Parkside School: Humanities Faculty Home Learning Tasks

Subject: Geography

Week Beginning: 08/06/2020

Message from your teachers A huge thanks to everyone who has been attempting the remote learning tasks. It has been great to here from so many of you who have been eager to ensure you complete all of the tasks. All of the geography work covers the schemes of learning that would be covered in school over this term. For those students who are interested in learning about the wider world of geography then we have included some links to some key geographic sites. There are a number of up to date articles, games and activities for students to complete should they wish. National geographic https://www.nationalgeographic.com/latest-stories/ Royal Geographical society https://www.rgs.org/geography/news/ Independent – key geography news. https://www.independent.co.uk/topic/Geography?CMP=ILC-refresh

Year 7 – Sustainability Year 7 Sustainability project This project will run slightly differently to your previous work, in that the project is split into 4 sections for you to consider. Each section is aimed to last approximately a lesson, to cover your 4 geography lessons over a 2 week period, plus homework time. It is up to you whether you complete the project in one go, or split it into 4 sessions. Your finished project can take whatever form you wish; this could be a realistic labelled model, or diorama, or a design on paper with appropriate labels. The choice is yours so get creative! If you wish, you could email your photographs of your project to your geography teacher. Session 1 - Deciding on a site. The first thing we need to do is decide on a suitable site for our sustainable community. Your city must fit the following criteria:

Be suitable for a minimum of 10 people Have a sustainable source of food, water and energy Provide jobs for at least 5 people Have access to transport

We will look at how we can provide the resources such as food/water/energy later on, however this may be something to consider when deciding where your site should be

1. Your task - Deciding where your site will be!

Watch this video on creating sustainable sites - https://www.youtube.com/watch?v=fcDDUSUbq9A

1. Create a mind map, with "Community location" at the centre. Note your ideas about the factors that need to be considered when deciding where to place your site. Explain how each factor could affect your site, and why this needs to be considered.

Next you are going to use these factors to decide on a site to use. Using google maps if you have access to a computer, or just by exploring your local area, choose 3 possible sites to

place your community. You could use google maps to explore where there is an open space, or consider whether there is somewhere that has already been used but is currently unused (called a brownfield site). Brownfield sites take more time and cost to clear, but don't use up natural or greenfield site land. This is an important consideration if you are trying to be good for the environment! You should also consider at this point where your resources are going to come from. 2. Describe each of the 3 sites. Try to focus on advantages and disadvantages of each. You could create a table comparing the 3 sites to help you decide which is the most suitable. 3. Decide which site you are going to use. Draw/create a model of the site you are using. Label the important features. These could be resources you plan to use e.g. a nearby stream; flat land etc. as well as potentially problematic features e.g. hills, protected plants or animals. Session 2 - Accessing resources - food, water and energy As humans, we all need access to food, water and energy to survive; however how we get/create these resources, as well as how we use them can have a huge impact on the environment, both in the short and long term. As we have previously looked at, we can create more sustainable ways to get the energy sources we need, so we also need to consider where our food and water comes from and how we use it.

1. Watch the following video to investigate your "carbon footprint". Identify what a carbon footprint is, and how it can be made larger or smaller by your lifestyle. Draw a foot (you could draw around your own) and inside your foot, describe all the things you do on a daily basis that affect your carbon footprint. Try to categorise these into things that make your footprint smaller or larger (You could use different colours). 7

https://www.youtube.com/watch?v=8q7_aV8eLUE 2. Read the article from NASA (Year 7 resource after this bulletin), and around the edge of your footprint, describe the ways you can reduce your carbon footprint.

Year 8 Coasts

1. Identify - Why do we study coasts?

A coast is found at the border of a country, where the land meets the sea or ocean. Task 1: Define the meaning of “coast” in your own words. Task 2: Give 5 words/terms you associate with coastlines. Task 3: Think! What might we as humans use the coast for? Give 3 uses/services of coastlines.

2. Understanding - Waves are made up of swash and backwash

Watch the video clip on waves http://www.bbc.co.uk/learningzone/clips/understanding-wave-formation/4018.html The stronger the wind, the longer it blows for and the bigger the fetch, the more powerful the waves will be. Task 1: Draw an annotated diagram with definitions of swash and backwash. Explain the drivers affecting the strength of the swash. Task 2: Suggest the problems associated with a strong backwash. (Think! How could the coast be affected?)

3. Explore - Did you know, there are 2 different types of waves?!

They are called: Constructive and Destructive Waves. What do you think these waves do to the coastline? Watch the video to see if you are correct. https://timeforgeography.co.uk/videos_list/coasts/types-waves/ How are the 2 types of wave different? Constructive Destructive Task 1: Match each characteristic to the correct type of wave.

Swash is stronger than backwash

Low energy

Low in height (rubbish for surfing!)

