thaw (mechanical) weathering ice or salt crystal growth can increase
cracks in rocks causing stress
2. Chemical weathering Co2 dissolves in water causing acidic water- this can
react with the minerals in rocks to dissolve it
3. Biological weathering roots of vegetation and burrowing animals can cause
stress in rock cracks
MASS MOVEMENT there are 2 forms of mass movement at the coast. These can
dramatically change the coastline even overnight!
1. Rock fall sudden movements, rocks collect at the base
2. Slumping happens when the bottom of a cliff is eroded away by waves. The
cliff can become weak and slide downwards. This can be triggered by heavy rain.
This can be a rotational movement.
How else can coastlines be affected? Fill in the notes below:
1. Changing sea levels and storm activity
2. Storms at sea causing coastal flooding

38. What processes are each of
these diagrams about?

39. Theory
2. Why does conflict occur on the coast, and how can this be
managed?
There are many ways to manage coastal erosion and these are split into HARD and
SOFT (holistic) ENGINEERING.
Task: In your notes create a table the shows the advantages and disadvantages of
each coastal management strategy.
Examples of engineering include:
HARD sea walls, groyne, rip rap, revetments, off-shore reefs
SOFT or holistic approaches beach replenishment, managed retreat, cliff regrading
Modern management…Holistic management  managing the whole stretch of
coast and not just one place. Holistic management considers:
• The needs of different groups of people
• Economic costs and benefits
• The environment of land and sea
ICZM Integrated Coastal Zone Management this means treating a coastal zone
as one managed planned development. Read pg. 81 to find out more.
SMP – Shoreline Management Plans – for long stretches of coast. This should stop
one place building groynes if it will effect down the coast.
In the UK local councils and the Environment Agency pay for coastal defences. They
choose from the following 4 options:
1. Hold the line sea defences stop erosion EXPENSIVE e.g.(Herne Bay).
2. Strategic Retreat gradually let the coast erode and move people away from
risks. This may involve compensation for some people
3. Do nothing let nature take its course (e.g. Bishopstone)
You may be asked about these options in the exam and be able to link them to a
NAMED EXAMPLE. E.g. Barton on Sea .You also need to consider any CONFLICTS that
might occur here

40. Case Studies
NAMED EXAMPLE: CHRISTCHURCH BAY, BARTON-ON-SEA, S.COAST UK.
Coastal Erosion because: SW winds have a 3000 mile fetch across the Atlantic.
Bad weather, cliff foot erosion, weathering, heavy rain and building at the top of the
cliff, weak soils made from boulder clay (similar to Bishopstone)…
IMPACTS:
• Homeowners could lose their homes to the sea. House values fall. Insurance
money may be impossible to get.
• Rapid cliff collapse = dangerous.
• Some roads and infrastructure = destroyed therefore unusable.
• Unattractive sea defences.
The people of Christchurch Bay argued that they needed sea defences…
They got: cliff regrading (lower angle of the slope), groynes, rip rap and revetments
They got this…. To stop this

41. Coastal Flood Risk & Climate Change
Rising Sea Levels
• Some estimates of 30cm – 1 metre by 2100 due to thermal expansion and
melting ice sheets
• Those living in low lying areas could be in trouble e.g. Bangladesh, London,
Essex, Maldives and Tuvalu in the Pacific Ocean.
• High tides in spring and storm surges from hurricanes and depressions could
cause huge amounts of damage.
Storm Surge
During our fieldwork,
you will recall they were
increasing the height of
the sea defences, to try
to prevent 1 in 200 year
storms. Climate change
could make these
storms more frequent
to 1 in 20 years Higher sea levels will lead to
more erosion of places like
Bishopstone, and the only choice
will be to build new, higher
defences or to retreat!

42. Case Studies
Use this space to add notes on any other case studies you have done.

43. EXAM FOCUS

44. Topic 6: Extreme Environments
What you need to know
 The characteristics of extreme climates
 How flora and fauna have adapted to these extremes
 The cultural heritage of indigenous people and threats to it
 The threat of climate change to extreme climates
 How local and global action can protect against climate change

45. Polar Extremes
Arctic – North of the Arctic Circle
Antarctic – South of the Antarctic circle
The suns rays are
spread out at the
poles reducing
temperatures.
Polar regions have low precipitation levels and this often falls as snow. The cold air
sinks meaning there are few clouds and therefore little precipitation. Summers tend
to be June to August. Winters account for the other 9 months.

