Year 9 Geography Independent Learning Revision PDF

# Year 9 Geography Independent Learning Revision | Homework | Set | Due wb | Task | |---|---|---|---| | 1 | 18th Nov | 25th Nov | Development revision Use your PLC to revise development indictors and the reasons why some countries are LIDCs\. Make revision cards to help you. | | 2 | 25th Nov | 2nd...

# Year 9 Geography Independent Learning Revision | Homework | Set | Due wb | Task | |---|---|---|---| | 1 | 18th Nov | 25th Nov | Development revision Use your PLC to revise development indictors and the reasons why some countries are LIDCs\. Make revision cards to help you. | | 2 | 25th Nov | 2nd Dec | Plate tectonics revision Use you PLC and revision materials to learn what happens at each of the different plate boundaries | | 3 | 2nd Dec | 9th Dec | Plate tectonics revision Use your PLC and revision materials to learn about the evidence Wegener used to describe continental drift | | 4 | 9th Dec | 16th Dec | Describe and explain the factors that turned the Nevado del Ruiz eruption into a disaster? Make revision cards or a mind map to describe and explain why the Nevado del Ruiz eruption turned into a disaster. | | 5 | 16th Dec | 7th Jan | Map skills - Revise the following - Longitude and Latitude Revise and practice four and six figure grid references Direction and map symbols Height on a map | ## Aspirring to Excellence Together - Hard work - Ambition - Respect - Kindness # Year 9 Geography Assessment Revision PLC - Unit 2 - Plate Tectonics and Earthquakes ## Why do the causes, impacts and management of earthquakes vary with location? ### What you need to know - To be able to define what a natural hazard is. - To be able to categorize different natural hazards into atmospheric and geophysical. - To be able to explain why some natural hazards become natural disasters. - Be able to identify name of the different layers of the Earth. - Be able to explain how temperature, density, composition and physical state is different for each layer of the Earth. - To be able to explain what continental drift is and how it occurs. - To be able to describe the distribution (pattern) of earthquakes on a global scale. - To be able to explain the direction of plate movement and type of hazards that occur at a conservative plate boundary. - To be able to give a named example of a conservative plate boundary. - To be able to explain the direction of plate movement and type of hazards that occur at a destructive (convergent) plate boundary - To be able to give a named example of a destructive plate boundary. - The direction of plate movement and type of hazards that occur at a constructive (divergent) plate boundary - To be able to give a named example of a constructive plate boundary. - To be able to describe the hazards that are associated with earthquakes. - To be able to explain why some earthquakes are more damaging than others e.g. depth of focus, magnitude, location of epicentre. - To be able to explain how tsunamis are formed and the hazards they are associated with. - Be able to give a named example of an earthquake in a developing country (Haiti), what it's primary and secondary effects were and how it impacted people and property. - Be able to give a named example of an earthquake in a developed country (Japan or New Zealand), what it's primary and secondary effects were and how it impacted people and property. - Be able to give a named example of a developing country and how it manages earthquakes. - Be able to give a named example of a developed country and how it manages earthquakes. - Be able to explain the difference between short term relief (e.g. shelter and supplies) and long-term planning (e.g. training and funded emergency services). - Be able to explain how we can prepare for an earthquake. - Be able to explain how we can make buildings earthquake proof. - Be able to explain how we can predict earthquakes. ### Map Skills (Year 7) - Can explain the terms longitude and latitude and use these to locate places. # Describe and explain the factors that turned the Nevado del Ruiz eruption into a disaster? - Nevado del Ruiz is in a remote area of Colombia which made it difficult for rescue teams to get to. - The eruption happened at 9.09 p.m. This meant that the mudflows hit Armero during the night when most people were asleep. - In September 1985, as earthquakes and eruptions rocked the area around the volcano, officials began planning for evacuation. However, no one was evacuated from the surrounding towns and villages. - The mudflow (lahar) travelled at 25 miles per hour making escape very difficult. - Many rescuers did not have the right equipment to pull people from the mud. - Armero was built on previous mudflows which made it very vulnerable. - There had been no substantial eruption of the volcano since 1845, which contributed to complacency; locals called the volcano the "Sleeping Lion". - The Columbian Congress criticised scientific and civil defence agencies for scaremongering, and the government and army were preoccupied with the guerrilla campaign in