Year+9


 * Year 9 - Class of 2012/2013**

1.Complete the cross sections (all 3!). The last one will need to be done on the back please (draw your own graph).
 * Homework: (due Wednesday 19th Dec)**


 * Homework: (due Friday 14th Dec)**
 * 1.** Play the [|Stop Disasters Earthquake] game, write a detailed list of the different methods that governments and people can put in place to protect their town from an earthquake (and its associated hazards). Approxiately: 1 page in length.
 * 2.** Study for your assessment test on Tuesday!

1. Substitution teacher: if you know how to use the Smart Response clickers, I have set up a Quiz for the students. It is saved on the desktop of the computers. You would need to open it, then open 'teacher tools' and go to 'classes' then 'Year 9' and 'Start Assessment'. The students will then have to 'join geolab' and put in their own personal code number. The clickers are in the cupboard under the glass cabinet where the textbooks are stored. If you don't know how, then leave it and I'll do it next week.
 * Lesson: Friday 30th November**

2. Students: you will be studying a case study of a volcanic eruption. That of Mt. Nyiragongo. Watch [|this] video to begin as a class, and then get laptops to complete [|this] task on paper (use the geogallway sign in). They can share a laptop, but all individually need to do the work. DUE: Wednesday 5th December.

Thank you!!

Assessment Test 2 - Topics
 * Identify the major influences on population density and distribution; you should make reference to human, physical and economic factors. Case Studies: Tokyo, Japan (densely population area)
 * Describe and suggest reasons for population movements. You should make reference to case studies of: internal movements such as rural-urban movements (Case study: China), and international movements such as voluntary and involuntary migration (Case study: Refugees).
 * Demonstrate an understanding that the natural environment presents hazards and offers opportunities for human activities. You should make reference, for example, to the hazards posed by volcanic eruptions and earthquakes. (Case study: Mt. Nyiragongo, Volcano in D. R. Congo)
 * Describe the general distribution of fold mountains, volcanoes and earthquakes and explain how this distribution is related to movements at plate boundaries.
 * Show a basic understanding of plate tectonics, describing the global pattern of plates, their structure, and be aware of plate movements and their effects.
 * Mapping skills: latitude and longitude

1. Revise the different types of plate boundaries - we are having a short quiz on Friday!
 * Homework: for Friday 30th Nov**

1. Complete the plate margins / boundaries worksheet using [|this] page and page 57 of your text book.
 * Homework: due Wednesday 28th**

Revision Games - try all of them! [|Structure of the earth] [|Plates and Boundaries] [|Earth's Structure Quiz] [|Plate Tectonics - Penalty Shootout] [|What are volcanic hazards?]

1. Play [|Against All Odds] - then write down 10 pieces of advice you would give to a future refugee. 2. Have a go at this: [|Migrations quiz]
 * Homework:**

1. Complete Task 1, 3 and 4 of the sheet handed out in class.
 * Homework: due Wednesday 21st Nov.**

1. Complete question 4 on page 22 of your text book - should be at least 1/2 a page. Also, Q1-3 should be completed too.
 * Homework: due Wednesday 14th Nov.**

Attention: France, Germany, Italy and Japan! Jacqueline found a great [|website] for you, take a look!

Research Task
Find the details of a population policy that has been introduced in an effort to increase population. Your research should include: 1. Location of country and facts/statistics about its population (a population pyramid with explanations would also be good!) 2. Why the policy was introduced 3. How the policy works 4. How successful the policy has been 5. Bibliography (must have all links, including those of images)

This must be presented as a powerpoint. That means, you should be prepared with cue-cards for your presentation. Length: 4-5 minutes with equal amounts of talking.

Due: Wednesday 7th November

Note: Hi Year 9, I noticed many of you have not yet answered my [|student questionnaire] for last year. If you haven't done so, I would really appreciate the feedback! Thanks.

