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GEOGRAPHY revision topics POPULATION DYNAMICS I understand what exponential means and I can use the word in a description of a population graph. I can describe contrasting future projections of population. I can explain the social & economic reasons for why population has grown exponentially. I can explain, using examples, the variation in population growth rates in different countries. I can define the terms ‘infant mortality’, ‘child mortality’, ‘natural increase’, ‘birth rate’, ‘death rate’, and ‘life expectancy’. I can describe what the demographic transition model shows. I can describe the ‘5th’ stage of the demographic transition model. I can compare, using examples, the population structure of 2 countries at different levels of development. I can explain how economic growth, migration, and conflict affect the structure of a population. I can describe the shape of a population pyramid. I can define the terms ‘ageing population’ and ‘youthful population’. I can explain, using an example, the causes of (a) a youthful population and (b) an ageing population. I can explain, using an example, the effects of (a) a youthful population and (b) an ageing population. I can explain the reasons why countries would want to manage their populations (resource pressure, overcrowding, ageing, skill shortage. I can define ‘pro-natalist policy’ and ‘anti-natalist’ policy. I can compare different migration policies and describe the tensions that may arise as a result of these policies. CONSUMING RESOURCES I can define the terms ‘renewable’, ‘non-renewable’ and provide several examples of each. I can explain what ‘peak oil’ is and the problems it may cause. I can describe the inequalities in the supply of fossil fuels and other non-renewable energy resources. I can explain the reasons for inequalities in the consumption of fossil fuels and other non-renewable energy resources. I can explain the reasons for inequalities in the supply & consumption of renewable energy such as solar and wind power. I can describe the problems that might occur as a result of resource shortage. I can describe the theory of Malthus, using the terms “point of crisis”, “natural checks”. PPEs 2016 REVISION GUIDE GEOGRAPHY revision topics I can describe the theory of Boserup, using examples of methods to increase food production. I can describe, using examples, new ways of solving resource shortages in the world, and the challenges that they face. I can evaluate the benefits and costs of renewable resources. I can explain how local governments attempt to manage resource consumption. GLOBALISATION I can explain what the Clark Fisher model shows. I can describe the limitations of the Clark Fisher model. I can define, and provide an example of, primary, secondary, tertiary, quaternary industry. I can define ‘formal’ and ‘informal’ employment and provide examples of each. I can describe the effects of changes in employment sectors from primary to tertiary as a country develops. I can define industrialisation and deindustrialisation. I can describe and explain what globalisation means, using phrases such as ‘inter-dependence’, ‘connectedness’, ‘flows’, & ‘technology’. I know what the acronyms TNC, WTO, IMF stand for. I can outline the role of the IMF and the WTO, and some of the problems that these organisations cause. I can describe, using examples, what the impacts on different groups of people due to globalisation are. I can define the term ‘New Economy’. I can define foreign direct investment (FDI) and describe how it has changed. I can explain the reasons for the growth in international trade, because of the growth of TNCs (consolidation & conglomeration), state-led investment, and lower transport costs. I can explain how a TNC in the tertiary sector (BT) operates, correctly using the term ‘out-sourcing’ and describing the economic and social effects. I can explain how a TNC in the secondary sector (Nike) operates and describing the economic and social effects. DEVELOPMENT DILEMMAS I can define ‘development’. I can explain how corruption, political freedom, and low-levels of development are linked together. I can define the term ‘HDI’ and explain why it is useful. I can describe a wide range of economic & social development indicators I can explain, using examples, what the ‘development gap’ means. PPEs 2016 REVISION GUIDE GEOGRAPHY revision topics I can define what ‘The Brandt line’ is and explain, using examples, what has changed and what has stayed the same. I can explain the reasons for these changes, using terms such as ‘newly [and rapidly]-industrialising countries’ (NICs & RICs). I can describe the location of a sub-Saharan African country. I can explain the reasons for poverty in Malawi. I can describe what Rostow’s modernisation theory is. I can explain the problems with Rostow’s theory in relation to Malawi. I can describe Frank’s dependency theory, using examples from Malawi to demonstrate the global coreperiphery model. I can describe the differences between the urban core and rural periphery. I can explain, using examples from India and an understanding of the ‘multiplier effect’, the reasons for the differences between the core and periphery. I can define ‘top-down’ and ‘bottom-up’ development. I can describe, using an example, the benefits and costs of a ‘top-down’ development scheme. I can describe, using an example, the benefits and costs of a ‘bottom-up’ development scheme. I can explain, using an example, why ‘bottom-up’ development is said to be more sustainable. CHANGING SETTLEMENTS IN UK I can define and give examples of economic changes to an urban area I can define and give examples of social changes to an urban area, using London or Liverpool as a case study I can define and give examples of demographic changes in an urban area, using London or Liverpool as a case study I can explain reasons for growth in an Urban area like London I can explain reasons for decline in an urban area like Liverpool I can describe reasons for an urban area having high levels of deprivation I can describe reasons for the location of an urban area with high deprivation I can identify and describe examples of things that provide a high quality of life I can explain a variety of improvements made to an area to improve the quality of life I can define upland, retirement or commuter village as a rural area I can explain the features of a rural community in the Highlands of Scotland I can explain the features of a rural community in Devon/Cornwall PPEs 2016 REVISION GUIDE GEOGRAPHY revision topics I can compare and contrast 2 rural communities and explain reasons for why they are different. I can identify and describe reasons for a housing shortage in UK I can explain a social impact of their being a demand for houses I can explain an economic impact of their being a demand for housing I can explain the featueres of a regeneration or rebranding project I