World At Risk

How to succeed in the longer questions

• Part A: stimulus 10 mark questions.• In order to achieve level 3 follow this tick list: Identification of patterns, trends, key features Direct reference to the Figure (quoting (not copying it) Use of a substantial part of the Figure Moving beyond the figure to demonstrate your own

understanding and knowledge e.g. Using supporting examples and ideas.

The a parts are not the place for Description only, as ‘describe’ is NEVER the

command word Copying out huge chunks of text, if the Figure is

text-heavy Case studies

PRACTICE!

Part B: 15 mark questions.• The questions do not refer to the Figure, using the Figure tends to

repeat what was said in ‘a’• Most write around 2 sides, perhaps a little more• If the question is focused on a compulsory case study then the

detail ‘bar’ is a little higher than for a broader question: ie they are wanting excellent knowledge and understanding

• A focus on one big case study, especially in World At Risk (questions 7 and 8) usually does not work

• Remember to not focus on the negative in impacts, consequences, effects etc.

• Do not rewrite past answers we have done in class.• In World At Risk (questions 7 and 8) the questions demand some

quite complex physical geography terminology – q 9 and 10 (Going global) have less of this.

• A 4-5 line introduction and a 4-5 line conclusion are a good idea (structure and evaluative style)

7 Enquiry Questions.

1. Global Hazards2. Global Hazard Trends3. Global Hazard Patterns4. Climate change and its causes5. Impacts of global warming6. Coping with climate change7. The challenges of global hazards for

the future.

Key point: Is global warming real?• You need to be aware of the following distinct viewpoints:a) Global warming is not happeningb) It is happening, but we shouldn’t spend any £ on it.

• Answers to climate change questions have not included enough basic science (too vague). You need to imply the uncertainty over extent of it in your answers.

• You need a global perspective of who is producing the CO2• Need to be aware of North Atlantic Oscillation and its

effects on Climate Change – V.IMPORTANT• The reality – despite all the concerns and the recession, CO2

is still rising

Key points: Managing Climate Change

• Know what the UK government is doing and 2 more governments e.g. Maldives/Tuvalu and Bangladesh (fish p. 61)

• Local Government (agenda 21). Need 5 or 6 examples of what LA are doing to tackle waste/climate change.

• Hypocrisy of TNCs. Is their green message just marketing?

• Mitigation or adaptation: very poorly understood. It is worth going through strategies ad categorising them as mitigation/adaptation. MITIGATION means a different thing in Climate Change.

• Be aware of the positives and negatives of the IPCC

Key point!

• Difference between weather and climate!

• Many students think that because we have been getting very cold winters recently, this means that climate change is DEAD. Rare events should not cloud overall consensus.

Areas at risk

Disaster risk equation

• R= HxV• C• R= Risk of disaster• H= hazards• V= Vulnerability• C= Capacity to cope decreases

Last Exam: January 2012

7) Study Figure 7.• (a) With reference to the factors shown, suggest

how hazard vulnerability in a local area can be assessed.

• (b) Explain the global distribution of two major hydro-meteorological hazard types.(15)

8) Study Figure 8.• (a) Examine how historical data such as this can

provide evidence for natural climate change.(10)• (b) Explain why many scientists believe that

human, rather than natural causes, may be more to blame for recent climate change.(15)

Figure 7

Figure 8

May 2011

7) Study Figure 7.(a) Suggest why many countries find El Niño

weather anomalies very challenging.(10)(b) Explain why the human and economic costs of

global hazards have increased rapidly over time.(15)

8) Study Figure 8.(a) Suggest why changes such as these make global

warming a difficult challenge to tackle.(10)(b) Explain the natural causes of climate change .

(15)

Figure 7

Figure 8

Key Case studies to learn

• California coast and Philippines: Disaster hot spots

• Arctic region: environmental and ecological impacts on the region

• Africa: complexities of economic impacts across the continent and how it could lead to disasters for poor people

Learn these case studies. They are compulsory

June 2010

• 8 Study Figure 8.• (a) Suggest why some groups and communities

view the melting of Greenland’s ice sheet as an opportunity rather than a threat. (10)

• (b) Examine the ecological impacts of global warming for Arctic areas. (15)

Africa- the economic impact on the poor

• Why is this region susceptible to disaster?• What climate change is occurring on this

continent?• How does this impact on food production?• What is arable land?• What is water stress/• How will water stress impact on the African

community by 2020?• What indirect impacts are there?

June 2010

• Study Figure 7.• (a) Suggest why droughts, such as

the one shown, have severe impacts on people and the environment. (10)

• (b) Explain the increasing frequency of hydro-meteorological hazards (such as cyclones, storms, droughts or floods).(15)