GCE Geography AS Level Student Book

344 Pages·2016·29.842 MB·English

by  Linsay Frost, Lauren Lewis, Daniel Mace, Viv Pointon, Paul Wraight

Series editor: Lindsay Frost
Lindsay Frost | Lauren Lewis | Daniel Mace | Viv Pointon | Paul Wraight
Published by Pearson Education Limited, 80 Strand, London, WC2R ORL.
www.pearsonschoolsandfecolleges.co.uk
Copies of official specifications for all Edexcel qualifications may be found on the website: www.edexcel.com
Text© Pearson Education Limited 2016
Designed by Elizabeth Arnoux for Pearson
Typeset, illustrated and produced by Phoenix Photosetting, Chatham, Kent
Original illustrations © Pearson Education Limited 2016
Cover design by Elizabeth Arnoux for Pearson
Picture research by Rebecca Sodergren
Cover photo/illustration © Poorfish / Getty Images
The rights of Lindsay Frost, Lauren Lewis, Daniel Mace, Viv Pointon and Paul Wraight to be identified as
authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents
Act 1988.
First published 2016
19 18 17 16
10 987654321
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN 978 1 292 13960 9
Copyright notice
All rights reserved. No part of this publication may be reproduced in any form or by any means
(including photocopying or storing it in any medium by electronic means and whether or not transiently
or incidentally to some other use of this publication) without the written permission of the copyright
owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or
under the terms of a licence issued by the Copyright Licensing Agency, Barnards Inn 86 Fetter Lane,
London EC4A 1EN (www.cla.co.uk). Applications for the copyright owner's written permission should be
addressed to the publisher.
Printed in the UK by CPI
Websites
Pearson Education Limited is not responsible for the content of any external internet sites. It is essential
for tutors to preview each website before using it in class so as to ensure that the URL is still accurate,
relevant and appropriate. We suggest that tutors bookmark useful websites and consider enabling
students to access them through the school/college intranet.
A note from the publisher
In order to ensure that this resource offers high-quality support for the associated Pearson
qualification, it has been through a review process by the awarding body. This process confirms
that this resource fully covers the teaching and learning content of the specification or part of a
specification at which it is aimed. It also confirms that it demonstrates an appropriate balance
between the development of subject skills, knowledge and understanding, in addition to preparation
for assessment.
Endorsement does not cover any guidance on assessment activities or processes (e.g. practice
questions or advice on how to answer assessment questions), included in the resource nor does it
prescribe any particular approach to the teaching or delivery of a related course.
While the publishers have made every attempt to ensure that advice on the qualification and its
assessment is accurate, the official specification and associated assessment guidance materials are
the only authoritative source of information and should always be referred to for definitive guidance.
Pearson examiners have not contributed to any sections in this resource relevant to examination
papers for which they have responsibility.
Examiners will not use endorsed resources as a source of material for any assessment set by Pearson.
Endorsement of a resource does not mean that the resource is required to achieve this Pearson
qualification, nor does it mean that it is the only suitable material available to support the
qualification, and any resource lists produced by the awarding body shall include this and other
appropriate resources.
Contents
How to use this book 4
Assessment outline for AS and A Level 6
Fieldwork investigations 8
Synopticity 16
Topic 1 Tectonics 18
Thinking Synoptically: Melting Ice 66
Topic 2 Glaciated Landscapes and Change 68
Topic 3 Coastal Landscapes and Change 116
Thinking Synoptically: Chinese Coastal Flooding 170
Topic 4 Globalisation 172
Thinking Synoptically: Regeneration 220
Topic 5 Regenerating Places 222
Topic 6 Diverse Places 272
Appendix: Maths and statistics answers 323
Glossary 328
Index 339
Acknowledgements 343
How to use this book
Introductory pages Exam support
The introductory pages outline the objectives of the topic and There are AS and A Level style exam style questions with
the skills that are covered within it. There is also a paragraph guidance on every enquiry question, providing practice for your
about synoptic links, which is a theme running throughout the exams.
specification. If you have studied geography at KS3 or GCSE level
there is a reminder of the content and concepts that you should AS level exam-style A level exam-style
know linked to the AS/A level topic. question question
With reference to earthquake Explain the link between
(seismic) waves, explain two plate boundary type and the
reasons why it is difficult for strength of earthquake
buildings to remain intact (seismic) waves. (4 marks)
during an earthquake event.
