Download Edexcel A2 Geography sample chapter 8

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Unit 3 Contested planet
1 Energy security
7
9
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Tick to track your progress
Use the revision planner on pages 4 and 5 to plan your
revision, topic by topic. Tick each box when you have:
l revised and understood a topic
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l practised the exam questions and gone online to
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Energy supply, demand and security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The impacts of energy insecurity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Energy security and the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Water conflicts
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The geography of water supply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The risks of water insecurity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Water conflicts and the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Biodiversity under threat
3 Biodiversity under threat
Managing biodiversity
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Defining biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Biodiversity threats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Managing biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 Superpower
geographies
Sustainable yield
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36 Superpower geographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The concept of sustainable yield is a key one in relation to the
39 The role of superpowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
sustainable management of ecosystems and biodiversity. Two levels of
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Sustainable
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which the .goods
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ecosystem can be safely harvested
Bridging
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Any ‘harvesting’
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consequences
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the development
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activity
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habitats.
Strong commercial pressures . . . . . .Revision
Reducing
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Write brief notes about the
often lead to this level of exploitation.
6 The technological fix?
concepts of sustainable yield and
● Optimum sustainable yield (OSY) — a lower level of exploitation that
carrying capacity.
59 The geography of technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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does not spoil the aesthetic or recreational value of the ecosystem
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Technology
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development
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while at the same
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Technology, environment and the future . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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14 What is the link between
sustainable yield and carrying
capacity?
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Introducing
Unit 4 . . . . . . . . . . . . . . . . .Intense
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population
Population begins
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reproduction low
over-harvesting
(D) Describing,
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Growth of population to
No cover
carrying capacity the
possible
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for natural reasons
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rapidly
MSY in practice
if over-harvesting
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Maximum
sustainable yield . .(MSY)
(theoretical)
is halfway
Preparing for the exam
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Another closely allied concept is that of carrying capacity. This is the
maximum human population that can exist in equilibrium with the
available resources of a given area. The problem with this is that carrying
Unit
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capacity
varies seasonally and
is expected to be reduced by climate
change. Figure 3.4 shows the link between sustainable yield and carrying
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capacity.
MSY
is
halfway
between
zero and carrying capacity.
7 Writing the report-style essay
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Optimum sustainable yield (OSY) is lower
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have a high aesthetic value
Carefully controlled
harvesting allows
Zone of over-harvest
population growth
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4
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0
Time
Figure 3.4 Sustainable yield
Key players
Typical mistakes
The authors identify the typical mistakes candidates
make and explain how you can avoid them.
Revision activities
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Now test yourself
These short, knowledge-based questions provide the
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Definitions and key words
Clear, concise definitions of essential key terms
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Book Interior Layout.indb 3
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The key players that have some impact on whether and how biodiversity
and ecosystems are managed are shown in Figure 3.5. It is clear that these
players can be divided into two groups: those that have an impact at a
global scale (e.g. TNCs, international NGOs and other organisations) and
those that have an impact at a more local level (e.g. local communities,
local government and individuals). The same players may also be divided
into two groups on the basis of the nature of their impact on biodiversity
management, i.e. whether it is negative (e.g. those concerned with
exploitation) or whether it is positive (e.g. those pressing for conservation).
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Exam practice
Practice exam questions are provided for each topic.
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02/02/13 2:18 PM
My revision planner
Unit 3 Contested planet
1 Energy security
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7 Energy supply, demand and security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9 The impacts of energy insecurity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12 Energy security and the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Water conflicts
16 The geography of water supply . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19 The risks of water insecurity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21 Water conflicts and the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Biodiversity under threat
26 Defining biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29 Biodiversity threats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32 Managing biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 Superpower geographies
36 Superpower geographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
39 The role of superpowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42 Superpower futures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 Bridging the development gap
47 The causes of the development gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51 The consequences of the development gap . . . . . . . . . . . . . . . . . . . . . . . .
54 Reducing the development gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 The technological fix?
59 The geography of technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
62 Technology and development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
65 Technology, environment and the future . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Unit 4 Geographical research
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Geographical research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(D) Describing, defining and discussing the issue . . . . . . . . . . . . . . . . .
