Planet & People

446 Pages·3·162.292 MB·\446

by  Sue Honan ,Sue Mulholland

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MENTOR BOOKS
43 Furze Road
Sandyford Industrial Estate
Dublin 18
Tel: [phone]
Fax: [phone]
Website: www.mentorbooks.ie
email: [email protected]
All rights reserved
Edited by: Treasa O’Mahony
Subject Editor: Dr Tom Hunt
Typesetting: Kathryn O’Sullivan
Cover photograph: Thinkstock Photos
Cover Design: Kathryn O’Sullivan
Illustrations: Michael Phillips
Christine Warner
The Publishers have made every effort to trace and acknowledge the holders of copyright for material used
in this book. In the event of any copyright holder having been omitted, the Publishers will come to a
suitable arrangement at the first opportunity.
ISBN: 978-1–909417-58-8
© Sue Honan, Sue Mulholland 2016
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Contents
CORE UNIT: Patterns and Processes in the Physical Environment
Chapter 1 Plate Tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Chapter 2 Earthquakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Chapter 3 Volcanoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Chapter 4 Folding and Faulting in the Earth’s Crust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Chapter 5 Rock Types and their Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Chapter 6 Weathering and Erosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Chapter 7 Rock Types and Landscapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Chapter 8 Fluvial Processes, Patterns and Landforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Chapter 9 Glacial Processes, Patterns and Landforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143
Chapter 10 Coastal Processes, Patterns and Landforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165
Chapter 11 Mass Movement Processes, Patterns and Landforms . . . . . . . . . . . . . . . . . . . . . . 192
Chapter 12 Isostacy and Eustacy (Higher Level) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
CORE UNIT: Geographical Investigation and Skills
Chapter 13 OS Maps and Aerial Photos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Chapter 14 Weather Maps, Satellite Images
and Graphical Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255
CORE UNIT: Regional Geography
Chapter 15 Physical, Administative and Cultural Regions . . . . . . . . . . . . . . . . . . . . . . . . . . . . .275
Chapter 16 Socio-Economic Regions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Chapter 17 An Irish Peripheral Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
Chapter 18 An Irish Core Region and an Irish City Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337
Chapter 19 A European Peripheral Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
Chapter 20 A European Core and City Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
Chapter 21 Brazil – A Continental Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
Chapter 22 The Complexity of Regions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
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Dedication
This book is dedicated to:
Chris, Eleanor and Maedhbh Honan and
Gerard, Patricia and Eoghan Mulholland
Acknowledgements
The authors wish to thank Danny McCarthy, Kathryn O’Sullivan and Treasa O’Mahony of Mentor
Books.
Arctic Refuge; Arigna Mining Experience; Ballymun Regeneration Project; Bear Mountaineering,
Canada; Olga Beegan; Boliden Tara Mines; Bord Gáis; Bord Iascaigh Mhara; Brazilian Embassy, London;
Bull Island Nature Reserve; Phil Callery; Jean Cantwell; John Carter; Central Statistics Office; Chuck de
Mets; Karl Cikste; Clare County Council and Library; Ann Cleary; Clonmel Corporation; Coillte; Tony
Collinson; Joanne Connolly; Cork City Council; Matt Corbett; Mary Coveney; Crag Caves; Daniel
Deery; David Daly; Department of Agriculture; Department of Community, Rural and Gaeltacht Affairs;
Discover Ireland; John Donnelly of Largo Foods; Mike Doukas, USGS; Dave Drew; Dublin Port Tunnel
/ Siobhan Maher; Dublin Regional Authority; Dublin Transportation Office; Jean Duffy; Dundalk
County Council; Tony Dunne; EC/ECHO/Olivier Brouant; EC/ECHO/Nick Bridger; EC/ECHO South
Asia Office; John and Maureen Enright; eriding.net; ESB; European Photo Services; European
Commission; examvillage.com; Fáilte Ireland; Fingal County Council; German Embassy; Geokem.com;
Guggenheim Museum, Bilbao; Greenpeace; Pat Hayes; Chris Honan; Heritage Council; IDA; Irish
Examiner; JPL-Caltech; Junglephotos.com; Karst Working Group; Peter and Angela Kelly; John Lambe,
Wexford County Council; Landau Forte College, UK; Peter W Lipman, USGS; Vincent McAlinden;
Dermot McCarthy; Con McGinley; Billy and Mimi McNabb; Kevin, Paul and Will McNabb; Katriona
Mahon; Tom Marmion; mayang.com; Met Éireann; Mid-East Regional Authority; Chris Miley; Frank
Milling; Bruce F Molnia, USGS; Anne Marie Morgan; Gerry Morgan; Rory Mulholland; Anne Mulligan;
Lisa Murphy; Brigid Murray; NASA; NOAA; Graham Neilan of the Department of Agriculture,
Fisheries and Food; Olive O’Brien, Fáilte Ireland; Fiona O’Connor; Páraic Ó Náraigh; Office of the NDP;