Created in calm weather with much less power

Stronger backwash than swash wears away then

Year 9 The challenges of natural hazards

1. Identify – Where are tectonic hazards

Using the map, describe the distribution of earthquakes and volcanoes around the word.

Trend – find a pattern Example – can you give specific examples Anomaly – Can you spot any hazards that don’t fit

the pattern Example sentence starters are

• From this map the trend I can see is… • An example of where they are located is… • An anomaly is…

2. Understanding

Watch the clip below to understand the different types of plate boundary https://www.youtube.com/watch?v=3qsaVtPOBXM

Using the clip and resource sheets attached, complete the table on different types of plate boundaries

3. Explain - Using Figure 2 and your own knowledge,

suggest how plate movements cause tectonic

hazards in Iceland (6 marks) (resource sheet

attached)

removes material (erosion) making the beach smaller

High energy.

Much steeper and further apart.

Taller waves break downwards with more force

Year 10 Economic Opportunities in Bristol

Investigate – Watch the following clip on new industries in Bristol https://www.mayfaircapital.co.uk/news/views/bristol-high-tech-growth-success-story 1.Create a mind map showing reasons for why companies will invest in Bristol Identify social, economic and environmental reasons for why companies may invest

2. How may this benefit Bristol? 3. What challenges and problems could be created?

Research You are now the CEO of a company. You want to expand your company into Bristol, but need to convince your shareholders. You must create a written report/proposal showing why Bristol is the perfect new place to expand your company. Proposals will introduce the type of high tech company you own and describe some of the appealing features of Bristol. Proposals will explain a variety of geographical reasons why Bristol is an excellent place for a high tech company. Proposals will give geographical reasons why Bristol is an excellent place for a high tech company and explain how their company would benefit the people of the region. Explain Using the information you have collected, complete the following extended questions:

Explain the impacts of technological advances in Bristol with named examples.

Year 12 Predicting Earthquakes

Using the reading below, complete the following key

questions in detail

How does the method work? What kind of country may use the method? Why? How un/reliable is the method? Why? What are the benefits/problems of the method?

Is mitigation the best form of seismic defence against earthquakes Create a mind map on the different factors that can affect earthquake consequences, For each, you should have an extra branch suggesting how this would affect the impact (method, direction (positive/negative) and significance) as well as a branch explaining why this impact is significant (social, economic, environmental, political).

• The magnitude and depth of the earthquake • Geological Conditions • The distance from the epicentre • Population density, preparedness and education • Design and strength of the building • The time of day • Impact of indirect hazards such as fires, liquefaction,

landslides and tsunamis. Preparation strategies – What are they? How do they work? How effective are they and why? Using the reading text provided, complete detailed notes on the strategies below.

• Hazard resistant structures • Fire Prevention • Emergency Services • Land-use planning • Insurance • Aid • Tsunami Protection

Exam Question - Do you agree that the best approach to dealing with earthquakes is to learn to live with rather than try to predict them? Explain your answer.

Further reading Earthquake prediction Frogs article The psychology of inevitable earthquakes.

Year 7 Resource Sheet

Can I help nature to help us?

Yes! We can all take notice of our environment. We can learn how our planet works. We can learn how to live on it without making a mess of it. We can help to keep it magnificent for ourselves, our children and grandchildren, and other living things besides us. Some of the ways you can help may have to wait until you are a little older—like choosing an energy-efficient car, installing solar panels on the roof of your house, or choosing a "green career." But there are many important ways you can help right now. You can help by growing your own vegetables and fruits. You can help by planting a tree. Your new plants and trees will help to remove the greenhouse gas CO2 from the air. If you grow some of your own food, you will also help to prevent more CO2 from entering the air from the fossil-fuel-burning trucks, planes, and ships that transport your food to you from far away.

How can I reduce my "carbon footprint"?

Your carbon footprint is the amount of carbon dioxide released into the air because of your own energy needs. You need transportation, electricity, food, clothing, and other goods. Your choices can make a difference. Swap old incandescent light bulbs for the new compact fluorescent lights (CFLs). They use only 25% as much electricity to give the same light. They last ten times longer. Turn off lights, TVs, computers, when you do not need them. Unplug! Any electronic gadget you can turn on with a remote (TV, DVD player, Nintendo, Xbox) uses power even when it is "off." Appliances with a digital clock (like a coffee maker) or a power adapter (like a laptop computer) also suck power like a sneaky vampire. Plug

these kinds of things into a surge protector or power strip that has an on/off switch. Then you can shut off all the power without unplugging each gadget. There are even power strips that glow to show you how much power is going through them, and power strips you can control from your computer or iPhone. Turn up the thermostat on the air conditioning when it's hot. Use fans if you're still hot. They use much less power. Turn down the thermostat on the heating when it's cold. Sweaters, blankets, and socks are good for you and better for the planet. Walk or ride your bike instead of taking a car everywhere. Even a 2-mile car trip puts 2 pounds of CO2 into the atmosphere! If you must ride, carpool. Stay out of the drive thru! When you go to a fast-food place, ask your driver to park the car and let you walk inside, rather than sitting in a line of cars with the engine running and polluting.