(R) Researching the issue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(A) Analysing the issue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(C) Concluding and evaluating the issue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Q) Quality of written communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Answers and quick quizzes at www.therevisionbutton.co.uk/myrevisionnotes
Book Interior Layout.indb 4
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Research options
You should choose one of the topics 8–13
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8 Tectonic activity and hazards
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Tectonic hazards and causes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tectonic hazard physical impacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tectonic hazard human impacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Response to tectonic hazards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9 Cold environments — landscape and change
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Defining and locating cold environments . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Climatic processes and their causes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Distinctive landforms and landscapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Challenges and opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10 Life on the margins — the food
supply problem
96 Global and local feast or famine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
98 The complex causes of food supply inequalities . . . . . . . . . . . . . . . . . .
100 Desertification and life at the margin of survival . . . . . . . . . . . . . . . .
102 The role of management in food supply and security . . . . . . . . .
11 The world of cultural diversity
05 Defining culture and identifying its value . . . . . . . . . . . . . . . . . . . . . . . . . . .
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106 The geography of culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
108 The impact of globalisation on cultural diversity . . . . . . . . . . . . . . . . .
109 Cultural attitudes to the environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12 Pollution and human health at risk
12 Defining the risks to human health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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114 The complex causes of health risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
116 Pollution and health risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
117 Managing the health risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13 Consuming the rural landscape — leisure
and tourism
20 The growth of leisure and tourism landscapes . . . . . . . . . . . . . . . . . . . .
1
122 The significance and fragility of rural landscapes . . . . . . . . . . . . . . . .
124 Impact on rural landscapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
126 Rural landscape management issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Now test yourself answers, Exam practice answers and quick quizzes online at
www.therevisionbutton.co.uk/myrevisionnotes
My revision planner
Book Interior Layout.indb 5
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Countdown to my exams
6–8 weeks to go
One week to go
Start by looking at the specification — make sure
you know exactly what material you need to
revise and the style of the exam. Use the revision
planner on pages 4 and 5 to familiarise yourself
with the topics.
l Organise your notes, making sure you have
covered everything on the specification. The
revision planner will help you to group your notes
into topics.
l Work out a realistic revision plan that will allow
you time for relaxation. Set aside days and times
for all the subjects that you need to study, and
stick to your timetable.
l Set yourself sensible targets. Break your revision
down into focused sessions of around 40 minutes,
divided by breaks. These Revision Notes organise
the basic facts into short, memorable sections to
make revising easier.
l
l
Revised
4–6 weeks to go
l
l
l
l
l
l
Read through the relevant sections of this book
and refer to the examiner’s tips, examiner’s
summaries, typical mistakes and key terms. Tick
off the topics as you feel confident about them.
Highlight those topics you find difficult and look
at them again in detail.
Test your understanding of each topic by working
through the ‘Now test yourself’ questions
in the book. Look up the answers at www.
therevisionbutton.co.uk/myrevisionnotes.
Make a note of any problem areas as you revise,
and ask your teacher to go over these in class.
Look at past papers. They are one of the best
ways to revise and practise your exam skills.
Write or prepare planned answers to the exam
practice questions provided in this book. Check
your answers online and try out the extra quick
quizzes at www.therevisionbutton.co.uk/
myrevisionnotes
Try different revision methods. For example, you
can make notes using mind maps, spider diagrams
or flash cards.
Track your progress using the revision planner and
give yourself a reward when you have achieved
your target.
Try to fit in at least one more timed practice of
an entire past paper and seek feedback from your
teacher, comparing your work closely with the
mark scheme.
l Check the revision planner to make sure you
haven’t missed out any topics. Brush up on any
areas of difficulty by talking them over with a
friend or getting help from your teacher.
l Attend any revision classes put on by your
teacher. Remember, he or she is an expert at
preparing people for examinations.
