perth academy geography department national 5 geography ... 5 exam checklist.pdf · - longshore...

Perth Academy Geography Department: March 2014

Perth Academy Geography Department

National 5 Geography Exam

CAN-DO CHECKLISTS

The following pages tell you what you should know for each unit of the National 5

Geography course in order to prepare thoroughly for the exam.

Read each ‘can-do’ carefully. Do you know what it means, or what it is asking you to do?

If you know for sure, tick () the box

If you are not quite sure, put a question mark (?) in the box

If you don’t know at all, put an ‘X’ in the box

Complete the can-do checklist when you come to revise that unit. When you have done

the box ticking exercise you will see what you know and what you don’t know.

Focus more of your revision on the can do’s you have NOT ticked. These are your weak

points and you will need to improve them before the exams. Repeat the exercise when

you have revised the unit. This time there should be more ticks than question marks or

crosses. Keep doing this until you get as many ticks as you can.

Exam Skills 1. Exam date and format , exam technique 1st

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2nd

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I know the date and time of the exam

I know how long the exam lasts

I know how many sections there are in the exam

I know how long to spend on each section

I know the format of each section and what questions I have to answer

I know the options of landscapes for Section A

I know the two (topics) questions I have to answer in Section C

I know how many marks the exam is out of

I know how many marks each section is worth

I know the meaning of the following exam instructions:- Describe; Explain;

Match; Give reasons; ….. in detail; Give map evidence; Give advantages

and/or disadvantages;

I know that the best way of describing a graph is to give figures


I know that illustrations in the exam are a good source of information

I know that some questions ask you to use examples you have studied, therefore I have to learn case studies.

I know that I should leave time to check over answers to:- - See that they make sense - Are detailed enough for the marks - Have answered exactly what the question is asking

I know that 25% of the total marks are for the National 5 Assignment

I know the broad cut off figures for an A, B or C grade

2. Ordnance Survey Mapping 1st

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2nd

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I know the main Land Features OS symbols from the symbols sheet

I know the roads and paths OS symbols from the symbols sheet

I know the Railway features OS symbols from the symbols sheet

I know the Water Features OS symbols from the symbols sheet

I know the Rock Features OS symbols from the symbols sheet

I know the Tourist Information OS symbols from the symbols sheet

I know the Abbreviations OS symbols from the symbols sheet

I know the Antiquities OS symbols from the symbols sheet.

I can read 4 figure grid references

I can read 6 figure grid references

I can provide 4 and 6 figure grid references as map evidence

I can measure distance using the scale line

I can compare a cross section with the OS map to match named locations or features on the cross section.

I know that the scale of a 1:50000 map is 2cm to 1km

I know the 3 main ways to identify height on an OS map

I know the vertical interval of contours on an OS map

I know the area of one grid square on an OS map

I can identify river, glaciated and coastal landforms on an OS map

I describe the main features of river, glaciated and coastal landscapes on an OS map


Unit 1: Physical Environments

I must know the landforms and land uses for Glaciated and Coastal landscapes

I can also learn river landscapes as an additional option

Topic 1 Rivers and their Landscapes 1st

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2nd

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Landscapes and Landforms

I can describe the main features of the following landforms:-

V -shaped valleys, waterfalls, meander, ox bow lake, levee

I can use a diagram, a map and a photograph as a source for the description

I can explain the following river erosion/deposition processes:-

- corraision (abrasion),

- hydraulic action

- attrition

- deposition due to reduced speed

I can explain the formation of a V-shaped valley using these processes

I can explain the formation of a waterfall using these processes

I can explain the formation of a meander using these processes

I can explain the formation of a ox-bow lake using these processes

I can explain the formation of a levee using these processes

I can identify river landforms on an OS map

I should be able to draw a diagram if required, which will have annotations to explain how the landform was created.