How can I reduce my rubbish pile?

Ask your parents to buy reusable grocery bags. Help them to remember to get them out of the car and take them into the store.

Recycle everything you can. If your city does not pick up recycled materials, find out who you can talk to about starting this service. You should be recycling paper, aluminium cans, cardboard, food cans, plastic, glass, newspapers, magazines, junk mail, phone books, and anything else made of paper. Shop thrift stores. "BYOM." Bring your own mug. That's what you can tell your parents when they stop to buy their morning coffee. Use less paper whenever possible. Save the trees. Drink tap water—filtered, if you like—instead of bottled water. Carry your drinking water in a reusable bottle. Plastic water bottles are an environmental disaster!

Use fewer containers. Buy the product that uses less packaging material. Even if you recycle packaging materials, it takes energy to create them in the first place and energy to remake them into something else. Do I need to save water too?

People and animals in many parts of the world do not have clean, safe water to drink. As many more regions are hit by drought, this problem will become even more serious. The sooner we start conserving water, the better off we all will be. Be aware of how much water you use. Imagine you live in a recreational vehicle (RV), and your water tank holds only 50 gallons. Every time you turn on the water, the noisy electric water pump has to turn on too, sucking up your RV's battery power. Would you keep the water running while you brush your teeth? Would you spend 15 minutes in the shower using up all the water in the tank and depleting the battery?

4. Using the ideas you have learnt about, show you understand by choosing suitable

sources of food, water and energy for your sustainable site. This could involve adding

these sources to your models (make sure they are labelled!) or drawing onto your

site. Either way, ensure you have described what you are doing, how your method

works to supply sustainable resources that wont run out, and why using this method

is better for the environment.

Year 8 resource

Coasts – constructive and destructive waves

Year 9 Tectonic hazards

Year 9 tectonic hazards

Type of Boundary

Diagram What is happening at this plate boundary?

Constructive Plate Boundary

At a constructive plate boundary, two plates move ___________. As the two _______________ move apart, _____________ rises up to fill the gap through cracks called _______________. This causes ____________. The crust on each side of the ________________ often has big cracks called faults in it. As the plates move apart, the friction may cause small_______________. An example of a constructive boundary is the ______________________

Destructive Plate Boundary

Collision Plate Boundary

Collision boundaries occur when _________plates of

the same densities move ______________ (i.e. a

continental plate and a ______________ plate). As

neither sinks they squeeze upwards causing the

____________ between them to buckle, creating

forming _______ ______________.

They create huge mountain ranges and cause severe

_______________.

The _________________ are an example of a chain

of fold mountains.

Conservative Plate Boundary

Year 10 Resource sheets

Year 12 Reading

Predicting earthquake events

Your task – read the information below on some of the different options for predicting

earthquake events. For each, create a revision card/notes/table considering the following:

How does the method work?

What kind of country may use the method? Why?

How un/reliable is the method? Why?

What are the benefits/problems of the method?

1. Unusual Animal Behaviour: It is a well established fact that animals are endowed with certain sensory perceptions denied to human beings. Some of the animals have much better power of sniffing, hearing, seeing and sensing than the human beings.

The unusual behaviour of animals prior to earthquakes received wide publicity after the Haichang earthquake in Liaoning province of China, in February 4, 1975 was successfully predicted. Although fluctuations in water levels and radon content in water were given due consideration, behaviour of animals was not overlooked in the process of earthquake prediction. On the morning of February 4, 1975, a moderate forestock hit the city of Haichang and by 2 p.m. a general alert was proclaimed. Within six hours, the area was rocked by a devastating earthquake of 7.3 magnitude but almost all the residents were saved. Chinese are considered to be pioneers in recognising the unusual behaviour of animals preceding a quake as an important indicator to predict an impending earthquake, particularly since the accurate prediction of Haichang quake of 1975.

In Japan large number of rats were seen every day in a restaurant in Nagoya City, which suddenly disappeared on the evening prior to Nobi earthquake of 1891.

In summer of 1969, just before the Bahai quake (July, 1969), the custodians of Tientsin Zoo had observed that swans suddenly scrambled out of water and stayed away, a Manchurian tiger stopped pacing, a Tibetan yak collapsed, pandas held their heads in paws and moaned; and turtles were restless.

Abnormal behaviour just before an earthquake has also been noticed among animals who live underground, like snakes, insects and worms, and those living in water (fishes). Abundant fishes were caught in just before the 1896 earthquake in north western coast of Japan and the Tango earthquake of 1927. However, in Kanto earthquake (1923) fishes were reported to have disappeared. Just before the Edo earthquake (November 11, 1855), many grass snakes were reported to have come out of the ground near the epicentral areas even though it was severe cold winter.