46. Polar Flora and Fauna Adaptations
Thin at top so bends in
wind
Cone shape to shed
snow
Shallow roots to avoid
permafrost
Needles to
reduce moisture
loss.
Evergreen to
take advantage
of any sunlight
Low to ground to
avoid cold wind
Pillow shape to trap
warm air
Flowers can twist to
follow sun
Tundra Biome
Coniferous Forest
Biome
Animal Adaptations in Polar Bears, Seals and Arctic Foxes include:
• Migration in Spring to the region and leaving before winter
• Thick white fur – camouflage
• Dens built and snow caves
• Thick blubber for insulation
Polar People
2 Types:
Indigenous – Who still live traditionally, but many have moved to towns.
Immigrants –Who have moved to work in mining, oil and gas drilling.
Difficulties Faced:
Extreme cold for months
Darkness and isolation in winter
Permafrost – which is a constant hazard as it can melt.

47. Building
• Homes built on stilts
or rest on gravel to
stop heat melting the
permafrost, and allow
cold air to circulate.
• Windows are triple
glazed
• Roofs are steep
sloped to shed snow
Homes built directly onto
permafrost start to lean then fall
Arctic clothing traditionally was made from animal skins hand
sewn with sinew. Today hi-tech insulated clothing has replaced
this.
Transport – Driving is easier in winter as the ground is hard
and frozen. Ice roads are used by trucks, snowmobiles, skis
and dog sleds are also used
Energy – Oil and gas a re used, renewables are not suited to
polar areas. Energy demand is high.
Farming and food – crop faming is not possible. Reindeer are
herded by the Inuit. Food has to be imported and this is
expensive
Unique Cultures
Many Arctic people have become
‘Westernised’. Some do keep the old
traditions
The Aluet people of Alaska know how to
use every part of a seal or whale – even
bones for weapons or needles
The Nenets believe that rocks, trees and
animals as well as people have souls and
spirits. This respect for the natural
environment is something we could all
learn from.
The Inuits are very sensitive to change in
the Arctic, they know before others if there
is change for the worse.

48. Named example -Bourke, New South Wales,
Australia
Why is most of Australia desert?
• The mountains that border the coast = a rain shadow effect.
• The further west the winds blow the drier they become. Western Australia = the
driest.
• Living in the
Australian Outback...
• Barren
• Sparsely populated
• Desert/semi desert
• Scattered cattle farms
• A few dirt tracks
• Summertime temperatures
+40 degrees
• Rain rare
• Soil thin and infertile
How do plants and animals survive?
PLANTS…
SUCCULENCE  plants store water in fleshy leaves, stems and roots.
Water is captured and stored
They quickly absorb water through their long roots Waxy stems and leaves make
them waterproof.
Spikes/toxic/camouflage  protect them against animals wanting to eat them.
DROUGHT TOLERANCE
During drought they shed their leaves
Become dormant (asleep)
DROUGHT AVOIDANCE
Most of these survive one season, rapid life cycle and die after seeding.
Seeds last years and only germinate when soil moisture is high.

49. Animals
Bilby Perente Red Kangaroo
• Nocturnal 
shelters from the
heat to avoid
dehydration
• Burrows for
moister, cooler
conditions
• Obtains enough
moisture from food
 bulbs, insects
etc..
• Digs burrows
• Hibernates May-
Aug to avoid cold
• Low moisture
needs
• Hops (fast, energy
efficient travel)
• Feeds at dawn and
dusk – air is cooler
• Sleeps during the
heat of the day
• Dew = water intake
• Rain triggers
hormones so
breeding only
occurs during rains
How do people cope?
Managing Water Supplies…
• Farmers have dams and reservoirs to store water for cattle and sheep to drink.
• Boreholes used to tap underground water (aquifers beneath the ground are
rocks that store water).
• Most people don’t farm, they work in the mines.
• They need a lot of energy to run air conditioning needed to make life more
bearable.
NAMED EXAMPLE: PRAIRIE HOTEL, PARACHILNA
2 Metres below the ground – cooled by the surrounding rocks.
Solar panels for electricity  lights and fans
Kitchen and bathroom water is recycled and used to water the gardens
*Aboriginal people are tall and slender – an advantage in losing body heat.