Revised
The day before the examination
Flick through these Revision Notes for useful
reminders, for example the examiner’s tips,
examiner’s summaries, typical mistakes and key
terms.
l Check the time and place of your examination.
l Make sure you have everything you need — extra
pens and pencils, tissues, a watch, bottled water,
sweets.
l Allow some time to relax and have an early
night to ensure you are fresh and alert for the
examination.
l
Revised
My exams
AS Geography Unit 3
Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Time: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Location: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AS Geography Unit 4
Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Time: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Location: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Revised
6
Answers and quick quizzes at www.therevisionbutton.co.uk/myrevisionnotes
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8 Tectonic activity and hazards
Tectonic hazards and causes
Tectonic activity
Revised
Examiner’s tip
A tectonic event is the result of a movement or deformation of the
Earth’s crust. Tectonic events are usually earthquakes or volcanic eruptions. Tectonic activity and hazards is one
A tectonic hazard is when a tectonic event has the potential to have
an impact on people resulting in loss of life and/or physical damage to
property. Not all tectonic events are hazardous as many earthquakes
occur deep below the Earth’s surface, are low in magnitude or occur far
from where people are living.
of the most popular options studied
as part of Unit 4. You need to make
sure your report is factually correct
and well structured in order to
stand out.
Examiner’s tip
Make sure you learn the facts and
A tectonic disaster is when a tectonic event occurs and causes extensive
figures for a range of up-to-date
loss of life, damage and destruction. The Haiti earthquake in 2010 was a
(within the last 10 years) examples
magnitude 7.0 earthquake with its epicentre 25 km west of the capital city
of tectonic hazards and disasters.
Port-au-Prince. It caused 316 000 deaths, making it one of the deadliest
Examiner’s tip
earthquakes of all time.
Now test yourself
Tested
1 Explain the difference between a tectonic hazard and a tectonic
disaster.
Answer online
You can use older case studies,
but there needs to be a good
justification for this such as the lack
of a more recent event of that type
or an unusual event.
Revision activity
Explain what tectonic hazards are
and what causes them.
Event profile of hazards
Revised
Tectonic hazards can vary greatly in their profile. This means that they can
differ in how often they occur, how powerful they are, how long they last
and how much area (land) they affect. A hazard event profile is a diagram
that represents the key characteristics of different types of tectonic
hazards (Figure 8.1).
Magnitude
Speed of onset
Duration
Areal extent
enormous
just above normal
rapid
slow
long
short
widespread
limited
Spatial predictability random
regular/predictable
Frequency
very rare
frequent
Earthquake
Volcano
Figure 8.1 A typical hazard event profile for an earthquake (destructive boundary)
and a volcano
80
Now test yourself
2 Describe the event profile of an
earthquake and a volcano.
Answer online
Tested
Answers and quick quizzes at www.therevisionbutton.co.uk/myrevisionnotes
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8 Tectonic activity and hazards
The causes of tectonic hazards
Revised
The Earth’s surface is made up of a number of large plates that are in
constant motion, moving very slowly. Ocean floors are continually moving,
spreading from the centre and sinking at the edges. These tectonic plates
slide on the mantle (made up of hot partially molten rock), which is deep
beneath the Earth’s crust (Figure 8.2).
Crust (6–80 km thick)
Mantle, approx 3000°C
(2800 km thick)
Outer core of nickel and
iron, molten liquid (3500 km
thick)
Inner core, solid
(1200 km thick)
Figure 8.2 The structure of the Earth
Convection currents in the mantle move the plates. Convection currents
are circular movements of the mantle material that rise from the core
and cool as they meet the crust before falling again to return to the core
to be heated once more. It is at the edges of the tectonic plates — the
plate boundaries — where earthquakes and volcanoes occur most often
because of weaknesses or faults where the plates meet (Figure 8.3).
Eurasian plate
African
plate
Indo-Australian
plate
North American plate
MidSan Andreas
Atlantic
fault
ridge
Philippine
plate
Pacific
plate
Caribbean plate
Cocos
South
plate
American
Nazca
plate
plate
Fiji
plate
Examiner’s tip
Antarctic plate
Antarctic plate
Volcanoes
Subduction zone
Spreading ridge offset by transform faults
Earthquake zones
Motion of plate
Collision zone
You need to know the
structure of the Earth and
the location of the major
tectonic plates and plate
boundaries.