Guidance
(4 marks)
Think about which types of
Guidance plate boundary create the
Each type of earthquake most strain and release
(seismic) wave moves the greatest amount of
through the ground seismic energy and why,
differently, and all the and which release very
waves arrive within little and why. Make
seconds of each other. reference to body and
Anything attached to the surface waves.
Key terms and glossary
ground would also move.
The key terms you need to know are highlighted for you in bold
and there is an extensive glossary at the back of the book to help There are focussed exam pages at the end of every topic with
with your revision. sample questions, sample answers and guidance for both AS and
A level.
Activities and extension
Preparing for your AS level exams Preparing for your A level exams
Frequent activities contain academic questions to reinforce your
Sample answer with comments
learning and help you to develop and apply numerical, statistical,
cartographic, graphical, ICT and literacy skills in geographical
contexts. Extension activities will also stretch and challenge your
knowledge.
ACTIVITY Extension
TECHNOLOGY/ICT
The Shoreline Management
SKILLS
Plans for England
Investigate the aims and and Wales are on the
Environment Agency
actions of a UK coastal
website, and often on
ICZM, perhaps an area in
local council websites.
which you have undertaken
Investigate the SMP for
fieldwork. Assess how
your fieldwork area and
successful the ICZM is for
examine the local coastal
managing the coastal zone
processes, land use,
sustainably. defences and plans, and the
reasons behind the SMP.
4
Synoptic links Maths and literacy tips
The synoptic links from the specification are highlighted in the We have included maths and literacy tips in the topics to support
text and there are developed explanations of these synoptic your learning. There are also answers to the statistical questions
links throughout to help you make links of your own. at the back of the book so that you can check your learning.
Synoptic link
Thinking synoptically pages
One effect of globalisation is increased migration, especially
Our thinking synoptically pages provide interesting material to
of refugees. While environmental refugees may only be a
take you beyond your studies, linking topics together and giving
small part of this process at the moment, the global link
between countries is likely to become much more important you an opportunity to apply your skills and knowledge and
in the future, as more people are displaced by sea-level prepare for synoptic assessment.
rise and coastal storms. This will also affect sovereignty,
for example, if whole island communities move to another
country; what happens to territorial waters if the land is
flooded? (See page 207.)
The key and an example of the text highlighted
Such criteria-based ethical and environmental ratings
have subsequently become commonplace for business-to-
business corporate social responsibility and sustainability
ratings, such as those provided by Innovest, Calvert and
Domini. Businesses have become aware of the importance of
ethical considerations, and increasingly present themselves Summary knowledge check
to their consumers as morally and environmentally aware.
At the end of each topic is a summary knowledge check with
For example, Marks & Spencer announced their 'Plan A' in
questions which test your learning and a checklist of key links
2007. This set out 100 commitments to source responsibly,
and ideas you will need when preparing for your exams.
reduce waste and help communities over five years. To
support their goal of becoming the world's most sustainable
retailer Marks & Spencer have launched their Plan A 2020. This Book 1 covers all of the Edexcel AS level Geography
The plan combines 100 existing commitments with revised topics, so if you are just studying for an AS Geography
and new ones. qualification you just need to use this book. The same
topics also form part of the Edexcel A level Geography
PAF themes
specification, and if you are following this course you will
Yellow = Players (P), Orange = Attitudes and actions (A),
need to study the topics in this Book 1 and also the topics
Purple = Futures and uncertainties (F)
featured in Book 2 of this series.