50. Aboriginal Culture and Threats to it
Culture – is about the traditions and lifestyles of particular groups e.g.
Aboriginals in Australia
FOOD:
FRUIT : Bush tomatoes, SEEDS: Wattle seeds, GRUBS: Wichety grub
MEAT: Wild animals e.g. crocodile
BELIEFS AND LIFESTYLE – The land is sacred and to be protected.
Hunting and gathering
Create conditions for grubs > Dam rivers to catch fish
Use fire to drive animals out so they can be hunted
Craft based on hunting (boomerangs) or music (didgeridoos)
Customs and stories never written down
THREATS TO ABORIGINAL CULTURE
Ayers rock (Uluru) is a sacred site for the Aborigines. It is also the most visited spot in
Australia.
NAMED EXAMPLE: Uluru
World Heritage Site
Aboriginal paintings etc.
The number of visitors increases rapidly. 60% are from overseas.
What problems do tourists bring?
Aboriginal culture exploited for entertainment – Cultural dilution
People come for the experience – climb the rock etc. rather than to learn about the
Aborigines.
Aborigines have no part in management of the tourist resort
Tour guides ignore ‘awkward’ aboriginal history e.g. children taken forcibly from their
parents until the ‘70s.
 a new Aboriginal culture centre  educates people about aboriginal peoples
 charges an admission fee which then goes to the community
 creates jobs for Aboriginals
 tourists do not climb Ayers rock (as it is sacred)

51. Threats to the Environment
Extreme Environments are often Resource Rich
The super Pit gold mine in Kalgoorlie is so large it can
be seen from space.
Iron Ore and Manganese are mined in Pilbara,
Australia, increasing the demand for housing and
water.
Oil and gas is already exploited in the Arctic – Russia
and Alaska
This creates jobs and money but……….
Mine waste and spoil heaps scar the landscape
Mining uses a lot of water that is scarce in arid places
& the water used ends up polluted
Oil spills from the trans Alaskan pipeline and the Exxon
Valdez disaster which killed 250000 sea birds
Jobs forever?
Many extreme environments suffer from
‘boom and bust’ If prices for gold, oil, coal
etc. are high there are lots of jobs.
If not high unemployment. Tourism in
these places has dropped by 19% in
2011-2012.
Droughts in Australia have caused out
migration of farm workers to cities.

52. Threat of Climate Change
If outback temperatures rise it would make it very difficult to live in.
 more frequent droughts  more evaporation more bushfires
It is estimated that rainfall will fall in Southern Australia, leading to
DESERTIFICATION
The threat of El Nino (the reversal of normal air currents across Australia which
brings drought to Australia every 5-7 years)
Every 5-7 years instead of winds bringing rain from the Pacific, El Nino reverses
everything. The winds blow WE and by the time the winds reach the east = dry =
drought. Most severe droughts are linked to El Nino.
The impacts of 2006/7 drought (short term):
Severe water shortages Queensland
More dust storms and bush fires for New South Wales
Farmers New South Wales lose 80% income
The impacts of climate change (long term):
Farms abandoned and rural communities destroyed
In 2002 drought reduces exports $1 billion (Australian dollars)
14% bird species and 25% mammals could be extinct by 2100.
Local Action to CC
NAMED EXAMPLE: Burkina Faso, Africa, Sahel
Badly affected by drought, Deforestation and over use of the land  unable to
grow enough food to feed themselves. No trees to bind the soil together so when
it rained the soil was washed away.
 in 1979 Oxfam project  farmers encouraged to build diguettes – a line of
stones across the land. Slows rainwater and lets it soak in. trap soil and decrease
soil erosion.
The diguettes were a success. Almost everyone in the village had improved crop
yields.
It’s an example of intermediate technology –Materials found locally. Labour free.
Cheap solution.