Figure 8.3 Global distribution of earthquakes and volcanoes
Different types of plate margins
Revised
Four types of plate boundary can be found where the plates meet:
● destructive plate margin, where one plate sinks beneath another
(subduction) as they collide. The upper plate crumples, creating new
mountains and volcanoes
● constructive plate margin, where two plates are moving apart from
each other. Molten rock from the mantle rises to the surface, cools and
hardens, forming a ridge of new rock. Volcanic eruptions are common
Unit 4 Geographical research
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8 Tectonic activity and hazards
●
conservative plate margin, where two plates are sliding past
each other. Pressure builds up until they move with a jerk, causing
earthquakes
● collision plate margin, where two continental plates collide and are
crushed against each other. They are pushed upwards to form new
mountains
Examiner’s tip
Make sure you know what happens
at each of the four types of plate
boundary and whether volcanoes,
earthquakes or both occur.
Earthquakes occur when rocks within the Earth suddenly break or shift
under stress, sending shock waves rippling:
● earthquake waves are measured on sensitive instruments called
seismographs
●the Richter scale (and the more modern Moment Magnitude scale)
assigns earthquakes a number based on the energy of its seismic waves
● thousands of earthquakes occur every day around the globe, although
most of them are too weak to be felt
● every year about 10 000 people on average die as a result of
earthquakes
Volcanoes are vents in the Earth’s surface from which molten rock, debris
Now test yourself
and steam erupt:
3 Create a table contrasting the
● an eruption begins when magma, the molten rock from deep in the
features and hazards at the four
Earth’s crust, rises toward the surface
types of plate boundary.
● although some volcanoes are considered extinct, many are capable of
4 Summarise the features of an
rumbling to life again
earthquake.
● volcanoes provide valuable mineral deposits, fertile soils and
5 Summarise the features of a
geothermal energy
volcano.
● about 1900 volcanoes are active today or are known to have been
Answers online
active in historical times
Tested
Tectonic hazard physical impacts
Extrusive igneous activity
Revised
Once magma flows out (extrudes) on to the surface of the Earth it is
referred to as lava, which then cools to form igneous rock. This process
Now test yourself
creates a number of significant landforms:
6 Describe the three main
● volcanic cones — cone-shaped volcanoes that are formed from the
landforms of extrusive igneous
build-up of lava on the surface of the Earth
activity.
● fissures — vents on a volcano through which lava can erupt
Answer online
● lava plateaux — flat, extensive lava fields produced by volcanic activity
Tested
Different types of volcano
Revised
Volcanoes can generally be grouped into four main types:
● Cinder cones are volcanoes built from ejected lava from a single vent.
As the lava is blown violently into the air, it breaks into small fragments
that solidify around the vent to form a cone. Most cinder cones tend
to have a bowl-shaped crater at the summit and do not rise above
300 m in height, e.g. Mt Gordon in Alaska.
82
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Composite volcanoes (stratovolcanoes) are typically steep-sided,
symmetrical cones built from layers of lava flows, volcanic ash, cinders
and bombs. Most composite volcanoes have a crater at the summit,
which can contain a central vent or a group of vents. These can rise up
to as high as 2.4 km, e.g. Mt Pinatubo in the Philippines.
● Shield volcanoes are typically dome-shaped with gentle sides and a
wide base. They are built up slowly over time from numerous basaltic
lava flows. These volcanoes can stretch for up to 6.5 km and can reach Now test yourself
300 m in height, e.g. Mauna Loa on Hawaii.
7 Describe each of the four main
● Lava domes are more typically dome-shaped with steep sides and
types of volcano and give an
example of each.
a narrow base. They are formed as viscous lava flows slowly and
therefore cools on the sides of the dome, expanding it further, e.g.
Answer online
Soufrière Hills on Montserrat.
Tested
Intrusive igneous activity
8 Tectonic activity and hazards
●
Revised
Intrusive igneous activity is when magma cools and solidifies within the
Earth’s crust. This can lead to the formation of the following landforms
after weathering and erosion has exposed them at the surface:
● batholith — a large emplacement of rock that forms from cooled
magma deep in the Earth’s crust, e.g. the Half Dome in Yosemite
National Park, USA
Now test yourself
● laccolith — magma is forced between two layers of sedimentary rock,
8 Describe the landforms that
creating a dome-shaped feature, e.g. Devil’s Tower in Wyoming, USA
can arise from intrusive igneous
● sill — magma has intruded between layers of sedimentary rock, e.g.
activity.