I can describe the main features of river landscapes on an OS map

Land Uses in River Landscapes

I can describe , in detail, the following land uses in river landscapes, including from an OS map

- Farming (lowland and upland farming)

- Forestry (commercial and scenic)

- Industry (factories, quarries)

- recreation and tourism

- water storage and supply (reservoirs)

- renewable energy (HEP and wind turbines)

Topic 2 Coastal Landscapes 1st

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2nd

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headlands, bays, caves, arches, stacks, stumps, needles, sandspit, sandbar,

lagoon, tombolo


I can use a diagram, a map and a photograph as a source for the description

I can explain the following processes of coastal landscapes:-

- Differential erosion (headlands and bays)

- Chemical weathering/corrosion (caves, arches, stacks, stumps)

- Hydraulic action (caves, arches, stacks, stumps)

- Corrasion (caves, arches, stacks, stumps)

- Longshore drift (sandspit, sandbar, tombolo)

I can explain the formation of headlands and bays using these processes

I can explain the formation of caves, arches, stacks and stumps using these processes

I can explain the formation of sandspits, sandbars and tombolos using these processes

I can identify coastal landforms on an OS map


I can describe the main features of coastal landscapes on an OS map

Land Uses in Coastal Landscapes

I can describe , in detail, the following land uses in coastal landscapes, including from an OS map

- Farming

- Military

- Industry (quarrying)

- Recreation and tourism (walking, rock climbing, sightseeing, boating,

historic attractions)

- Renewable energy – (wind and tidal)

- Nature Reserves

Topic 3 Glaciated Landscapes – additional option topic 1st

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2nd

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corrie, pyramidal peak, arête, u-shaped valley I can use a diagram, a map and a photograph as a source for the description

I can explain the following processes of glaciated landscapes:-

- Ice Plucking (process which makes land steep, rugged, jagged)

- Abrasion (process which smooths and deepens corries and U shaped

valleys, not as relevant for arêtes/pyramidal peaks)

- Freeze Thaw Weathering (scree – to loosen rock for ice plucking)

I can explain the formation of a corrie using these processes

I can explain the formation of a U shaped valley using these processes

I can explain the formation of an arête using these processes

I can explain the formation of a pyramidal peak using these processes

I can identify glacial landforms on an OS map



I describe the main features of glacial landscapes on an OS map

Land Uses in Glaciated Landscapes

I can describe, in detail, the following land uses in glaciated landscapes, including from an OS map with particular reference to the Highlands (eg Loch Lomond and the Trossachs National Park and the Ben Nevis/Fort William area)

- Farming (mainly sheep farming )

- Commercial Forestry

- Industry (Near Fort William there is a paper mill, a distillery and an

Alumninium factory)

- recreation and tourism (walking the West Highland Way, hill walking,

mountain climbing, ski-ing, sightseeing)

- water storage and supply (reservoirs- for water supply and HEP)

- renewable energy – (wind, HEP)

Topic 4 -Land Use Conflicts – Know a case study in one of the landscapes studied 1st

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2nd

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I know the aims of National Parks in Scotland

I know what is meant by a land use conflict

I know examples of land use conflicts on one case study. Either Loch Lomond and the Trossachs National Park, the Lake District OR the Yorkshire Dales national Park

I know examples of conflicts in Loch Lomond and The Trossachs or Lake

District NP between land users such as:-

- National Park authorities and unlawful camping, camp fires and partying

- Quiet water sports (fishing, sailing) and noisy water sports (water ski-ing, powerboats)

- Farmers/National Park authorities and some careless tourists ( litter etc)

- HEP and National Park authorities/conservationists

I know examples of conflicts in The Yorkshire Dales NP between land users

such as:-

- National Park authorities/ environmentalists/tourists and quarrying - Farmers/National Park authorities and careless tourists e.g. litter

Topic 5- Weather in Britain 1st

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2nd

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Factors affecting the weather and climate of a location

I know the difference between weather and climate

I know the effect of latitude on local weather conditions

I know the effect of relief on local weather conditions

I know the effect of aspect on local weather conditions


I know the effect of distance from sea on local weather conditions

I know the characteristics (warm or cold, wet or dry; snow or rain) of the five main air masses affecting Britain

- Tropical Maritime mT

- Tropical Continental cT

- Polar Maritime mP

- Polar Continental cP

- Arctic Maritime A

The characteristics of weather associated with depressions and anticyclones

I know the main weather elements and their units of measurement:- - Temperature ; degrees C - Precipitation ; millimetres (mm) - Wind speed ; knots - Wind direction; compass directions, - Sunshine; hours - Air Pressure; millibars