Bogotá, the national capital, which was then at its height. - A hazard map was prepared in October which showed which villages were at risk of lahars but was not given to those at highest risk: many survivors had never heard of it. - Many roads and bridges had been blocked, or destroyed, making it difficult to reach Armero - Helicopter was the only way in. - There were very few helicopters to get people to hospital quickly. - Armero's priest told villagers not to worry about the eruption and stay put in their homes. ### Human ### Physical # Do Continents Fit Together Like Jigsaw Pieces? ## Wegener's theory - Wegener proposed that a super continent called Pangea formed about 299 million years ago and over time it spilt into smaller land masses (see A). These continents have been drifting apart and together ever since. **Describe who Alfred Wegener was and outline the theory he proposed?** **Challenge - What evidence do you think Alfred Wegener have for his theory?** ## Do Continents Fit Together Like Jigsaw Pieces? ## Wegener's evidence - Wegener argued that the following evidence supported his theory that the continents were once joined: - similar animal fossils and rock types were found on different continents - he believed it would have been impossible for these animals to swim across oceans - evidence that there had been an Ice Age at the same time in the past across parts of the continents, even the hottest ones - a pattern in the formation of some of the old mountain ranges and matching fossil remains on different continents. ## Do Continents Fit Together Like Jigsaw Pieces? **TASK 2 - Scientific theories, just like geographical enquiry, are based on hard evidence. What evidence did Wegener use to prove his theory of continental drift?** **TASK 3 - Why did Wegener think that fossil evidence showed that the continents must once have been joined?** **TASK 4 - Look carefully at A, B and C.** - On an outline map of the world name the continents. - Mark the areas of each continent where fossils, rock type, mountain ranges and glaciated areas were discovered. Devise a key and use different colours to show these on your map. **Do Continents Fit Together Like Jigsaw Pieces?** **TASK 5 - Why did most scientists at the time disagree with Wegener's theory?** **Challenge - How do you think the continents move?** **Reactions to Wegener's theory** - Wegener's belief that the continents had been connected in the past was a good idea. It was a scientific hypothesis based on observations. Continental drift helped explain issues in geology - like why South America and Africa appear to fit together. - However, Wegener's theory could not be accepted by scientists. At the time the scientific community firmly believed that the continents and oceans were permanently fixed features on the Earth's surface. - Another major weakness in Wegener's theory was that he could not explain what great force could be strong enough to move massive continents. # Year 9 Knowledge Organiser Focus: Map Skills and the UK ### Key Words: - Lines of latitude - Lines of longitude - Continent - Grid square - Scale - Relief ### Map Skills and the UK - Imaginary lines around the world that goes from East to West - Imaginary lines around the world that goes from North to South - A landmass made up of many countries - Used to help locate places on a map - The ratio of a distance on a map to the real distance on the ground - The difference between the highest and lowest elevations in an area ### Physical Features - The natural features on the earth's surface that are not manmade ### Compass ### Human Features - All the features on the earth's surface that have been added by humans ### Density - The average number of people living in an area per square kilomoter (sq/km) ### England, Scotland, Wales and Northern Ireland ### Greater Depth Challenge - Create your own map of a fictional place using some of the skills learnt in this topic (relief, grid squares, scale, physical and human features). ### Further Reading - The Ordnance Survey Puzzle Book - Mapzone # Year 9 Knowledge Organiser Focus: Map skills and the UK ### Lines of latitude - There are 7 major lines of latitude: - North Pole - 90°N - Arctic Circle-66.5 °N - Tropic of Cancer-23.5 °N - Equator-0 - Tropic of Capricorn - 23.5 °S - Antarctic Circle 66.5 *S - South Pole - 90°S ### Grid references - Maps are divided into grid squares. These help to locate places/objects on a map easier. Each grid square is given a number. - In order to find a grid reference you must go "Along the corridor and then Up the Stairs." - To find a 4 figure grid reference you must; - Go along the corridor and find the grid square. - Choose the bottom left number on that square. - Go up the stairs, find the grid square and choose the bottom left number on that square. - The 4 figure grid reference for the star is 1337 - 6 Figure grid references give you an exact location of a place. - To find a 6 figure grid reference you must; - Go along the corridor and find the grid square. - Choose the bottom left number on that