Just for Y13

El Nino and the Monsoon 2015
Have a look at this article explaining why the Monsoon has been weaker than normal in 2015!
Click Here

More Circulation clips
Click here

Hurricane Katrina Documentary
This is a fantastic documentary which highlights the preparation taken prior to the storm and the multi-agency approach adopted by the Americans. The impacts and responses are also clearly addressed.
BBC Documentary

through youtube






Parents Evening Promise…..

Some help to beat depressions

Start with this video

now this one

watch it until it makes sense!

More on the jet stream if you need it…

What are weather fronts ?

idiots guide to air pressure …..

worth watching

Now some reading

Read this first

Now try this .. a step up

Asian Monsoons:- Silent Conversations!

Link the diagram with the video and explain why !

Another  another mock

1. With reference to the OS map only identify
why River Wansbeck is prone to flooding.
2. The cause of the flooding was more to do with
weather than physical geography - to what extent to
do you agree?
3.Using figure P3 justify the following statement -
the rainfall standard deviation was small and
 thus the River
was not experiencing major variation.
4. The worst hit areas had flood defences and so
flooding was purely a random event. do you agree?
5. Discuss 'the town was unprepared '
6. Use the extent of the floods to justify funding
 for new flood defences.
7. What can be done NATIONALLY to make sure
that flood risk in Britain decreases rather
than increases?
8. How sustainable are hard engineering
flood measures?
9. Stakeholder Partnerships were the best thing to
evolve following the floods - discuss.

another mock...

1. Figure P3 contains a wide range of data.
Identify a suitable technique to analyse this
data and justify your choice  (10 marks )

2. There are many physical and human reasons
Why Morpeth is a high flood risk town. Evlaute these reasons.
(15 marks)

3. To what extent was the town  flood management  system
a failure ? (10 marks)

4. Identify the costs and benefits of the new flood
management plan. (15 marks)

5. Why do so many people contnue to live in flood prone areas
( 10 marks )



make sure you follow @morpethscheme

try these

1.     Explain how various features of physical and human geography combine to make Morpeth
 vulnerable to flooding ( 10)

2.    Referring to the 6th September 2008 flood, explain why “ The town’s rescue plan did not stand up to the test.” (7)

3.    Describe a graphical technique  that could be used to present the data shown in Fig P3, and justify its use. (8)

4.    The Advance Information Booklet  asked you to carry out research on Morpeth’s flood defences.

Describe one project that is designed to 
help protect Morpeth from flooding in the future and critically assess the extent to which it can alleviate the flood risk. (10)

5.Write a justification for deferring and reducing the money made available to protect Morpeth from flooding  ( 10 )

Explain why local communities and other agencies may 
play a greater role in flood management decision making in the future.

Describe how the residents of Morpeth can reduce the impacts of flooding themselves.

 ( you may refer to examples that you have studied as part of the course ). (15)

1.     Using the OS map suggest why Morpeth is vulnerable to flooding

2.     Using the OS map and figure 2 describe which parts of Morpeth are most vulnerable to flooding

3.     Using the OS map and figure 2 describe which parts of Morpeth are most vulnerable to flooding in the future

4.     Figure 3 contains a wide range of data. Identify a suitable technique to present this data and justify your choice.

5.     To what extent was Morpeth’s flood action plan fit for purpose?

6.     With reference to Item 4 evaluate the responses to the Morpeth floods

7.     With reference to figure 2, to what extent do you agree with the statement ‘some of the worse hit areas in Morpeth were places with flood defences’

8.     W     ith reference to Item 5 and your own knowledge analyse the likely success of the proposed Morpeth Flood Alleviation Scheme

9.     Discuss the costs and benefits of the new flood defences proposed in the aftermath of the 2008 floods

10.  Item 7 suggests you should undertake your own research. Based on this research critically assess the extent to which stakeholders involved in the management of the Morpeth floods in 2008 were better prepared for the 2012 floods

11.  Using your further research suggested in item 7, discuss to what extent were the 2012 floods were preventable?

great day today  :)

Some questions for you to prepare and email

each slightly different 

1.     Explain why Morpeth is at risk of flooding

2.     With reference to Item 2 in the AIB and the OS map explain how the Wansbeck catchment makes the river prone to regular flooding.

3.     Outline the causes of the Morpeth floods

4.     Evaluate the causes of the Morpeth floods in 2008

just a reminder no lesson monday Mrs B
use time productively
how about this for an appropriate solution in morpeth ?

upper catchment debris dams



perfect link following on from today's lesson


microclimate essay help

Th        Some of the differences in various weather elements in urban areas compared with rural locations.
Sunshine duration5 to 15% less
Annual mean temperature0.5-1.0 °C higher
Winter maximum temperatures1 to 2 °C higher
Occurrence of frosts2 to 3 weeks fewer
Relative humidity in winter2% lower
Relative humidity in summer8 to 10% lower
Total precipitation5 to 10% more
Number of rain days10% more
Number of days with snow14% fewer
Cloud cover5 to 10% more
Occurrence of fog in winter100% more
Amount of condensation nuclei10 times more

This is a fabulous resource from the met office…….


Ted's back


please bring pre release in Friday

please bring website review to lesson

Useful websites found so far for Morpeth floods  GEO4B 2014 :

1          http://www.morpethfloodaction.org.uk/fas.html   This describes the flood alleviation scheme in detail and has some useful figures

2          http://www.morpethfloodaction.org.uk/cottingburn.html  another part of the scheme

3          http://www.morpethfloodaction.org.uk/drains.html   drainage problems including overflowing sewage pipes and drains, contains a useful map B3 and photos

5          http://www.morpethfloodaction.org.uk/mitford.html  great diagram showing river levels of recent and worst flooding on present gauge levels

6          http://www.morpethfloodaction.org.uk/page4.html  how we flood page showing satellite images of flooding for different discharges.