I know the weather symbols used in weather station circles

I can read a synoptic chart and understand the symbols and patterns shown such as:-

- Isobars plus close together and far apart isobars

- Low pressure areas

- High pressure areas

- Warm, cold and occluded fronts

I can describe what these weather elements are like at the different parts of a depression:-

- Warm front

- Warm sector

- Cold front

- Cold sector

I can give reasons why these weather elements are as they are at the different parts of a depression:-

- Warm front

- Warm sector

- Cold front

- Cold sector

I can describe what these weather elements are like at an Anticyclone in summer

I can describe what these weather elements are like an Anticyclone in winter

I can give reasons why these weather elements are as they are in an Anticyclone

I can compare two weather stations on a synoptic chart and :-

- Match the correct weather station circle to the location by understanding the patterns shown by fronts and isobars


- Give reasons for the choice of weather stations made

I can describe and explain how weather conditions shown in weather maps and weather station circles can affect people.


Unit 2: Human Environments

In the context of developed and developing countries know the following:-

Topic 1 Social and economic indicators

1st

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2nd

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I know which continents contain mainly developing countries and developed countries

I know examples of developed countries developing countries

I know examples of social indicators of development such as:-

- Health (hospital beds or numbers of people per doctor)

- Literacy %

- Population indicators such as birth, death, infant mortality rates, life expectancy

- Population change – natural increase/decrease

I know how and why these social indicators are different in developed countries developing countries

I know examples of economic indicators of development such as:-

- Gross National Product (GNP): the total amount of money from goods

and services produced by a country in one year.

- Percentage of working population (active population) employed in

agriculture or industry.

- Average per capita income (income per person).

- Consumption of electricity per capita.

- Trade patterns and balances

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I know how and why these economic indicators are different in developed countries and developing countries

Topic 2 Physical and human factors influencing global population

distribution

1st

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2nd

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I can describe patterns of population distribution from a world map and /or a country map using terms such as continents, countries, names of locations within a country, directions of locations (north west, south east etc)

I know examples of world locations which are sparsely populated (eg tundra, deserts, rainforests, mountains

I know examples of world locations which are densely populated (eg Europe, eastern North America, south east Asia, Indian sub continent)

I can describe which parts of an area are densely populated and which are sparsely populated from a map

I can explain examples of physical factors which influence population distribution

- Temperature


- Soils - Rainfall - Relief of land - Location near the sea

I can explain examples of human factors which influence population distribution

- Suitability for farming - Accessibility sea transport, road etc - Soils - Rainfall - Availability of natural resources

Topic 3 Factors affecting birth and death rates 1st

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2nd

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I can describe patterns of birth and death rates in a developing country

I can describe patterns of birth and death rates in a developed country

I can explain the main factors affecting birth rates in a developing country like Kenya:-

- Children bringing in an income - Lack of pensions, services for older people - Less availability of contraception - High infant mortality rate - Lack of technology in farming

I can explain the main factors affecting birth rates in a developed country like Scotland:-

- Compulsory education to at least 16 - Laws against child labour - High cost of living (mortgages etc) - Desire for a higher standard of living - More rights for women, better education for women and more

women wanting a career - Later marriage - Easier availability of contraception and family planning

I can explain the main factors affecting death rates in a developing country like Kenya:-

- Fewer hospitals and doctors

- Poverty and less government income

- Less health care for expectant mothers and new born babies

- Poverty and food

- Lack of clean water

- Disease – eg Malaria

I can explain the main factors affecting death rates in a developed country like Scotland:-

- Higher incomes and taxation levels

- Can afford a NHS, more hospitals, doctors, nurses, medicines

- Better food/diet


- More health education

- Higher standard of living, higher quality of life

I can describe the numbers in different age categories in a population pyramid by selecting example figures from young, working age, and older age groups

I can explain differences in age categories in a population pyramid using factors affecting birth and death rates plus life expectancy

I can compare two population pyramids – developed with developing

country

I can compare two population pyramids of the one country at different times

I can describe population change and birth and death rates in the Demographic Transition Model

I know what birth and death rates are like in the different stages of the Demographic Transition Model