53. Global Action on CC
NAMED EXAMPLE: Oxfam working in Zambia to help people adapt to drought
Trains them to use conservation farming
Only requires moderate but constant farm work. Suits HIV+ as otherwise too weak.
Conservation farming…
Plough only where you plant instead of all of the land  less soil erosion and
moisture only evaporates from the parts that have been dug.
Spread the planting over a year instead of all at once.
Several crops mixed together(Multi-cropping ). All land used – none wasted
between rows of crops. If one crop fails there are others so no one starves.
The Kyoto (Japan) Summit (Hugh conference to discuss CC)
In 1997 to cut greenhouse gases by 5.2% by 2012-141 countries signed up. 181 by
2008.
GROUP 1 = signed and meeting targets e.g. UK, France
GROUP 2 = signed but not meeting – Canada, Denmark
GROUP 3 = Signed but not set targets – China, India and other LEDC’s. MEDC’s
produce most emissions and LEDC’s should to be given time to develop targets.
GROUP 4 = didn’t sign e.g. USA (the world’s biggest polluter) and Australia (later
signed when they had a change of Prime Minister)
• Reducing emissions can affect a countries economy as they may not have
power or ways to transport the produce any other way. They will lose money.
• Some countries sell energy e.g. oil, reducing emissions could make them
poorer

54. EXAM FOCUS

55. Case Study Challenge
List as many case studies as you can remember
Restless Earth
Climate and Change
Battle for the biosphere
Water World
Coastal Change and Conflict
Extreme Climates

56. Case Study Challenge
List as many case studies as you can remember
Fast Facts – 3 facts about each case study……..Go!

57. Case Study Challenge
Which case study for which question???
Question Case Study
For a volcanic eruption in an
MEDC……….
How can people in LEDC’s prepare for
earthquakes?
Using examples explain how climate
change has affected people and
ecosystems
Describe how CC may have impacts on
an LEDC
Explain how people can conserve a
biome you have studied
Using examples at different scales
explain some ways of conserving
threatened biomes
For a large scale water management
you have studies describe its impacts
Describe a small scale water
management project
Using named examples describe how
coastal management can cause conflict
at the coast
Giving examples, explain how people
cope with living in an extreme climate
Using examples explain how people can
overcome problems of drought, in one
extreme climate you have studied
Using examples, explain the value of
traditional culture in extreme parts of
the world

58. • Using one of the handy facts or key facts sheets
complete a sheet for your weakest case study.
• Do the same for your strongest
• How do they compare?
Case Study Challenge
Strengths and Weaknesses

59. Knowledge Top up……
1. Go to the Edexcel website
www.edexcel.org.uk
2. Click : Qualifications> GCSE
from 2009> Geography B>
Question papers
3. Select higher or foundation
Revision:
• Case study work on handy
facts or key fact sheets
• Use revision guide to revise
• Exam questions from the case
study challenge sheet
• Exam papers

60. Case Studies
Restless Earth
Volcanoes:
• Nyirogongo
• Mt St Helens
Earthquakes:
• Kobe
• Sichuan
Tsunami:
• 2004 Asian, Sumatra
Climate and Change
• Little Ice Age
• Medieval Warm Period
Changing conditions in:
• UK
• Egypt

61. Case Studies
Battle for the Biosphere
Amazon rainforest:
• Conservation
• Products and services
Global policies:
• Ramsar
• CITES
Local initiatives
• Biodiversity Opportunity
Areas (BOA) - East Kent
Woodlands & Downs
(Challock)
Water world
The Sahel
Three Gorges Dam
• Environmental
Water Sources
• Great Artesian Basin,
Australia
Access
• Ethiopia, Tigray
province

62. Case Studies
Coastal Conflicts and
Change:
Management
• Christchurch Bay
• Herne Bay
Erosion + landforms
• Holderness coast
Extreme Environments-
Cold and Hot:
Arctic
• Inuvik, Canada
Hot desert
• Bourke NSW, Australia