Ó Ingólfsson; Ordnance Survey Ireland; Joe O’Shaughnessy; Lisa O’Shaughnessy; Photos.com; Kevin
Poe; Polishroots.org; Port of Bilbao; Gearoid Quinn, Merit Medical Ireland Ltd.; Red Bull Storm Chase;
Readers Digest; Michael Redmond; Val Redmond; Brother Fred Rech; rpg.ie; Ian Sanders; Mike Simms;
ski-dondiego.com; Oliver and Conor Seery; Ciara Spain; Staff and students at St Laurence College,
Loughlinstown; Staff and students at St Mary’s College, Dundalk; State Examination Commission;
Gregory Takats, AusAID; The Irish Times; Teagasc; Trócaire; United States Geological Survey (USGS);
UpTheDeise.com; USGS Cascades Volcano Observatory/Lyn Topinka; Oisín Van Gelderen; Sooz
Wallace; Clare Walsh; Wexford County Council; Anita White; wicklowtoday.com
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Introduction
In this third edition of the Planet & PeopleCore Bookwe have:
Supplied Digital Resourcesfor Teachers and Students using it as their class textbook. These resources reinforce
the material in the textbook and provide helpful classroom materials for each chapter. They contain specific
learning targets for each topic, Powerpoints, case studies, weblinks and worksheets for classroom, homework or
revision use.
Used the updated edition of the OSI’s 1:50,000 mapsthroughout the book to ensure students encounter the same
maps in their textbook as they will on their Leaving Certificate Exam Paper.
Extensively modified the Regional Geographysection focusing on and interlinking factorsaffecting the €
physical and human processes within and between dynamic regions, using new icons to indicate text
which relates specifically to human or physical factors.
Updated the section on local government to ensure the new division of regional authorities is clearly explained
(e.g. the Northern and Western regionhas replaced large parts of the BMW region).
Highlighted important key terms, concepts and processes throughout the text. These terms are designed to focus
teaching, learning and literacy in the classroom and to support students’ self-directed learning at home. A
glossaryof these terms is provided in our Digital Resources. The font and colour used to highlight the key terms
were chosen to help students with visual disabilities to read them with greater ease.
Carefully updated statistics, photographs and aerial photographs and provided exam-oriented case studies.
They provide important significant relevant point (SRP)material required in the Leaving Certificate exam. All
case studies from previous editions of Planet & Peopleare still available and can be found in the Digital Resources
for each chapter @ mentorbooks.ie/resources.
Provided additional well-researched weblinks for each chapter. These helpful links give clear and relevant
information on topics studied when and where necessary. They contain an engaging variety of animations,
diagrams, photographs, maps, articles, PowerPoint presentations, and video clips to support a range of learning
styles. They also provide an avenue for further research/investigation and self-directed learning increasing
students’ geographical awareness in a globalised world. The links can be accessed by clicking directly on the link
when viewing the ebook or by going to the Weblinks document for each chapter in the Digital Resources.
A useful list of skills and learning targets is presented at the beginning of each chapter. Higher Level only
material is clearly shown where relevant.
In the section on landform development, the syllabus requires students to choose one topic (rivers, ice, sea or
mass movement) to study in detail. The extra material they need to cover is clearly marked in boxes labelled In
Depth.
Important diagrams that students may be expected to draw in the Leaving Cert exam have helpful Exam
Diagram labels. They are designed to be easily reproduced by students. Geographical skills exercises appear
throughout the book, particularly in Chapter 14.
Chapter revision questions thattest students’ knowledge of the text are provided at the end of each chapter to
reinforce literacy and numeracy. Higher and Ordinary Level questions are clearly marked. Official State Exams
Commission (SEC) questions provide students with familiarity of terminology and experience in completing
Leaving Cert exam questions.
This core book is carefully designed to link closely with the two Electives and the Optional Units. As a result,
students will see the interaction between physical and human processes which will reinforce their knowledge of
any topic they study.
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CHAPTER 1
Plate Tectonics
Key Theme
Forces within the earth create, alter and
destroy landforms on the earth’s surface.
Learning Outcomes
At the end of this chapter you will be able to:
● Describe and draw the internal structure of the earth.
● Explain the structure of the earth’s crust.
● Describe and explain the tectonic cycle.
● Explain the theory of plate tectonics.
● Understand the formation of landforms associated with plate margins.