the Whin Sill in Northumberland
Answer online
● dike — magma has cut discordantly across massive rock formations,
Tested
e.g. Mackenzie dike swarm in the Northwest Territories, Canada
Effects of earthquakes on landscapes
Revised
Earthquakes have less dramatic impacts on the landscape of the Earth:
● rift valleys can form where two oceanic plates are diverging, such as
the mid-Atlantic ridge, or where continental crust is being stretched by
divergence, such as in the East African Rift valley
Revision activity
● fault scarps are cliff-like features that can range from a few metres to
Describe the impacts that tectonic
hundreds of metres in height and can be several hundred kilometres
activity can have on landscapes.
long. They also form where two plates are diverging
Now test yourself
Tested
9 What effects can earthquakes have on landscapes?
Answer online
Unit 4 Geographical research
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8 Tectonic activity and hazards
Tectonic hazard human impacts
Why do people live in tectonically active areas?
Revised
Despite the evident risks, many people choose to live in tectonically active
areas. This is because of a number of reasons:
● lack of knowledge — the long gap between some tectonic events
means communities slowly forget that the area is at risk
● lack of choice — some people remain living in tectonically active
Now test yourself
areas because they lack the choice or there are few alternatives. This
may be especially true for very poor people who may rely on the
10 Explain three reasons why
quality of land for subsistence farming
people may choose to live in
tectonically active areas.
● inertia — there may be traditional, historical or cultural reasons for
living close to volcanoes and this may prevent people from moving
Answer online
away
Tested
Economic and social impacts
Revised
Tectonic hazards can have a range of economic and social impacts, as
shown in Table 8.1.
Table 8.1 Economic and social impacts of tectonic hazards
Economic
Social
● Cost
of repairing damage
●Cost
● Cost
of rebuilding
● Indirect
to people in terms of casualties
and loss of life
costs of loss of earnings, loss
of tourism income etc.
●Cost
of emergency operations
●Misery,
suffering and poor health
Now test yourself
11 Explain some of the economic
and social impacts of tectonic
hazards.
Answer online
Tested
●Loss
of infrastructure — damage to
roads, services, electricity, water etc.
Specific impacts
Revised
You need to know the impacts that tectonic hazards can have on a range
of specific locations around the world in countries at different stages of
development. A selection of good examples to research further is included Examiner’s tip
You may well have studied a
in Table 8.2.
Table 8.2 Examples of tectonic hazards for further research
Earthquakes
Volcanic eruptions
2011 Tõhoku, Japan
Ongoing Soufrière Hills, Montserrat
2010 Haiti
2010 Eyjafjallajökull, Iceland
2008 Sichuan, China
2007 Etna, Sicily, Italy
Now test yourself
Tested
12 Produce two detailed case studies highlighting the impacts of an
earthquake in a less developed country and the impacts in a more
developed country.
Answer online
84
number of different case studies and
examples as part of your research
preparation for this exam. It is best
that you stick with the ones that
you know well and have already
researched in detail.
Revision activity
Outline the impacts that tectonic
activities can have on people.
Answers and quick quizzes at www.therevisionbutton.co.uk/myrevisionnotes
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8 Tectonic activity and hazards
Trends in frequency and impact over time
Revised
Hazard impacts reduce quality of life
Tectonic hazards can have varying patterns of impact over time, as shown
by Park’s response model (Figure 8.4). Different hazard events can have
different impacts. This is shown by the speed of the drop in quality of life,
the duration of the decline and the speed and nature of recovery. The
differences in the three lines could be related to the type of hazard, the
degree of preparedness or the speed of the relief effort and the nature of
recovery and rebuilding.
Start of hazard
Recovery to better quality of life
Recovery to normal
Normal quality of life
Rapid
onset
Recovery below
previous quality
of life
Slow onset
Time
Now test yourself
13 Explain how Park’s model shows
that tectonic hazards can have
different impacts over time.
Answer online
Tested
Figure 8.4 Park’s response model
Response to tectonic hazards
Varying approaches
Revised
A range of approaches exist in attempting to cope with tectonic hazards:
● do nothing — people accept that tectonic activity is part of a daily
routine in life and live with the outcomes whatever they may be
● adjust — people alter their lives or routines to factor in the risk that
tectonic activity could impact on them. For example, individuals in
San Francisco may ensure that furniture in their apartments is secured
to walls to prevent it falling in the case of an earthquake or the
government in Japan organises events to prepare the population for an
earthquake event
● leave — people who may have already suffered the disastrous impacts
of a tectonic event decide that their only option is to move away from
Now test yourself
the area to avoid suffering the long-term consequences or for fear of a
14 Explain the range of different
repeat event
The response that people adopt may well be dependent on their personal
experience of a tectonic hazard, but this may be influenced by their
economic situation or the economic situation of their country.