8          http://www.bbc.co.uk/news/uk-england-tyne-19731095 report with video about the further floods in Morpeth

9          http://en.wikipedia.org/wiki/2008_Morpeth_Flood   background article with some links

10        http://ceg-morpethflood.ncl.ac.uk/2008/timeline/map/    timeline map click on the + to get layers at different times from Dr Geoff Parkin’s site (some links to 2012 floods here too)

11        Fantastic video!   https://www.youtube.com/watch?v=oZ390aW-fHg 


writing better conclusions
try these ideas
  • Answer the question "So What?"
    Show the examiner you have answered the question
  • Synthesize, don't summarize
    • Don't simply repeat things that were in your essay They have read it. Show them how the points you made and the support and examples you used were not random, but fit together.
  • Redirect your readers
    • Give your reader something to think about, perhaps a way to use your paper in the "real" world. If your introduction went from general to specific, make your conclusion go from specific to general. Think globally.

  • Echoing the introduction: Echoing your introduction can be a good strategy if it is meant to bring the reader full-circle. If you begin by describing a scenario, you can end with the same scenario as proof that your essay was helpful in creating a new understanding.
  • Challenging the reader: By issuing a challenge to your readers, you are helping them to redirect the information in the essay, and they may apply it to their own lives.

  • Looking to the future: Looking to the future can emphasize the importance of your essay or redirect the readers' thought process. It may help them apply the new information to their lives or see things more globally.
  • Posing questions: Posing questions, either to your readers or in general, may help your readers gain a new perspective on the topic, which they may not have held before reading your conclusion. It may also bring your main ideas together to create a new meaning.


Richter scale ……



good flooding video


important link above - please add to your review of  newspaper articles


student resources geography A2 pre release morpeth boscastle


Boscastle case study

great weather website …..

Wednesday 23 April

Critical thinking - 

Are natural disasters becoming more common ?

How would your perspective differ if you lived in Japan ?

What arguments would you present to justify that natural disasters are becoming more frequent ?

What evidence would you provide as a counter argument ?

Over what time frame would you require data to be confident natural disasters are becoming more frequent?

At what scale would you examine data to be confident natural disasters are becoming more frequent ?

 Thursday 10 April

Good Luck Holly  for Friday's awards ceremony !

If you can all fit in a little revsion this week
how about  .....


Revsion for cooperation and conflicts:

Suggest reasons for the existence of global poverty.

Discuss how poverty can be addressed on a global scale.

use website below to help you ....

horizon - why can't we predict earthquakes-
bbc4 monday

seismic waves from lesson today

This is one of the best websites I have seen - use it !

Ukraine - Is the conflict resolved ? what processes are operating ? 

homework 13/02/2014

evaluate this ………….

and some pre 
reading for our work on  poverty

prep work for next week

JAN 12

please read prior to Wednesday
Jan 8

read this shocking story

What geographical comment would you make on this issue?

food for thought…….

Fracking Week on BBC 6 - 6.30 this week

Impacts of conflict in Afghanistan


Make sure you are following news about Tropical Cyclone Haiyan

don't forget timed essay tomorrow!

Oh and right on Que Mount Etna erupts just as we are looking at it as a case study.  Check out the footage on the link below.  Can you identify the type of eruption?



violent civil war - insurgency -political negotiation

DR Congo

The rebel group in Eastern DRC is ending its insurgency
hours after the government claimed military victory.
The movement will adopt purely political means and
urged its fighters to disarm - find out more


Tuesday - Syria Peace conference delayed


Check out this article about Mt Etna awakening:
two articles today in the Guardian

Impact of Conflict on Syria

please read this article

United Nations

History of Syria with Dan Snow
broadcast March 2013

How does this link synoptically to conflict ?


Please use the following link to watch the TED talk .. tell me about it next lesson :)

thursday - Hi Y13 -apologies can't make revision tomorrow afternoon - please keep emailing me work for immediate feedback :)

for those of you who have not been to extra classes - please make sure that you can discuss the usefulness of using GIS in prediction and management
If you can't please call me in school and ask to be put through to my phone -if I'm not there leave a number - I will call you back - this is crucial

Here are the questions we have been throug this week -please attaempt and email to me today
May contain a skills based question like:
  • Describe and justify an appropriate technique that you would use to present the data in P2 graphically.                                                                             (5 marks)
  • Describe and justify an appropriate technique to analyse a possible link between the data in Fig P1 and P2?       12 marks
MAy contain knowledge questions
    Why is it difficult to predict future earthquakes in Christchurch?
  • How would the impact of the Christchurch be different if it had occurred in an LEDC? (15 marks)
  • To what extent is it viable to re-build Christchurch?                                                  (15 marks)
Will contain understanding questions:
  • With reference to Fig P1 how far do you agree that natural disasters are becoming more common?                                                                                                                        (12 marks)
  • To what extent is there a link between the trends shown in the two sets of data in figures P1 and P2?                                                                                                                             (7 marks)
  • Assess the tectonic/seismic hazard facing Christchurch                                             (15 marks)
  • What lessons can be learned from Christchurch for future earthquake mitigation?   (15 marks)