Extensive research is being carried on all over the world about the unusual behaviour of animals with respect to prediction of the earthquake.

The Stanford Research Institute, California, under the ‘Project Earthquake Watch’ has a network along the San Andreas Fault. This group keeps a watch on the behaviour of about 70 animal species. Some of these which may be easily observed by the city dwellers are; cockroaches, crows, dogs, donkeys, ducks, fowls, frogs, geese, goats, horses, mice, monkeys, pigs, pigeons, rats, sheep, squirrels, swans and snakes.

The Group of Earthquake Research Institutes of Biophysics, China (1979) has arrived at the following conclusions after an extensive survey of animal behaviour before a strong earthquake.

1. Most animals show increased restlessness before an earthquake. 2. The precursor time varies from a few minutes to several days, with

increased restlessness at 11 hours which becomes still more marked about 2 to 3 hours before the earthquake. In general precursor times of various animals are mostly within 24 hours before the earthquake.

3. These observations have been noticed predominantly in high intensity or epicentral region close to active faults.

4. Abnormal behaviour of the animals is observed during earthquakes of magnitude 5 or more.

5. More intensive response can be noticed with the increase of intensity of earthquakes.

2. Hydrochemical Precursors: Chemical composition of underground water was observed on a regular basis in seismically active regions of Tadzhik and Uzbekistan. These observations yielded following results.

(i) Concentration levels of dissolved minerals and gaseous components remained almost constant during seismically inactive period.

(ii) An appreciable increase in concentration of dissolved minerals was noticed 2 to 8 days before an earthquake. Variations in level of underground water, the pressure of artesian water, the discharge of water sources and temperature of underground water were also noticed during this period. These variations are large in the event of a strong earthquake.

(iii) After the earthquake, anomalies in concentrations of the gaseous and mineral components disappear.

According to India Meteorological Department report, significant pre-disaster and post disaster hydro geological changes rendering the ground water turbid were observed during the Jabalpur earthquake in Madhya Pradesh (1997).

3. Temperature Change: There seems to be some relation between temperature and earthquakes. A considerable rise of temperature by 10°C and 15°C was reported before earthquakes in Lunglin in China (1976) and Przhevalsk in Russia (1970). The epicentral distances of these earthquakes where observations were taken in hot spring/well were 10 and 30 km and precursory periods were 42 and 72 days respectively.

4. Water Level: There are drastic changes in water level in several wells just before a major earthquake. There was a fall in water level a few days before the Nankai earthquake in Japan (1946). Rise of water level by 3 and 15 cm was reported before Lunglin (China) and Przhevalsk (Russia) earthquakes.

Similarly, water level rose by 3 cm a few hours before the earthquake in Meckering in Australia (1968). In China rise of water level in wells was observed before earthquakes of Haicheng (1975), Tangshan (1976), Liu- quiao and Shanyin (1979).

Experiments in water level variations have been conducted in Kurile Islands to predict the earthquakes of 4 and more on Richter scale. For this purpose wells upto 410-670 metres depth at epicentral distances upto 700 km are used. This is an effective technique for observing the deformation of the earth’s crust. The model on which the forecasts of earthquakes is based shows that 3 to 10 days before an earthquake, the water level begins to fall. After a short period, it starts rising when the earthquake strikes.

5. Radon Gas:

Radon is a radioactive gas which is discharged from rock masses prior to earthquake. It is dissolved in the well water and its concentration in the water increases. Such an increase was reported in Tashkent in 1972 where increase in concentration varying from 15 to 200 per cent was noticed about 3 to 13 days prior to an earthquake.

In China, 50% and 70% increase in radon concentration was reported 18 and 6 days respectively before the Tangshan (1976) and Luhuo (1973) at Langfang and Guzan stations which were located 130 and 200 km epicentral distances for two cases. In 1995, a correlation in radon anomalies at four sites in Kangra and one site in Amritsar with the time of occurrence of Uttarkashi earthquake (1991) was reported.

6. Oil Wells: Large scale fluctuations of oil flow from oil wells prior to earthquakes were reported in Israel, northern Caucasus (Europe) and China. These earthquakes which occurred in 1969, 1971 and 1972 gave rise to increased flow of oil before their occurrence. It has been suggested that when the tectonic stress accumulates to a certain level, the pore pressure within a deep oil bearing strata reach its breaking strength causing oil to sprout along the oil wells.

8. Foreshocks: Generally major earthquakes are preceded by minor shocks known as foreshocks. These foreshocks provide valuable dues to the occurrence of a strong earthquake. Some of the earthquakes have been successfully predicted on the basis of study of foreshocks. In addition to unusual behaviour of animals, the Haichang earthquake in China (February 4, 1975) was predicted by studying the increased seismicity from December 1974 to February 1975.