Strategies involved in adjustment
approaches that exist to coping
with tectonic hazards.
Answer online
Tested
Revised
The ways in which people attempt to cope vary before, during and after
the tectonic event, as shown in Figure 8.5.
Unit 4 Geographical research
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8 Tectonic activity and hazards
Stage 1
Improvement
Normality
Improvement
Strategies to modify
or return to
vulnerability to prevent
normality?
further disasters
Stage 2
Hazardous event
Stage 4
Relief and rehabilitation period —
may include outside help
Stage 5
(national or international)
Nature of recovery
related to:
Use of
● the need to reduce
vulnerability
vulnerability
strategies
● the need to restore
normality as soon
Stage 3
Modify the loss
as possible
Search, rescue (e.g. aid and
and care
temporary housing Permanent rebuilding
and services)
of physical and social
infrastructure
Deterioration Modifying
the cause
and event
Quality of
life, level of
economic
activity, social
stability,
communications
and services
Pre-disaster
Relief
Rehabilitation
(hours to days) (days to weeks)
Reconstruction
(weeks to years)
Figure 8.5 A disaster–response curve
Now test yourself
Tested
15 Summarise the ways in which people attempt to cope before, during
and after a tectonic hazard.
Answer online
Revision activity
Explain some of the ways in which
people cope with tectonic hazards.
The effectiveness of different approaches
Revised
Strategies for coping with tectonic hazards may also change and develop
over time, as shown in Figure 8.6.
Modify the loss
● Aid vital for
poor people
● Insurance
more useful
for people in
richer
communities
and countries
Modify vulnerability
Prediction and
warning
● Community
preparedness
● Education to change
behaviour and
prevent hazards
realising into
disasters
●
Modify the event
Further environmental
control
● Hazard avoidance by
land-use zoning
● Hazard-resistant design
(e.g. building design to
resist earthquakes)
● Engineering defences useful
for coastal and river floods
● Retro fitting of homes is
possible for protection
●
Modify the cause
● Environmental
control
● Hazard
prevention
● Only really
possible for
small-scale
hazards,
landslides/
avalanches and
floods
Increasingly technological
Figure 8.6 Response analysis framework
Now test yourself
Tested
16 Explain how strategies for coping with tectonic hazards may change
over time.
Answer online
86
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8 Tectonic activity and hazards
Exam practice
Report-style essay
‘The frequency of tectonic hazards and disasters has changed over time’. Discuss.[70]
Pre-released research focus
● Explore the trends and frequencies of tectonic hazards and disasters.
● Research a range of tectonic events and whether their risk has altered over time.
Answers and quick quizzes online
Online
Examiner’s summary
✔ There are tectonic events, hazards and disasters.
✔ Tectonic hazards can vary greatly in how often they
occur, how powerful they are, how long they last and
how much area they affect.
✔ The Earth’s surface is made up of a number of large
plates that are in constant motion.
✔ There are four types of plate boundaries that can be
found where the plates meet.
✔ Magma that extrudes on to the surface of the Earth
cools to form igneous rock which creates a number of
significant landforms.
✔ Volcanoes can generally be grouped into four main
types: cinder cones, composite volcanoes, shield
volcanoes and lava domes.
✔ Intrusive igneous activity is when magma cools and
solidifies within the Earth’s crust.
✔ Earthquakes have less dramatic impacts on the
landscape of the Earth.
✔ Many people choose to live in tectonically active areas
due to a number of reasons.
✔ Tectonic hazards can have a range of economic and
social impacts.
✔ Tectonic hazards have different impacts in different
locations around the world.
✔ Tectonic hazards can have varying patterns of impact
over time.
✔ There is a range of approaches that exist in attempting
to cope with tectonic hazards.
✔ The ways in which people attempt to cope with
tectonic hazards vary before, during and after the
tectonic event.
✔ Strategies for coping with tectonic hazards change
and develop over time.
Unit 4 Geographical research
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