May contain viewpoint questions:
  • How does a longer time framework change your view of earthquake energy trends?
  • How should Christchurch prepare for future earthquakes?                                        (12 marks)
  • Suggest how Christchurch should respond to the earthquake hazard?                      (15 marks)
  • There are a number of different viewpoints about how to respond to the Christchurch earthquake. Explain why.                                                                                                                                    (15 marks)
  • Suggest what can be done to persuade international migrants such as Lisa that their long term future lies in New Zealand and explain the possible consequences of failing to achieve this                   (12 marks)
MAy contain discuss questions:
  • With reference to P1 and P2 discuss the evidence whether warming leads to more natural disasters?                                                                                                                     (12 marks)
  • Why was the Christchurch earthquake so much more devastating than the Darfield earthquake? Compare the Darfield and Christchurch earthquakes.
  • With reference to the Darfield and Christchurch earthquakes, discuss the reasons why the impact of an earthquake can vary so much.                                                                                     (12 marks)
  • Discuss the possible future options for Christchuch in an active seismic zone.         (15 marks)

 website questions (further research)
  • You should have undertaken further research into the tectonic nature of New Zealand using the websites suggested. Critically evaluate the use of these websites for planners or local     people. 7 marks)                                                                                                                                          

Revision Wednesday P1 in C12

Please can you all make the effort to attend- thank- you again to those who attended today - I feel we made some good progress

Revision Tuesday  11th June after school in A6

1. To what extent does the data in the AIB support the view that   2010 was a seismic non- pocalypse ? (10)

Thank you for those of you that came to revision today.


  1. Describe the difficulties that seismologists have in predicting earthquakes. (12 Marks)
  2. How did the responses to the Christchurch earthquake differ to those found in other areas of the world? (10 Marks)
4b LESSON P4 tomorrow (Monday 10 june) in C12


Draw/find detailed diagrams of;
              i. Destructive plate boundary
             ii. Collision zone
            iii. Constructive plate boundary
            iv. Conservative/transform plate boundary

wed 5 june
I have rearranged revision session for 4b from thursday night o Monday afternoon - you need to spend tomo night learning your case studies ! Good Luck !


Thank you to all those who turned up during half term for the mock examination for Unit 3. We have marked and written detailed feedback for each student and papers can be collected from Mrs Slater in C14 anytime over the next few days.

The AIB sessions are still running and mock papers have been given out and the ones that have been returned have been marked so please collect. Next Wednesday (period 5) we will be going through another mock paper for Unit 4B so please come along. Questions and mark schemes can be collected from Mrs Slater at anytime.

Best of luck for the next couple of weeks U6 - work hard and do contact us/ come in to school should you require any additional support.

pre release work 
need some more work to mark please

Item 5
a. There is a lot of geographical information contained in Lisa’s emails. Describe the impacts on her family and community.
b. Living in seismically active areas is dangerous. How should the a. residents of Christchurch and b. New Zealand prepare for the next big earthquake?

Item 6
a. Familiarise yourselves with these websites
b. How good are the first two websites in conveying information and advice? What is particularly effective?

I am not in school Tuesday 4 june - Mrs B

Y13 could you please complete this exit questionnaire
Mrs B


To what extent would hazard land use mapping be useful in the rebuilding of Canterbury? (10 marks)

Pre release Tuesday

Seismic non-pocalypse

What do you understand about the term above - produce a mind map to explore the term and its links to the AIB.

Option 1 Plate Tectonics and Associated Hazards

‘The extent to which tectonic processes represent hazards depends on when and where they are experienced.’ Discuss this statement. (40 marks)

Appropriate content for a response to this question might include:

outlines of the nature of tectonic processes, including vulcanicity and seismicity

the hazards that tectonic processes represent; comparisons/contrasts could be made

between the processes

potential responses and adjustments to such hazards, including management strategies

Synopticity emerges with the following:

understanding the context of varying timescales (frequency, periodicity)

evidence of breadth/depth of case study material

critical understanding the various processes in different contexts

critical understanding of the impact in areas with varying levels of economic

development and levels of technology

recognising the varying capacity to manage such hazards with a comparison made

between the MEDW and the LEDW

understanding contrasts between urban and rural environments

understanding contrasts between agricultural and industrial/commercial environments

recognising time factor aspects that relate to the ‘when’ in the question wording people in certain buildings at certain times of day, people on transport systems etc.

understanding that some processes can have recreational and/or tourism opportunities to generate income and are therefore not perceived as hazardous.

This question requires a discussion approach. Any conclusion is creditable as long as it is reasonable and related to the preceding content and discussion.

 Option 2 Weather and Climate and Associated Hazards

Critically evaluate the possible effects of the phenomenon known as ‘global warming’ and suggest possible responses to them. (40 marks)

Appropriate content for a response to this question will include:

an outline of the possible causes of global warming

description of the possible effects of global warming, both on a global scale and on the

British Isles

discussion of the responses to global warming at a variety of scales. The question should be fully addressed and the synoptic element is achieved when there is a more critical view of the causes, consequences and responses to global warming.

Synopticity is therefore achieved by:

evidence in the breadth/depth of case-study material

detailed critical understanding of reasoning, impact and response

good understanding of at least one, and preferably more, of the elements given above

recognition of complexity of the issue of global warming; some recognition of the debate

around the issue

an awareness of the interrelationships of the various aspects covered in the question.

The question requires an account and the answer should cover all elements. Any reasonable conclusion can be credited as long as it is measured and reasonable, and related to the preceding content.

Reminder: Unit 3 Mock Examination Wednesday 29th May in C14 @ 9.30

sorry I am not avaiable to teach lessons Wednesday / Thursday - but will be delivering revison after school on Thursday
Mrs Blanchard

Could I have some work to mark please folks ???