The Oaxaca, Mexico earthquake of November 1978 was also successfully predicted on the basis of foreshock observations. Foreshocks have been detected a few days to a month in advance with the help of closely located seismic stations in Himachal Pradesh for several earthquakes like Anantnag (1967), Dharmasala (1968), Kashmir (1973), Kinnaur (1975) and a few others. Uttarkashi earthquake of October 20, 1991 was preceded by foreshocks on October 15 and 16 with magnitude larger than 3.5 on Richter scale.

The most recent Bhuj earthquake of January 26, 2001 was also proceeded by foreshocks in December 2000. But there are some other earthquakes which are proceeded by foreshocks. Therefore, this is not a flawless method and has to be supplemented by other methods of earthquake prediction.

7. Theory of Seismic Gap:

Seismicity gap is a region where earthquake activity is less compared with its neighbourhood along plate boundaries. Soviet seismologist S.A. Fedotov studied the seismic record of 12 large earthquakes which rocked northern Japan between 1904 and 1963. By plotting the size of each tremor- struck area, he found that each quake segment abutted the next contiguous one without overlapping, as if each deep seated crack had been shut off by a barrier at the ends of the fracture zone.

Each large earthquake was in a segment that was quiet for the last 39 years or so. Fedotov predicted that those segments which were quiet for some time will be hit by earthquake sooner or later. Three of these blocks in Kurile Island were struck where according to Fedotov an earthquake was due. Thus evolved the theory of seismic gap in earthquake prediction.

Based on this theory Dr. Kiyo Mogi of Tokyo succeeded in predicting a few earthquakes in Japan. Three geophysicists—Masakazu Ohtake, Tosimatu Matumoto and Gary V. Latham—working at Taxas University’s Marine Science Institute had predicted a major earthquake in southern Mexico around the town of Puerto Angel based on the theory of seismic gap.

On 29 November, 1978, a severe earthquake measuring 7.9 on the Richter scale with an epicentre within a kilometre of the predicted site struck the area. A seismic gap predicted quake also occurred along the San Andreas Fault (Fig. 8.3).

In India, three seismic gaps have been identified—one in Himachal Pradesh which lies along the plate boundary between earthquakes of Kangra (1905) and Kinnaur (1975); the second called ‘Central gap’ between 1905 and 1934 earthquakes, third called ‘Assam Gap’ in northeast India between earthquakes of 1897 and 1950. Identification of these gaps can go a long way in predicting the earthquakes in these areas.

9. Changes in Seismic Wave Velocity:

We know that P, S, and L waves originate from the focus of an earthquake. P and S are called body waves because they travel through the body of the earth, while L waves are known as surface waves because they move along the upper crust of the earth. P waves are faster than the S waves and reach seismographs first.

The time lag between the arrival of P and S waves is called lead time. Russian seismologists found that this lead time began to decrease significantly for days, weeks and even months before the earthquake. But just before the quake hit the area the lead time was back to normal. A longer period of abnormality in wave velocity presaged a larger quake.

Taking the cue from the Russians, Lynn Sykes, Scholz and Aggarwal conducted laboratory, experiments on rock samples in 1973. These experiments showed abnormal change of ratio of velocities of P waves and S waves before the earthquake.

This ratio is expressed as Vp/Vs. The duration of Vp/Vs anomaly depends upon the fault or dimensions of the aftershock area. After the Garm region of the former USSR, Vp/Vsanomalies were noticed in Blue Mountain Lake earthquake in the USA in 1973. The velocity anomaly period for this earthquake was about 5 days and the decrease in velocity was about 12 per cent. Similar decrease in velocity ratio was reported before the damaging Haichang (February 4, 1975), Songpan-Perigwu (August 16, 1966) and bungling (1976) earthquakes in China. In Japan, 7 to 40% decrease in the velocity ratio ranging from 50 to 700 days before the main earthquakes were recorded. In Tehran 14% decrease in velocity was reported 1 to 3 days before three earthquakes in 1974.

Immediately after the Gujarat earthquake of 2001, the Survey of India mooted a network of 300 permanent Geographical Positioning System (GPS) stations all over the country to monitor earth movements round the clock—which help in predicting earthquakes.

If the GPS systems are located along the known active faults, it is possible to monitor movements of active faults or breaks in the earth’s crust. Though no precise prediction can be made about the location and magnitude of an earthquake, minor movements are an indication of an impending earthquake because it reflects the force coming from below the crust.

Parkside School: Humanities Faculty

Home Learning Tasks

Subject: Geography

Week Beginning: 15/06/2020

Message from your teachers

A huge thanks to everyone who has been attempting the remote

learning tasks. It has been great to here from so many of you who

have been eager to ensure you complete all of the tasks.

All of the geography work covers the schemes of learning that would

be covered in school over this term. For those students who are

interested in learning about the wider world of geography then we

have included some links to some key geographic sites.