5
Assessment outline
for AS and A Level
Table 1: Specification content
Year 1: AS Year 1 and Year 2: A
Compulsory topics: Compulsory topics:
Topic 1: Tectonic Processes and Hazards and Topic 3: Topic 1: Tectonic Processes and Hazards
Globalisation Topic 3: Globalisation
Topic 5: The Water Cycle and Water Insecurity
Topic 6: The Carbon Cycle and Energy Security
Topic 7: Superpowers
Optional topics: Optional topics:
Topic 2A: Glaciated Landscapes and Change or Topic 2A: Glaciated Landscapes and Change or
Topic 2B: Coastal Landscapes and Change Topic 2B: Coastal Landscapes and Change
and and
Topic 4A: Regenerating Places or Topic 4A: Regenerating Places or
Topic 4B: Diverse Places Topic 4B: Diverse Places
and
Topic 8A: Health, Human Rights and Intervention or
Topic 8B: Migration, Identity and Sovereignty
Table 2: Specification assessment
Year 1: AS Year 2: A
Paper 1:1 hour and 45 minutes (90 marks): 50% of qualification Paper 1: 2 hours and 15 minutes (105 marks): 30% of
Section A: Topic 1 and Section B: Topic 2A or Section C: Topic 2B. qualification
Including questions on glaciation or coastal fieldwork, and a Section A: Topic 1
synoptic question linking Topic 1 to Topic 2A or Topic 2B (and P, Section B: Topic 2A or Topic 2B
A, F themes). Section C: Topic 5 and Topic 6
Includes 20 mark extended writing questions.
Paper 2:1 hour and 45 minutes (90 marks): 50% of qualification Paper 2: 2 hours and 15 minutes (105 marks): 30% of
Section A: Topic 3 and Section B: Topic 4A or Section C: Topic 4B. qualification
Including questions on regeneration or diversity fieldwork, and Section A: Topic 3 and Topic 7
a synoptic question linking Topic 3 to Topic 4A or Topic 4B (and Section B: Topic 4A or Topic 4B
P, A, F themes). Section C: Topic 8A or Topic 8B
Includes 20 mark extended writing questions.
Paper 3: 2 hours and 15 minutes (70 marks): 20% of the
qualification
Sections A, B and C are all synoptic: Based on linked topics and
Players, Attitudes and actions, and Futures and uncertainties,
within a resource booklet about a geographical issue. There are
18 and 24 mark extended writing questions.
Paper 4: Independent Investigation (70 marks): 20% of the
qualification.
Exam command words
It is important for you to know the meaning of command words do not answer the question, even if you write lots of correct
in exams so that your answer is phrased in the correct way so geography. Use the exam question analysis at the end of each
that it answers the questions. Marks can easily be lost if you chapter to help you.
Table 3: AS and A examination command words
Command word and use Explanation
Analyse (A) You must use all of your academic geographical skills to investigate an issue. You must divide
the issue into its main parts and make logical connections on the causes and effects of the
links between these parts. You must use evidence (e.g. examples and case studies) wherever
possible to support the points you make. This command word will be used with longer answer
questions worth more marks.
Assess (AS & A) You must use evidence to show the significance of something relative to other factors. Spend
equal time on each factor in the main part of your answer, and in a conclusion identify the
most important.
Calculate (AS) A mathematical or statistical calculation, but always show your full working.
Compare (AS) You must explore the similarities and differences between two elements in a question. You
must try to balance the similarities and differences but recognise if one is stronger.
Complete (AS & A) You must finish a diagram, map or graph using the data provided.
Define (AS) You must give the meaning of a geographical term.
Describe (AS) You must give a geographical account of the main characteristics of something or the stages
of a process (e.g. where and what). Your points or concepts should be well developed, with
examples, but do not need reasons or justification.
Draw or Plot (AS & A) You must create a graphical representation of data provided.
Evaluate (AS & A) You must write about the success or importance of something, and provide a balanced
judgement based on evidence (e.g. data) that you have included in your answer. You should
have a powerful conclusion that brings together all of the ideas, including strengths and
weaknesses, and explores alternatives. This command word will be used with longer answer
questions worth more marks.
Explain (AS & A) You must provide reasons (e.g. how and why) for a geographical pattern or process. You must
show your understanding within your answer, supported by justification and evidence - often
in the form of examples.
Identify or Give or Name or State You must recall specific pieces of information.