Meanwhile some questions for you to think about......

a. Why are faults so difficult to find?
b. On a blank world outline map locate the plate boundaries and highlight the Pacific ‘Ring of Fire’.
c. Draw/find detailed diagrams of;
              i. Destructive plate boundary
             ii. Collision zone
            iii. Constructive plate boundary
            iv. Conservative/transform plate boundary
d. What is the difference between the Richter Scale and the Mercalli Scale for measuring earthquakes?
e. On a large copy of Fig 6, plot all the fault zones and add annotations
f. What were the effects of the Darfield 7.1M earthquake?
g. Why were there so many aftershocks, and what problems did they cause?
h. Why was the Christchurch 6.3M earthquake so much more destructive?
i. Find photos of the destruction and annotate them to highlight specific features of the earthquake and the     type of damage.                             
j. Watch these videos
Why is the magnitude of an earthquake not the only factor that determines the destructive force of an earthquake?

Mrs Blanchard

suggested timings 

13:00 -  13:05 – Choose essay title.
13:05 – 13:50 – Answer physical structured questions (45 minutes – 10 + 15 + 20)
13:50 – 14:45 – Answer essay question (55 minutes – 5 minutes planning, 50 minutes writing)
14:45 – 15:30 – Answer human structured questions (45 minutes – 10 + 15 + 20)

Watch oWatch out for ‘s’ in the question – ways, processes, impacts, examples. This means you must    talk about more than one!!
Essay question. Should take an hour (5-10 minutes of planning and then writing it.) You should make sure you use paragraphs and have an introduction and conclusion which synthesises and tells the examiner what you think.
Synopticity is key – SPEED - Social, Political, Economic, Environmental, Demographic.
Think like a geographer’ it’s a complex relationship between man and the environment. It changes over time and space – scale (local, national, global)
There are marks given for quality of English – language needs to be developed and arguments need to be balanced and clear.
Use specific details/ facts from your 1/2 main case studies and keep referring back to them, but continue to drop in other smaller case studies, to show a breadth of study.
Don’t repeat the question or ask the examiner a question – just get on and answer it.
Try and use case studies as early and frequently as possible within your answer rather than using it as an example at the end e.g. USA.
- Integrate the        Try and give all your answers a SENSE OF PLACE.

Watch out

Plate Tectonics and Associated Hazards: Sample Questions
1. Discuss the ways in which people and organisations manage the hazards and its effects.
( 8 marks)
 Level 2 - Specific statements of management strategies which could be clearly attributed to a named hazard.

2. With reference to two volcanic events that you have studied from contrasting areas of the world, compare the nature of the volcanic hazard and its impact. (10 marks)
Level 3 -  Clear indication that attempts can be categorised. Recognises that volcanic activity will occur and that people are unable to stop it so their main thrust should be to minimise the effects upon them. Critical evaluation made of teh success of any attempts made, with clear reference to examples.

3. Examine the postive impacts of volcanic activity. (7 marks)
Level 3 - Organised examination of 2 or more developed positive impacts and /or negative implications. Points to consider economy, agriculture, use of rocks, land use, tourism etc.

Standard Deviation  P4

  • with boxing day quake     - 431.08PJ energy with mean score of 320 PJ
  • without boxing day quake - 185.71 PJ - based on mean of 247.91PJ - less than half  the standard deviation of our initial findings -indicating more clustering around mean 
The mean ± one sample standard deviation contains approximately 68% of the measurements in the data series.

The mean ± two sample standard deviations contains approximately 95% of the measurements in the data series.

so with our data

with boxing day tsunami

1 standard deviation

320 +- 431.08 = 68% of measurements in the data set - so 68% of total energy released by earthquake will between -111.08PJ  and + 751.08PJ of the mean

2 standard deviations

320 + - 431.08 x 2 = 320 +- 862.16 - so =  -  542.16 = 95% of total energy released by earthquake will be between - 542.16 PJ and +1182.16PJ of the mean

have a go at working out 2 SD for the non boxing day data set

(Mikey and Maria  -hope this is correct!!)

Unit 3 Mock Examination

2hrs 30 Mins on Wednesday 29th May at 9.30am in C14.


New Zealands population 4.4 million (2011)
Consider the distribution of NZ's population and compare this data with items from the AIB.

A refresher on the basics of Tropical Revolving Storms...

4b  ..following our lunchtime session ... 