There are a number of up to date articles, games and activities for

students to complete should they wish.

National geographic

https://www.nationalgeographic.com/latest-stories/

Royal Geographical society

https://www.rgs.org/geography/news/

Independent – key geography news.

https://www.independent.co.uk/topic/Geography?CMP=ILC-

refresh

Year 7 Sustainability

Session 3 - Sustainable careers When considering sustainability, it is important to consider that your community can support itself financially, as well as physically and emotionally for the people that live there. This means ensuring there are jobs available that can provide a wage, as well as a sense of purpose, all whilst being good for the environment! There are lots of different options, but the resource at the end of the bulletin has 3 from NASA.

1. Your task: For each separate career, describe some of the advantages and disadvantages for people on your site. Once you have done this for all 3, rank them from most to least suitable. Is there a way some of them could be altered to be more suitable?

2. Once you have ranked the careers, create a job advertisement for the job for your sustainable community. This should include a description of the job, as well as advertising the benefits of the work both for the person and the environment. You should include the necessary qualifications for the career, as well as any personal attributes you feel are important.

Session 4 - Presenting your completed site

The final step of setting up your completed community is convincing the government they should take it on! This session is all about adding the final touches to your site, ready for presentation. The supporting materials for your presentation can take the any form you wish; it could be a PowerPoint presentation, a leaflet, even a video! Don’t forget performing in front of an audience requires practise! The success criteria for your presentation are as follows: You must describe all the different features of your site - what they are, how they work

You must explain how the different features are better for the environment than conventional (normal) solutions You must explain why these changes are important (e.g. why would it better to reduce your carbon footprint?) Your presentation should last approximately 5 minutes. You could perform your presentation to someone in your household, or film it and send in to your geography teacher. Reflect on how convincing your arguments were, and any improvements/suggestions that are offered.

Year 8

1. Create - How can rocks be weathered? As the name suggests, weathering involves the wearing down of

rocks through changes in weather. This can include forces/changes

being applied through wind, waves or precipitation. Watch the video

to see the three main types of weathering in action.

https://timeforgeography.co.uk/videos_list/coasts/subaerial-

erosion-processes/

Task: This is Reggie the rock. He has found himself broken off from

the cliff.

First things first, you must design a leaflet using everything you have

learnt today about different weathering processes to explain to

Reggie why he is no longer joined to the cliff with his friends.

Your leaflet must include: A description and named example for each type of

weathering A diagram showing each type of weathering A description of the factors responsible for each type of

weathering

4. Interpreting – What is mass movement? Mass movement is when large masses of rock or soil move down a

slope through the influence of gravity. This can occur to very small

soil particles as soil creep, to large masses as landslides or slumping,

to rocks or large boulders as rock falls.

Task 1: Describe each type of mass movement with a diagram.

Year 9

1. Investigate –Earthquake case study - Watch the

following clip on the Haiti earthquake.

https://www.dec.org.uk/appeal/haiti-earthquake

2. Understand – Following the video, complete the

following 3 tasks. Resource sheet is below

Split the effects of the earthquake into primary and

secondary.

Evaluate which impact you think is the worst and why.

Explain how and why the impacts would be very different

in a HIC country.

3. Explain – How do primary and secondary effects compare

Choose one of the three questions to complete

1. Write a detailed answer to the following

question – Compare and contrast the primary

and secondary effects of an earthquake on a LIC

(2 marks)

2. Write a detailed answer to the following

question – Explain the different primary and

secondary effects of an earthquake (6 marks)

3. Write a detailed answer to the following

question – Assess the primary and secondary

impacts of an earthquake on a named LIC

country (9 marks)

Task 2: Explain why each type of mass movement occurs.

Aspire: Explain how different weather could lead to changes in mass

movement rates/types.

Year 10

Environmental challenges in Bristol

Explain – Using the map of Bristol provided Describe the location of Bristol’s green belt and explain why green belt land is important Research- Watch the following clip on gentrification in Bristol https://www.youtube.com/watch?v=crEXNT1mroE 1. What has happened to change the outside of the building? 2. How have these changes caused a change in the type of people in the area? 3. Why is gentrification both good and bad? Investigate – Use the links to investigate the following two brownfield sites in Bristol

https://visitbristol.co.uk/your-visit/areas/harbourside http://www.finzelsreach.com/location/ Task 1 - Explain the advantages of developing brownfield sites, apart from reducing urban sprawl. Task 2 – What are the possible disadvantages of developing on a brownfield site? Exam question Explain how urban sprawl is both an opportunity and a challenge in Bristol (6 marks) DESCRIBE – What are the benefits of urban sprawl? EXPLAIN – Why is this a benefit? Who will it benefit? How? DEVELOP – What will this benefit lead to and why is this important? DESCRIBE – What are the challenges of urban sprawl? EXPLAIN - Why is this a challenge? Who will it affect? How? DEVELOP - What will this benefit lead to and why is this important This must be completed and handed in to your class teacher by Friday 19

th h June

Dave.needham@parksideschool.net jack.winterburn@parksideschool.net Jennifer.bowers@parksideschool.net