(AS)
Suggest (AS & A) You must provide a reasoned explanation of how or why a geographical pattern or process
may have occurred in an unfamiliar situation. You should provide justification and evidence
for your suggestions based on your geographical understanding and knowledge of similar
situations.
7
Fieldwork investigations
An essential part of geographical study is the collection of data and information. This requires you
to develop and enhance your
• Practical fieldwork and investigative skills (Table 3)
• Data analysis and presentation skills (Tables 3 and 4)
• Academic skills needed for analysing and concluding, and
• Ability to evaluate data, information and methodologies (including risk assessments) (Table 2)
The Edexcel specification requires a minimum of 2 days of fieldwork to be completed during the
ACTIVITY
AS year as part of the Geography course, including one physical geography (glaciation or coasts)
Find out when your AS investigation, and one human geography (regenerating places or diverse places) investigation.
fieldwork will take place, This will be organised and structured by a school's geography department. In the second year for
and when you will be those studying the A Level you are required to complete an independent investigation based on
expected to collect data further fieldwork, this will be organised and structured by you. A minimum of 2 further days of
for your independent
fieldwork are required to meet the specification requirement of 4 days in total for the two-year A
investigation.
level course. This could be completely new fieldwork or extensions arising from the AS fieldwork
days. Guidance and advice for the independent investigation will be available from the school’s
geography department and teachers, and group work may be used to collect data. The fieldwork
ACTIVITY must include both a physical and a human geography element based on the specification. The
Independent Investigation must be based on a physical or human geography theme, or both, taken
Browse the four examples
from the AS or A level specification. In many cases it may be that the fieldwork for the individual
of fieldwork provided in
this book. Note how these investigation will be collected during the summer between the AS and A parts of the two year
compare (similarities and course (i.e. June to September).
differences) with fieldwork
It is essential that you learn a lot during the fieldwork organised for you during the AS year of study
and investigations that
so that you are prepared to complete an independent investigation yourself; there are limitations
you completed at GCSE
imposed by the specification regulations about how much assistance teachers may provide on the
level. These examples are
independent investigation.
suggested projects, there
are many others you may
wish to choose, just as you Exam tip
may choose to use different To help students with AS fieldwork and the A level independent investigation, this text
approaches to analysing book provides four detailed exemplars of fieldwork investigations completed at AS level,
and presenting the results. but these could also act as starters for the A level investigation. There is one at the end
of each of the chapters on the topics for which fieldwork could be chosen for the AS
specification. These exemplars are not meant to be complete answers but are designed to
show the parts of an investigation, both in terms of organisation and main stages. They
also show the writing style, level of detail, and the quality of data presentation required.
Further detailed advice is also provided in this section of the text book, which includes
possible AS exam questions and advice on how to answer them.
Assessment of fieldwork
AS level: Two examination questions, divided into several parts, one in Paper 1 and one in Paper 2
will assess fieldwork skills linked to Glaciation or Coasts, and Regenerating Places or Diverse Places.
These questions will test (i) knowledge and understanding of methodologies, (ii) interpretation,
analysis and evaluation of fieldwork information, and (iii) the ability to synthesise conclusions from
the your own fieldwork experience. (See example questions and the end of this section.) A total
8
of 18 marks are available in each examination paper for fieldwork questions (20% of the total AS
ACTIVITY
marks).
After you have completed
A level: An Independent Investigation will be completed for 20% of the total A level. This will be a
your first AS fieldwork day
3,000 to 4,000 word structured report based on fieldwork and secondary information. Marks are
and follow up work, answer
divided as follows: Purpose (introduction) - 12 marks; Planning and data collection - 10 marks; the fieldwork questions
Data presentation, methodology, and analysis - 24 marks; Conclusions and evaluation - 24 marks. posed at the end of this
(See the specification mark scheme for the detail.) section.
Stages in a fieldwork independent investigation
1. Study the specification requirements carefully
Follow the guidance given in this section, and study mark schemes provided by Edexcel to know
what you will be judged on. Read and understand the relevant geographical topic and synoptic
links to other topics.
2. Decide on an enquiry question for study
The specification states three enquiry themes for each AS topic; the ones in italics in Table 1 are
featured at the end of the relevant chapter in this book. An enquiry question is a broad question
based on the enquiry theme (see exemplars at end of each chapter).