can explain the features of a rural development scheme I can describe the aims of a greenbelt conservation project I can describe the aims and features of the National Parks as a conservation project CHALLENGES OF AN URBAN WORLD: I can define urbanisation I can define and give features of a megacity I can explain how cities grow in the developed and developing world, including spatial growth, economic and the population I can explain the challenge of reducing eco-footprints in a developed city (London) I can explain the challenge of dealing with waste in a developed city. I can explain the challenge of urban pollution in a developing city. I can explain the challenge of dealing with slum housing in a developing city. I can explain ways in which the quality of life is being improved in developing cities through NGOs' I can explain ways sustainable transport has been managed in a developing city I can explain the ways sustainable transport has been managed in a developed city I can define the informal economy. I can define what an eco footprint is I can examine the pros and cons of a sustainable transport project I can compare the eco-footprints of a developing and a developed city and explain reasons for why they are different RESTLESS EARTH I canidentify the layers of the earth and I can describe their temperature, density, composition and physical state (solid or liquid). I can explain why the asthenosphere is important. I can describe how the earth’s crust is broken up into tectonic plates. I can explain how convection currents cause tectonic plate movement and how the Earth's magnetic field is generated. PPEs 2016 REVISION GUIDE GEOGRAPHY revision topics I can describe the 4 types of plate boundary: constructive, destructive collision and conservative. I can describe where tectonic hazards are found in the world and I can explain why they are found there referring to the Pacific Ring of Fire I can describe in detail what happens at the 3 main boundaries and what features are formed. I can describe what the Volcanic Explosivity Index (VEI) shows. I can describe how the Richter scale measures the strength of an earthquake. I can describe what the Mercalli scale is used for. I can describe how the depth and location (focus and epicentre) affect the damage caused. I can explain how a tsunami is formed. (Tsunami-genesis) I can describe the different characteristics of a composite and a shield volcano. I can describe the different material that comes out of a volcano during an eruption. I can define primary and secondary imapcts I can describe the differences between the primary and secondary impacts of earthquakes in two examples (HIC, LIC) and explain the reasons for contrasts. I can describe the differences between the primary and secondary impacts of a volcano eveny in two examples (HIC, LIC) and explain the reasons for contrasts. I can describe how volcanoes can be monitored using a range of methods I can explain the difference between prediction, prevention, and preparation is different in LICs and HICs I can describe, using an example. the different short-term and long-term methods used to prepare and plan for an earthquake or a volcano. I can explain the differnece between response and relief efforts in HICs and LICs CHANGING CLIMATE I can describe past climate change on different time scales, including the Ice Ages in the Quaternary and in Britain since the Roman times. I can describe the types of evidence of climate change in (a) the recent past and (b) the distant past. I can explain the causes of climate change in the past - asteroids, orbital theory, volcano theory, sunspot theory. I can describe the impacts of the ‘Little Ice Age’ on people & the environment. I can describe the impacts of major climatic changes in geological time, e.g. the mass extinction of megafauna and megaflora I can describe and explain the reasons for the UK's climate. I can describe the UK’s climate today - temperature, rainfall and seasonality. PPEs 2016 REVISION GUIDE GEOGRAPHY revision topics I can describe the potential changes in the future, and refer to ocean currents (Gulf Stream) and air masses. I can explain what the greenhouse effect is and how this is different to the enhanced greenhouse effect. I can describe the differences in CO2 emissions around the world, and explain the reasons for these differences. I can describe the ways in which humans contribute to the enhanced greenhouse effect and explain why it is getting worse. I can describe the economic and environmental effects of a warmer UK (positive & negative). I can describe the economic and environmental impacts of future climate change in an LIC (Egypt). BATTE FOR THE BIOSPHERE: I can define ‘eco-system’, ‘biome’, ‘biodiversity’ and 'biosphere' I can describe the global distribution of four or more biomes. I can explain how global factors can affect the distribution of a biome. I can explain how local factors can affect the characteristics of a biome. I can explain how the biosphere regulates the composition of the atmosphere. I can explain the role the biosphere plays in maintaining soil health. I can describe how the biosphere influences the hydrological cycle. I can describe and categorise the different goods that the biosphere provides. I can explain the effects of deforestation. I can explain how climate change will degrade the biosphere indirectly. I can explain, using examples, what makes a conservation action ‘global’, ‘national’, or ‘local’. I can describe what national parks are and how they work. I can evaluate the benefits and costs of global, national, and local actions to conserve the biosphere. I can explain, using a case study, what sustainable management of the biosphere is, and evaluate the benefits and costs. WATER WORLD I can explain why the hydrological cycle is a ‘closed’ system. I can explain how the biosphere and lithosphere interact with the hydrosphere. I can describe the stores, transfers, and processes of the hydrological cycle and explain how they are interlinked. I can explain the reasons for increasing water use PPEs 2016 REVISION GUIDE GEOGRAPHY revision topics I can define water scarcity and explain, using examples, the difference between economic and physical water scarcity. I can describe the problems caused by water unreliability in the Sahel region. I can describe in detail how humans affect water quality. I can define eutrophication. I can explain what over abstraction means. I can explain the differences between large and small-scale water management. I can evaluate, using an example (3 Gorges Dam/Aswan Dam) the benefits & costs of large-scale water management, and explain why it is considered unsustainable. I can describe how a tube well works, and explain why it is considered sustainable. I can define intermediate technology. I can evaluate the benefits & costs of small-scale intermediate technology, using pumpkin tanks or tube wells as examples. PPEs 2016 REVISION GUIDE