Year 12

This week you will continue with “International Trade and Access to Markets” and the section part of sub-topic 1: Part 1 - Global Trade and Relations This will cover the following:

Trading relationships and patters

Conflict

Co-operation o Co-operation Example 1: Trans-Pacific

Partnership (TTP)

o Co-operation Example 2: Transatlantic Trade and Investment Partnership (TTIP)

The role of China

The role of Latin America

Differential Access to markets

Read the Banana wars (handout 1) and summarise this conflict in

trade by answering the questions.

Year 7 Resource Sheet

A conversation with Kimberly Casey

Kimberly, what do you do? I am an Earth Scientist who studies glaciers and ice sheets. I focus on how particles from land and the atmosphere end up in the ice and impact ice melt.

Tell us a little bit about your job. I study how glaciers and ice sheets change over time. To do this, I use satellite data and information collected from actual glaciers and ice sheets in the field.

I’m especially interested in the study of particles such as desert dust, pollen, volcanic ash and pollutants. These particles may begin on land or in Earth’s atmosphere and end up in snow and ice.

I am passionate about understanding how these particles are affecting snow and ice. Some particles, for example, can make snow and ice melt faster. I’m also interested in how these particles are cycling back into the surrounding waters and ecosystems, potentially impacting humans, animals and plants.

Why is this work important? Earth and its land, water, air and biological components are all part of a global, interconnected system. It is important to improve our collective understanding of how these systems interact. Events that occur in one area—like city pollution or forest fire smoke—can have big impacts on areas nearby as well as far away, including Earth’s ice sheets and mountain glaciers.

How did you get interested in this field? In my work, I’m very concerned about the planet’s well-being. Even as a young girl, I deeply cared about keeping our planet healthy. I was always curious about what we could do to improve the health of our local environment, atmosphere and planet.

Seeing pollution on land, in the water and in the atmosphere has always been very troubling to me. When I was very young, I got involved in trash pickup in my community and beaches, and in clean energy innovation.

What do you do on a typical day at work? On most days I work in an office and inspect satellite data of Earth's snow and ice surfaces and atmosphere. I use this information to map and measure changes in glaciers and ice sheets. I also use data collected from glaciers in the field to confirm or enhance satellite data-based measurements.

But sometimes things get much more exciting than sitting in an office! Sometimes I travel to glaciers or chemistry labs to directly measure snow and ice characteristics and particle impacts. These field or lab measurements help to confirm the measurements I make with satellite data.

What is your favorite part of the job? It is really exciting being a part of a large scientific project from the very beginning to the very end. It is fun working together to gain an understanding how our Earth functions.

I also really enjoy the days when I collect measurements in the field or scientific labs. Then I can truly get a sense of how well satellites are doing compared to ground or lab measurements.

We want to have a job like yours one day! Do you have any advice? I recommend studying math, science and computer science. Also, stay curious about the processes happening all around you! Air, water, rock and biological cycles are fascinating! Anyone can observe clues of these cycles if they are patient, present and perceptive of the environment.

You can also volunteer to help a scientist, park ranger or engineer. Gaining experience in different jobs or activities can really help you find your passion.

What do you do when you’re not busy traveling or working in the office? In my free time, I enjoy spending time in nature, doing yoga, art projects and reading.

ClimateKids: Sarah, what do you do?

Sarah: I do systems engineering for something called SMAP. That means I worked on the planning, development, testing and launch. Now I am on the operations team, where we send instructions to SMAP.

CK: What is SMAP?

Sarah: SMAP stands for Soil Moisture Active Passive. It is a spacecraft that orbits Earth. That means it is a machine that goes around Earth. It looks at how much water is in the soil. It will help us understand a lot more about the water and energy cycles on Earth.

CK: What does SMAP look like?

Sarah: It has a refrigerator-sized body with solar panels. It also has a big antenna that helps it find out how much water is in the top layer of soil.

CK: What's the big deal with water in the soil?

Sarah: We know very little about how much water is in the soil in different parts of the world. It's important to understand where all the water is. If we know this, we can learn more about weather, droughts, and floods. We can also learn more about the plants that grow there.

CK: How many people do you work with?

Sarah: There are hundreds of people involved in the SMAP mission. I work with lots of people every day. Some days I might write a sequence (a string of commands to the spacecraft) on my own, and then meet with a group of four engineers to review it. They provide suggestions based on their experience, and I use their feedback. Other days, I might be doing testing with just one other person.

CK: Why do you need to meet with so many people to do one thing?