Although climate change is expected to lead to slightly more rainfall at the global level, the timing and distribution of that rain is likely to change, increasing the chance of drought in some regions. The details are very difficult to predict, however. This is partly because regional climate impacts are strongly dependent on large-scale atmospheric circulation patterns like the jet stream, which are hard to model in climate simulations. There is some indication from climate modelling that the Mediterranean, central America and Western Australia regions may experience reduced precipitation, but there is still considerable uncertainty as climate models do not all agree, because local features such as mountains and rainforests can be important, and because of the large range of natural variability.
The picture is made even more complex by the fact that unusually low levels of rainfall (so-called meteorological drought) isn't the only factor affecting the existence or significance of drought conditions. Just as important is hydrological drought, in which the water supplies in groundwater or reservoirs are depleted. There are also "agricultural drought" and "economic drought" which result from the inability to access water when needed rather than from the lack of water itself, and in some regions these are more important than the physical factors.
The various types of drought are closely related, of course, and different countries have different levels of sensitivity to each. Meteorological drought was experienced by southern parts of the UK in 2011, leading to hydrological drought as the water in storage systems became low. When the rainfall increased again in spring 2012, hydrological drought conditions (and the hosepipe ban) remained in place until the stores started to be recharged. In that case the effect on the population was limited, but in places like India, where the year's rainfall is concentrated in the monsoon season, small changes in the location or timing of precipitation can have a big regional impact on agriculture.
Like other types of extreme weather, drought is experienced when circulation patterns get 'stuck' in one formation, or push outside their normal bounds of variation. In 2003, the heatwave and drought in Europe was caused by just such a blocked circulation pattern and may have caused tens of thousands of excess deaths. As temperatures remained high for a long time, the soil moisture evaporated, causing an additional feedback and worsening the heatwave. Calculations indicate that this kind of event may have doubled in frequency due to greenhouse gases in the atmosphere, and could continue to become more frequent and more severe. Therefore, if greenhouse gas emissions continue to increase, then by the end of this century European summers like 2003 could be "anomalously cold".
The exact position and timing of monsoons are influenced by many factors and would vary from year to year even in the absence of global warming. Climate change is expected to cause a weakening of the circulation pattern, but an increase in atmospheric water content. Some areas are predicted to experience more drought, others less, but the competing effects make it harder to detect and predict changes, so uncertainty in these projections is large.

and a website to help with your annotated map

and this a super presentation please read

hope it helps Mrs Bx

"The Year the Earth Went Wild 2011" 
available on youtube
Watch it

Critical thinking - 

Are natural disasters becoming more common ?

How would your perspective differ if you lived in Japan ?

What arguments would you present to justify that natural disasters are becoming more frequent ?

What evidence would you provide as a counter argument ?

Over what time frame would you require data to be confident natural disasters are becoming more frequent?

At what scale would you examine data to be confident natural disasters are becoming more frequent ?

Please consider prior to Thursday's lesson.

Another Eruption in a LEDC
Mount Pinatubo (1992 Phillipines)
Watch this excellent documentary, it documents the entire sequence of the volcanic eruption from first rumbles to Lahars after the eruption has finished.  How did they monitor the volcano?  How did people prepare?  Did people die how and why? What other impacts occured? Did being a LEDC increase the impacts? Would the impacts have been less in a MEDC?

Y13 pre release

seismic lensing link:

link to photos on back of pre release:

link to hidden fault information:


cracking website (!!)

prophecy ????

this is super and well worth a look:

and from the earthquake guru and general geography hero Iain Stewart himself (posted on twitter would you believe)


Interesting site explaining volcanicity in Yellow stone

Yellowstone's caldera

REMEMBER - Tuesday Lunchtime Revision for Unit 1 in C14 with Mr Brennan

How do volcanoes form?
Weather and Climate Challenge

Using the synoptic chart below - explain why we are experiencing such cold temperatures this March?.....

A good revision website with free dowloads for timetables etc.

Unit 3 Examination Summary
Unit 3 - 2 hr 30 mins

Answer 3 options
One from Section A (tectonics or weather) 45 mins
One from Section B (World Cities) 45 mins
One from Section C (40 mark essay on tectonics or weather) 60 mins
Remember section C has to be the option you did not choose in section A!

Mrs Blanchard prep for second lesson on earthquakes:

Mrs Blanchard
2 things to get you thinking ...

just in case you are interested in hot spot alternative theories

and to really challenge your thinking

remember I'm a geologist at heart !!

and on a human note:

check out the new mumbai skyline:

Plate Tectonics Theory Homework links:

Choose either Option A or Option B. Please refer to the essay assessment frame given. Email sruthslater@yahoo.co.uk for further information.
DEADLINE: Tuesday 26th February 2013

Option A Weather and Climate and Associated Hazards
Discuss the impacts of storm events in the British Isles and evaluate the responses to them. (40 marks)

Appropriate content for a response to this question should include:
an outline of the nature of at least one storm event affecting the British Isles; when it has occurred and where
detail of the impact of the events
detail of the responses to the events.
Synopticity emerges with the following:
evidence in the breadth/depth of case-study material
detailed critical understanding of the impact of at least one such storm event
detailed critical understanding of at least one response
recognition that the responses could be either predictive, preventative or protective
awareness of the interrelationships between location, impact and response. Certain responses are better in some areas than others depending on the nature of the impact. This question requires a discursive approach and the response should come to a view. Any conclusion is creditable as long as it is reasonable and related to the preceding content and argument.

Option B Weather and Climate and Associated Hazards
“Up and down, up and down – that is how temperature and climate have always gone in the past and there is no proof they are not still doing exactly the same now. In other words, climate change is an entirely natural phenomenon, nothing to do with the burning of fossil fuels.” David Bellamy
Discuss the extent to which you agree with this statement. (40 marks)

Appropriate content for a response to this question might include the
following causes:
Understanding of the changes in global temperatures both over long periods of time and in recent decades
Understanding of the rates of increase in greenhouse gases (carbon
dioxide, methane and nitrous oxide)
Understanding critical understanding of the reasons for these increases, including reasons for recent trends including the burning of fossil fuels.
Synopticity emerges with the following:
Critical understanding of the causes of global warming in relation to historical records
Critical understanding in the context of varying time scales
Evidence in the breadth/depth of supporting evidence both for and against, using varying locations
Recognition of the range of organisations and individuals that have an opinion on this issue, and the variety of contexts from which they arise, e.g. political, economic and scientific
Recognition of the complexity of the issue of global warming; some
understanding of the debate surrounding the issue. This question clearly requires a discussion and the response should try to come to a view with regard to the statement. Any conclusion is valid and can be credited as long as it is measured and reasonable, and related to the content of the answer.