I can give reasons for birth and death rates in different stages of the Demographic Transition Model

Topic 4 Urban land use in less developed country 1st

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2nd

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Recent developments which deal with issues in shanty towns in developing world

cities

I can describe and explain detailed examples from a case study such as Rio De Janeiro, Brazil, Nairobi, Kenya or Mumbai, India

Topic 5 Urban land use in a more developed country 1st

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2nd

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I can describe the characteristics of land use zones in cities in the developed world – example case study : Glasgow or Edinburgh

- Central Business District - Inner City housing and industry - Suburbs /city edge - Rural Urban Fringe

I can give reasons for the characteristics of land use zones in cities in the developed world – example case study : Glasgow or Edinburgh

- Central Business District (accessibility, high land values) - Inner City housing and industry (19th C grid iron streets, 19th C need to

be near to place of work) - Suburbs /city edge ( lower land values, higher car ownership, more

space for building) - Rural Urban Fringe ( land uses for townspeople but in the

countryside)

I can describe and explain recent developments in the CBD, inner city, rural/urban fringe in Glasgow or Edinburgh as developed world cities

- CBD – Shopping; Buchanan Galleries / St. Enoch Centre, pedestrianisation, motorways, new bridges taking traffic from CBD


- Inner city – Docks and shipyards close, no port facilities; SECC/Hydro. New housing, Science centre etc

- Suburbs – Out of town retail parks, advantages and disadvantages of Braehead/Silverburn,

- Influence of motorways

Topic 6 Changes in the rural landscape in developing countries related

to modern developments in farming: Case study - India

1st

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2nd

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I can describe and explain the advantages and disadvantages of Genetically Modified crops (GM) on the rural landscape of a less developed country (LDC), eg GM crops and food needs.

I can describe and explain the advantages and disadvantages of the impact of new technology on the rural landscape of a less developed country (LDC)

I can describe and explain the advantages and disadvantages of biofuels on the rural landscape of a developing country

Topic 7 Changes in the rural landscape in developed countries, related to

modern developments in farming.

1st

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2nd

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I can describe examples

- of diversification of farming in Britain

- mechanisation/technology

- organic farming

- GM crops

- Government/EU policies

I can explain why government policies encouraged farmers to diversify (diversification) and what advantages it brings the farmers.

I can describe and explain the advantages and disadvantages of the impact of new technology on the rural landscape of a developed eg mechanisation of farms/agribusiness in Britain

I can describe and explain the advantages and disadvantages of organic farming on the rural landscape of a developed country eg Britain

I can describe and explain the advantages and disadvantages of GM crops on the rural landscape of a developed country eg Britain

I can describe and explain the effects government and EU policies have on the rural landscape of a developed country eg Britain

- Quotas - Set a side land - Common Agricultural Policy (CAP)

Unit 3: Global Issues

Candidates should answer only two global issues from the 6 options.


The two options in bold are the ones studied at Perth Academy

Options are:-

- Impact of human activity on the natural environment – Tundra and

Equatorial Rainforests

- Environmental hazards

- Climate change;

- Trade and globalisation;

- Tourism;

- Health

1st

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2nd

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I know which 2 of the 6 options I answer questions on in the exam

I know which numbers those two questions are in the exam

I know not to answer questions on any of the other four topics.

Question 10 - Impact of human activity on the natural environment –

Tundra and Equatorial Rainforests

1st

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2nd

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The Tundra

I can describe the distribution of the tundra lands in terms of latitude and countries

I can identify a climate graph of the tundra

I can describe, in detail, a climate graph of the tundra giving appropriate temperature and rainfall figures

I can describe the difficulties the tundra environment creates for its people, plants and wildlife

I know how people, plants and wildlife adapt to these difficulties.

I can describe land uses found in the tundra.

I can describe and explain how land may be used and misused in the tundra. - The Alaska oil pipeline and effects on the economy and environment

of Alaska

I can describe the negative environmental effects of oil production in Alaska eg the Exxon Valdez oil spill 1989; oil leaks from the pipeline.

I can describe and explain how the government and people of Alaska have attempted to reduce the environmental impact of oil production and transport

I can describe and explain how the government and people of Alaska attempted to reduce the impact of the oil spill on the environment from Exxon Valdez in 1989.