Sarah: The spacecraft is so complex that no single person will know everything, which is why we rely on teamwork so much. We also have lots of people double-checking our work. A mistake can result in loss of science data. It could even damage the spacecraft. Sending just one command requires a minimum of two people.

CK: What do you do most days?

Sarah: We have a morning meeting at 8:30 AM, where different teams report on their status. Then we plan for the day. After that, I either sit in the flight director or systems chair to support daily operations. That includes preparing messages to send to the spacecraft, planning future activities, and solving any problems we see. Sometimes the project scientist comes in to tell us some early science results. That's really rewarding!

CK: What is your favorite part of your job?

Sarah: My favorite part right now is the variety of tasks. I get to interact with every part of the spacecraft. One week, I worked with the guidance, navigation and control team. Another week, I told the spacecraft how to move to change its orbit, which is what we call a maneuver. I also work with the communications system to build the background sequence, which is our way of telling the spacecraft when and how to send data back down to Earth's ground stations. There is never a day exactly like the last.

CK: How did you get interested in space?

Sarah: I've wanted to work at NASA since I was a teenager. My interest in engineering came from playing with LEGO, fort building, and tinkering with tools in my basement as a kid. Also, I could fly a plane before I could drive a car!

CK: How can I become an engineer?

Sarah: Ask lots of questions. Take things apart. Learn to lead and take initiative. Think of creative solutions to problems. Get comfortable with math and science fundamentals now, because you'll keep building on them as you advance further in your education.

Eric Hochberg

ClimateKids: Eric, tell us about your job.

Eric: I’m really lucky—I get to ride around in boats and planes studying coral reefs! A few years ago, the way to do my kind of work was to use a boat. But when NASA’s CORAL project gets started, I will be studying the reefs from a special airplane.

CK: Do you usually end up getting wet?

Eric: Yes. There are instruments on the boat to observe the reefs, but usually I get to put on a snorkel and mask and dive in. If the ocean is tropical and warm, I don’t even need a wet suit.

CK: Did you always like being around the water?

Eric: Ever since I was a kid growing up in Florida. My dad and one of his friends loved going down to the Florida Keys to catch lobster. I started going with them and it wasn’t long before I realized that I really loved the ocean.

CK: Does being a scientist keep you busy?

Eric: You might be surprised how many different things we do. During the day I might be conducting research, publishing papers, or overseeing a lab. Of course, I spend lots of time doing data analysis and logistics for CORAL, my project for NASA. I also travel a lot, mostly to attend scientific conferences.

CK: Did you study oceans in school?

Eric: Sort of! I have a Bachelor’s degree in biology. A course I took in invertebrate zoology opened my eyes to marine biology as a potentially fun career. But when I graduated from college, my life took an unexpected detour—I moved to Taiwan for 3 years and taught English as a second language.

CK: Wow, that’s a big change!

Eric: Yep! It’s funny how life works out. It was through a friend I met in Taiwan that I heard about the University of Hawaii, where I went back to school for my advanced degree. Hawaii is where the world of oceanography started to inspire me—I saw that the Earth and her oceans are part of a huge interconnected system.

CK: How did you get your job?

Eric: After I finished college I started teaching in Hawaii, then I moved to Florida to be an assistant professor. Pretty soon I realized that I missed doing scientific research. As luck would have it, I saw an ad for a job called ‘Bermuda aquatic ecologist/biologist’ and I applied. And here I am, 5 years later!

CK: Do you like it?

Eric: It’s perfect for me. And I actually live right on the campus of the institute in a cute little cottage. It only takes me two minutes to walk to work! The nice thing about living so close is that I can go home for lunch.

CK: What is your favorite part of your job?

Eric: That has changed over time. It used to be going diving. Now my favorite part is doing the science itself—I really want to know the answers to science questions, especially about how coral reefs work. I guess that’s pretty nerdy, but I like it.

CK: What would you tell someone who might want to become an ocean scientist?

Eric: Just enjoy nature and follow your joy. As you explore your love of nature, you’ll want to do more and more—your interest will grow over time. If you do what you enjoy, it will lead you to new questions, then to finding the answers to those questions.

CK: Do you have any hobbies?

Eri Yes, I’m a dad! Of course that’s more than just a hobby. Other things I enjoy are playing the guitar and watching American football.

Year 8 resources

Mechanical weathering

Mechanical weathering is when a physical force is applied to rocks to

break them apart. This often occurs through freeze-thaw or wetting-

drying, which creates tension, causing the rock to split.

Chemical weathering

Chemical weathering involves dissolving rocks or the minerals within them into a solution.

This often occurs from slightly acidic rainwater reacting with easily dissolved rocks such as Limestone.

Biological weathering

Biological weathering involves living components such as plants or

animals. This creates tension or a lack of structure between the rocks,

which can then lead to them being broken down.

Weathering and mass movement

Year 9 resources

Year 10 resources