Useful link for Urban Microclimates...

Homework set by Mr A Morley Tuesday 5th February! (Thanks Sir).
'Speculate as to the possible national consequences global warming will have on the monsoon climate of Bangladesh and how this may affect the population.'
(10 marks)

What makes a good answer? from Anthony.
  • Define monsoon climate and global warming.
  • Provide suitable links between monsoon and global warming in terms of ITCZ, seasons and agriculture.
  • Relevant examples of consequences of global warming structured around Bangladesh. 
  • Social/ economic and environmental situations which may arise from this link.
  • How the above issues may change seasonally.
  • To ensure that the arguement is balanced and provides both positive and negative effects of global warming and climate change.

Homework for Mrs Slater Thursday 31st January;
Have a read through the following websites...

Homework for Mrs Slater Thursday 24th January;
Summarise the purpose and main points of the Kyoto Protocol
Deadline Thursday 31st January

Just some final reflections on success .....

  • cheesy but you need to think and write like a geographer  - show off be confident and use high level geographical vocabulary
  • conclusions - must address the question set 
  • be obvious in your answers if  question asks for long term and short term implications then use the long term short term - don't just imply 
  • remember a really cheeky way to catch you out is to identify social economic environmental  political issues - question might just ask for one or two of SEEP and in your exam panic mode you might get confused - take your time
  • your plan is the most important part of the exam fail to plan plan to fail 
  • you have a strategy for success - use it -
And rememeber .....oil is irreplaceable, but ethanol is reducing dependency on it, but that this has limits (because you can only grow so much sugar cane before you run out of land or push food prices too high) and demand is increasing year on year for fuel. 

HEP supplies the mining industry primarily and there is no real replacement energy source available in the place where mining is located (e.g. Para state with the Carajas mining complex). 

Wind energy may not be appropriate in these locations and so energy would have to be transferred long distance (although current limit of 7000km with a 6-7% loss in energy is feasible if they could do wind energy in the NE near Belem). 

In other words, there is no simple answer to Brazil's energy problems and at the moment the Belo Monte is unfortunately probably a necessary evil, hence the research on the Itaipu dam and how successful that has been in terms of decades of massive amounts of cheap clean energy that powers much of Rio and Paraguay, despite larger impacts on people and environments back when it was built in the 70s (they dynamited then flooded the worlds largest waterfall system and tourist attraction inside a national park remember!).

Good Luck Mrs B

GOOD LUCK Tomorrow. Mrs Blanchard and Mr Gallagher will be available for a drop-in. I will be around before school if you have any questions.

Following today's lesson...here are some points for consideration;

What type of renewable energy would be suitable for Dry North East/ Golden Triangle/ Amazon Basin?

How does the culture of the Kayapo and the Brazilians living in Sau Paulo differ?

Brazil has the perfect physical geography to develop renewable energy - could you justify this statement?

Think about: Command- Evidence- Links- Research- Option- Summary...


<!--[if !supportLists]-->1.     <!--[endif]-->Discuss how alternative approaches to harnessing energy, at both a local scale and
a national scale, can bring social and economic benefits to Brazil (15 Marks)

2.     <!--[endif]-->Discuss the extent to which the mining/industry is driving the increasing need for energy in Brazil? (8 Marks)


 1.     <!--[endif]-->Using the information from item 5 and your own ideas, justify which of the following forms of energy supply you would develop in Brazil: (10) a)    <!--[endif]-->Solar    b)HEP    c)<!--[endif]-->Wind 

 2.     <!--[endif]-->Using item 4 comment on Brazil’s level of development (7)

Work for Mrs Blanchard

Make sure that you scroll down to see Mrs Slaters work too!
1. Use Figure P3 - what type of graph would you use to present this data?
I would suggest a divided bar - have a go at drawing out a divided bar graph
use website above to say whay it is the best type of graph for this information
2. A friend who is an environmnetal campaigner for Greenpeace, has said to you that the Belo Monte Dam will be an unreserved disaster.
Write a justification to explain why this is not the case
( will pop some more questions on tomo! )





The following sample questions will be covered in next week's lesson. Think of possible level 3 answers and how you would structure your answers...

1. 'The Rainforest is a fragile environment and we should be concerned that it is under threat'. Discuss this statement. (15 marks)


2. Assess how alternative aproaches to harnessing energy, at both local scale and national scale, can bring social and economic benefits to Brazil. (15 marks)


3. Suggest some guidelines that should be followed by engineers to reduce the environmental impacts of the construction of the dam in the rainforest. (15 marks) 


4. How might the building of the Belo Monte dam improve the conditions for local people living in the Xingu basin? (12 marks)


5. How might an A level student geographer carry out a fieldwork investigation on the impacts of the Belo Monte dam on the Xingu River?  (5 marks)


Any questions email sruthslater@yahoo.co.uk 



What are the question’s commands?

Is there any supportive evidence in the AIB?

What themes can you link throughout?

What extra/ independent research can you include?

Can you use evaluative/ synthesis language?

Are there alternative options to your answer?

How can you summarise your answer effectively?



Take a look at DEFRA's website in the UK.

What sustainable development initiatives, that are applied in th UK, could be used to develop sustainable guidelines for Belo Monte's engineers?...


Mrs Slater's Homework Reminder: Cut out the climate map of Brazil and stick into your ex book. Label each zone and use the data given to annotate the climate characteristics of each zone including the temperature range and seasons. Once done use this information to identify alternative energy options to suit each zone and justify your reasons.