I can explain why Climate change in the Arctic brings risks and opportunities

I can explain how people may reduce the effects of climate change.

The Equatorial Rainforests

I can describe the distribution of the Equatorial Rainforest lands in terms of latitude, continents and countries

I can identify a climate graph of the ERF

I can describe, in detail, a climate graph of the ERF giving appropriate


temperature and rainfall figures

I can describe the difficulties the rainforest environment creates for its people, plants and wildlife

I know the various layers of rainforest vegetation

I can know how people, plants and wildlife adapt to these difficulties.

I can describe the advantages and disadvantages to the Amazon and Brazil of

land uses (traditional and modern) found in the ERF.

- Shifting cultivation

- Logging

- Mining

- Cattle Ranching

- New roads

- Hydro electric power

- Small scale farming

I can describe how land users cause deforestation in the Amazon Rainforest

I can explain why deforestation is a matter of concern in the Amazon Rainforest both in Brazil and in other countries:-

- Amerindian lands - Loss of animal habitats - Possible extinction of rare plants - Soil erosion - Flooding - Increase in greenhouse gases (CO2) and global warming

I can describe and explain how the government and people in Brazil and around the world have attempted to reduce the amount of deforestation in the Amazon.

I can give examples of sustainable development strategies which are being used to reduce loss of forest in the Amazon.

Question 11 Environmental Hazards 1st

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2nd

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Volcanoes

I can describe the main features of volcanoes

I can describe in detail, the distribution of volcanoes in the world

I can explain in detail, the distribution of volcanoes in the world

I can explain , in detail, how movements in the earth’s crust can cause the formation of volcanoes:- with examples

- Diverging plates - Converging Plates - Hot Spots

I can describe the main hazards caused by volcanic eruptions

I can describe benefits of volcanic activity

For a case study of a volcanic eruption


- I can describe and explain the impact on the landscape

- I can describe and explain the impact on the people

- I can describe how the authorities can predict or prepare for an

eruption

- I can describe the kind of action or aid provided by governments in

the affected country and abroad to manage the impact of the

eruption.

- I can explain how useful or effective aid or plans were in reducing

damage and deaths.

Earthquakes 1st

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2nd

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I can describe the main features of earthquakes – focus, epicentre

I can describe in detail, the distribution of earthquakes in the world

I can explain in detail, the distribution of earthquakes in the world

I can explain , in detail, how movements in the earth’s crust can cause the formation of earthquakes:- with examples

- Sliding plates - Converging Plates

I can describe the main hazards caused by earthquakes

For a case study earthquake eg Indian Ocean earthquake and tsunami 2004 or the Japan earthquake and tsunami 2011

- I can describe and explain the impact on the landscape


- I can describe how the authorities can predict or prepare for an earthquake

- I can describe the kind of action or aid provided by governments in the countries affected and abroad to manage the impact of the earthquake.

- I can explain how useful or effective aid or plans were in reducing damage and deaths.

I can explain the relationship between magnitude of an earthquake (Richter scale) and number of deaths

I can explain why there are exceptions to this relationship

Tropical storms (Hurricanes)

I can describe the main features of a tropical storm

I can state the definitions of different types of tropical storms

I can describe in detail, the distribution of Tropical Storms (Hurricanes, Cyclones, Typhoons) in the world

I can explain in detail, the distribution of Tropical Storms in the world

I can explain , in detail, the conditions required to create a tropical storm and also the causes

I can describe the main hazards caused by Tropical Storms


For a case study Tropical Storm eg Hurricane Sandy 2012, Hurricane Katrina

2005 or Hurricane Mitch 1998

- I can describe and explain the impact on the landscape in a country of more than one country


- I can describe how the authorities can predict or plan for a tropical storm

- I can describe the kind of action or aid provided by governments in the countries affected and abroad to manage the impact of the tropical storm.

- I can explain how useful or effective aid or plans were in reducing

damage and deaths.

I can describe the results of an environmental hazard, in detail, from a graph, giving figures

Please see the next page for the Ordnance Survey 1:5000 map symbols

perth academy geography department national 5 geography ... 5 exam checklist.pdf · - longshore...

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