square. - Imagine the square is divided into tenths and decide how many 10th's across the object it. This will be 3rd number. - Go up the stairs, find the grid square and choose the bottom left number on that square. - Imagine the square is divided into tenths and decide how many 10th's across the object it. This will be 6th number. ### Compass directions - Never Eat Shredded Wheat - North-West - West - North - South-vest - South - North-East - East - South-East - The 4 main points of a compass are; - North - South - East - West. - To get the 8 point compass; always use the North or South point first. - E.g. North West-South West ### Measuring distances scale - Scale can be shown on a map in different ways - Scale Line - 0 2 50 M - Ratio - 1:25,000 - A scale line on a map shows that 1cm on a map is the same as 1km on the ground. Sometimes It can be shown in miles also. - Ratio can be shown in different ways on a map, you need to check this when measuring distance. If a scale is 2cm to 1 km, you will need to calculate the distance. #### To get STRAIGHT LINE distances or "as the crow flies" use a ruler/piece of paper to from one point to the other and then measure this on the scale line. #### For CURVED LINE distances. Use a ruler/piece of paper to measure to the point of a curve or bend. Then measure the next distance. Calculate the total and measure on the scale line. ### Relief and height of the land - You can tell the height of land on a map in three different ways: - **Contour Lines** - Contour lines are line on a map that join places of equal height. They are usually shown as fine brown lines on a map - **Layer colouring** - Layer colouring uses colours to repesent areas of higher land. Areas of mountainous land are usually shown as brown, like in this map of the UK - **Spot heights** - Spot heights are usually shown as a dot or triangle with a number on a map. They give the exact height of a point on the map. - **Contour lines give you an idea of the shape of the land** - Most have their height marked on them in meters. - ✓ If contour lines are close together, the land is steep. - ✓ If contour lines are far apart, there is a gentle slope. # Year 9 Knowledge Organiser Focus: Test yourself: Map skills and the UK ### Lines of latitude - There are 7 major lines of latitude: - North Pole - 90°N - Arctic Circle-66.5 °N - Tropic of Cancer-23.5 °N - Equator-0 - Tropic of Capricorn - 23.5 °S - Antarctic Circle 66.5 *S - South Pole - 90°S ### Grid references - Maps are divided into grid squares. These help to locate places/objects on a map easier. Each grid square is given a number. - In order to find a grid reference you must go "Along the corridor and then Up the Stairs." - To find a 4 figure grid reference you must; - Go along the corridor and find the grid square. - Choose the bottom left number on that square. - Go up the stairs, find the grid square and choose the bottom left number on that square. - The 4 figure grid reference for the star is 1337 - 6 Figure grid references give you an exact location of a place. - To find a 6 figure grid reference you must; - Go along the corridor and find the grid square. - Choose the bottom left number on that square. - Imagine the square is divided into tenths and decide how many 10th's across the object it. This will be 3rd number. - Go up the stairs, find the grid square and choose the bottom left number on that square. - Imagine the square is divided into tenths and decide how many 10th's across the object it. This will be 6th number. ### Compass directions - The 4 main points of a compass are; - North - South - East - West. - To get the 8 point compass; always use the North or South point first. - E.g. North West-South West ### Measuring distances- scale - Scale can be shown on a map in different ways - Scale Line - 0 2 50 M - Ratio - 1:25,000 - This scale shows that 1cm is the same as: - 25,000 cm or 250 m or 0.25 km on the ground. - 2.5 cm is the same as 250 m which is the scale distance - 2.5 cm is the same as 250 m so 2 cm is the same as 200 m. - Ratio can be shown in different ways on a map, you need to check this when measuring distance. If a scale is 2cm to 1 km, you will need to calculate the distance. #### How to measure straight line distances: #### How to measure curved line distances: ### Relief and height of the land - You can tell the height of land on a map in three different ways: - **Contour Lines** - Contour lines are line on a map that join places of equal height. They are usually shown as fine brown lines on a map - **Layer colouring** - Layer colouring uses colours to repesent areas of higher land. Areas of mountainous land are usually shown as brown, like in this map of the UK - **Spot heights** - Spot heights are usually shown as a dot or triangle with a number on a map. They give the exact height of a point on the map. - **Contour lines give you an idea of the shape of the land** - Most have their height marked on them in meters. - ✓ If contour lines are close together, the land is steep. - ✓ If contour lines are far apart, there is a gentle slope.