Websites For The Weekend...

Some Questions To Ponder For The Weekend..?

What are the main characterstics of equatorial climates? How does the ITCZ effect Brazil's climate?
What impact did the 1973 Oil crisis have on Brazil's energy mix and current economy?
How appropriate would it be to increase Brazil's dependency on wind power?
Why is improving energy production so important to improving the level of development in Brazil?

Unit 4B Mock Exam Tuesday 15th January in C14 (3.45) 

Viva's (oral examinations) Wednesday 16th January in C14 period 5...times to follow

Wiki Link...waffles a bit but great for facts and gives a good overview...check it out.

How can the Belo Monte Dam engineers ensure sustainability on a local and global scale?


Review Item 6 Further Research...again!

Source 1 http://www.boston.com/bigpicture/2008/05/indigenous_brazilians_protest.html

Source 2


Source 3


Can you consider the 'agenda' for each source in this item?


A Summary of the 1973-74 Oil Crisis and the impacts on Brazil’s energy

Between October 1973 and January 1974 world oil prices quadrupled. This put an end to decades of cheap energy.  Arab members of the Organization of Petroleum Exporting Countries (OPEC), accelerated the economic difficulties facing many industrialized nations (MEDCs), forced developing countries to finance their energy imports through foreign borrowing, and generated large surpluses for oil-exporters.
With the price of oil nearing $100 a barrel on world markets, Brazil is now in a privileged position. When OPEC imposed an oil embargo (trade restriction) on the West in 1973, this created stagnation in many economies. Brazil vowed never to be at the mercy of oil producers again. It launched a national program to create a viable alternative to gasoline, one that could use the nation’s sugarcane industry to produce enough ethanol to meet its economic needs. This reaction surprised many richer nations.

Brazilian officials dismissed this mockery by New York and London and pressed on, often with spectacular setbacks, and a public resistant to the inconveniences of “flexible fuels” – cars that run on either ethanol or gasoline, the cheaper of which was not universally available throughout the country.

Brazil’s determination, however, paid off last year when, to the dismay of the industrialized world, Brazil declared its energy independence: Its sugarcane-based ethanol industry replaced gasoline as a cost-effective alternative fuel.

With the price of oil skyrocketing this year, Brazil has managed to pull off what the United States vowed to do decades ago and is not any closer to accomplishing.  Brazil’s success is remarkable: In a single generation it has ended its dependence on imported oil and has diverted it’s research in to other alternatives such as bio-ethanol and HEP.

What prompted Brazil’s government to change their major energy source?

Did Brazil make an effective economic decision when reducing it’s dependency on oil?

What is the draw back of flexible fuel?

Will reducing the use of oil have any impacts on the development on Brazil?


Unit 4B Geography Mock Paper Tuesday 15th January 2013 at 3.45 in C14

How is revision going Year 13?...

Take a look at this article from New York Times reviewing the impacts of the Three Gorges Dam in China - a useful comparison case study. 
Email if you have any questions to sruthslater@yahoo.co.uk

Happy Christmas Y13
hope you've all had good break
some questions for you to ponder .....

  • Create an economic case for the building of the Belo Monte dam.
  • Outline the social and environmental arguments against the building of the Belo Monte dam.
  • Create a SWOT analysis to show the strengths and weaknesses of the proposed Belo Monte dam. Please include social, economic, environmental and political consideration.
  • Explain how wind power could be used to promote economic development in Brazil.
  • Explain why wind power is unsuitable for large scale economic development in Brazil.
  • What would be the most suitable energy generation strategy for Brazil to continue its impressive economic development?
  • Suggest possible reasons for the lack of oil consumption and growth of natural gas consumption in Brazil.
  • Assess the relative importance of the different components within Brazil’s energy mix
  • How might the trade winds, solar insolation and relief influence the choice of renewable energy and whether it should be pursued within the Brazil.
  • Using item 5, and other information, explain why Brazil should further invest in renewable energies. 

Mrs b x
don't forget your key words we are using for each question .....

Have a relaxing and Merry Christmas and work hard too!
Compare the two articles below.  Suggest how the two articles may be used as an argument for the Belo Monte Dam or as an argument against.

Geographical Association 16-19 Competition- Deadline 14th December

Really good website to get a flavour of Brazil


Mrs Slater's Feedback from Geographical Association 6th Form AIB 2013 Conference
Tuesday 27th November 2012

John Smith Principal Examiner for Unit 4B AQA A Level Geography delivered a 2 hour session. I have summarised some of the key issues and main points below;

1. What are the main issues being covered by this AIB?
  • Building and construction of a dam.
  • Destroying the homes and villages of the indigenous Kayapo tribe.
  • Energy supply need in Brazil.
  • Energy supply in Belo Monte region of Brazil.
  • Brazil’s economic development.
  • Conflicting demands of groups of individuals.

2. John Smith made it clear that all candidates should know the meaning of every word in the AIB and feel confident when using them in answers.

3. He raised areas of points to study.
  • Link AIB to material in AS/A2 and GCSE to access level 3 marks.
  • Refer to and be familiar with similar case studies e.g. Three Gorges Dam, China in order to access Level 3.
  • Study the two opposing views of pro-Belo Monte and anti- Belo Monte groups.
  • Be aware of the links to Unit 4A. Develop data collection, presentation, analysis.

4. It was made clear that accessing the ‘further research’ items in the AIB was crucial to developing Level 3 answers and may well be directly expected in one of the questions set.