- Reasons for the rapid increase in the world's population (i.e. the 'population explosion') - The main scenarios influencing growth, with regards to the birth rate, death rate and migration - Suggest reasons for contrasting levels of growth in MEDCs and LEDCs - The benefits and problems of ageing populations (with specific examples from Germany and Italy) - The benefits and problems of youthful populations (with specific examples from Africa) - Push and pull factors for migration - The impact of AIDS on populations - socially, demographically and economically - Describe and suggest reasons for the different types of population structures (i.e. the pyramids) - Relate different population structures to the Demographic Transition Model (DTM)
 * Topics for Assessment Test 1**

Online games to help you study:

[|Population key terms and definitions - matching game] [|Population challenge - penalty shootout] [|Population multiple choice / beat the clock quiz]

1. Look at [|China's population pyramid for 1970]. Discuss as a class the problems China was facing at this time (remember to look at the scale). 2. Read through the information on page 4 as a class, clarifying any difficult vocabulary. 3. Students are to create a 'The lead up to China's One Child Policy' based on the information in the text. 4. Watch the following documentary, students are to take notes throughout the video, keeping in mind their homework questions:
 * Lesson 10th Oct - China's One Child Policy**
 * * Why did China introduce a ‘One Child Policy’?
 * What are the aims of China’s One Child Policy?
 * What does a family have to do in order to have a child? (except the obvious!)
 * What happens if a family has more than one child?
 * What are the disadvantages of China’s One Child Policy?
 * How successful has China’s One Child Policy been? ||

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5. Homework: Complete the questions above full sentences and //in detail//. You can use the references below to help. This should approximately 1.5 to 2 pages in length (Due: Wednesday 17th Oct.) 6. Don't forget to study the topics for the assessment test (above). After reading through your notes a few times, try the online games I've listed below the topics.

China's one-child policy means benefits for parents – if they follow the rules A BRIEF HISTORY OF China's One-Child Policy About.com Geography - China One Child Policy Facts [|Infographic - Land of the rising son] Also - there are plenty more interesting videos on YouTube!


 * Lesson 5th Oct - Population & Resourves**

1. Go to [|this] link (username and password all kids know) and watch the clip - discuss with the class the question given. 2. Get students as many laptops as you can, hand out worksheets and tell them they need to finish it by the end of the lesson. 3. Early finishers can have a go at the exam-style question (extension work). 4. If whole class finishes early, then you can continue watching [|this] documentary (we were 10ish minutes in)

1. Go to [|this] link (username: cjdis; password: braunschweig) and scroll down to where it says 'activities'. Click to download and complete the worksheet called 'Youthful Populations Worksheet'. Alternatively, you can download the worksheet below and complete it using [|this] link (they are both the same!). 2. Once completed, save it and email it to me: jennifer.currie@cjd-bs.de
 * Homework (due Wednesday 26th Sept)**

You can also watch the end of the documentary on The Gambia here:

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1. Read the article on Aging in Italy, and answer the questions on workesheet.
 * Homework (due 19th Sept)**

1. Complete Gambia / UK pyramids, and don't forget the titles, label the axes and the annotations!
 * Homework (due 14th Sept.)**


 * Class of 2011/2012:**

1. Go to [|this] page and download the self study pack. 2. Work through the pack using the links on the website you downloaded it from. Click 'next' to move through pages. 3. Either PRINT your completed copy and bring it on the first day back (recommended) or email it to jennifer.currie@cjd-bs.de NOTE: This is worth 33% of your first report in Year 10. Make sure your answers are detailed wherever possible.
 * Summer Holiday Homework - due 3rd September**

1. Email your completed climate graph to me. You will then find it on this page. 2. Describe the location of your city. Include its latitude, longitude, altitude and distance from the sea. 3. Which are the driest months of the year? Include the amount of rain in mm in your answer. 4. Which are the wettest months of the year? Include the amount of rain in mm in your answer. 5. Which are the warmest months of the year? Include the temperatures in degrees in your answer. 6. Which are he coolest months of the year? Include the temperatres in degrees in your answer. 7. Suggest reasons for the climate at your chosen city. 8. Explain how the climate could affect the city's function and the people who live there.
 * Climate Graph Questions - do these indivdually!**







Homework: due Thursday 21st june 1. Complete your table of weather instruments 2. Complete Q1-5 on page 87 in full sentences!