Contents
1.1 Introduction: The world beneath our feet . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.2 The internal structure of the earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.3 The theory of plate tectonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.4 Plate boundaries and their associated landforms . . . . . . . . . . . . . . . . . . 15
Case Study 1: Sea-floor spreading in Iceland . . . . . . . . . . . . . . . . . . . . . 16
Case Study 2: The Hawaiian hotspot . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Revision Space
Chapter Revision Questions – LC Exam Questions – Key Word List . . . . . . . . 23
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CORE UNIT: PATTERNSAND PROCESSES IN THE PHYSICAL ENVIRONMENT
1.1 Introduction: The world beneath our feet
The surface of planet Earth is constantly changing. These changes may be due to
surface (exogenic) forces such as weathering and erosion or internal (endogenic)
forces such as moving magma. Internal and external forces combine constantly to
produce the world we live in.
Fig. 2 Cracks in a road following an earthquake
weblink
Tectonics of Fig. 1 Lava, a product of the earth’s internal
Planet Earth heat
1.2 The internal structure of the earth
Sea
Crust
5–100 km thick. Contains minerals such
Lithosphere
as quartz and feldspar found in igneous
rock such as granite, sedimentary and Asthenosphere Mohorovicic discontinuity
metamorphic rocks. (Moho)
A thin band near the top of the
Upper mantle upper mantle. It marks the
change from crust to mantle.
Solid. The upper mantle combined with Mantle
the crust is called the lithosphere.
Lower mantle
Asthenosphere Silica-rich minerals.
Outer core Solid and rocky.
The part of the upper mantle
which can flow like treacle.
Inner core
Outer core
1,250 km thick. Iron and
2,200 km thick. Iron and nickel.
Liquid and metallic. Core nickel. Solid and metallic.
Fig. 3 View of the earth’s layered structure. The distance from the surface to the centre of the earth is 6,378 km.
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CHAPTER 1: PLATE TECTONICS
The earth’s crust
The earth’s solid crust is made of continental crust and oceanic crust, both of which
‘float’ on the mantle below. These two types of crust are carried about by huge
convection currents which occur in a region of the upper part of the mantle called the
asthenosphere, a hot zone where molten rock flows. Within the asthenosphere, heat is
transferred upwards from the core by convection currents. These currents create the
tectonic cyclewhere the crust moves and is split into large slabs of rock called plates.
These plates have oceans and continents on them, but some plates have both,
e.g. North American and Eurasian plates. The zone where continental crust changes
to oceanic crust on the same plate is called a passive plate margin.No earthquake or
volcanic activity occurs at passive margins (see Fig. 4).
Oceanic crust Continental crust
6–12 km thick. Dense, heavy 40–60 km thick. Less dense,
rock, e.g. basalt. Younger light rocks, e.g. granite.
than continental crust. Made Older than oceanic crust.
of silicon- and magnesium- Made of silicon- and
rich rocks. aluminium-rich rocks.
Short name: SIMA Short name: SIAL
Exam
Diagram
Land
Continental shelf
Continental crust (SIAL)
Passive margin
Passive margin
Deep sea floor Sea
Lithosphere Sediment on sea bed
Oceanic crust (SIMA)
Rigid upper mantle Moho line
Mantle
Asthenosphere convection
currents
Fig. 4 The earth’s crust
weblink
Convection
currents
9
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CORE UNIT: PATTERNSAND PROCESSES IN THE PHYSICAL ENVIRONMENT
1.3 The theory of plate tectonics
What is plate tectonics?
• Plate tectonics is the study of the processes that cause the movement of the
earth’s plates and the landforms that result.
• The theory of plate tectonics states that the earth’s crust is broken into a dozen
or more slabs of rock called plates.
• These plates carry the oceans and continents.
• The plates are in continual slow motion around the globe.
• Massive convection currents within the asthenosphere drive this motion.
• The convection currents drag the plates along as they circulate causing them to
collide and separate. This is known as the tectonic cycle.
NORTH EURASIAN
AMERICAN PLATE
JUAN DE FUCA PLATE
PLATE
ARABIAN
PLATE INDIAN PHILIPPINE PACIFIC
COCOSCAPRLIBABTEEAN PLATE PLATE PLATE
PACIFIC PLATE AFRICAN
EEEqqquuuaaatttooorrr PLATE PLATE
SOUTH
NAZCA AMERICAN
PLATE PLATE INDO-AUSTRALIAN
PLATE
SCOTIA PLATE
ANTARCTIC PLATE
Fig. 5 The major crustal plates of the world
The theory of plate tectonics explains why earthquakes, volcanoes, fault lines and
fold mountains occur in specific places in the world.
The plates collide, separate and slide past each other, all the while destroying,
creating and modifying the crust. This is all part of the tectonic cycle.
Exam
Diagram
Collision Separation Collision
Volcanic mountain
Sea Terranes Continental crust Mid-ocean ridge Trench Island arc
Trench
Fig. 6 The Oceanic crust
tectonic cycle:
the continuous
destruction
and formation
Convection currents
of the earth’s
in mantle driven by
crust at plate
heat from earth’s core
boundaries.
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