5. Candidates being able to Refer to LONG TERM and SHORT TERM was flagged up as useful!

6. Candidates being able to easily synopsise local/national/global arguments.

Exam Tips
90 minutes examination. 60 marks available. 1⅟₂ minutes per mark.
Focus on command words and use keywords.
Avoid Drifting from the question.
Justify/Describe/Draw/Choose/Explain/ Example(s)
Identify trends and patterns.
Use Comparisons.
Quote from AIB ok but no copying. Combine quotes to share your own opinions will access high level marks.
Include your own knowledge and ideas. A* candidates must show flair/big ideas/synopsis/appreciation of place/cross subject links.

Brazil Maps

Ensure  that you can reproducea sketch of Brazil with key human and physical features plus appropriate lines of latitude

Tuesday 27th November A2 Geography Conference for January examination 2013
Departing school around 8.30 and return by 12.30.
Remember to bring your packed lunch and brains!!!!   

 Map of Brazil

  Join the GA go to http://www.geography.org.uk/login_join.asp and join as a concessionary student member!

Skydiver Felix Baumgartner set to break sound barrier

An Austrian man is trying to break the speed of sound by doing the highest ever skydive. Click the link below to see how he plans to succeed and how the weather may influence his descent!

Welcome to India  BBC iplayer for episode one and thursday 9pm BBC2 for second episode- watch it is perfect for  creativity .....

blurb from iplayer ........
Learning how to survive on an increasingly crowded planet is probably our ultimate challenge. But there is one place, home to over a sixth of the world's population, which is already making a good shot at adapting: welcome to India. This extraordinary observational series casts aside the usual preconceptions about the sub-continent, and lets a few of India's 1.2 billion show how their world really works.
With astonishing access into the densest districts of Kolkata and Mumbai, it celebrates the impressive resourcefulness, resilience and absolute pragmatism of those living and working there, and reveals the psyche needed to get ahead in the biggest of crowds.
This follows two main characters as they employ all their ingenuity to carve out a home. With more people moving to cities in India than anywhere else on Earth, securing that place you can call home is vital for nurturing your family's future.
Kaale has come to Kolkata in search of gold - incredibly, he earns a living by sweeping the streets of the jewellery district for stray gold dust. But to fulfil his business ambitions, he must escape his landlord and rent a room of his own. His plan pushes even his resourcefulness to the limit: dredging for gold in Kolkata's drains.
Rajesh and his wife Sevita have created their home on a Mumbai beach after their controversial love marriage. They support their kids' future with some impressive improvisation, including running their house as a makeshift beach pub selling cane liquor. But then eviction by the Mumbai council threatens 

Take a look at the two Youtube clips below on 'Fronts' and 'UK weather'.
Thank you.

A reminder about jet streams....

Weather and Climate: Consider this short film on the Coriolis Force? 

Any good links for Rossby Waves or Jet Streams...?

Look here.And here.

Welcome back A2 Gorgeous Geographers!
Can you answer the 5 questions on weather sysmbols? Use you notes- 
then test yourselves...

Well Done NEW Year 13 Geographers!

Excellent results this summer. 
40% A/B grades at AS. 

Keep it going this year...40% of A2 students this year achieved A*/A grade.

not bad paper at all .......

good luck tomo!!

Make sure you have learned all your case studies Y13 ....

Hope you enjoyed your leavers meal ... have  a look at article below - Climate talks taking place in Bonn  as we speak - useful information for your global warming notes....


earthquake in Northern Italy today - check out posts on home page - 2nd webpage has simple diagram to explain tectonic processes on Italy

hello chaps
check out this link


news report of the opening
good luck tomo
don't forget soc ec env  short long  adv dis spatial  case study synoptic grid refs 

check out the twitter feed
new bridge to open on 27th feb
check out the transport document added to boroughofpoole website
see you tomo
great results with mock


summary of the regeneration plans for wider poole area - detailed!!!! 

Volcano accurately predicted for first time ever!
 (well within 8 years) .. pretty awesome


check out the government announcement on transport infrastructure plans announced today -  very convenient of government to think about organising announcement around my lesson


formulate an opinion on these projects to add to Poole debate
see you sometime in the future ......

Y13 homework 25/11/11

use the following websites to produce your case study on sustainable transport in Curituba:




Still  ...Poole 
Have a look at the following documents to keep up to date with recent developments


click on the twin sails supplement

fabulous website have a play around with this website - enlarge the Poole area and then look at photos and transport links - see how Poole coast fits into the wider Dorset area..


We need to start thinking about Poole... have a glance at this article and summarise the views...


London as a world city 


Podcast reviewing book by top geographer Prof Doreen Massey - this really is creativity and flair!!! 

World Cities TV revision
A good way to revise Y13
Thursday 8pm BBC1 Andrew Marr's megacities - look on i player for last weeks - check out last weeks episode on iplayer - good section on rural - urban migration

Filthy Cities

Great TV this week - Filthy cities - looked at life in cities in the past - then the Victorians looked at growth of cities through Art - both available on iplayer (when your not writing my essay or completing your homework on climate change in UK I mean of course !)



Changing climates

Climates are changing and we need to study how and why - the link below is too an interesting resource from the University of California on climate change  - I love the thought experiments - really good to get your brains thinking:


So this is how traffic jams happen......

Nairobi rappers look towards sustainable waste management

City is not a problem it is a solution

Thought you might like this little talk by the sustainability guru himself ... Jamie Lerner.

Gorilla in the Greenhouse

Which is your favourite episode?


Wicked Weather

Watch the videos - why was michael fish both right and wrong?

Want to keep up to date with our weather ?