HOMEWORK: Case Study: Rio de Janeiro- due Tuesday 12th June 1. Read pages of the text book pages 50-51 2. Answer the following questions on lined paper: a) What did the authorities used to do to the favelas? b) How has the housing situation in Rochina been improved? c) What has been done to improve education in the favelas? d) What has been introduced to improve transport? e) What transport problems still exist? f) What has been done to improve water pollution in Rio? g) Suggest how will these improvements affect the heath of the residents in the favelas.

Assessment Test Topics: (Tuesday 5th June)

//You should be able to//:

• Describe the patterns of rural settlements – dispersed, linear, nucleated. • Explain how physical factors (relief, soil, water supply) and other factors such as accessibility, agricultural land-use, influence the sites and patterns of rural settlements. • Describe and explain the factors which may influence the size, growth and functions of rural and urban settlements. • Describe and suggest reasons for the hierarchy of settlements and services. • Describe and explain the land-use zones of towns and cities to include the Central Business District (CBD), residential areas, industrial areas, the provision of open spaces and transport routes. • Describe problems associated with the growth of urban areas such as congestion in the CBD, e.g. traffic congestion. Suggest solutions to overcome these problems by reference to selected examples or case studies. • Geographical investigations: Formulate aims and hypotheses; know different methods of sampling; know how to create a successful questionnaie; read and create a range of graphs/tables to present data; analyse data; form conclusions and evaluate investigations.



__Homework: Complete the following case study; due Thursday 31st May__

London’s Congestion Charging Scheme – A Case Study of Urban Congestion Managemen
By producing your case study you should develop your understanding of the following: 1. How the scheme actually works – how is money collected?, how are cars monitored? 2. The geographical scale of the scheme. 3. The successes of the scheme. 4. Any negative impacts about the scheme. 5. The future of the scheme. ||
 * Produce a detailed case study of the Congestion Charges scheme in London, UK.[[image:http://c1.wikicdn.com/i/editor/insert_table.gif]]

London's Congestion Charging Scheme :
 * YouTube - BBC News - Congestion charge zone expands
 * YouTube - Reaping the benefits of the congestion charge
 * Congestion charge success reduces revenue to Â£9m - Home News, UK - The Independent
 * BBC NEWS | UK | England | London | Congestion charging 'a success'
 * London congestion charge leads to flood of false number plates | Independent, The (London) | Find Articles at BNET
 * Q&A: The congestion charge | World news | guardian.co.uk
 * London congestion charge - Wikipedia
 * Mayor of London - Congestion Charging
 * Congestion Charging | Transport for London
 * BBC NEWS | UK | England | London | C-charge extension to be scrapped The western extension of central London's congestion zone is to be scrapped, London Mayor Boris Johnson has announced.

**Fieldwork Assignment**
You are to complete a fieldwork assignment based on our fieldwork at the Schloss Arkaden. It is a major piece of work that will count 40% towards your grade for this term. Due date: Tuesday 22nd May.

Follow this structure when writing up your report:

1. Fieldwork Question (1 mark) 2. Introduction (8 marks) 3. Hypotheses (3 marks) Hypotheses:
 * What is the shopping hierarchy model? Refer to: 'low-order' and 'high-order' goods and 'population threshold' in your explanation.
 * Include 2 maps: one showing the location of the Schloss Arkaden with in Braunschweig (easily sourced from internet); one self-drawn sketch-map of the Schloss Arkaden showing surrounding area, entrances etc. Both maps **must** include BOLTSS (border, orientation, legend, scale and source).
 * Choose three only - from our list below:
 * The further that people travel to the S.A the longer they will stay.
 * Younger people spend more time at the S.A than older people.
 * The shorter the distance travelled the more likely travel by foot.
 * The longer the duration of the stay the higher, the higher the amount of services used.
 * The closer the people live to the S.A, the higher the frequency of the visits.
 * The sphere of influence of the S.A is..... km.