Table 1: AS enquiry themes
Dynamic Landscapes (physical geography) Dynamic Places (human geography)
Glaciated Landscapes and Change: Regenerating Places:
• Changing glacial and/or fluvioglacial • Evidence of regeneration strategies
sediments • Public opinion on local regeneration
• Glacial and/or fluvioglacial landform strategies
morphology and orientation • Historical change in an area.
• The impact of human activity on fragile
glaciated landscapes
Coastal Landscapes and Change: Diverse Places:
• Changing coastal sediments • Evaluation of areas that have potential for
• Changing coastal profiles improvement
• Success of coastal management approaches • Attitudes towards geo-demographic change
• Extent of deprivation in an area
A level students may choose to investigate one of the same enquiry themes as AS, or one of
those featured in this book, or can investigate another covering any topic within the specification.
However, students must ensure that meaningful fieldwork and primary data collection (qualitative
and quantitative) can take place in a local (small scale) place.
3. Choose a hypothesis
You should consider several hypotheses that link to an enquiry question, and then select the one
that you think you can answer the best. A hypothesis consists of a specific statement that can be
proved true or false, this provides the whole focus of a fieldwork investigation and allows a concise
but well balanced report to be produced. This is sometimes called the 'working hypothesis'. It will
be based on geographical understanding and consist of a simple statement that is located and/
or time specific, and provable through fieldwork measurement and wider investigation. Paired null
and alternative hypotheses may be used (see statistical exercises pages 98-99): A null hypothesis
(H0) is the one which, using geographical understanding, is expected to be false, while the
alternative hypothesis (Ht) is the one expected to be true.
9
ACTIVITY FOUR POSSIBLE HYPOTHESES (H1)
Study the four suggested • Centuries of farming activity has significantly altered the original shape of drumlins in
hypotheses. (a) Which one Ribblesdale, North Yorkshire.
would you choose and why? • Hard engineering defences at Overstrand, North Norfolk, have effectively prevented coastal
(b) For each what would the recession since they were built.
null hypothesis be?
• There have been a greater number of regeneration strategies in the inner city of Liverpool
than in the suburbs since 2000.
• Local people in the age group 40 to 50 years of age are more concerned about change in the
population characteristics of Stratford, London than the local 20 to 30 age group.
4. Decide on a location that is suitable for the chosen enquiry question and hypothesis
ACTIVITY Clearly the geographical location selected must be able to provide accurate and relevant
information so that the hypothesis and enquiry question can be answered. The small local area
Where would you go to
must also be accessible. For the Independent Investigation the location should be accessible for
study the following (a) a
at least 2 days, and sometimes revisits are desirable to check or expand on the first set of results.
coast, (b) a glacial area, (c)
an urban area, (d) a rural For example, it is no good setting out to measure drumlins in an area where they do not exist,
area. Remember to specify a or measure population change where there has been none. A small local area should be studied
small area. so that it is manageable, for example, it will not be possible to study the whole of London or the
whole of the Lake District. However, sometimes it may be valid to compare two small areas.
5. Plan the methodology, including collection of primary and secondary data, and the time
allocation
Primary data consists of original measurements and information which are collected by you
independently or in a group through your fieldwork. Individual tasks may need to be allocated time
slots, or combined if a point analysis is being completed. Secondary data consists of measurements
ACTIVITY
or information that has already been collected, such as analysed census and index of multiple
Study Table 2. (a) In a deprivation data. Searching for secondary data can take longer than you think. Both will be
methodology, what is required in the AS fieldwork exercises and the Independent Investigation. Two important aspects
the difference between of planning are developing methodologies that will reduce errors and increase the reliability of
explaining how and why?
the data, such as interviewing 50 people instead of just 5, or taking 30 point readings rather than
(b) Compare the following
just 3. It is also important to think about natural and human patterns, for example, measuring
two methodologies. Assess
wave action in different seasons or on days with different wind and wave directions, or measuring
why one is much better
patterns in urban areas at different times of day or different days of the week. Consider how much
than the other.
time is needed and when.
10