4. Method (5 marks) 5. Data presentation (10 marks) 6. Analysis (10 marks) 7. Conclusion (3 marks) 8. Evaluation (3 marks) 9. Layout (2 marks)
 * Describe the methods taken to complete the research (including sampling method, duration etc.)
 * Explain why these methods were chosen
 * Write in the third person, past tense (i.e. The class was divided into 6 groups...)
 * Choose the best ways to present your data. Note: the data you use will depend on your chosen hypotheses!
 * Try to use at least 3 different types of presentation methods (e.g. a pie chart, a scatter graph and a isoline graph)
 * Analyse your graphs! What does each one tell you? Do they conform to the shopping hierarchy model? Are there any outliers (exceptions)?
 * What are the trends that you have found?
 * To what extent can you support or reject your hypotheses? Go through each one - one by one!
 * What would you change if you did the investigation again? It is important to explain //why//!
 * What other hypotheses could you investigate?
 * How could you take this investigation further?
 * All pages must have page numbers
 * All figures must be numbered and labelled

Total marks available: 45

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Homework:

1. Make sure you have sent me: River Fieldwork (incluing written conclusion!); Settlement Characteristics; Settlement in Ethiopia; Graph on population vs settlement pg 32 of textbook. 2. Actively read (with a pen/highlighter) the article [|'Facing a Changing industry: a city tries to reinvent itself]'; and answer the question: How and why has Wolfsburg changed its function? (4 marks)

Lesson: Tuesday 20th March

1. Read together the part in the textbook on 'Urban Land Use Models'. 2. Get the laptops and log on to [|this] page. You may work in pairs. 3. Download the Urban Land Use Models worksheet, and work through the website to complete it. You may work with a partner (but both people must do the work and have their own saved copy for revision!). 4. Extension: use google maps to find pictures from Braunschweig of the CBD, Zone of Transition, Inner Suburb, Outer Suburb and Rural-Urban Fringe.


 * Assessment Test 3 - topics to revise**

You should be able to:

• Recognise that //weathering// involves the breakdown of rock in its place and how this is different from //erosion//. • Describe the //different types of weathering// – physical/mechanical (freeze-thaw action, exfoliation), chemical (carbonation, oxidation) and biological. • Explain the main //factors influencing the type and rate of weathering// – climate and rock features (mineral composition, grain size of the rock, presence of lines of weakness). • Demonstrate an understanding of //eroding, transporting and depositing//. Refer to the erosional processes of hydraulic action, corrasion, corrosion (solution) and attrition. Refer to the river transport processes of traction, saltation, suspension and solution. • Explain why and where in a river’s course deposition takes place. • Realise that the effectiveness of these river processes will vary according to the //volume and velocity// of the running water and the nature of the //load// (boulders, pebbles, sand and silt) which, in turn, will be affected by the //bedrock//along the course of the river. • Explain the //Bradshaw model//. Understand how a '//river fieldwork''// study is done, and how to draw conclusions from the results. • Describe and explain how these //landforms// are made: v-shape valleys, rapids, waterfalls, potholes, meanders, oxbow lakes, deltas, levées and flood plains. • Refer to specific //case studies// to explain how the natural environment presents opportunities and hazards to humans. You must revise the following: 2006 Southern Leyte Landslide, 2005 European Floods, LEDC Flood (own choice). • Use four and //six- figure references//. Work out the 'straight-line' and 'along the road' //distances//, between two points on a map, using different types of scales.

Not sure where to begin? Here are some tips:

1. Read through your notes and worksheets - but don't stop there... 2. Make something out of them such as: study cards for definitions (such as features of a river or key points of case studies); labelled diagrams/pictures (to show the journey of a river); or a 'cheat sheet' with important definitions and information on one side of an A4 sheet. 2. Teach your friends / parents / siblings about the topics. By explaining it to someone else you will remember it a lot better. 3. Get your friends / parents/ siblings to test you on key words and definitions in your glossary. 4. Play some of the online games found on the IGCSE Rivers pages on this website. 5. Get your friends to write a small quiz for you, and you do the same, then swap and do each others quiz. Make sure you know the answers to all your questions.